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6.4 After the school experience review

The mentor and school co-ordinator will formally record the student teacher's assessment outcomes in the school experience report, sign a copy of this and send it with the required documentation for each level to the Open University.

The student teacher will complete the assessment tasks for their assessment portfolio and send it to their tutor. The student teacher prepares for the next level of work by recording their progress and identifying priorities subject knowledge audit screens.
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6.3 During the school experience review

In the meeting the mentor will:

  • summarise the student teacher's achievement during the school experience against the assessment outcomes for the level;

  • summarise the student teacher's progress towards the standards for QTS;

  • discuss observations carried out by the tutor, mentor and school co-ordinator to show how they have reached an agreed view on the progress achieved;

  • consider with the student teach
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6.2 Before the school experience review

In preparation for this important meeting the mentor will need to:

  • discuss with the school co-ordinator the student teacher's achievements and areas for future development;

  • review the evidence from observations and mentor session records to check that targets set during the placement were achieved;

  • review the student teacher's school experience file;

  • discuss with the school co-ordinator the draft comm
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6.1 Introduction

At the end of every school experience placement the mentor and student teacher will hold a school experience review meeting.

This is an essential element of the placement. It is an opportunity for unresolved issues as well as achievements to be discussed and plans for future successful progress to be made. It is particularly important that the student teacher understands the assessment and comments that are to go in the school experience report, and that the implications for future prof
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5.3.5 Discussion with the school co-ordinator

In this session the tutor should:

  • thank him or her for making the arrangements for the visit and for the support they are giving the student and stress the importance of the partner school's training and assessment role, and the school co-ordinator's quality assurance role.

  • seek confirmation that the school co-ordinator is actively involved in all summative assessments and check that they know the schedule for returning the school exp
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5.3.4 Discussion with the mentor

In this session the tutor should cover the following:

  • thank the mentor for supporting the student teacher and stress the importance of their role in training and assessment;

  • student teacher progress towards the assessment outcomes for the level and the standards for QTS;

  • the student teacher's completion of the school experience activities;

  • issues that emerged from the one-to-one tutorial;


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5.3.3 One-to-one tutorial

In this session the tutor should cover the following areas:

  • assessment of the student teacher's subject knowledge development during the school experience placement;

  • review of the student teacher's files;

  • timetable coverage;

  • teaching activities, including marking and keeping records;

  • target achievement and progress against the ITP, assessment outcomes for the level and the standards f
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4.2 Observing teachers and pupils

Effective observation is crucial in the professional development of all teachers. When beginning to learn this skill it is difficult, as a student teacher, to know how and what to observe. Student teachers may also be so eager to attempt teaching, that they may overlook the advantages for learning about teaching that observation provides. It is important to recognise that how and what is observed will change as teaching skills develop and a new focus for observation emerges. Indeed, observati
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Introduction

The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi
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1.6.2 Alerts

Online bookshops and some of the major search engines offer ‘Alerts’ services. These work by allowing you to set up a profile once you have registered on their site, and when there are items meeting your criteria you receive an email. The good thing about alerts is that you don’t have to do anything once you have set up your profile. The downside, particularly with alerts services from the search engines, is that given the extent to which internet traffic is on the increase whether new
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1.5.1 Why is it important to be organised?

  • 87% of items that are filed into a filing cabinet are never looked at again. STANFORD UNIVERSITY

  • TIn 2010, the world’s digital information output was estimated to pass 1.2 zettabytes – A zettabyte is a new term which equals a thousand billion gigabytes. UNIVERSITY OF CALIFORNIA (BERKELEY)

  • A new blog is created every second. TECHNORATI

  • 10% of salary costs are wasted
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1.4.8 Summary

In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below).


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1.4.7 T is for Timeliness

The date when information was produced or published can be an important aspect of quality. This is not quite as simple as saying that 'good' information has to be up to date.

Activity

Here is an example of a news item from an onli
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1.4.3 R is for Relevance

Relevance is an important factor to consider when you are evaluating information. It isn’t so much a property of the information itself but of the relationship it has with your question or your ‘information need’. For example, if you are writing an essay about play therapy, a book or website about maths skills in the under-10s would not be relevant. So there are a number of ways in which a piece of information may not be relevant to your query:


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1.4.1 PROMPT

There is so much information available on the internet on every topic imaginable. But how do you know if it is any good? And if you find a lot more information than you really need, how do you decide what to keep and who to discard?

In this section we are going to introduce a simple checklist to help you to judge the quality of the information you find. Before we do this, spend a few minutes thinking about what is meant by information quality.

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1.3.14 Summary

There is a lot of information available on education via the internet. Try the activity below to start exploring what is available.

Activity

1.3.10 Official publications

It is becoming increasingly difficult to keep up with the plethora of green and white papers, reports of advisory committees, guidance notes and circulars relating to education. You may be able to get access to some of them via the websites of relevant government departments and committees.

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1.3.9 Reports

Often research results, policy documents, conference papers etc. do not always get published through official channels in journals, books or conference proceedings. Consequently they may be more difficult to track down.

British Education Index An electronic archive of "gr
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1.3.7 Encyclopedias

Encyclopedias can be useful reference texts to use to start your research. There are some available online, such as:

Wikipedia A freely available collaborative encyclopedia.
Encyclopedia Br
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1.3.5 Images

Images can also be found online. Some useful image databases are:


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