PHASE III TRAINING MODEL- SECONDARY

Extending Teaching, Learning and Assessment (in a contrasting school)

Associate Teachers should be extending their teaching, learning and assessment in the context of a contrasting school. The growing focus on assessment of learning should also begin to dovetail with PR7102 ‘Understanding The Curriculum and Content ’. AT’s should be starting to think about and engaged in planning in the medium term – and certainly contributing to those already used by the school. They should be becoming clearer about the expectation for the age and ability of the pupils they are teaching and the contribution that others can make to the learning environment. Trainees at this stage should have a good understanding of how children learn and develop and should be able to use this information in planning more effectively for individual needs. They should also be increasingly more aware of the importance of monitoring pupils’ progress and using the information to set future learning targets. ATs should be able to evaluate their own teaching and pupils’ learning more effectively and take responsibility for their own professional development in identified areas. The learning environment and pupils’ behaviour should be better managed as experience of planning and preparation grows during this phase. As a general target ATs should be looking very closely at the criteria in the ‘Developing’ and ‘Good’ column in the Standards profile Section 3 (PJF) and aiming to maximise the ‘good’ grades by RP3.
Programme Guide:
Planned Teaching Time: 50% - of the timetable growing to 60% by the end of RP3
  • Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher.
  • Micro-Teaching (Perhaps via video analysis of component parts of a lesson – VEO app can support this).
  • Solo teaching.
  • Practitioner enquiry.
Planned Directed Time: 25% of the timetableExamples include:
  • Observation of learning and teaching across the whole curriculum (both within and outside the subject specialism).
  • Supporting the Subject Mentor by working with smaller groups of pupils (who may have particular educational needs).
  • Working with a Tutor Group.
  • Attending PSHEE activities.
  • Attending an aspect of extra-curricular activity work.
  • Attending school-based professional workshops.
  • Plan proposal for practitioner enquiry and present at PR7102 day.
Planned Protected Time: 25% of the timetableTo include:
  • Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning and more specifically for the purposes of the practitioner enquiry (PR7102)

Associate Teacher / Mentor / Coach
General
  • Meet Professional Mentor and Subject Mentor on a weekly basis
  • Ensure you have a learning timetable which has a focus on developing your skills and abilities as a Secondary (Subject Specialist) teacher
Teaching with an experienced Subject Specialist
  • Plan and teach a larger group of pupils as part of a team teaching lesson
  • Plan, teach and review solo lessons in negotiation with the class teacher.
Directed Time
  • Attend Professional Development Learning sessions
  • Consider practitioner enquiry and the learning theory and practice links to support this – see PR7102
  • Using the observation schedule as a guide spend part of the weekly timetable observing outstanding teaching – this could be across age phases 11-14, 14-16, 16+ and across subjects (not necessarily just your specialist subject).
  • Record observation notes – reflective dialogue with Mentors.
  • Visit KS2 – Observe curriculum content and pedagogy.
Planned Protected Time
  • Research and plan teaching (using planning documents) (Teaching File)
  • Evaluate teaching and assess pupils learning (Teaching File)
  • Reflect on wider professional learning and on assessmentpractices encountered and used – use PR7103 as a focus for reflection.
  • Record meetings with Mentors – including reference to targets met and targets set in relation to Teaching Standards
  • Update PJF
  • Complete Subject Knowledge Audits – please keep reviewing what you know and what you don’t know.
  • Signpost evidence against the Teachers’ Standards for Review Point 3 using the Standards profile Section 3 (PJF).
/ Planning/design
  • Plan meeting times for AT with Professional Mentor and Subject Mentor
  • Plan a learning timetable for AT, including opportunities for observation, shared teaching, meeting times with Mentors, pastoral time, protected time, extracurricular opportunities
Training
  • Establish Professional Development Learning timetable
  • Share planning
  • Model good teaching practice
Monitoring and Assessment AT progress
  • Establish weekly review meeting which follows the guidance set out in the PJF
  • Check AT files and planning
  • Observe AT teaching pupils
  • At least once per week formally record observation (using lesson observation sheet)
  • Feedback on lesson observed...and set appropriate targets.
  • Complete Review Point 3.
  • Help ATs review their teaching (specific parts e.g. plenary / questioning / modelling) in a micro teaching situation.