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COLLEGE OF SOCIAL SCIENCES AND INTERNATIONAL STUDIESGRADUATE SCHOOL OF EDUCATION

Getting the Most out of a Supervisory Conference This is a guide for those who are starting out on their journey as a University of Exeter PGCE Mentor. The key idea is that it gives you some prompts and reminders to assist you with the running of a supervisory conference (SC) that has good value for the trainees. This guide was written by a group of experienced Mentors during the 2013/14 year.

It is split into a series of sections so that you can focus on what you need.

1)Who to speak to before the Supervisory Conference (SC), and when

2)Useful opening questionsUsing a good opening question can really start the meeting off with a sense of purpose

3)The Ground Rules! What should happen in a SC? What can you expect as a Mentor?

4)The discussion.This is the main feature of the conference, from which the trainee will be able to actively reflect on their practise so far.

5)Creating a useful Action PlanA guide to filling in the paperwork, including suggestions for targets

6)The paperwork!What bit of paperwork does what? This section identifies the key documents you will see or be involved with as a Mentor.

7)When is it best to do the paperwork?

8)What to do if things go wrong?

9)Extension and Enrichment activitiesThese take place after Supervisory Conference 5, if the trainee has consistently met all the requirements and expectations of the Developing Independence phase.

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KEY:In case you have forgotten any of the lingo. This list isn’t comprehensive; it identifies relevant areas to the Mentor.

SC = Supervisory Conference, the meeting you have with a trainee, approximately once a month, depending on holiday and term dates. The checklist will tell you the dates of these.

People

Mentor You! The teacher from a different subject/class that guides a trainee through the process of active reflection and writes their reports

ITEC Initial Teacher Education Co-ordinator (the teacher with overall control of ITE within your school)

PST Principal Subject/School Tutor (the subject specific teacher (Secondary) or classroom teacher (Primary) who looks after the trainee)

UVT University Visiting Tutor (the tutor from the University who visits once per placement to observe, talk to and assess the trainee, and supports the trainee)

ITEPO The Partnership Office at Exeter

Paperwork Who completes it?

AP Action Plan Trainee and Mentor

FRAP Formative Reflection on Achievement and Progress

Trainee, Mentor and PST

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FSR Final Summative report Mentor and PST

CEDP Career Entry Development Paperwork

Trainee with PST/Mentor/ITEC

TSP Trainee Support PlanMentor

CfC Cause for Concern letterMentor and UVT

IDP Individual Development Portfolio (the trainee’s evidence file)

Trainee

1) Who to speak to before the SC, and when

Before a Supervisory Conference you will need to speak to the PST to gain a flavour of how the trainee is doing in their lessons and the impact the trainee is having on the pupils’ learning. Give yourself at least a day prior to the conference for this.

The trainee should come and approach you to set up the meeting, the earlier the better. There is an element of discretion here as to whether you chase a trainee up if a meeting is due and hasn’t been scheduled. Reports still need to be completed but a trainee should be taking responsibility.

At the start of a placement, your trainee will be introduced to you. This is a good moment to have an unofficial chat with them. A great technique is to invite them over for a coffee one break time. This will allow you to clarify your role within the Exeter Model and jot down any quick notes of what the trainee may need. The trainee can even come prepared for this chat with their needs and questions jotted down on a post it note for you. An added bonus of this informal meet up is that you can have a quick look at the trainee’s paperwork and check that the latest FRAP, Action Plan and other relevant paperwork is there. All of this initial problem-solving will help avoid bigger problems down the line.

As a Mentor, it is worth using the start of a placement as a an opportunity to remind teachers working with trainees that agendas need to be non-evaluative, and should be observations and short written notes of what they observed happening during a short period of a lesson, concentrating on the agenda focus.

A useful conversation you can have early in a placement is with the trainee’s PST or teachers with regards to the deployment of Teaching Assistants, (TA). By the time the trainees arrive in school, the TAs will be involved with established routines. The TAs need to wait to be deployed. When the

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trainee takes over they must inform the TAs of their intentions for the lessons and how they would like the TA to help them achieve these aims.

2) Useful opening questions

If this is your first meeting with the trainee then going down a pastoral route of question may be the best way forward or for a second placement trainee, looking at their successes in the previous school.

“How did your previous placement go?” “How have things been going so far this placement?” “How do you feel about teaching so far?”

The initial response from the trainee will really help you to set the tone for the following discussion and drive the meeting forward in a productive way.

If the trainee arrives at the meeting a little stressed or looking worried then turn your opener into something positive, for example:

“Tell me something good that happened this week?” “Tell me about a lesson/episode that has gone really well?” “What are you most proud of so far during this placement?”

In later meetings try:

“Where do you see yourself in 5 years’ time?” “Where will you be this time next year?” “How did you know what to plan for that group in that session?” (A question that needs to

be specific to the evidence you have seen from the trainee.)

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Notes:

As an alternative, you can ask the trainee to identify their highlights in their paperwork and see if they match up with your selection.

3) The Ground Rules!

A Supervisory Conference is an opportunity to reflect. It is not a narrative by either yourself or the trainee. It is a professional discussion about teaching. “What happened?” “Why did it happen?” “How will this influence your teaching in the future?” These 3 questions become the fundamental driving force of a productive SC.

It is important that a trainee is aware that no matter where they are on the course they are still learning and will always be learning, just like we are as professionals!

The meeting needs to be:Concise

Frank – the trainee is out of their department and needs to be honest. (This can be much more difficult within primary education and smaller schools.)

Informative – you will need to see the trainee’s folder and evidence of progression so far

What are the key aspects of a Supervisory Conference?

a) What can you expect?The trainee should give you 2 annotated agendas, with reflections, 24 hours in advance of your meeting, along with their IDP. It is not a productive use of your meeting time if the trainee has to watch you read their notes because they did not hand them in on time. As long as deadlines permit, there is a strong argument for turning trainees away from a meeting if they haven’t met this requirement.

Try to challenge the trainees to give you one good agenda and one agenda that didn’t go well or to plan. This will provide much more depth to your discussions. As mentioned above, the trainee is outside of their department/class when they are talking to you, which should help

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Notes:

to create an environment where the fear of failure can be removed. This can be paramount to the success of this strategy and will ultimately be more rewarding.

b) ReflectionTrainees can sometimes find it difficult to reflect concisely. You could suggest to them that a useful method for recording a reflection of a lesson would be 10 good sentences. This would be along the lines of 2 sentences saying what happened, 2 sentences saying why it happened and the rest explaining what they have learnt from this and what they would do differently next time (if appropriate).

Agenda reflections would tend to be a little more in depth but it is always about quality insights rather than lots of quantity. Reflections should be informative to the trainee, so that their practise continues in a positive direction.During the discussion you may find you have to demonstrate how to reflect and that is where the annotated agendas will come into play. Asking trainees open questions so that they have to think about their lessons and respond appropriately will also push them forwards.

c) Show them how to set up an agendaThis is dealt with in section 5.

d) Observe and learnOne of the most valuable things a trainee can do is to observe other teachers and

professionals at the school and learn from them. Guiding the trainees to appropriate members of staff who can demonstrate a particular aspect of the profession will really benefit them. The trainees must watch at least 2 demonstrations of teachers per week, so you could offer some good suggestions here.

e) Remember, tough love!We want the trainees to be successful and sometimes you need to be a little tough with them so that they do progress!

4) The discussion

This is obviously the crux of a supervisory conference. The main point of the conference is to guide the trainee through a constructive conversation that encompasses a reflective journey. A key element of achieving this goal is to engage with the paperwork in their evidence folder(s) and evidence the trainee has collected. Even anecdotes have their place here as they can shape the discussion.

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It will be important to take note of what the PST and other teachers working with the trainee have said. The key points from their observations, annotated agendas and verbal conversations with you will drive the discussion forward in a worthwhile direction. However, it is absolutely fine for you to have your own sense of purpose on where you would like part of the discussion to go.

Depending on a trainee’s progress and current position within the course, you may find yourself using the discussion to establish useful techniques or strategies. A lot of trainees are very honest with their reflections but don’t always know how to solve their dilemmas. Areas that are worth considering with the trainee include:

What strategies has the trainee put in place? Have they established their own rules and routines within the classroom?

A trainee might know what to do if a situation arises in a lesson but do they know how to prevent it?

What does the trainee do in advance of the lesson? Are they being proactive? For example, do they want to set the tables up differently? This point is often the one that hasn’t been considered by the trainees.

Don’t be a mimic, (at least not yet!). It’s important that a trainee observes good practise but it is equally important that they put their own personality into their lessons.

Sometimes you need to help remove the fear of failure. Once a trainee has started to establish themselves, this is the perfect environment in which to take a risk. They are supported by the network of people involved with their training. Sometimes a gamble will fall flat but at least give it a go.

It is also worth stressing the power of demonstrations to trainees. Encourage them to go and see other teachers. Make suggestions of colleagues worth observing because they can display the area a trainee has raised.

Occasionally you might need to be a go between or mediator. In the rare event this happens being professional and sensitive is the easiest way forward. In the early days of mentoring don’t forget to ask the ITEC for help if you are worried.

What is evidence? How do you find it?In the earlier sessions these questions may form the spine of your discussion as trainees can find it difficult to answer them.

A useful idea to help make the SCs constructive is to finish each one with a “next week the theme will be...” approach. The trainee could then look to gather evidence for this theme or allow it to form the basis of a couple of agendas to be presented to you for the next conference. The table below lists suggestions of possible themes:

Differentiation Questioning for progressAssessment Showing / proving pupil progress

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Assessment for Learning Engaged learningBehaviour for Learning Putting pupils into groups

Welcoming a class into the room Evaluating classes at the start of a placementStarting a lesson / using hooks Identifying abilities within a group

Learning objectives Encouraging progress

The trainees will have a list of suggested agenda foci in the handbook.

5) Creating a useful Action Plan

All Supervisory Conferences bar the last one have one critical element in common; completing an Action Plan. How this is achieved will depend a little bit on how you would like an SC to run. Some suggestions include:

a) The trainee fills the document in as you go through the session. After the sheet is completed you check it over and agree it.

b) Either you or the trainee complete the action plan after the meeting and then edit the document together if needs be. The responsibility should be with the trainee though.

c) You could fill it in as the meeting progresses. (This method doesn’t really fully engage the trainee in the short space of time you have together.)

The priority with the action plan is for the trainee to have clear targets to aim to complete and evidence by the next supervisory conference. If the AP is completed electronically this can help with the next conference as the Monthly Development Targets (the bottom box) can be cut and pasted into the top box of the following action plan and then amended accordingly.

Generating these development targets is one of the harder aspects of the Supervisory Conference. Below is a list of suggestions for each of the 8 teaching standards that can be used not only to help the trainee move forward but also to gather evidence. The list is by no means exhaustive but will hopefully give you some ideas that can be used or adapted.

Remember, these targets are reviewed in the following SC so you would expect a trainee to bring along evidence to prove how they have achieved them.

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

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There are many ways targets could be set to focus on this standard. Some of the more useful suggestions are listed below and lend themselves to being evidenced by agendas.

Asking the trainee to use exemplar work to show pupils one way of being successful. (This obviously works even better with work created by actual pupils.)

In the early days of a placement expressing expectations through clear routines within the classroom.

Establishing Behaviour for Learning techniques that are effective for the trainee. (This may require demonstrations by yourself or suggestions of which staff to observe.)

Modelling a way of answering a question so that pupils can be challenged by the trainees questioning in future lessons.

2. Promote good progress and outcomes by pupils

For this section, the list is more about suggestions for evidence gathering that can be converted backwards into targets.

Ask pupils to brainstorm what they know about a topic before teaching it in one colour and then what they know afterwards in a second colour.

Photocopy a page from a pupil’s book early in a placement and then later on to show progress.

In the trainees planning, devise ways to get the pupils to target their own work. Identify key groups within the class and how they can be supported. Plan or devise a cold task with a group on a subject they have not come across before, (or

even have not done this academic year). Assess the task to identify pupils that can then be targeted. Re-assess the pupils or targeted groups after a series of intervention.

The obvious evidence would be to plan an activity that allows pupils to demonstrate the progress they have made!

3. Demonstrate good subject and curriculum knowledge (including literacy)

For secondary trainees this should be an easier area as they tend to have relevant degrees in their subject areas. Therefore, targets that challenge trainees to demonstrate or use good levels of literacy and numeracy would be good.

Primary trainees need to be experts in 13 or more subjects. A useful target here would be to find the subject specialist within the school and work with them on their subject knowledge.

If a trainee likes a challenge then getting them to sit a test a class they teach will be doing during the placement can really hit this area. If there is more than one trainee within the school they could pair up to do a relevant test, or if there are multiple trainees within a subject area, they could pair up and sit a subject specific test.

A simpler version of the above, especially with a trainee who has weaker subject knowledge, is asking them to read the relevant text book or sections of a book.

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4. Plan and teach well structured lessons and set relevant homework

Challenge trainees to plan lessons to the minute so that there is clear structure to their practise.

Plan for transition within a lesson, including the time it takes to change from one activity to the next.

Ensure that specific pupils are tailored for on the written lesson plan.

Include clear differentiation on the lesson plans to show how the full range of the class will be tailored for.

As a trainee becomes more confident, they should be looking to plan a sequence of lessons. These should link and refer to each other.

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

Differentiate by task rather than outcome. (This is difficult to do and the trainee will need guidance.)

Find out information on all members of the class to inform teaching. Trainee observes a pupil they teach in another lesson to witness techniques used to support

them. Create a context sheet for each class taught that lists reading levels, pupil premium status,

what their first language is, minority group status etc.

6. Make accurate and productive use of assessment

Key here for a trainee would be to collect and mark books regularly. Photocopying some of their marking is great evidence.

Plan to constructively use Dedicated Improvement Time in lessons, where pupils review the marking and act on the comments and suggestions.

Some trainees don’t think about the value of a mark book. One target could be to make one and keep ongoing records of assessment.

Trial alternative assessment methods to those that have been used before or that are standard in the trainee’s department.

Trainees could collect a sample of books in for a book scrutiny, possibly run by the Mentor or an agreed teacher.

Obtain prior data on the classes and use it to inform planning, intervention and most importantly, teaching.

Try stepping away from traditional test and marking. How else could pupils be assessed? Create stamp books for pupils. The trainee would need a series of stamps that could give

instant feedback to the pupils when they stamp their book. The key idea would be for the pupil to respond to the stamp in writing.

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

A good Behaviour for Learning target, especially in the earlier stages of the academic year, will be to get a trainee to write out their ground rules for a class.

Perform an observation of an identified teacher and take the ideas back to trainee’s lesson. Plan for BFL strategies with the idea of being pro-active not reactive. Use data, prior knowledge or early experiences with a class to prevent behavioural issues

before they occur in a lesson. Consider as a discussion point ‘if a perfect lesson is 10 out of 10, what does 10 look like?’ The

answer(s) to the question can then become the target(s). This will need support from the classroom teacher in order to be achieved. As an extension to this, the trainee could try having the same discussion with the relevant teacher or even the whole class if they feel brave enough!

8. Fulfil wider professional responsibilities

Deploying support staff. It is essential that the trainee has a dialogue with any staff that are supporting them in the room.

Ask the TA - what do you want from me as a teacher? Write a report for 2 children in a group and give to the classroom teacher to assess the

accuracy. They could even be used in a real situation if they are deemed good! For primary trainees, make sure subject knowledge is sound. Set up a meeting with the

primary subject specialist to meet this area. Do a fake parents evening if there isn’t one running during the placement. Find a club that the trainee has an interest in or even a qualification and encourage them to

help out. Try writing a risk assessment for a school trip, (obviously not in lieu of the real thing!) Volunteer to go on a school trip to help out and observe how they are organised.

(Remember, a trainee cannot make up the numbers for the staff to pupil ratios.)

6) The paperwork

The table below summarises the key forms that need to be completed at each supervisory conference.

Supervisory

Conference

Secondary paperwork to be

completed

Primary paperwork to be completed

Does paperwork

need sending to

Exeter?

Plac

emen

t 1

1 Action Plan 3FRAP 2

Action Plan 2FRAP 2 Yes

2 Action Plan 4 Action Plan 3 No

3 Action Plan 5FRAP 3

FRAP 3 Yes

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Plac

emen

t 2 4 Action Plan 6 Action Plan 4

Action Plan 5 No

5 Action Plan 7FRAP 4*

Action Plan 6FRAP 4 Yes

6 Final Summative Report

Final Summative Report Yes

CEDP meeting CEDP CEDP No

Codes the trainees may refer to:SC = Supervisory ConferenceFRAP = Formative Reflection on Achievement and ProgressAP = Action PlanFSR = Final Summative ReportCEDP = Career Entry Development PaperworkCCL = Cause for Concern Letter

a) Action PlansThe Action Plans have been dealt with in section 5. These documents help to focus the education of the trainee.

b) IDP and QARThe trainee has an IDP, an Individual Development Portfolio, which is their file of evidence towards the Teaching Standards. The QAR, Quality Assurance Record, is part of the checklist you will need to sign off any sections which say Mentor.

c) FRAPsA FRAP is prepared by the trainee, prior to any Supervisory Conference where a report is due to be sent to Exeter. It will gather their evidence towards showing they are meeting the requirements of a particular phase. There is space at the end of the document for you to fill in the strengths and areas of development for the trainee. You will need to consult with the PST before meeting with the trainee and sending the document off to Exeter. This should be handed to you before the conference, along with the usual 2 annotated agendas.

You then complete your part of the FRAP (your ITEC will send it to Exeter by the deadline). When you complete your section on the FRAP a good rule of thumb is to have 2 high quality bits of evidence

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If we have any cause for concern, there is a final date for these to

be issued. It will be in the handbook.

What paperwork

does what?

and 2 key areas for development to illustrate the trainee’s current standing. Adding more is obviously useful in completing a wider picture of the trainee’s progress.

*NB. If we deem a trainee to have met all the Teacher Standards by FRAP4 then they will enter the Extension and Enrichment phase and together you will need to draw up an enrichment action plan for this. The kind of trainees entering this phase should be on the ball enough to explain it to you! This is a separate document.

d) FSRThe Final Summative Report is a simple document that you as the Mentor signs to indicate if the trainee has reached all the Teachers’ Standards. If they haven’t you will need to list the standards still to be met. If there are standards that have not yet been met then use the ITEC to guide you through this and make sure the University are aware ASAP so they can support you and the trainee.

e) AgendasThe other paperwork that you will see as a Mentor will be the agendas. These will have been annotated by teachers and the PST to show whether the trainee’s intentions were met or not. The trainee chooses the focus for each agenda and these will be written at the top. As a Mentor, keep a beady eye out for any evaluative comments that may creep onto the agenda from the teachers. It is up to the trainee to be evaluative; the teachers should just be recording what they saw and heard. It might be a case that an agenda just has ticks and crosses on it. Ideally there will be quotes from what the trainee said to the pupils during the lesson.

f) CEDPThe very last time you meet with a trainee in the academic year is for the CEDP meeting. Again, the trainee should be driving the paperwork. The Career Entry Development Paperwork is the form the trainee takes with them to their first proper teaching job. It will contain areas of strength and targets for areas they would like to improve within their NQT year as they embark on their journey of continuing professional development.

g) Trainee Support Plan and Cause for Concern Letter If there is an area of concern with a trainee at any point then consulting with the ITEC would be the best way forward, especially in the early days of being a Mentor. These documents are designed to offer extra support and guidance to trainees experiencing difficulties during any time of a placement.A Cause for Concern must have been issued if a trainee is at risk of not meeting the standards by the end of the placement.

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Notes:

7) When is it best to do the paperwork?

There is a large element of choice here and it is a case of finding what best suits your approach to mentoring.

Some Mentors like to fill in the paperwork during the meeting, others prefer it if the trainee does this so that it is in their own words and is therefore more accessible to them.

It would also be fine for either of you to take the paperwork away, fill it in and meet up to check over the wording and sign the relevant sections. Just be aware of deadlines if you do this!

8) What to do if things go wrong?

In the very rare case that a mentoring session goes horribly wrong, don’t forget there are plenty of people within the system who can support you.

If you feel you need a mediator then call upon the ITEC or even the PST. It could be that you just need an aside conversation with either of these people to look into how to move the sessions forward.

It is also worth remembering that the UVT is there to support (or the subject leader at Exeter). The UVT can certainly discuss concerns with you over the phone or by email, and may be able to do an extra visit.

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Notes:

The Head of Department or Head of Faculty could help here by observing the trainee teach and feeding back to both you and the trainee. Make sure you never observe the trainee teach yourself.

In a worst case scenario, if a trainee has transgressed with regards to professional conduct, then a conversation with a Deputy Head, mediated by the ITEC, can be very powerful in solving a problem. A Cause for Concern should be issued in this instance.

9) Enrichment activities

Enrichment isn’t compulsory; it is an opportunity to explore a specific area of teaching or for the trainee to get a realistic view of an aspect of the profession they think they might want to become involved with during their career. There is a sound argument that it is good for trainees to stick with what they are doing as they have built up relationships with the pupils and have a chance to take risks and explore different aspects of teaching.

In theory, a trainee who is ready for enrichment should be able to come up with a suitable and well thought through plan of their own.

Below are some suggestions should a trainee wish to pursue enrichment and you and the PST feel they are ready to do so.

ü Shadowing and working with a Head of House or Year.

ü More focused work with the SENCo.

ü If the trainee is in a faculty, they could switch their timetable to put more focus on the other

subjects within this faculty. This would be great for boosting their subject knowledge and

really making them focus on the pedagogy of education.

ü In primary schools, the above point could be altered so that the trainee spends time with the

subject specialists within the school, focusing on their own non-specialist areas, taking

episodes and/or lessons, or working with a different class/key stage.

ü Transition from one key stage to the next. Trainees in junior schools could spend time

working in or with infant schools (or vice versa). Secondary or Primary trainees could look

into the transition for year 6 pupils as they move from KS2 to 3. Often schools have a full

programme of support and opportunities for the year 6 pupils.

ü A slightly trickier enrichment project to organise would be for a trainee to spend time looking

at transition.

10) After thought

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Consider asking your mentees if they like being mentored by you. Supervisory Conference 2 in placement one and 4 in placement two lend themselves to this reflective tool for you as there are no FRAPs associated with these meetings. If you wanted to be more formative, you could give the trainee a form to fill in between meetings. This simple practise could help to drive along the quality of your discussions.

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Appendix 1GRADUATE SCHOOL OF EDUCATION

Primary PGCE 2013/14FORMATIVE REFLECTION ON ACHIEVEMENT

AND PROGRESS 3: CONSOLIDATING PRACTICE

YOUR SCHOOL ITEC SHOULD RETURN

THIS

BY 21 MARCH 2014PLEASE DO NOT SEND

VIA TRAINEE

Trainee name: Jenny Stevens School: Shute Community Primary Subject: French PST: Duncan Rae Mentor: Maggie Sindall UVT: Sally Boxall

CONSOLIDATING PRACTICE In the Consolidating Practice phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and Part Two standards.

You work collaboratively with school staff, through shared planning and teaching (S1). You deliberately seek out opportunities to develop your professional learning and respond positively to all the feedback you receive You are proactive in seeking out opportunities to contribute to the wider life and ethos of the school through attendance at departmental and school meetings, through the teaching of PSHE and/or pastoral care of a class or tutor group and in other appropriate and significant ways (S8).

You have high expectations and use an increasing range of strategies for teaching, learning and behaviour management in order to create an environment that is supportive of learning (S7).You manage behaviour effectively so that learners demonstrate positive attitudes towards you, their learning and each other and you exercise appropriate authority and act decisively, seeking additional support when necessary (S7). You use a range of formative and summative assessment strategies and deploy these effectively in lessons to monitor progress and to inform future planning (S6). You have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases you are preparing to teach and are able to assess pupils’ attainment accurately against national benchmarks (S6). You have well developed knowledge and understanding of your subject/curriculum areas across the ability and age ranges available and use this effectively to maintain and develop pupils’ interest (S3). You have met with the SENCO and know how vulnerable students are identified and referred to colleagues for specialist support. You communicate with and direct any support staff deployed in your lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. You take responsibility for seeking information and advice from specialist staff about individual pupils with specific needs (S8). You model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in your lessons (S3).You plan and teach engaging lessons and (increasingly) sequences of lessons using a range of teaching strategies and resources (S4), taking into account awareness of learners’ capabilities and prior knowledge (S2). You show secure subject/curriculum knowledge and high expectations in planning for progression and setting goals that stretch and challenge all pupils (S1).

You seek opportunities to address and take account of diversity in your planning and promote equality and inclusion in lessons where opportunities arise. You know when and how to differentiate appropriately and have a range of effective strategies that you can apply to reduce barriers and respond to the strengths and needs of pupils of all abilities (S5). You reflect systematically and critically on the impact and effectiveness of lessons and approaches to teaching and use this to inform planning (S4). Your teaching will develop pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); you use an appropriate balance of individual, pair, group and whole class work (S4), and plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You regularly design and provide opportunities for learners to reflect on their learning and progress (S2). You establish a clear framework for classroom behaviour and promote good and courteous behaviour throughout the school in accordance with the school’s policy, creating and environment that is supportive of learning (S7). You communicate very effectively with parents regarding pupils’ achievements and well being (S8).

Part 1 to be completed by the trainee during the phaseEVIDENCE of achievement in relation to the Consolidating Practice profile(trainee to complete: boxes will expand as you type into them)

STD EVIDENCE (what?) LOCATION (where?)

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‘The children were challenged and enjoyed the lesson’.

‘Good challenging task and well explained. Whole class on task’.

‘Activities were suitably challenging for each group’.

‘HA children well challenged and LA children well supported’.

‘Modelled activity to class’.

Introduced Elder class to French exchange student to help increase the children’s cultural awareness: ‘Charlene gave a presentation to inspire children about Paris.

Looked at Shute’s Safeguarding Policy.

See PST comments on French lesson observation form 8/1/14 in IDP.See PST comments on Science lesson observation form 10/1/14 in IDP.See PST comments on literacy lesson observation form 14/1/14 in IDP.See PST comments on maths lesson observation form 23/1/14 in IDP.See PST comments on French lesson observation form 07/02/14 in IDP.See PST comments on French lesson observation form 04/03/14 in IDP.

See teaching file – Placement School Information/Policies section.

S2 ‘Make task into a competition to promote good progress’.

‘Good recap on previous learning’.

‘Perfect L/O and well explained’.

‘Good praise for correct answers’.

‘Used talk partners to stimulate ideas. Displayed L/O’.

‘Got the children really interested by making the lesson fun and interactive’.

‘Discussion of L/O’.

Collected targets for pupils in Elder class for Science, speaking and listening, maths and reading.

See PST comments on Science lesson observation form 10/1/14 in IDP.

See PST comments on: literacy lesson observation form 14/1/14, literacy lesson observation form 16/1/14, maths lesson observation form 22/1/14, French lesson observation form 06/02/14, Science lesson observation form 12/02/14, Maths lesson observation form 28/02/14, French lesson observation form 07/02/14 in IDP.

See PST comments on maths lesson observation form 23/1/14 in IDP.

See PST comments on Literacy lesson observation form 30/1/14 in IDP.


See PST comments on French lesson observation form 26/02/14 in IDP.


See teaching file – Placement School Information/Policies section in IDP.

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S3 ‘Excellent pronunciation of words’.

‘Good use of appropriate vocab’.

‘Clear description of pattern’.

‘Demonstrated good knowledge with accurate French spellings on board’.

‘Good pronunciation of classroom objects’. ‘Excellent subject knowledge and

pronunciation shown’. Looked at Shute’s policies for maths,

science, Modern Foreign Languages and Literacy.

See PST comments on: French lesson observation form 8/1/14 and French lesson observation form 07/02/14 in IDP.





See Mr Heath’s comments on Topic lesson observation 13/03/14 in IDP.

See teaching file – Placement School Information/Policies section in IDP.

S4 ‘Good pace to lesson. Suitable repetition to reinforce learning’.

‘All children on task and busy. Good use of mini plenary’.

‘Very good class/pupil participation’.

‘Appropriate starter to promote a good character description’.

‘Good task appropriate starter and suitable differentiated main activity’.

‘Good input’.

‘Good pace throughout the lesson’.

‘Good time management/awareness’.

‘Explained L/O to class’.

Using online timer on Interactive White Board to structure lessons.

Putting timings into Lesson plans and creating detailed lesson plans.



See PST comments on literacy lesson observation form 14/1/14 in IDP.








See Teaching file for lesson plans.

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S5 ‘Good use of mixed ability pairings’.

‘Used word bank to support LA children. Differentiated sheets used’.

‘HA children were extended’.

‘Very well differentiated starter’.

‘Table activities were differentiated’.

‘Work was differentiated to cater for the strengths of pupils’.

‘Range of learning styles catered for. Good awareness of tricky words and good alternatives given’.

‘Activities differentiated per group’.

‘Template given to LA children to help with their tour guide’.

Using names of children in lesson plans to plan for differentiation:








See PST comments on Maths lesson observation form 28/02/14 in IDP.


See Teaching file – lessons plans: 06/03/14 Maths lesson, 28/02/14 Maths lesson, Literacy lesson 13/02/14, Literacy 29/01/14, Literacy lesson 14/01/14, Science lesson 10/02/14.

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S6 ‘Good use of formative assessment to check understanding of silent letters. Good modelling of success criteria in plenary’.

‘Good progression from previous lesson’. Looked at Shute’s Assessment and

Recording Policy. Used Self-evaluation to get children to

reflect on their own learning. Used two stars and a wish self-evaluation in

plenary. Marked Literacy books after spelling lesson

and gave the children next steps and referring to learning objects when writing comments in their books.

Marked Maths books after lesson.

Using thumbs assessment during lessons. Giving Children French spellings to learn on

French weather as their weekly spelling test.



See teaching file – Placement School Information/Policies section.

See Teaching file – Art section for copy of sheet.

See Teaching file – French section for copy of sheet.

See WDM sheet for 30/01/14 in pupil’s learning box for reflection on their work in IDP.

See Teaching file – Maths section for my reflections on their work.

See WDM sheet for 16/01/14 in pupil’s learning box in IDP.

See Elder class’s spelling books for their differentiated lists.

S7 Children were a little excitable but good use was made of rattle and bell to gain attention’.

Commanded a good respect from class and used bell to good effect. Good patients to wait for everybody to be giving their attention.’

Good use of bell to gain attention’.




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S7 ‘Set time expectations for activity’.

‘A good learning environment with good attention and minimal fiddling’.

‘Good patients at start. Repeated use of bell’.

‘Better behaviour management’.

‘Great start, used bell and names to get attention’.

‘Good use of names to gain attention and bell. Great scanning of class’.

‘Good attention held and good awareness of low level disruption’.







See PST comments on Maths lesson observation form 28/02/14 in IDP.

S8 Attended parents evening on 27/02/14 for Elder class.

During arts week starting 24/02/14 students from Plymouth University came in to run PSHE activities. The children were in mixed age groups and I helped Mrs Bromley with drama.

Attended professional development meeting with mentor on 26/02/14 on different types of schools and assessment for learning.

Running a French club on a Tuesday lunchtime.

Helping supervise playground duty. Putting up a literacy working wall in Elder

class. Attended a Grammar for Writing workshop at

Seaton Primary School on 3/1/14. ‘Support given to LA children’.

‘Used adult support well to help LA children’. ‘Adult support was shared amongst tables

appropriately’. Using adult support in lessons: ‘Miss Earl

with RH, Mr Rae with ES, JB, AC, SB. Mrs Sansom with GC’.

Completed the Framework Tasks: EAL/P.E./MFL

Completed SEN task and had meeting with school SENCO to discuss it (AC).

Attended all seminar days at University of Exeter.

Attended Child Exploitation and Online Protection Training course on 20/01/14.

Handed in EPS essay on 07/01/14 on EAL. Created an interactive class display on

Matisse’s cut-outs. Looked at Pupil tracker: how to input

children’s targets, assessment and report writing.

Ask PST for confirmation of attendance.

Ask Mrs Bromley for confirmation of assistance.

See teaching file – Professional development section for notes.

Ask school office for confirmation.

Ask PST for confirmation.

See teaching file – English section for photo.

Ask Seaton Primary School for confirmation of attendance.



See PST comments on Literacy lesson

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observation form 29/1/14 in IDP.

See PST comments on Maths lesson observation form 28/02/14 and Science lesson observation form 12/02/14 in IDP. See Section 3 of IDP in Framework Tasks section.

See Section 3 of IDP in Framework Tasks section and ask Mrs Graham for confirmation of meeting.

Ask University subject specialism tutor Dinah Warren for confirmation of attendance.

See Teaching file for certificate of attendance (Section 11: Professional Development).

See IDP for marked assignment (see section 4: assignment records).

See Teaching file – Art section for photos of display.

See Teaching file – Professional development section for printout copy.

S8 Carrying out small scale research on developing children’s intercultural understanding during Topic lessons on France for specialism essay.

Accompanied Elder class on off-site Tag Rugby competition on 14/03/14.

I have evaluated all my lessons and agenda’s and considered targets for future lessons.

Observation in larger school in Year 3 class on 31/01/14.

I have organised a filing system in both my teaching file and my IDP.

Attended RD&E Foundation Trust Speech & Language Therapy Voice Service.

I have worked with my placement partner to plan and team teach lessons.

See Teaching file – lessons plans in French section.

Ask PST for confirmation.

See teaching file for lesson evaluation forms and agenda evaluations.

Ask Colyton Primary School for confirmation.

Look through teaching file and IDP for contents and section dividers.

See Teaching file – Professional development section for certificate of attendance.

See Teaching file – lesson plan 08/01/14 French section and 10/01/14.

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TRAINEE STATEMENT Based on the evidence above (tick ONE alternative):

I have met all the expectations of the Consolidating Practice phase and am ready to move on to Developing Independence

ü I still have a few aspects of Consolidating Practice to meet, and the Weekly Development Meeting Records (or Supervisory Conference Action Plan targets) clarify how I am going to address this

I have not met the expectations of the Consolidating Practice phase and know that the Cause for Concern Action Plan will clarify how I am going to address this with support from my school

TRAINEE REFLECTION on progress in the Consolidating Practice phase (reflect in detail on the evidence provided above and on why you consider your current operational level to be as indicated) and on the preamble and part 2 of the Teachers’ Standards (reflect on areas for further development)

Consolidating Practice: I have really enjoyed my placement at Shute and looking back through my teaching file I can see the progress that I have made since I started here in January. I have always enjoyed working closely with the children but I found all the aspects of teaching and learning there are to consider during lessons a little over whelming at first. I feel that focusing on one aspect at a time through my agendas and demonstrations I have been able to make progress. My target has been addressing low level disruption and using the behaviour management techniques outlined in my agendas. I feel that my ability to challenge this in lessons has improved and I have more respect from the children as a consequence. I use the bell or rattle to gain the children’s attention and use names to get them to stop fiddling or chatting. I have also improved on scanning the class to check the children are still on-task during the lesson and not just at the beginning.

I have had a lot of professional advice given to me at the school which I have listened to and taken on board. I have a naturally friendly disposition and I have tried to keep an approachable and smiley presence around school. I have been going on playground duty to observe more behaviour management techniques and speak to other staff members. I have enjoyed bringing French into Elder class and teaching topic lessons on French culture this half of the term. Running a French club has helped me get to know some children in the younger classes and has proved rewarding. I have also enjoyed creating an interactive Matisse display of the children’s collages for the classroom. I am currently working on creating a tricolour French display for the classroom and updating the literacy working wall.

I feel that I have built positive relationships with the children in Elder and I am going to miss them next term. I have adhered to the school dress code and constantly dressed appropriately for school. I have reflected on and evaluated all my taught lessons and considered next steps for improvement. I always try my best to work on my targets and act on the advice of my PST. I feel that I am organised and have an efficient filing system for teaching file and my IDP.

Preamble and Part 2 Standards

I have tried to ensure that pupils’ education is of the highest concern, and am gradually beginning to feel accountable for their progress, although my PST has the ultimate responsibility. I have tried to treat all pupils with respect and to act like a teacher, not a friend. I have been aware that parents see me at the beginning and end of the day and have tried to behave in a ‘teacherly’ way. I live in Exeter and not in the school community, but if I lived near my school, I would have to make sure that this was maintained at all times – quite tricky!

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TRAINEE REFLECTION on impact on pupil progress (reflect on what you consider your impact to have been in relation to levels below and how you can develop further to ‘higher level’ impact)

I’m now confident that I know if all of the pupils are engaged in the lesson and I am using a range of strategies for bringing them back on task if they disengage. I’ve started to keep a note on the seating plan of who I ask questions to check their understanding so I have a better knowledge of their learning. My PST has helped me to come up with a range of plenary activities to check that all of the pupils have met the learning objectives and I’m pleased to have a range of these, some of which are just a quick ‘smiley/sad face check and others are much more analytical and I’m improving at using this range to check the impact of the lesson and series of lessons on pupil progress. I’m using some peer assessment methods as well but need to improve on this as currently it’s not giving me the information, although the pupils are good at telling each other!. I need to spend more time thinking, and learning from others, about how to encourage pupils to articulate their own learning so that as well as me knowing what they’ve learnt, they do to. This is a focus for me for the next few weeks.

Part 2 to be completed by the Mentor in consultation with the Principal School Tutor

MENTOR FEEDBACK (after discussing the above evidence and reflection with the trainee)

Areas of Strength:

Safe environment with shared planning. Good range of resources used in French lessons.Good subject knowledge with safe plans and use of startersFiling and interaction with PST goodbehaviour management improving and Jenny recognises the need for clear parameters and expectation of pupilsSome self assessment and peer marking achieved

Areas for further development:In the new school develop a firm response when needed and use pace to enhance behaviour management Continue to work on assessment to inform planning and progression on pupil understanding Work on appropriate strategies for differentiation

Comment on preamble and Part 2 of the Teaching Standards: We had a good discussion of the needs and a way forward for Jenny .She has found this placement quite hard but is beginning to realise the work needed to improve and flourish. Her refection of her practice is soundMENTOR STATEMENT The validated evidence above and trainee reflection indicate that: (tick ONE alternative)

The trainee has met all the expectations of the Consolidating Practice phase and is ready to move on to Developing Independence

There are still a few aspects of Consolidating Practice to meet, and details of how to address these have been made clear to the trainee on Action Plan or WDM record

The trainee has not met the expectations of the Consolidating Practice phase which raises a cause for concern in the areas noted for further development above. A Cause for Concern Letter, with Action Plan, has been given to the trainee.

PUPIL LEARNING: How would you describe the impact that the trainee's teaching has on pupils' learning overall? (to be decided jointly by the Principal School Tutor and Mentor)

Higher level impact Good impact Competent impact Unsatisfactory impact (action taken by school in consultation with UVT to ensure pupil learning)

PLEASE NOTE: that these assessments are formative and are for monitoring only.

Agreed TARGETS for further development:

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Target (what?) complete in SCHOOL 1 Implementation (how?) to be completed in SCHOOL 2

Seating plans /photos of pupils to maintain management of learning environment

Use assessment to inform progression and plan systematically

Work on differentiation within subjects other than core

Number of days' absence during the Spring Term up to the completion of this report on …………………….. (date)

Signed ...............……..........

Date ............……………………..

Signed ...............…...........

Date ............……………………

Signed ………………………….…

Date ………………………..……….Trainee (before Report leaves school) Mentor (before Report leaves school) University Tutor (on return to ITEPO)

Please send to ITE Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road, EXETER, EX1 2LU by 21 March 2014 Fax No: 01392 724788 or Scan/e-mail to [email protected]

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