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A Model of an 'At Risk' Meeting

This video is a role play of an 'at risk meeting' for a pre-service teacher.

A Model of an 'At Risk' Meeting

Transcript

thanks everyone for being here today Gillian I hope that you understand why we've all convened here today for this meeting yes I do and yes so this is our at-risk process that we're undertaking at the moment now we've all had multiple conversations about how your progress is going throughout this placement I spoken several times to Kari I've spoken with Greg as well Greg obviously has been in and undertaken some observations and has given you
feedback yes yes and I know that Kari is
constantly observing you and giving you
feedback on your progress as well from
all of those conversations I've
identified three areas of concern and
these are the other things that we're
going to focus on in this at-risk
meeting and the things that we're going
to identify exactly around how we get
you from this point now to this point in
the future so those three things that
I've identified focus on behavior
management and these are really more
around your explicitness as you're
teaching so using those essential skills
but also using the classroom routines
and rules and things that Kari already
has set up and has her learner's working
by so that's the first thing the second
thing is more around carries
observations and her feedback to you and
then engaging in those discussions
around how you're going also to around
the observations it's about your
observations of Kari as she's teaching
the things that you're noticing and
those conversations
you have with her about those later on
so that because I I probably haven't
haven't had conversations with yes all
right and that would explain I'm sort of
I guess why we haven't seen a lot of
progress in that thinking of how
teaching actually works Anjali I just
want to check with you as a university
representative but our expectations
carries as supervising teacher and mine
as a site coordinator that they're
reasonable because we've gotten quite a
bit of effort in discussions between the
two of us to unpack the materials from
the universities so that we know our
expectations are reasonable and yes and
I think what I really want to make clear
and this is important from my
perspective Gillian I'm I want this to
be a process that supports you so I'm
not sitting here I'm not trying to and I
know that what we're going to be doing
is looking at the areas of concern
rather than the areas of commendation
and there are many areas in commendation
as well but when I'm actually when we
are using the materials provided by the
University with the understanding where
you need to be by the end of the
placement I've asked Angelina for this
process because my worry is that the
movement isn't happening and I can't see
that if we can continue on this
there's present layer of going that that
you're actually going to make those by
the end so I do want to meet right well
that is the one thing that we all have
in common here and our please in our
discussions I really want you to
understand that that is the perspective
that I am bringing to our thank you but
I also have to be very clear with you
about what my concerns are and why I
can't see you getting to that stage by
the end of course you can do I'm just to
keep going with that the third and final
one I guess it is the combination of
those first two concerns around being
able to critically reflect based on your
own teaching but also the feedback that
you're getting and also what you're
observing so I'm Kerry would those three
concerns how I express those correctly
absolutely and I it is difficult to
separate out a simple slice acts are us
but this is behavior management I'm
looking at this as a synthesis and I
want to make sure that I'm doing the
best to support you to get there but I
also want to know I need some advice
from the University about how to
encourage you to think more holistically
about your practice rather than I feel
that the feedback I'm giving you is
about pieces of your practice whereas
really they're influencing the role you
are taking there's a pre-service teacher
in its entirety at the moment because I
need to see I can only make my judgments
on what on the evidence yes so this is
multiple evidence of your commitment of
your planning they are not the central
she's here but planning has to be put
into practice and through my
observations which I've asked Craig to
support me as well there it's not
I need your thinking to actually end up
with it being demonstrated for me to see
that's wrong and that's why
understanding of how I will be assessing
you in this placement and in all honesty
if I am not seen and so that's that's
what I wanted to say and you know
information and guidelines book ludus
I think it's quite clear that carry your
supervisor is making her judgement based
on the evidence that is in your folder
but also around the practice that you're
demonstrating so and that practice can
be evidenced in many different ways as
well but I would like to just check with
you your perspective of all of this and
those concerns that we've outlined how
are you feeling about those what how do
you think your progress is going so far
Thank You Angelina well I know that I've
had some problems with practice and I
know that this is probably my strength
is actually doing the documentation I'm
very happy doing that I probably need to
build more confidence and my presence in
the classroom and it's the application I
think of the theory that I'm learning
that I'm probably still struggling a
little bit with carrie has been very
kind and very supportive of me as a
student and I think I do need to think
more about the feedback that Carrie is
providing for me to reflect on that a
lot more so I do understand that I need
to enact the classroom management
strategies and be more proactive in
like aligning what I observe care not
copying carry but enacting the behavior
management strategies that are in place
in the classroom particularly for
example in relation to routines and
rules and so on and also that I need to
have more of a presence in the classroom
so I don't have any I'm not disagreeing
with any other feeder back then I think
Kerry has been very fair to me and so is
mr. Wilkes so it's up to me now to take
a more active role in in my trajectory
and yes I do Angelina you'll notice that
Gilliam has this reflective approach
that's really encouraging from a suspect
--iv but it does have to actually lead
that strong I got straws actually
documenting specific plans because as
I've listened to her there I think there
are a couple of things even in terms of
the approach that she's responded to the
feedback I'm giving her but I think
would like to see and what I think is
that the crux of all of this is the
connection between our thinking and the
children and our teaching and I that is
my part of my reason here I'm actually
concerned for the learning of the
students as well which which is what
we're all about
that's our that's our lifestyle so I
guess the next step in this process and
I guess Gillian I probably should have
said to you at the very beginning that
the at-risk process does not mean that
you are going to fail the at-risk
process is very much about supporting
you to be able to be successful where
possible so that's our ultimate goal so
in saying that the next step of this
process is that now we're going to
document these concerns in our plan of
action
but we're also going to document
specific strategies for you to work on
so that you can actually make that
progression and you're going to help me
with those strategies we're going to
outline those together so we do that
after this meeting I guess with him
absolutely so that what what Kari is
saying about making those connections
between what is written here and being
enacted in the classroom and being able
to achieve those learning outcomes with
the learners in the class and also being
able to demonstrate those standards that
we want you to demonstrate those
strategies will help you to get to that
next level but of course as as you
yourself had mentioned that it's all
about you being responsible for your
learning so we're going to expect you to
enact what we've got written down but
please don't forget I'm there to support
is right because part of my role is to
model but please don't be afraid of
talking with me and out in your practice
because I learn from that as well I'll
leave you with Thank You Angelina thank
you so much for confirming our judgments
because that also makes us understand
that we are all trapped with we're in
line with your vision of where students
in their second year need to be but it's
also an encouraging process that helps
us to do well absolutely so I thank you
very much I do think these thank you for
um I guess the important thing is that
we were able to raise those concerns and
discuss them in a very collegial way I
think and that all is going to help you
- absolutely thank you everybody
with your actual support for Gillian
so being able to help boost a confident
that's where anyway that isn't this
isn't about the negatives it's about
possibilities for it that's right so
please come back to the classroom this
afternoon ready and raring to go with
your lesson and I would love to see you
enjoy it and rise in show some
confidence thank you so good I can all
see you back there after lunch thank you
thank you