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Planner 2017-18

Name ____________________

2017 - 2018

2017 - 2018

Trainee Information

Personal Information

Full Name:

Address:

Address

Town County Post Code

Home Phone: Mobile :

Email

Home School Information

School:

Mentor :

Telephone No: Department:

Email: Email:

Contact : Mobile Phone:

Emergency Contact Information

Full Name:

Mobile No:

Home Phone:

Work Phone:

Relationship:

Medical information and Doctor.

2017 - 2018

USEFUL WEBSITES

http://www.teacher-training.org/recommended-reading/

http://www.bbc.co.uk/education/levels/z4kw2hv

http://www.gcsepod.com/

https://www.gov.uk/government/publications?departments%5b%5

d=department-for-education

https://www.gov.uk/government/organisations/national-college-

for-teaching-and-leadership

St George’s

Academy

Partnership

- reading list

BBC Bitesize

GCSE podcast

Dept. Ed

recent

publications

NCTL

http://www.teacher-training.org/recommended-reading/

http://www.bbc.co.uk/education/levels/z4kw2hv

http://www.gcsepod.com/

https://www.gov.uk/government/publications?departments%5b%5d=department-for-education

https://www.gov.uk/government/publications?departments%5b%5d=department-for-education

https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership

2017 - 2018

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Contact List

2017 - 2018

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

E-mail Address:

Name:

School:

Phone No.:

Contact List

2017 - 2018

Key Partnership Personnel

Name Location Email

Amanda Money Vice Principal / Head of Partnership

St George’s Academy [email protected]

Sarah Trow Programme Leader


Laura Walker Lead Tutor


ITT Leads

Sharon Mather Sir Robert Pattinson Academy

[email protected]

Chris Davidson Lincoln Castle Academy [email protected] Danielle Gibbs Banovallum School [email protected] Emily Chaddock Carre’s Grammar School [email protected]

Sheila Paige University Academy Holbeach

[email protected]

Aidan Hesslewood Bourne Grammar School [email protected]

Subject Leads Danielle Gibbs Science

Banovallum School [email protected]

Helen Maidment English


Lindsey Empson Maths


Sally Wilson History

Carre’s Grammar School [email protected]

Laura Fisher Geography


James Offer PE

Carre’s Grammar School [email protected]

Lorna Stanley RE


mailto:[email protected]

















September 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

2017 - 2018

October 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

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2 3 4 5 6 7 8

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2017 - 2018

November 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5

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27 28 29 30

2017 - 2018

December 2017 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3

4 5 6 7 8 9 10

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18 19 20 21 22 23 24

25 26 27 28 29 30 31

2017 - 2018

January 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

2017 - 2018

February 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28

2017 - 2018

March 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

2017 - 2018

April 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30

2017 - 2018

May 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

2017 - 2018

June 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30

2017 - 2018

July 2018 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Secondary Teacher Training

Trainee Handbook

2017 2018

Training Programme Each Monday, trainees will attend The University of Lincoln for Core Training. This will cover generic

aspects of teaching and learning, and cover the academic standards to enable students to be awarded a

PGCE.

There will be a clear focus for each week, and this is detailed in the Programme booklet, below:

2017 - 2018

Week

beginning: Training Focus:

Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day

Academic Studies (Monday am)

University-Based Activity / Evidence

Classroom-based studies (Monday pm)

School-Based Activity / Evidence

Teacher

Standards

Independent Study

Focus

Assessment

/ tracking

Ter

m 1

Th

eme:

Un

der

stan

din

g T

each

ing

an

d S

cho

olin

g

4th

September

2017

Settling into Base

School TD S1 S1 S1 S1 No University Session No University session

Gathering

information

11th

September

Becoming a

teacher: how can

academic study

help?

UL S1 S1 S1 S1

Foundations of Education (FoE): Locating

yourself as a teacher of students in secondary

education

Researching Education (RE): Observations of

students and teachers (RE Assignment 1)

Input: Gathering information, behaviour for learning and

classroom management strategies.

Activity: Find out about the groups that you are observing /

will be teaching, make sure you understand their prior

attainment and the curriculum / setting structure. Start a

reflective journal.

2, 3

Study Skills:

Introduction to the

library and university

resources.

The programme and

the assessment.

18th

September

Teachers’

knowledge and

student learning.

UL S1 S1 S1 S1

FoE: Policy and the shaping of education

RE: Reflecting on observations of students and

teachers (RE Assignment 1)

Input: Classroom rules and routines, in practice.

Activity: Make a note of all of the classroom rules and routines

that are used for three different teachers this week, through

observation. What are the similarities and differences?

7

Writing a reflective

journal and developing

your teaching

philosophy

25th

September Subject Session 2

Sub

ject

S1 S1 S1 S1 Subject session 2

Subject learning walks

Subject tasks 2

3 Practice and critique of

observational methods

Lead

Tut

or o

bser

vatio

n

02nd October Planning for

learning UL S1 S1 S1 S1

FoE: Theories of behaviour management

RE: Planning for learning

Input: Planning for learning, in practice.

Activity: Make a record of all starters and plenaries observed

throughout the week, and classify these using your own

criteria.

3 Planning Preparation

and Assessment

(PPA)

09th October Curriculum

development UL S1 S1 S1 S1

FoE: Assessment and student progress

RE: Research into curriculum development

Input: First teaching, in practice.

Activity: Use the National Curriculum Programmes of Study

for your subject to construct a progression grid for each

strand as the students make progress through the secondary

curriculum.

2, 4

Developing

bibliographies and

using REFWORKS

16th October S3 S3 S3 S3

TD

SGA all

7

Use reflective journal

to comment on varying

approaches to

classroom

management

S3 Reflections

2017 - 2018

Week

beginning: Training Focus

Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 2

th

eme:

Co

nn

ecti

ng

Ed

uca

tio

nal

Th

eori

es a

nd

Tea

chin

g S

trat

egie

s

30th

October

2017

Understanding

Disruptive

Behaviour

UL S1 S1 S1 S1

FoE: Understanding attachment theory and

disruptive behaviour

RE: Research on disruptive behaviour

Input: Understanding and Managing Challenging

Behaviour. 2, 4

Identifying the philosophical

basis of modelling and

explaining practices that you

observe.

Lead

Tut

or O

bser

vatio

n

06th

November Questioning UL S1 S1 S1 S1

FoE: Effective questioning

RE: Researching Bloom’s taxonomy

Input: Questioning, in practice.

Activity: Blooms taxonomy – record the types of

questions asked in 3 observed lessons – using a

tally against blooms taxonomy.

1, 5, 6

Planning Preparation and

Assessment (PPA)

13th

November

Differentiation /

challenge UL S1 S1 S1 S1

FoE: Differentiation in schools

RE: Researching differentiation strategies

Input: Differentiation / challenge / SEND / MAGT,

EAL in practice.

Activity: Choose 3 different differentiation strategies

and embed into teaching plans – evaluate

effectiveness of each.

1, 5

Identifying the theoretical and

philosophical underpinning of

3 differentiation strategies

20th

November Subject Session 3

Sub

ject

S1 S1 S1 S1 Subject Session 3

Subject learning-walks

Subject Tasks 3

Hand in Standards Review (Stds 1,3,4,7,8)

Deadline Friday 24th November by 4pm.

3 Planning Preparation and

Assessment (PPA)

27th

November

Active

engagement

strategies

UL S1 S1 S1 S1 FoE: Student engagement

RE: Researching student engagement strategies

Interviews and applications 4,5

Getting and using student

feedback

Sub

ject

Spe

cial

ist

obse

rvat

ion

04th

December

Learning,

Modelling &

Explaining

UL S1 S1 S1 S1 FoE: Theories of learning

RE: Researching modelling and explaining

Learning, Modelling and Explaining 1, 2, 4, 5, 7

Identifying the theoretical and

philosophical perspectives on

student learning underpinning

explanations for processing

difficulties

11th

December

Reflections on

Term 2: Teaching

UL S2 S2 S2 S2 FoE: Policy and practice (FoE Assignment 1)

RE: Action research in education project

1:1 Stop the Clock. Working on assignments

18th

December

S1 S1 S1 S1

2017 - 2018

Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards Independent Study Focus

Assessment /

tracking

Ter

m 3

th

eme:

Stu

den

t L

earn

ing

: A

sses

smen

t le

arn

ing

3rd January

2018

Settling into

second

placement

BH BH

S2

Ban

/ RP

BG

S/L

CA

S2 S2 No University Session: School Placement 2 No University Session: School Placement 2

2, 6 PPA

8th January

Assessment for

learning: day-to-

day

UL S2 S2 S2 S2

FoE: The relationship between assessment

and learning

RE: Researching assessment in the

classroom

Input: Assessment for learning: day-to-day, in

practice.

Activity: Read 'Inside the black box' and 'beyond the

black box': research articles written by William &

Black. Identify key features of effective AfL and reflect

on where these have been evident in obs.

2, 6

Identify and reflect on what

research methodologies would

help you gain insight into

whether learning has been

effective.

15th January

Assessment for

learning:

formative written

feedback

UL S2 S2 S2 S2

FoE: Factors inhibiting students ability to

learn


Input: Assessment for learning: personalising

formative written feedback, in practice.

Activity: During observed lessons record different

styles of written feedback given to students in their ex

books. Discuss with mentor how the styles vary and

draw out / identify key features of effective written

feedback.

1, 2, 6

Identify the strengths and

weaknesses of your evidence

for the value of assessment

activities.

22nd

January Subject Session 4

Sub

ject



Subject Tasks 4

3 PPA

Lead

Tut

or o

bser

vatio

n

29th January

Assessment for

learning:

reflective learners

UL S2 S2 S2 S2

FoE: Biological, psychological and social

models of young people’s development

RE: Factors inhibiting students ability to

learn

Autism Awareness Tier 1 3, 4, 5

Photocopy some examples of

this and evaluate each activity.

5th February Assignment UL S2 S2 S2 S2

FoE: Policy and practice (FoE Assignment

1)


Unpicking the Teacher Standards. All

Explore the ethical issues

involved in researching specific

students for practice

2017 - 2018

Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day

Academic Studies (Monday am



Teacher

Standards

Independent

Study Focus

Assessment /

tracking

19th

February Learning styles UL S2 S2 S2 S2

FoE: Learning and teaching styles

RE: Researching students’ ability to learn

Input: Learning styles: different models, in practice.

Activity: Research three different 'models' regarding

learning styles and evaluate their effectiveness in

supporting planning, teaching and learning.

1, 2, 5, 7

Planning

Preparation and

Assessment

(PPA)

26th

February

Climate for

learning UL S1 S1 S1 S1

FoE: Classroom management

RE: Student behaviour research

Input: Climate for learning, in practice.

Reflections on S2.

Hand in S2 Reflections

Deadline - Friday 2nd March 4pm.

2, 5, 7

PPA

Ful

l Rev

iew

all

stan

dard

s

5th March Inclusion and

diversity UL S1 S1 S1 S1

FoE: School Environments

RE: Ethics in action research projects

Input: Inclusion and Diversity / Pupil Premium, EAL.

Activity: Gather useful evidence form your work on

inclusion. Write a short report on how your research

supports your role as a classroom teacher.

1, 5, 7

PPA

12th March Subject Session 5

Sub

ject



Subject Tasks 5

3 PPA

19th March

ICT to enhance

Learning UL S1 S1 S1 S1

FoE: Theories of learning ICT

RE: Using ICT for educational research

Input: Use of ICT to enhance learning and engagement,

in practice.

Activity: Reflect on five different examples of using ICT to

support learning, and write about the impact of the use of

ICT in each case.

Hand in Full Standards Review on Friday 23rd March

deadline 4pm.

5

Identify any

additional evidence

you would need to

understand the

impact of current

ICT uses

Lead

Tut

or o

bser

vatio

n

26th March

Why carry out

research? UL S1 S1 S1 BH

FoE: Action research in education project


1:1 Stop the Clock

Evidence Portfolio Support

8

2017 - 2018

Week


Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 5

th

eme:

Ed

uca

tio

nal

Res

earc

h

16th April

2018

What is

educational

action research?

UL S1 S1 S1 S1 FoE: Action research in education project


Standard 6 Evidence Bundle 6,5

Lead

Tut

or O

bser

vatio

n

23rd April

What is

educational

action research?

UL S1 S1 S1 S1 FoE: Action research in education project


Support for portfolios of evidence against the

Teacher Standards 8, 2 Research Project

30th April

Sub

ject

S1 S1 S1 S1 No University Session: Bank Holiday No University Session: Bank Holiday 8, 2 Research Project

7th May Subject Session 6

BH



Subject Tasks 6

8, 2 Research Project

Spe

cial

ist O

bser

vatio

n

14th May Action research

methods UL S1 S1 S1 S1

FoE: Career planning and OfSTED

RE: Tutorial groups

FoE: Teacher Pedagogy


Support for portfolios of evidence against the

Teacher Standards

8, 2 Research Project

21st May Reflections on

Term 5: Research UL S1 S1 S1 S1

FoE: Philosophy of Education

RE: Tutorial groups

FoE: Educational leadership


S1 Mentor

observation

2017 - 2018

Week

beginning:

Training

Focus

Mo

nd

ay

Tu

esd

ay

Wed

nes

day

Th

urs

day

Fri

day




Teacher

Standards

Independent Study

Focus

Assessment /

tracking

Ter

m 6

th

eme:

Ed

uca

tio

nal

Res

earc

h a

nd

Pre

par

atio

n f

or

Fir

st T

each

ing

Po

st

04th June

2018

S1 S1 S1 S1 S1

Hand in Final Review + Evidence Portfolio to

Home School Reception.

Deadline 10am 4th June 2018.

School based research project at M level – in

practice.

2, 8 Preparation for QTS

assessment

11th June S1 S1 S1 S1 S1 2, 8 Preparation for QTS

assessment

18th June Critiques and

limitations UL S1 S1 S1 S1

FoE: Drama in education

RE: Tutorial groups

FoE: Action research in education project


2 Final preparation of

Academic projects

Fin

al A

sses

smen

t

25th June S1 S1 S1 S1 S1 2 Final preparation of

Academic projects

2nd July BH S1 S1 S1 S1 No University session: Induction for new

trainees

No University session: Induction for new

trainees

Final preparation of

Academic projects

09th July Reflections on

the training UL S1 S1 S1 S1 University session: Completing the year University session 8

Preparation for NQT

position

16th July 2017 QTS School

Teacher Training

2017 - 2018

Training to Teach with the St George’s Academy Partnership Welcome to the St George’s Academy Partnership. This is an exciting time for all of us, as we embark on a journey to make teacher training the best it can be, in order to produce exceptional teachers for our schools. Throughout your training year there will be three main elements to your training, as follows:

School-based training, supported by a mentor, within your ‘home’ school;

Subject training, supported by a specialist based in one of the schools within our partnership;

Core training, led by Programme Leaders, delivered at the University of Lincoln each Monday.

Your mentor will oversee your training, and play a pivotal part in supporting you to reflect on your training, research and practice and move forward as a result. In addition, the mentor will support you in gathering information for assessment against the ITT Teacher Standards – including lesson planning, tasks, reflections and observations. It is expected that the mentor will meet with you each week during term-time for 1 hour to discuss all elements described above.

Trainee Timetables

Your mentor will organise a timetable for you which includes KS3 and KS4 and, where possible, KS5. You will not be given classes that would be challenging for experienced teachers and should be given a range of abilities, topics, as well as age ranges, to work with. It is essential that you are given experience of working with EAL learners also. You do not need to be given only the classes of the mentor as it will benefit you to see a range of teaching styles. However, it is helpful if you can have at least one class that is the mentor’s to facilitate informal lesson observations. It is an expectation that you will be attached to a tutor group during each placement but this may be with a teacher from another department at the school. For non-salaried trainees, the timetable should be constructed using the following guidelines:

Term Solo Teaching In addition to solo teaching:Teaching,

with supervision Observing PPA UL

Term 1: 0 Up to 2 10 8 5

Term 2: Up to 2 Up to 2 8 8 5




Term 6: 12 - 14 Up to 5 0 6 - 8 0

Teacher Training

2017 - 2018

Subject Specialist Training We are offering subject training through our Partnership in the following areas:

English

Mathematics

Science / Physics

P.E.

History

Geography

RE

There will be six days of subject specific training and tasks throughout 2017-2018, as follows:

Day 1: Induction (Weds 5th July 2017)

Day 2: Monday 25th September 2017

Day 3: Monday 20th November 2017

Day 4: Monday 22nd January 2018

Day 5: Monday 12th March 2018

Day 6: Monday 30th April 2018

In addition to these dates there will be a further 5 twilight subject specialist sessions which will be agreed

with the subject specialist throughout the year. Each day will focus on a strand of the curriculum, exploring

subject knowledge per se, pedagogy, pupils’ development, and attitudes within this strand.

The induction day is an exception to this, where the focus will be on setting the scene for the subject,

covering:

The role of the subject within the curriculum;

An overview of the structure of the subject;

Programmes of study and assessment objectives;

Assessment structures / examinations within the subject;

Completion of a Subject Knowledge Audit.

Each subject day will comprise a half-day of input by a subject specialist within their own school, followed

by a half-day task during the afternoon, to consolidate and apply developed skills / knowledge /

understanding from the morning.

Following each of the subject specialist days there will be two tasks for trainees to complete: a research

task, and a classroom-based task. Trainees are to gather evidence from each task and complete a

reflection task based on this, to discuss with their mentors in their home school. Reflection tasks can be

found below:

Teacher Training

2017 - 2018

Subject Tasks - Reflections

Subject: Day 1:

Reflections - research task:

Reflections – classroom-based task

Mentor Comments:

Teacher Training

2017 - 2018

Assessment and Evidence – Guidelines

Each trainee should organise their folders to contain the following:

File 1: (Red) Lesson observations with supporting highlighted grids in chronological order.

File 2: (Blue) Additional evidence to support each of The Teachers’ Standards.

It is expected that trainees will also have planning files for each class/school and a file for university input.

There are also three formative assignments for QTS which will be essential for your evidence portfolio.

Weekly Mentor Meetings

During each weekly mentor meeting, the trainee will have the opportunity to discuss:

Observations and reflections from the previous week;

Progress towards any targets set previously;

Training focus for the week, and any tasks to complete;

Planning for the week ahead;

Targets for the week ahead, and tasks / activities to complete to support.

Subject specialist input

Following each weekly mentor meeting, the trainee is expected to complete a blue weekly mentor meeting

sheet (as below) to capture key discussion points, review progress and record any new targets set, with

accompanying tasks and activities to complete. Meeting notes should remain in the bespoke planner to

enable ITT leads to check targets and progress fortnightly.

Teacher Training

2017 - 2018

Mentor Meeting Notes

Week Beginning:

Trainee Name:

Mentor Name:

Focus for the meeting:

To discuss:

Subject specialist input;






Timetable for the week:

Registration P1 P2 P3 P4 P5 P6

Mon University of Lincoln

Tue

Wed

Thur

Fri

Previous Targets:

Trainee review and reflection

Teacher Training

2017 - 2018

Weekly Task:

Targets for the coming week: what needs to be learnt, understood, developed

Progress with weekly tasks

Task How you will achieve the task How you will provide evidence of successful completion of the task

ITT Lead/ Lead Tutor to sign:

Date:

Trainee to complete below: Observed lesson this week: Class Teacher :

Date:

Teacher Training

2017 - 2018

Assessment Calendar In addition, to support the trainees’ progress throughout the year, there are a number of formal

observations which will be carried out by their Mentor, Programme Leader, and Subject Specialist, and

three formal reviews against the Teacher Standards. These are recorded on the Assessment Calendar

below.

From these assessments, each trainee is expected to keep a record of any lesson observation grades

awarded, and achievement against the Teacher Standards at each review point. The outcomes of these

should be recorded and kept electronically on an Assessment Tracking Sheet – example below:

Teacher Training

2017 - 2018

Teacher Training

2017 - 2018

Lesson Planning and Observation

Throughout the training year, trainees will be expected to complete detailed plans for the lessons that they

teach, and mentors / sub-mentors will be expected to provide feedback on a regular basis. To support this,

the following pages also include a lesson planning template, and a form to be used to record observation

feedback against the Teacher Standards. Please note that, for informal observations (those not listed on

the Assessment Calendar), feedback may only cover one or two of the standards at a time, a grading grid is

included to support this process.

Trainees should enter details of each weekly observation on the observation log.

As timetables increase for trainees and as mentors feel confident about the trainee’s ability to plan

effectively, a mid-term planning document will be introduced. It is envisaged that most trainees will start

to use this document in Term 3 following the University session on mid-term planning. The mid-term

planning document is also used to help trainees prepare an evidence bundle for standards 2, 5 and 6.

Teacher Training

2017 - 2018

LESSON PLAN

Name: Date: Period:

Subject/Unit Class: No of pupils Girls Boys

Link to previous learning:

Misconceptions / anticipated difficulties

Learning objective(s):

Lesson outcome(s):

Success criteria – Open (WAGOLL)/ Closed (Steps to success):

Teacher Training

2017 - 2018

Time Teaching and learning strategies Learning purpose Formative/Summative assessment

strategies & focus

Homework/learning:

Deadline:

Personalisation and strategies for differentiation (AGT, EAL, SEND):

Teacher Training

2017 - 2018

Resources including any risk assessment / health and safety:

Deployment of TA(s) to enhance learning and progress:

Expected progress (Challenge for this lesson) including NC level(s) / GCSE level(s) if appropriate:

Teacher Training

2017 - 2018

Evaluation / Reflection on effectiveness of lesson

Did not achieve learning objective(s)

Exceeded learning objective(s)

Action to be taken /What will I change/ What will I take into the next lesson?

Teacher Training

2017 - 2018

Lesson Observation

CONTEXT:

Class: Subject: No of pupils:

Girls:

Boys:

Date/ Duration:

Teaching skills - focus for observation / feedback:

Linked to Teacher Standard 1 2 3 4 5 6 7 8 PPC (please circle)

Strengths (how did teaching impact strongly on learning / progress?):

Next steps for development in this area (how could teaching have a greater impact on learning /

progress?):

Subject pedagogy – Focus for observation / feedback:

Linked to Teacher Standard 3

Strengths (how did teaching impact strongly on learning / progress?):

Next steps for development in this area (how could teaching have a greater impact on learning /

progress?):

Something else to consider, moving forward:

Teacher Training

2017 - 2018

Observation notes:

Trainee Name:

School:

Signature:

DATE:

Observer Name: Position: Signature:

DATE:

Teacher Training

2017 - 2018

SUPPORT FOR GRADING LESSONS – TO BE USED FOR OBSERVATIONS (3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show

that: (1) Trainees achieving the standards at a ‘high level’, show that:

Sta

nd

ard

1

Set

hig

h e

xpec

tati

on

s w

hic

h in

spir

e,

mo

tiva

te a

nd

ch

alle

ng

e p

up

ils

They are able to encourage pupils to participate and contribute in an

atmosphere conducive to learning.

They set appropriately high expectations, believing that all pupils have the

potential to make progress.

They consistently demonstrate professional behaviour and respect for pupils.

They demonstrate enthusiasm for working with children and young people and for

teaching and learning.

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 are reliable in encouraging pupils to participate and

contribute in an atmosphere conducive to learning.

They consistently set high expectations of pupils.

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.

They constantly encourage pupils to participate and contribute in

an atmosphere highly conducive to learning.

They consistently set high expectations of pupils

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.

Sta

nd

ard

7

Man

age

beh

avio

ur

effe

ctiv

ely

to

ensu

re a

go

od

an

d s

afe

lear

nin

g

envi

ron

men

t

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 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 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.

Teacher Training

2017 - 2018

(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:

(1) Trainees achieving the standards at a ‘high level’, show that:

Sta

nd

ard

2

Pro

mo

te g

oo

d p

rog

ress

an

d o

utc

om

es b

y p

up

ils

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 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.

Their short and medium term planning consistently takes into

account the prior learning of the pupils.

They regularly provide 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.

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 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.

Sta

nd

ard

6

Mak

e ac

cura

te a

nd

pro

du

ctiv

e u

se o

f as

sess

men

t

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 mark pupils’ work constructively and provide appropriate oral feedback to

pupils to help them to make progress.

They employ a range of appropriate formative assessment

strategies effectively and can adapt their teaching within

lessons in light of pupils’ responses.

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.

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.

Teacher Training

2017 - 2018

Sta

nd

ard

3

Dem

on

stra

te g

oo

d s

ub

ject

an

d c

urr

icu

lum

kn

ow

led

ge

They have sufficiently secure knowledge and understanding of the relevant

subject / curriculum areas to teach effectively. They know how learning progresses

within and across the subject / curriculum, 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 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.

They have well developed knowledge and understanding of the

relevant subject / curriculum areas 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 model good standards of written and spoken communication

in all professional activities and encourage and support learners to

develop these skills in their lessons.

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 model very high standards of written and spoken

communication in all professional activities. They successfully identify

and exploit opportunities to develop learners’ skills, in communication,

reading and writing.

Sta

nd

ard

4

Pla

n a

nd

tea

ch w

ell-

stru

ctu

red

le

sso

ns

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 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 show a willingness to try out a range of approaches to

teaching and learning.

They plan lessons that 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 plan lessons that often use well chosen imaginative and

creative strategies and that match individuals’ needs and

interests.

Teacher Training

2017 - 2018

(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:

(1) Trainees achieving the standards at a ‘high level’, show that:

Sta

nd

ard

5

Ad

apt

teac

hin

g t

o r

esp

on

d t

o t

he

stre

ng

ths

and

nee

ds

of

all

pu

pils

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 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.

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 application of well-targeted interventions

and the appropriate deployment of available support staff.

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.

Teacher Training

2017 - 2018

Review against the Teacher Standards At three points throughout the year the trainee will be expected to carry out a formal review with their Mentor against some, or all, of the Teacher

Standards. In preparation for the Review Meeting, the trainee will have completed the first and second boxes in the review document for each of the

Teachers’ Standards being assessed, as follows:

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

To achieve this standard, a teacher must: Evidence gathered - Term 1 / 2 Please provide details of the progress you have made in each area over the last term.

What actions will you take over the coming term to make further progress in each area?

a. establish a safe and stimulating

environment for pupils, rooted in

mutual respect

It is suggested that the trainee selects just a few high quality pieces of evidence for each section to support – for example: one lesson plan; one observation

sheet; and one additional piece. The mentor will look at the standards along with the trainee, considering the trainee’s comments and evidence, and jointly

agree on an appropriate grading for each Standard (highlighting or circling the grid to signify this) The mentor will then discuss with the trainee their next

steps for improvement relating to each Standard, so that column three can be completed and signed off. Once this review has taken place, the review

document should be submitted to [email protected] by each deadline stated in the Assessment Calendar.

There are three reviews in total, as follows:

Review 1: Professional Standards Review Standards 1, 3, 4, 7 & 8. Deadline: 4pm, 24th November 2017

Review 2: Full Review – All Standards. Deadline: 4pm, 23rd March 2018

Review 3: Final Review – All Standards. Portfolio Deadline: 10am to Base School Reception, 4th June 2018

Review document: TBC

Please find below a full set of the Teacher Standards, with supporting guidance.


Teacher Training

2017 - 2018

Trainee Review Against the Teachers' Standards for ITT

Teacher Training

2017 - 2018

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

Standard sub-headings Outstanding (1):

Much of the quality of trainees’ teaching

over time is outstanding and never less

than consistently good.

Good (2):

Much of the quality of trainees’

teaching over time is good; some is

outstanding.

Meeting the standards (3)

The quality of trainees’ teaching over time

requires improvement as it is not yet good.

Trainees need targeted advice to be

good.

Not yet meeting the standards

(4):

Trainees are not yet meeting the

minimum level of practice.

a establish a safe

and stimulating

environment for

pupils, rooted in

mutual respect

Consistently uses innovative

strategies to establish a safe and

stimulating environment for pupils,

rooted in mutual respect, which

motivates and inspires pupils to learn

and enjoy the subject.

Uses a range of strategies to

establish a safe environment which,

much of the time, is stimulating and

rooted in mutual respect.

Is able to establish a safe and

stimulating environment for pupils,

rooted in mutual respect.

Is unable to establish a safe and

stimulating environment for pupils.

b set goals that

stretch and

challenge pupils

of all

backgrounds,

abilities and

dispositions

Consistently sets goals that stretch,

challenge and motivate pupils.

use effective strategies to support the

learning and progress of

underperforming groups.

Sets goals that stretch, challenge

and motivate pupils.

use strategies to support the

learning and progress of


Is able to set goals that stretch and

challenge pupils of all backgrounds,

abilities and dispositions.

Is unable to set goals that stretch and

challenge pupils of all backgrounds,

abilities and dispositions.

c demonstrate

consistently the

positive attitudes,

values and

behaviour which

are expected of

pupils.

Consistently and effectively

demonstrates and models the positive

attitudes, values and behaviour which

are expected of pupils.

Consistently demonstrates and

models the positive attitudes, values

and behaviour which are expected

of pupils.

Is able to demonstrate consistently the

positive attitudes, values and

behaviour which are expected of

pupils.

Is unable to demonstrate consistently

the positive attitudes, values and

behaviour which are expected of

pupils.

Teacher Training

2017 - 2018

Standard 2 Promote good progress and outcomes by pupils


Much of the quality of trainees’ teaching over

time is outstanding and never less than

consistently good.

Good (2):


time is good; some is outstanding.





good.

Not yet meeting the standards (4):

Trainees are not yet meeting the minimum

level of practice.

a be accountable for pupils’

attainment, progress and

outcomes

Is consistently accountable for pupils’

attainment, progress and outcomes.

Is accountable for pupils’ attainment,

progress and outcomes

Is able to take accountability for pupils’


Is unable to take accountability for pupils’


b be aware of pupils’ capabilities

and their prior knowledge, and

plan teaching to build on these

Has a detailed understanding of the

pupils’ capabilities and their prior

knowledge.

demonstrate through their planning

and teaching that their pupils, including

those who are disabled and those who

have special educational needs, make

good progress.

Has a good understanding of the


knowledge.

assess pupils’ achievement and plan

and teach lessons that enable pupils,

including those who are disabled and

those who have special educational

needs, to make at least expected

progress.

Is aware of pupils’ capabilities and their

prior knowledge, and plans teaching to

build on these.

Is unable to demonstrate an awareness of


knowledge, and is unable to plan teaching

to build on these.

c guide pupils to reflect on the

progress they have made and

their emerging needs

Pupils are consistently offered high quality

intervention and feedback which enables

them to identify the progress they have

made and understand what they need to

do to improve.

Pupils are offered intervention and

feedback which, much of the time, enables

them to identify the progress they have

made and understand what they need to

do to improve.

Is able to guide pupils to reflect on the

progress they have made and their

emerging needs.

Is unable to guide pupils to reflect on the

progress they have made and their

emerging needs.

d demonstrate knowledge and

understanding of how pupils learn

and how this impacts on teaching

Is consistently and effectively able to use

knowledge and understanding of how

pupils learn to improve their teaching.

Much of the time makes good use of

knowledge and understanding of how pupils

learn to inform their teaching.

Is able to demonstrate knowledge and

understanding of how pupils learn and

how this impacts on teaching.

Is unable to demonstrate knowledge and

understanding of how pupils learn and

how this impacts on teaching.

e encourage pupils to take a

responsible and conscientious

attitude to their own work and

study.

Consistently and effectively encourages

pupils, by setting specific high

expectations, to take a responsible and

conscientious attitude to work and study.

Much of the time encourages pupils, to

take a responsible and conscientious

attitude to work and study by setting

expectations.

Is able to encourage pupils to take a

responsible and conscientious attitude to

their own work and study.

Is unable to encourage pupils to take a

responsible and conscientious attitude to

their own work and study.

Teacher Training

2017 - 2018

Standard 3 Demonstrate good subject and curriculum knowledge



over time is outstanding and never less than

consistently good.

Good (2):


over time is good; some is outstanding.





good.



level of practice.

a have a secure knowledge of the

relevant subject(s) and curriculum

areas, foster and maintain pupils’

interest in the subject, and address

misunderstandings

Consistently teach exceptionally well,

demonstrating:

- strong subject and curriculum

knowledge;

- phase expertise.

Is confident to work within the current

and new curriculum.

Demonstrates the ability to address

misunderstandings and maintain pupils’

interest.

teach well, demonstrating:

- good subject and curriculum knowledge; - phase expertise.

Works within the current and new

curriculum arrangements.

Much of the time demonstrates the

ability to address misunderstandings

and maintain pupils’ interest.

Has a secure knowledge of the relevant

subject(s) and curriculum areas, fosters

and maintains pupils’ interest in the

subject, and addresses

misunderstandings.

Does not have a secure knowledge of the

relevant subject(s) and curriculum areas,

does not foster and maintain pupils’

interest in the subject, and does not

address misunderstandings.

b demonstrate a critical

understanding of developments in

the subject and curriculum areas,

and promote the value of

scholarship

Effectively demonstrates consistent and

critical understanding of developments in

the subject and curriculum areas.

Consistently and effectively promotes

the value of scholarship.

Demonstrates, much of the time,

critical understanding of developments

in the subject and curriculum areas.

Much of the time promotes the value

of scholarship.

Is able to demonstrate a critical

understanding of developments in the

subject and curriculum areas, and

promotes the value of scholarship.

Is unable to demonstrate a critical

understanding of developments in the

subject and curriculum areas, and does

not promote the value of scholarship.

c 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

Consistently demonstrates a thorough

understanding of how to teach reading,

writing, communication … effectively to

enhance the progress of pupils they

teach.

Consistently demonstrates an

understanding of and takes responsibility

for promoting high standards of literacy,

articulacy and the correct use of

Standard English, whatever the

teacher’s specialist.

Demonstrates a good understanding

of how to develop the reading,

writing, communication … skills of

the pupils they teach.

Much of their teaching demonstrates

an understanding of and takes

responsibility for promoting high

standards of literacy, articulacy and

the correct use of Standard English,

whatever the teacher’s specialist

subject.

Is able to 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.

Is unable to 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.

Teacher Training

2017 - 2018

Standard 4 Plan and teach well-structured lessons





Good (2):



outstanding.


The quality of trainees’ teaching over

time requires improvement as it is not

yet good. Trainees need targeted

advice to be good.




a impart knowledge and develop

understanding through effective

use of lesson time

Consistently and effectively imparts

knowledge and develops

understanding through using lesson

time to great effect.

Much of the time imparts knowledge

and develops understanding

through using lesson time to good

effect.

Is able to impart knowledge and

develop understanding through

effective use of lesson time.

Is unable to impart knowledge and

develop understanding through

effective use of lesson time.

b promote a love of learning and

children’s intellectual curiosity

Consistently and effectively promotes

a love of learning and children’s

intellectual curiosity.

Much of the time promotes a love of

learning and children’s intellectual

curiosity.

Is able to promote a love of learning

and children’s intellectual curiosity.

Is unable to promote a love of

learning and children’s intellectual

curiosity.

c set homework and plan other

out-of-class activities to

consolidate and extend the

knowledge and understanding

pupils have acquired

Consistently and effectively plans

differentiated, purposeful

homework/out-of-class activities that

consolidates and extends existing

knowledge and understanding.

Much of the time plans

differentiated homework/out-of-

class activities that consolidates

and extends existing knowledge

and understanding.

Is able to set homework and plan

other out-of-class activities to


knowledge and understanding pupils

have acquired.

Is unable to set homework and plan

other out-of-class activities to


knowledge and understanding pupils

have acquired.

d reflect systematically on the

effectiveness of lessons and

approaches to teaching

Is systematically and critically

reflective in analysing, evaluating

and improving their practice

(paraphrased).

Is able to accurately judge the

effectiveness of their lessons and

impact on all groups of pupils.

Is systematically able to reflect in

order to improve their practice.

Is able to judge the effectiveness

of their lessons and impact on all

groups of pupils.

Is able to reflect systematically on the

effectiveness of lessons and

approaches to teaching.

Is unable to reflect systematically on

the effectiveness of lessons and

approaches to teaching.

e contribute to the design and

provision of an engaging

curriculum within the relevant

subject area(s).

Consistently makes effective

contributions to the design and

provision of an engaging curriculum

within the relevant subject area(s).

Makes good contributions to the

design and provision of an

engaging curriculum within the

relevant subject area(s).

Is able to contribute to the design and

provision of an engaging curriculum

within the relevant subject area(s).

Is unable to contribute to the design

and provision of an engaging

curriculum within the relevant subject

area(s).

Teacher Training

2017 - 2018

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




consistently good.

Good (2):


time is good; some is outstanding.





good.



level of practice.

a know when and how to differentiate

appropriately, using approaches

which enable pupils to be taught

effectively

Consistently and effectively differentiates

appropriately using timely approaches which

enable pupils to be taught effectively.

Much of the time differentiates

appropriately using approaches which


Knows when and how to differentiate

appropriately, using approaches which


Does not know when and how to

differentiate appropriately.

b have a secure understanding of how

a range of factors can inhibit pupils’

ability to learn, and how best to

overcome these

understand the causes of low achievement;

challenge and motivate pupils where

attainment is low; and use effective

strategies to support underperforming

groups.

understand how to challenge and motivate

pupils where attainment is low and use


groups.

Has a secure understanding of how a

range of factors can inhibit pupils’ ability

to learn, and how best to overcome

these.

Does not have a secure understanding

of how a range of factors can inhibit

pupils’ ability to learn, and how best to

overcome these.

c 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

Consistently and effectively demonstrates

clear awareness of the physical, social and

intellectual development of children, and

effectively adapts teaching to support pupils’

education at different stages of development.

Demonstrates an awareness of the

physical, social and intellectual

development of pupils and, much of the time,

adapts teaching to support pupils’

education at different stages of

development.

Is able to demonstrate an awareness of

the physical, social and intellectual

development of children, and knows how

to adapt teaching to support pupils’

education at different stages of

development.

Is unable to demonstrate an awareness

of the physical, social and intellectual

development of children, and does not

know how to adapt teaching to support

pupils’ education at different stages of

development.

d 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.

Consistently and effectively evaluates and

adapts teaching to meet the needs of all

pupils, including those with special

educational needs, high ability (including

Gifted and Talented), English as an

additional language, disabilities and

pupils eligible for the pupil premium

(including Free School Meals).

challenge and motivate pupils where

attainment is low; and use effective


groups.

Consistently and effectively uses and

evaluates distinctive teaching approaches

to engage and support pupils.

Much of the time evaluates and adapts

teaching to support all pupils, including

those with special educational needs,

high ability (including Gifted and

Talented), English as an additional

language, disabilities and pupils eligible

for the pupil premium (including Free

School Meals).

understand how to challenge and

motivate pupils where attainment is low

and use strategies to support


Much of the time uses and evaluates

distinctive teaching approaches to

engage and support pupils.

Has 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 is

able to use and evaluate distinctive

teaching approaches to engage and

support them.

Does not 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 is not able to use and

evaluate distinctive teaching approaches

to engage and support them.

Teacher Training

2017 - 2018

Standard 6 Make accurate and productive use of assessment




consistently good.

Good (2):






Trainees need targeted advice to be good.



level of practice.

a know and understand how to assess

the relevant subject and curriculum

areas, including statutory

assessment requirements

accurately assess achievement and

attainment in relevant subject and

curriculum areas, including statutory

assessment requirements, using new

curricula … examinations and assessment

arrangements.

assess pupils’ achievement in the

relevant subject and curriculum areas,

including statutory assessment

requirements.

Knows and understands how to assess the

relevant subject and curriculum areas,

including statutory assessment

requirements.

Does not know and understand how to

assess the relevant subject and curriculum

areas, including statutory assessment

requirements.

b make use of formative and

summative assessment to secure

pupils’ progress

Consistently and effectively uses

formative, continuous assessment and

summative tests to great effect to secure

progress for all pupils, through a sequence

of lessons over time.

Much of the time uses formative,

continuous assessment and summative

tests to secure progress through a

sequence of lessons over time.

Is able to make use of formative and

summative assessment to secure pupils’

progress.

Is unable to make use of formative and

summative assessment to secure pupils’

progress.

c use relevant data to monitor

progress, set targets, and plan

subsequent lessons

Consistently and effectively uses a

range of relevant data, including school

progress data, to monitor pupil progress

and learning over time.

Records of pupil progress and learning

and attainment are accurate and up-to-

date and used to inform future planning

and target setting.

Uses a range of relevant data

including school progress data to

monitor pupil progress and learning

over time.

Records of pupil progress and

learning and attainment are accurate

and up-to-date and, much of the

time, are used to inform future

planning and target setting.

Is able to use relevant data to monitor

progress, set targets, and plan subsequent

lessons.

Is unable to use relevant data to monitor

progress, set targets, and plan subsequent

lessons.

d give pupils regular feedback, both

orally and through accurate marking,

and encourage pupils to respond to

the feedback.

Consistently uses a range of effective

methods to give pupils regular and

constructive feedback and the

opportunity to respond to it.

Accurate and timely marking and oral

feedback contributes to pupil progress

and learning over time.

Uses a range of methods to give

pupils regular feedback and the

opportunity to respond to it.

Accurate and regular marking and

oral feedback contributes to pupil

progress and learning over time.

Is able to give pupils regular feedback,

both orally and through accurate marking,

and encourages pupils to respond to the

feedback.

Is unable to give pupils regular feedback,

both orally and through accurate marking,

and does not encourage pupils to respond

to the feedback.

Teacher Training

2017 - 2018

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




consistently good.

Good (2):






Trainees need targeted advice to be good.



level of practice.

a have clear rules and routines for

behaviour in classrooms, and take

responsibility for promoting good and

courteous behaviour in classrooms

and around the school, in accordance

with the school’s behaviour policy

In accordance with the school’s behaviour

policy:

takes responsibility for and has the

knowledge, understanding and skills to

promote and manage behaviour

effectively and create an excellent

climate for learning;

actively encourages pupils to behave well

in the classroom and around the school

and display high levels of courtesy and

co-operation;

can effectively tackle bullying, including

cyber and prejudice-based (and

homophobic) bullying.

In accordance with the school’s

behaviour policy:

takes responsibility for and is able to

promote and manage behaviour in the

classroom well to ensure a good and

safe learning environment;

encourages pupils to behave well in

the classroom and around the school

and display good levels of courtesy

and co-operation;

is able to tackle bullying, including

cyber and prejudice-based (and

homophobic) bullying.

Has clear rules and routines for behaviour in

classrooms, and takes responsibility for

promoting good and courteous behaviour in

classrooms and around the school, in

accordance with the school’s behaviour

policy.

Does not have clear rules and routines for

behaviour in classrooms, and does not take

responsibility for promoting good and

courteous behaviour in classrooms and

around the school, in accordance with the

school’s behaviour policy.

b have high expectations of behaviour,

and establish a framework for

discipline with a range of strategies,

using praise, sanctions and rewards

consistently and fairly

Consistently sustains high expectations

of behaviour.

Establishes and maintains or applies the

school’s framework for discipline

consistently and fairly, using a wide

range of effective strategies.

Sustains high expectations of

behaviour.

Establishes and maintains or applies

the school’s framework for discipline,

using a range of strategies.

Has high expectations of behaviour, and

establishes a framework for discipline with a

range of strategies, using praise, sanctions

and rewards consistently and fairly.

Does not have high expectations of

behaviour, and does not establish a

framework for discipline with a range of

strategies.

c manage classes effectively, using

approaches which are appropriate to

pupils’ needs in order to involve and

motivate them

Consistently manages a high level of pupil

motivation and involvement using a range

of effective approaches appropriate to the

pupils’ needs.

Manages a good level of pupil motivation

and involvement using a range of

approaches appropriate to the pupils’

needs.

Is able to manage classes effectively, using

approaches which are appropriate to pupils’

needs in order to involve and motivate them.

Is unable to manage classes effectively.

d maintain good relationships with

pupils, exercising appropriate

authority, and act decisively when

necessary.

Consistently demonstrates strong and

effective relationships with pupils

exercising appropriate authority, and acts

decisively when necessary.

Demonstrates good relationships with

pupils and exercises appropriate

authority, and acts decisively when

necessary.

Is able to maintain good relationships with

pupils, exercising appropriate authority, and

acts decisively when necessary.

Is unable to maintain good relationships with

pupils, does not exercise appropriate

authority and/or act decisively when

necessary.

Teacher Training

2017 - 2018

Standard 8 Fulfil wider professional responsibilities





Good (2):



outstanding.


The quality of trainees’ teaching over

time requires improvement as it is not

yet good. Trainees need targeted

advice to be good.




a make a positive contribution to

the wider life and ethos of the

school

Is consistently proactive and makes a

positive contribution to the wider life

and ethos of the school.

Is proactive and makes a positive

contribution to the wider life and

ethos of the school.

Is able to make a positive contribution

to the wider life and ethos of the school.

Is unable to make a positive

contribution to the wider life and ethos

of the school.

b develop effective professional

relationships with colleagues,

knowing how and when to draw

on advice and specialist support

Professional relationships with

colleagues are consistently effective.

Consistently and effectively consults

with colleagues as appropriate,

knowing when and how to draw on

their advice and specialist support.

Professional relationships with

colleagues are good.

Consults with colleagues as

appropriate, knowing when and

how to draw on their advice and

specialist support.

Is able to develop effective professional

relationships with colleagues, knowing

how and when to draw on advice and

specialist support.

Is unable to develop effective

professional relationships with

colleagues, and does not know how

and when to draw on advice and

specialist support.

c deploy support staff effectively Consistently and effectively deploys

support staff to maximise the learning

of pupils.

Deploys support staff effectively to

support the learning of pupils.

Is able to deploy support staff

effectively.

Is unable to deploy support staff.

d take responsibility for improving

teaching through appropriate

professional development,

responding to advice and

feedback from colleagues

Is consistently proactive in taking full

responsibility for improving their own

teaching through professional

development.

Effectively uses the advice and

guidance offered by colleagues to

secure improvements in practice.

Takes responsibility for improving

their own teaching through

professional development.

Respects and responds to the

advice and guidance offered by

colleagues.

Is able to take responsibility for

improving teaching through appropriate

professional development, responding

to advice and feedback from

colleagues.

Is unable to take responsibility for

improving teaching through appropriate

professional development, and is

unable to respond to advice and

feedback from colleagues.

e communicate effectively with

parents with regard to pupils’

achievements and well-being.

Proactively and consistently

communicates effectively with parents

and carers about pupils’ achievements

and well-being.

Communicates effectively with

parents and carers about pupils’


Is able to communicate effectively with

parents with regard to pupils’


Is unable to communicate effectively

with parents with regard to pupils’


Teacher Training

2017 - 2018

Part Two Personal and professional conduct

Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

i 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 pupil’s 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.

Does the trainee have a commitment to upholding the high standards of

the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with

colleagues and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with

statutory provisions?

Does the trainee understand that schools are required to develop pupils’

wider understanding of social and cultural diversity, tolerance for others

and respect for different faiths and beliefs, in line with the maintenance of

fundamental British values?*

Does the trainee understand the challenges of teaching in modern British

schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to

the expression of personal beliefs and the impact these could have on

pupils and their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s

VLE/internet safety policy, including the safe and responsible use of social

media?

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

The trainee’s conduct demonstrates a highly professional approach to

teaching, understanding and demonstrating that their own conduct is

appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g.

health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc.

The trainee always informs the school/colleagues of reasons for any non-

attendance involving his/her teaching obligations or other professional

meetings and responsibilities in line with school policy.

The trainee’s language and dress are highly professional and in line with

school policy.

Does the trainee display high standards of personal and professional

behaviour, inside and outside school, including attendance and punctuality

at all times?

Does the trainee understand and apply the range of policies that support

school practice and act on these in their planning, teaching and wider

involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’

well-being in the classroom and during off-site activities or visits?

Teacher Training

2017 - 2018

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

The trainee is able to articulate, and abide by, the roles and responsibilities

of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example,

equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters

of Child Protection or confidentiality.

Is the trainee aware of and does the trainee act in the context of the

professional duties of teachers as set out in the statutory School Teachers’

Pay and Conditions document?

Has the trainee received relevant training in Child

Protection/safeguarding? Can he/she articulate the school’s policy if

reporting a concern?

Weekly Planning Sheet

Week Beginning:

Trainee Name:


Registration

P1 P2 P3 P4 P5 P6

Monday

University of Lincoln

Tuesday

Wednesday

Thursday

Friday


Monday

Academic Studies Focus:

Key points

Actions

Classroom-Based Studies Focus:

Key points

Actions