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.
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
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
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;
5.2 Before the visit In preparation for the visit the tutor will need to: Telephone the school to agree a date and time with the mentor and school co-ordinator for the visit. Write to the school confirming the visit. This letter should: Â set out the tasks and activities the mentor will need to do; request that a focus for the observation is agreed with the student teacher and mentor;
2.3 Co-analysis of practice Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice. Observations provide evidence for f
2.1 Sharing practice Section 2 provides an overview of the key mentoring strategies and issues linked to the OU flexible PGCE. Learning to interpret classrooms from the teacher's perspective, and understanding the actions that lie behind what teachers do is the first – and most difficult – task that student teachers have to undertake. The teaching of an experienced teacher is often so fluent that it looks easy, and important decisions and processing of information about the pupils is hidd
1.6.3 Mailing lists and newsgroups Mailing or discussion lists are email-based discussion groups. When you send an email to a mailing list address, it is sent automatically to all the other members of the list. The majority of academic-related mailing lists in the UK are maintained by JISCMail. You will find details of joining these mailing lists on the JISCMail website. Mailing lists
1.5.3 Desktop search tools Finding your paperwork or electronic files can be a problem. You may find that even if you do have some sort of filing system, your structure soon gets quite large with files in multiple locations, which can be hard to navigate. You may find yourself making arbitrary decisions about which folder to place a document in. It may make sense now but in the future, when you look where you think it should be, it’s not there. At times like this you may resort to the search command from the Wi
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
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. Here is an example of a news item from an onli 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.
Activity
