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Brigham Young University, US has reference to this Academic Journal, Brunel Secondary Partnership ConferenceFriday 27th September 2013Welcome!Outcomes in consideration of the day:Understand the changing landscape of Initial Teacher Education (ITE), the nature of partnership in addition to our roles within current in addition to likely future arrangements.Develop your skills as Mentors in addition to Professional Co-ordinating Mentors (PCMs).Develop your understanding of how so that use Ofsted criteria so that observe lessons in addition to provide feedback.Understand Brunel?s new secondary partnership documentation so that support the professional learning of our student teachers.Meet alongside your student teacher in addition to begin the process of collaboratively planning the professional learning programme.Improving Outcomes in consideration of Student Teachers
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Partnership PrioritiesUse of data across the partnership so that support student outcomes;Documentation in addition to processes;Integration of university in addition to school provision;Enhanced provision required in consideration of Student Teachers:Meeting the needs of gifted in addition to talented pupils, EAL pupils in addition to those from ethnic minority backgrounds (TS1, TS5);Pupil attainment, progress in addition to outcomes (TS2, TS5, TS6, TS7);Communication alongside parents (TS8);Reflecting systematically on the effectiveness in addition to approaches so that teaching (TS3, TS4, TS5, TS6);Unit in addition to lesson planning (TS1, TS4);Monitoring, assessment in addition to reporting (TS2, TS6, TS8);Working alongside support staff (TS8);The use of ICT (TS4);Safeguarding, e-safety (Part Two);National Curriculum (TS3, TS4);Subject knowledge (TS3);Literacy in addition to numeracy (TS3).Effective target setting – a Brunel Secondary ITE Partnership development priority areaStudents, PCMs, mentors in addition to departmental colleagues understanding in addition to using the Profile level descriptions effectively in addition to consistently Aspirations in consideration of all student teachers so that meet the high level descriptions in consideration of the Teachers? StandardsDesigning professional learning experiences that support student teachers meeting these aspirationsEffective feedback ? verbal in addition to written Effective target setting ? SMART in addition to supports student teachers in meeting the high level descriptions A continuous process of professional learningThe Professional Learning ProcessCourse PreparationFoundation PhaseDevelopment PhaseConsolidation PhaseFirst Post/Induction
The Professional Learning ProcessIdentified Professional Learning Needs (Foundation Initial Needs Analysis or Development/Consolidation Action Plan)Professional Learning Activities in addition to TimetableWeekly Professional Learning Targets(Weekly Professional Learning Record: Meeting)Weekly Professional Learning: teaching/other activities(*Lesson Feedback Record in addition to Professional Learning Activities)Interim profileWeekly Professional Learning: teaching/other activities*End of Phase ProfilePlanning Professional Learning NeedsThe following documents provide key information which identifies professional learning needs at the start of the three phases of the course. The Overview Profile (PGCert p4)Foundation phase background information including details about pre-course school in addition to other experiences.Foundation Phase Initial Needs Analysis (PGCert p20) Development Phase Action Plan (PGCert p38-39/UG p13-16)Consolidation Phase Action Plan (PGCert p55-56/UG School Experience Handbook p122)Informs the student teacher?s learning priorities in consideration of the phase. This is completed following discussions alongside the university tutor in addition to school mentor.A Student Teacher Case Study (Foundation Phase Example)
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PGCert Overview Profile in addition to Initial Needs AnalysisPre-course school experience CVInterview in addition to application dataSubject knowledgeSpecific areas of strength in addition to developmentAreas of interestOverview Profile in addition to Initial Needs AnalysisActivity 1 ? Target setting in addition to designing in consideration of initial needsReview the information you have gathered from the Overview Profile in addition to Initial Needs Analysis in consideration of Student Teacher X.Use this so that complete the ?Action in addition to Support? column of the Initial Needs Analysis document.Weekly Professional Learning Record (WPLR) (PGCert p21/UG p25)In preparation in consideration of the weekly timetabled meeting:The Student Teacher reflects on the week?s professional learning in addition to collates evidence against targets that were set in consideration of the week;The reflective process includes considering targets met in addition to possible targets in consideration of the following week;The Student Teacher completes most sections of the WPLR in advance of the meeting.In the meeting:Professional learning in addition to evidence in consideration of the week is discussed, using the record as a focus;Focussed targets are set in relation so that the Teachers? Standards in consideration of the following week;Some of these targets feed into the Lesson Feedback Record (LFR);The content of the meeting is recorded on the WPLR.
Brunel Lesson Feedback Record (PGCert appendix/ UG p57-63)Number of Lesson Feedback Records (LFRs) required:Foundation phase: 2 x LFRs per week or 4 x per fortnight.Development in addition to consolidation phase: 3 x LFRs per week or 6 x per fortnight.Transition phase into first post/end of consolidation phase: total of 3 x transition LFRs, which use Ofsted grading of lessons.Provided in consideration of the observer by student in consideration of targeted lessons: blank LFR; copy of lesson plan; Teachers? Standards laminate; other info i.e. seating plan, resources etc.Completed LFR accompanied by annotations on the student?s actual lesson plan. (Annotate lesson plans in consideration of lessons without LFRs). Weekly TS targets included by student in advance on LFR.Lesson specific TS targets drawn from last LFR in addition to again included in advance on LFR.Comments on pupil progress in addition to achievement against intentions in consideration of the lesson.Strengths in addition to targets using TS in addition to TS evidence outside of these targets too.Descriptors which set aspirations in consideration of high quality lessons mapped so that TS.Professional Learning Activities (PGCert appendix/UG p17)Meeting student teacher?s individual learning needsAddressing partnership priority areas (which include national priority areas)Cross referenced so that Teachers? Standards ? evidence of learningFacilitate learning outside of class teachingActivity 2 ? Target setting in addition to designing in consideration of ongoing weekly learning needs Consider the WPLR in addition to associated evidence in consideration of Student Teacher X in consideration of two consecutive weeks. In preparation in consideration of week 3 in consideration of this student please complete the following:Complete the Teachers? Standard related targets section at the end of week 2?s WPLR in preparation in consideration of week 3;Identify which of these targets would appear in the LFRs in consideration of week 3.
Recap of the Professional Learning Process so far?Weekly Professional Learning: teaching in addition to other activitiesInterim profileWeekly Professional Learning: teaching in addition to other activitiesEnd of Phase ProfileThe Interim in addition to end of phase Profile (PGCert p29/UG p27)Consistent descriptors based on nationally agreed criteriaGrading system is: H – HighG – GoodM – MinimumU – UnsatisfactorySpecified dates in consideration of PGCert in addition to UG interim in addition to end of phase ProfilesProfile processes in consideration of all phases
Activity 3 ? Target setting in addition to designing in consideration of next learning phase needsReview the end of phase profile in consideration of Student Teacher X.Use the information so that set targets in consideration of the Development Phase in consideration of 3 of the Teachers? Standards.Look at the Professional Learning Action Plan (PGCert p38/UG p13) so that see how the profile document is used so that agree in addition to set targets in consideration of the next phase.What next?Contacts in addition to WebsiteSunita Babbar (PGCert Mathematics): sunita.babbar@brunel Anne Chappell (PGCert Physical Education): anne.chappell@brunel Cathy Gower (BSc Secondary Education in addition to Physical Education): cathy.gower@brunel Sarmin Hossain (PGCert Computer Science in addition to Information Communication Technology: sarmin.hossain@brunel Rob Toplis (PGCert Science): rob.toplis@brunel Partnership Development Unit: sse@brunel Michelle Evans (PDU Manager): michelle.evans@brunel Partnership website: brunel /sse/education/partnerships/secondary
PGCert only – Timetable WeightingFoundation:Normal teacher teaches approximately 80-85% of full timetable;Trainees should plan units in addition to lessons in consideration of approximately 33% of this 80-85%;A further 33% of this 80-85% is in consideration of training activities;Remaining non-contact time is in consideration of planning in addition to assignment writing.Development in addition to Consolidation:Normal teacher teaches approximately 80-85 % of full timetableTrainees should plan units in addition to lessons in consideration of approximately 60-65% of this 80-85 %;A further 10%-15% of this 80-85 % is in consideration of training activitiesRemaining non-contact time is in consideration of planning in addition to assignment writing.PGCert only – Timetable Weighting: Foundation Phase* Please note: percentages in addition to periods indicated are approximate in addition to may be adjusted slightly where appropriate or necessary.PGCert only Timetable Weighting: Development in addition to Consolidation Phases * Please note: percentages in addition to periods indicated are approximate in addition to may be adjusted slightly where appropriate or necessary.
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