This is a starting point for developing a personalised training plan. School based trainers and trainee teachers should consult the ‘Supporting School Based Training document on .

School Direct SalariedSchool Based Training Plan 2015-16

Name of trainee: Trainee Name

School:School

School contact:TBA (PCM) TBA (Mentor)

020 8000 0000

Subject Group:Subject

Provider: The University of East London, CassSchool of Education

UEL contact:Tutor Programme Leader Subject

020 8000 0000

Teacher Reference Number:

Note:

For Key Stage 3, trainees must know and understand the relevant National Curriculum Programme(s) of study. All those qualifying to teach a subject at Key Stage 3 must know and understand the cross-curricular expectations of the National Curriculum.

For Key Stage 4 and post-16, trainees must be aware of the pathways for progression through the 14-19 phase in school, college and work-based settings and must know the progression within and from their own subject and the range of qualifications to which their subject contributes. They must understand how courses are combined in students’ curricula.

Specialist subject:Subject

Key Stages:3 & 4

Proposed dates of training:from14/09/2015to31/08/2016

Subjects and key stages the candidate will teach

It is important that the teaching timetable provides opportunities to gain experience across their chosen key stages. Please insert the timetable below. The timetable for an inexperienced teacher should normally be 25 – 30% in term 1, 50% in term 2 and not more than 90% in term 3.

Insert timetable
Monday
Tuesday
Wednesday
Thursday
Friday
School-based training
Name
Name / Position
Professional Co-ordinating Mentor
Name
Name / Position
Subject Mentor


SDS TRAININGPLAN

Name: Trainee Name
Theme: Induction
Plan 1a / Date / Weeks 1-4 of programme
Summary of Induction to school programme /
  • Induction into School
  • Observation of a range of classes and subjects
  • Access to departmental policies and Schemes of Work
  • Guidance on subject work covered in relevant key stages
  • Introduction to the teaching materials available
  • Introduction to the full professional role of the teacher – for example attendance at assemblies, form periods etc

Training to be provided by school based trainer

Induction into the school
The school based trainer should ensure that Traineeis properly inducted into the school. This may include:
  • Finding out about school policies, pastoral systems and sanctions
  • Meeting some key members of staff (e.g. Senior Management Team, heads of year/heads of house, special needs, KS3, assessment, EAL and ICT co-ordinators)
  • Meeting the subject department and finding out about policies, schemes of work, teaching styles, rooms, resources, ICT and reprographic facilities.
  • Finding out about the catchment area and ethos of the school.
  • Observing classes in the specialist subject and possibly another subject area.
  • Finding out where to get form lists, set lists (if applicable) and a staff list.
  • Finding out how to access the IT network in school and use ICT equipment such as interactive whiteboards if trainee is to use them.
  • Shadowing a member of the department for a day.
  • Shadowing a pupil for a day.
  • Shadowing a learning support assistant for a day.
  • Observing registration and tutor periods.
  • Accompanying a member of staff on duty.
  • Collaborative planning and teaching (planning and delivering a starter activity, working with a small group, making a point to a whole class, dismissing pupils etc)
  • Finding out how to access resources for teaching (textbooks, paper, pens, photocopier, access to ICT, class lists, homework timetables)

Training for Professional Knowledge and Understanding
Traineeshould be given guidance on pedagogy i.e. how to teach specific aspects of lessons, for example starters and plenary sessions. This could be done through observation of lessons followed by talking through the issue that arose.
School based trainers should ensure thatTrainee is acquainted with the school and departmental marking policies.
Curriculum documents will be provided by UEL, school based trainers should discuss how these inform the department’s scheme of work
Monitoring the trainees’ progress
School based trainers should monitor the professional values and practice of Trainee – their attendance and punctuality, the appropriateness of dress and behaviour around the school. Particularly important is the relationship to pupils and staff, both teaching and support.
Trainee’s Observation/Research
Trainee should use the observation task on Moodle to note elements such as:
  • Class ethos and groupings within the class
  • Organisation of the teaching room
  • Teaching methods used
  • Pupils with Special Needs including Gifted and Talented
Visit to Key Stage 2 school to be arranged by Trainee. Complete associated tasks on Moodle.
Tutor Involvement
The school based trainer should always alert the Professional Co-ordinating Mentor and UEL tutors if there are any concerns at any time.
Suggested Reading
Capel S, Leask M & Turner T (2004)
Learning to Teach in the Secondary School, Routledge Falmer
Chapter 1 Becoming a Teacher
Chapter 2 Beginning to Teach – 2.1 Reading classrooms
Theme: Beginning Teaching Phase
Plan 1b: / Date / Term 1
Summary of training / Identification of professional development needs (see SWOT Analysis)
  • Negotiation within dept of 25 - 33% timetable for first term (5 hrs)
Observation and team teaching of those classes they will be taking
Guidance on work to be covered by classes
Time to plan the work and locate/create teaching materials
  • Collaborative planning and teaching of some classes
Development of trainee’s subject knowledge for teaching
  • Shadow a member of staff in their pastoral role
  • Follow up and exemplification of university sessions such as Behaviour Management, Planning, Assessment, SEN, EAL etc

Training to be provided by school based trainer

Training for planning
School based trainers should continue to provide support for planning as detailed in the previous training plan. Trainee should continue to plan starters/plenaries or identified parts of lessons with the appropriate class teacher or mentor. The mentor will look at the quality of planning and delivery so far in order to decide when traineeis ready to teach solo.
The mentor should guide trainee to start planning her own medium term plans for this term. Trainee is expected to adapt, plan and resource the learning plans as directed by the mentor. Trainee should use the departmental Schemes of Work but it would be helpful to their development if they could occasionally suggest and use their own ideas (with the mentor’s approval) within the prescribed planning.
Most trainees will require more support, training and guidance to plan effectively at this stage.
During these weeks Trainee should give mentor:
  • Their personalised version of the departmental scheme of work
Lesson plans for the first few lessons of solo teaching. (During these weeks trainees must prepare lessons in advance and show them to their mentor or the appropriate class teacher. Trainees are not allowed to teach without a lesson plan).
A list of possible resources they will need to find or create and the research/study they will have to undertake in order to teach the topic/subject effectively.
Mentors need to ensure that they have read the plans, checking particularly:
That the plans are situated within the departmental Schemes of Work
That the learning outcomes, activities and timings etc are relevant and realistic
That resources are identified/available
If the school based trainers have any concerns or reservations about any of these areas, this should be discussed and resolved with the trainee before the start of solo teaching.
Training for Teaching and Class management
Trainee should be taught how to teach any lesson or aspect of a lesson which they are required to teach at this stage. Trainee should continue to observe colleagues to inform their own development of practical teaching and classroom management skills. The mentor should check that Trainee is confident to teach the lesson beforehand. This could involve talking through the lesson and establishing that the trainee has the knowledge, skills and previous experience which would indicate that they are able to teach the lesson effectively. There needs to be a short debrief after delivery of starter/plenary etc. Once solo teaching has started there should be formative/informal feedback using the electronic proformas (samples sent with Mentor Handbook & on the Mentor wiki) with prompt feedback (within 24 hours). Mentors need to start completing the necessary 3 assessed lesson observations over these weeks with feedback.
Training for Assessment
Mentor should ensure that trainee has set up systems for recording assessments based on the departmental assessment requirements. The trainee needs to be shown the ways in which pupil work is commented on and how strategies for improvement are provided and how to assess “without levels”. Trainee should see examples of marked work which shows the standards achieved by pupils and the progress they should expect to make.
Monitoring the trainees’ progress
School based trainers should monitor the trainee’s ability very carefully in this early stage and provide formative feedback for the teaching observed. The weekly training meetings with the subject mentor should focus on the quality of the planning and teaching so far and the planning for future lessons. Sessions with the Professional Co-ordinating Mentor usually focus on key themes such as Behaviour Management, Special Needs etc. It is a requirement that a trainee uses the lesson plan proforma printed in the handbook or at least takes the headings from the proforma. Use the grade descriptors to assess progress and record strengths and targets on the Weekly Training Plan forms.
Trainee’s preparation and Teaching
Traineeshould research, prepare and make teaching materials for classes they will teach. This includes preparing medium term plans for each class for the first term.
Trainee’s Observation/Research
During observation trainees should note elements such as:
Class ethos and groupings within the class
Organisation of the teaching room
Teaching methods used
Pupils with Special Needs including Gifted and Talented. Read IEPs for pupils to be taught during these weeks
  • Note use of language in learning: the teachers questioning techniques/specialist language/opportunities for pupils to talk about their work/teachers’ explanation & demonstration techniques and language
  • Continue to observe within the subject area but also across other subjects including Citizenship and PSHE as well as the pastoral role of the teacher

Tutor visit
Trainee must send in a copy of their timetable as soon as possible. The UEL tutor will then arrange to visit and observe the trainee with the mentor or class teacher so as to moderate feedback and judgements. The mentor should always alert the Professional Co-ordinating Mentorand university tutor if there are any concerns at any time.
Plan 2a / Date / Term 2
Theme: Contrasting school placement
Summary of Second school placement /
  • Induction into second school for new School
  • Observation and team teaching of those classes they will be taking
  • Access to departmental policies and Schemes of Work
  • Guidance on work to be covered by the classes
  • Time to plan the work and locate/create teaching materials
  • Training opportunities to gather evidence for Standards not available in employing school

Training to be provided by school based trainer

Induction into the school
The school based trainer should ensure thatTrainee is provided with key information. This may include:
  • Finding out about school policies, pastoral systems and sanctions
  • Meeting some key members of staff (e.g. Senior management team, heads of year/heads of house, special needs, KS3, assessment, EAL and ICT co-ordinators)
  • Meeting the subject department and finding out about policies, schemes of work, teaching styles, rooms, resources, ICT and reprographic facilities.
  • Finding out about the catchment area and ethos of the school.
  • Observing classes in the specialist subject and possibly another subject area.
  • Finding out where to get form lists, set lists (if applicable) and a staff list.
  • Finding out how to access the IT network in school and use ICT equipment such as interactive whiteboards if trainee is to use them.
  • Shadowing a member of the department, or a pupil for a day.
  • Observing registration and tutor periods.
  • Accompanying a member of staff on duty.
  • Collaborative planning and teaching (planning and delivering a starter activity, working with a small group, making a point to a whole class, dismissing pupils etc)
  • Finding out how to access resources for teaching (textbooks, paper, pens, photocopier, access to ICT, class lists, homework timetables)
This contrasting experience should focus on particular aspects of the trainee’s needs which have been highlighted in the Standards Tracker and SBT1 report.
Training for Professional Knowledge and Understanding and Professional Skills
Trainee should be given the opportunity to teach classes which complement their existing timetable at their main employing school. It may be appropriate for the trainee to observe during the first week, and then to teach solo for parts of lessons or whole lessons during the following weeks.
Monitoring the trainees’ progress
The school based trainer should monitor the professional values and practice of the trainee – their attendance and punctuality, the appropriateness of dress and behaviour around the school. Particularly important is their relationship to pupils and staff, both teaching and support.
Trainee’s Observation/Research
Trainee may use observation tasks on Moodle to note elements such as:
  • Class ethos and groupings within the class
  • Organisation of the teaching room
  • Teaching methods used
  • Pupils with Special Needs including Gifted and Talented

Tutor Involvement
The school based trainer should always alert the Professional Coordinating Mentor and UEL tutor if there are any concerns at any time. The UEL tutor will visit trainee during this contrasting placement.
Theme: Working within the whole school context
Plan: 2b / Date / Term 2
Summary of training /
  • Continued teaching of 50% timetable (2 key stages)
  • Continued development of trainee’s subject knowledge for teaching
  • Prepare 80-90% timetable for Summer term
  • The final week of this term should be a time of looking back and forward; back to the achievements so far and forward in relation to the elements of experience and training which still need to be addressed in the final term
  • Discuss SBT Report, with targets for the next term, incorporating feedback from the contrasting school placement report
  • Discuss the progress of the various classes the trainee has been teaching and ensure that they are on target to reach the required point in the Scheme of Work or syllabus
  • Time to plan the work and locate, create teaching materials and complete set tasks as appropriate.
  • Some school-based training should focus on trainee’s own lesson evaluations, and review of progress against any other previous targets.

Training to be provided by subject mentor

Training for Professional Knowledge and Understanding
  • Check thattrainee continues to use the NC to plan KS3 lessons and the relevant GCSE specification for KS4 lessons being taught.
  • Check trainee's plans and evaluations regularly. Discuss evaluations and use them to move trainees’ on and assist in future lesson planning. Make sure that the proforma headings are being used.
  • Discuss with trainee the different ways in which additional adults can be used effectively in lessons. Check plans to ensure that their role is clearly identified.
  • Discuss with trainee the subject knowledge required to teach the schemes of work for this term and identify areas for development.
Mentor should raise with trainee:
  • Are assessment methods identified on lesson plans and do they relate to the lesson objectives?
  • Are they starting to identify attainment levels of pupils accurately within their classes?
  • Are they marking/assessing work according to school/departmental policies?
  • Are they able to set appropriate (SMART) targets for pupils?
  • Are they assessing pupils formatively across the Attainment Targets?
  • How are they recording pupil progress? Can they evidence that pupils have made progression?
If Mentor has any concerns or reservations about any of these areas, this should be discussed and resolved with trainee before the lesson. Targets should be set, with deadlines.
Training for Planning
Mentor should continue to look at lesson plans, discuss these with trainee, and advise on the strategies for lessons. On the lesson plan proforma, it is particularly important for trainee to identify clear objectives and that the lesson activities are built around these objectives, in a logical sequence. There is a tendency sometimes for trainees to move on too quickly and not build in adequate opportunities for pupils to practise/manipulate the new learning. Their plenary activity should be designed to show the progress pupils have made in a lesson. Plans should be shown in advance to mentor or class teacher so that any potential problems can be rectified before the lesson.
Opportunities should be given for trainee to plan and deliver at least one lesson during this period using ICT if this has not already been used: either to present/teach new learning using a data projector or interactive whiteboard or to allow pupils to work with ICT. The lesson plan and example work should be put in their Portfolio of Evidence.
Trainee’s own lesson evaluations should be discussed, and used to inform subsequent planning.
Training for Assessment
Mentor should discuss any summative assessments (end of module tests/assignments) which need to be carried out before the end of term and explain assessment criteria / marking schemes. They should ensure that trainee has thought about how they will monitor and assess pupils in each lesson e.g. use of questions, monitoring of pair/whole class work. They should also be beginning to understand the requirements of GCSE – the examined elements and the setting and marking of course work. Their progress in completing the Monitoring and Assessment tasks could be discussed. It would be helpful for them to look at school data to see how pupils are performing at KS3 and GCSE in their subject in order that they can compare different subjects within one school, compare results, discuss the reasons with departmental colleagues to inform their understanding of the issues.