1. · web viewother written evidence such as preliminary school experience tasks, notes on reading,...

This workbook, and all the documents it contains, is also available on the web athttp://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/

© Copyright University of Exeter, Graduate School of Education

1

COLLEGE OF SOCIAL SCIENCES AND INTERNATIONAL STUDIESGRADUATE SCHOOL OF EDUCATION

Exeter Model of ITE

Induction for ITE Coordinators,Mentors, Principal Subject Tutors and

University Visiting Tutors

Induction Workbook2017-18

Self-Study

This workbook is to be used alongside the self-study PowerPoints found at http://socialsciences.exeter.ac.uk/education/partnership/schoolstaffinductio

n/ The PowerPoint slides contain notes explaining the Exeter Model, the work book allows you to follow the PowerPoints in order with space for you to make notes. It also contains examples of the documents that you will use when working with Exeter trainees. At the back of the work book there are

some FAQs and a glossary.

http://socialsciences.exeter.ac.uk/education/partnership/schoolstaffinduction/

http://socialsciences.exeter.ac.uk/education/partnership/schoolstaffinduction/

1. Introduction– For all Exeter Programmes(School Direct only see next section Introduction 1a and accompanying PowerPoint after this section)

3

1a. Introduction - School Direct only

5

2. Roles and Responsibilities- For all Exeter Programmes

7

3. Standards and Assessments- For All Exeter Programmes

9

Individual Development PortfolioContents (Sample document)

Your Individual Development Portfolio (IDP) is a cumulative record of your progress and development during your PGCE programme and is a key document. Completing paperwork at the appropriate times will ensure that you use the IDP effectively to help you reflect on and document your

10

achievements and track your training needs. You should keep your IDP in the order shown here so that everyone involved in your training, including you, can identify and monitor your progress.

SECTION 1 - Entry Profile Curriculum Vitae Preliminary Experience Feedback Form Preliminary Experience Tasks Initial Needs Analysis and/or Subject Knowledge Audit(s)

SECTION 2 – Autumn Term Quality Assurance Record: Autumn Term Autumn Term Action Plan Formative Reflection on Achievement and Progress 1 (FRAP1) Weekly Development Meeting records Records of Teaching Demonstration (trainee observing teacher) Agendas – annotated, with episode plans and evaluations Lesson Observation records (teacher observing trainee) School Direct distance learners: UVT visit record Primary: FRAP 2

SECTION 3 – Spring Term Quality Assurance Record: Spring Term Action Plans Secondary: FRAP 2 Weekly Development Meeting Records Records of Teaching Demonstrations (trainee observing teacher) Agendas - annotated, with episode/lesson plans and evaluations Lesson Observation records (teacher observing trainee) UVT visit record Professional Studies activity: as described in handbook Framework Tasks: as described in handbook School Based Professional Studies programme brief notes FRAP 3

SECTION 4 – Summer Term Quality Assurance Record: Summer Term Action Plans FRAP4 + associated Action/Enrichment Plan Weekly Development Meeting Records Records of Teaching Demonstrations (trainee observing teacher) Agendas Lesson Observation records (teacher observing trainee) UVT visit record School Based Professional Studies programme brief notes Framework Tasks: as described in handbook Final Summative Report Career Entry and Development Profile (CEDP)

SECTION 5: Assignment Records (formative and Summative feedback) Copies of assignments if appropriate Copies of assignment feedback and mark sheets

Much of the evidence of your progress is likely to be in your teaching file/s. Other written evidence such as preliminary school experience tasks, notes on reading, website materials, academic assignments and Professional Studies activities should be labelled clearly with the relevant Teachers’ Standards and filed securely in a separate file. Not all evidence will be written; attendance at lectures/seminars, observations by university or school tutors or professional discussions with tutors/mentors may also be used as evidence towards achieving the Teachers’ Standards (for QTS).The principal point about your evidence base is that it is verifiable. It should be easily found in your files or link to a specific person who can verify an observation or activity undertaken by you.

11

(SAMPLE DOCUMENT)

GRADUATE SCHOOL OF EDUCATION PUPIL LEARNING STORY: COVER SHEET DATE:

Select from these prompt questions as appropriate, and refer to the ‘higher level impact’ guidance where possible

How well did the pupil(s)/group(s):

Focus pupil/s

What have they learned?

Succeed in meeting appropriately planned objectives

To what extent did all pupils meet the lesson objectives?Were lesson objectives differentiated? And if so how?To what extent were the lesson objectives appropriate for the lesson?To what extent were all pupils provided with opportunities to show that they had met the objectives?

What evidence and how does it demonstrate progress?

Apply skills, knowledge or understanding to meet the objectives in the lesson sequence or scheme of work?

How did the pupils use prior knowledge and/or skills/knowledge learnt in the lessons to meet the objectives?How did pupils show that they had understood new knowledge?What evidence is there to suggest that the lessons were pitched correctly?How did the pupils respond to questioning?Did pupils use higher order thinking skills? If so, how?


Engage with the learning? Were the pupils able to follow instructions?Did the pupils work enthusiastically? Were they active or passive in the lesson? Were they on task?Were pupils keen to ask questions? Comment on the type of questions asked.Did they work independently? Did they work co-operatively?Did the pupils listen intently to the teacher/each other?Did their behaviour meet expectations?Could all the pupils engage equally? Were episodes /lessons differentiated to meet individual pupils’ needs?Was the pace and timing of the lesson appropriate?


Use classroom resources including adult support to

How well did the pupils learn from the Interactive Whiteboard? Were they able to choose resources


13

improve their learning? independently? How did they use books, ICT equipment, displays to support their learning? Did they use peer support? How?Were they able to access the teacher or classroom assistant for support?

Did the trainee’s assessment, evidenced in lesson plans, evaluations and pupils’ books, extend learning? Do pupils use self/peer assessment to improve their own learning?

How did pupils show that they had an accurate sense of their achievements and what they needed to do to improve their learning further?Did pupils have opportunities to assess their own learning?How did pupils use peer or self-assessment to assess their own learning?Did the pupils consolidate their learning during plenaries?Did the pupils have a sense of how each lesson fitted into previous and future lessons?


How well did the trainee adapt their planning for the different needs of the pupils?

How did they use their knowledge of the pupils, including pupil data, to inform their planning and teaching?Did they discuss the pupils’ needs with relevant support staff when planning?


Notes should be brief and are intended to prompt your verbal explanation of the learning story. You may use bullet points

14


SPECIFIC PROGRAMME LISTED HEREFORMATIVE REFLECTION ON ACHIEVEMENT AND PROGRESS 2:

BEGINNING PRACTICE

ITE Coordinator to return this to [email protected] DEADLINE DATE SUPPLIED

HERE

Trainee name: School: Subject:

PST: Mentor: UVT:

BEGINNING PRACTICE In the Beginning Practice phase you should continue to demonstrate the expectations of the Anticipating Practice phase, the preamble and Part Two standards.You consistently demonstrate professional behaviour, respect for pupils and colleagues and support for the ethos of the school and you demonstrate enthusiasm for working with children and young people and for teaching and learning (S1). You work well collaboratively with school staff, through shared planning and teaching of episodes. You are proactive in relation to your own professional learning and both value and use the feedback you receive from more experienced colleagues. In reflecting on and evaluating your teaching episodes and agendas you identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets, using your IDP effectively to evidence this. You are proactive in identifying opportunities to contribute to the wider life and ethos of the school (S8).

You demonstrate well developed subject knowledge in teaching episodes, and appropriate choices of activities and tasks to foster and maintain interest, deepen learners’ knowledge and address misconceptions, with support from the class teacher (S3). You can explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for the choices you make (S2). You are astutely aware of your own development needs in relation to extending and updating your subject, curriculum and pedagogical knowledge and are being proactive in doing so (S3). You plan and teach episodes which maintain pace and respond flexibly to what is happening in the classroom in order to arouse the children’s intellectual curiosity (S4), structure teaching episodes which build on prior knowledge, select resources and encourage pupils to participate and contribute in an atmosphere conducive to learning (S2, S1) .If you are taking a primary teaching route you will demonstrate a developing understanding of appropriate strategies for the teaching of early reading and early maths including systematic synthetic phonics (S3).

Part 1 to be completed by the trainee during the phaseEVIDENCE of achievement in relation to the Beginning Practice profile(trainee to complete: boxes will expand as you type into them, shaded standards are not expected in this phase but may still be included, Please provide no more than three pieces of evidence for each standard.)

STD EVIDENCE (what?) LOCATION (please describe exactly where the evidence can be found eg: Teaching File 2 /section 3/ 9X1/ 13.5.18 )

S1 1.2.3.

S2

S3

S4

S5

S6

S7

S8

15

ITECs PLEASE NOTE: The signed document may be scanned and emailed to [email protected] . Alternatively it can be posted to ITE Partnership Office, University of Exeter, St Luke’s Campus, Heavitree Road, EXETER, EX1 2LU. Please ensure that the trainee has a copy of this document for their IDP

TRAINEE STATEMENT Based on the evidence above (tick ONE alternative):

I have met all the expectations of the Beginning Practice phase and am ready to move on to Consolidating Practice

I still have a few aspects of Beginning Practice to meet, and the Weekly Development Meeting Records (or Supervisory Conference Action Plan targets) clarify how I am going to address this

I have not met the expectations of the Beginning Practice phase and know that the Cause for Concern Action Plan will clarify how I am going to address this with support from my school

TRAINEE REFLECTION on progress in the Beginning Practice (reflect in detail on the evidence provided above and on why you consider your current operational level to be as indicated, max 200 words) and on the preamble and part 2 of the Teachers’ Standards (reflect on areas for further development, max 100 words)

TRAINEE REFLECTION on impact on pupil progress (reflect on what you consider your impact to have been in relation to levels below and how you can develop further to ‘higher level’ impact, max 200 words)

Part 2 to be completed by the Mentor in consultation with the Principal School Tutor

MENTOR FEEDBACK (after discussing the above evidence and reflection with the trainee)

Areas of Strength:

Areas for further development:

Comment on preamble and Part 2 of the Teaching Standards:

MENTOR STATEMENT The validated evidence above and trainee reflection indicate that: (tick ONE alternative)

The trainee has met all the expectations of the Beginning Practice phase and is ready to move on to Consolidating Practice

There are still a few aspects of Beginning Practice to meet, and details of how to address these have been made clear to the trainee on Action Plan or WDM record

The trainee has not met the expectations of the Beginning Practice phase which raises a cause for concern in the areas noted for further development above. A Cause for Concern Letter, with Action Plan, has been given to the trainee.

PUPIL LEARNING: How would you describe the impact that the trainee's teaching has on pupils' learning overall? (to be decided jointly by the Principal School Tutor and Mentor)

Higher level impact

Good impact

Competent impact

Unsatisfactory impact (action taken by school in consultation with UVT to ensure pupil learning)

PLEASE NOTE: that these assessments are formative and are for monitoring only.

16

Trainee name: School: Subject:PST: Mentor: UVT:

GRADUATE SCHOOL OF EDUCATIONPROGRAMME LISTED HERE

FORMATIVE REFLECTION ON ACHIEVEMENT AND PROGRESS 4:DEVELOPING INDEPENDENCE

RETURN to [email protected]

DEADLINE LISTED HEREPLEASE DO NOT SEND VIA

TRAINEE

DEVELOPING INDEPENDENCE In the Developing Independence phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and the Part Two standards. Achievement of this phase means achievement of the Standards for the Award of QTS.You establish and maintain a safe and stimulating environment for pupils, rooted in high levels of mutual respect. You constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning (S1). You work collaboratively with school staff, sharing planning and teaching as appropriate, drawing on and responding to advice, feedback and specialist support from them; and you develop a rapport with a range of individuals and groups (S1). You are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school (S8). You demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils and are very effective in promoting their resilience, confidence and independence (S1). You communicate very effectively with parents regarding pupils’ achievements and well-being (S8).You make good use of your secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in your teaching (S3). You have an in-depth knowledge of all relevant curricula, frameworks and initiatives and use this to stimulate and capture pupils’ interest (S3). You show a willingness to try out a range of approaches to teaching and learning which take account of individual needs, activities and resources to meet differentiated learning outcomes (S4). You regard yourself as responsible for pupils’ attainment, progress and outcomes (S2). You have an astute understanding of how a range of factors can inhibit pupils’ ability to learn and how to overcome these; and demonstrate this by personalising learning, using and evaluating distinctive teaching approaches to engage and support the strengths and needs of all pupils including those of high ability, with special needs or EAL (S5). You show good understanding of the challenges and opportunities of teaching in and for a diverse society (S5).You maintain accurate records of pupil progress, using them, and other data, to inform planning, to evaluate the effectiveness and impact of your teaching, to monitor progress of those you teach and to raise levels of attainment (S6). You are familiar with the summative assessment demands of the relevant curriculum and/or examination syllabuses and are able to assess pupils’ attainment accurately against national benchmarks (S6) and you set high expectations which inspire, motivate and challenge pupils (S1).In the classroom, you work within the school’s framework for behaviour management, with appropriate use of praise, sanctions and rewards and apply rules and routines consistently and fairly (S7). Your teaching encourages high quality interactions that build on prior knowledge (S2) and you plan effective teaching and learning activities which create opportunities for independent and autonomous learning and you support pupils in reflecting on their learning and identifying their progress and emerging learning needs (S2). Your teaching develops pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); and you plan lessons that use well chosen, imaginative and creative strategies (S4). You plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You work constructively as a team member and deploy support staff effectively (S8). You make accurate and effective use of assessment and give pupils regular feedback, both orally and through accurate marking, and you encourage pupils to respond to that feedback (S6). You systematically and effectively check learners’ understanding throughout lessons anticipating where intervention may be needed (S6).If teaching early reading and/or early maths you demonstrate a secure knowledge and understanding of appropriate strategies including systematic synthetic phonics (S3).Part 1 to be completed by the trainee during the phase

EVIDENCE of achievement in relation to the Developing Independence profile(Please provide no more than three pieces of evidence for each standard.)

STD EVIDENCE (what?) LOCATION (please describe exactly where the evidence can be found eg: Teaching File 2 /section 3/ 9X1/ 13.5.18 )

S1 1)2)3)

S2

S3

S4

S5

17

ITECs PLEASE NOTE: The signed document should be scanned and emailed to [email protected] Please ensure that the trainee has a copy of this document for their IDP.

S6

S7

S8

TRAINEE STATEMENT Based on the above evidence and with reference to the standards guidance (found at http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/primary/ )(Tick ONE alternative)

I have met all the requirements for the Developing Independence phase and am ready to move on to Extension and Enrichment

There are still some areas which need more evidence, but I am on track to meet them by DEADLINE LISTED HERE

I have several areas of the requirements for the Developing Independence phase still to meet and I am not sure I will meet them by DEADLINE. I have, or expect to have, a Cause for Concern letter

TRAINEE REFLECTION on progress in the Developing Independence phase (reflect on the evidence provided above and on why you consider your current operational level to be as indicated)

(max 200 words)TRAINEE REFLECTION on the preamble and part 2 of the Teachers’ Standards (reflect on how you have met and promoted these parts of the standards)

(max 100 words)

TRAINEE REFLECTION on impact on pupil progress (reflect on what you consider your impact to have been in relation to levels below and how you can develop further to meet or sustain ‘higher level’ impact)

(max 200 words)Part 2 to be completed by the Mentor in consultation with the PSTMENTOR FEEDBACK (after discussing the above evidence and reflection with the trainee)Areas of Strength:

Areas for further development:

Comment on preamble and Part 2 of the Teaching Standards:

ACHIEVEMENT OF THIS PHASE MEANS ACHIEVEMENT OF THE TEACHERS’ STANDARDS (for QTS)

The trainee has met all the expectations of the Developing Independence phase and an extension and enrichment action plan is in place (On the action plan - Tick B and complete Section Two)

Although there are still a few aspects of the standards which require more evidence, an action plan is in place and it is anticipated that the trainee will meet all the expectations of the Developing Independence phase by DEADLINE (On the action plan – Tick A and complete Sections One and Two)

The trainee has not met the expectations of the Developing Independence phase. A Cause for Concern Letter, with Action Plan, has been given to the trainee.

Please note: all trainees should have an action plan and a copy of it should be returned with this formPUPIL LEARNING: How would you describe the impact that the trainee's teaching has on pupils' learning overall? (to be decided jointly by the Principal School Tutor and Mentor and with reference to the evidence provided by the trainee in the ‘Pupil Learning Story’)

Higher level impact

Good impact

Competent impact

Unsatisfactory impact (action taken by school in consultation with UVT to ensure pupil learning)

18

Number of days' absence during the Summer Term up to the completion of this reporton………………………………………………………(date)

Signed…………………………………

Date……………………………………

Signed…………………………………

Date……………………………………

Trainee (before Report leaves school) Mentor (before Report leaves school)

Action Planfor Formative Report on Achievement and Progress 4

Trainee name………………………………………………………Please indicate which of the following two options are being addressed in this action plan:

A. The trainee has still got a few standards to address, and it is expected that they will meet them before or at the latest by DEADLINE. Please complete Section One, below, to indicate what action needs to be taken to meet these standards. Please also complete Section two to indicate what the trainee will do when they have met these standards.

B. The trainee has addressed all of the Teachers’ Standards and is now in the enrichment and extension phase. Please complete Section Two below

NB If the trainee has a Cause for Concern letter with targets still unmet, a copy should be returned with the FRAP4. It is not necessary to complete the sections below unless the CfC action plan is completed and standards are all met.

SECTION ONE

For trainees where you have ticked A above: Please indicate the aspects of the standards where the trainee will provide evidence or consolidate their practice, and what is planned to facilitate thisStandard How this will be addressed and evidenced Date achieved

SECTION TWOFor trainees where you have ticked A or B above: Please indicate areas for the trainee to explore which will: (i) have further positive impact on pupil learning, (ii) evidence characteristics of an outstanding teacher, (iii) prepare them for their teaching post next term/in the future and (iv) allow them to go above and beyond their current teaching experience. The first two must be addressed and (iii) and (iv) should be addressed if time allows. Successful completion of (i) or (ii) will indicate one of the ways in which the trainee can be graded outstanding, so please be clear about the target. See FSR final grading chart for further informationPurpose How this will be addressed and evidenced Date achievedImpact on pupil learning(essential)

Characteristics of an Outstanding teacher(essential)

Teaching preparation(if time allows)

19

Enrichment teaching experience (if time allows)

PGCE PROGRAMMES 2017/18

FINAL SUMMATIVE REPORT

PLEASE RETURN TO ITE Partnership OfficeDeadline dates are as follows:

School Direct Distance (Salaried & Fee-Paying): 15 June 2018Secondary and School Direct@Exeter Secondary: 15 June 2018Primary and School Direct@Exeter Primary: 22 June 2018

PLEASE DO NOT SEND VIA TRAINEE

Trainee: School: Subject:

PST: Mentor: UVT:

Please tick this box to confirm that you have seen the FRAP 4 Action Plan and that the trainee has successfully completed at least one of the Section Two ‘essential’ actions

The trainee must be working consistently and comfortably in the Developing Independence Phase, supported by evidence in the IDP and Teaching Files.

(please tick the appropriate box)

The trainee has met all the standards (either already reported at FRAP4 or confirmed in section 1 of the FRAP 4 Action plan)

The trainee has not met the standards listed below:

Standard number

Aspects of Standard not met

Trainee Final Grade:The trainee final grade is based on grades previously indicated on FRAP4 and UVT2 Visit Records. Please use the PGCE Final Grading flow chart (see below) to confirm the trainee’s final grade.

(please tick the appropriate box)

Outstanding Good Not yet met all the standards

(The trainee should include this grade in their CEDP to ensure that they and their employing school know the final grade awarded to them at the end of the course.)

Mentor: by signing this you are confirming that you have checked the trainee’s Individual Development Portfolio, Teaching Files and FRAP 4 Action Plan for evidence and have discussed the trainee’s final grade with them.

Trainee: remember to add your final grade to your CEDP.

20

Please return to [email protected] Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road, EXETER, EX1 2L

21

Signed ...............…….........

Date ............………………….

Trainee

(before Report leaves school)

Signed ...............…...........

Date ............………………….

Mentor

(before Report leaves school)

Supporting Trainees Experiencing Difficulties

Concerns about a trainee?

Decide whether these concerns are very serious (e.g. professional conduct or trainee having an immediate detrimental effect on pupil's learning), or whether the concerns could be resolved by a short term support intervention.

Serious concerns/ more intensive

support required

Trainee Support Plan and Cause for Concern Processes

Short term support needed

Mentor/PST/ITEC contact UVT and discuss issues. Draft Cause for Concern Action Plan together. This should have very specific, clear targets that will enable the trainee see what they need to do to improve. Maximum of 2 week deadlines for actions. School staff issue Cause for Concern Letter and supporting action plan to trainee. Send copy to UVT and [email protected]

Targets not met

Follow previous steps to issue another Cause for Concern Letter and Action Plan. If no progress is made after the next two weeks, keep issuing Cause for Concern and seek advice from UVT and [email protected]. Remember the UVT can come and support you through the process, and the Partnership Offi ce is also happy to advise.

Targets not met Targets met

Issues resolved. Let UVT know improvement has been made and trainee is back on track.

Targets met

School staff to speak to one another (PST/Mentor/ITEC) and the UVT to be clear about the presenting issue. Mentor and/or PST to meet with trainee and complete Trainee Support Plan together. Set targets with maximum of 2 weeks deadline. Can reduce other responsibilities for these two weeks to focus on the presenting issue. Send copy to UVT.

Issues resolved. Let UVT and [email protected] know improvement has been made and trainee is back on track.

Remember you can contact your UVT and/or the Partnership Office at any time to discuss a trainee's progress.

23

Trainee Support PlanCOLLEGE OF SOCIAL SCIENCES AND INTERNATIONAL STUDIESGRADUATE SCHOOL OF EDUCATIONPGCE PROGRAMMESTRAINEE SUPPORT PLAN

Trainee: School: Subject:PST: Mentor: UVT:Phase: Beginning Practice/Consolidating Practice/Developing Independence (circle as appropriate) Date:

If there are a significant number of targets, or if it is anticipated that it will take more than two weeks to meet them, then a Cause for Concern letter should be used instead of this support plan.

Standard

SMART Targets

(Specific, Measurable, Achievable, Realistic, Time-Related)

Support

Please include detail of what training/support is going to be put in place to provide opportunity for the trainee to meet the targets.

Date to be completed (maximum 2 weeks)

These targets should be discussed, and progress recorded, at the Weekly Development Meeting.

Signed …………………………………………………(Mentor) ………………………………………….. (UVT) ……………………………………. (Trainee)

At the specified date the Mentor will review progress and sign here to signify that the trainee is back on track…………………………………………….(Mentor)

IF THE TARGETS ARE NOT MET BY THE SPECIFIED DATE, A CAUSE FOR CONCERN LETTER MUST BE ISSUED. This form must be kept in the trainee’s IDP

24

The Trainee Support Plan is for trainees who need a little extra support to make expected progress and is described in the Programme Handbook in section 5.12.1 The intention is to be supportive and to help the trainee to get back on track.

Cause for Concern Letter

GRADUATE SCHOOL OF EDUCATIONPrimary and Secondary PGCECAUSE FOR CONCERN LETTER

Trainee: School: Subject:PST: Mentor: UVT:

Date:

Dear

Cause for Concern on Progress towards the Teachers’ Standards (for QTS) This letter is to signal our concern about your present progress on the PGCE programme, and to support you in addressing identified needs. Our concern is due to the following:

Absence of more than 10 days from the programme; Failure to meet deadlines for university directed tasks or assignments Insufficient progress towards meeting the Standards for this stage of the course Professional engagement with the course(please tick as applicable)

We are concerned that this puts you at risk of failing to achieve the standards necessary for the award of QTS, and we hope that this letter, and the actions you take as a consequence, will enable you to succeed.

Your University tutor will discuss this with you, following discussion with the school, if appropriate, and will draw up an Action Plan to identify what action you should take to strengthen your position.

Please sign one copy of this letter and return it to your Mentor, in the case of school-based work, or your University tutor, in the case of university-based work.

Yours sincerely

(Mentor)

(University Visiting Tutor)

I have received this letter and participated in writing the Action PlanSigned (Trainee)

25

continued

GRADUATE SCHOOL OF EDUCATIONPGCE PROGRAMMESCAUSE FOR CONCERN: ACTION PLANFocus: Addressing Issues arising from a Cause for Concern letter

Please make sure you list all areas which the trainee needs to address in order to meet the QTS Standards.

Standard

SMART Targets(Specific, Measurable, Achievable, Realistic, Time-Related)

SupportPlease include detail of what training/support is going to be put in place to provide opportunity for the trainee to meet the targets.

Date to be completed

Achieved and evidence location

If targets are not met by the specified date, please contact the UVT and jointly issue a new CfC and Action Plan with further support specified.During the Consolidating Practice and Developing Independence phases please remember that, if appropriate and to minimise negative impact on pupil learning, the mentor and UVT can agree that the trainee should return to teaching episodes in some lessons. If this is the case the Action Plan must detail what needs to be evidenced in order to continue to make progress/return to full lessons.

Cause for Concern letter – example

GRADUATE SCHOOL OF EDUCATIONPGCE PROGRAMMESCAUSE FOR CONCERN: ACTION PLANFocus: Addressing Issues arising from a Cause for Concern letter

Please make sure you list all areas which the trainee needs to address in order to meet the QTS Standards.

Standard

SMART Targets(Specific, Measurable, Achievable, Realistic, Time-Related)

SupportPlease include detail of what training/support is going to be put in place to provide opportunity for the trainee to meet the targets.

Date to be completed

Achieved and evidence location

S1 & S3 Ensure all lessons are suitably pitched and engaging (all pupils are on task and the impact of the lesson is demonstrable)

Discuss class assessment data, and how to use this to inform your planning with XXX (HT). Observe different teachers across the school/federation and reflect on their practice. Discuss your reflections with XXX (Mentor). Ask colleagues in school about what resources are available.

06/06/14

S1 Collaborate with school staff in sharing planning and teaching

Discuss your lesson ideas with XXX (PST) and other colleagues – including fellow trainees, where appropriate. Observe different teachers across the school/federation and reflect on their practice. Discuss your reflections with XXX (Mentor).

Ongoing and 06/06/14

S5 & S6 Ensure your lessons build on children’s prior knowledge and are suitably differentiated (all pupils meet learning objectives)

Discuss class assessment data, and how to use this to inform your planning with XXX (HT). Discuss your differentiated planning with XXX (PST). Observe different teachers across the school/federation and reflect on their practice. Discuss your reflections with XXX (Mentor).

13/06/14

S3 Develop your use of explanations, modelling and discussion (pupils more able to meet learning objectives without getting ‘stuck’ so often)

Observe different teachers across the school/federation and reflect on their practice. Make this a focus in lesson observations. Discuss your reflections with XXX (Mentor).

13/06/14

S6 Maintain assessment records and use these to inform your planning

Discuss class assessment data, and how to use this to inform your planning with XXX (HT). Share your records and lesson evaluations with XXX (PST).

06/06/14

If targets are not met by the specified date, please contact the UVT and jointly issue a new CfC and Action Plan with further support specified.During the Consolidating Practice and Developing Independence phases please remember that, if appropriate and to minimise negative impact on pupil learning, the mentor and UVT can agree that the trainee should return to teaching episodes in some lessons. If this is the case the Action Plan must detail what needs to be evidenced in order to continue to make progress/return to full lessons.

4. Training Tools- For All Exeter Programmes

28

Framework for Dialogue about Teaching

29

School CommunitiesValues and Beliefs

Teachers’ Standards

Professional Knowledge and

Enquiry

Subject KnowledgeUnderstanding Learning and Development

Topic Title

Weekly Development Meeting Record

Weekly development meeting record- Primary

COLLEGE OF SOCIAL SCIENCES AND INTERNATIONAL STUDIESGRADUATE SCHOOL OF EDUCATIONPRIMARY PGCEWEEKLY DEVELOPMENT MEETING RECORD

TRAINEE NAME ___________________________This record does not need to be lengthy or detailed: it does, however, need to be focused and purposeful and it should be completed collaboratively during the Weekly Development Meeting. Your Principal School Tutor should sign this as an agreed record of your meeting. Keep this record in your Individual Development Portfolio.

REVIEW OF EVIDENCE OF ACHIEVEMENT:Refer to any Supervisory Conference outcomes, UVT visit records, Professional Studies Sessions or FRAPs developed since last week’s meeting. Review targets set on previous WDM Record.

PUPILS’ LEARNING:Discuss using previous week’s completed lesson observation forms and relevant lesson evaluations. Record evidence including examples of outstanding pupil learning.

SPECIALIST SUBJECT TEACHING IN PAST WEEKRecord opportunities for teaching and receiving feedback on specialist subject in past week

FRAMEWORK TASKSRecord progress with appropriate Framework tasks

OUTCOMES OF DISCUSSION, with reference to the Teachers’ Standards AND subject specific knowledge and pedagogy, and the teaching of maths:

In the meeting immediately following a Supervisory Conference, record any points that need to feed into weekly development targets

The Coming WeekWEEKLY DEVELOPMENT TARGET/S with reference to the Teachers’ Standards AND subject specific knowledge and pedagogy:

Demonstrations to be arranged for the week: (2 related to the agenda focuses and an additional one, as appropriate, on a theme such as behaviour management or phonics)

Time & Date

1

2

3

Agenda focuses for the week:1

2

Lesson observation using proforma (teacher observing trainee):

1

2

Please note how the target/s will be achieved

30

Weekly Development Meeting Record- Secondary

GRADUATE SCHOOL OF EDUCATIONSECONDARY PGCEWEEKLY DEVELOPMENT MEETING RECORD

TRAINEE NAME ___________________________This record does not need to be lengthy or detailed: it does, however, need to be focused and purposeful and it should be completed collaboratively during the Weekly Development Meeting.

REVIEW OF EVIDENCE OF ACHIEVEMENT:Refer to any Supervisory Conference outcomes, UVT visit records, Professional Studies sessions or FRAPs developed since last week’s meeting. Review targets set on previous WDM Record.

PUPILS’ LEARNING:Discuss using previous week’s completed lesson observation forms, relevant lesson evaluations and work scrutiny. Record evidence including evidence of outstanding pupil learning.

PUPILS’ LITERACY AND NUMERACY SKILLS:Discuss opportunities developed since last week’s meeting.

OUTCOMES OF DISCUSSION, with reference to the Teachers’ Standards AND subject specific knowledge and pedagogy:

In the meeting immediately following a Supervisory Conference, record any points that need to feed into weekly development targets:

The Coming Week:WEEKLY DEVELOPMENT TARGET/S, with reference to the Teachers’ Standards AND subject specific knowledge and pedagogy:

Please note how the target/s will be achieved

Demonstrations to be arranged for the week: (2 related to the agenda focuses and an additional one, as appropriate, on a theme such as behaviour management, literacy, mathematical skills or assessment

Time & Date

123Agenda focuses:12Lesson observation(teacher observing trainee):12

I will ensure that the trainee has opportunities to observe outstanding practitioners in the forthcoming week (detailed above)

31

Lesson Observations

32

GRADUATE SCHOOL OF EDUCATIONLesson Observation Written Feedback

Trainee: Observer: Class:

School: Area of Learning/Topic: Date:Time:

Groups to be focused on (agreed prior to the lesson)

Whole class / SEND / Most Able / Other _______________________________

Teachers’ Standards Areas of strength and areas for development noted in this episode/lesson as appropriate for the trainees’ current phase of developmentPlease refer to the relevant profile descriptor

Teaching

Sets high expectations (S1), demonstrating good subject and pedagogical knowledge (S3) and well-structured planning (S4), with effective use made of support staff (S8).

Learning

Pupils make good progress (S2) and can reflect on and articulate their learning (S6) as a result of good teaching adapted to their needs (S5)

Assessment

Progress within the lesson and over time is shown through questioning, marking of work and pupils’ response to oral and written feedback (S6).

Behaviour

Pupil behaviour is managed effectively to ensure a good and safe learning environment (S7)

33

Summary: Please comment below with reference to the Teachers’ Standards. Targets should be specific and focused.Key Strengths Key Areas for Development

Subject-specific target arising from this observation

Comments on the impact of the trainee on pupil learning: You may wish to select target pupil(s)/ group(s) for the focus of your observation. For prompt questions and guidance to assist with this: http://socialsciences.exeter.ac.uk/education/partnership/Did the pupil/s succeed in meeting the learning objectives for the lesson? How did you know?

Standards Summary:Please tick the relevant boxes where there was evidence demonstrated in this lesson of progress towards the Standards. This is a holistic judgement of overall progress towards the expectations for QTS, not merely progress with the specific phase.

S1 S2 S3 S4 S5 S6 S7 S8 Part 2Beginning

Consolidating

Independent

Highly effective

Guidance notes:

Beginning = the trainee is beginning to use these skills, with support and guidance from an experienced teacher

Consolidating = the trainee has a secure understanding of the skills and shows some competent practice, but the skills require further development to be independently secure.

Independent = the trainee is able to demonstrate these skills securely and independently (indicates that the expectation for QTS is being met for this standard within this lesson)

Highly effective = the trainee is very confident in these skills and demonstrates them very effectively.

34

http://socialsciences.exeter.ac.uk/education/partnership/

Prompt questions to support reflection on the impact of trainee’s teaching on pupil’s learning

You may wish to select target pupil(s)/ group(s) for the focus of your observation and use some/all of these prompt questions as appropriate.How well did the pupil(s)/group(s):Succeed in meeting the objectives of the lesson?

To what extent did all pupils meet the lesson objectives?Were lesson objectives differentiated? And if so how?To what extent were the lesson objectives appropriate for this lesson?To what extent were all pupils provided with opportunities to show that they had met the objectives?

Apply skills, knowledge or understanding to meet the lesson objectives?

How did the pupils use prior knowledge and/or skills/knowledge learnt in the lesson to meet the objectives?How did pupils show that they had understood new knowledge?What evidence is there to suggest that this lesson was pitched correctly?How did the pupils respond to questioning?Did pupils use higher order thinking skills? If so, how?

Engage with the lesson? Were the pupils able to follow instructions?Did the pupils work enthusiastically? Were they active or passive in the lesson? Were they on task?Were pupils keen to ask questions? Comment on the type of questions asked.Did they work independently? Did they work co-operatively?Did the pupils listen intently to the teacher/each other?Did their behaviour meet expectations?Did they maintain an appropriate pace?Could all the pupils engage equally? Comment on how the episode /lesson was differentiated to meet individual pupils’ needs.

Use classroom resources including adult support to improve their learning?

How well did the pupils learn from the Interactive Whiteboard? Were they able to choose resources independently? How did they use books, ICT equipment, displays to support their learning? Did they use peer support? How?Were they able to access the teacher or classroom assistant for support? How?

Use self/peer assessment to improve their own learning?

Did pupils have opportunities to assess their own learning?How did pupils use peer or self-assessment to assess their own learning?Did the pupils consolidate their learning during plenaries?Did the pupils have a sense of how the lesson fitted into previous and future lessons?How did pupils show that they had an accurate sense of their achievements and what they needed to do to improve their learning further?

Other

35


Record of demonstrations by teachers

36

Learning Focuses for AgendasLEARNING FOCUSES FOR AGENDAS

Agenda focuses are designed as a bank of learning focuses from which trainees and PSTs select according to individual learning need. It is not a required list to work through. Use a different agenda focus from those listed here if it is relevant to a trainee’s individual learning needs.

1. Relationships with children and young people, setting high expectations and motivating learners

Using the school reward system to motivate learners Encouraging participation and contribution Promoting independent learning Using inclusive language Establishing ground rules and clear expectations Using affirmative language Sharing realistic and aspirational targets for learning with

the class and/or individuals Positive use of names Establishing a constructive and purposeful learning

environment Demonstrating professional behaviour and respect Developing a rapport with a range of pupils Modelling good learning habits

2. Pupil progress Involving learners in reflecting on their own learning Supporting learners in setting targets for improvement Making cross-curricular connections during the lesson Building on prior knowledge in the lesson Generating high levels of participation Listening to learners’ answers and responding

appropriately Making learning objectives clear to learners Managing collaborative group work Motivating reluctant learners Encouraging learner reflection Promoting independent learning Demonstrating appropriate pupil progress

3. Subject and curriculum knowledge and pedagogy Teaching key words via phonics Establishing clear literacy strand links Establishing clear mathematics strand links Introducing ‘thinking skills’ Addressing subject-specific misconceptions Demonstrating secure subject knowledge

4. Effective classroom practice Managing distribution, use and collection of resources Managing movement into groups Managing transitions between lesson activities Managing timing Managing pace

Setting homework Employing interactive teaching methods Managing out-of-classroom learning spaces Addressing health and safety issues Using initial episode to set the learning context for the lesson Giving clear task instructions Giving clear explanations of concepts and ideas Managing whole class discussion Using questioning effectively Using appropriate subject specific language

Diversity and Special Needs: meeting the needs of all pupils Using different tasks or resources appropriately for all pupils in

class Using tasks or resources which support pupils with EAL Managing the needs of those with SEN/IEPs Managing an appropriate level of challenge for the gifted and

talented.

Assessment for learning Assessing learning during the lesson by using questioning,

observation or plenary activities Monitoring engagement with learning during lessons Giving constructive oral feedback Creating effective contexts for peer and self-assessment

Managing behaviour Operating established procedures for starting and/or ending

lessons Gaining and holding whole class attention Managing learners’ behaviour constructively Dealing with low-level disruptions Using voice constructively Developing an assertive presence Promoting self control and independence

The wider professional role of the teacher Managing the work of teaching assistants during whole class

input Managing the work of teaching assistants during

individual/pair/group work Working constructively with other adults in the classroom

37

GRADUATE SCHOOL OF EDUCATION PGCEWEEKLY RECORD OF DEMONSTRATIONS Trainee name:AND LOOKING AT LEARNING

Lesson/ activity:

Date: Year group: Teacher:

DEMONSTRATIONSELECTED FOCUS FROM Learning Focuses for Agendas (or a personalised focus) What are you focusing on for improvement?

See… (Complete in class)

Trainee makes observation notes here, focusing on teacher’s actions and speech

ExampleTeacher waiting for quiet

Think… (Complete in class or after lesson)

Trainee records thoughts arising from these observations (interpretation)

Non-verbal communication,high expectations for behaviour

Wonder… (Complete after the lesson)

Trainee records any questions arising…

How long is it usual to wait?

LOOKING AT LEARNING

Are you looking at learning resulting from the focus above or more generally?See… (Complete in class)

ExamplePupils get out their books without being asked

Think… (Complete in class or after lesson)

They know the class routine, well-organised

Wonder… (Complete after the lesson)

How did they learn this routine?

38

Date Lesson topicYear group ObserverSelected focus from the Learning Focuses for Agendas (or a personalised focus)What aspect of my teaching am I trying to improve?

39

SCHOOL OF SOCIAL SCIENCES AND INTERNATIONAL STUDIESGRADUATE SCHOOL OF EDUCATIONPGCE PROGRAMMESAGENDA FORM

Trainee name ……………………………………………………….

DETAILS OF INTENTIONSby trainee

OBSERVATIONS ON FOCUSby tutor

PLEASE REMEMBER:Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of paper and retain for later discussion. The trainee should evaluate the agenda BEFORE receiving feedback. The annotated agenda is to be kept by the trainee for use in a Supervisory Conference.

40

Description – what? (*use bullet points*)Briefly describe what happened during the episode relevant to the agenda focus…

Explanation – why? (*use prose*)Now offer your justification for your actions and explain why things happened the way they did…What did you do - and not do - and why?

Reformulation – what now? (*use bullet points*)What key points have you learnt from this agenda for your future teaching?

Practice Agenda – For use with the Agenda audio guide ‘Working with Agendas- A Quick Guide’ found at http://socialsciences.exeter.ac.uk/education/partnership/schoolstaffinduction/Level 1 Agenda: Episode based on South Dartmoor Community College training DVD, ‘teaching exemplars 1’, Common Procedural tasks: Retrieving materials and Packing Away

GRADUATE SCHOOL OF EDUCATIONPGCE ProgrammesAGENDA FORMTrainee name .................................................

Date: Lesson topic: Map skills

Year group: 7 Observer: XXX

Selected focus from the Learning Focuses for Agendas (or a personalised focus)What aspect of my teaching am I trying to improve?Managing [distribution, use and] collection of resources (Q7)



Stand at front of class.Stop class. Wait for quiet. Praise for work in lesson.Explain we are going to pack up.

Ask for:Foundation text books,Scrap paper,Foldersto be piled neatly at the end of each row.

Indicate which end of the row.

Say class should also pack up their own things and sit down when finished.

Give 60 second time to do this.

Say, ‘Start now.’ In energetic tone.

Monitor from the front and encourage individuals or rows.

Give time reminder if necessary.

Praise class when task is completed.

REMEMBER:Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of paper and retain for later discussion.The trainee should evaluate the agenda BEFORE receiving feedback.The annotated agenda is to be kept by the trainee for use in a supervisory conference.

Practice Agenda Annotated

Episode from South Dartmoor Community College training DVD, ‘teaching exemplars 1’, ‘Common Procedural Tasks: Retrieving materials and packing away’

Date: 23.01.05 Lesson topic: Map skills

41

Year group: 7 Observer: Mr Smith

Selected focus from the Learning Focuses for Agendas: Managing distribution, use and collection of resources (part Q30)



Stand at front of class.

Stop class.Wait for quiet.Praise for work in lesson.

Explain we are going to pack up.

Ask for:Foundation text books,Scrap paper,Foldersto be piled neatly at the end of each row.

Indicate which end of the row.

Say class should also pack up their own things and sit down when finished.

Give 60 second time to do this.

Say, ‘Start now.’ In energetic tone.

Monitor from the front and encourage individuals or rows.

Give time reminder if necessary.

Praise class when task is completed.

already quiet“OK yr 7 well done, you’ve worked really well in today’s lesson”

?

Listed in different order

You did this before list above. Said “this” end.

Not done

“I reckon about 60 seconds should do it”

“Go”

You remind and add “sit down when you’ve finished”

X“Row 2 doing well, row 1 nearly there, 3 neat stacks, row 2, row 3, row 5 well done”

Brilliant!

REMEMBER:Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of paper and retain for later discussion.The trainee should evaluate the agenda BEFORE receiving feedback.The annotated agenda is to be kept by the trainee for use in a supervisory conference.

42

Tick acceptable when just indicating that an action happened

Don’t know if that happened, (couldn’t keep up!) or was it just a heading for what happened next

This doesn’t really matter either but trainee might want to evaluate why they gave this instruction first

But actually was mentioned after class had started to pack away This turned it into a competition! Interesting to

debate use of competition in education during supervisory conference

Another example of use of competition

This isn’t verbatim but gives accurate sense of what was said so doesn’t affect trainee’s ability to evaluate

Bracket indicates comments refer to both of these intentions

This doesn’t really matter but trainee might want to evaluate why they changed order

PST Work Scrutiny Guidance Notes

(Trainees can also use this guidance to complete their own work scrutiny – to help complete their Pupil Learning Stories and as one of the tools available for their Focused Reflections in the Developing Independence phase). What impact does the trainee’s teaching have on pupils’ learning? The Exeter Model encourages trainees to consider and reflect upon the impact their teaching has on pupils’ learning. PSTs can use this exercise to assess to what extent trainees are ‘accountable for pupils’ attainment, progress and outcomes’ (S2) and using strategies to ‘guide pupils to reflect on the progress they have made and their emerging needs’ (S2). Has your trainee been given the opportunity to ‘give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback’ (S6)?

Looking at pupils’ work…Please use this exercise as a useful way to critically evaluate the impact the trainee’s teaching is having on pupil learning in a practical way. This should happen once per fortnight. Please scrutinise the written work of a selection of pupils in a class. Once you have completed this activity, please use your Weekly Development Meeting to discuss your findings and any targets for development.

Activity Findings/notes1. Choose some dates when you know the trainee was teaching the chosen class or group.

43

2. Collect in a sample of books and examine written work for your chosen dates. How you select the sample is up to you; mixed; random; PP pupils; pupils on SEND register; etc.3. Note any improvements (i.e. in skills, in understanding, in knowledge).

4. Note how well work is presented. Does it conform to your school’s expected literacy standards (handwriting, punctuation, spelling, specialist vocab., extended writing)?5. Are there any variations in samples?

6. How well does the actual standard of work match pupils’ assessments and targets? How do you know?

7. How well does the work you have seen link to curriculum coverage and planning?

8. What are the key factors that appear to promote pupils’ learning?

9. What appear to be the barriers to pupils’ progress?

10. How helpful is the marking and feedback (if applicable)?

44

11. Have the pupils responded to the feedback and/or acted on it (if applicable)?

12. How does evidence from the Work Scrutiny compare with other evidence you have?

13. How can you use this evidence to:a) Set targets for development?b) Demonstrate trainee progress towards meeting the Standards?

45

Learning Focuses for Focused Reflections in the Developing Independence (DI) phase

During this phase trainees will select a focus for two weeks and use a range of Exeter Model tools to support

46

your learning. It is not a required list to work through. Use a different focus from those listed here if it is

relevant to a trainee’s individual learning needs.

1. Relationships with children and young people, setting high expectations and motivating learners

Establish and maintain a safe and stimulating environment for pupils, rooted in high levels of mutual respect.

Constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning

Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Promote pupil’s resilience, confidence and independence

Set high expectations which inspire, motivate and challenge pupils

Generate high levels of enthusiasm, participation and commitment to learning

2. Pupil progress Encourage high quality interactions that build on prior

knowledge Plan effective teaching and learning activities which

create opportunities for independent and autonomous learning

Support pupils to reflect on their learning and identifying their progress and emerging learning needs

3. Subject and curriculum knowledge and pedagogy Make good use of your secure curriculum and

pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions

Have an in-depth knowledge of all relevant curricula, frameworks and initiatives and use this to stimulate and capture pupils’ interest

Develop pupils’ conceptual understanding through appropriate explanations, questioning and discussion

If teaching early reading and/or early maths, demonstrate a secure knowledge and understanding of appropriate strategies including systematic synthetic phonics

4. Effective classroom practice Show a willingness to try out a range of approaches to

teaching and learning which take account of individual needs, activities and resources to meet differentiated learning outcomes

Plan lessons that use well chosen, imaginative and creative strategies

Plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate

5. Diversity and Special Needs: meeting the needs of all pupils

Demonstrate your understanding of how a range of factors can inhibit pupil’s ability to learn by personalising learning, using and evaluating distinctive teaching approaches to engage and support the strengths and needs of all pupils including those of high ability, with special needs or EAL

Show good understanding of the challenges and opportunities of teaching in and for a diverse society

6. Assessment for learning Use your accurate records of pupils progress and

other data to inform planning, to evaluate the effectiveness and impact of your teaching, to monitor progress of those you teach and to raise levels of attainment

Assess pupils’ attainment accurately against national benchmarks

Make accurate and effective use of assessment and give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to that feedback

Systematically and effectively check learners’ understanding throughout lessons anticipating where intervention may be needed

7. Managing behaviour Have consistently high expectations and understand

a range of strategies to promote positive behaviour Work within the school’s framework for behaviour

management, with appropriate use of praise, sanctions and rewards and apply rules and routines consistently and fairly

Manage pupil behaviour so that learners display very high levels of engagement, courtesy, collaboration and co-operation.

8. The wider professional role of the teacher Work constructively as a team member and deploy

support staff effectively

Trainee Name:

47

Focused Reflection Proforma(for Developing Independence Phase)

Focus (selected from Learning Focuses for Focused Reflections in the Developing Independence Phase, or your own chosen focus):

Description – what? (*use bullet points*)Briefly describe what happened relevant to your focus…

Explanation – why? (*use prose and integrate some academic citations*)Now offer your justification for your actions and explain why things happened the way they did…What did you do - and not do - and why?

Reformulation – what now? (*use prose and integrate some academic citations*)What key points have you learnt for your future teaching?

References

The Mentor’s Role: supervisory conference

48

Supervisory Conference Action Plan – Blank

GRADUATE SCHOOL OF EDUCATIONSUPERVISORY CONFERENCE ACTION PLANThis Action Plan should be completed collaboratively during the Supervisory Conference by the mentor and trainee using the Individual Development Portfolio (particularly agendas, evaluations, Weekly Development Meeting records and Directed Tasks) as the basis of discussion.

Trainee name: …………………………….…………… School ………………..……….……………. Action plan number: ………………..…………

REVIEW OF IMPACT OF TEACHING ON PUPIL LEARNING (using Pupil Learning Story)

REVIEW OF EVIDENCE OF ACHIEVEMENT (against the Teachers’ Standards)

KEY POINTS FROM MENTOR/TRAINEE DISCUSSION:

DEVELOPMENT TARGET/S: (including further development identified on Formative Reflection on Achievement and Progress)

49

To be kept in trainee’s file. The Mentor should sign the QAR to confirm that this is an agreed record of your meeting and may want to keep a copy for reference.

Supervisory Conference Action Plan – example

GRADUATE SCHOOL OF EDUCATIONSUPERVISORY CONFERENCE ACTION PLANThis Action Plan should be completed collaboratively during the Supervisory Conference by the mentor and trainee using the Individual Development Portfolio (particularly agendas, evaluations, Weekly Development Meeting records and Directed Tasks) as the basis of discussion.

Trainee name: ……………………………………… School …………………………………. Action plan number: …………………

REVIEW OF EVIDENCE OF ACHIEVEMENT:Completed targets

Scheme of Work completed for year 9 Have observed and begun to implement the school’s discipline policies to support my own behaviour management Developed resources using ICT to support YR10’s coursework Managing the electronic register in all my classes

Targets to carry forward

Taking all of year 7s lessons: now need to move into taking full lessons with YR9 and YR10

Other achievements

Contributed to a form assembly Participating in extra-curricular football

KEY POINTS FROM MENTOR/TRAINEE DISCUSSION:

(Agendas and evaluations have shown that) Consistent use of the school’s discipline policy has helped my own behaviour management.

As a result of agendas I am consciously trying to use positive language in managing behaviour instead of nagging and making negative remarks.

Developed confidence in the use of ICT in the classroom including use of PPT and IWBs. Increase my familiarity with IWBs and I want to investigate the possibility of joining some school IWB training

organized for the end of term Need to think more about differentiation. This will also involve me thinking about using assessment strategies.

Begin using plenaries to assess learning.

DEVELOPMENT TARGETS:

50

Standard Target How this will be addressed and evidenced

51

Standard Target How this will be addressed and evidenced

S6: Begin to assess the learning needs of individuals

Discuss the range of learning needs and abilities in Year 9 with PST Look at the SOW with the PST I have written for YR9 and amend any activities

where I now see differentiation would be appropriate Teach the SOW with particular attention to differentiation

S4: Effective use of plenaries Plan with my PST to watch plenaries being used in lessons. I am aware that plenaries may be used at points other than the end of lessons.

Begin, with my PST, to include plenaries in my lessons specifically to assess learning at key points.

Plan for observation/ agenda opportunities related to plenaries

5. Summary and QuestionsAnswer the questions from the slide appropriate to your role. You will need to print a copy of the QAR from http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/ this is an essential document for any member of staff working with University of Exeter trainees.

PSTUsing your printed copy of the QAR:

How many Agendas and Observations need completing each week in the Beginning Practice and Consolidating Practice phases?

When will your Weekly Development Meeting be?

How many hours classroom contact will the trainee have?

Have you watched the audio guide on Agendas and Observations?

Who will you contact and what will you do if you have concerns about the progress of the trainee?

MentorUsing your printed copy of the QAR:

When will your Supervisory Conferences be?

52

http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/

When are the FRAPs due this placement?

Who do you need to speak to before the FRAP?

Does the trainee know when to submit their documentation to you?


ITECLook at Professional Studies Programme, plan the programme and inform the trainees (see handbook)

Go through induction checklist with trainee/s (see handbook)

What criteria will you use for selecting your PSTs and Mentors?

How will you check that your staff are supporting the trainee/ undertaking their roles properly etc?


UVTRead the UVT GuidanceEnsure visits are booked through the ITEC with at least 2 weeks noticeContact the Partnership Office if you have any concerns about the progress of the traineeSend visit records and observation forms and PST Checklist for UVT to [email protected] ASAP after your visit

Web-pageshttp://socialsciences.exeter.ac.uk/education/partnership/

53

http://socialsciences.exeter.ac.uk/education/partnership/

54

@exeterpartner

Frequently Asked QuestionsPlease contact the ITE Partnership Office on 01392 724950 or [email protected] if anything is unclear or you have another question not covered here.

How much time will this training take up?The Principal Subject Tutor (PST) should set aside an hour each week for a meeting with the trainee. The Mentor conducts three supervisory conferences a term of at least an hour. These are minimum time commitments: more time can be taken up with questions, chat between lessons, finding resources to help - but think of the advantages and the resources trainees will be creating for you to use!

Who can I ask for support? I don’t like bothering the UniversityYou may have teacher colleagues with experience of working with the University of Exeter who you could go to for support, and of course the PST, Mentor and ITE Coordinator (ITEC) will all be involved. But please don’t hesitate to contact the University for any advice or help you need. The trainee’s University Visiting Tutor (UVT) will be easily contactable via email and the Partnership Office are available at the end of the phone (01392 724841). It is much better to ask than to let a problem develop. We are always happy to help.

What do I do if my trainee is not making progress?Firstly, identify the areas of weakness with the trainee using the profile descriptors and the standards. This will help you to devise ways to help move the trainee forward. It is very important to involve the trainee in this, and to ensure they know what they need to do to improve. Discuss the situation with the other staff working with them, and contact the UVT. Issuing a Cause for Concern letter and Action Plan is a very good way of making sure that everyone is aware of the issues and how to put them right. This MUST be done in consultation with the mentor and the UVT. Please don’t delay in doing this. It doesn’t mean that the trainee is failing, just not quite reaching the appropriate level.

It’s not easy to persuade the rest of the department to follow the Exeter ModelIt is your responsibility (PST and ITEC) to ensure that all staff working with University of Exeter trainees follow the Exeter Model. This is part of the Partnership agreement (Memorandum of Understanding) between your school and the University. It is important so that all trainees have equal opportunity to succeed and for Quality Assurance purposes. The Exeter Model lets trainees make progress in an incremental way which challenges them but avoids facing them with too much too soon. We hope that you are able to persuade your colleagues of this, otherwise we would ask that you restrict the trainee’s classes to those where s/he will have the support of teachers who follow the Model.

Why can’t trainees take whole lessons from the start?Starting with episodes enables the trainee to make steady progress and build confidence. It also ensures the quality of education received by the pupils, who are being taught confidently and with the security and discipline of their usual teacher until the trainee has gained the skills required for the complex art of teaching whole lessons to a whole class. Of course, even from the beginning the trainee should always work alongside the experienced teacher and wherever possible be involved in class activities – for example working with small groups.

Can trainees work at the University/home when they have free lessons?We expect trainees to follow the same protocols as any teachers in the school. They should be in school during the school day unless you have given them permission to go to the University, to collect a resource, for example. This is a very occasional occurrence! Of course, trainees need somewhere to work in school and access to computer facilities.

Is all this paperwork really necessary?Yes! It ensures that the trainee and the school know what has been achieved, what evidence there is of this and what still needs to be done to reach the standards. It also helps the trainee to become a reflective practitioner. The PGCE is an assessed course and the paperwork enables you to make the formative and summative judgements required. The responsibility for ensuring the paperwork is up to date lies with the trainee. Some trainees may need prompting to do this on a regular basis.

Do I have to be in the classroom all the time?During practical lessons, such as Science, PE and D&T, yes. In other subjects it may be that during the Developing Independence phase you feel confident to leave the trainee for a short while, but they should always be able to call upon you easily if there is a problem and of course you will need to be there for lesson observation, demonstrations and agendas. The trainee should never be left alone as a ‘supply’ teacher.

If the usual class teacher is absent and there is a cover teacher present can the trainee teach a practical lesson e.g. PE, Science, D&T?No – not unless the cover teacher is a subject specialist in that curriculum area.

55

mailto:[email protected]

What meetings should trainees attend in school? Everything that you would expect a member of the department to attend (including Parents’ evenings) as well as those Professional Studies sessions arranged specifically for them.

Do trainees need any special facilities in school?No. They need the same facilities that you would provide for any teacher: somewhere to work, access to the staffroom for friendship and coffee; somewhere to keep their teaching files and folders; computer and internet access for lesson planning and research.

My trainee is always photocopying and I’m worried about the department budget. What should I do?Ensure that some of the placement fee is available to the department to cover trainee photocopying. Stress to the trainee that they need to work within the same budgetary constraints as the rest of the staff. Suggest they use OHPs or PowerPoint rather than printing worksheets, or use handback worksheets rather than handouts. Trainees should however be providing stimulating and engaging resources to enhance their teaching and pupils’ learning and this might mean accepting some financial implications. They will probably wish to share the resources they create with the department as you share yours with them.

Should trainees be involved in extra-curricular activities?Trainees have much to offer the life of the whole school - they often bring many skills. It can be rewarding and beneficial for trainees to become involved in extra-curricular activities but this should not be at the expense of their classroom teaching and planning commitments.

Can my trainee teach more than the recommended classes?The training process is not just about time in the classroom. The trainee also needs time to plan, observe and reflect on their work. It is crucial to allow time for this, particularly in the latter stages of training. At the end of the training process it may be appropriate for some trainees to teach up to 15 hours but we would not recommend this for all trainees.

Why does the Mentor fill in the Formative Reflection on Achievement and Progress Reports when it is the PST that sees how the trainee is doing?The assessment of the trainee is based on evidence presented by the trainee in their Formative Reflection on Achievement and Progress (FRAP) which is interrogated by the Mentor. The Mentor doesn’t see the trainee teach so is more able to make this objective judgement. The Mentor will of course discuss the content of the FRAP with the PST.

INFREQUENTLY ASKED QUESTIONS!

My trainee is not acting in a professional manner.Many of the standards involve professional attributes, so we have to be involved in training for professionalism. If you have serious concerns, please contact the Partnership Office.

My trainee is involved in an allegation of abusePlease tell the ITEC and phone the Partnership Director on 01392 724717 immediately. Take the same immediate action as you would for a member of staff.

University of Exeter Acronyms and GlossaryAP Action Plan Part of the written output from term 1 main subject tutorials and school-based

work Supervisory Conferences. It highlights some of the areas of professional development on which the trainee will have agreed to focus in the weeks immediately following the tutorial/Supervisory Conference.

Agenda A teaching Agenda is an essential training tool in the Exeter Model of ITE. It is used for self-evaluation of a specific aspect of professional classroom practice. An Agenda is prepared by making a detailed statement of intent, written as a column on the left side of an Agenda form. It should have an Agenda statement with a single, clear focus. Once prepared, an observer annotates the Agenda. The annotated Agenda is a basis for detailed written critical evaluation about the chosen aspect of teaching and its effect on pupils’ learning.

Annotation The objective recording, by an observer, of what actually happened during an episode or lesson in relation to a prepared Agenda. The annotation is done on the right hand column of the Agenda form, and it focuses on the chosen Agenda focus.

CEDP Career Entry & A Career Entry and Development Profile for newly qualified teachers. It is a

56

Development Profile

transition document outlining trainees’ achieved competences and areas for further professional development during their induction year.

CfC or CCL Cause for Concern Letter If a trainee is failing to make satisfactory progress, a Cause for Concern letter is

issued to avoid misunderstanding by any party. Such letters may be issued not only to trainees who are at serious risk of not being awarded the PGCE, but also to those who are working very close to the satisfactory level. A Cause for Concern Letter will be accompanied by a related Action Plan to specify what the trainee needs to do to make progress and how this will be supported.

DemonstrationThis involves the setting up of a classroom activity, strategy, tactic, event or interaction by a subject tutor, which is shared and discussed with the trainee before the event. When the demonstration occurs, the trainee is prepared, so observation and understanding is more sophisticated. Items for demonstration should be negotiated and identified by the trainee, Mentor and subject tutor. Demonstration can be thought of as: “This is what I am going to do and this is why I am going to do it like this”.

Episode A part of a lesson identified for formal attention. It can be as short as a few minutes or relate to separate parts of a lesson in which a specific skill of teaching is being addressed by using an Agenda.

FSR Final Summative Report

A document on which the Mentor indicates whether the trainee has met the Teachers’ Standards at a level suitable for the award of QTS

FRAP Formative Reflection on Achievement and Progress (FRAP1, FRAP2, FRAP3 and FRAP4)

These are formative reports of the trainee’s progress. They signpost evidence of meeting the Teachers’ Standards, detail the impact of trainees’ teaching on pupil learning and contain reflection on progress and details of areas for further development.

F4DAT Framework for Dialogue about Teaching

This indicates a number of influences which bear upon and may affect trainees’ planning, teaching and assessment. Its purpose is to encourage critical conversation about trainees’ classroom practice and to support them in the process of reflective evaluation.

IDP Individual Development Portfolio

This is a file which records progress and achievement and identifies training needs through the PGCE year. It will include copies of all the key documentation relating to individuals’ training.

INA Initial Needs Analysis

Various assessments of prior knowledge in order to inform future development needs.

ITEC ITE Coordinator Designated teacher responsible for managing the school’s involvement in ITE, supervising provision for trainees, overseeing the administration of school-based work and liaising with the School of Education through the Partnership Office.

ITEPO ITE Partnership Office

University-based colleagues responsible for administration and management of school-based work.

MoU Memorandum of Understanding

The Partnership Agreement between the School and the University, detailing responsibilities. (With School Direct lead schools this is called the Partnership Agreement rather than the MoU.)

Mentor School-based teacher from another subject area, or class in primary, who helps the trainee to reflect critically on his/her own performance, through individual Supervisory Conferences held three times each term.

PhaseThe Exeter Model for Initial Teacher Education is developmental. Five phases of progression are recognised in the PGCE programme: Anticipating Practice, Beginning Practice, Consolidating Practice, Developing Independence and Enrichment and Extension.

Profile Descriptor Each phase has a related Profile Descriptor, based on the Teachers’ Standards. It details those standards which it is reasonable to expect a trainee to be evidencing at specific points of the course.

QAR Quality Assurance Record

A record kept in each trainee’s Individual Development Portfolio. The QAR is maintained by the trainee, with signatures from the relevant ‘providers’, to confirm that agreed support is being provided by school and University tutors.

57

SBW School-Based Work (when trainees are on placement).SD School Direct Trainees following a school led programme with the University of Exeter, salaried

or fee-paying; and if fee-paying then either ‘@Exeter’ or distance learningSeminar Day University-based day during school-based work (total of 5 over spring and

summer terms.PST Principal Subject

Tutors (secondary)Teachers who work alongside the trainee in the classroom. The Principal Subject Tutor also coordinates the work of the trainee in the subject department.

PST Principal School Tutors (primary)

Teachers who work alongside the trainee in the classroom.

SA Summative Assessment

Assessment that sums up what has happened. It is a report, a declaration of what the trainee has achieved.

SC Supervisory Conference

A planned meeting between a trainee and the Mentor at which the trainee's progress is discussed. In general, one or more annotated Agendas will provide material for discussion. Participants will reach an agreement on the current levels of attainment and will draw up an Action Plan to record these and to set targets for further professional development.

TSP Trainee Support Plan

Action plan for when the trainee is in need of some additional support to meet a short term target or to overcome a short term problem. If targets on the TSP are not met then a Cause for Concern Letter would be issued.

UVT University Visiting Tutor

The University tutor who has direct contact with the trainee and school. A UVT normally makes two visits during School-Based Work: 1 in the Spring term and 1 in the Summer term.

WDM Weekly Development Meeting

Weekly meeting with PST for reflection and planning for future development and training requirements

WDMR Weekly Development Meeting Record

Written account of the weekly development meeting on a proforma which directs which content of the meeting.

58

1. · web viewother written evidence such as preliminary school experience tasks, notes on reading,...

Documents