PD3 PP3 Placement briefing 2024 25
Page 1: Introduction to Professional Practice
Course Title: 345 BA (Hons) Year 3 Professional Practice 2024-25
Week: 16
Aim: To prepare effectively for placement.
Page 2: Preparation Sessions for PP3
Week 9:
Date: w/c 23 Sept
Content: Introduction to Professional Development (PD) - What is an innovative teacher?
Learning experience: Face to Face Lecture and Q&A session.
Week 10:
Date: w/c 30 Sept
Content: Safeguarding Lecture.
Assessment: Complete follow-up assessment.
Week 11:
Date: w/c 7 Oct
Content: Lecture on Values Week.
Format: Online Lecture.
Week 12:
Date: w/c 14 Oct
Content: Lecture on Special Placement.
Format: Online Lecture.
Week 13:
Date: w/c 21 Oct
Content: Year 3 Enrichment Experience.
Type: Online Briefing and Q&A.
Week 14:
Date: w/c 21 Oct
Content: Innovations Workshops focusing on reading for pleasure, trauma-informed practice, and Higher Order Thinking Skills.
Format: Face to Face.
Week 15:
Date: w/c 11 Nov
Content: Placement Briefing and Cognitive Science Seminar.
Week 16:
Date: w/c 18 Nov
Content: Responding to Need Workshops including adaptive practice with parents and TAs.
Week 17:
Date: w/c 25 Nov
Content: Seminar on Behaviour Management.
Page 3: Overview of Preparation for Placement
Introduction: A brief overview of expectations and necessary preparations before the live placement begins.
Page 4: Placement Details
Important Dates:
Meet the mentor session: Monday, 9th December
Pre-placement tutorial with ULT (University Link Tutor).
Placement Structure: Trainees will act as a full member of staff, expected to fulfill similar hours of work; typically from 8:15 AM to 4:30 PM.
Priority: Placement responsibilities take precedence over other employment.
Page 5: General Preparation
Tasks to Complete:
Mentor Meeting and Orientation Week.
Prepare intervention group plans and introduction letters for mentors.
Review school-related documents: website, inspection reports, action plans, and health and safety policies.
Understand school routines and gather information about pupil needs and special events through the School Development Plan.
Page 6: Data Gathering
Type of Data:
National and local data that compares school performance:
Use the DfE comparison tool to assess schools.
Page 7: Questions to Consider for Data Collection
Data Analysis Focus:
Performance compared to national standards and similar schools.
Differences among subjects and pupil groups (low, middle, high attainers).
Attendance statistics and academic support needs (SEND/EAL).
Actionable Insights: Reflect on findings to inform school improvement and develop further questions.
Page 8: Action Planning Prior to Placement
Action Plan Requirements:
Prepare a 500-word reflection on enrichment week to share during the pre-placement tutorial.
Page 9: Trainee Development Stages (TDS) Assessment
Focus:
Set targets and actions against each section of TDS and review them midway through placement.
Page 10: Trainee Development Stages Overview
Stages of Accountability and Growth:
Stage 1: Beginning and preparing.
Stage 2: Recognizing and reacting.
Stage 3: Connecting and responding.
Stage 4: Adapting and self-directing.
Stage 5: Inspiring and leading.
Professional Expectations: Includes communication, professionalism, awareness of frameworks, sequencing of learning episodes, and subject knowledge development.
Page 11: Awareness of Learner Needs
Understanding Learner Differences:
Recognizing and planning for variations in learner needs; personalizing instruction is crucial to efficient teaching and reflective practice.
Page 12: Action Plan Development
Action Plan Discussion:
To be shared with the mentor during the briefing in December.
Page 13: Mid-point Review
Review Meeting:
Conducted during weekly professional development meetings focused on progress and areas of development with a mentor.
Page 14: Document Preparation for Teaching Expectations
Required Documentation:
Statutory forms, templates, and documents for effective weekly tasks during placements.
Page 15: Additional Curriculum Development
Learning and Assessment Frameworks:
Collect and analyze information about learners' progress, considering subject knowledge impact on planning.
Page 16: Unit of Learning Components
Essential Elements Include:
Long, medium, and short-term planning.
Evidence of assessment and reflection focusing on impact on progress.
Page 17: Impact Study Documentation
Study Components:
Outline the context, focus, actions, impact on children's learning, and necessary next steps for personal development.
Page 18: Transition to Weekly Planning
Planning Expectations:
Shift towards weekly planning only if performance is consistently good; retains the emphasis on explicit teaching methods.
Page 19: Developing as an Innovative Practitioner
Practices to Consider:
Examples: Outdoor trails, use of ICT, philosophy activities, community links, and engagement with diverse educational tools.
Page 20: Accelerated Progress Day
Upcoming Event:
Scheduled for Monday, 10th February, 2025 to support trainees transitioning into advanced phases of practice.
Page 21: Inclusion Assignment Overview
Main Tasks:
Assess how adaptations in teaching strategies allow for effective access by diverse learners, focusing particularly on a 'focus child.'
Page 22: Research Informed Practice Assignment
Research Goals:
Collect data ethically, share inquiry focus, and analyze results to inform future classroom practice.
Page 23: Special Placement Protocol
Action Steps:
Fill out necessary form electronically and submit it to the PD3 tutor by specified deadlines for special placements.
Page 24: Questions and Clarifications
Open Floor:
Invite students to pose questions regarding the preparatory materials and expectations outlined above.