school experience documentation school direct … · school experience documentation school direct...
TRANSCRIPT
333333
School Experience
Documentation
School Direct
Primary PGCE
School Experience 1
(SE1)
Pre-SE1 School Experience Tutorial Form
School information and preparation for SE. To be completed by trainee prior to the pre-SE1 tutorial
Trainee teacher: Date:
PGCE/ School Direct / BA (Hons) SE Tutor:
School name/address/postcode:
Year group:
Head Teacher:
Lead Mentor: Class teacher:
Safeguarding policy Name of Safeguarding officer Timetable for week 1
Class groups (SEN, EAL etc.)
Behaviour management policy Details of other policies e.g. ethics,
British values
Health & Safety policy
Class list/numbers
School Experience (SE) file
Professional enquiry tasks Reflective Portfolio (RP)
PPA (when?)
Areas of discussion with SE tutor during pre-SE1 Tutorial
Personal Priorities/targets (based on prior experience) Dialogue with trainee during pre-SE1 tutorial (including planning, preparation, general
comments etc.)
Phonics Target from Subject Profile (UG)/ from interview targets (PGCE)
(To be completed by trainee prior to pre-SE1 tutorial )
Behaviour Management Target (to be taken from Behaviour Management Toolkit and
discussed during pre-SE1 Tutorial)
White copy for SE Tutor/Yellow copy for trainee
Post-SE1 School Experience Tutorial Form
Trainee teacher:
School:
Date: Year group:
Please use your SE1 Final Report to complete the grades for each Teachers’ Standard
Enter Emerging (E) OR Pass (P)
Overall SE grade (please circle)
FAIL PASS
Phonics
(F, 3, 2, 1)
TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2
x or
Trainee reflection of SE1 (A personal reflection of the School Experience completed by trainee prior to Post-SE1 Tutorial) e.g. Personal challenges, achievements etc.
Review of phonics target Review of Behaviour Management target (using toolkit)
Summary of strengths (SE1):
Teachers’ Standard
e.g. 5 a
Action Points: Teachers’ Standard
e.g. 5 a
Overall SE tutor comments e.g. achievements, challenges, Reflective Portfolio etc.
Trainee Evaluation: (tick if complete)
White copy for SE Tutor/Yellow copy for trainee
Lesson Commentary
To be used by Class Teacher, Mentor and SE Tutor for all lesson observations (at least 1 per week). (Separate lesson observation forms available for Mathematics and Phonics).
Trainee Teacher: School: Year Group:
Date / Time: Lesson: SE Week ……of……..
SE Tutor: (Please circle) PGCE / SCHOOL DIRECT / BA (Hons) SE1 SE2 SE3
Class/Group Size:
Class Teacher: Joint observation:
Teachers’ Standards (see Meeting the Teachers’ Standards booklet)
1. Set high expectations which inspire, motivate and challenge pupils 5. Adapt teaching to respond to the strengths and needs of all 2. Promote good progress and outcomes by pupils 6. Make accurate and productive use of assessment 3. Demonstrate good subject and curriculum knowledge 7. Manage behaviour effectively to ensure a good and safe learning environment 4. Plan and teach well-structured lessons 8. Fulfil wider professional responsibilities
Observer’s comments / advice linked to the Teachers’ Standards.
Please print & sign below: Observer/s………………………………………………………… Trainee…………………………………………
White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Trainee Teacher: School: Year Group: Date:
SE Tutor: Class Teacher: PGCE / SCHOOL DIRECT / BA SE1 SE2 SE3
Group Size: Week:
Observer’s comments / advice linked to the Teachers’ Standards and the mathematics ‘prime five.’ Concrete – pictorial – abstract Problem solving and reasoning Language and talk Misconceptions Questioning
Evidence of Prime 5 seen in planning, teaching and
learning
CPA (Concrete-Pictorial-Abstract)
How is conceptual understanding developed?
Do the representations help children to understand the mathematics?
Misconceptions Are potential errors and
misconceptions explored and discussed?
Are mistakes valued as a learning tool?
Are language/resources/ explanation used accurately?
Questioning How effective are questions in
promoting mathematical thinking? Are children encouraged to ask their
own questions?
Language and Talk Is correct and accurate mathematical vocabulary introduced and then used
by children? How and when?
Is focused mathematical talk promoted and developed?
Problem solving and reasoning
Are children encouraged to explain and justify their thinking?
Are children given opportunities to apply their mathematics to a range of
problems? Do children try out ideas, take risks
and learn from mistakes?
Prime five strengths: Prime five areas of development:
Please print & sign below: Observer/s………………………………………………..…………… Trainee……………………………………………
White copy for SE Tutor / Yellow copy for trainee / Pink copy for Class Teacher
Mathematics Observation To be completed by the Class Teacher/Mentor/SE Tutor observing a trainee during School Experience
Phonics Lesson Observation Form To be completed by the Class Teacher/Mentor/SE Tutor observing a trainee during School Experience
Trainee Teacher: School: Year Group: Date:
SE Tutor: (Please circle) PGCE / SCHOOL DIRECT / BA (Hons)
SE1 SE2 SE3
SE Week ……of……..
Class Teacher: Class/Group Size:
CONTEXT & FOCUS: Joint observation:
White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Prompts Notes Revisit: Does the trainee ensure that children practise phonemes already taught? Is it kept lively and fast-paced? Are all children encouraged to participate?
Teach: Is the articulation of phonemes correct? Are children required to articulate phonemes themselves? Are the children taught the name of the letter? Are the children shown clearly how to read and write the letter? Are the children being taught how to blend and/or segment? Is there evidence of new learning?
Practise: Do children have opportunities to practise saying the phoneme? Are they given opportunities to read the corresponding graphemes? Are they given opportunities to blend phonemes to read words? Are they given opportunities to segment words into phonemes/graphemes for spelling? Are they given opportunities to write the letter?
Apply: Is there evidence that children have opportunities to apply their phonic knowledge and skills in purposeful reading and writing activities? Do activities promote all four interdependent strands of language: speaking, listening, reading and writing?
Overall – throughout the session: Is the session multi-sensory but tightly focused on the learning goal? Is it kept fun and interactive? Are props used effectively? Is it kept short and focused? Is it appropriate to the principles of EYFS practice? Does the trainee observe carefully to assess individual children’s progress?
Fail Pass (3) Good (2) Outstanding (1)
Planning
Subject Knowledge
Assessment
Points for development Key Strengths
Observer
Trainee:
During the Weekly Review it is expected that students will work alongside their class teacher, utilising the Orange
‘Meeting the Standards’ booklet to gain an understanding of where strengths and areas for development lie. The
tripartite system of lesson observation, work scrutiny and professional discussion should be used at all times to
make judgements on progress towards the Teachers’ Standards.
Trainee Teacher:
School:
Date:
Class Teacher: PGCE / SCHOOL DIRECT / BA (Hons) Year group:
Completed by: (please circle) Class teacher/ Mentor
Week of
….. ……
Review of previous targets: To be completed by trainee (How successful have you been? What has been the impact of
your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the Teachers’ Standards.
Teachers’
Standards
e.g. 5 a
Key Strengths (To be completed by trainee)
Comments relating to RP/SE file and general comments on trainee progress (to be completed by Class
Teacher/Mentor).
Teachers’
Standards
e.g. 5 a
Action points (3 maximum, to be completed by Class Teacher/Mentor).
White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Trainee Progress- Weekly Review
White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Trainee Teacher: SE Tutor: Year Group:
PGCE / SCHOOL DIRECT / BA (Hons) Week: …….of……
School: Date:
Teachers’ Standards e.g. 5 a
Key Strengths
Comments relating to RP /SE file and general comments on trainee progress Teachers’ Standards e.g. 5 a
Action Points (3 maximum, to be completed by SE Tutor)
When grading please consider: Class Teacher/Mentor/Trainee/SE tutor discussions, observed lessons, scrutiny of RP and SE file, weekly reviews, discussions with pupils, pupils’ work and assessment evidence.
Enter a grading of Emerging (E) or Pass (P) for each Teachers’ Standard
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8
SE Tutor (Print & Sign)
……………………………………………………………….
Trainee Teacher (Print & Sign)
………………………………………………………………
Trainee Progress – SE Tutor Review SE1
(To be completed by SE tutor, alongside Lesson Commentary Form)
The trainee will FAIL the placement if PART 2 of the Teachers’ Standards is not met.
Please contact the SE tutor immediately if you have any concerns.
Please email this SE report as a word processed document to [email protected]
Trainee Teacher:
School:
Completed by:
Date: Year Group:
Reflective Portfolio (RP) contains some evidence for each Teachers’ Standard Please tick
Enter a grading of Emerging (E) or Pass (3) for each Teachers’ Standard for the attainment of the trainee at this point in their training. Grades are based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP and SE file, weekly reviews, teaching, evidence of assessment etc. Please use the Meeting the Standards Booklet.
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8 PART 2
X or
It is acceptable that at this stage of training the trainee may be working at an Emerging standard for all Teachers’
Standards.
The placement may be withdrawn if a trainee has not met Part 2 of the Teachers’ Standards.
If there are concerns regarding Part 2 or the progress of the trainee in general please contact the SE tutor.
Action Points for further development:
Mid-point Review Form: PGCE/SD School Experience 1 (not UG)
Please word process and complete in collaboration with SE Tutor and email to [email protected]
Trainee Teacher:
School:
Completed by:
SE Tutor:
Date:
Year Group: No. of days absent:
The trainee has met the expected requirements for attendance and punctuality (please highlight) Excellent Good Satisfactory Unsatisfactory
The trainee will FAIL the placement if PART 2 of the Teachers’ Standards is not met.
Please contact the SE tutor immediately if you have any concerns.
Based on evidence please report on the following Teachers’ Standards for your trainee. Teaching ability including: ability to inspire and motivate (TS1); promote good progress (TS2); demonstrate good subject knowledge (TS3); plan well-structured lessons (TS4) and adapt teaching (TS5):
Based on evidence please report on the following Teachers’ Standards for your trainee. Ability to assess and respond to pupils’ work (TS6); behaviour management (TS7); professional responsibilities (TS8), such as contribution to the life of the school, reliability, punctuality, organisation:
Enter a grading Emerging (E) or Pass (P) for each Teachers’ Standard for the attainment of the trainee. Grades based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP/SE file, weekly reviews, teaching,
evidence of assessment etc. Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8
PART 2
X or
Overall grade (please highlight) Emerging/ Fail Pass (P)
For the identified Teachers’ Standards the trainee’s attainment is not a pass since it contains 6+ Emerging Teachers’ Standards.
For the identified Teachers’ Standards the trainee’s attainment is Pass (can feature up to 5 Emerging Teachers’
Standards).
School Experience Report for PG/SD SE1
(To be completed by Class Teacher/Mentor in collaboration with SE Tutor) Please word process and email to [email protected]
The trainees’ Reflective Portfolio contains some evidence for each Teachers’ Standard.
Trainees and class teachers are required to complete the online evaluation. Please email this SE report as a word processed document to [email protected]
Based on evidence from the Reflective Portfolio (RP) please report on PART 2 of the Teachers’ Standards for your trainee.
Please comment on ways in which the trainee’s professional practice has impacted upon pupil progress. Subject and curriculum knowledge Please grade the following subjects Emerging (E) , Pass (3) , Good (2) , Outstanding (1) , not taught (n/t)
KS1/2 Phonics English Mathematics Science
EYFS Phonics Literacy Mathematics
Expressive Art and Design Understanding the World Physical Development Personal, Social & Emotional Development Communication & Language
Summary of Strengths Teachers’ Standards
e.g. 5a
Action Points Teachers’ Standards
e.g. 5a
Mentor:
Date:
Trainee Teacher:
SE tutor:
School Experience 2
(SE2)
Pre-SE2 School Experience Tutorial Form
SE2 School information and preparation for SE To be completed by trainee prior to pre-SE2 tutorial
School name/address/postcode:
Year group:
Head Teacher: Lead Mentor:
Class teacher: SE Tutor:
Safeguarding policy Name of Safeguarding officer Timetable for week 1 Class groups (SEN, EAL etc.)
Behaviour management policy Details of other policies e.g. ethics,
British values
Health & Safety policy Class list/numbers
School Experience (SE) file Professional enquiry tasks Reflective Portfolio (RP) PPA (when?)
SE1 SUMMARY To be completed by trainee prior to SE tutorial
Trainee Teacher: SE Tutor:
School:
PGCE/ School Direct/ BA (QTS) Year group: Date:
Phonics
F, 3, 2, 1
TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2
X or
Overall grade SE1 (please circle) Fail Pass Use your SE1 Final Report to enter the grades for each Teachers’ Standard. Emerging (E) or Pass (P)
Summary of strengths (taken from SE1 report):
Teachers’ Standard
e.g. 5 a
Action Points (taken from SE1 report):
Teachers’ Standard
e.g. 5 a
Areas of discussion with SE tutor during pre-SE2 tutorial
Behaviour Management Target (to be taken from Behaviour Management
Toolkit and discussed during pre-SE2 tutorial)
Phonics Target from Subject Profile (To be completed by trainee prior to pre-SE2 tutorial )
Dialogue with trainee during pre- SE tutorial (including planning, preparation, general comments etc.)
Post-SE2 School Experience Tutorial Form
Trainee teacher:
School:
Date: Year group:
Please use your SE2 Final Report to complete the grades for each Teachers’ Standard
Enter Emerging (E), Pass (3), Good (2), Outstanding (1)
Overall SE2 grade (please circle)
Fail Pass (3) Good (2) Outstanding (1)
Phonics
(F, 3, 2, 1)
TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2
x or
Trainee reflection of SE2 (A personal reflection of the School Experience completed by trainee prior to post-SE2 Tutorial) e.g. Personal challenges, achievements etc.
Review of phonics target Review of Behaviour Management target (using toolkit)
Summary of strengths (taken from SE2 report):
Teachers’ Standard
e.g. 5 a
Action Points (taken from SE2 report):
Teachers’ Standard
e.g. 5 a
Overall SE tutor comments e.g. achievements, challenges, Reflective Portfolio etc.
Trainee Evaluation: (tick if complete)
During the Weekly Review it is expected that students will work alongside their class teacher, utilising the
Orange ‘Meeting the Standards’ booklet to gain an understanding of where strengths and areas for
development lie. The tripartite system of lesson observation, work scrutiny and professional discussion
should be used at all times to make judgements on progress towards the Teachers’ Standards.
Trainee Teacher:
School:
Date:
Class Teacher: PGCE / SCHOOL DIRECT / BA (Hons) Year group:
Completed by: (please circle) Class teacher/ Mentor
Week of
….. ……
Review of previous targets: To be completed by trainee (How successful have you been? What has been the impact
of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the Teachers’
Standards.
Teachers’
Standards
e.g. 5 a
Key Strengths (To be completed by trainee)
Comments relating to RP/SE file and general comments on trainee progress (to be completed by Class
Teacher/Mentor).
Teachers’
Standards
e.g. 5 a
Action points (3 maximum, to be completed by Class Teacher/Mentor).
White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Trainee Progress- Weekly Review
Trainee Teacher:
School:
Date:
Class Teacher: PGCE / SCHOOL DIRECT / BA (Hons) Year group:
Completed by: (please circle) SE Tutor
Week of
….. ……
Review of previous targets: To be completed with the trainee (How successful have you been? What has been the
impact of your teaching on pupil progress?) Use your Reflective Portfolio (RP) to provide evidence linked to the
Teachers’ Standards.
Teachers’ Standards
e.g. 5 a
Key Strengths (To be completed with the trainee)
Comments relating to RP/SE file and general comments on trainee progress (to be completed by SE tutor).
Teachers’ Standards
e.g. 5 a
Action points (3 maximum, to be completed by SE tutor).
When grading please consider: Class Teacher/Mentor/Trainee/SE tutor discussions, observed lessons, scrutiny of RP and SE file,
discussions with pupils, pupils’ work and assessment evidence.
(From the beginning of Week 3 onwards if a trainee receives 1 or more Emerging (E) Teachers’ Standards the SE Tutor/
[email protected] should be contacted and a Targeted Support Form issued)
Enter a grading of Emerging (E), Pass (3), Good (2), Outstanding(1) for each Teachers’ Standard
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3
Teachers’
Standard 4
Teachers’
Standard 5
Teachers’
Standard 6
Teachers’
Standard 7
Teachers’
Standard 8
SE Tutor (Print & Sign)
……………………………………………………………….
Trainee Teacher (Print & Sign)
…………………………………………………………… White copy for SE Tutor/Yellow copy for trainee/Pink copy for Class Teacher
Trainee Progress – SE Tutor Review SE2 & SE3
(To be completed by SE tutor, alongside Lesson Commentary Form)
Reflective Portfolio (RP) contains evidence for each Teachers’ Standard Please tick
Enter a grading of Emerging (E), Pass (3), Good (2), Outstanding (1) for each Teachers’ Standard for the attainment of the trainee at this point in their training. Grades are based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP and SE file, weekly reviews, teaching, evidence of assessment etc. Please use the Meeting the Standards Booklet.
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8 PART 2
X or
The placement may be withdrawn if a trainee has not met PART 2 of the Teachers’ Standards.
Mid- point grade (please highlight, using individual Teachers’ Standards above to create overall grade)
Trainee is currently operating at:
Emerging (E) Pass (3) Good (2) Outstanding (1)
3 or more Emerging (E)
Teachers’ Standards
Targeted Support to be issued by
the Class Teacher.
Please contact the SE tutor
ASAP.
5 or more Teachers’ Standards
grades at Pass (3), can feature
elements of Good (2).
Can feature 2 Emerging (E)
Teachers’ Standards.
5 or more Teachers’
Standards graded at Good (2),
can feature elements of
Outstanding (1).
No Emerging (E) Standards
5 or more Teachers’
Standards graded at
Outstanding (1).
No Pass (3) or Emerging
(E) Teachers’ Standards.
Action points for further development:
Trainee Teacher: PGCE / SD / BA (Hons)
School: Completed by: Date:
Year Group:
UG/PGCE/SD Mid-point Review Form: School Experience 2
Please word process and complete in collaboration with SE Tutor and email to [email protected]
Trainee Teacher:
School:
Completed by:
SE Tutor: PGCE / SD / BA (Hons)
Date:
Year Group: No. of days absent:
The trainee has met the expected requirements for attendance and punctuality (please highlight) Excellent Good Satisfactory Unsatisfactory
Overall grade (please highlight)
The trainee will FAIL the placement if PART 2 of the Teachers’ Standards is not met.
Please contact the SE tutor immediately if you have any concerns.
Based on evidence please report on the following Teachers’ Standards for your trainee. Teaching ability including: ability to inspire and motivate (TS1); promote good progress (TS2); demonstrate good subject knowledge (TS3); plan well-structured lessons (TS4) and adapt teaching (TS5):
Based on evidence please report on the following Teachers’ Standards for your trainee. Ability to assess and respond to pupils’ work (TS6); behaviour management (TS7); professional responsibilities (TS8), such as contribution to the life of the school, reliability, punctuality, organisation:
Enter a grading of Emerging (E), Pass (3), Good (2), Outstanding (1) for each Teachers’ Standard for the attainment of the trainee at this point in their training. Grades are based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP and SE file, weekly reviews, teaching, evidence of assessment etc. Please use the Meeting the Standards Booklet.
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8 PART 2
X or
Emerging (E) / FAIL Pass (3) Good (2) Outstanding (1)
1 or more Emerging (E)
Teachers’ Standards
Please contact the SE tutor ASAP
5 or more Teachers’ Standards
grades at Pass (3), can feature
elements of Good (2).
No Emerging (E) Teachers’
Standards.
5 or more Teachers’
Standards graded at Good (2),
can feature elements of
Outstanding (1).
No Emerging (E) Standards
5 or more Teachers’
Standards graded at
Outstanding (1).
No Pass (3) or Emerging (E)
Teachers’ Standards.
School Experience Report for SE2
(To be completed by Class Teacher/Mentor in collaboration with SE Tutor) Please word process and email to [email protected]
The trainees’ Reflective Portfolio contains some evidence for each Teachers’ Standard.
Trainees and class teachers are required to complete the online evaluation. Please email this SE report as a word processed document to [email protected]
Based on evidence from the Reflective Portfolio (RP) please report on PART 2 of the Teachers’ Standards for
your trainee.
Please comment on ways in which the trainee’s professional practice has impacted upon pupil progress. Subject and curriculum knowledge Please grade the following subjects Emerging (E) , Pass (3) , Good (2) , Outstanding (1) , not taught (n/t)
KS1/2 Phonics English Mathematics Science
EYFS Phonics Literacy Mathematics
Expressive Art and Design Understanding the World Physical Development Personal, Social & Emotional Development Communication & Language
Summary of Strengths Teachers’ Standards
e.g. 5a
Action Points Teachers’ Standards
e.g. 5a
Mentor:
Date:
Trainee Teacher:
SE tutor:
School Experience 3
(SE3)
Pre-SE3 School Experience Tutorial Form
SE 3 School information and preparation for SE To be completed by trainee prior to pre-SE3 tutorial
School name/address/postcode:
Year group:
Head Teacher: Lead Mentor:
Class teacher: SE Tutor:
Safeguarding policy Name of Safeguarding officer Timetable for week 1 Class groups (SEN, EAL etc.)
Behaviour management policy Details of other policies e.g. ethics,
British values
Health & Safety policy Class list/numbers
School Experience (SE) file Professional enquiry tasks Reflective Portfolio (RP) PPA (when?)
SE2 SUMMARY To be completed by trainee prior to SE tutorial
Trainee Teacher: SE Tutor:
School:
PGCE/ School Direct/ BA (QTS) Year group: Date:
Phonics
F, 3, 2, 1
TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2
X or
Overall grade SE2 (please circle)
Fail Pass (3) Good (2) Outstanding (1)
Use your SE2 Final Report to enter the grades for each Teachers’ Standard. (E, 3, 2, 1)
Summary of strengths (taken from SE2 report):
Teachers’ Standard
e.g. 5 a
Action Points (taken from SE2 report):
Teachers’ Standard
e.g. 5 a
Areas of discussion with SE tutor during pre-SE3 Tutorial
Behaviour Management Target (to be taken from Behaviour Management
Toolkit and discussed during pre-SE3 Tutorial)
Phonics Target from Subject Profile (To be completed by trainee prior to pre-SE3 tutorial )
Dialogue with trainee during pre-SE3 tutorial (including planning, preparation, general comments etc.)
Post-SE3 School Experience Tutorial Form
Trainees should complete their UWCEP (University of Worcester Career Entry Profile) prior to the Post SE3 tutorial and bring for discussion with the SE Tutor
Trainee teacher:
School:
Date: Year group:
Please use your SE3 Final Report to complete the grades for each Teachers’ Standard
Use your SE2 Final Report to enter the grades for each Teachers’ Standard. (E, 3, 2, 1)
Overall SE3 grade (please circle)
Fail Pass (3) Good (2) Outstanding (1)
Phonics
(F, 3, 2, 1)
TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2
x or
Trainee reflection of SE 3 (A personal reflection of the School Experience completed by trainee prior to post-SE3 Tutorial) e.g. Personal challenges, achievements etc.
Overall SE tutor comments e.g. achievements, challenges, Reflective Portfolio etc.
Please provide information for the NQT database regarding your first teaching position (if applicable) School name: School address/postcode Year group:
Trainee Evaluation: (tick if complete)
Reflective Portfolio (RP) contains evidence for each Teachers’ Standard Please tick
Enter a grading of Emerging (E), Pass (3), Good (2), Outstanding (1) for each Teachers’ Standard for the
attainment of the trainee at this point in their training. Grades are based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP and SE file, weekly reviews, teaching, evidence of assessment etc. Please use the Meeting the Standards Booklet.
Teachers’
Standard 1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8 PART 2
X or
The placement may be withdrawn if a trainee has not met PART 2 of the Teachers’ Standards.
Mid- point grade (please highlight, using individual Teachers’ Standards above to create overall grade)
Trainee is currently operating at:
Emerging (E) Pass (3) Good (2) Outstanding (1)
1 or more Emerging (E)
Teachers’ Standards
Targeted Support to be issued
by the Class Teacher.
Please contact the SE tutor
ASAP.
5 or more Teachers’ Standards
grades at Pass (3), can feature
elements of Good (2).
No Emerging (E) Teachers’
Standards.
5 or more Teachers’
Standards graded at Good (2),
can feature elements of
Outstanding (1).
No Emerging (E) Standards
5 or more Teachers’
Standards graded at
Outstanding (1).
No Pass (3) or Emerging (E)
Teachers’ Standards.
Action points for further developments:
Trainee Teacher: PGCE / SD / BA (Hons)
School: Completed by: Date:
Year Group:
UG/PGCE/SD Mid-point Review Form: School Experience 3
Please word process and complete in collaboration with SE Tutor and email to [email protected]
Trainee Teacher:
School:
Completed by:
SE Tutor: PGCE / SD / BA (Hons)
Date:
Year Group: No. of days absent:
The trainee has met the expected requirements for attendance and punctuality (please highlight) Excellent Good Satisfactory Unsatisfactory
Overall grade (please highlight)
The trainee will FAIL the placement if PART 2 of the Teachers’ Standards is not met.
Please contact the SE tutor immediately if you have any concerns.
Based on evidence please report on the following Teachers’ Standards for your trainee. Teaching ability including: ability to inspire and motivate (TS1); promote good progress (TS2); demonstrate good subject knowledge (TS3); plan well-structured lessons (TS4) and adapt teaching (TS5):
Based on evidence please report on the following Teachers’ Standards for your trainee. Ability to assess and respond to pupils’ work (TS6); behaviour management (TS7); professional responsibilities (TS8), such as contribution to the life of the school, reliability, punctuality, organisation:
Enter a grading of Emerging (E), Pass (3), Good (2), Outstanding (1) for each Teachers’ Standard for the attainment of the trainee at this point in their training. Grades are based on Class Teacher/Mentor/Trainee/SE Tutor discussions, scrutiny of RP and SE file, weekly reviews, teaching, evidence of assessment etc. Please use the Meeting the Standards Booklet.
Teachers’ Standard
1
Teachers’
Standard 2
Teachers’
Standard 3 Teachers’
Standard 4 Teachers’
Standard 5 Teachers’
Standard 6 Teachers’
Standard 7 Teachers’
Standard 8 PART 2
X or
Emerging (E)/ FAIL Pass (3) Good (2) Outstanding (1)
1 or more Emerging (E)
Teachers’ Standards
Please contact the SE tutor
ASAP
5 or more Teachers’ Standards
graded at Pass (3), can feature
elements of Good (2).
No Emerging (E) Teachers’
Standards.
5 or more Teachers’ Standards
graded at Good (2), can feature
elements of Outstanding (1).
No Emerging (E) Standards
5 or more Teachers’ Standards
graded at Outstanding (1).
No Pass (3) or Emerging (E)
Teachers’ Standards.
School Experience Report for SE3
(To be completed by Class Teacher/Mentor in collaboration with SE Tutor) Please word process and email to [email protected]
The trainees’ Reflective Portfolio contains some evidence for each Teachers’ Standard.
Trainees and class teachers are required to complete the online evaluation. Please email this SE report as a word processed document to [email protected]
Based on evidence from the Reflective Portfolio (RP) please report on PART 2 of the Teachers’ Standards for
your trainee.
Please comment on ways in which the trainee’s professional practice has impacted upon pupil progress. Subject and curriculum knowledge Please grade the following subjects Emerging (E) , Pass (3) , Good (2) , Outstanding (1) , not taught (n/t)
KS1/2 Phonics English Mathematics Science
EYFS Phonics Literacy Mathematics
Expressive Art and Design Understanding the World Physical Development Personal, Social & Emotional Development Communication & Language
Summary of Strengths Teachers’ Standards
e.g. 5a
Action Points Teachers’ Standards
e.g. 5a
Mentor:
Date:
Trainee Teacher:
SE tutor: