cass school of education & communities -...

University of East London

Cass School of Education & Communities

Mentor Handbook

2013-2014

Resource for School based Trainers


UEL Stratford Campus, Water Lane, Stratford E15 4LZ

Email: [email protected] Fax 02082232882

www.uel.ac.uk/cass

Mentor Handbook 2013-2014

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CONTENTS

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MMEENNTTOORR TTRRAAIINNIINNGG AANNDD TTHHEE LLOONNDDOONN PPRROOVVIIDDEERRSS MMEENNTTOORR FFRRAAMMEEWWOORRKK ......................................................................................................................................-- 77 --

MMEENNTTOORR TTRRAAIINNIINNGG RREESSOOUURRCCEESS .......................................................................................................................................................................................................................................................... 1122

SSTTAAGGEESS OOFF MMEENNTTOORRIINNGG AANNDD TTRRAAIINNEEEE DDEEVVEELLOOPPMMEENNTT.................................................................................................................................................................................................. 1177

TTEEAACCHHEERRSS’’ SSTTAANNDDAARRDDSS .................................................................................................................................................................................................................................................................................. 1199

IIMMPPOORRTTAANNCCEE OOFF RREEGGUULLAARR MMEENNTTOORRIINNGG AANNDD OOBBSSEERRVVAATTIIOONN .............................................................................................................................................................................. 2222

AADDVVIICCEE TTOO MMEENNTTOORRSS OONN LLEESSSSOONN OOBBSSEERRVVAATTIIOONN AANNDD DDEEBBRRIIEEFFIINNGG.............................................................................................................................................................. 2233

NNOOTT MMAAKKIINNGG RREEQQUUIIRREEDD PPRROOGGRREESSSS .................................................................................................................................................................................................................................................. 2266

OOUURR ‘‘WWIIKKII’’ .................................................................................................................................................................................................................................................................................................................. 3300


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HHOOWW TTOO CCOONNTTAACCTT UUSS::


UEL Stratford Campus, Water Lane,

STRATFORD E15 4LZ

Fax 020 8223 2882

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Office hours 09:00 – 17:00 Monday – Thursday, 09:00 – 15:00 Friday

ADMINISTRATIVE STAFF

Name Role Email Telephone

Sara Smith Senior Administrator [email protected] 020 8223 2782

Jacinta Buckle

On-programme

[email protected] 020 8223 2126

David Anthony Data [email protected] 020 8223 2388

Karen Holland Partnership [email protected] 020 8223 6287

Saranna Maynard

Admissions [email protected] 020 8223 2319

Phillip Peynado

Admissions [email protected] 020 8223 2268


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ACADEMIC STAFF

Name Role Email Telephone

Caroline Brennan Head of Secondary and

Post-Compulsory

Education, Modern

Languages,

[email protected] 020 8223 2843

Erica Cattle Modern Languages [email protected] 020 8223 2782

John Clarke Mathematics [email protected] 020 8223 6378

Gerry Czerniawski Social Sciences [email protected] 020 8223 2221

Christopher Dalladay Music [email protected] 020 8223 4204

Declan Hamblin PE [email protected] 020 8223 6280

Neil Herrington Science [email protected] 020 8223 2247

Kate Jones Design Technology [email protected] 020 8223 2407

Warren Kidd Social Sciences [email protected] 020 8223 6475

Elicia Lewis Religious Education [email protected] 0208 223 4551

Mary Linington Science [email protected] 020 8223 2308

Tony Pye Mathematics [email protected] 020 8223 6217

Richard Quarshie English [email protected] 020 8223 2955

Sheeba Viswarajan Science [email protected] 020 8223 2269

Alan Weller Science [email protected] 020 8223 6372

David Wells ICT [email protected] 020 8223 4686

Simon Woodage Mathematics [email protected] 020 8223 2903


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THE MENTORS’ HANDBOOK

This Handbook aims to give additional advice and exemplification to school based trainers who are training

intending new entrants to the profession in partnership with the UEL Secondary Team. It complements

information that is already available in the relevant programme handbook.

Please note that this book should be used in conjunction with the current School Direct/PGCE or School

Direct Salaried School Based Training Handbooks. In these you will also find copies of the lesson

observation forms for you to photocopy if necessary (these are also available for download on the mentor

wiki site – see page 31)

CONTACTING US

Contact details of individual tutors can be found on the first page of this Handbook. Please contact us at

anytime if you need advice or if there is a problem.

All our phones are direct lines and our administrative staff will pick up calls for each other. If you phone the

lines listed above during office hours and it goes to voice mail, this means that all lines into the Secondary

office are engaged, please leave a message and it will be picked up later.

MENTOR SKILLS

Your role is as a school based trainer which involves understanding and supporting the process of

professional growth in the trainee teacher. In order to do this effectively you need to have and develop a

wide range of knowledge and abilities. The diversity of the role and the individual nature of trainer/trainee

relationships mean that you have to make professional judgements about what is best for the development

of your trainee at any particular time. You need to be able to liaise with other colleagues and tutors to

direct trainees to undertake tasks and to provide school experiences which will effectively promote the

professional development of the trainee.

Skills Needed

The following is a list of recommended skills for those working with trainees. This list of skills is not

comprehensive, but may be useful as a guide for consideration:

o reflection on own practice

o breaking down teaching into manageable components

o observing

o describing and analysing teaching

o negotiating goals

o building self-esteem

o offering constructive criticism

o listening (empathetic and active)

o counselling (support and challenge)

o giving feedback

o writing reports

o resolving conflict effectively


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To get the best out of the mentoring process

Mentors should possess:

• experience and skills related to the trainee teacher’s area of work

• well-developed interpersonal skills; ability to relate effectively with trainee teachers

• a desire to help and develop potential new staff

• an open mind, a flexible attitude and recognition of the value of support time and willingness to

develop relationships with the trainee teacher

Trainee teachers should possess:

• commitment to their own development

• honesty and openness about their own behaviour

• a positive approach to the value of feedback

• time and willingness to develop relationships with their Mentor

The Mentor’s role will include the following activities:

• preparing for the first meeting

• planning the first day, the first week

• introducing regular contacts to the trainee

• gaining familiarity with the communication system within the placement

• operating within a suitable work-base

• ensuring suitable resources for the trainee

• providing information such as, social facilities and care, parking, etc.

• information about the site and the geography of the buildings

• familiarisation with the organisation of the placement

• developing relationships between staff at all levels and disciplines, both teaching & non-teaching staff

• dealing with the management of trainees as appropriate

An effective Mentor will be prepared to:

• listen

• question and elicit facts

• give information and knowledge about the organisation and information networks

• offer different perspectives

• offer support and encouragement

• discuss current issues


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An effective Mentor will encourage the trainee teacher to:

• listen

• clarify understanding

• share thinking

• review and reflect on own behaviour and performance

• challenge own assumptions

• consider different perspectives

• take responsibility for their own personal development

• make decisions for maximising the outcomes of the Mentor relationship

In practical terms, a good Mentor:

• knows the name of the trainee teachers and something about them as a person before meeting them

• helps them to prioritise

• is aware of their area of work – constraints, etc.

• is aware of the tasks associated with the post occupied by the trainee teacher

• helps the trainee teacher come to realistic understanding and targets

• clearly defines the Mentor’s role

• recognises the trainee teacher’s previous work experience and shows them sympathy and

understanding whilst they are coming to terms with their new environment

• meets with the trainee teacher regularly

• introduces the trainee teacher to other members of staff

• makes him/her feel comfortable outside their direct work role

• routes him/her to other people

• explains necessary administrative procedures

• gives trainee teacher the opportunity to observe the Mentor and/or experienced staff at work

• gives general information on health and safety issues to the trainee teacher

• ensures that the trainee teacher knows they when they can be contacted


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MENTOR TRAINING AND THE LONDON PROVIDERS MENTOR FRAMEWORK

The Mentor training that is a feature of UEL secondary initial teacher training provision is mapped against

the London Providers Framework for Mentor Training. The aim of this Framework is to provide a

mechanism which will meet the needs of new and experienced Mentors and is recognised and ‘portable’

across the London region. This is done through certificating Mentors at various stages of their

development. The London Providers Mentoring Certificate is awarded on the successful completion of

Stage Two of the Framework. The framework itself makes explicit the characteristics in terms of the

knowledge, understanding and abilities that good Mentors should possess at different stages in the

development of their role

Its purpose is to;

o ensure the highest quality and consistency of school-based mentoring of trainee teachers

o raise the status of mentoring in schools

o contribute to teachers’ continuing professional development

o contribute to raising the quality of teaching and learning and of pupil achievement

o improve teachers’ ability to undertake high quality observation and feedback

The following pages give details of Stage 1 and Stage 2 of the Framework. An evidence sheet which you will

need to submit should you wish to gain the London Providers Stage 2 Mentor Certificate is also attached.

The official London Providers website can be found at: http://www.londonmentors.net/ . The key

features /exemplars are in the accompanying pdf.

LONDON PROVIDERS MENTOR TRAINING

FRAMEWORK: REQUIREMENTS

STAGE 1 TRAINING

ACCESS STAGE

Pre-requisites:

o QTS and, normally, at least two years teaching experience

o Ability to model effective teaching

o Good subject knowledge

o Commitment to the professional development of new teachers

o Good interpersonal and communication skills

o Commitment to inclusion and equal opportunities

Training Programme:

o A minimum of 6 hours face to face training focused on the Stage 1 learning outcomes

o Stage 1 attendance certificate issued by provider


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STAGE 2 TRAINING

Pre-requisites:

o Attendance at Stage 1 training

o 12 hours of mentoring activities at Stage 1, normally with at least two trainees

or

o For experienced mentors, experience of working with the DCSF Professional Standards for

Qualified Teacher Status, 2007

and

o 12 hours mentoring activities, normally with at least two trainees since 2007

TRAINING PROGRAMME:

o A minimum of 12 hours focused on the Stage 2 learning outcomes.

o Attendance certificate awarded by provider.

London Providers Stage 2 Certificate is issued when the Mentor has:

o Mentored at least two more trainees for a further 12 hours of mentoring activities in relation to Stage

2 learning outcomes. Where possible, this should be across a range of school experiences and

placements.

o Critically analysed and reflected on their practice as a mentor and submitted the required evidence.


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London Providers Mentor Training Framework:

Summary

Taught

Element

Resources and

Support

Outcomes

Stage 1

Introductory level

Provider specific

Award of attendance

certificate

Introduction to

the programme

The tutoring role

The pastoral role

Assessment role

London Providers Website

Resource list page 9 of this

document with the list of

school staff supporting ITE

in schools (see Training

Framework Guide)

At stage 1 has an

understanding of the

requirements of the

mentor’s role.

Achieves stage 1

attendance certificate

Stage 2

Progression level

Certificate of attendance

awarded by provider

Opportunity to gain the

London Providers Stage 2

Certificate when all the

stage 2 requirements are

met.

Development of:

The tutoring role

The pastoral role

Assessment role

Issues in

mentoring

Theoretical

perspectives

Legislation

Reflective

practice

Review and

evaluation of

mentor practice

As above Has a wider

understanding of the

mentor’s role and

demonstrates this in

practice.

Is introduced to

relevant theory and

research.

Achieves stage 2

attendance certificate

issued by the provider

Submits portfolio for

the London Providers

Stage 2 certificate


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LONDON PROVIDERS MENTOR TRAINING FRAMEWORK: STAGE 1

Further exemplification is available on the ‘Wiki’.

Tutorial Pastoral Support Assessment

Ability to:

1. Model appropriate professional behaviour.

2. Establish a worthwhile learning experience.

3. Develop relevant programmes for trainees by matching

opportunities available e.g. construct a suitable timetable,

provide access to: the subject and whole school curriculum.

4. Guide and support trainees in identifying a range of different

ways of teaching

5. Promote and ensure understanding of different learning

styles.

6. Assist trainees to focus on the development of appropriate

classroom management skills.

7. Develop a capability in trainees to evaluate their own

performance and identify their learning needs.

8. Support, advise and monitor planning and assessment, and

trainee evidence files.

9. Regularly use observation to provide quality, formative

feedback.

10. Regularly set, negotiate and monitor targets for trainees.

11. Link Standards to practice.

Knowledge and Understanding of:

1. The requirements of the National Curriculum, early learning

goals, foundation stage, key assessments and examination

specifications, National stategies, current Educational

Frameworks and initiatives relevant to the key stage.

2. The Professional Standards.


1. The role and nature of pastoral support in the

mentoring process.

2. The nature of the ‘critical friend’ relationship

3. Tensions between assessment and pastoral

roles.

4. The training programme

Ability to:

1. Observe trainees analytically

2. Evaluate evidence such as lesson plans,

targets etc.

3. Assess against the Standards

4. Assess according to trainee’s level of teaching

experience.

5. Provide quality feedback.

6. Support trainees in setting, reviewing and

monitoring targets.

7. Work professionally with trainees.

8. Complete appropriate paperwork.

9. Liaise with provider(s).


1. The relevant Standards for the trainee.

2. Equal opportunity and inclusion

issues.

3. Procedures for raising concerns.

4. Trainees’ curriculum audits.

5. Moderation procedures.


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LONDON PROVIDERS MENTOR TRAINING FRAMEWORK: STAGE 2

Tutorial Pastoral Support Assessment

Ability to:

1. Exemplify and model good practice.

2. Plan for progression of the trainee.

3. Take account of individual training needs.

4. Recognise and facilitate good practice in

subject/phase teaching and provide

opportunities for the trainee to experience

this by drawing upon available resources.

5. Communicate effectively with all parties

involved in the training through making

process and procedure explicit.

6. Engage the trainee in regular dialogue about

teaching, learning, professional values and

practice.


1. The work of professional bodies e.g. Subject

associations.

2. The needs of adult learners.

Ability to:

1. Co-operate/negotiate with other

colleagues in the school.

2. Develop the role of the critical friend.

3. Develop interpersonal skills.

4. Deal with sensitive issues.

5. Develop clear lines of communication.

6. To give appropriate advice.

7. Empathise.

Practise equal opportunities


1. Every Child Matters and the legislation

relating to the safeguarding of children

2. Equal opportunities.

3. Roles within the partnership.

4. How to deal with sensitive issues.

5. Legal liabilities and responsibilities.

6. Models of stages of trainee

development.

7. Trainee entitlement.

8. The details and implementation of the

training programme.

Ability to:

1. Observe trainees analytically and critically.

2. Evaluate a range of evidence and where appropriate assess written

assignments.

3. Provide quality oral and written feedback.

4. Encourage and facilitate trainee’s self-evaluation and jointly set targets

to enable them to meet their full potential.

5. Specify and follow through action to improve trainees’ competences.

6. Use appropriate interpersonal skills.

7. Develop trainees’ subject knowledge.

8. Complete appropriate paperwork within stated time parameters.

9. Assess effectively against the relevant Standards.

10. Assess effectively against the relevant external criteria.

11. Assess consistently

12. Moderate assessment.

13. Deal with professional issues involving equal opportunities and

inclusion.

14. Deal with sensitive issues such as risk of trainee’s failure.

15. Liaise regularly with provider(s).


1. The Professional Standards.

2. Equal opportunity and inclusion issues in planning and practice.

3. Trainees’ curriculum audits.

4. How to deal informally and formally with issues of concern.


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MMEENNTTOORR TTRRAAIINNIINNGG RREESSOOUURRCCEESS Related publications:

Suggested reading Mentoring:

Generic:

Arthur, J.; Davison, J. and Moss, J. (1997) Subject mentoring in the secondary school.

London: Routledge

Burns, K. (2012) The School Mentor Handbook: Essential Skills and Strategies for Working with

Student Teachers London:Routledge

Colley, H (2003) Mentoring for Social Inclusion: A Critical Approach to Nurturing Mentor

Relationships Routledge/Falmer

Downie, C. & Basford, P. (eds.) (2003) Mentoring in Practice: A Reader; London: School of Health and

Social Care, University of Greenwich

Edwards, A & Collison, J (1996) Mentoring and developing Practice in Primary Schools Open

University Press

Fletcher, S. (2000) Mentoring in schools: a handbook of good practice. London: Kogan Page

Furlong, L. and Maynard, T. (1997) ‘Subject mentoring and student development.’ In Wilkin, M.;

Furlong, L.; Miles, S. and Maynard, T. (eds) The subject mentor handbook for secondary school.

London: Kogan Page, pp. 5-19

Malderez, A. and Bodóczky, C. (1999) Mentor courses. A resource book for trainer-trainers.

Cambridge: CUP

Maynard, T. (ed) (1997) An introduction to primary mentoring. London: Cassell

Punter, A. (ed.) (2007) Mentor Development for Teacher Training; University of Hertfordshire School

of Education

Rhodes, C, Stokes, M & Hampton, G (2004) A Practical guide to mentoring, Coaching and Peer

Networking Falmer

Stephens, P. (1996) Essential mentoring skills: a practical handbook for school-based educators.

Cheltenham: Stanley Thornes

White, E. & Jarvis, J. (2013) School-based Teacher Training: A Handbook for Tutors and Mentors

London: Sage


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Related publications

Bleach, K. (1999) The induction and mentoring of newly qualified teachers: a new deal for teachers.

London: David Fulton

Campbell, A & Kane, I (1998) School based teacher education: telling tales from a fictional primary

school. London: David Fulton

Field, D.; Holden, P. and Lawlor, H. (2000) Effective subject leadership.

London: Routledge Falmer

Glover, D & Mardle, G (1995) The management of Mentoring Routledge/Falmer

Lave, J & Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation Cambridge

University Press

Mercer, N (1995) The Guided Construction of Knowledge Multilingual matters Ltd

Ruding. E., (2000) Middle management in action. Practical approaches to school improvement.

London: Routledge Falmer

Watkins, C.; Carnell, E., Lodge, C., Wagner, P. and Whalley, C. (2000) Learning about learning.

Resources for supporting effective learning.London: Routledge Falmer and NAPCE

Other useful resources

Teacher’s TV http://www.teachers.tv/ (Teacher’s TV has been discontinued but the archived

resources are still available)

Teacher Training Resource Bank (TTRB)

http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/browse2.aspx?

anchorId=17824&menu=11777 (The TTRB has been discontinued but the archived resources are still

available)


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THE LONDON PROVIDERS MENTOR TRAINING

STAGE 2 RECORD OF PROFESSIONAL TRAINING & LEARNING

Name:

School: Primary / Secondary

Please sign and date at least one of the following declarations:

I am an experienced mentor and have undertaken at least

12 hours of mentoring activities since 2007 and I am familiar

with the Professional Standards 2007

I have a certificate for Stage 1 training on

___________________________________ (date)

and have undertaken at least 12 hours of mentoring

activities.

Stage 2 Mentor training Sessions attended. ( 12 hours)

Provider Date(s)

Mentoring experience following Stage 2 training [to include details of students mentored, route and time

frame within which tutors mentored]

Number of trainees mentored

Time period of mentoring hours

(Minimum 24 hours)

Total contact time for mentoring

activities

Provide details of mentoring students/trainees:

In placement 1/phase A (how many students and which programme? PGCE, GTP?)

In placement 2/Phase B (how many students and which programme? PGCE, GTP?)


15

THE LONDON PROVIDERS MENTOR TRAINING:

STAGE 2: PORTFOLIO SUMMARY

This sheet should be used to summarise and reflect on the evidence of the knowledge,

understanding and abilities you have developed during Stage 2 mentoring activities. It

should be placed at the front of your portfolio when completed.

With reference to your portfolio evidence: Critically analyse and reflect on how your work

as a mentor has impacted on your practice. Select evidence ( no more than 5 pieces for each

section- Tutorial, Pastoral and Assessment) to demonstrate your learning against the

outcomes for Stage 2 of the Framework. Portfolio content should be signposted and/or

annotated to indicate what the evidence is demonstrating.

Evaluate your learning using the following questions as a guide:

- what evidence can you provide to show that your student(s) has improved because of your

intervention in their learning?

- what have I learnt?

- how has this impacted on my practice?

- how will this inform my future practice?

Tutorial

Pastoral


16

Assessment

Your own professional development (You may wish to comment on your continuing professional development

needs in mentoring).

Signed : Mentor Date:

Signed : Provider Date:


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SSTTAAGGEESS OOFF MMEENNTTOORRIINNGG AANNDD TTRRAAIINNEEEE DDEEVVEELLOOPPMMEENNTT Without the support of the Mentor, trainees can easily find themselves at a loss as to how to move forward in

their teaching. This plateau effect can affect all trainees. If an approach works, it will often be used again

uncritically and they may fail to come up with alternative strategies. If something doesn't work then the idea

may be abandoned wholesale instead of improved upon. Either way the trainee will end up with a limited

range of ideas and strategies. A key role of the Mentor is to deploy various strategies at the appropriate time

to move the trainee on. The model below (adapted from Furlong and Maynard 1995) is flexible and not always

sequential: often stages will co-exist and can vary according to the group being taught, levels of subject

knowledge and the trainee's confidence. For example, on the PGCE programme, the beginning of the second

placement may require a return to the induction phase. This may also occur as GTP trainees increase their

teaching load by taking on new classes.

1. Induction Phase

Focus of trainee learning Mentoring role Key mentoring strategies

Rules and routines

Establishing authority

Model Trainee observation

Small group work

Collaborative teaching focused on rules and

routines

▼2. Collaborative Teaching Phase


Teachers’ Standards Model Trainee observation

Systematic observation and feedback on trainee's

performance

Mentor facilitates reflection-on-action

▼3. Supervised Teaching Phase


Understanding student learning

Developing effective teaching

Critical friend Systematic observation and feedback on trainee's

performance

Re-examination of lesson planning

▼4. Independent Teaching Phase


Investigating the grounds for

practice

Co-enquirer Partnership teaching

Partnership supervision


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Extensive research shows that trainees pass through a number of stages of development. The main

stages which have been identified are:

1. Induction Phase----During the first few visits to a lesson, trainees find it difficult to ‘see’ what is

going on. They often either assume teaching is straightforward or are overwhelmed by the

complexities of what they observe. Trainees find it useful if they are allowed to carry out focused

observations of experienced teachers. There are many useful observation tasks on the ‘Wiki’ area of

our website and we recommend strongly that trainees are directed to do these to help them make

sense of what they are seeing.

2. Collaborative Teaching Phase-The joint planning and teaching of a lesson by the Mentor and

trainee at the early stages of training enables the trainee to gain access to the knowledge and

experience of the Mentor in a controlled and supportive way. The trainee will be preoccupied at this

stage with the development of his or her own performance as a teacher. We recommend that a

trainee starts off by planning collaboratively a defined section of a lesson e.g. a starter, a plenary or

introduction of a new skill or piece of knowledge. This should be followed by debriefing on how the

teaching of their part of the lesson went. At this point the Mentor can best help by focusing on

specific aspects of the development of the Teachers’ Standards. A diagrammatic summary of the

Standards is included in the School Based Training Handbook. Trainees have said that regular

monitoring and feedback sessions are essential at this stage to ensure that good progress is made.

3. Supervised teaching phase -Once trainees have gained sufficient confidence in lessons to ‘act like

a teacher’, they are able to turn their attention away from their own performance and focus on the

content of their lessons in terms of what their pupils are actually learning. This middle stage is

crucial to the development of the trainee. Trainees at this stage have usually managed to find a

method which works for them and are unwilling to try out new strategies. Occasionally too, trainees

still believe that they must tell the pupil everything in order to transmit their knowledge to the

receptive pupil. The challenge for the Mentor at this stage is to move the trainee on from ‘acting

like a teacher’ to ‘thinking like a teacher’.

4. Independent teaching phase-There will be a number of trainees who reach a stage towards the

end of their second placement when they will know the pupils in their classes well and realise how

different they are as learners. They will start to understand the principle of differentiation and will

have a clear understanding of the nature of assessment and how regular feedback and target setting

provides the basis for adopting a differentiated approach to teaching. The Mentor may be able to

work alongside the trainee in the development of resources or teaching strategies or to direct the

trainee to observe teachers in other departments where differentiated learning is practised.

MMAAKKIINNGG JJUUDDGGEEMMEENNTTSS OOFF TTRRAAIINNEEEE AATTTTAAIINNMMEENNTT AANNDD PPRROOGGRREESSSSIIOONN

You are asked to use the criteria to grade trainee’s teaching. You may also take into account the

‘quality’ of the trainee’s files and ability to discuss and explain what they do. It is very important to

remember that you will not be judging the trainee, though, at the same level as a qualified teacher.

To this end, the criteria that you are asked to use, throughout the time trainees are with you, are in

the Standards Tracker and in Appendix 1 of this handbook.


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TTEEAACCHHEERRSS’’ SSTTAANNDDAARRDDSS

Preamble

Teachers make the education of their pupils their first concern, and are accountable for achieving

the highest possible standards in work and conduct. Teachers act with honesty and integrity; have

strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-

critical; forge positive professional relationships; and work with parents in the best interests of their

pupils.

Part one: Teaching

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect

• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

• demonstrate consistently the positive attitudes, values and behaviour which are expected of

pupils.

2. Promote good progress and outcomes by pupils

• be accountable for pupils’ attainment, progress and outcomes

• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on

these

• guide pupils to reflect on the progress they have made and their emerging needs

• demonstrate knowledge and understanding of how pupils learn and how this impacts on

teaching

• encourage pupils to take a responsible and conscientious attitude to their own work and

study.

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and

maintain pupils’ interest in the subject, and address misunderstandings

• demonstrate a critical understanding of developments in the subject and curriculum areas,

and promote the value of scholarship

• - if teaching early reading, demonstrate a clear understanding of systematic synthetic

phonics

• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching

strategies.

4. Plan and teach well structured lessons

• impart knowledge and develop understanding through effective use of lesson time

• promote a love of learning and children’s intellectual curiosity

• set homework and plan other out-of-class activities to consolidate and extend the

knowledge and understanding pupils have acquired

• reflect systematically on the effectiveness of lessons and approaches to teaching


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• contribute to the design and provision of an engaging curriculum within the relevant subject

area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

• know when and how to differentiate appropriately, using approaches which enable pupils to

be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and

how best to overcome these

• demonstrate an awareness of the physical, social and intellectual development of children,

and know how to adapt teaching to support pupils’ education at different stages of

development

• have a clear understanding of the needs of all pupils, including those with special

educational needs; those of high ability; those with English as an additional language; those

with disabilities; and be able to use and evaluate distinctive teaching approaches to engage

and support them.

6. Make accurate and productive use of assessment

• know and understand how to assess the relevant subject and curriculum areas, including

statutory assessment requirements

• make use of formative and summative assessment to secure pupils’ progress

• use relevant data to monitor progress, set targets, and plan subsequent lessons

• give pupils regular feedback, both orally and through accurate marking, and encourage

pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

• have clear rules and routines for behaviour in classrooms, and take responsibility for

promoting good and courteous behaviour both in classrooms and around the school, in

accordance with the school’s behaviour policy

• have high expectations of behaviour, and establish a framework for discipline with a range

of strategies, using praise, sanctions and rewards consistently and fairly

• manage classes effectively, using approaches which are appropriate to pupils’ needs in order

to involve and motivate them

• maintain good relationships with pupils, exercise appropriate authority, and act decisively

when necessary

8 .Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school

• develop effective professional relationships with colleagues, knowing how and when to

draw on advice and specialist support

• deploy support staff effectively

• take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues

• communicate effectively with parents with regard to pupils’ achievements and well-being.


21

Part two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional

conduct. The following statements define the behaviour and attitudes which set the required

standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards of ethics and

behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted in mutual respect, and at

all times observing proper boundaries appropriate to a teacher’s professional

position

o having regard for the need to safeguard pupils’ well-being, in accordance with

statutory provisions

o showing tolerance of and respect for the rights of others

o not undermining fundamental British values, including democracy, the rule of law,

individual liberty and mutual respect, and tolerance of those with different faiths

and beliefs

o ensuring that personal beliefs are not expressed in ways which exploit pupils’

vulnerability or might lead them to break the law.

• Teachers must have proper and professional regard for the ethos, policies and practices of

the school in which they teach, and maintain high standards in their own attendance and

punctuality.

• Teachers must have an understanding of, and always act within, the statutory frameworks

which set out their professional duties and responsibilities.


22

IIMMPPOORRTTAANNCCEE OOFF RREEGGUULLAARR MMEENNTTOORRIINNGG AANNDD OOBBSSEERRVVAATTIIOONN

MMEENNTTOORRIINNGG SSEESSSSIIOONNSS

Given the model of trainee development outlined above, it is important to have timetabled weekly

Mentoring Sessions. Scheduled training meetings should be equivalent to 45mins -1 hour. Additional

support can also include Professional Studies meetings organised for groups of trainees by the

Professional Co-ordinating Mentor but it is also important that trainees have an opportunity for

individual attention.

The content of these sessions will be based on the Weekly Training Programme.

Within the meeting, time should be given to:

o time-table observations and agree the focus

o assess the progress towards the Standards

o review planning, teaching, monitoring and assessments that have taken place

o review lesson evaluations

o plan for tasks and activities that follow on from observations and targets

o review outstanding targets

The session should not be used solely to give feedback and needs to be viewed more as a tutorial.

The agreements during the meeting need to be noted and signed/dated by both Mentor and trainee

on the Weekly Training Plan. These important documents provide key evidence and should be

referenced to/from the Standards Tracker. Both people should hold a copy on file for future

reference and a third copy given/sent to your tutor. Trainees need regular assessment of, and

feedback on, their teaching. Formative assessment occurs when the Mentor assesses the

competence of a trainee as a classroom teacher and, as a result, offers strategies to improve and

develop classroom skills. This is most effective when the trainee teaches and the Mentor observes

the teaching. Following this the Mentor and Trainee discuss the observed teaching. As a result of

this discussion, targets are set for the Trainee.

The number of times the Mentor observes a trainee will obviously depend on the individual trainee's

needs at any given time. It is reasonable to expect that every teacher working with the trainee will

observe at least one lesson per class each week, whatever the trainee's level of competence. It is

also important for the teacher to be aware of how their pupils are progressing.

Ensure that you observe the trainee teaching at least once a week with any of your classes that they

are taking. Observers should give feedback using the lesson observations sheets . All these are

downloadable and examples including a completed observation sheet are in the appendix .They

should address the identified focus for observation but also other areas of the lesson which are

praiseworthy or of concern.

In summary the process includes

o discussion with the trainee before the lesson

o observation of the trainee

o discussion following the observed lesson in which targets are set. The targets are likely to

provide the focus for the next weekly training meeting.


23

AADDVVIICCEE TTOO MMEENNTTOORRSS OONN LLEESSSSOONN OOBBSSEERRVVAATTIIOONN AANNDD DDEEBBRRIIEEFFIINNGG

When establishing the focus of the observation it is necessary to take account of the trainee's overall

progress and level of confidence. In the first weeks in school, for example, they tend to be consumed

with concerns of discipline and control. However, this would need to be linked to comments on the

learning activities which the trainee has identified on the lesson plan as trainees sometimes do not

realise that the activities they have planned have an impact on behaviour. It would, therefore, be

unproductive to focus on other issues to the exclusion of their concerns.

As the trainee becomes more experienced the focus should move on from classroom management

and focus on the learning of the pupils.

DDEEBBRRIIEEFFIINNGG TTHHEE TTRRAAIINNEEEE AAFFTTEERR TTHHEE LLEESSSSOONN

The following advice complements the guidelines set out in the School Experience Handbook.

1. Focus on:

o the trainee’s successes or achievements. One way of starting is by asking the trainee what

he or she was pleased with in the lesson.

o the actions taken by the trainee to achieve those things e.g. ‘I noticed that everyone

managed to do the experiment. How did you get that to happen?’

o the trainee's reasons for taking the action he or she did e.g. ‘Can you tell me why you asked

the groups to report back in that way?’

o the conditions, circumstances, etc, that led to the trainee making a decision to take a

particular action e.g. ‘you said that they had had enough of the reading, and so you moved

on to the questions. How did you know that they’d had enough, how could you tell?’

2. Ask open questions.

In the discussion or follow-up interview you can help the trainee to talk about the ordinary,

everyday things that he or she usually takes for granted. Never be afraid of saying, 'Could you tell

me a little more about that?'

e.g. Mentor: ‘You said that you were pleased because the noise level was just right. Can you tell

me how you judged that it was right?’

trainee: ‘It’s a balance, isn’t it? The atmosphere is there, but the work is there as well. I was

happy with the balance today. It’s personal, hard to say.’

3. Try not to ask your questions in a generalised way.

You are more likely to get answers of interest to you if you relate your questions to the

particular lesson observed. e.g. ‘How did you manage to get Patrick and Clare to work? rather

than ‘What do you do to persuade unwilling pupils to work?’


24

4. Stick to the point

Remember that the role of the Mentor is to seek information from the trainee which means

asking them questions about what was observed in the particular lesson observed not discussing

how the Mentor would deliver the lesson.

5. Be sensitive to possible anxiety of the trainee, particularly in the way questions are asked.

For instance, a closed question, which invites a yes/no answer, does not help a respondent to

give an informative reply. More importantly, it may also convey implications of what the teacher

should or should not have done and so have undertones of criticism. A question such as, 'Did you

have a lesson plan?' would tend to put any trainee on the defensive.

6. Avoid attempting to test your own ideas and assumptions about what was observed in the

lesson, keep the questions open.

e.g. 'Did you cut short the question and answer session because you felt they were beginning to

get confused?’ is not as helpful as:

‘Can you tell me why you cut short the question and answer session?’

7. Never ask, 'why didn't you. . . ?'

This is almost guaranteed to lead the trainee to justify their teaching rather than to reveal their

thinking.

A successful discussion is one in which:

o the trainee does most of the talking

o the trainee explains her/his actions but does not feel the need to justify them

o the questions are rooted in the observed lesson

o the focus is on what went well in the lesson

o the Mentor learns much more than they could have done simply from observing the lesson.

Do not avoid negative feedback or focusing on things which didn’t go well in the lesson. It is

sometimes tempting to avoid tackling unsatisfactory work but it is necessary in order to give the

trainee an opportunity to improve.

8. Setting Targets

Prioritise issues to be addressed by the trainee - don’t tackle too many things at once. Try to

encourage a sense of progress. Try to make the observation and debriefing a learning situation

for the trainee.Be positive as a first step and never give negative feedback in a public place (e.g.

staff room). If you give some negative feedback always show how things could be improved.

Make your suggestions specific and offer alternatives if possible. Note suggestions and


25

‘SMART’ (Specific, Measurable, Achievable, Realistic, Time Limited) targets in the box on the

lesson observation form.

9. Assessing the lesson

Give a clear, unambiguous assessment of the lesson observed. Ensure there is consistency between

the comments made and the grades given in the relevant Phase descriptors. Go for a ‘best fit’ when

choosing the level in order to give the trainee an idea of the grade band within which they are

performing.

� Set clear targets for improving the situation.

� Ask the trainee to sign and date the copy of your observation notes and give them a

copy

� Keep notes of any other things you have said, advice you have given and how you have

tried to help.

� Keep all concerned with the training informed about how the trainee is getting on with

your class/group. It is especially important to alert the Professional Co-ordinating

Mentor and the UEL Tutor as early as possible if there is a problem and potentially a

‘failure’ situation. The Professional Co-ordinating Mentor/Subject Mentor will advise

the university immediately as part of the ‘Cause for Concern’ procedures and action can

be taken. (The Partnership has a duty to give a written warning and targets so that the

trainee has a chance to rectify the situation).

Clarity is paramount- if you have asked a trainee to change the way they do something, get them to

explain in their own words what you want them to do so you know that they have understood.

If the trainee defends their point of view/actions, don’t become confrontational. Try to see it from

their point of view. Show that you will consider what they have said but illustrate with evidence

from your observation notes. (If the trainee does not have the same view of the lesson as you,

sometimes video debriefing can help). The most difficult problems arise when the trainee does not

recognise that they are not succeeding. In these cases you must be firm and clear in your records.

An example of completed documentation can be found later in this Handbook in the appendix.

There are further examples on the mentor ‘Wiki’.


26

NNOOTT MMAAKKIINNGG RREEQQUUIIRREEDD PPRROOGGRREESSSS

The decision that a trainee is not making required progress normally follows the accumulation by the

trainee of persistent minor weaknesses. This decision is recorded on the Not Making Required

Progress pro forma.

Any issue that has been identified consistently without evidence of progress or development, and

any issue that has been addressed unsuccessfully following observation, discussion and support,

may lead to a decision of likely to fail.

LLIIKKEELLYY TTOO FFAAIILL

If a trainee is not making required progress towards the Teachers’ Standards for the stage of the

programme, it may become necessary for them to be given notice of Likely to Fail by the UEL tutor

or the Programme Leader. This lists Teachers’ Standards that the trainee is not meeting or making

satisfactory progress towards and gives the trainee specific targets that he/she is required to meet

consistently from the time that notice is given.

If a trainee is subject to the Likely to Fail process, he/she should inform the Programme Leader

immediately in writing of any mitigating circumstances that they feel are affecting progress – i.e. any

circumstances that are different from when the programme began and which affect work and

progress towards the Standards. This does not go against the trainee in any way – it is so that we

know the context under which the trainee is training and it enables those assessing to take these

into account where applicable. Trainees would need to provide evidence if required, e.g. a medical

certificate.

Normally within one week of notice of Likely to Fail, there will be a Standards Assessment. An

External Examiner and/or the Programme Leader/Associate Dean/moderating tutor will:

• observe the trainee’s teaching;

• ask the trainee about their teaching and preparation;

• consider all the evidence of their having met targets consistently since notice of Likely to

Fail.

The assessment will review evidence from the trainee’s files which must be complete and up to date.

It will consider evidence from the ITT co-ordinator, mentor and UEL tutor about the trainee’s work in

the school including information about practice which has not formally been recorded for lesson

feedback purposes. This Standards Assessment is judged on a pass/fail basis. Trainees will be

notified of the result as soon as possible. A failed Standards Assessment leads to the termination of

studies for the trainee.


27

TTEERRMMIINNAATTIIOONN OOFF SSCCHHOOOOLL--BBAASSEEDD TTRRAAIINNIINNGG

If a trainee’s school-based training is terminated by the school for any reason (see 5.8, a-e), a

Standards Assessment is triggered. Under such circumstances, it will not be possible to observe

additional teaching. The Standards Assessment will therefore take place at UEL and on the basis of

the evidence already available.

TTEERRMMIINNAATTIIOONN OOFF SSTTUUDDIIEESS

In addition to termination of study related to fitness as mentioned above (5.5), the Programme

Leader, in consultation with the relevant mentor and professional tutor and with the involvement of

the external examiner, may terminate at any time the studies of any trainee who:

a) demonstrates that he/she is not benefiting from the programme and making the requisite

progress to the achievement of the Teachers’ Standards;

b) this also includes a pattern of non-attendance at school and/or at UEL taught sessions; or

c) demonstrates that, in the tutor’s, mentor’s and External Examiner’s view, s/he is unsuited to

teaching; or

d) jeopardises the learning, well-being, safety, or other interests of children in his/her care; or

e) has omitted material information or provided untrue or incomplete information, in order to

gain entry to the programme or falsifies results, references or reports either prior to the start or

during the programme.

Furthermore, we may terminate a trainee’s studies if they are deemed unsuitable to join the

teaching profession as a result of information provided including:

• failure to submit a completed CRB form and/or a completed Health Questionnaire to UEL by the

date required;

• information on the Suitability Form;

• as a result of the CRB Enhanced Disclosure; or

• as the result of information coming to light about behaviour that is not deemed compatible with

the teaching profession (see Trainee Behaviour and Actions above).

The termination of studies shall be reported to the next meeting of the Assessment Board.


28

DDEEFFEERRRRAALL*

There is normally no opportunity to defer on professional ITT programmes, unless in our

professional judgement, there is evidence of significant unforeseeable personal difficulties which

prevent completion of the programme.

In the circumstances above, a trainee may only defer from a programme with the agreement of the

Director of Secondary and Post Compulsory.

In the event that a trainee seeking deferral is under a Not Making the Required Progress procedure,

this procedure will be completed upon their return to study.

There is no opportunity for deferral if a trainee has received a letter informing them of an impending

Standards Assessment. Should the outcome of the Standards Assessment be deemed a

pass, then a deferral would be considered by the Director of Secondary and Post

Compulsory. Failure in a Standards Assessment would lead to a termination of programme.

* Trainees may only rejoin our Programme subject to there being no significant material changes to

our allocation and entry requirements for Initial Teacher Training.

RREETTUURRNN FFOOLLLLOOWWIINNGG DDEEFFEERRRRAALL*

A deferred trainee may not continue study, or be assessed or reassessed, on the programme once

three (five for PCET) years have elapsed from the initial point of enrolment. Failure to return

to the programme within this timeframe will lead to withdrawal from the programme. This

will be reported at the subsequent awards board.

A trainee returning to the programme must fulfil all professional requirements for ITT programmes

(e.g. reassessment against Fitness to Teach, GTC suitability declaration, new CRB enhanced

disclosure all undertaken at the trainee’s own cost).

The return date will be discussed with the trainee and will depend upon the availability of a suitable

placement and the completion of the programme content.

* Trainees may only rejoin our Programme subject to there being no significant material changes to

our allocation and entry requirements for Initial Teacher Training.


29

CCAASSSS SSCCHHOOOOLL OOFF EEDDUUCCAATTIIOONN && CCOOMMMMUUNNIITTIIEESS

NNOOTT MMAAKKIINNGG RREEQQUUIIRREEDD PPRROOGGRREESSSS ((NNMMRRPP)) FFOORRMM Trainee Mentor

School ITT Co-ordinator

Year group UEL Tutor

A. Form initiated by Role

B. Nature of NMRP

Evidence for NMRP

C. Agreed action and deadlines

Signature of Mentor Date

Signature of ITT Co-ordinator Date

Signature of UEL Tutor Date

D. I understand that if these targets are not effectively addressed, I may fail to meet the Teachers’ Standards for the recommendation of Qualified Teacher Status. Signature of Trainee Teacher Date

E. Monitoring of progress on agreed action Signature Date

F. Conclusion of process Signature Date

Copies of form to: Trainee Teacher | ITT Co-ordinator | Mentor | UEL Tutor


30

OOUURR ‘‘WWIIKKII’’

We have decided to put this information in a type of website called a ‘wiki’. ('Wiki' is a Hawaiian

word meaning 'easy' or ‘quick’. And that's what the software is intended to do: provide a quick and

easy way of creating a web site on which all participants can collaborate). Putting together the wiki

enables different people at UEL to contribute information and means that we can update the pages

regularly.

Here are the instructions on how to navigate the wiki. There is essential information, downloadable

forms and exemplification on the new Professional Standards, so keep checking the wiki for updated

information and support.

HOW YOU LOG ONTO OUR WIKI

Log onto the internet and in the web address bar type in http://uelsecondary.pbworks.com/

You will be taken to this screen:

There will be many pages to our wiki, not just this front page. Click on the tiny grey triangle (arrow)

on the top right hand side of the page indicated on screen shot. This will reveal the SideBar and links

to other pages on the site.

Click

here


31

Appendix 1

Grade Descriptors

Teachers’

Standards

DfE 2012

The standard required

to make the judgement

for the

recommendation for

the award of QTS

The standard required to make the judgement for the recommendation for the award of QTS with a `good’ grade.

The standard required to make the judgement for the recommendation for the award of QTS with an òutstanding’ grade.

PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PREAMBLE These statements describe the minimum standard that can reasonably be expected of the trainee teacher at the point of recommendation for the award of QTS. In order to be awarded QTS the trainee will have been assessed as having met all of the standards at least at this level and many will have exceeded the minimum in some or all of the standards. As beginner teachers they will have had the opportunity to demonstrate achievement of all of the standards within the context of the ITE training programme, in some cases with appropriate support from experienced practitioners. It is expected that the beginner teacher will have personal and pedagogical aspirations that will be met in the context of the NQT phase and through ongoing professional development. Trainees to be recommended for QTS teach at least satisfactory lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

PREAMBLE The Teacher’s Standards are not graded. However in the context of the external assessment of ITE, providers are required to grade trainees. These statements describe how those trainees graded as `good’ at the point of the award of QTS may have demonstrated additional achievement against the standards. `Good’ achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. Trainees graded as `good’ teach mostly good lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

PREAMBLE The Teachers’ Standards are not graded. However in the context of the external assessment of ITE providers are required to grade trainees. These statements describe how those trainees graded as òutstanding’ at the point of the award of QTS may have demonstrated additional achievement against the standards. Òutstanding’ achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. Trainees graded as òutstanding’ teach consistently good lessons that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.


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PART ONE: Teaching. A teacher must

TS1 Set high expectations which inspire, motivate and challenge pupils

- establish a safe and stimulating environment for pupils, rooted in mutual respect

- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Grade 3. All trainees to be recommended for QTS will have demonstrated as a minimum that They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning.

TS2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils’ capabilities and prior knowledge- guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - encourage pupils to

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior


33

take a responsible and conscientious attitude to their own work and study.

lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress.

achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

TS3 Demonstrate good subject and curriculum knowledge -have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship -demonstrate an understanding of and take responsibility for promoting high

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils’ interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written


34

standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. (See ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’ for further information). In relation to early mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach. (See: `Understanding Arithmetic in ITT Mathematics’ for definition and further information).

professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons. In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach. In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach.

and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing. In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age-phases they are training to teach. In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age-ranges they are training to teach.

TS4 Plan and teach well structured lessons - impart knowledge and develop understanding through effective use of lesson time -promote a love of

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics

They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics

They plan lessons that often use well chosen imaginative and creative strategies and that match individuals’


35

learning and children’s intellectual curiosity -set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired -reflect systematically on the effectiveness of lessons and approaches to teaching -contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils’ learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school’s medium term plans, schemes of work, curriculum frameworks etc.

take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings.

needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings.

TS5 Adapt teaching to respond to the strengths and needs of all pupils - know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively -have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these -demonstrate an awareness of the physical, social and intellectual development of children, and

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.


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know how to adapt teaching to support pupils’ education at different stages of development -have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage & support them.

challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

application of well-targeted interventions and the appropriate deployment of available support staff.

TS6 Make accurate and productive use of assessment -know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements -make use of formative and summative assessment to secure pupils’ progress -use relevant data to monitor progress, set targets, and plan subsequent lessons -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate records of pupils’ progress and use these to set appropriately challenging targets. They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They can confidently and accurately assess pupils’ attainment against national benchmarks. They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. They assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress


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maintain accurate records setting new targets for individuals and groups. They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.

TS7 Manage behaviour effectively to ensure a good and safe learning environment -have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy -have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly -manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.


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TS8 Fulfil wider professional responsibilities -make a positive contribution to the wider life and ethos of the school -develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support -deploy support staff effectively -take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues -communicate effectively with parents with regard to pupils’ achievements and well-being.

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being. They communicate effectively at set points in the school year, including at parents’ evenings and through written reports. They understand the need to communicate at other points in response to individual pupils’ emergent needs.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to individual pupils’ emergent needs.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being, both when required to do so formally and are proactive in communicating in relation to individual pupils’ emergent needs.

PART TWO: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For


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that reason the standards in Part Two are not graded. By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position -having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs -ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.

They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities Legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.


White Copy – UEL Yellow Copy – Trainee Green Copy – School

Appendix 2 CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Commentary Form This form is for use during the lesson observation

A MEMBER OF THE LONDON PROVIDERS’ PARTNERSHIP

Trainee’s Name: Date:

Subject: School:

Class/Year Group: Number in Class:

Lesson Theme: Lesson Time:

Observer: Joint Observer:

A standards prompt sheet is provided to assist the observer. Key information from this Commentary Form should be used to write the Lesson Observation Summary Form.


©London Providers 2012 Lesson Observation Summary Form

White Copy – UEL Yellow Copy – Trainee Green Copy - School

Appendix 3

CASS SCHOOL OF EDUCATION AND COMMUNITIES Lesson Observation Summary Form

A MEMBER OF THE LONDON PROVIDERS

This form is for use as a summary of key features from the Lesson Observation commentary form and may contribute to the Trainee's evidence base when claiming success in achieving the QTS standards. From a single observation it may not be possible to comment in all sections. Trainee’s Name: School:

Date & time: Class: Subject:

Lesson Theme:

Observer: Teachers’ Standards - what evidence has the observation provided of the Trainee’s progress against the Standards? TS1: high expectations TS2: promotion of progression TS3: subject knowledge TS4: planning and teaching well-structured lessons TS5: response to pupils’ strengths and needs TS6: use of assessment TS7: classroom management TS8: wider professional responsibilities

Strengths/Further comments

Standard 1-8 ( for mentor or tutor use)

Targets/Areas for development

Standard 1-8 ( for mentor or tutor use)

Use for grades if there is sufficient evidence:

TS1 TS2 TS3 TS4

TS5 TS6 TS7 TS8

Special focus (complete if applicable):

Making required progress Not making required progress

Observer’s Signature: ______________________________ ________________________Date:____________________ Date discussed with Trainee: ________________________

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