Considering Post Graduate ESE1 and School Direct short placements.
Being such a short experience, the six/seven weeks will fly past very quickly, so, in order to maximise the potential for a successful practice I offer the following organisational insights from previous experiences.
The first thing is to secure the professional standards as per this diagram.
Being such a short experience, the six/seven weeks will fly past very quickly, so, in order to maximise the potential for a successful practice I offer the following organisational insights from previous experiences.
The first thing is to secure the professional standards as per this diagram.
This means being professional from your first contact with the new school to give the school confidence that you are an appropriate person to be trusted with their children. Find out about key policies, including safeguarding and behaviour management. From the beginning, get to know the children from talking to them, generally and about the work in their books; establish appropriate expectations. This will be added to with discussion of tracking documents and knowing where the teacher would like the children to be by the end of the period. Find out the themes and topics being covered and those specific areas where you will take a lead role.
Two key messages; know the children as well as possible and know your stuff…
Create an overall plan for the six or seven weeks. Put into the plan any specific areas that you need to observe, within this key stage, whether structural like planning or behaviour management, discussions with particular staff, to address any gaps in, or to broaden your understanding of different areas. Plan in any assignments that have to be completed within this timescale, particularly if they depend on interactions with children or staff. Use your professional time well and remember that your colleagues fit you in around their other jobs.
The practical teacher standards will need to be developed within the experience.
Two key messages; know the children as well as possible and know your stuff…
Create an overall plan for the six or seven weeks. Put into the plan any specific areas that you need to observe, within this key stage, whether structural like planning or behaviour management, discussions with particular staff, to address any gaps in, or to broaden your understanding of different areas. Plan in any assignments that have to be completed within this timescale, particularly if they depend on interactions with children or staff. Use your professional time well and remember that your colleagues fit you in around their other jobs.
The practical teacher standards will need to be developed within the experience.
2; Progress and Outcomes or knowing the children, in class terms. The range of abilities, how they are organised for learning and tasking. Finding out about the school approach to assessment and feedback.
4; Planning. This will have school specific elements. Hopefully, you will be able to get the plan for the half term, from which weekly plans will be developed, again that you should have, so that daily and single lesson plans can fit into a weekly dynamic, allowing reflection, during the week, of the need to adapt and also to evaluate the progress made during the week.
6&5; while some assessment will be after each lesson, with the next lesson altered if there is a need, there is also a need to consider assessment within the lesson. Whereas you may think that you have created the challenge within tasks appropriately, children will demonstrate, through a variety of means, that they do not understand something, or that they are finding the challenge too easy. It is important that you spot and deal with issues that arise with fluency, so that children’s learning is not disjointed.
2; the loop is closed with evaluation of outcomes and greater understanding of the children, as a group, but also as individuals. The repetitive cycle enables a refining of understanding and of approaches.
Seeking to put this together into a coherent plan that allows for all these elements might be achieved with the following model.
4; Planning. This will have school specific elements. Hopefully, you will be able to get the plan for the half term, from which weekly plans will be developed, again that you should have, so that daily and single lesson plans can fit into a weekly dynamic, allowing reflection, during the week, of the need to adapt and also to evaluate the progress made during the week.
6&5; while some assessment will be after each lesson, with the next lesson altered if there is a need, there is also a need to consider assessment within the lesson. Whereas you may think that you have created the challenge within tasks appropriately, children will demonstrate, through a variety of means, that they do not understand something, or that they are finding the challenge too easy. It is important that you spot and deal with issues that arise with fluency, so that children’s learning is not disjointed.
2; the loop is closed with evaluation of outcomes and greater understanding of the children, as a group, but also as individuals. The repetitive cycle enables a refining of understanding and of approaches.
Seeking to put this together into a coherent plan that allows for all these elements might be achieved with the following model.
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