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Primary PGCE (3-7/5-11)

Teaching and Professional

Development Profile 2018-2019

Trainee’s Name: …………………………………....……

Contents

General Introduction to the TPDPPractical Tips and Key Points about using the TPDP

Part 1 – Records and Summary InformationTrainee ‘Pen Portrait’School Placement SummaryInvolvement in Other Key ActivitiesFormal Lesson ObservationsCurriculum Experience

Part 2 – Teaching Development Profile2a Autumn Term ACE Days2b Spring Term Placement2c Summer Term Placement

Part 3 – Individual Tutorials3a Record of Individual Tutorial – Autumn Term3b Record of Individual Tutorial – Spring Term

Part 4 – NQT Transition Plan

1

General Introduction to the TPDP

This TPDP will allow you to record and reflect on your own progress towards meeting the Teachers’ Standards during the PGCE year. It also provides staff at the university and in your placement schools with the facility to track your development, give you feedback on your progress and set future targets.

The TPDP is divided into four parts:

Part 1 is used to record summary information about you in the form of a ‘Pen Portrait’ and details related to your placement experiences.

Part 2 is your Teaching Development Profile, which provides a record of your progress during the school-based periods of the course.

The first section of part 2 relates to the ACE days during the autumn term and should be used by you to record and reflect upon your progress towards meeting some of the Standards.

The remaining sections of Part 2 are completed mainly by school mentors and university placement tutors during placement time. Essentially this is a set of formative and summative reports, identifying the progress a trainee has made during each school placement, together with indication of particular strengths, targets for further development and the impact of teaching on pupil progress and learning. As the placement progresses the document is used in a formative way by the trainee, mentor and your tutor, through a focus on the criteria to identify achievement and development areas.

Part 3 contains all of the documentation related to the individual target-setting tutorials that you will have with your personal supervisor during the year.

Part 4 is completed towards the end of the course and comprises various sections that go together to make your NQT Transition Plan. This forms the basis of the next stage of your professional development during your induction year.

2

Practical Tips and Key Points about using the TPDP

The TPDP is available as a printed booklet and also as a set of several Word files in the Files section of Canvas. This dual format means that the printed booklet can be used by you during the year to jot down handwritten notes about your progress, for example during school placements or following discussions during professional studies tutorials. The Word files enable you to keep up to date versions that can be edited and updated at regular intervals during the year.

In practice you are likely to have a combination of handwritten sections and wordprocessed documents which have been printed out. It might therefore be helpful to keep all of these documents in a ringbinder so as to allow easy access to them. Alternatively, you may wish to take the printed copy to pieces and put that in a ring-binder, replacing pages and sections during the year as they are updated.

Below is a summary of the key points about each section of this document, together with suggestions as to how they can be maintained during the year.

Part 1 – Records and Summary InformationThe Pen Portrait provides information about your education, qualifications, relevant experience before starting the PGCE, extra-curricular interests, current strengths in relation to teaching, and your areas for development during the early stages of the course.

It is important that you create your Pen Portrait during the first few weeks of the course, so that your personal supervisor can access the information and the university has this centrally on file.

Other elements of this section will need updating as placements progress and provide brief important information for tutors and mentors, as well as details for you to use to help with target setting.

Part 2 – Teaching Development Profile (TDP)Each of the three sections within Part 2 is available as a separate Word file in Canvas.

The first section is completed by you and should be used to record your progress towards meeting some of the Teachers’ Standards during your autumn term ACE days in school. You could use the printed copy as a jotter and then transfer your rough notes to the wordprocessed version.

The remaining two sections are completed by school staff and your university tutors towards the end of each school placement. There are also sections for you to complete.

Some staff might prefer to complete the TDP by hand, in which case you will have to give your school mentors the printed version of the TPDP. Others might prefer to use a wordprocessor, in which case you will have to download the appropriate file from Canvas and pass it on for completion.

3

For each school placement there is a section for you to complete, in which you can reflect on your progress, set yourself future targets, and comment on the impact you have had on the children’s progress and learning. This can be completed using a wordprocessor or by hand.

Any sections completed using a wordprocessor must be printed out and attached to the printed version of the TDP document so that key personnel have access to them. For example your mentor, classteacher and university tutor for the summer placement will want to see the relevant sections for the spring placement.

Immediately after each school placement you must give your personal supervisor a copy of the appropriate pages for that placement so that these can be used to assist the reference writing process. Without this information your tutor will not be able to write a comprehensive reference, so it is vitally important that you pass it on when requested.

Part 3 – Individual Tutorials with your Personal SupervisorFurther details of this process are provided in Part 4. The documents relevant to individual tutorials 1, 2 and 3 are all available on Canvas because you are expected to produce these using a wordprocessor. You might want to use the printed version of the TPDP to make rough notes before producing a wordprocessed version.

Part 4 – NQT Transition PlanThis document should be completed towards the end of the course.

The first five sections provide an opportunity for you to identify your experiences, strengths and achievements, as well as those areas where you feel you require further experience. You are also asked to think about your longer term career aspirations and goals.

The final section is your Transition Improvement Plan. Here you must identify targets and areas for improvement, based on the TDP targets set by mentors, tutors and by yourself at the end of the summer term placement.

Your NQT Transition Plan should be shared with staff in your first school at the start of your NQT year.

4

PART 1Records and Summary

Information

5

Trainee Pen Portrait

Completing Your ‘Pen Portrait’

This document provides information about your education, qualifications, relevant experience before starting the course, extra-curricular interests, current strengths in relation to teaching, and your areas for development during the early stages of the course.

Here is a summary of the key things you must do: The pen portrait should be completed and uploaded to the Pen Portrait

‘Assignment’ site on Canvas (instructions to follow) and also sent to your personal supervisor as a Canvas message

You should also print a copy and bring it along to your individual tutorial, so that it can be used as the basis of your discussions.

It should be shared with staff in your placement schools, although you may wish to remove some of the contact details (e.g. mobile phone number) if you do not want to make this available to them. The information in particular should enable staff to build on your prior experiences and make effective use of any particular talents you possess which can contribute to extra-curricular activities.

It should be updated during the year, as you develop new strengths (and new talents!), so that staff in your placement schools receive up-to-date information in the spring and summer terms when you provide them with a copy.

It is your responsibility to send your updated Pen Portrait to your personal supervisor and to upload a new version of your Pen Portrait to the Pen Portrait ‘Assignment’ site on Canvas when appropriate.

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TRAINEE PEN-PORTRAIT

Name:

Add photo here(by trainee,

provideror university)

Home address and other contact details (e.g. email address):

Term-time address and other contact details (e.g. mobile phone number):

University attended, degree subject(s), date of award; classification:

A-level subjects and grades:

Other relevant qualifications and experience:

7

TRAINEE PEN-PORTRAIT

School-based experience before starting the course:Provide details of any school-based work (voluntary or paid) during the 12 months before starting the course. Provide the name of the school(s), key school characteristics, time spent working there, activities carried out, age ranges worked with etc. [delete this text before starting]

Strengths you consider you already have in relation to the role of primary school teacher:Please cross-reference your strengths to the Teachers’ Standards [delete this text before starting].

Areas you feel you may need to work particularly hard at or require additional support with during the early stages of the course:Please cross-reference your areas for development to the Teachers’ Standards [delete this text before starting].

Interests, skills or experience you have, which could contribute to extra-curricular provision in a school:

8

SCHOOL PLACEMENT SUMMARY

ACE PLACEMENT

Name of School:

Placement Tutor:

Year Group(s) Taught:

Final grades TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Overall

SPRING PLACEMENT

Name of School:

Placement Tutor:



SUMMER PLACEMENT

Name of School:

Placement Tutor:



ADDITIONAL PLACEMENT (IF APPLICABLE)

Name of School:

Placement Tutor:



9

INVOLVEMENT IN OTHER KEY ACTIVITIESUse the spaces below to record any involvement in school-related activities beyond your normal teaching. Make notes during each placement and type up. Update each year and place a hard copy in your TDP.

Extra-curricular activities, clubs etc.ACE Placement

Spring Placement

Summer Placement

School assemblies/collective worshipACE Placement

Spring Placement

Summer Placement

School trips and visitsACE Placement

Spring Placement

Summer Placement

School-based training sessions and other courses attendedACE Placement

Spring Placement

Summer Placement

Other activitiesACE Placement

Spring Placement

Summer Placement

10

FORMAL LESSON OBSERVATIONSDuring the placements your teaching will be observed by trained professionals e.g. mentor, placement tutor, headteacher, academic. On each of these occasions you should receive written and oral feedback immediately after your teaching or as soon afterwards as possible. These formal observations are in addition to any on-going, everyday feedback that you get from school staff about your teaching.

ACE Placement

Week Date Subject(s) Observed Observer(s)

1

2

3

4

Spring Placement


1

2

3

4

5

6

7

8

9

Summer Placement


1

2

3

4

5

6

11

7

8

9

CURRICULUM EXPERIENCE

Note the numbers of sessions/lessons taught and observed in each subject area in the table below.

Any gaps, imbalances or target areas identified from this information should feed into planning for your next placement or your NQT year, in order to gain good breadth of experience in teaching a range of experiences.

ACEplacement

Spring placement

Summer placement

Subject Taught Observed Taught Observed Taught Observed

English

Mathematics

Science

Art and design

ComputingDesign and technologyLanguages

Geography

History

Music

PE

PSHE

RE

12

PART 2aTeaching Development Profile

ACE Days

Guidance on Completing this section of theTeaching Development Profile

The purpose of this section is to encourage you to reflect on your progress towards meeting some of the Teachers’ Standards during the autumn term ACE day school visits (or in the case of SD salaried students, all of the days you spend in school during the autumn term).

Complete page 2 to 5 at regular intervals during the autumn term, for example after each of your ACE days. It is suggested that you used the printed booklet as a jotter to note your progress. These rough notes can be transferred to a wordprocessed version later in the term.

After the final ACE day on 30th November 2018, complete the section on page 6. Here you should summarise the progress you have made during the autumn term, identify your strengths, and set targets to take into the spring term placement. The strengths and targets must make reference to particular Teachers’ Standards. The strengths and targets will feed into the document you produce prior to your first individual tutorial with your personal supervisor on 12 th December 2018 (see Part 4a of the TPDP for further details).

These pages are available as separate documents for you to download from the Files section of Canvas.

You will also need to pass on a copy of the whole of this autumn placement section to your personal supervisor so that this can contribute to the writing of your interim reference later in the year.

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PROGRESS TOWARDS MEETING THE TEACHERS’ STANDARDS: PART ONE

STANDARD 1: Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for

pupils, rooted in mutual respect; set goals that stretch and challenge pupils of all

backgrounds, abilities and dispositions; demonstrate consistently the positive attitudes,

values and behaviour which are expected of pupils.

NOTES ON PROGRESS MADE:

STANDARD 2: Promote good progress and outcomes by pupils be accountable for attainment, progress and

outcomes of the pupils; plan teaching to build on pupils’ capabilities and

prior knowledge; guide pupils to reflect on the progress they have

made and their emerging needs; demonstrate knowledge and understanding of how

pupils learn and how this impacts on teaching; encourage pupils to take a responsible and

conscientious attitude to their own work and study.


STANDARD 3: Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s)

and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings;

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

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;

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

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.


15


STANDARD 4: Plan and teach well structured lessons impart knowledge and develop understanding

through effective use of lesson time; promote a love of learning and children’s

intellectual curiosity; set homework and plan other out-of-class activities

to consolidate and extend the knowledge and understanding pupils have acquired;

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

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


STANDARD 5: Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately,

using approaches which enable pupils to be taught effectively;

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these;

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development;

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.


STANDARD 6: Make accurate and productive use of assessment know and understand how to assess the relevant

subject and curriculum areas, including statutory assessment requirements;

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

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

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.


16


STANDARD 7: Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in

classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy;

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

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.


STANDARD 8: Fulfil wider professional responsibilities make a positive contribution to the wider life and

ethos of the school; develop effective professional relationships with

colleagues, knowing how and when to draw on advice and specialist support;

deploy support staff effectively; take responsibility for improving teaching through

appropriate professional development, responding to advice and feedback from colleagues;

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


17

PROGRESS TOWARDS MEETING THE TEACHERS’ STANDARDS: PART TWO

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

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

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

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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

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


18

TRAINEE’S SUMMARY COMMENTS, STRENGTHS AND TARGETS(TO BE COMPLETED AT THE END OF NOVEMBER)

Use this page to summarise the progress you have made during the autumn term, to identify your strengths, and to set targets to take into the spring term placement.The strengths and targets must make reference to particular Teachers’ Standards.

Trainee’s Signature: Date:

19

ACE REFERENCE NOTEPADTrainee namePlacement schoolAges taught

The person completing this ACE Reference Notepad should add comments, informed by the observation and discussions with school staff. This notepad should be completed electronically, as it will be used to assist in initial draft reference completion. When completed, this notepad is then sent to the trainee. The person who completes this will also be asked to send a second copy to the trainee’s personal supervisor.

Personal Qualities, Professional Attitudes and Wider ResponsibilitiesPlease comment on trainee’s: Personal qualities and professional conduct (part 2) Ability to fulfil wider professional responsibilities (S8)

Professional PracticePlease comment on trainee’s ability to: Manage behaviour effectively to ensure a good and safe learning environment (S7)

Summary

Signature: Date:

20

PART 2bTeaching Development Profile

Spring Term Placement

Guidance on Completing the Teaching Development Profile

IntroductionThe TDP is an assessment document with formative and summative elements, which should be referred to throughout the spring term placement. It is mainly completed by the mentor and university placement tutor, but trainees also use it formatively, offering a focus for the mentor, tutor and trainee to discuss current rates of progress in relation to the grade criteria in the TDP, and identify ways of making further progress.

The main section of the TDP relates to gradings for the Teachers’ Standards. The Teachers’ Standards are divided into two parts. Part One comprises 8 standards. Each standard is spilt into a number of subheadings. Grading criteria are provided for each subheading.

There are four possible grades: ‘1: Outstanding’, ‘2: Good’, ‘3: Requires Improvement’ and ‘4: Inadequate’.

Part 2 of the Teachers’ Standards must be met as it relates to professional conduct. This is not graded, but must be confirmed by mentors or tutors completing the relevant section.

Overarching Grade DescriptionsThese form the basis for overall grades for trainees

Grade 1 Outstanding Much of the trainee’s teaching over time is outstanding and never less than consistently good.

Grade 2 Good Much of the trainee’s teaching over time is good; some is outstanding

Grade 3 Requires Improvement

Trainee’s teaching requires improvement as it is not yet good.The trainee needs targeted advice to be good.

Grade 4 Inadequate The trainee is not meeting the minimum level of practice

The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress.

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Completion of the TDPSchool Contact Details FormAn electronic copy of this form, available on Canvas, needs to be sent to your university placement tutor and the Placements and Study Abroad Office, [email protected], during your preliminary school visits. It is copied here for you to record information as part of your record of this placement.

Evidence Notes PagesThese are pages with blank boxes where it is recommended that trainees note evidence sources for the subheadings of the standards, or attach post-it notes to do the same. Other methods may be used and these should be discussed with the mentor or tutor. Please see the placement handbook for detail regarding the types of evidence which can be noted here.

Standard Grading Pages Trainees should underline criteria (or parts of criteria) when they think they have achieved them

and may wish to also add annotations or post-it notes to paper copies, referring to evidence for that, on the evidence notes pages.

Mentors and tutors should highlight criteria (or parts of criteria) when it is felt that they have been achieved. If the TDP is maintained electronically highlighting could be done in colour or in bold.

It is possible that statements across a range of levels will be highlighted, but there is nothing wrong with this.

The tick box bullet points are included so that ticks can be added to show achievement of criteria on paper copies (this is very important if coloured highlighting is used, as when photocopied that coloured highlighting may not be visible).

The large box at the bottom of each sheet is a place for mentors and tutors to add relevant developmental targets for the next phase of training.

When all of the criteria, or the vast majority of them, are being demonstrated well, the trainee can be considered to be working at that grade. It is likely that the trainee will also be starting to achieve the criteria at the next level, the extent of this being indicated by the number of criteria that have been highlighted.

A ‘best-fit’ approach to record grades for each of the 8 standards in Part One should be used. For example, if a trainee has achieved a grade 3 but has only just started working towards grade 2, then a grade 3 should be recorded. If a trainee has achieved the vast majority (well more than half, depending on the number of criteria), but not quite all, of the criteria at grade 2, then it is reasonable to still record a grade 2.

Not all criteria need to be highlighted to gain a grade. If a small number of criteria at a particular grade are not highlighted (as a guide, one in five), it is still appropriate to award that grade if staff feel that the trainee is working well within that grade or unhighlighted criteria could not be met due to placement circumstances – e.g. no phonics taught, no bullying incidents to deal with.

It would usually be expected that some criteria are highlighted for each subheading of a standard, to cover the breadth of content, before the grade is given. However, if there are good reasons criteria could not be assessed (as noted above) or the professional view is that there is no significant issue with criteria at the grade, missing criteria highlighting from one subheading can be acceptable and the grade still be given.

For all grading, split grades are not allowed (i.e. 1/2, 3/2). Trainees will be able to see from the highlighting of the criteria which have been met, how close they are to achieving the next grade.

Some staff might prefer to complete these sections by hand, in which case the trainee will have to give the school mentors the printed version of this profile document. Others might prefer to use a wordprocessor, in which case the trainee will have to download the appropriate file from

22

Canvas and pass it on for completion or refer staff to the web site where these files can be downloaded by schools.

Overview Page and Summative Grading Guidance The overview page summarises progress and achievement and is only completed by the mentor

and tutor. Grades for each standard at each review point and at the end of the placement are added in the

appropriate places. A ‘best-fit’ approach to record grades for each of the 8 standards in Part One should be used.

For example, if a trainee has achieved a grade 3 but has only just started working towards grade 2, then a grade 3 should be recorded. If a trainee has achieved the vast majority, but not quite all, of the statements at grade 2, then it is reasonable to still record a grade 2. See the notes in the previous section.


Grades relating to the progress of the pupils are noted for general progress (across all subjects, including English and mathematics) and also specifically for English and mathematics.

At the final review, the mentor and tutor will discuss the final grades for each standard and the overall grade. The note box for that discussion must be completed, even if only to show agreement of the grades, but this is particularly important where there are any differences in opinion and how those are resolved.

Comments PagesFor each school placement there are sections for the trainee, mentor and tutor to complete, which offer places for specific comments on progress, strengths, areas for development and the impact of teaching on the pupils’ progress and learning. These can be completed electronically or by hand and must all be completed at the end of each placement.

Reference NotepadAppropriate placement tutors or school staff (depending on training route) will complete the electronic reference notepad based on the final TDP meeting and this will be informed by the TDP strengths and targets and the mentor’s and trainee’s feedback when reviewing progress against the standards. This information will be used by the trainee’s personal supervisor to write the interim reference. It is the responsibility of each trainee to ensure that his/her personal supervisor has received a copy of the completed documents (TDP section, electronic reference notepad, trainee’s comments) in time for the post-placement tutorial and subsequent reference completion.

Additional Guidance NotesAny sections completed electronically must be printed out and either kept with or used to replace the blank sections in the printed version of the profile document, so that key personnel have access to them. For example the mentor and classteacher for school 2 will want to see the relevant sections for school 1.

Immediately after each school placement the trainee must give the personal supervisor a copy of the appropriate pages for that school placement so that these can be used to assist with reviewing progress and the reference writing process. The reference notepads are sent to personal supervisors separately. Without this information the personal supervisor will not have a full picture of the trainee’s progress, so it is vitally important that the TDP is all passed on when required.

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ExpectationsIn terms of the expectations for a typical trainee, by the end of the spring placement we would expect a typical trainee to have achieved all of the grade 3 statements and a significant number at grade 2. By the end of the summer term placement we would expect a typical trainee to have achieved all of the grade 2 statements and the majority of the trainees to have achieved grade 1. Having said this, there is no suggestion that an artificial ceiling should be placed on the level at which a trainee is considered to be working i.e. if, by the end of the spring term placement, a trainee is achieving grade 2 or even grade 1 in relation to some criteria, then this should be acknowledged by highlighting them.

Remember that these grades are for trainees, not qualified teachers. A grade 1 trainee should not be normally considered to be equivalent to an outstanding qualified teacher. The grade descriptions and expectations relate to trainee teachers and this must always be taken into account.

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SCHOOL CONTACT DETAILS FORMAn electronic copy of this form, available on Canvas, needs to be made available to placement school during your preliminary school visits.

Trainee name

Training course

Placement dates

School name

Age range teaching at school

Mentor name

Mentor email address

School address

School telephone number

Headteacher name

Headteacher/ school email address

ITE/trainee teacher coordinator* name

ITE/trainee teacher coordinator* email address

*if the school has one and that is not the headteacher

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Evidence Notes

a) Establish a safe and stimulating environment for pupils, rooted in mutual respect.

b) 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.

1

o

o

o

o

o

2

o

o

o

o

o

3

o

o

o

o

o

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TS1

Standard 1: Set high expectations which inspire, motivate and challenge pupils Name:_________________The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 1




The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng

o consistently use a wide range of strategies to establish a safe and stimulating environment for pupils

o consistently use a wide range of strategies to foster mutual respect that motivates and inspires pupils to learn and enjoy the subject

o consistently set goals that stretch, challenge and motivate all pupils

o use a wide range of strategies which support underperforming groups.

o consistently and effectively demonstrate and model the positive attitudes, values and behaviour which are expected of pupils

2:G

ood

o use a range of strategies to establish a safe environment which much of the time is stimulating

o use a range of strategies to foster mutual respect

o set goals that challenge and motivate all pupils

o use strategies to support underperforming groups

o demonstrate, for sustained periods of time, the positive attitudes, values and behaviour which are expected of pupils

3:R

equi

res

Impr

ovem

ent

o establish a safe and stimulating environment

o foster mutual respect

o set some goals that stretch and challenge a range of pupils

o with guidance, use some strategies to support underperforming groups

o demonstrate the positive attitudes, values and behaviour which are expected of pupils

4:Inadequate

o The trainee is not meeting the minimum level of practice

o The trainee is not meeting the minimum level of practice o The trainee is not meeting the minimum level of practice

Targets for the next placement

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Evidence Notes

a) Be accountable for pupils’ attainment, progress and outcomes

b) Plan teaching to build on pupils’ capabilities and prior knowledge.

c) 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.

e) Encourage pupils to take a responsible and conscientious attitude to their own work and study.

1

o o

o

o o o

2

o o

o

o o o

3

o o

o

o o o

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TS2

Standard 2: Promote good progress and outcomes by pupilsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 2






When assessing the trainee’s capability to meet the statements below for each subheading, the progress made by all pupils in the class must be taken into consideration. The first column summarises that progress.Pupil progress The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng o pupils make good progress over time

o consistently take responsibility and be accountable for pupils’ attainment, progress and outcomes

o plan and teach, to ensure that all pupils make good progress

o use detailed understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o consistently offer pupils high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve

o consistently use knowledge and understanding of how pupils learn to improve their teaching

o consistently encourage pupils, by setting high expectations, to take a responsible and conscientious attitude to work and study

2:G

ood

o pupils make expected progress over time

o take responsibility and be accountable for pupils’ attainment, progress and outcomes

o plan and teach lessons that enable all pupils to make at least expected progress

o use good understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o much of the time, offer pupils intervention and feedback, which enables them to identify the progress they have made and understand what they need to do to improve

o much of the time, make good use knowledge and understanding of how pupils learn to inform their teaching

o much of the time, encourage pupils to take a responsible and conscientious attitude to work and study

3:R

equi

res

Impr

ovem

ent

o pupils make some progress over time

o with guidance, take responsibility and be accountable for pupils’ attainment, progress and outcomes

o plan and teach lessons that enable all pupils to make some progress over time

o use understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o offer pupils interventions and feedback, which enables them to identify the progress they have made and understand what they need to do to improve

o use knowledge and understanding of how pupils learn in their teaching

o encourage pupils, to take a responsible and conscientious attitude to work and study

4:Inadequate

o pupils make little or no progress







29

Evidence Notes

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

b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and 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

d) If teaching earlyreading, demonstrate a clear understanding of systematic synthetic phonics (primary)

e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary)

1

o

o

o

o

o

o

o

o

o o

2

o

o

o

o

o

o

o

o

o o

30

3

o

o

o

o

o

o

o

o

o o

Standard 3: Demonstrate good subject and curriculum knowledgeThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 3






The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng

o consistently demonstrate strong subject and curriculum knowledge and phase expertise

o confidently work with the relevant curriculum

o very effectively inspire and maintain pupils’ interest in the subject

o draw on strong subject knowledge, to predict and address misunderstandings

o demonstrate consistent and critical understanding of developments in the subject and curriculum areas

o consistently promote and embed the value of scholarship across the curriculum

o consistently demonstrate a thorough understanding of how to develop all pupils’ reading, writing and communication skills effectively across the curriculum

o consistently promote high standards of literacy, articulacy and the correct use of standard English

o consistently demonstrate a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading

o consistently demonstrate a thorough understanding of appropriate teaching strategies in the teaching of early mathematics

2:G

ood

o demonstrate good subject and curriculum knowledge and phase expertise

o work well with the relevant curriculum

o effectively stimulate and maintain pupils’ interest in the subject

o use good subject knowledge to address misunderstandings

o demonstrate critical understanding of developments in the subject and curriculum areas

o promote the value of scholarship, in a range of subject areas

o develop the pupils’ reading, writing and communication skills, across the curriculum

o promote high standards of literacy, articulacy and the correct use of standard English

o demonstrate a good understanding of the role of systematic synthetic phonics in the teaching of early reading

o demonstrate a good understanding of appropriate teaching strategies in the teaching of early mathematics

31

TS3

3:R

equi

res

Impr

ovem

ent

o demonstrate subject, curriculum and phase knowledge

o work within the relevant curriculum

o foster and maintain pupils’ interest in the subject

o address misunderstandings

o demonstrate some understanding of developments in the subject and curriculum areas

o promote the value of scholarship

o develop the pupils’ reading, writing and communication skills

o demonstrate an understanding of how to promote high standards of literacy, articulacy and the correct use of standard English

o demonstrate some understanding of systematic synthetic phonics in the teaching of early reading

o demonstrate some understanding of appropriate teaching strategies in the teaching of early mathematics

4:Inadequate







Evidence Notes

a) Impart knowledge and develop understanding through effective use of lesson time.

b) 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.

d) 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)

1

o o o o

o

o

32

2

o o o o

o

o

3

o o o o o

33

TS4

Standard 4: Plan and teach well-structured lessonsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 4







1:O

utst

andi

ng

o consistently impart knowledge and develop understanding through using lesson time to the greatest effect

o consistently promote a love of learning and pupils’ intellectual curiosity across lessons

o consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding

o be critically reflective in analysing, evaluating and improving practice

o accurately evaluate the effectiveness of lessons and their impact on all groups of learners

o consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s)

2:G

ood

o impart knowledge and develop understanding through using lesson time to good effect

o promote a love of learning and pupils’ intellectual curiosity across lessons

o plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well

o be reflective in analysing, evaluating and improving his or her practice

o evaluate the effectiveness of lessons and their impact on all groups of learners

o make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s)

3:R

equi

res

Impr

ovem

ent o impart knowledge and develop

understanding through using lesson time to some effect

o promote a love of learning and pupils’ intellectual curiosity

o plan suitable homework and out of class learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired

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

o make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s)

4:Inadequate







34

Evidence Notes

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

b) 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.

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.

1

o o

o

o

o

o

o

o

2

o o

o

o

o

o

o

o

3

o o

o

o

o

o

o

o

36

TS5

Standard 5: Adapt teaching to respond to the strengths and needs of all pupilsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 5





The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng

o consistently differentiate appropriately, using a wide range of timely approaches, which enable pupils to be taught effectively and make good progress

o describe a wide range of factors in detail, which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using a wide range of effective strategies to support underperforming groups, to secure good progress

o explain the physical, social and intellectual development of pupils

o consistently adapt teaching to support pupils’ education at different stages of development, drawing on thorough knowledge and understanding of child development

o demonstrate a comprehensive understanding of the needs of each child

o consistently plan and adapt teaching very effectively to meet the diverse needs of all pupils, critically evaluating the effectiveness of a wide range of approaches

o ensure good progress for children with diverse needs, through a wide range of approaches to engage and support them

2:G

ood

o differentiate appropriately, using a range of approaches which enable pupils to be taught effectively and make expected progress

o describe a range of factors which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using strategies to support underperforming groups, to secure expected progress

o describe the physical, social and intellectual development of pupils

o adapt teaching to support pupils’ education at different stages of development, drawing well on knowledge and understanding of child development

o demonstrate a detailed understanding, the needs of each child

o plan and adapt teaching effectively to meet the diverse needs of all pupils, evaluating the effectiveness of a range of approaches

o ensure expected progress for children with diverse needs, through a range of approaches to engage and support them

3:R

equi

res

Impr

ovem

ent

o differentiate appropriately using approaches which enable pupils to be taught effectively

o describe the most common factors which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using some strategies to secure some progress

o demonstrate an awareness of the physical, social and intellectual development of pupils

o adapt teaching to support pupils’ education at different stages of development

o demonstrate a clear understanding of the needs of each child

o plan and adapt teaching to meet the diverse needs of pupils, evaluating the effectiveness of particular approaches

o ensure some progress for children with diverse needs, through approaches to engage and support them

4:Inadequate






37

Evidence Notes

a) 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.

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

d) Gives pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

1

o

o

o o

o

o

o

o

o

2

o

o

o o

o

o

o

o

o

3

o

o

o o

o

o

o

o

38

TS6

Standard 6: Make accurate and productive use of assessmentThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 6






1:O

utst

andi

ng

o explain a wide range of forms of assessment for different purposes

o consistently assess achievement and attainment accurately, using a wide range of assessment strategies, including statutory assessment

o consistently use a wide range of formative, continuous and summative assessment to great effect to secure good progress for all pupils

o consistently use a wide range of relevant data including school progress data to monitor pupil progress over time

o maintain detailed and accurate records of pupil progress and attainment , which are up to date

o use all relevant data to set targets and inform future planning effectively

o consistently use a wide range of methods to great effect to give pupils regular and constructive feedback, both written and oral, contributing to pupils’ progress

o mark accurately in a way which provides focused, developmental feedback to the pupils

o consistently provide a wide range of opportunities to pupils to respond to the feedback

2:G

ood

o describe a range of forms of assessment for different purposes

o assess achievement in subject and curriculum areas accurately much of the time, with growing confidence, including statutory assessment

o use a range of formative, continuous and summative assessment effectively to secure expected progress

o use a range of relevant data including school progress data, to monitor pupil progress over time

o maintain accurate records of pupil progress and attainment, which are up to date

o use relevant data to set targets and inform future planning effectively

o much of the time use a range of methods to good effect to give pupils regular feedback, both written and oral, contributing to pupils’ progress

o mark accurately in a way which provides appropriate feedback to the pupils

o provide a range of opportunities to pupils to respond to the feedback

3:R

equi

res

Impr

ovem

ent

o describe forms of assessment for different purposes

o with some support, assess achievement in subject and curriculum areas, with accuracy, including statutory assessment

o use formative, continuous and summative assessment to secure some progress for pupils

o use some relevant data, including school progress data, to monitor pupil progress over time

o maintain records of pupil progress and attainment, which are mostly up to date

o use relevant data to set targets and inform future planning

o give pupils regular feedback, orally and through marking, to support their progress

o give pupils opportunities to respond to the feedback

4:Inadequate






40

Evidence Notes

a) Have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy

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

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

d) Maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary

1

o

o

o

o

o

o

o o

o

2

o

o

o

o

o

o

o o

o

41

3

o

o

o

o

o

o

o o

o

Standard 7: Manage behaviour effectively to ensure a good and safe learning environmentThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 7






1:O

utst

andi

ng

o establish, consistently maintain and evaluate effective rules and routines for behaviour in the classroom, consistently implementing the school’s behaviour policy

o take responsibility for and have the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning

o actively and effectively encourage pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation

o tackle bullying, including cyber and prejudice-based (and homophobic) bullying in a highly effective manner

o consistently sustain high expectations of behaviour

o establish and consistently maintain, within the school’s framework for discipline, a wide range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o consistently manage a high level of pupil motivation and involvement using a wide range of evaluated approaches appropriate to pupils’ needs

o consistently secure strong relationships with pupils exercising appropriate authority

o act decisively and effectively when necessary to maintain strong relationships and authority

2:G

ood

o establish and maintain appropriate rules and routines for behaviour in the classroom, implementing the school’s behaviour policy

o take responsibility for and promote and manage behaviour in the classroom well to ensure a good and safe learning environment

o encourage pupils to behave well in the classroom and around the school and display good levels of courtesy and cooperation

o effectively tackle bullying , including cyber and prejudice-based (and homophobic) bullying

o sustain high expectations of behaviour

o establish and maintain, within the school’s framework for discipline, a range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o manage a good level of pupil motivation and involvement using a range of approaches appropriate to pupils’ needs

o secure good relationships with pupils and exercise appropriate authority

o act decisively when necessary to maintain good relationships and authority

42

TS7

3:R

equi

res

Impr

ovem

ent

o establish clear rules and routines for behaviour in the classroom, implementing the school’s behaviour policy

o take responsibility for promoting good and courteous behaviour in the classroom and around the school

o manage behaviour and tackle bullying and discipline in the classroom

o implement the school’s behaviour policy in all of the above

o demonstrate high expectations of behaviour

o establish and maintain, within the school’s framework for discipline, appropriate strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o manage a level of pupil motivation and involvement using approaches appropriate to pupils’ needs to some effect

o develop good relationships with pupils and exercise appropriate authority

o with support, act decisively to maintain good relationships and authority

4:Inadequate






Evidence Notes

a) 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

c) Deploy support staff effectively

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

e) Communicate effectively with parents with regard to pupils’ achievements and well being

1

o o

o

o o

o

o

43

2

o o

o

o o

o

o

3

o o

o

o o

o

o

44

TS8

Standard 8: Fulfil wider professional responsibilitiesThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 8







1:O

utst

andi

ng

o be consistently proactive and make a significant positive contribution to the wider life and ethos of the school

o consistently develop positive and effective professional relationships

o consistently draw on advice and support from colleagues

o be consistent in the effective deployment of support staff to maximise the learning of pupils

o consistently be proactive in taking responsibility for improving his or her teaching through professional development

o use the advice and guidance offered by colleagues to secure improvements in practice

o consistently communicate effectively with parents and carers about learners’ achievements and well-being, using a wide range of approaches

2:G

ood

o be proactive and make a positive contribution to the wider life and ethos of the school

o develop positive and effective professional relationships

o seek advice and support from colleagues whenever necessary

o effectively deploy support staff to support the learning of pupils

o take responsibility for improving his or her teaching through professional development

o respects and respond to the advice and guidance offered by colleagues, with clear evidence of improvements in practice

o communicate effectively with parents and carers about learners’ achievements and well-being, using a range of approaches

3:R

equi

res

Impr

ovem

ent

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

o develop effective professional relationships

o consult with colleagues sometimes, when it is necessary to gain advice and support

o deploy support staff to support the learning of pupils

o take some responsibility for the improvement of his or her teaching

o respond to the advice and feedback from colleagues, with some evidence of improvements in practice

o communicate effectively with parents and carers about learners’ achievements and well-being

4:Inadequate







45

TEACHERS’ STANDARDS PART ONE OVERVIEW OF TRAINEE’S PERFORMANCE NAME:N.B. THERE SHOULD BE NO MIXED (SPLIT) GRADES RECORDED AT ANY POINT. FORMATIVE DETAIL APPEARS THROUGH THE HIGHLIGHTING OF THE CRITERIA FOR EACH STANDARD.

StandardReviewPoint A

ReviewPoint B

End of Placement

Final grading discussion

This must be completed to state agreement and/or any significant areas of discussion about any standards and the final grade, particularly in borderline cases.Follow the guidance in the earlier Overview Page and Summative Grading Guidance section, to apply a ‘best-fit’ approach to record grades for each of the 8 standards in Part One.

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

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structured lessons

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

6. Make accurate and productive use of assessment

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

8. Fulfil wider professional responsibilities

OVERALL GRADE (end of placement only)

Total number of days attended on placement NB If Grade 3 and trainee shows some achievement at Grade 2, please tick this box.

PUPIL PROGRESS GRADES ReviewPoint A

ReviewPoint B

End of Placement

Pupil Progress Grades

1 = Good progress made2 = Expected progress made3 = Some progress made4 = Little or no progress made

Signatures/Date(to confirm all TDP sections have been completed)

Mentor

Tutor

Overall Pupils’ Progress

Pupils’ Progress in English

Pupils’ Progress in mathematics

46

TEACHERS’ STANDARDS PART TWO:PERSONAL AND PROFESSIONAL CONDUCT




having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different

faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.



Teachers’ Standards Part Two achieved YES NO

47

STRENGTHS, IMPACT, TARGETS AND GENERAL ADVICE(TO BE COMPLETED BY THE SCHOOL MENTOR*)

Please record any additional targets that have not been recorded in previous sections. Also identify the trainee’s strengths and any general advice you are able to offer under the headings. School Direct mentors should complete the Reference Notepad in place of this.

Personal Qualities

Professional Attitudes and Expectations

Professional Practice

Wider school roles

Trainee’s Impact on Children’s Progress and Learning

Further comments

Signature: Date:

48

SUMMARY COMMENTS, TARGETS AND REFLECTIONS ON IMPACT

(TO BE COMPLETED BY THE TRAINEE)Please record any additional targets that have not been recorded in previous sections by your school mentor or university placement tutor.

Additionally, reflect on the impact you have had on children’s progress during the placement. In particular indicate what evidence you have to demonstrate this impact. Give your own view on progress as a grade and also quantify this if possible (using whatever measures the school uses – e.g. sublevels/point scores/grades).

Trainee’s Summary Comments and Targets:

Trainee’s Impact on Children’s Progress and Learning:

Signature: Date:

49

Pupil Progress Gradeo 1 = Good progress madeo 2 = Expected progress madeo 3 = Some progress madeo 4 = Little or no progress made

REFERENCE NOTEPAD(COMPLETED BY UNIVERSITY PLACEMENT TUTOR

OR SCHOOL DIRECT MENTOR – DEPENDING ON TRAINING ROUTE)

Trainee namePlacement schoolAges taught

Placement gradesStandard 1 2 3 4 5 6 7 8

GradeNote: Guidance on who completes this section, when it should be completed and where it is sent to, will be sent separately, depending on the trainee’s training route. In all cases this is to be completed using the separate reference notepad file, which will be sent to appropriate staff. (This section is included here for reference.)The person completing this Reference Notepad should add comments, informed by the TDP strengths and targets and the mentor’s and trainee’s feedback when reviewing progress against the standards. This notepad should be completed electronically, as it will be used to assist in initial draft reference completion. When completed, this notepad is then sent to the trainee. The person who completes this will also be asked to send a second copy to a specified person, following instructions sent separately. The trainee’s personal supervisor uses this notepad and the full TDP, when received, to complete the interim reference.


Professional PracticePlease comment on trainee’s ability to: Set high expectations which inspire motivate and challenge pupils (S1) Promote good progress and outcomes by pupils (S2) Demonstrate good subject and curriculum knowledge (S3) Plan and teach well-structured lessons (S4) Adapt teaching to respond to the strengths and needs of all pupils (S5)

Please comment on trainee’s ability to: Make accurate and productive use of assessment (S6)

Please comment on trainee’s ability to: Manage behaviour effectively to ensure a good and safe learning environment (S7)

Summary

Signature: Date:

50

PART 2cTeaching Development Profile

Summer Term Placement

Guidance on Completing the Teaching Development Profile

IntroductionThe TDP is an assessment document with formative and summative elements, which should be referred to throughout the summer term placement. It is mainly completed by the mentor and university placement tutor, but trainees also use it formatively, offering a focus for the mentor, tutor and trainee to discuss current rates of progress in relation to the grade criteria in the TDP, and identify ways of making further progress.

The main section of the TDP relates to gradings for the Teachers’ Standards. The Teachers’ Standards are divided into two parts. Part One comprises 8 standards. Each standard is spilt into a number of subheadings. Grading criteria are provided for each subheading.

There are four possible grades: ‘1: Outstanding’, ‘2: Good’, ‘3: Requires Improvement’ and ‘4: Inadequate’.

Part 2 of the Teachers’ Standards must be met as it relates to professional conduct. This is not graded, but must be confirmed by mentors or tutors completing the relevant section.

Overarching Grade DescriptionsThese form the basis for overall grades for trainees

Grade 1 Outstanding Much of the trainee’s teaching over time is outstanding and never less than consistently good.

Grade 2 Good Much of the trainee’s teaching over time is good; some is outstanding

Grade 3 Requires Improvement

Trainee’s teaching requires improvement as it is not yet good.The trainee needs targeted advice to be good.

Grade 4 Inadequate The trainee is not meeting the minimum level of practice

The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress.

51

Completion of the TDPSchool Contact Details FormAn electronic copy of this form, available on Canvas, needs to be sent to your university placement tutor and the Placements and Study Abroad Office, [email protected], during your preliminary school visits. It is copied here for you to record information as part of your record of this placement.

Evidence Notes PagesThese are pages with blank boxes where it is recommended that trainees note evidence sources for the subheadings of the standards, or attach post-it notes to do the same. Other methods may be used and these should be discussed with the mentor or tutor.

Standard Grading Pages Trainees should underline criteria (or parts of criteria) when they think they have achieved them

and may wish to also add annotations or post-it notes to paper copies, referring to evidence for that, on the evidence notes pages.

Mentors and tutors should highlight criteria (or parts of criteria) when it is felt that they have been achieved. If the TDP is maintained electronically highlighting could be done in colour or in bold.

It is possible that statements across a range of levels will be highlighted, but there is nothing wrong with this.

The tick box bullet points are included so that ticks can be added to show achievement of criteria on paper copies (this is very important if coloured highlighting is used, as when photocopied that coloured highlighting may not be visible).

The large box at the bottom of each sheet is a place for mentors and tutors to add relevant developmental targets for the next phase of training.

When all of the criteria, or the vast majority of them, are being demonstrated well, the trainee can be considered to be working at that grade. It is likely that the trainee will also be starting to achieve the criteria at the next level, the extent of this being indicated by the number of criteria that have been highlighted.

A ‘best-fit’ approach to record grades for each of the 8 standards in Part One should be used. For example, if a trainee has achieved a grade 3 but has only just started working towards grade 2, then a grade 3 should be recorded. If a trainee has achieved the vast majority (well more than half, depending on the number of criteria), but not quite all, of the criteria at grade 2, then it is reasonable to still record a grade 2.

Not all criteria need to be highlighted to gain a grade. If a small number of criteria at a particular grade are not highlighted (as a guide, one in five), it is still appropriate to award that grade if staff feel that the trainee is working well within that grade or unhighlighted criteria could not be met due to placement circumstances – e.g. no phonics taught, no bullying incidents to deal with.

It would usually be expected that some criteria are highlighted for each subheading of a standard, to cover the breadth of content, before the grade is given. However, if there are good reasons criteria could not be assessed (as noted above) or the professional view is that there is no significant issue with criteria at the grade, missing criteria highlighting from one subheading can be acceptable and the grade still be given.


Some staff might prefer to complete these sections by hand, in which case the trainee will have to give the school mentors the printed version of this profile document. Others might prefer to use a wordprocessor, in which case the trainee will have to download the appropriate file from Canvas and pass it on for completion or refer staff to the web site where these files can be

52

downloaded by schools.

Overview Page and Summative Grading Guidance The overview page summarises progress and achievement and is only completed by the mentor

and tutor. Grades for each standard at each review point and at the end of the placement are added in the

appropriate places. A ‘best-fit’ approach to record grades for each of the 8 standards in Part One should be used.

For example, if a trainee has achieved a grade 2 but has only just started working towards grade 1, then a grade 2 should be recorded. If a trainee has achieved the vast majority, but not quite all, of the statements at grade 1, then it is reasonable to still record a grade 1. See the notes in the previous section.


Grades relating to the progress of the pupils are noted for general progress (across all subjects, including English and mathematics) and also specifically for English and mathematics.

At the final review, the mentor and tutor will discuss the final grades for each standard and the overall grade. The note box for that discussion must be completed, even if only to show agreement of the grades, but this is particularly important where there are any differences in opinion and how those are resolved.

Comments PagesFor each school placement there are sections for the trainee, mentor and tutor to complete, which offer places for specific comments on progress, strengths, areas for development and the impact of teaching on the pupils’ progress and learning. These can be completed electronically or by hand and must all be completed at the end of each placement.

Reference NotepadAppropriate placement tutors or school staff (depending on training route) will complete the electronic reference notepad based on the final TDP meeting and this will be informed by the TDP strengths and targets and the mentor’s and student's feedback when reviewing progress against the standards. This information will be used by the trainee’s personal supervisor to write the final reference at the end of the course. It is the responsibility of each trainee to ensure that his/her personal supervisor receives a copy of the completed documents (TDP section, trainee’s comments) so that a final reference can be written.

Additional Guidance NotesAny sections completed electronically must be printed out and either kept with or used to replace the blank sections in the printed version of the profile document, so that key personnel have access to them. For example the mentor and classteacher for school 2 will want to see the relevant sections for school 1.

Immediately after each school placement the trainee must give the personal supervisor a copy of the appropriate pages for that school placement so that these can be used to assist with reviewing progress and the reference writing process. The reference notepads are sent to personal supervisors separately. Without this information the personal supervisor will not have a full picture of the trainee’s progress, so it is vitally important that the TDP is all passed on when required.

Expectations

53

In terms of the expectations for a typical trainee, by the end of the spring placement we would expect a typical trainee to have achieved all of the grade 3 statements and a significant number at grade 2. By the end of the summer term placement we would expect a typical trainee to have achieved all of the grade 2 statements and the majority of the trainees to have achieved grade 1. Having said this, there is no suggestion that an artificial ceiling should be placed on the level at which a trainee is considered to be working i.e. if, by the end of the spring term placement, a trainee is achieving grade 2 or even grade 1 in relation to some criteria, then this should be acknowledged by highlighting them.

Remember that these grades are for trainees, not qualified teachers. A grade 1 trainee should not be normally considered to be equivalent to an outstanding qualified teacher. The grade descriptions and expectations relate to trainee teachers and this must always be taken into account.

54

SCHOOL CONTACT DETAILS FORMAn electronic copy of this form, available on Canvas, needs to be shared with school during your preliminary school visits.

Trainee name

Training course

Placement dates

School name

Age range teaching at school

Mentor name

Mentor email address

School address

School telephone number

Headteacher name

Headteacher/ school email address

ITE/trainee teacher coordinator* name

ITE/trainee teacher coordinator* email address

*if the school has one and that is not the headteacher

55

Evidence Notes




1

o

o

o

o

o

2

o

o

o

o

o

3

o

o

o

o

o

56

TS1

Standard 1: Set high expectations which inspire, motivate and challenge pupils Name:_________________The key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 1




The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng

o consistently use a wide range of strategies to establish a safe and stimulating environment for pupils

o consistently use a wide range of strategies to foster mutual respect that motivates and inspires pupils to learn and enjoy the subject

o consistently set goals that stretch, challenge and motivate all pupils

o use a wide range of strategies which support underperforming groups.

o consistently and effectively demonstrate and model the positive attitudes, values and behaviour which are expected of pupils

2:G

ood

o use a range of strategies to establish a safe environment which much of the time is stimulating

o use a range of strategies to foster mutual respect

o set goals that challenge and motivate all pupils

o use strategies to support underperforming groups

o demonstrate, for sustained periods of time, the positive attitudes, values and behaviour which are expected of pupils

3:R

equi

res

Impr

ovem

ent

o establish a safe and stimulating environment

o foster mutual respect

o set some goals that stretch and challenge a range of pupils

o with guidance, use some strategies to support underperforming groups

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

4:Inadequate


o The trainee is not meeting the minimum level of practice o The trainee is not meeting the minimum level of practice

Targets for NQT year

57

Evidence Notes






1

o o

o

o o o

2

o o

o

o o o

3

o o

o

o o o

58

TS2

Standard 2: Promote good progress and outcomes by pupilsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 2






When assessing the trainee’s capability to meet the statements below for each subheading, the progress made by all pupils in the class must be taken into consideration. The first column summarises that progress.Pupil progress The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to: The trainee is able to:

1:O

utst

andi

ng o pupils make good progress over time

o consistently take responsibility and be accountable for pupils’ attainment, progress and outcomes.

o plan and teach, to ensure that all pupils make good progress

o use detailed understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o consistently offer pupils high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve

o consistently use knowledge and understanding of how pupils learn to improve their teaching

o consistently encourage pupils, by setting high expectations, to take a responsible and conscientious attitude to work and study.

2:G

ood

o pupils make expected progress over time

o take responsibility and be accountable for pupils’ attainment, progress and outcomes

o plan and teach lessons that enable all pupils to make at least expected progress

o use good understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o much of the time, offer pupils intervention and feedback, which enables them to identify the progress they have made and understand what they need to do to improve

o much of the time, make good use knowledge and understanding of how pupils learn to inform their teaching

o much of the time, encourage pupils to take a responsible and conscientious attitude to work and study.

3:R

equi

res

Impr

ovem

ent

o pupils make some progress over time

o with guidance, take responsibility and be accountable for pupils’ attainment, progress and outcomes

o plan and teach lessons that enable all pupils to make some progress over time

o use understanding of pupils’ capabilities and prior knowledge to plan for pupil progress

o offer pupils interventions and feedback, which enables them to identify the progress they have made and understand what they need to do to improve.

o use knowledge and understanding of how pupils learn in their teaching

o encourage pupils, to take a responsible and conscientious attitude to work and study.

4:Inadequate

o pupils make little or no progress







59

Evidence Notes






1

o

o

o

o

o

o

o

o

o o

2

o

o

o

o

o

o

o

o

o o

60

3

o

o

o

o

o

o

o

o

o o

Standard 3: Demonstrate good subject and curriculum knowledgeThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 3







1:O

utst

andi

ng

o consistently demonstrate strong subject and curriculum knowledge and phase expertise

o confidently work with the relevant curriculum

o very effectively inspire and maintain pupils’ interest in the subject

o draw on strong subject knowledge, to predict and address misunderstandings

o demonstrate consistent and critical understanding of developments in the subject and curriculum areas

o consistently promote and embed the value of scholarship across the curriculum

o consistently demonstrate a thorough understanding of how to develop all pupils’ reading, writing and communication skills effectively across the curriculum

o consistently promote high standards of literacy, articulacy and the correct use of standard English

o consistently demonstrate a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.

o consistently demonstrate a thorough understanding of appropriate teaching strategies in the teaching of early mathematics

2:G

ood

o demonstrate good subject and curriculum knowledge and phase expertise

o work well with the relevant curriculum

o effectively stimulate and maintain pupils’ interest in the subject

o use good subject knowledge to address misunderstandings

o demonstrate critical understanding of developments in the subject and curriculum areas

o promote the value of scholarship, in a range of subject areas

o develop the pupils’ reading, writing and communication skills, across the curriculum

o promote high standards of literacy, articulacy and the correct use of standard English

o demonstrate a good understanding of the role of systematic synthetic phonics in the teaching of early reading.

o demonstrate a good understanding of appropriate teaching strategies in the teaching of early mathematics

61

TS3

3:R

equi

res

Impr

ovem

ent

o demonstrate subject, curriculum and phase knowledge

o work within the relevant curriculum

o foster and maintain pupils’ interest in the subject

o address misunderstandings

o demonstrate some understanding of developments in the subject and curriculum areas

o promote the value of scholarship

o develop the pupils’ reading, writing and communication skills

o demonstrate an understanding of how to promote high standards of literacy, articulacy and the correct use of standard English

o demonstrate some understanding of systematic synthetic phonics in the teaching of early reading

o demonstrate some understanding of appropriate teaching strategies in the teaching of early mathematics

4:Inadequate







Evidence Notes






1

o o o o

o

o

62

2

o o o o

o

o

3

o o o o o

63

TS4

Standard 4: Plan and teach well-structured lessonsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 4







1:O

utst

andi

ng

o consistently impart knowledge and develop understanding through using lesson time to the greatest effect

o consistently promote a love of learning and pupils’ intellectual curiosity across lessons

o consistently plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that very effectively consolidates and extends existing knowledge and understanding.

o be critically reflective in analysing, evaluating and improving practice

o accurately evaluate the effectiveness of lessons and their impact on all groups of learners

o consistently make effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s)

2:G

ood

o impart knowledge and develop understanding through using lesson time to good effect

o promote a love of learning and pupils’ intellectual curiosity across lessons

o plan differentiated homework and out of class learning (as appropriate to the learning context’s policy) that consolidates and extends existing knowledge and understanding well

o be reflective in analysing, evaluating and improving his or her practice

o evaluate the effectiveness of lessons and their impact on all groups of learners

o make good contributions to the design and provision of an engaging curriculum within the relevant subject area(s)

3:R

equi

res

Impr

ovem

ent o impart knowledge and develop

understanding through using lesson time to some effect

o promote a love of learning and pupils’ intellectual curiosity

o plan suitable homework and out of class learning (as appropriate to the learning context’s policy) to consolidate and extend the knowledge and understanding pupils have acquired

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

o make some contribution to the design and provision of an engaging curriculum within the relevant subject area(s)

4:Inadequate







64

Evidence Notes





1

o o

o

o

o

o

o

o

2

o o

o

o

o

o

o

o

3

o o

o

o

o

o

o

o

66

TS5

Standard 5: Adapt teaching to respond to the strengths and needs of all pupilsThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 5






1:O

utst

andi

ng

o consistently differentiate appropriately, using a wide range of timely approaches, which enable pupils to be taught effectively and make good progress

o describe a wide range of factors in detail, which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using a wide range of effective strategies to support underperforming groups, to secure good progress

o explain the physical, social and intellectual development of pupils

o consistently adapt teaching to support pupils’ education at different stages of development, drawing on thorough knowledge and understanding of child development

o demonstrate a comprehensive understanding of the needs of each child

o consistently plan and adapt teaching very effectively to meet the diverse needs of all pupils, critically evaluating the effectiveness of a wide range of approaches

o ensure good progress for children with diverse needs, through a wide range of approaches to engage and support them

2:G

ood

o differentiate appropriately, using a range of approaches which enable pupils to be taught effectively and make expected progress

o describe a range of factors which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using strategies to support underperforming groups, to secure expected progress

o describe the physical, social and intellectual development of pupils

o adapt teaching to support pupils’ education at different stages of development, drawing well on knowledge and understanding of child development

o demonstrate a detailed understanding, the needs of each child

o plan and adapt teaching effectively to meet the diverse needs of all pupils, evaluating the effectiveness of a range of approaches

o ensure expected progress for children with diverse needs, through a range of approaches to engage and support them

3:R

equi

res

Impr

ovem

ent

o differentiate appropriately using approaches which enable pupils to be taught effectively

o describe the most common factors which can inhibit pupils’ ability to learn

o challenge and motivate pupils where attainment is low, using some strategies to secure some progress

o demonstrate an awareness of the physical, social and intellectual development of pupils

o adapt teaching to support pupils’ education at different stages of development

o demonstrate a clear understanding of the needs of each child

o plan and adapt teaching to meet the diverse needs of pupils, evaluating the effectiveness of particular approaches

o ensure some progress for children with diverse needs, through approaches to engage and support them

4:Inadequate






67

Evidence Notes





1

o

o

o o

o

o

o

o

o

2

o

o

o o

o

o

o

o

o

3

o

o

o o

o

o

o

o

68

TS6

Standard 6: Make accurate and productive use of assessmentThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 6






1:O

utst

andi

ng

o explain a wide range of forms of assessment for different purposes

o consistently assess achievement and attainment accurately, using a wide range of assessment strategies, including statutory assessment

o consistently use a wide range of formative, continuous and summative assessment to great effect to secure good progress for all pupils

o consistently use a wide range of relevant data including school progress data to monitor pupil progress over time

o maintain detailed and accurate records of pupil progress and attainment , which are up to date

o use all relevant data to set targets and inform future planning effectively

o consistently use a wide range of methods to great effect to give pupils regular and constructive feedback, both written and oral, contributing to pupils’ progress

o mark accurately in a way which provides focused, developmental feedback to the pupils

o consistently provide a wide range of opportunities to pupils to respond to the feedback

2:G

ood

o describe a range of forms of assessment for different purposes

o assess achievement in subject and curriculum areas accurately much of the time, with growing confidence, including statutory assessment

o use a range of formative, continuous and summative assessment effectively to secure expected progress

o use a range of relevant data including school progress data, to monitor pupil progress over time

o maintain accurate records of pupil progress and attainment, which are up to date

o use relevant data to set targets and inform future planning effectively

o much of the time use a range of methods to good effect to give pupils regular feedback, both written and oral, contributing to pupils’ progress

o mark accurately in a way which provides appropriate feedback to the pupils

o provide a range of opportunities to pupils to respond to the feedback

3:R

equi

res

Impr

ovem

ent

o describe forms of assessment for different purposes

o with some support, assess achievement in subject and curriculum areas, with accuracy, including statutory assessment

o use formative, continuous and summative assessment to secure some progress for pupils

o use some relevant data, including school progress data, to monitor pupil progress over time

o maintain records of pupil progress and attainment, which are mostly up to date

o use relevant data to set targets and inform future planning

o give pupils regular feedback, orally and through marking, to support their progress

o give pupils opportunities to respond to the feedback

4:Inadequate






70

Evidence Notes





1

o

o

o

o

o

o

o o

o

2

o

o

o

o

o

o

o o

o

71

3

o

o

o

o

o

o

o o

o

Standard 7: Manage behaviour effectively to ensure a good and safe learning environmentThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 7






1:O

utst

andi

ng

o establish, consistently maintain and evaluate effective rules and routines for behaviour in the classroom, consistently implementing the school’s behaviour policy

o take responsibility for and have the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning

o actively and effectively encourage pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation

o tackle bullying, including cyber and prejudice-based (and homophobic) bullying in a highly effective manner

o consistently sustain high expectations of behaviour

o establish and consistently maintain, within the school’s framework for discipline, a wide range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o consistently manage a high level of pupil motivation and involvement using a wide range of evaluated approaches appropriate to pupils’ needs

o consistently secure strong relationships with pupils exercising appropriate authority

o act decisively and effectively when necessary to maintain strong relationships and authority

2:G

ood

o establish and maintain appropriate rules and routines for behaviour in the classroom, implementing the school’s behaviour policy

o take responsibility for and promote and manage behaviour in the classroom well to ensure a good and safe learning environment

o encourage pupils to behave well in the classroom and around the school and display good levels of courtesy and cooperation

o effectively tackle bullying , including cyber and prejudice-based (and homophobic) bullying

o sustain high expectations of behaviour

o establish and maintain, within the school’s framework for discipline, a range of effective strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o manage a good level of pupil motivation and involvement using a range of approaches appropriate to pupils’ needs

o secure good relationships with pupils and exercise appropriate authority

o act decisively when necessary to maintain good relationships and authority

72

TS7

3:R

equi

res

Impr

ovem

ent

o establish clear rules and routines for behaviour in the classroom, implementing the school’s behaviour policy

o take responsibility for promoting good and courteous behaviour in the classroom and around the school

o manage behaviour and tackle bullying and discipline in the classroom

o implement the school’s behaviour policy in all of the above

o demonstrate high expectations of behaviour

o establish and maintain, within the school’s framework for discipline, appropriate strategies for behaviour management, using praise, sanctions and rewards consistently and fairly

o manage a level of pupil motivation and involvement using approaches appropriate to pupils’ needs to some effect

o develop good relationships with pupils and exercise appropriate authority

o with support, act decisively to maintain good relationships and authority

4:Inadequate






Evidence Notes






1

o o

o

o o

o

o

73

2

o o

o

o o

o

o

3

o o

o

o o

o

o

74

TS8

Standard 8: Fulfil wider professional responsibilitiesThe key factor in judging the quality of teaching over time is the impact on the quality of pupils’ learning and progress 8







1:O

utst

andi

ng

o be consistently proactive and make a significant positive contribution to the wider life and ethos of the school

o consistently develop positive and effective professional relationships

o consistently draw on advice and support from colleagues

o be consistent in the effective deployment of support staff to maximise the learning of pupils

o consistently be proactive in taking responsibility for improving his or her teaching through professional development

o use the advice and guidance offered by colleagues to secure improvements in practice.

o consistently communicate effectively with parents and carers about learners’ achievements and well-being, using a wide range of approaches

2:G

ood

o be proactive and make a positive contribution to the wider life and ethos of the school

o develop positive and effective professional relationships

o seek advice and support from colleagues whenever necessary

o effectively deploy support staff to support the learning of pupils

o take responsibility for improving his or her teaching through professional development

o respects and respond to the advice and guidance offered by colleagues, with clear evidence of improvements in practice

o communicate effectively with parents and carers about learners’ achievements and well-being, using a range of approaches

3:R

equi

res

Impr

ovem

ent

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

o develop effective professional relationships

o consult with colleagues sometimes, when it is necessary to gain advice and support

o deploy support staff to support the learning of pupils

o take some responsibility for the improvement of his or her teaching

o respond to the advice and feedback from colleagues, with some evidence of improvements in practice

o communicate effectively with parents and carers about learners’ achievements and well-being

4:Inadequate







75

TEACHERS’ STANDARDS PART ONE OVERVIEW OF TRAINEE’S PERFORMANCE NAME:N.B. THERE SHOULD BE NO MIXED (SPLIT) GRADES RECORDED AT ANY POINT. FORMATIVE DETAIL APPEARS THROUGH THE HIGHLIGHTING OF THE CRITERIA FOR EACH STANDARD.

StandardReviewPoint A

ReviewPoint B

End of Placement

Final grading discussion

This must be completed to state agreement and/or any significant areas of discussion about any standards and the final grade, particularly in borderline cases.Follow the guidance in the earlier Overview Page and Summative Grading Guidance section, to apply a ‘best-fit’ approach to record grades for each of the 8 standards in Part One.

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

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structured lessons

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

6. Make accurate and productive use of assessment

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

8. Fulfil wider professional responsibilities

OVERALL GRADE (end of placement only)

Total number of days attended on placement NB If Grade 3 and trainee shows some achievement at Grade 2, please tick this box.

PUPIL PROGRESS GRADES ReviewPoint A

ReviewPoint B

End of Placement

Pupil Progress Grades

1 = Good progress made2 = Expected progress made3 = Some progress made4 = Little or no progress made

Signatures/Date(to confirm all TDP sections have been completed)

Mentor

Tutor

Overall Pupils’ Progress

Pupils’ Progress in English

Pupils’ Progress in mathematics

76

TEACHERS’ STANDARDS PART TWO:PERSONAL AND PROFESSIONAL CONDUCT




having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different

faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.



Teachers’ Standards Part Two achieved YES NO

77

STRENGTHS, IMPACT, TARGETS AND GENERAL ADVICE(TO BE COMPLETED BY THE SCHOOL MENTOR*)

Please record any additional targets that have not been recorded in previous sections. Also identify the trainee’s strengths and any general advice you are able to offer under the headings. School Direct mentors should complete the Reference Notepad in place of this.

Personal Qualities

Professional Attitudes and Expectations

Professional Practice

Wider school roles

Trainee’s Impact on Children’s Progress and Learning

Further comments

Signature: Date:

78

SUMMARY COMMENTS, TARGETS AND REFLECTIONS ON IMPACT

(TO BE COMPLETED BY THE TRAINEE)Please record any additional targets that have not been recorded in previous sections by your school mentor or university placement tutor.

Additionally, reflect on the impact you have had on children’s progress during the placement. In particular indicate what evidence you have to demonstrate this impact. Give your own view on progress as a grade and also quantify this if possible (using whatever measures the school uses – e.g. sublevels/point scores/grades).

Trainee’s Summary Comments and Targets:

Trainee’s Impact on Children’s Progress and Learning:

Signature: Date:

79

Pupil Progress Gradeo 1 = Good progress madeo 2 = Expected progress madeo 3 = Some progress madeo 4 = Little or no progress made

REFERENCE NOTEPAD(COMPLETED BY UNIVERSITY PLACEMENT TUTOR

OR SCHOOL DIRECT MENTOR – DEPENDING ON TRAINING ROUTE)

Trainee namePlacement schoolAges taught

Placement gradesStandard 1 2 3 4 5 6 7 8

GradeNote: Guidance on who completes this section, when it should be completed and where it is sent to, will be sent separately, depending on the trainee’s training route. In all cases this is to be completed using the separate reference notepad file, which will be sent to appropriate staff. (This section is included here for reference.)The person completing this Reference Notepad should add comments, informed by the TDP strengths and targets and the mentor’s and trainee’s feedback when reviewing progress against the standards. This notepad should be completed electronically, as it will be used to assist in initial draft reference completion. When completed, this notepad is then sent to the trainee. The person who completes this will also be asked to send a second copy to a specified person, following instructions sent separately. The trainee’s personal supervisor uses this notepad and the full TDP, when received, to complete the interim reference.


Professional PracticePlease comment on trainee’s ability to: Set high expectations which inspire motivate and challenge pupils (S1) Promote good progress and outcomes by pupils (S2) Demonstrate good subject and curriculum knowledge (S3) Plan and teach well-structured lessons (S4) Adapt teaching to respond to the strengths and needs of all pupils (S5)

Please comment on trainee’s ability to: Make accurate and productive use of assessment (S6)

Please comment on trainee’s ability to: Manage behaviour effectively to ensure a good and safe learning environment (S7)

Summary

Signature: Date:

80

PART 3aIndividual Tutorials with your

Personal Supervisor

Autumn Term Guidance for StudentsThese tutorials form part of your Academic Support Tuition.In early December you will have a 30-minute individual tutorial with your personal supervisor. This will complement the regular group tutorials that you have during the year and it will provide you with an opportunity to identify strengths and set targets with your supervisor, and discuss ways in which we can assist you in meeting them. You can also use the tutorial to raise any issues with your supervisor that you feel unable to in a group tutorial situation.

The day set aside for the autumn term individual tutorials is:

Wednesday 12th December 2018 9.15pm to 4.15pm

You will need to attend for 30 minutes at some point during that day.

Before the individual tutorial About a week before the target-setting tutorials complete the two-page document

set out on pages 4 to 5. Use the electronic version of each document in the Files section of Canvas so that you can complete them using a wordprocessor.

Identify your key strengths and cross-reference these to particular Teachers’ Standards. Use the TDP information for the autumn term (Part 2a of this handbook), together with your own self-evaluation, to identify your strengths.

In the first column of your individual action plan identify your targets and areas for development. Each of these should be cross-referenced to a particular Teachers’ Standard. Again, you should use the TDP information for the autumn term, together with your own self-evaluation, to identify these. You do not have to reproduce the wording of the Standard exactly as a target – your targets may well be more specific than the broadly-phrased Standards, and so you will want to use your own wording. As well as using the Standards themselves to help you identify your targets, you should also utilise the grading criteria presented in the spring and summer placement sections of the TDP. Use these to identify where you are currently, and set yourself targets which will move you up to the next

81

level. For example, if you are currently working within the ‘Requires Improvement’ (grade 3) range of criteria, your targets should reflect an aspiration towards ‘Good’ (grade 2).

You should be able to identify at least five, but no more than ten targets and areas for development. Also assign a priority level (high/medium/low) to each target or area for development.

Only the first three columns of your individual action plan need to be completed at this stage.

Send your strengths and targets document to your personal supervisor as an attachment to a Canvas message at least 24 hours in advance of the tutorial.

During the individual tutorial You should have access to an electronic version of the strengths and targets

document e.g. bring it along on a memory stick.

You will also need to have access to a computer, either a laptop (some supervisors might bring their own), or the networked computer in the room you are using for the tutorial. You might prefer to bring along your iPad, or your own laptop.

Discuss your strengths with your supervisor, focusing on how you will build on these during the spring term placement.

Discuss your targets and areas for development, identifying how you are going to meet these over the coming months.

In the 4th column of your individual action plan you must identify the Staff to be Consulted and/or Actions to be Taken in relation to each target. Depending on the nature of each target you might identify people such as your tutor for the forthcoming placement, the mentor in your next school, or a subject tutor at the university. Other examples of Actions to be Taken are that you will contact the Skills Team, or that your supervisor will provide you with the details of a particular document or website, or that your supervisor will discuss a particular issue with another staff member of the PGCE team on your behalf.

By the end of the tutorial the 4th column of your individual action plan should have been completed, although you might want to add to it afterwards. Both you and your supervisor should keep a copy of your strengths and targets document.

After the individual tutorial Immediately after each individual tutorial you should share your strengths and

targets document to with your PS tutor

It is your responsibility to consult the people identified in the 4 th column of your individual action plan and take the necessary actions that have been identified. You should share your targets with your university placement tutor immediately before the start of the spring placement. Relevant targets should also be discussed with school staff during the preparatory visits to your spring placement school. Each person that you discuss your targets with will be able to contribute in slightly different, but complementary ways to your overall development as a teacher.

82

You should make brief notes in the Review of Progress column of your individual action plan, to indicate what actions have been carried out and what progress has been made. These notes can be made both during and immediately after the forthcoming placement.

When you have fully reviewed your progress (e.g. after the spring term placement), share an updated version of your strengths and targets document with your PS

When you have your individual tutorial in the second half of the spring term, one of the first things you should discuss with your supervisor is the Review of Progress in relation to the targets and areas for development that were identified during the autumn term tutorial. This can be followed by a discussion of your new strengths, targets and areas for development.

In addition to the scheduled individual tutorials, you can, of course, request a meeting with your supervisor at any time during the year if there are issues that you would like to discuss.

83

Record of Individual Tutorial – Autumn Term

Trainee’s Name:

Supervisor’s Name:

Date of Tutorial:

Key Strengths:(cross-referenced to specific Teachers’ Standards)

Targets and Areas for Development

(see the individual action plan on the next page)

Supervisor’s Signature:

Trainee’s Signature:

84

Individual Action Plan – Targets and Areas for Development (December 2018)

Target or Area for Development Teachers’ Standard

Priority (H/M/L)

Staff to be Consulted and/or Actions to be Taken

Review of Progress

85

PART 3bIndividual Tutorials with your

Personal Supervisor

Spring Term Guidance for StudentsJust before the Easter vacation period you will have another 30-minute individual tutorial with your personal supervisor. This will complement the regular group tutorials that you have during the year. It provides you with an opportunity to review previous targets and to identify new ones with your supervisor, and discuss ways in which we can assist you in meeting them. You can also use the tutorial to raise any issues with your supervisor that you feel unable to in a group tutorial situation.

The day set aside for the spring term individual tutorials is:

Wednesday 27rd March 2019, 9.15pm to 4.15pm

You will need to attend for 30 minutes at some point during the day. The rest of the day can be used for private study.

Before the individual tutorial About a week before the target-setting tutorials complete the two-page document

set out on pages 4 to 5. Use the electronic version of each document in the Files section of Canvas so that you can complete them using a wordprocessor.

Identify your key strengths and cross-reference these to particular Teachers’ Standards. Use the TDP information for the spring term placement (Part 2b of this handbook), together with your own self-evaluation, to identify your strengths.

In the first column of your individual action plan identify your targets and areas for development. Each of these should be cross-referenced to a particular Teachers’ Standard. Again, you should use the TDP information for the spring term placement, together with your own self-evaluation, to identify these. You do not have to reproduce the wording of the Standard exactly as a target – your targets may well be more specific than the broadly-phrased Standards, and so you will want to use your own wording. As well as using the Standards themselves to help you identify your targets, you should also utilise the grading criteria presented in the spring and summer placement sections of the TDP. Use these to identify where you are currently, and set yourself targets which will move you up to the next level. For example, if you are currently working within the

86

‘Good’ (grade 2) range of criteria, your targets should reflect an aspiration towards ‘Outstanding’ (grade 1).

You should be able to identify at least five, but no more than ten targets and areas for development. Also assign a priority level (high/medium/low) to each target or area for development.

Only the first three columns of your individual action plan need to be completed at this stage.

Send your strengths and targets document to your personal supervisor as an attachment to a Canvas message at least 24 hours in advance of the tutorial.

During the individual tutorial You should have access to an electronic version of the strengths and targets

document e.g. bring it along on a memory stick.

You will also need to have access to a computer, either a laptop (some supervisors might bring their own), or the networked computer in the room you are using for the tutorial. You might prefer to bring along your iPad, or your own laptop or tablet.

Start by reviewing your progress in relation to the targets that you discussed with your supervisor in December. Have you achieved your previous targets? Are there any remaining areas to work on? If so, these should be included in your new action plan.

Discuss your strengths with your supervisor, focusing on how you will build on these during the summer term placement.

Discuss your targets and areas for development, identifying how you are going to meet these over the coming months.

In the 4th column of your individual action plan you must identify the Staff to be Consulted and/or Actions to be Taken in relation to each target. Depending on the nature of each target you might identify people such as your tutor for the forthcoming placement, the mentor in your next school, or a subject tutor at the university. Other examples of Actions to be Taken are that you will contact the Skills Team, or that your supervisor will provide you with the details of a particular document or website, or that your supervisor will discuss a particular issue with another staff member of the PGCE team on your behalf.

By the end of the tutorial the 4th column of your individual action plan should have been completed, although you might want to add to it afterwards. Both you and your supervisor should keep a copy of your strengths and targets document.

After the individual tutorial Immediately after each individual tutorial you should share your strengths and

targets document with your PS

It is your responsibility to consult the people identified in the 4 th column of your individual action plan and take the necessary actions that have been identified. You should also share your targets with your university placement tutor immediately before the start of the summer placement. Relevant targets should also be discussed with school staff during the preparatory visits to your summer placement school. Each person that you discuss your targets with will be able to

87

contribute in slightly different, but complementary ways to your overall development as a teacher.

You should make brief notes in the Review of Progress column of your individual action plan, to indicate what actions have been carried out and what progress has been made. These notes can be made both during and immediately after the final placement.

Towards the end of the course you should use your individual action plan, together with the summer term TDP to inform the writing of your NQT Transition Plan.

In addition to the scheduled individual tutorials, you can, of course, request a meeting with your supervisor at any time during the year if there are issues that you would like to discuss.

88

Record of Individual Tutorial – Spring Term

Trainee’s Name:

Supervisor’s Name:

Date of Tutorial:

Key Strengths:(cross-referenced to specific Teachers’ Standards)

Targets and Areas for Development

(see the individual action plan on the next page)

Supervisor’s Signature:

Trainee’s Signature:

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Individual Action Plan – Targets and Areas for Development (March 2019)

Target or Area for Development Teachers’ Standard

Priority (H/M/L)

Staff to be Consulted and/or Actions to be Taken

Review of Progress

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PART 4 NQT Transition Plan

NOTE: This MUST be completed as a Word document i.e. handwritten copies will not be accepted.

You must complete and submit a copy of your NQT Transition Plan at the end of the PGCE course, otherwise your recommendation for QTS could be delayed.

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NQT Transition Plan NOTE: The red text should be deleted when you have completed each section.

Name: Primary PGCE (5-11)/(3/7)

Summary of Schools Worked in During the Training Year

Please list all the schools you have worked in during the year (placements, ACE days etc.), together with brief location details and year groups worked with.

Summary of Contributions Made to the Wider School Community

Use this section to briefly list any involvement in extra-curricular activities, after school clubs & teams, school trips & visits, school assemblies, school-based INSET sessions etc.

Summary of Key Strengths and Achievements During the Training Year

As you approach the award of QTS, what do you consider to be your main strengths and achievements as a teacher?

Why do you think this?

What examples do you have of your achievements in these areas?

This section can be based on your own reflections, plus any comments made by mentors and placement tutors in your TDP.

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Summary of Additional Experiences Required During the NQT Year

In which aspects of teaching would you value further experience in the future? For example:

Aspects of teaching about which you feel less confident, or where you have had limited opportunities to gain experience;

Areas of particular strength or interest on which you want to build further.

This section should be based on your own reflections. Think of it as a ‘wish-list’ of things you would like to experience during your NQT year. For example, you may not have seen or taught gymnastics, or would like to find out more about specific disabilities. These could therefore be the sorts of areas in which you would like further experience. Don’t look upon a long ‘wish-list’ as a sign of weakness – the more things you can think of, the better informed will staff in your first school be when putting together a programme of professional development for you.

Summary of Longer Term Professional Aspirations and Goals

As you look ahead to your career in teaching, you may be thinking about your longer term professional aspirations and goals. Do you have any thoughts at this stage about how you would like to see your career develop beyond your NQT year?

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Transition Improvement PlanAs you move from your ITT year to your NQT year you should write an improvement plan, based on the targets identified towards the end of your initial teacher training. As well as identifying targets and areas for development (column 2) you should also identify what you think you need to do to achieve these targets (column 3). Column 4 should be completed during the early stages of your NQT year, in consultation with your NQT tutor. Columns 5 and 6 should be completed at appropriate review points during your NQT year.

Teachers’ Standard

Targets and areas for improvement - based on targets identified by mentors, tutors and yourself

What I need to do to achieve these targets

Training required to meet targets

Evidence to show completion

Review date

1

2

3

4

5

6

7

8

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the university of hull · web viewt&pdp part 3b: 5 83 1 1 21 primary pgce (3-7/5-11) t eaching...

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