Initial Teacher Education and Training by 93l430Nn

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									Initial Teacher
Education




Partnership Handbook
Early Years, Primary, KS2/3 and Secondary
Programmes 2010/11 (revised April 2010)
Welcome to the Bath Spa University Partnership Network 2010/11

The Bath Spa University Partnership Handbook is based upon the South West Region 1 principles of
partnership. These have been developed in consultation with University and school colleagues involved in Initial
Teacher Education. The agreement outlines our joint commitment to providing high quality education and
professional learning across our partnership network.

A genuine process of consultation combined with a rigorous approach to quality assurance, self evaluation and
review, provides the opportunity for all partners to refine and shape our future policy and practice. This process
is essential to ensure that our model of practice is robust and meets the challenging demands of the profession,
while also addressing the 21st Century workforce reform agenda. Central to our mission is the commitment to
prepare high quality teachers, raise standards and meet the educational aspirations of schools, families,
children and young people.

We highly value your commitment to preparing the next generation of Bath Spa Teachers (BSTs) alongside your
own investment in your continuing professional development.


We are looking forward to a stimulating and successful year ahead.


All good wishes,




Professor Robert Barratt
Assistant Dean – Head of Initial Teacher Education




              Bath Spa University Initial Teacher Education                                             i
      ‘Committed to the education of new teachers, children, young people and their communities’

      ‘Working in partnership to create long term solutions’
Glossary
    BST            Bath Spa Teacher
    CL             Course Leader
    ITE            Initial Teacher Education
    ITT            Initial Teacher Training
    IV             Independent Verifier
    LT             Link Tutor
    M              Mentor
    Ofsted         Office for Standards in Education, Children’s Services and Skills
    PC             Profile Characteristics
    PerT           Personal Tutor
    PL             Programme Leader
    PLPP           Professional Learning and Practice Portfolio
    PT             Professional Tutor
    QTS            Qualified Teacher Status
    SMART          Specific Measurable Achievable Realistic Time-bound
    SP             School Phase
    TDA            Training and Development Agency
    UP             University Phase




            Bath Spa University Initial Teacher Education                                        ii
    ‘Committed to the education of new teachers, children, young people and their communities’

    ‘Working in partnership to create long term solutions’
Contacts
Academic

 Robert Barratt                             Assistant Dean and Head of Initial Teacher Education
 r.barratt@bathspa.ac.uk                    01225 876127

 Dylan Gwyer-Roberts                        KS2/3 and Secondary Programme Leader
 d.gwyer-roberts@bathspa.ac.uk              01225 876559

 Clare Furlonger                            KS2/3 and Secondary Programme Leader
 c.furlonger@bathspa.ac.uk                  01225 875834

 Pat Black                                  Primary and Early Years Programme Leader (5-11)
 p.black@bathspa.ac.uk                      01225 875689

 Nicki O’Brien                              Primary and Early Years Programme Leader (3-7)
 n.o’brien@bathspa.ac.uk                    01225 876286

 Lorna Smith                                Secondary English Course Leader and Professional Studies Coordinator
 l.smith2@bathspa.ac.uk                     01225 876562

 Kirk Bizley                                Secondary Physical Education Course Leader and Professional Studies
 k.bizley@bathspa.ac.uk                     Coordinator
                                            01225 876558


Administration

 Alison Denning                             Initial Teacher Education Administration Manager
 a.denning@bathspa.ac.uk                    01225 875581

 Victoria Lum You                           Schools Liaison Officer
 v.lumyou@bathspa.ac.uk                     01225 875448

 Maggie Rideout                             Secondary Partnership Administrator
 m.rideout@bathspa.ac.uk                    01225 875626

 Cathy Flint                                Primary Partnership Administrator
 c.flint@bathspa.ac.uk                      01225 875633

 Katie Payne                                Primary Partnership Administrator
 k.payne@bathspa.ac.uk                      01225 875633



Website

School of Education
www.bathspa.ac.uk/schools/education




             Bath Spa University Initial Teacher Education                                         iii
     ‘Committed to the education of new teachers, children, young people and their communities’

     ‘Working in partnership to create long term solutions’
Contents
   Contents ............................................................................................................... 1
   Statement ............................................................................................................. 2
   National Priorities 2010/11 ................................................................................... 3
   TDA South West Region 1 Principles of Partnership ............................................ 4
   1. Partnership in Initial Teacher Education ........................................................... 5
   2. Partnership schools roles and responsibilities .................................................. 6
   3. ITE provider roles and responsibilities .............................................................. 8
   4. Documentation and information ........................................................................ 9
   5. Staff preparation and support ......................................................................... 11
   6. Support, supervision and assessment of BSTs............................................... 12
   7. Schools’ inclusion in ITE partnership .............................................................. 17
   Appendix 1 - Lesson Observation Report Form .................................................. 18
   Appendix 2 - Lesson Observation Notes Form ................................................... 19
   Appendix 3 - Prompts for BST Lesson/Activity de-brief....................................... 20
   Appendix 4 - Weekly Review Form ..................................................................... 21
   Appendix 5 - School Phase Interim Assessment Form ....................................... 22
   Appendix 6 - School Phase Final Assessment Form .......................................... 26




        Bath Spa University Initial Teacher Education                                                                           1
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
Statement
Our joint vision for a 21st Century partnership network
Our vision is that by 2014 our Initial Teacher Education (ITE) programme and partnership network will be
nationally recognised as a highly innovative and successful partnership. Central to this vision is the notion of a
community of practice that aspires to develop different models of partnership, identifies and learns from good
practice and continually strives to raise standards of teacher and pupil attainment. It is a model of genuine
partnership, consultation and listening, shaping the way in which we understand and refine our future vision,
policy and practice. Key consultative bodies are:
     Initial Teacher Education Forum
     Initial Teacher Education Policy Forum
     Initial Teacher Education Network Forum
These fora meet regularly across the year with representation from all stake-holders involved in the partnership.

Partnership network
The ITE partnership network engages with local authorities. A network model is used to understand the
infrastructure, typology and community of practice of the partnership. The network is characterised by its long
term relationships, different models of partnership and innovative work with schools/settings and their
communities. This highly developed community of learners is committed to raising standards, learning from
others and anticipating change.

Our philosophy
Central to our shared philosophy is the idea that there is an undeniably critical purpose to the learning. This
purpose is to prepare new teachers who have the capacity to shape a 21st Century education system. Our
approach is based upon a blended model of school/setting and university experience enriched by a wide range
of professional contributions critiquing, reflecting and challenging the notions of the developing professional.
The development of excellent teachers involves working with excellent partners, which naturally leads to high
levels of achievement. Simply, good learning leads to excellent professional practice. The way in which our
partnership supports the professional development of teachers is based upon a strong set of commonly held
values about how new teachers learn. These are defined within our Profile Characteristics and underpin our
shared philosophy and model of practice.

Principles of practice
The ITE programme is underpinned by four key principles. We believe that these are central to the process of
becoming an effective teacher. They are:
     effective learning takes place when knowledge is shared and contested with a wide range of learning
        partners
     professional discourse is robust and challenging
     research is used to investigate and challenge current practice and shape new ideas
     thinking skills are applied creatively and with purpose

Key objectives
Together we support the development of new teachers and enhance the quality of the teaching profession. The
partnership places pupils’ learning at the centre of a model of practice and aspires to the following key
objectives:
     working collaboratively to meet the challenges of a 21st Century society
     developing innovative strategies to support pupil and teacher learning
     raising academic standards and improving behaviour
     looking for creative and innovative ways to develop new educational ideas from existing practice
     empathising with the notion of leading learning

The partnership remains central to the way we define and support the professional learning of our teachers; it
will continue to shape the future direction of the Bath Spa University Initial Teacher Education programme.

              Bath Spa University Initial Teacher Education                                              2
      ‘Committed to the education of new teachers, children, young people and their communities’

      ‘Working in partnership to create long term solutions’
National Priorities 2010/11
During 2010/11 we will be focusing on the following national priorities across our partnership network, which are
to ensure that we:
     support high-quality outcomes for all BSTs
     ensure that provision across the partnership is of consistently high quality
     effectively address matters concerning equality of opportunity, foster good race relations, value diversity
        and eliminate harassment and discrimination
     support schools to raise standards of pupil attainment
     value and meet the needs of all learning partners including children and their families

During the year we will (together) evaluate these national priorities and share our joint understanding.
                                                                    st
Please refer to the 2008/9 Self Evaluation Document (published 31 December 2009) to familiarise yourself with
the key data about the development of the partnership: www.bathspa.ac.uk/schools/education/partnership
                                                               st
Please refer to the 2009/10 Improvement Plan (published 31 December 2009) which identifies our priorities for
the year ahead www.bathspa.ac.uk/schools/education/partnership. A short version of this document is included
in this mailing.




              Bath Spa University Initial Teacher Education                                                3
      ‘Committed to the education of new teachers, children, young people and their communities’

      ‘Working in partnership to create long term solutions’
      TDA South West Region 1 Principles of Partnership
      Introduction
      In 2007 the Training and Development Agency (TDA) published Professional Standards for Teachers: Qualified
      Teacher Status. Revised ITT Requirements accompanied these new Professional Standards. Revisions to the
      Standards, 2008 can be found at http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx.

      The purpose of this document is to meet the Requirements for Initial Teacher Training outlined in that
      document, that are:
          that partners establish a partnership agreement setting out the roles and responsibilities of each partner
          that partners work together to contribute to the selection, training and assessment of the BST against
             the Profile Characteristics and the QTS standards

      Requirements (guidance updated 2010) can be found at
      http://www.tda.gov.uk/partners/ittstandards/guidance_08/itt.aspx.

                 Entry requirements R1.1-1.6
                 Training requirements R2.1-2.9
                 Management and quality assurance R3.1-3.7

      ITE providers in South West Region 1 have agreed that it would be helpful to schools/settings if partnership
      agreements had, as far as possible, common content. Some individual provider differences rightly remain.
      Throughout this document the term “Partnership School” refers to a collaborating school or setting. The
      relationship between the University and the school is defined as a Partnership Agreement.
      We would like to draw your attention to R3.3 and the legislation relating to our duty to promote the equality of
      opportunity for all and the respective legislation that we must comply with:

                  The Race Relations (amendment ) Act 2000
                  The Disability Discrimination Acts (DDA) 1995, 2005
                  The Sex Discrimination Acts 1975, 2006
                  The Age Discrimination Act 2006,
                  Statutory Instrument (2003) No 1661; The Employment Equality (Sexual Orientation) regulations 2003
                  Statutory Instrument (2003) No 1660; The Employment Equality (Religion or Belief) regulations 2003
                  Data Protection Act 1998
                  Freedom of Information Act 2000
                  R1.4
                  Safeguarding Children and Safer Recruitment in Education (DFES – 04217-2006)




        Bath Spa University Initial Teacher Education                                              4
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      1. Partnership in Initial Teacher Education
      There are mutual benefits for both ITE providers and partnership schools in the ways that engagement in initial
      teacher education promotes progression and development of effective teaching and learning, provides vehicles
      for personal and professional staff development and stimulates professional dialogue between all concerned.

      At the heart of successful partnership is the ambition to ensure that every BST’s experience is informed by the
      highest possible standards of professionalism in how providers and schools work. The aim is to make that
      experience the best possible foundation for life-long personal development and education as a teacher.

      High quality initial teacher education involves both ITE providers and partnership schools in a number of
      fundamental commitments. These are summarised as follows:

      Commitments of the Partnership School:
        provide BSTs with an appropriate context and ethos for quality teaching and learning
        identify appropriate staff (Professional tutors and/or Mentors)
        work with the University to ensure that Professional tutors and Mentors are well prepared for their roles
        provide BSTs with appropriate professional development, resources and support
        maintain good communication with the University
        engage in monitoring, evaluation and development of the BST’s experience within the partnership
        provide and implement quality assurance procedures relating to the school’s participation in ITE

     Commitments of the University:
        ensure appropriate and effective communication with Partnership schools
        involve partner schools in all aspects of ITE work from recruitment through to employment
        provide support and guidance to partner schools to ensure a high quality professional learning experience
        provide financial resources and/or professional services to partner schools for their involvement in ITE
        monitor and evaluate the quality of ITE provision by the partnership and act appropriately on the outcomes
         of this process
        make explicit and implement the criteria for the selection, support and de-selection of partnership schools




        Bath Spa University Initial Teacher Education                                            5
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      2. Partnership schools roles and responsibilities
      All Partnership roles and responsibilities relate directly to the Professional Standards for QTS and Requirements
      for ITT (TDA revised 2008. Guidance updated 2010).

      Headteacher/Managers and Governors
      The Headteacher’s commitment to ITE is absolutely essential. The Headteacher is responsible for informing
      Governors about developments in ITE and for ensuring that there is commitment from the school community to
      the partnership.
      The Headteacher has a responsibility for ensuring that the school is an appropriate setting for effective
      professional development, with BSTs having access to support, good practice and necessary resources,
      including those made available through appropriate management of partnership funding. Management of ITE
      within the school is often delegated to a senior member of staff.

      Professional Tutor or equivalent (The person who has overall responsibility for ITE in the school)
      Role and responsibilities
        the overall management and co-ordination of ITE within the school
        develop, implement, monitor and evaluate the school policy and practice for ITE
        the quality assurance of ITE provision within the school
        be familiar with all programme documentation and associated documentation relating to ITE from the
           Department for Education (DfE), TDA and the Office for Standards in Education, Children’s Services and
           Skills (Ofsted)
        liaise with Course Leaders/Personal Tutors/Link Tutors and the University to ensure the quality of
           provision across all aspects of the partnership
        assist the partnership network, where appropriate, in the recruitment and selection of schools
        liaise with the University in relation to any concerns relating to BST welfare
        overseeing the selection, preparation and support of Mentors
        co-ordinating the placement of BSTs in the school, ensuring a balanced provision
        organise and manage a school-based programme of professional development for BSTs linked to the
           Profile Characteristics. course requirements and SMART targets
        ensure that all BSTs have access to opportunities and support as specified in the course
        arrange additional personalised learning experiences to meet the BST’s individual needs
        make available to BSTs the relevant school documentation including policies and procedures via the
           school website or any other information available on open access in the school
        ensure that BSTs are assessed appropriately
        ensure that all ITE assessment procedures are conducted and completed on time
        assist Secondary BSTs on SP2 to arrange a two day visit to a primary school
        assist Secondary BSTs as required with their assignments including time for research




        Bath Spa University Initial Teacher Education                                            6
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      Mentors
      The Mentor is responsible for overseeing the mentoring/coaching of the BST. In a primary school or an early
      years setting this is generally the teacher of the class in which the BST is placed. However, a school may
      choose to allocate this role to another equally experienced teacher. In a secondary or middle school the Mentor
      will be a member of the subject department or faculty.
      The Mentor is expected to attend Mentor Development sessions. Mentors are also invited to participate in the
      recruitment and selection of BSTs, planning and leading of Mentor Development sessions and to engage in
      course reviews.

      Role and responsibilities
        share their philosophy of teaching with the BST
        model good professional practice and support the BST to develop the best understanding of the role of the
           teacher
        share and discuss how the classroom environment is designed and functions with the BST
        facilitate and encourage the BST to take increasing responsibility in the classroom
        support BSTs to assess and record the progress of pupils, as well as manage classes
        involve BSTs in departmental or whole school activities and encourage participation in the wider
           community e.g. staff meetings and INSET programmes as appropriate
        make arrangements for the BST to observe practice in other classrooms or specialisms, such as working
           with children with special educational needs
        brief the BST on specific school issues relating to safeguarding, child protection and health and safety
           policies
        facilitate the BST in undertaking School Phase (SP) tasks or activities required by their course
        provide the BST with constructive formal and informal feedback to augment their professional learning
        undertake formal lesson observation and assessment of the BST's attainment against the PCs, which
           encompass the Standards for QTS
        complete Lesson Observation Form and ensure BST receives a copy
        monitor lesson planning and preparation and assessment recording in the BST’s School Phase file and
           provide written and verbal feedback which is discussed at a Weekly Review tutorial
        provide a Weekly Review tutorial
        ensure that all SP Weekly Review paperwork is promptly copied to the University
        support and challenge the BST to reflect on their developing practice and to set targets for their
           professional learning
        scrutinise the BSTs Professional Learning and Practice Portfolio (PLPP)
        engage in a joint observation with the University tutor, Moderator or External Examiner as appropriate
        assess the BST's evidence-base against the PCs and report this assessment to the University using the
           PGCE interim and final assessment forms where appropriate
        liaise with the Professional Tutor or their equivalent or the University as appropriate in relation to the
           professional learning, support, assessment and well-being of BSTs
        value and engage in their own ongoing professional learning
        engage in learning conversations and professional dialogue
        participate in agreed monitoring and evaluation procedures
        assist Secondary BSTs as required with their assignments including time for research (up to half a school
           day per week)




        Bath Spa University Initial Teacher Education                                           7
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      3. ITE provider roles and responsibilities
      The University
      Role and responsibilities
        liaise with partnership schools
        recruit new schools to the ITE partnership
        oversee BSTs School Phase placements
        liaise with the PT or their equivalent in partnership schools in relation to the school’s capacity to provision
           for ITE and to establish and maintain a high standard
        work with partnership schools to develop their ITE policy and practice
        coordinate initial briefing for Mentors/PTs and on-going professional learning for all those involved in the
           school’s ITE provision
        manage the assessment and moderation procedures for BSTs' School Phase work
        manage the distribution of partnership funding and supply cover payments to schools (supply cover will be
           paid to schools for Mentors and/or PTs attending meetings and/or professional development activities
           which are related to their ITE responsibilities)
        monitor and evaluate the quality of partnership schools’ provision in order to meet the requirements of an
           Ofsted inspection and the University’s own quality assurance and/or accreditation procedures
        manage and liaise with external agencies such as the TDA and Ofsted on behalf of the partnership
        prepare BSTs to undertake their professional roles and responsibilities in schools (including appropriate
           conduct and dress code)
        make arrangements for External Examiners, Independent Verifiers and University moderators to visit
           schools


      Bath Spa Teacher
      Role and responsibilities
        ensure that CRB clearance is obtained and made available to the School Phase placement school
        work respectfully and sensitively with others (children/pupils, teachers, support staff and parents or carers)
        respect confidentiality/anonymity in the school or setting
        behave in a professional manner at all times
        hold and promote high expectations of children/pupils’ learning and behaviour
        ensure that they are fully informed about the needs of individual children/pupils
        take responsibility for their own professional development
        attend department or staff meetings and other professional development events where appropriate
        comply with the school’s health and safety policies
        communicate with the school about important matters such as absence
        play a full part in the school community
        discuss and explore approaches to teaching in order to develop their own practice
        respond professionally to feedback and suggestions for their professional development
        evaluate their teaching and share these reflections with their Mentor
        be aware of, and work within, the statutory frameworks relating to teachers’ responsibilities
        brief themselves on all relevant national, legal and health, safety and child protection procedures relating
           to school policy and practice
        apply their professional judgement in respect of the use of social media networking sites in accordance
           with the ITE code of conduct




        Bath Spa University Initial Teacher Education                                             8
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      4. Documentation and information
      Information to be made available by Partnership schools to BSTs
           School prospectus
           School ITE policy (to be in place after the first year of partnership and a copy forwarded to the University)
           School Ofsted Report
           Staff and/or student handbook

      The following documents are those which BSTs should have the opportunity to explore and access during their
      School Phases. BSTs do not need their own copies of these documents.

           Every Child Matters and Every Child’s Future Matters
           Teaching and learning approaches
           Schemes of work
           Health and Safety and Risk Assessment procedures
           Behaviour management
           Social and emotional aspects of learning and wellbeing
           Equal Opportunities / Race Equality
           Assessment for Learning
           English as an Additional Language
           Inclusion / SEN / Differentiation
           Personal, Social, Health and Emotional Development
           Relationships and Sex Education
           Citizenship
           Transition/Induction
           Links with Home
           Homework
           Early Years (for primary BSTs)
           School statistical and tracking information and appropriate national data for pupil attainment
           Other documents such as the school Self Evaluation Form (SEF) and improvement plan as appropriate

      Note
      BSTs may require use of the school website, intranet and Virtual Learning Environment.

      Information to be provided by the University to BSTs
         Partnership Handbook and School Phase 1 and 2 briefings
         Programme and/or course Handbook
         Partnership documentation relating to training, assessment and evaluation and quality assurance
           procedures
         University Equal Opportunities and Race equality policies
         a record of the BST’s ongoing professional development identified through the PCs
         access to the Bristol Guide




        Bath Spa University Initial Teacher Education                                               9
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
        Information to be provided by the University to Schools
         Partnership Handbook and School Phase 1 and 2 briefings
         Partnership documentation relating to training, assessment and evaluation and quality assurance
            procedures
         Updates on policy changes to ITE and Ofsted
         University Equal Opportunities and Race equality policies
         a letter of introduction written by the BST or telephone call before the School Phase begins
         a summative report from the BST re their previous School Phase
         a record of the BST’s ongoing professional development identified through the PCs
         any Action Contracts carried forward from the BSTs previous School Phase
         any additional personal information, as disclosed by the BST
         where agreed a risk assessment for any BST with a disclosed disability
         all BSTs will carry an identity card at all times
         all BSTs will ensure that a copy of their CRB clearance is presented to the PT and/or Headteacher
         if a BST has not received their CRB disclosure before the start of the School Phase the PT or
            Headteacher will be informed in writing prior to the School Phase by the University




        Bath Spa University Initial Teacher Education                                         10
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
         5. Staff preparation and support
         All appropriate staff, both within schools and the University will be fully prepared for their roles in selecting and
         assessing BSTs and supporting their professional learning.
         This will be achieved as follows:
         Mentor and Professional Tutor Development sessions:
              Session 1: PTs supporting Secondary and KS2/3 BSTs
              Session 2: Mentors supporting Secondary and KS2/3 BSTs
              Session 3: Mentors supporting Primary and Early Years BSTs
              Session 4: Mentors supporting KS2/3 BSTs on School Phase 2

         Mentor Development is jointly planned and delivered by school Professional Tutors and/or Mentors and
         University tutors. All Mentor Development sessions are certificated.

         Further Continuing Professional Development for Mentors and Professional Tutors
         Two programmes are available which offer further Continuing Professional Development in Mentoring and
         Coaching. These are planned and led jointly by University tutors and experienced school Professional Tutors or
         external consultants. They are fully funded and available to teachers working in any Mentoring or Coaching role
         within a school or other setting. http://www.bathspa.ac.uk/schools/education/cpd/default.asp
         Mentors or Professional Tutors can seek accreditation for this further study at Masters level although this is not
         a requirement of the programme. These additional Continuing Professional Development opportunities are
         available to any teacher in a partner school. Information about additional courses will be provided at all Mentor
         and Professional Tutor sessions.

         Supply cover
         Supply cover costs are paid for staff attending any School Phase Mentor Development or ongoing Continuing
         Professional Development session in Mentoring or Coaching which takes place during the school day. School
         Phase Mentor Development which is arranged as a twilight session is paid directly to the teachers taking part.

         Availability of resources online
         All partner schools are able to access all School Phase documentation, information and resources via the
         University Partnership Website http://www.bathspa.ac.uk/schools/education/partnership/default.asp

         Resources
         Bath Spa University provides a full range of teaching, assessment, support and administrative resources.
         These include:
          administrative services (advertising, admissions procedures, finance, accommodation, validation and
             accreditation procedures, examination panels and boards, appeals procedures, partnership office staffing
             resources)
          student services (medical, Chaplaincy, counselling, careers advice, disability support)
          staff and resources for taught provision (including staff development and research to underpin course
             programmes, agreed travel costs, library services, ICT facilities, specialist subject accommodation, facilities
             and equipment)
          teaching, learning and assessment of BSTs (handbooks, Virtual Learning Environment and website-based
             materials, teaching on University Phase (UP), assessment and joint assessment of BSTs subject knowledge
             and professional skills, supporting BSTs first appointments, initial and on-going CPD for school tutors)
          course management, monitoring and evaluation (ITE meeting fora, quality assurance procedures,
             production of documentation for and liaison with DfE, TDA, General Teaching Council for England
                      1
             (GTC(E)) , Ofsted, CRB)
          University staff (responsibilities for liaising with school partners, undertaking individual and joint
             observations of BST)

1
    Correct at the time of print
        Bath Spa University Initial Teacher Education                                                    11
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      6. Support, supervision and assessment of BSTs

      The following information contains guidance for Mentors in the support, supervision and assessment of BSTs
      during their school placements.

      Profile Characteristics (PCs)
      The ITE curriculum is based around five key themes. These are:
          Professionalism
          Educational Philosophy, Policy and Practice
          Equality and Diversity
          Pedagogy and Practical Skills
          Knowledge Transformation and Learning

      These themes are embodied in the PCs. The PCs incorporate the TDA Standards for QTS and the Ofsted
      Grade Criteria for the inspection of ITT. The PCs are an assessment framework used to support the
      professional learning, practice and assessment of a BST. They are used by the BST and their learning partners
      to identify professional development targets. The PCs are also used to achieve consistency of judgements
      across the partnership.

      Each of the five themes contain statements that exemplify levels of BST attainment in relation to the Ofsted
      inspection of ITE grade criteria. They are:
           Level 1 Outstanding
           Level 2 Good
           Level 3 Satisfactory (meeting the Standards for QTS)
           Level 4 Developing
           Level 5 Starting Point
           Level 6 Unsatisfactory

      Note: The Ofsted inspection framework for ITE:
      (http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Other/General/Framework-for-the-
      inspection-of-initial-teacher-education-2008-11)
      is different to the Ofsted inspection framework for schools:
      (http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Other/General/Framework-for-the-
      inspection-of-maintained-schools-in-England-from-September-2009).

      During the programme BSTs will use the PCs to assess their attainment at five key progress review points:

             University Phase
              University Phase Progress Review Points involve professional discussions with the University tutor
              through tutorials and attainment in relation to University tasks and assignments.

             School Phase
              School Phase Progress Review Points involve a professional discussion between the Mentor and the
              BST. This discussion will inform the completion of Assessment reports which will be reviewed with the
              Course Leader/Personal Tutor.




        Bath Spa University Initial Teacher Education                                            12
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      The Professional Learning and Practice Portfolio (PLPP)
      The PLPP is an evidence based record of the BST's professional learning and practice. This will include
      evidence from their University Phase (UP) and School Phase experiences. The evidence within the PLPP will
      demonstrate their achievement against the Profile Characteristics. Formal review of this evidence will take
      place at five points across the year. These are called the Progress Review Points (PRP). At each PRP the
      evidence will be moderated and assessed for integrity and quality. A best-fit grade will be determined to best
      measure the BST's achievement.
      BSTs are required to make ‘claims against the Profile Characteristics’ to confirm their current level of
      professional learning and practice. This is called a ‘package of evidence’. University and school colleagues
      (Mentors) will have full access to the BST's PLPP and will support the generation and quality assurance of the
      evidence presented.

      Lesson Observations
      Mentors are required to complete one formal lesson observation every full week during SP1 and SP2. For
      those on a paired placement, one observation should be completed for each BST. The focus of the observation
      should be agreed with the BST before the lesson takes place. The foci for lesson observation should be guided
      by the five themes of the PCs.

      Lesson debrief and observation notes
      Lesson observations should be completed on the (yellow) Lesson Observation Form provided (see Appendix 1).
      The Lesson Observation Notes form (see Appendix 2) can be used for extended comments where required.
      The BST will receive the top copy of the Lesson Observation Form, the middle one is for the Mentor and the
      bottom copy should be given to the University tutor upon request. A Lesson Observation Form will also be
      completed by the Personal Tutor/Course Leader during their visit.
      Verbal and written feedback should be given to the BST as soon as possible after the lesson. When providing
      verbal feedback and advice you may wish to use a questioning framework. For example:
           which aspects of the lesson went well and why?
           which aspects of the lesson did not go well and why?
           how might the lesson be improved?
           how would you plan or teach the lesson next time?
           are you able to confirm or corroborate any of the BST developing principles of practice?
           which SMART targets will you now set and why?

      A BSU Lesson de-brief sheet is provided (See Appendix 3).
      In critiquing the lesson please encourage BSTs to:
            focus on evidence generation based on the PCs
            talk through the lesson and identify and articulate aspects of their practice for themselves- e.g. what
                went well?
            think about and reflect on their own learning process
            think positively about the lesson
            use SMART targets to set future goals

      Some BSTs may need more general support and confidence building, particularly if aspects of the lesson did
      not go as planned.




        Bath Spa University Initial Teacher Education                                             13
‘Committed to the education of new teachers, children, young people and their communities’

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      Weekly Review Tutorial
      A formal weekly review tutorial should be arranged at a regular time at least once per week. This should involve
      the BST and the Mentor and, if appropriate, the PT or class teacher. For those on a paired placement, many
      aspects can be discussed with the BSTs together. However, each BST should have some time individually with
      their Mentor to discuss their progress. This should explore:
            a joint evaluation of the BST’s practice including review of targets set during the previous tutorial and
              any other progress which has been demonstrated that week
            a joint evaluation of the planning and evaluations in the BST’s school files
            the record of evidence in the BST’s PLPP
            identify SMART targets which the BST will need to address during the coming week

      Weekly Review Form
      A record of each meeting should be made using the (pink) Weekly Review Form (see Appendix 4). The top
      copy of the Weekly Review form should be given to the BST and the middle copy kept by the Mentor. The BST
      should return the bottom copy to the Partnership Office in the freepost envelope provided. The BST should
      keep their copy in their PLPP.

      The BST should prepare for the Weekly Review by reflecting on their progress and targets prior to the meeting.
      BSTs should be encouraged to be self-critical and analyse their learning and practice. A questioning approach
      is encouraged; for example, the BST will use the PC themes and descriptors to prompt their thinking and shape
      questions about their emerging understandings about teaching and learning. They will then shape these ideas
      with the Mentor and develop their professional practice accordingly. In a paired placement a separate Weekly
      Review form should be completed by each BST. SMART targets should be used to frame and focus the BSTs
      thinking and practice. The focus and evidence of learning and practice should always be directly related to the
      PCs.

      Where a BST has weaknesses these should be clearly indicated (SMART and linked to PCs) in the Weekly
      Review. This will help the BST to understand the areas for improvement and may be significant in making the
      overall judgement about whether a BST has passed the School Phase.

      Additional Support for BSTs
      Please be pro-active and liaise with the University if additional support is required beyond the school. Please
      record your concerns on the Weekly Review Form (mapped to the PCs) and telephone or email the Personal
      Tutor/Course Leader as soon as possible. If the Mentor and/or the Personal Tutor/Course Leader are
      concerned that the BST is not making the appropriate progress they will arrange an appropriate plan of action,
      which may be outlined in an Action Contract. This may involve further visits to the school.

      Visit by a Personal Tutor/Course Leader
      A University Tutor will visit and conduct a lesson observation of the BST during the Introductory School Phase
      (part time Primary and Early Years course only), and a joint observation during SP1 and SP2 (full-time courses).
      For those on a paired placement, the Personal Tutor will carry out a separate lesson observation of each BST.

      The tutor will:
          conduct a (joint) lesson observation with the Mentor, to establish standards and moderate judgements
          discuss any issues arising from the observation with the Mentor and if necessary, with the
              PT/Headteacher
          check the BST’s PLPP and the SP file
          complete a moderation form to summarise their judgements, copies of which will be given to the Mentor
              and the BST




        Bath Spa University Initial Teacher Education                                            14
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‘Working in partnership to create long term solutions’
      School Phase Interim Assessment
      Interim Assessment of each SP is against the Profile Characteristics. Assessment judgements are formalised
      by the completion of the Interim Assessment Form. The form describes the BST's achievement within the
      particular school/classroom context (see Appendix 5). Mentors are asked to decide whether the BST is on
      track to succeed in their SP. The Mentor will need to highlight appropriate profile statements in the PCs and
      offer a ‘best fit’ grade (1-6). From this summary of progress the Mentor is also required to identify and discuss
      with the BST action points (SMART) and priorities for their next SP. It is essential that the Interim Assessment
      Forms on both SP1 and SP2 are discussed with the BST. All Mentors and BSTs are required to sign these
      forms.

      School Phase Final Assessment
      The final assessment of each SP is against the Profile Characteristics. Assessment judgements are formalised
      by the completion of the Final Assessment Form. The form describes the BST's achievement within the
      particular school/classroom context (see Appendix 6). In this form Mentors are asked to decide whether the
      BST has met the Standards, and at what level, in each section of the Profile Characteristics. The Mentor is
      required to highlight appropriate profile statements in the PCs and offer a ‘best fit’ grade (1-6). From this
      summary of progress the Mentor will also need to identify and discuss with the BST action points (SMART) and
      priorities for their next SP. The Personal Tutor or Course Leader may also set appropriate and related targets
      for the next University Phase. It is essential that the Assessment Forms on both SP1 and SP2 are discussed
      with the BST. All BSTs are required to sign these forms.

      The School Phase is assessed on a pass/fail basis. In order to pass the phase the BST must be judged to have
      met the designated Standards and PCs on the School Phase Assessment Forms.

      Visit from an External Moderator, External Examiner and/or Independent Verifier
      External moderators are experienced colleagues recruited from a range of relevant backgrounds. Their function
      is to observe a small selection of BSTs on placement and to ensure consistency of judgements across the
      partnership. External moderators report to the Examination Boards.

      External Examiners ensure that the University’s assessment standards are comparable with other ITE
      institutions. The External Examiners visit a small selection of BSTs during School Phases (including all
      potential fails) and report their findings at the final School Phase examination board where judgements are
      confirmed.

      Independent Verifiers (IV) are an additional level of independent scrutiny of the standards of the ITE
      programme. An IV, usually a professional with an inspection background, is appointed by the University to
      verify judgements made by schools and the University. IVs are required to confirm or challenge the judgement
      made by the University about standards (grades) awarded to the BSTs. A range of evidence is made available
      for analysis, including the opportunity to interview BSTs, Course Leaders, Programme Leaders and the Head of
      ITE. A report is written at the end of the process and verbal feedback provided to the Programme Leaders for
      discussion at Programme Boards.




        Bath Spa University Initial Teacher Education                                             15
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      The School Phase Progress and Examination Boards
      The final responsibility for the assessment of the BST lies with the Academic Board of the University which
      awards the PGCE and then recommends Qualified Teacher Status. Internal and External Examiners, including
      the Mentor and Personal Tutor/Course Leader act on behalf of the University. They report to a University
      examining board where the final assessment decision for each SP is presented and confirmed. Mentors have a
      right to attend the Board, but are not required to do so. BSTs do not have the right to attend the Board. The
      decision is made on the basis of the following evidence:

             the Mentor’s final report
             the Personal Tutor/Course Leader’s moderation report(s) and verbal recommendation
             in selected cases, the report of an External Examiner

      In cases where there is a disagreement between the report from the school, the Personal Tutor’s/Course
      Leaders judgement or the External Examiner’s judgement, the Board shall carefully consider the evidence
      presented from all parties before arriving at a considered decision, which may over-rule the judgement of one or
      more parties.

      Failure during a School Phase
      If the BST is judged to have failed their SP then it will be at the discretion of the SP Examination Board to
      recommend one of two different outcomes:
            failure confirmed and because of the serious nature of the failure, the BST is not allowed to re-take the
              School Phase. In these cases the BST’s registration will be terminated and they will be excluded from the
              PGCE programme
            failure confirmed, but the circumstances of the failure indicate that the BST is likely to pass on a second
              attempt. The BST would be allowed to refer (retake) this School Phase. The first School Phase must be
              completed successfully before the BST can proceed to the final School Phase.




        Bath Spa University Initial Teacher Education                                             16
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      7. Schools’ inclusion in ITE partnership

      The following are the central principles regulating the selection and de-selection of schools or departments.

      Selection of schools for ITE partnership
      It is the University’s responsibility to secure appropriate placements of high quality for the BST’s School Phase.

      BSTs will be placed in schools or departments which:
              have the capacity to provision for and quality assure a placement
              ensure that procedures are in place to guarantee high quality professional development and
                  outcomes for BSTs
              provide a suitable setting and models of best practice for BSTs
              have effective policies for ensuring equal opportunities, harassment and race relations
              are committed to the continuing professional development and improvement of the ITE provision

      De-selection or discontinuation of schools from ITE partnership
      Should the quality of training provision at a school or within a department fall below the expected standards and
      the school is unable to respond to support and guidance offered, the University will take the necessary steps to
      deselect or discontinue partnership with the school or department concerned.
      BSTs will not be placed in schools or departments:

                     identified by Ofsted inspectors as requiring special measures
                     where monitoring and evaluation has established that high quality initial teacher education is no
                      longer being provided
                     where the school or department has consistently failed over a period of at least a term to comply
                      with the partnership procedures and practices

      All schools who find themselves in such circumstances will be supported by a visit from the Head of ITE.
      A record of the visit will detail the context and any future support and action.

      All partnership decisions will be evidence based and open to scrutiny by all partners. From the 2010/11
      academic year all schools will receive an annual data report. This will include comparative data on the Bath
      Spa partnership network and their school’s provision.

      Schools which are new to the partnership are visited by a University tutor before a BST is placed for any School
      Phase.

                      schools are asked to offer placements on an annual basis
                      placements are reviewed annually
                      with a term’s notice (negotiable) a school is entitled to withdraw from the partnership agreement at
                       any point during the academic year

      In cases where the school is unable to provision for and meet the terms of reference of the Partnership
      Agreement the school will be supported to resolve such matters. In some cases a process of de-selection will
      ensue. De-selection will be undertaken in consultation with the Headteacher or Professional Tutor in the partner
      school. Re-selection will be subject to consultation and annual review.




        Bath Spa University Initial Teacher Education                                                17
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
Appendix 1 - Lesson Observation Report Form




        Bath Spa University Initial Teacher Education                                        18
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
Appendix 2 - Lesson Observation Notes Form




        Bath Spa University Initial Teacher Education                                        19
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
Appendix 3 - Prompts for BST Lesson/Activity de-brief


School of Education – Department of Initial Teacher Education

Prompts for Bath Spa Teacher Lesson/Activity de-brief
   What learning did you set out to achieve during this lesson?

   How did you develop the structure of the lesson?

   What were the strengths and areas of development in terms of achieving the learning

   What evidence do you have that the learners were engaged and stimulated?

   What range of factors did you consider when planning this lesson? (PLTs,
    autonomous/collaborative learning behaviour for learning)

   Tell me about your teaching in the lesson (explanations, questioning, feedback, instruction,
    modelling)

   How did you assess the learning in that lesson? How might that affect your future planning for
    these learners?

   If you were doing this lesson/activity again, what would you do differently?

   Tell me about your success in achieving the agreed observation focus

   Do you think that you learnt anything new about your own professional practice in this lesson?

   Are there any issues about professional practice in general that are raised by this lesson?



NB: Please use this guidance in conjunction with Section 4 of the Bath Spa Teacher Profile
Characteristics




        Bath Spa University Initial Teacher Education                                        20
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      Appendix 4 - Weekly Review Form




        Bath Spa University Initial Teacher Education                                        21
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      Appendix 5 - School Phase Interim Assessment Form




        Bath Spa University Initial Teacher Education                                        22
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
        Bath Spa University Initial Teacher Education                                        23
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
        Bath Spa University Initial Teacher Education                                        24
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
        Bath Spa University Initial Teacher Education                                        25
‘Committed to the education of new teachers, children, young people and their communities’

‘Working in partnership to create long term solutions’
      Appendix 6 - School Phase Final Assessment Form




        Bath Spa University Initial Teacher Education                                        26
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