pgce school based training 1a & 1b booklet · 2019. 3. 26. · 2 school based training 1a...

1

Year Group Taught

Progress Meeting 1 Grade:


Intervention Plan

Yes

No

No. of days absent SE 1a



Intervention Plan

Yes

No

No. of days absent SE 1b

Please partnership model Lead School

Associate School School Direct

Phonics Taught

SE1a

Not Taught

Developing

Confident

Phonics Taught

SE1b

Not Taught

Developing

Confident

PGCE School Based Training 1a & 1b Booklet

Trainee Name:

Please note that this booklet must be handed in whatever the outcome of the placement.

2014-15 Faculty of Health, Education and Life Sciences

2

School Based Training 1a Guidance

School Based Training 1a: Autumn 2014

Placement Information

6 week paired block placement plus planning and preparation visits. From the start of the block placement trainees each teach one lesson per day and include their partner in their planning. By the end of the placement, in negotiation with the class teacher, trainees should each teach 2 lessons per day. Trainees should support one to one learning and small focus group learning when not teaching the whole class.

This placement is designed to develop trainees’ understanding of the range of teaching, learning and professional skills as outlined in the Teachers’ Standards (DFE, 2012) in the context of one-to-one and small/focus group teaching building up to taking more responsibility for whole class teaching. The expectation is that by week 5 trainees should be planning and teaching two whole class lessons per day.

Number of formal observations

University Tutor Class Teacher School Mentor Total

Lead School 1 2 3 5

Associate School 2 4 N/A 5

One of which for both models must be a joint observation completed between the University Tutor and School Mentor or Class Teacher.

The first observation must be undertaken within 7 working days of the placement starting by the either Class Teacher, School Mentor or University Tutor. The observation should be focused on the impact of the trainee’s teaching on children’s learning.

Trainees must engage in Weekly Professional Development Discussions with the Class Teacher. During these, the Class Teacher should underline appropriate statements from the Formative Feedback Guidance in the trainee’s School Based Training Booklet.

Lesson Observations

In consultation with the School Mentor/University Tutor, identify when formal lesson observations will take place.

Formal observations should be recorded on the university’s observation form electronically. This can be downloaded

from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees

can collect from the university.

Verbal feedback from the observation should be shared within 24 hours of the observation taking place.

The written feedback should be discussed to identify strengths, areas for development and to suggest strategies the

trainee may use to enhance their professional practice. Please be detailed and clear and use evidence from the

lesson observed to inform feedback.

Any causes for concern should be clearly demarcated on the observation form against the relevant Teachers’

Standards and a ‘Cause for Concern’ form should be completed. Targets and action points should be negotiated with

the trainee and clearly recorded and reviewed when appropriate.

Informal feedback, after teaching and learning episodes, will also be beneficial to the trainee.

http://www.bcu.ac.uk/education/partnerships

3

Teachers’ Standards

To be awarded QTS trainees need to meet the requirements of the Teachers’ Standards in two schools and across two Key stages. In SE1a the Teachers’ Standards that the trainees are concentrating on are TS 1,3,4 and 7, but progress may also be made within TS 2,5,6 and 8

To be completed with the class teacher

Develop an appropriate teaching timetable for the placement.

Discuss targets and generate strategies for in-school support. Amongst others this could include arranging for the

trainees to observe other colleagues in school.

Support planning as appropriate and sign off the planning/preparation if satisfactory to confirm the trainee is ready to

start the School Based Training. As part of this, trainees must identify subject knowledge needs and appropriate

activities/resources and ideas.

Sign off the School Based Training File.

If, for any reason, the trainee is not ready to start the block placement, contact the University Tutor immediately.

Identify a schedule for Weekly Professional Development Meetings.

Identify relevant staff meetings and whole school events that should be attended.

Planning and Preparation Visits

On the first day in school a School Induction, Health & Safety and Child Protection/Safeguarding Briefing must be completed.

Trainees gather a range of information about the school and class as well as getting to know the children:

Context of the school; drawing on Ofsted information, considering how they may support school with development

priorities.

Planning - procedures and identification of topics/lessons to be taught.

Adult support in the class - how it is used to support learning and when it is available.

Provision for children with Special Education Needs.

Behaviour Management – policy/practical approaches and general classroom routines.

Phonics and Early Reading - identify opportunities to teach phonics or observe another year group, if not appropriate.

Identify children to track for Progression in Assessment Booklet and begin to gather evidence.

Observe other teachers to develop understanding of a range of teaching and learning strategies.

Assessment - please discuss the Developing Effective use of Assessment Booklet.

Please facilitate opportunities for trainees to observe other teachers to develop their understanding of good practice.

4

Weekly Professional Development Discussions

A Weekly Professional Development Discussion is scheduled each week. There is no set format for the meeting and this is not an exhaustive list and of course it would not be possible to discuss all of these on a weekly basis but it would be useful to consider:

The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small groups; whole class; which subjects/topics have they taught; to observe other teachers

The trainee’s developing subject knowledge

The effectiveness of the trainee’s planning and teaching on children’s learning and progress

The consistency, effectiveness and the range of behaviour management strategies used

The trainee’s effective use of formative assessment strategies

How the trainee is meeting the needs of a range of learners

The Formative Feedback Guidance will be used to inform discussions and trainees/class teachers will underline criteria which have been met

Trainees should develop a good understanding of their progress through these meetings

If you have a cause for concern please complete a Cause for Concern form and email a copy to [email protected]

Progress Meeting 1: Week beginning 17 November 2014

Progress meetings are chaired by School Mentors or University Tutors.

Progress Meeting 1 supports the trainee’s formative assessment.

The Formative Feedback Guidance is used to inform discussions. Underline any further statements and consider progress against initial targets.

Review progress and achievements and set targets for the remainder of the placement.

For weaker trainees Progress Meeting 1 should be carried out slightly earlier than the actual midpoint date to enable the trainee maximum time to implement strategies and enhance their potential to succeed.

Progress Meeting 2 : Week beginning 8 December 2014

At Progress Meeting 2 the Formative Feedback Guidance will be highlighted in PINK to show all applicable statements related to the trainee’s achievements and be used to decide a grade.

A report is written identifying strengths and areas for development in SE1b.

Where can the class teacher get further help and guidance?

The University Tutor should be the first port of call.

Please contact via phone or email as soon as an issue

arises.

The Primary & Early Years Partnership Handbook –

there is always one copy in school but please call 0121

331 7702 to request further copies or access

electronically via the website.

The Partnership website:

www.bcu.ac.uk/education/partnerships

Supporting the Professional Development Profile (PDP)

Trainees record reflective statements, supported by

evidence, of progress towards achieving the Teachers’

Standards in the PDP File.

They should gather evidence to support this, e.g.

observation feedback, photographs, children’s work,

resources, background reading, planning etc.

Ultimate responsibility for this document lies with the

trainee, however, regular support and guidance is

always appreciated.

The PDP must be discussed at least once a week,

during the weekly meeting and discussed at

Progress Meetings.


5

Placement Specific Information

Name and Address of School

Telephone Number

Email Address

Name of Head Teacher

Name of School Mentor

(if applicable)

Name of Class Teacher

Contact details

Please negotiate protocol for contact

e.g. earliest/latest time, appropriate reasons.

Name of University Tutor

Contact details

Note protocol for contact, e.g. method and time frame

Name of PDT

Emergency Contact Details for Trainee

(Please include name and mobile

phone number)

ENSURE THAT THIS IS SHARED WITH RELEVANT STAFF

Please indicate if you have a Disability Support Statement.

Disability Support Summary and Implications for School Based Training Discussed in school

Please indicate if you have a Placement Action Plan.

Yes

No

Date discussed:

Yes

No

Absence Reporting Procedure

If you are absent from school for any reason, it is YOUR professional responsibility to:

1. Contact your class teacher to inform them of your absence as far in advance as possible and provide them with information regarding the lessons you plan to deliver that day.

2. Telephone school to report absence formally in accordance with school policy for staff.

School Absence Reporting Procedure: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Email [email protected] by 08:30am at the very latest on each day of absence; stating your name, school, stage of course and reason for absence.

4. If you are on block placement, even if you are not expecting a visit, you should also inform your University Tutor by agreed means.

5. You must keep the school and university informed about continuing absence.

Trainees must make calls in person except in extreme circumstances.

mailto:[email protected]

6

Placement Register

Please keep this register daily for all days during which you are on School Based Training. Morning and afternoon attendance are to be shown as follows:

Please blank out any days not scheduled for School Based Training.

Absence must only be shown for scheduled School Based Training days which were not attended.

For trainees claiming expenses: A copy of this register must be attached to your claim form.

I confirm that this is an accurate record of the trainee’s attendance.

Signed:

Date:

CLASS TEACHER

School/Setting Stamp:

Present: / M T W T F

Absent: O / \ / \ O O / \ / \

Week beginning M T W T F Half days present

Half days absent

Reasons for Absence

Total number of half days present:

………

Total number of half days absent:

……….

7

Placement Approval Checklist

Task

Date Completed

Approved by Mentor/University

Tutor

Approved by Class Teacher

Share and discuss School Based Training Guidance.

Health and Safety Induction/information gathering from the relevant H&S Policies. (p.13)

Child Protection Induction/information gathering from the relevant Child Protection Policies. (p.12)

Complete tasks to support school orientation and target setting.

Planning

Reflect upon planned small group activities –

identify resources and subject/pedagogical

development needs.

Negotiate the timetable to be taught.

Discuss the school’s medium/weekly term planning

for the areas you will be teaching.

Complete the first lesson plan for each of the areas

you will be teaching in the first week where

possible.

Find out about the format of the school day, including: children’s arrival, playtime(s), lunch-time, moving around the school and leaving school at the end of the day.

Observe teachers and record practical strategies that you will use in your teaching.

Identify staff meetings/training that you should attend during the School Based Training.

Identify areas for development during this School Based Training and formulate targets for discussion with your PDT. Include one related to behaviour management and one related to planning.

Negotiate times for Weekly Professional Development Discussions.

Share your PDP to identify Standards which are strengths and Standards which need to be developed.

School Based Training File organised as follows:

Section One ~ Background Information: Safeguarding

Confirmation Form, School Based Training Booklet, list of staff and their responsibilities, a copy of your teaching timetable, class lists identifying specific needs.

Section Two ~ Planning: Medium Term/Weekly Planning the school’s and your own and Subject Knowledge Development

Section Three ~ Short Term Planning and Evaluations:

organised in weekly sections in chronological order with lesson plans, resources, assessment records/notes and evaluations.

Assessment File ~ Assessment booklet, assessment records, notes etc.

I confirm that the above actions have been taken and the trainee is ready to commence this School Based Training:

…………………………(School Mentor/University Tutor) …………………………(Class Teacher)

8

Getting to know your placement school

School Context and OfSTED (Standard 8)

Find out about the context of the school.

Using the most recent OfSTED report, identify the school’s grading and key strengths and

development priorities.

Discuss the role you will play in supporting the school with their development priorities.

9


Initials of Child

Specific Needs

Targets and additional information. Identify how your teaching may need to be modified, taking into account the specific needs of children.

Inclusion and Special Educational Needs (Standard 5) ~ Identify inclusion issues which need to be considered for this particular class or school. Identify the implications and consider practical strategies you could use. Seek advice from school staff and carry out research or background reading. Identify any children with specific needs and their targets and strategies for support.

10


Planning and Support Available (Standards 4 and 8)

Find out about the school curriculum map/long-term plan and how medium-term planning

fits within this.

Discuss the school’s short term planning process and identify key elements to be included.

Trainee teachers need to plan in more detail than experienced colleagues so ensure that

your planning format includes all the elements identified in university sessions.

Plan some small group activities- use this to help develop your planning format, identify effective resources, key questions and subject knowledge/pedagogical development needs.

What is the role of additional adults in the classroom? Is it linked to specific

subjects/children or is it general?

How will you deploy staff to support children’s learning and enhance progress?

11


Behaviour Management (Standards 1 and 7)

Access and read the school’s behaviour policy.

Identify behaviour management strategies used to implement this.

Identify effective rules, routines and expectations used by your class teacher (including

praise, sanctions and rewards). How will you use these to establish an effective learning

environment?

Join your class teacher on playground duty – what have you learnt about managing

behaviour around the school?

12


Safeguarding and Promoting the Welfare of Children (Part Two)

Please read relevant policies relating to Child Protection and Safeguarding and record key information below:

Child Protection Officer: …………………………………

Deputy Child Protection Officer: ……………………………

Policy Key Points Implications for Placement

13

Getting to know your placement school Health & Safety Check List

Please read the Health and Safety Policy. Identify implications for you whilst on placement:

Key Points from H&S Policy Implications for Placement

Please note the Accident Reporting Procedure:

Find out about First Aiders and Contact Arrangements:

First Aider Contact Arrangements

Fire Drill/Procedure:

Assembly Point:

Usual Exit Route:

Alternative Exit Route:

Workplace Hazards

Hazards Controls

Procedure for Reporting Faulty Equipment:

14

Reflection

During School Based Training 1a and 1b trainees will be working with a variety of groups, one to one support and some class teaching. It is essential to analyse and reflect on developing practice in order to improve teaching and to recognise the impact that it has on children’s learning.

Consider these prompts when reflecting on your own and the teaching of others.

If you are working in a school with other trainee teachers arrange to work with a peer and observe each other teach at least once a week. Use the learning prompts to feedback to each other.

How was an environment conducive to learning established?

How was subject knowledge used to develop children’s knowledge, skills and understanding?

How well did the structure of the lesson promote learning:

o were there opportunities to make links to prior learning?

o was teaching clear and accessible to all children?

o were instructions clear and concise?

o were there opportunities for children to think about and discuss their ideas?

o did the children’s learning opportunities/activities enable them to engage with the learning?

Were all children challenged and engaged given their prior knowledge, skills and understanding?

Did children understand what they were being asked to do during every stage of the lesson?

What opportunities were there for children to interact with their peers, how did this support learning?

Did children have opportunities and means to indicate their understanding of the concepts introduced?

What opportunities were there to assess children’s understanding and progress?

What opportunities were there to give feedback to children, did this feedback improve their understanding?

How are children who are struggling supported to help them make progress?

How will the teacher know what children have learned in the lesson?

What will be planned next to develop children’s learning?

15

Preparation and Planning Approval Sheet (Standard 3) Part 1a Prior to beginning any placement you must be sure your subject knowledge is secure to enable you to plan effectively to build on children’s prior knowledge and develop learning. Preliminary preparation and planning for each subject that is being taught must be approved by the CLASS TEACHER. This will be on-going throughout the placement.

Subject/Area of Learning

TRAINEE: Subject knowledge required and resources/ideas that

could be used to support children’s learning

CT: Comments linked to planning and

trainee’s resources/ideas to support children’s

learning

Class Teacher

Signature

16

Developing Professional Practice

Observations of Teachers during SE1a (Standard 8) eg. Maths Subject Leader, EYFS, Year 6, SENCO, Phonics

Observe teachers and record practical strategies that you will use in your teaching. Observe subject areas you have not yet taught, or aspects of teaching you need to develop greater confidence in.

Date & Year

Group observed

What is the focus of the observation?

What practical strategies are you now going to deploy with your class?

17

Observation Form to Observe a Modelled Lesson

Name Date

Teacher Focus of Observation

Class/Year Group Subject

What to look for: Observation Notes:

Teaching and learning strategies:

Assessment strategies:

Response by the pupils:

Discussion with colleagues after observation:

Agreed key areas observed that would help to improve your teaching:

Further support required How?

18


Name Date










19


Name Date










20

Targets for Professional Development School Based Training 1a You should generate targets linked to the Teachers’ Standards and discuss with those involved in your support. The targets should relate to your continuing professional development needs and to the school/class in which you are placed. You should write targets in your own words and link them to the relevant Teachers’ Standards.

Related Standards

Targets Actions needed to achieve target

Date of PDT approval: ………………………………

Disability Support Summary and Implications for School Based Training Discussed

Placement Action Plan

Your placement cannot commence until this approval has been gained

Signed:

Date:

Signed:

Trainee

Date:

Signed:

Class Teacher / School Mentor

Date:

University Tutor

Y/N/

21

Weekly Professional Development Discussion The trainee should complete this in discussion with the class teacher/School Mentor. During these discussions underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________

Progress made/strengths emerging from the planning and preparation visits 20, 21, 22, 24 Oct.

Development

Personal learning objectives to be addressed

Related

Teachers’ Standard(s)

How they will be addressed Review/evaluation (to inform next discussion)

TEACHER STANDARDS UNDERLINED IN PENCIL

Signed: Trainee: ___________________Teacher: _________________Mentor: ____________________

Class teacher/School Mentor Supplementary Comments in relation to the Formative Feedback Guidance

Class teacher/School Mentor comments in relation to PDP file

Cause for Concern Yes / No

If you have a cause for concern please discuss with the trainee and complete a Cause for Concern form and email to [email protected].


22


Date: ___________________________________________

Progress made/strengths emerging from the planning and preparation visits 3,4,5,6,7 Nov.

Development


Related










23


Date: ___________________________________________

Progress made/strengths emerging from the week.

Development


Related










24


Date: ___________________________________________


Development


Related




Signed: Trainee:__________________Teacher: _________________Mentor: ____________________






25

PROGRESS MEETING 1

Name:…………………………………………….

EMG EST EMB ENH

Standard 1

Standard 2

Standard 3

3 – Early Reading

3 – Early Mathematics

Standard 4

Standard 5

Standard 6

Standard 7

Standard 8

Overall PM1 Grade

Comment relating to PDP file.

Trainees whose progress requires improvement will not be demonstrating their understanding or application of the Standards at the Emerging level and/or are not fully engaged or responding to advice and feedback. For trainees whose progress requires improvement, please fax (0121 331 7307) or email a copy of the Intervention Plan to [email protected]

Trainees Making Satisfactory Progress

Trainee: School Mentor: University Tutor:

Related Standards

Targets for Trainee Suggested Strategies and People Involved in Support

The primary Standards are TS 1,3,4 and 7, but trainees may also be achieving within TS 2,5,6 and 8.

When making a judgement for Progress Meeting 1 Grade consider the trainee’s overall performance to date within the primary Standards and make a ‘best fit ‘judgement.

mailto:j

26

Intervention Plan for Trainees Requiring Improvement

Name:…………………………………………….

Lead school: Intervention Plan to be completed by School Mentor and shared with University Tutor

Associate school: Intervention Plan to be completed by University Tutor with Class Teacher

Intervention Plan to be reviewed during each Weekly Professional Development Meeting for the remainder of the practice.

School Mentor/University Tutor: ………………… Trainee: …………………… Class Teacher: …………………

Identification of specific concerns/issues related to Teachers’ Standards

Targets Suggested Strategies and People Involved in Support

27


Date: ___________________________________________


Development


Related




Signed: Trainee ___________________Teacher:__________________Mentor:____________________






28


Date: ___________________________________________


Development


Related




Signed: Trainee _________________Teacher: __________________Mentor: ____________________






29


Date: ___________________________________________


Development


Related




Signed: Trainee __________________Teacher: _________________Mentor: ____________________






30

Progress Meeting 2: Summary of Achievement and Progress

Trainee: Date of Report:

Please highlight in PINK the statements in the Formative Feedback Guidance that best reflect the trainee’s attainment by the end of School Based Training 1a.

EMG EST EMB ENH

Standard 1

Standard 2

Standard 3

3 – Early Reading


Standard 4

Standard 5

Standard 6

Standard 7

Standard 8

Overall PM2 Grade

Comment relating to PDP file.

To be making expected progress trainees must be working within the Establishing level in TS1,3,4 and 7 and they

will also be achieving within TS 2,5,6 and 8.

Trainees who are not making expected progress will need an Intervention Plan. University Tutors need to agree targets to inform this plan.

Please record detailed information about the trainee’s achievements and contributions. This will be used by Personal Tutors to inform support and development. For each Teachers’ Standard please identify key strengths and suggestions for development. Please link your comments to the Teachers’ Standards.

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

2) Promote good progress and outcomes for pupils.

3) Demonstrate good subject and curriculum knowledge.

4) Plan and teach well-structured lessons.

The primary Standards are TS 1,3,4 and 7, but trainees may also be achieving within TS 2,5,6 and 8.

When making a judgement for Progress Meeting 2 Grade consider the trainee’s overall performance to date within the primary Standards and make a ‘best fit ‘judgement.

31

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

6) Make accurate and productive use of assessment

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

8) Fulfil wider professional responsibilities.

Part Two: Personal and Professional Conduct.


Agreed Areas of Development, related to relevant Standards to contribute to the next placement and future professional development:

Related Standards

Action Point for Trainee Suggested Strategies and People Involved in Support

32


Name:…………………………………………….



School Mentor/University Tutor: ………………….……. Signature:……………………….Date:……………………..

Trainee: ………………….…… Signature:……………………….Date:……………………..

Class Teacher: ………………….…….. Signature:……………………….Date:……………………..



33

PGCE Spring Term

School Based Training 1b Booklet

Trainee Name:

34

School Based Training 1b Guidance

Spring 2014

At the start of the school Based Training please remind trainees of the Health & Safety and Child Protection/Safeguarding Briefing completed in School Based Training 1a.

Placement Information

Please find below essential information relating to the trainee’s experience so far and the expected outcomes for this school Based Training:

A 5 week block school experience plus planning and preparation visits.

By week three trainees should be teaching 60% of the time whether that is whole class, intervention groups or one to one interventions.

This school based learning is designed to build upon trainees’ knowledge and understanding of teaching and learning, assessment and behaviour management strategies developed through the taught programme and from School Based Training 1a.

Trainees have had input on and some experience of: o planning and assessing the core and the foundation subjects o the new national curriculum and the challenges that schools face in developing planning and

assessment processes o behaviour management strategies, theories related to learning, formative and summative assessment

processes, safeguarding, SEN o planning, teaching and assessing small groups, one to one interventions and whole classes.

Trainees on 3-7 route will have had experience of teaching, planning and assessment in EYFS.

Number of formal observations

University Tutor Class Teacher School Mentor Total

Lead School 1 2 2 4

Associate School 2 3 N/A 4

One of which for both models must be a joint observation completed between the University Tutor and School Mentor or Class Teacher.

The first observation must be undertaken within 7 working days of the placement starting by the either Class Teacher, School Mentor or University Tutor. The observation should be focused on the impact of the trainee’s teaching on children’s learning.

Trainees must engage in Weekly Professional Development Discussions with the Class Teacher. During these, the Class Teacher should underline appropriate statements from the Formative Feedback Guidance in the trainee’s School Based Training Booklet.

Lesson Observations

In consultation with the School Mentor/University Tutor, identify when formal lesson observations will take place.

Formal observations should be recorded on the university’s observation form electronically. This can be downloaded

from the Documentation tab at www.bcu.ac.uk/education/partnerships. Paper forms are also available which trainees

can collect from the university.

Verbal feedback from the observation should be shared within 24 hours of the observation taking place.

The written feedback should be discussed to identify strengths, areas for development and to suggest strategies the

trainee may use to enhance their professional practice. Please be detailed and clear and use evidence from the

lesson observed to inform feedback.

Any causes for concern should be clearly demarcated on the observation form against the relevant Teachers’

Standards and a ‘Cause for Concern’ form should be completed. Targets and action points should be negotiated with

the trainee and clearly recorded and reviewed when appropriate.

Informal feedback, after teaching and learning episodes, will also be beneficial to the trainee.

Observations should be focused on the impact of the trainee’s teaching on children’s learning.


35

Teachers’ Standards

To be awarded QTS trainees need to meet the requirements of the Teachers’ Standards in two schools and across two

Key stages. In SE1b the Teachers’ Standards that the trainees are concentrating on are TS 2,5,6,7and 8, but trainees will also make progress in TS 1,3 and 4.

Planning and Preparation visits

Trainees collect the information they need to be well prepared to begin the School Based Training Block. Support and assistance with this will ensure an effective start for the trainee and for the children.

the class teacher and the trainee will need to identify groups that the trainee will plan for and teach, this planning will be personalised to the needs of the group. Learners who would benefit from one to one support should also be identified and their needs discussed so that trainees can plan to meet these needs. This teaching could start during the planning and preparation visits.

develop an appropriate teaching timetable for the trainee for the School Based Training Block.

discuss trainee’s targets and generate strategies for in-school support, this could include arranging for the trainee to observe other colleagues in school.

support trainee’s planning and identification of subject knowledge needs and appropriate activities/resources/ideas.

if, for any reason, you feel that the trainee is not ready to start the practice, contact the university Link Tutor immediately.

identify a schedule for Weekly Professional Development Meetings.

discuss, with the trainee, relevant staff meetings that should be attended.

Weekly Professional Development Discussion

A Weekly Professional Development Discussion is scheduled each week. There is no set format for the meeting and this is not an exhaustive list and of course it would not be possible to discuss all of these on a weekly basis but it would be useful to consider:

o The trainee’s teaching programme, e.g. what opportunities have they had: to teach 1:1; small groups; whole class; which subjects/topics have they taught; to observe other teachers

o The trainee’s developing subject knowledge o The effectiveness of the trainee’s planning and teaching on children’s learning and progress o The consistency, effectiveness and the range of behaviour management strategies used o The trainee’s effective use of formative assessment strategies o How the trainee is meeting the needs of a range of learners o The Formative Feedback Guidance will be used to inform discussions and trainees/class teachers will

underline criteria which have been met o Trainees should develop a good understanding of their progress through these meetings o If you have a cause for concern please complete a Cause for Concern form and email a copy to

[email protected]

Progress Meeting 3 – by the end of week beginning 2 March 2015

o Progress meetings are chaired and led by School Mentor or University Tutor

o Underlining completed in Formative feedback Guidance will inform the discussions in Progress Meeting 3.

o Formative feedback on trainee’s progress and achievement against targets will be discussed and trainees

will be supported in reflecting upon their strengths and areas for development.

o Consider the trainee’s progress and achievements and make a ‘best fit judgement’ against TS 2,5,6,and 7.

Progress that is made within TS 1,3,4 and 8 should also be recorded.

o Targets will be agreed and set for Progress Meeting 4.

Progress Meeting 4 – Week beginning 16 March

o At Progress Meeting 4 the Formative Feedback Guidance will be highlighted in ORANGE to show all applicable

statements related to the trainees achievements and be used to decide a grade.

o A report is written identifying strengths and areas for development in the trainee’s next placement and future professional development.

36

Where can the class teacher get further help and guidance?

The University Tutor should be the first port of call. Please contact via phone or email as soon as an issue arises.

The Primary & Early Years Partnership Handbook – there is always one copy in school but please call 0121 331

7702 to request further copies or access electronically via the website.

The Partnership website:

www.bcu.ac.uk/education/partnerships

Supporting the Professional Development Profile (PDP)

Trainees record reflective statements, supported by evidence, of progress towards achieving the Teachers’

Standards in the PDP File.

They should gather evidence to support this, e.g. observation feedback, photographs, children’s work, resources,

background reading, planning etc.

Ultimate responsibility for this document lies with the trainee, however, regular support and guidance is always

appreciated.

The PDP must be discussed at least once a week, during the weekly meeting and discussed at Progress

Meetings.


37

Placement Register

Please keep this register daily for all days during which you are on School Based Training. Morning and afternoon attendance are to be shown as follows:

Please blank out any days not scheduled for School Based Training.

Absence must only be shown for scheduled School Based Training days which were not attended.

For trainees claiming expenses: A copy of this register must be attached to your claim form.

I confirm that this is an accurate record of the trainee’s attendance.

Signed:

Date:

Class Teacher

School/Setting Stamp:

Present: / M T W T F

Absent: O / \ / \ O O / \ / \

Week beginning M T W T F Half days present

Half days absent

Reasons for Absence

Total number of half days present:

………

Total number of half days absent:

……….

38

Checklist

Tasks

Approved by Mentor/Tutor

Approved by Class Teacher

Planning

Identify groups, individual children and whole classes you will teach.

Identify resources and your subject/pedagogical development needs.

Discuss your timetable and the groups and classes you will be

supporting.

Discuss the school’s medium term and short term planning for the

areas you will be teaching.

Complete the first lesson plan for each of the groups and subject

areas you will be teaching in the first week.

Observe teachers and record practical strategies that you will use in your teaching.

Identify staff meetings/training that you should attend during the block placement.

Identify areas for development during this School Based Training and formulate Targets for discussion with your PDT. Include one related to Standard 2, Standard 5 and Standard 6.

Negotiate times for Weekly Professional Development Discussions.

Share your PDP to identify Standards which are strengths and Standards which need to be developed.

School Based Training File organised as follows:

Section One ~ Background Information: Safeguarding Confirmation Form, School Based Training Booklet, list of staff and their responsibilities, a copy of your teaching timetable, class lists identifying specific needs.

Section Two ~ Planning: Medium Term/Weekly Planning the school’s and your own and Subject Knowledge Development

Section Three ~ Short Term Planning and Evaluations: organised in weekly sections in chronological order with lesson plans, resources, assessment records/notes and evaluations.

Assessment File ~ Assessment booklet, assessment records, notes etc.

I confirm that the above actions have been taken and the trainee is ready to commence this School Based Training:

……………………………………Mentor/Tutor …………………………………Class Teacher

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Preparation and Planning (Standard 3)

Prior to beginning any placement you must ensure that your subject knowledge is secure to enable you to plan effectively to build on children’s prior knowledge and develop learning.

Subject/Area of Learning

Child, group or whole class

Subject knowledge Development

Resources/ideas to support children’s

learning

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Developing Professional Practice

Observations of Teachers during SE1a (Standard 8) eg. Maths Subject Leader, EYFS, Year 6, SENCO, Phonics

Identify your strengths and areas for development. Observe teachers across the school to build up a range of strategies to enhance your practice.

Date & Year

Group observed

What is the focus of the observation?

Identify strategies to enhance teaching and learning?

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Name Date










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Name Date










44


Name Date










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Targets to Support Professional Development SE 1b You should generate targets linked to the Teachers’ Standards and discuss with those involved in your support. The targets should relate to your individual needs and to the classes, groups and children who you will be working with and to your targets from Progress Meeting 2. You should express targets in your own words and link them to the relevant Teachers’ Standards.

Related Standards

Targets Actions needed to achieve targets

Date of PDT approval: ………………………………

Your placement cannot commence until this approval has been gained

Signed:

Date:

Signed:

Trainee

Date:

Signed:

Class teacher / Mentor

Date:

University Tutor

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The trainee should complete this in discussion with the class teacher/School Mentor. During these discussions the class teacher/School Mentor will underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________

Progress made/strengths emerging from the planning and preparation visits

Development


Related




Signed: Trainee ___________________Teacher: __________________Mentor: ____________________






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Date: ___________________________________________


Development


Related










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Date: ___________________________________________


Development


Related










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Weekly Professional Development Discussion The trainee should complete this in discussion with the class teacher/School Mentor. During these discussions, the class teacher/School Mentor will underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________

Development


Related




Signed: Trainee ___________________Teacher: __________________Mentor: ___________________







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PROGRESS MEETING 3 Name:…………………………………………….

EMG EST EMB ENH

Standard 1

Standard 2

Standard 3

3 – Early Reading


Standard 4

Standard 5

Standard 6

Standard 7

Standard 8

Overall PM1 Grade

Trainees whose progress requires improvement will not be demonstrating their understanding or application of the Standards at the Establishing level and/or are not fully engaged or responding to

advice and feedback. For trainees whose progress requires improvement, please fax (0121 331 7307) or email a copy of this form to [email protected]


Trainee: School Mentor: University Tutor:

Related Standards

Targets for Trainee Suggested Strategies and People Involved in Support

The primary Standards are TS 2,5,6 and 8 but trainees may also be achieving within TS 1,3 and 4. When making a judgement for Progress Meeting 3 Grade consider the trainee’s overall performance to date and make a ‘best fit ‘judgement.

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Name:…………………………………………….



Intervention Plan to be reviewed during each Weekly Professional Development Meeting for the remainder of the practice.

School Mentor/University Tutor: ………………… Trainee: …………………… Class Teacher: …………………



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Weekly Professional Development Discussion The trainee should complete this in discussion with the class teacher/School Mentor. During these discussions the class teacher/School Mentor will underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________


Development


Related




Signed: Trainee __________________Teacher: _________________Mentor: ____________________






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Weekly Professional Development Discussion The trainee should complete this in discussion with the class teacher/School Mentor. During these discussions the class teacher/School Mentor will underline relevant statements from the Formative Feedback Guidance.

Date: ___________________________________________


Development


Related




Signed: Trainee ___________________Teacher: ___________________Mentor: ____________________






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Summary of Achievement and Progress: Progress Meeting 4

Trainee: Date of Report:

Please highlight in ORANGE the statements in the Formative Feedback Guidance that best reflect the trainee’s attainment by the end of this School Based Training.

EMG EST EMB ENH

Standard 1

Standard 2

Standard 3

3 – Early Reading


Standard 4

Standard 5

Standard 6

Standard 7

Standard 8

Overall EPR Grade

By the end of School Based Training 1b, trainees are expected to be working broadly within the Embedding level, although there may still be some elements within the Establishing level.

Trainees whose performance falls below this will need to generate an Intervention Plan with the support of their University Tutor and PDT to ensure that they are prepared for School Based Training 2. University Tutors need to agree targets and Personal Tutors need to ensure that an Intervention Plan is completed.

Please record detailed information of the trainee’s achievements and contributions. This will be used by Personal Tutors to inform support and development prior to the next School Based Training. For each heading please identify key strengths and suggestions for development. Please link your comments to each Teachers’ Standard.

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

2) Promote good progress and outcomes for pupils.

The primary Standards are TS 2,5,6 and 8 but trainees may also be achieving within TS 1,3 and 4. When making a judgement for Progress Meeting 3 Grade consider the trainee’s overall performance to date and make a ‘best fit ‘judgement.

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3) Demonstrate good subject and curriculum knowledge.

4) Plan and teach well-structured lessons.

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

6) Make accurate and productive use of assessment.

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

8) Fulfil wider professional responsibilities.

Part Two: Personal and Professional Conduct.

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Agreed Areas of Development, related to relevant Standards to contribute to the next placement and future professional development:

Related Standards

Action Point for Trainee Suggested Strategies and People Involved in Support

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Name:…………………………………………….



School Mentor/University Tutor: ………………….……. Signature:……………………….Date:……………………..

Trainee: ………………….…… Signature:……………………….Date:……………………..

Class Teacher: ………………….…….. Signature:……………………….Date:…………………….



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Formative Feedback Guidance

The statements in the formative feedback guidance set out the minimum standard that is expected of a trainee teacher at the point of recommendation for the award of QTS at the end of their training programme. All trainees recommended for the award of QTS must meet all of the Standards at least at the ‘Establishing’ level. We expect all of our trainees to make good or very good progress in developing their professional competencies and attributes and to be meeting the Standards at the ‘Embedding’ and ‘Enhancing’ levels.

Please use the guidance in discussion with the trainee to identify progress made, emerging strengths and to plan for professional development.

Underline in PENCIL applicable statements during Weekly Professional Development Discussions and Progress Meeting 1 and 3.

At the Progress Meeting 2, please highlight in PINK all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the end of School Based Training 1a

At the Progress Meeting 4, please highlight in ORANGE all applicable statements and use these to make a ‘Best Fit’ judgement to describe the trainee’s achievement at the end of School Based Training 1b.

This formative feedback guidance has been developed to support trainees and their mentors in developing their understanding of the Teachers’ Standards:

Preamble

Teachers make the education of their learners 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 learners.

PART ONE: TEACHING

A teacher must...

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

2. Promote good progress and outcomes by learners

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well-structured lessons

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

6. Make accurate and productive use of assessment

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

8. Fulfil wider professional responsibilities

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:

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

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1 Set high expectations which inspire, motivate and challenge learners

Standard Prompts Emerging (EMG) Establishing (EST) Embedding (EMB) Enhancing (ENH)

Establish a safe and stimulating environment for learners, rooted in mutual respect

Beginning to encourage learners to participate or contribute. Beginning to recognise appropriate expectations of learners. With support, can maintain a purposeful and safe learning environment.

Is beginning to develop a rapport with individual and/or groups to engage them in learning

Routinely encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations; believe that all learners have the potential to make progress.

Develop a rapport with learners/groups so that most are engaged in their learning.

Reliably encourage learners to participate or contribute; establish an atmosphere conducive to learning by setting high expectations of learners that are generally appropriate.

Well respected by learners; effectively promoting learners’ resilience, confidence and independence when tackling challenging activities.

Constantly encourage learners to participate or contribute; creatively establish an atmosphere highly conducive to learning by setting high expectations of learners that are appropriately differentiated.

High levels of mutual respect between trainee and learners. Very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.

Set goals that stretch and challenge learners of all backgrounds, abilities and dispositions

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

Positive attitudes, values and behaviour towards learners, colleagues, parents/carers are beginning to develop. Support and enthusiasm for the school ethos, working with learners and/or for teaching and learning are at an early stage.

Demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; demonstrate enthusiasm for working with learners and for teaching and learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school. Most learners are enthused and motivated to actively participate in learning.

Consistently demonstrate positive attitudes, respect for learners, colleagues, parents/carers and support the ethos of the school; generate high levels of enthusiasm, participation and commitment to learning.

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2 Promote good progress and outcomes by learners


Be accountable for learners’ attainment, progress and outcomes

Is beginning to understand teachers’ accountability for learners’ attainment, progress and outcomes. Is beginning to contribute to this through planning and teaching under supervision.

Understand teachers’ accountability for learners’ attainment, progress and outcomes; take some responsibility for this with guidance.

Reliably assume responsibility for learners’ attainment, progress and outcomes.

Constantly assume a high level of responsibility for learners’ attainment, progress and outcomes.

Plan teaching to build on learners’ capabilities and prior knowledge

Short and medium term planning acknowledged the need for learners’ progression; is beginning to take account of prior achievement.

Short and medium term planning and teaching demonstrate some understanding of, or provision for, learner progression taking into account prior achievement.

Short and medium term planning reliably considers prior learning of learners; demonstrate sound understanding of the need to develop learner learning.

Demonstrate confident judgement in planning for learner progression both within individual lessons and over time; able to justify a rationale as to how they are building on prior achievement.

Guide learners to reflect on the progress they have made and their emerging needs

Planning and/or teaching begin to provide tentative opportunities for learners to reflect on their learning. Some learners are provided the opportunity to identify broad progress or learning needs.

Plan lessons that support learners in reflecting on their learning and include suitable opportunities for learners to evaluate and improve their performance.

Regularly provide learners with the opportunity to reflect on specific aspects of their own learning and use this to inform future planning and teaching.

Actively promote engaging and effective methods that support learners in reflecting in detail on their learning. Set appropriately challenging tasks, drawing on sound knowledge of learners’ prior attainment.

Demonstrate knowledge and understanding of how learners learn and how this impacts on teaching

Is beginning to demonstrate an awareness of how learners learn and can select from a basic range of teaching strategies and interventions.

Understand how learners learn and use this understanding to select a range of teaching strategies to facilitate learning and overcome potential barriers to learning for groups of learners using targeted interventions.

Use knowledge and understanding of how learners learn to select effective teaching strategies to encourage independent learning and to set appropriately challenging tasks which enable learners to overcome potential barriers and make good progress. Use well-targeted interventions, routinely checking learners’ understanding.

Use detailed knowledge and understanding of how learners learn to select the most effective strategies to encourage independent learning and to set appropriately challenging tasks which enable all learners to overcome potential barriers and consistently make good progress. Consistently anticipate and use well-targeted interventions, systematically and effectively checking learners’ understanding.

Encourage learners to take a responsible and conscientious attitude to their own work and study

Plans for teaching and learning provide some opportunities for potential independent learning.

Plan teaching and learning activities which encourage independent learning, to enable learners/groups to make satisfactory progress.

Effective teaching strategies encourage independent learning and set appropriately challenging tasks which enable the majority of learners to make good progress.

Regularly create opportunities for autonomous learning to enable the majority of learners to make very good progress.

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3 Demonstrate good subject and curriculum knowledge


Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain learners’ interest in the subject, and address misunderstandings

With support, can apply subject/curriculum knowledge to plan lessons that begin to meet learner needs.

Know and understand subject/curriculum areas applicable to the age of the learners; begin to maintain and develop learner interest.

Well-developed knowledge and understanding of relevant subject/curriculum areas and use this effectively to maintain and develop learners’ interest.

In-depth subject/curriculum knowledge used to plan confidently for progression; stimulate and capture learners’ interest and motivation for enquiry.

Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Sufficient subject /curriculum /pedagogical knowledge to be aware of key concepts and errors/misconceptions; begin to take account of these

Recognise the need to clarify and update their subject/curriculum/pedagogical knowledge as a start to continuing professional development.

Use subject /curriculum /pedagogical knowledge that begins to secure learners’ understanding; address key errors/misconceptions.

Employ appropriate professional development strategies to develop and extend subject/curriculum/pedagogical knowledge.

Apply subject /curriculum /pedagogical knowledge to secure learners’ understanding; address errors/misconceptions.

Employ appropriate professional development strategies to extend and update subject/curriculum/pedagogical knowledge.

Apply well developed subject /curriculum /pedagogical knowledge to deepen learners’ understanding; address errors/misconceptions effectively.

Proactive and astutely aware of professional development by extending and updating subject/curriculum/pedagogical knowledge.

Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Recognise the need to promote high standards of communication, reading and writing; can apply to teaching with guidance.

Promote good standards in communication, reading and writing for all learners and begin to exploit relevant opportunities.

Model high standards of written and spoken communication in all professional activities; encourage and support learners to develop these skills.

Model very high standards of written and spoken communication in all professional activities. Successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Where this is applicable:

Developing knowledge and understanding of the some key principles and practices of teaching and assessing reading and writing, including systematic synthetic phonics; beginning to apply this with support.


Sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; beginning to apply this.


Secure knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this effectively.


Very strong understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics; applying this very effectively.

If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies


Developing knowledge and understanding of the some key principles and practices of teaching and assessing early mathematics; beginning to apply this with support.


Sufficient knowledge and understanding of the principles and practices of teaching and assessing early mathematics; beginning to apply this.


Secure knowledge and understanding of the principles and practices of teaching early mathematics; applying this effectively.


Very strong knowledge and understanding of the principles and practices of teaching early mathematics; applying this very effectively

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4 Plan and teach well-structured lessons


Impart knowledge and develop understanding through effective use of lesson time

Can employ teaching strategies/resources from a basic range. Lessons show some structure that can help learners to develop knowledge, skills and understanding.

Pace of learning is developing; understands the need to create an environment where learners are engaged.

Employ a range of teaching strategies and resources; plan individual lessons that are appropriately structured to support learners in developing their knowledge, skills and understanding.

Pace of learning sometimes adapted in response to learners’ needs; creating an environment in which learners are usually engaged.

Show a willingness to try out a range of approaches to teaching and learning; plan lessons that take account of learners’ needs and interests through differentiated learning outcomes and matched activities/resources.

Pace of learning routinely meets the needs of learners; creating an engaging environment.

Plan lessons that use well-chosen imaginative and creative teaching and learning strategies that engage all learners’ interests and curiosity. Pace of learning is varied and creatively used.

Promote a love of learning and learner’s intellectual curiosity

Parts of lessons can motivate, inspire and enthuse learners

Lessons usually motivate, inspire and enthuse learners in their love of learning

Lessons actively motivate, inspire and enthuse learners in their love of learning.

Lessons consistently motivate, inspire and enthuse learners in their love of learning.

Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding learners have acquired

With support, can design and set some appropriate homework/other out of class activity that contributes to learners’ progress.

Design and set appropriate homework/other out of class activities to sustain learners’ progress and consolidate learning.

Homework/other out of class activities are creatively planned to enable learners to make good progress and consolidate learning.

Wide-ranging and inspiring homework/other out of class activities engage learners to facilitate very good levels of progress and consolidation of learning.

Reflect systematically on the effectiveness of lessons and approaches to teaching

Is beginning to evaluate and reflect on own teaching and recognises the need to develop practice and improve the impact on learners.

Evaluate successful and less effective lessons with some reference to impact on learners; using this to further develop practice.

Systematically evaluate the effectiveness of their practice and its impact on learners, using this to adapt future practice.

Critically evaluate their practice in a highly reflective way; accurately judge the impact of teaching on learners; use this to inform future practice.

Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Where appropriate, in collaboration with school colleagues, contribute tentatively to curriculum planning that will foster learner engagement.

Make appropriate contribution to curriculum planning that will support learner engagement

Make a positive contribution to the development of curriculum planning and resources.

Show initiative in contributing to curriculum planning and developing and producing effective learning resources.

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5 Adapt teaching to respond to the strengths and needs of all learners


Know when and how to differentiate appropriately, using approaches which enable learners to be taught effectively.

Beginning to recognise the different needs and strengths of learners; begin to differentiate with support so that learners make satisfactory progress.

Recognise the different needs and strengths of learners; uses some differentiation so that learners make satisfactory progress.

Routinely recognises the different needs and strengths of learners; reliably uses differentiation to meet the needs of learners to facilitate good progress.

Quickly and accurately discern learners’ strengths and needs; proactive in creatively using differentiation strategies.

Have a secure understanding of how a range of factors can inhibit learners’ ability to learn, and how best to overcome these.

Initial recognition of some potential barriers to learning and begin to suggest strategies to address them.

Recognise a range of potential barriers to learning and begin to use strategies to address them.

Understand how to deal with barriers to learning through application of well-targeted interventions and appropriate deployment of support staff.

Have a good understanding of a range of barriers to learning; employ a range of effective intervention strategies to secure progress for learners/groups; focused deployment of support staff.

Demonstrate an awareness of the physical, social and intellectual development of learner, and know how to adapt teaching to support learners’ education at different stages of development.

Basic awareness of physical, social and intellectual needs at different stages of development. With support is able to suggest different teaching approaches to engage or support the range of learners.

Sound understanding of physical, social and intellectual at different stages of learners’ development in planning and teaching; able to implement distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Account is taken of physical, social and intellectual needs at different stages of learners’ development in planning and teaching; effective evaluation of distinctive teaching approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Creative approaches are used in response to physical, social and intellectual needs at different stages of learners’ development in planning and teaching. Astute evaluation of distinctive approaches to engage and support learners with particular needs, e.g. EAL, SEND, G&T.

Have a clear understanding of the needs of all learners, 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.

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6 Make accurate and productive use of assessment


Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Basic understanding of statutory assessment requirements for the subjects and age phases taught.

Recognises the need for accurate assessment against national benchmarks.

Secure understanding of statutory assessment requirements for the subjects and age phases taught.

Assessments broadly accurate against national benchmarks with support.

Good understanding of statutory assessment requirements for the subjects and age phases taught.

Assessments accurate against national benchmarks.

Excellent understanding of the statutory assessment requirements for the subjects and age phases taught.

Confidently and accurately assess learners’ attainment against national benchmarks.

Make use of formative and summative assessment to secure learners’ progress.

Planning and teaching make use of a basic range of formative and summative assessment strategies that indicate that learners make some progress.

Planning and teaching informed by a developing range of formative and summative assessment strategies to ensure learners make satisfactory progress.

Employ a range of appropriate formative and summative assessment strategies effectively and adapt teaching within lessons in light of learners’ responses.

Employ a range of assessment strategies very effectively in their day to day practice to monitor progress and inform future planning. 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.

Use relevant data to monitor progress, set targets, and plan subsequent lessons.

Show a basic understanding that school and pupil data is used to set targets for groups and individuals; with support uses data to identify next steps in learning.

Understand how relevant school and pupil data is used to set targets for groups and individuals; use that knowledge to monitor progress.

Use relevant school and pupil data to set targets for groups and individuals; use data to monitor and secure progress.

Use relevant school and pupil data to set challenging targets for groups and individuals; use data to monitor and secure good progress.

Give learners regular feedback, both orally and through accurate marking, and encourage learners to respond to the feedback.

With support, provide some feedback orally and/or through marking to help learners identify next steps; some opportunities are provided for learners to respond to feedback.

Provide appropriate feedback both orally and through marking to help learners make progress; learners given opportunities to respond to feedback

Assess learners’ progress accurately and provide regular and constructive feedback both orally and through marking; learners encouraged to respond to feedback.

Assess learners’ progress accurately and provide consistent and precise feedback both orally and through marking; learners supported in responding to feedback.

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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

Understands the school’s behaviour policy and beginning to apply rules and routines; is aware of the responsibility for promoting good and courteous behaviour in the classroom and, to some extent, around the school.

Work within the school’s behaviour policy and can apply rules and routines consistently and fairly; take opportunities to promote good and courteous behaviour in the classroom and around the school.

Use the school’s behaviour policy to apply rules and routines consistently and fairly; consistently promote good and courteous behaviour in the classroom and around the school.

Confidently use the school’s behaviour policy; applying rules/routines consistently and fairly; actively encourage learners to behave well and display high levels of courtesy in the classroom and around the school.

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

Usually manages classes appropriately with regard to expectations of behaviour and is beginning to use some strategies including sanctions, rewards and praise to minimise disruption; learners are usually involved and motivated.

Manage classes effectively with regularly high expectations of behaviour; use a range of strategies including sanctions, rewards and praise allowing lessons to flow smoothly so that disruption is unusual; learners are involved and motivated

Manage classes effectively with routinely high expectations; use a range of strategies, including sanctions, rewards and praise to promote positive attitudes towards the teacher, their learning and each other to establish a purposeful learning environment; learners are involved and highly motivated.

Manage classes effectively with consistently high expectations; use a range of strategies, including sanctions, rewards and praise to promote very high levels of engagement, collaboration and cooperation; create an environment highly supportive of learning; learners are consistently involved and highly motivated.

Manage classes effectively, using approaches which are appropriate to learners’ needs in order to involve and motivate them

Maintain good relationships with learners, exercise appropriate authority, and act decisively when necessary.

Beginning to establish positive relationships with learners and appropriate authority. Recognises the need for additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated

Establish good relationships with learners and mostly exercise appropriate authority; with some independence seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Develop and maintain good relationships with learners and consistently exercise appropriate authority; seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.

Highly effective relationships with learners established and consistently/confidently exercise appropriate authority; actively seek targeted support in addressing the needs of learners where significantly challenging behaviour is demonstrated

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8 Fulfil wider professional responsibilities


Make a positive contribution to the wider life and ethos of the school

Beginning to understand the school ethos. With prompts can contribute to the wider life of the school.

Support the ethos of the school, showing an inclination to contribute to the wider life of the school in appropriate ways.

Regularly contribute to the wider life and ethos of the school.

Proactively contribute in a significant way 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

Beginning to build professional relationships with colleagues; basic skills in working collaboratively; recognises the need to seek information/advice from specialist staff about learners’ needs.

Can build professional relationships with colleagues and can work collaboratively; with some independence seeks information/advice from specialist staff about learners’ specific needs.

Effective in building good professional relationships with colleagues and work well collaboratively; seek advice from relevant professionals in relation to learners’ specific needs.

Build strong professional relationships and effectively collaborate with colleagues on a regular basis; proactively seek advice from relevant professionals in relation to learners’ specific needs.

Deploy support staff effectively

Beginning to communicate with support staff and direct the supporting of learning.

Communicate with and direct support staff to assist in supporting learning.

Take responsibility for effectively deploying support staff in their lessons in supporting learning.

Take responsibility for creatively deploying support staff in lessons to support the full range of learners with their learning.

Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Describes professional practice; with support can identify basic development targets and suggest ways to address these. . Responds to direction from colleagues.

Evaluate professional practice to identify development targets and opportunities to address these; respond well to advice from colleagues.

Actively evaluate professional practice to identify challenging targets; actively seek and value feedback from colleagues, using it to develop professional practice.

Critically evaluate professional practice to identify challenging/focused targets; deliberately seek out wide-ranging opportunities to develop professional learning; respond positively and proactively to advice/feedback from colleagues.

Communicate effectively with parents with regard to learners’ achievements and well-being.

With support and guidance, can communicate with parents/ carers about learners’ achievement and/or well-being.

Communicate with parents/carers in relation to learners’ achievements and well-being.

Communicate effectively with parents/carers in relation to learners’ achievements and well-being.

Astute communication with parents/carers in relation to learners’ achievements and well-being.

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Part 2

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

All trainees to be awarded QTS demonstrate high standards of professional behaviour:

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

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.

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

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INSTRUCTIONS FOR BOOKLET

End of School Based Training 1a:

Photocopy all pages including front cover up to pg 32

1 Copy to PDT

1 Copy to Course Work Submission Room by Wednesday 17th December 2014 4pm

End of School Based Training 1b:

1 Photocopy to PDT of pg 33 to pg 67 and FRONT COVER

1 Photocopy of COMPLETED booklet for PDP

Hand in ORIGINAL COMPLETED BOOKLET to Course Work Submission Room by Wednesday 25

th March 2015 4pm

pgce school based training 1a & 1b booklet · 2019. 3. 26. · 2 school based training 1a...

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