PR0005 PGCE Secondary -...

Faculty of Education and Children’s Services

PR0005 PGCE Secondary

2012-2013

Assessment

Evidence of successfully meeting the learning outcomes

2

Section Contents of Section Page Number

1.

Programme 1.1 Acknowledgements 1.2 Programme Introduction

4 4

2. University Contact Information 2.1 University Tutor Contact Details 2.2 University Administration Staff 2.3 Partnership Schools

5 6 7

3. Programme Details 3.1 Overview of Programme and Modules 3.2 Programme Assessment 3.3 Professional Standards for Teachers’ Standards

8 9 10

4. Module Outline – PR0005 4.1 Introduction to the Module 4.2 Overview of the School-based Training Module 4.3 Module Dates: Professional Placement 1 4.4 Teaching and Learning 4.5 Module Aims 4.6 Learning Outcomes 4.7 Module Content 4.8 Assessment 4.9 Re-assessment 4.10 Submission Procedure 4.11 Core Reading for PR0005 4.12 Websites

15 15 15 15 16 17 17 18 18 18 18 19

5. School-based Training 5.1 Professional Placement 1a 5.1.1 Introduction 5.1.2 Sign Post 5.1.3 Prior Learning 5.1.4 Observation Guidance 5.1.5 Training Map 5.2 Professional Placement 1b 5.2.1 Introduction 5.2.2 Sign Post 5.2.3 Time in the classroom 5.2.4 Training Map 5.3 Professional Placement 1c 5.3.1 Introduction 5.3.2 Sign Post 5.3.3 Time in the classroom 5.3.4 Training Map

21 21 21 21 21 22 23 23 23 23 24 25 25 25 25 26

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6. Guidance Information for Associate Teachers 6.1 The Role and Expectations of Associate Teachers 6.2 Professional Journey File 6.3 Weekly Reflection Form 6.4 Absence from School 6.5 Travel Expense Form 6.6 University Policy for Payment of Expenses

27 28 29 30 31 32

7. Guidance Information for Mentors 7.1 The Role of the Professional Mentor 7.2 The Role of the Subject Mentor 7.3 The Role of the University Tutor 7.4 University Tutor Visits to Schools 7.5 Initial Standards Audit 7.6 Individual Training Plan 7.7 Weekly Record of School-based Training 7.8 Lesson Observation 7.9 Dealing with Problems and Issues 7.10 Cause for Concern Form 7.11 Cause for Concern Flow Chart

33 33 35 36 37 45 49 51 90 97 98

This document is available in alternative formats upon request. Please contact the Programme Administrator on 01244 513444 or email [email protected]

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1. PROGRAMME

1.1 Acknowledgements

I would like to thank the Secondary Management Group for their contribution in reviewing this

Handbook (PR0005). In addition I would like to thank School-based colleagues for their

guidance with the section related to School-based Training.

Steve Tones, Joint Programme Leader, Secondary Partnership Manager and PE Tutor

1.2 Programme Introduction

This guide is intended to support PGCE Secondary Associate Teachers and all who are

working with them during their School-based Training. It relates to Placement 1 (Monday

1st October 2012 – Thursday 31st January 2013). This guide details the requirements of

the module, Associate Teachers’ responsibilities as adult learners and the support they can

expect from mentors.

This guide needs to be used alongside the subject specific handbooks (PR7782) and with

reference to the Faculty of Education and Children’s Services Policies and Procedures

for School-based Training 2012-2013. If you do not have either of these documents or you

have queries relating to this guide, please contact: Steven Tones, Programme Leader,

Telephone: 01244 513433, [email protected] or Ann Mills, Secondary Partnership

Administrator, Telephone: 01244 511006, [email protected] .

The professional practice module is written to encompass the Teachers’ Standards (2011).

In all of the University’s Initial Teacher Education Programmes there is a commitment to a

creative approach and to Global Perspectives.

Associate Teachers are encouraged to make full use of Portal, and mentors to make full use

of the teacher mentor website. All Programme documents can be found on Portal and the

teacher mentor website www.teachermentor.co.uk

mailto:[email protected]


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2. UNIVERSITY CONTACT INFORMATION

2.1 University Tutor Contact Details

Name Title and Subject Contact Details

Shaine Bushell

Mathematics University Tutor [email protected] Tel: 01244 1786 Riverside 225

Ann Cook Mathematics University Tutor [email protected] Tel: 01244 511016 Riverside 220

Dr James Holt

RE Subject Leader [email protected] Tel: 01244 511604 Riverside 228

Sally Hughes Mathematics Subject Leader [email protected] Tel: 01244 511016 Riverside 221

Bethan Hulse ML Subject Leader [email protected] Tel: 01244 511104 Riverside 219

Luke Jones PE Subject Leader [email protected] Tel: 01244 511577 Riverside 218

Dawn Kennedy

Drama University Tutor (Visiting Lecturer) [email protected]

Gaynor Nelder

Physics University Tutor [email protected] Tel: 01244 511588 Riverside 114

Allan Owens Drama University Tutor [email protected] Tel: 01244 513133 Riverside 002

Jennifer Simmonds

Joint Programme Leader and Drama Subject Leader

[email protected] Tel: 01244 513022 Riverside 227

Richard Speed

Science Subject Leader [email protected] Tel: 01244 511599 Riverside 226

John Storrar Chemistry Tutor [email protected] Tel: 01244 511588

Steven Tones

[email protected] Tel: 01244 513433 or 01244 511006 Riverside 229




mailto:s.hughes@chester








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2.2 University Administration Staff

Name Title Contact Details

Zoe Garratt Programme Administrator

[email protected] Tel: 01244 513444 Fax 01244 511694 Riverside 137

Ann Mills Partnership Administrator

[email protected] Tel: 01244 511006 Fax 01244 511694 Riverside 137



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2.3 Partnership School’s Contact Details

School Headteacher Professional Mentor Telephone

Alsager School Mr Richard Middlebrook Ms Andrea O’Neill 01270 871100

Alun School Mr A Jones Ms Kay Davies 01352 750755

Belvidere School Mr Peter Johnstone Ms Emma Raeside 01743 235073

Birkenhead Academy Mrs Chris Mann Ms Kim Earle 0151 6525777

Bishop Heber High School Mr David Curry Ns Hannah Skelton 01948 860571

Blacon High School Ms Sue Yates Mr Darren Halstead 01244 371475

Burton Borough School Mr Dave Hill Ms Dawn Davies 01952 386500

Castell Alun High School Mr David Mountford Mr Paul Edwards 01978 760238

Chester Catholic High School Mr John Murray Ms Emma Stumpf 01244 981600

Chesterton Community Sports College Mrs Lynn Jackson Ms Stella Booth 01782 296500

Christleton High School Mr Tony Lamberton Mr Barry McDonnell 01244 335843

Connah's Quay High School Mr Gregory Dixon Ms Amanda Curry 01244 813491

Elfed High School Mrs Rosemary Jones Mr Chris Woodman 01244 550217

Halewood Centre for Learning Ms A Behan Ms Tina Grimes 0151 477 8830

Hartford High School Mr M Holland Ms Julia Murray 01606 786000

Helsby High School Mr John Dawler Ms Emily Maxfield 01928 723551

Hilbre High School Miss Jan Levenson Ms Katie Pearce 0151 625 5996/6132

Hulme Grammar School Dr Paul G Neeson Mr John Dalziel 0161 624 4497

Idsall School Mr Tony Parker Ms Claire Brennan 01952 468400

Lysander Community High School Mrs Alison Sherman Ms Una Meehan 01925 822632

Neston High School Mr Steven Dool Mrs Cherryl Thomas 0151 336 3902

Ormiston Bolingbroke Academy Mr John Rigby Ms Julie Richards 01928 711643

Queen's Park High School Mr Stephen Casey Ms Andrea Watts 01244 981500

Sir Thomas Boteler C of E High School Mr John Sharples Mrs Liz Carroll 01925 636414

South Wirral High School Mrs M C McCormack Ms Carol Preston 0151 327 3213

Tarporley Community High School Ms Sarah Lee Ms Lucy Henderson 01829 732558

The Bishops' Blue Coat Church of England High School

Mr Justin Blakebrough Mr Andrew Clarkson 01244 313806

The Corbet Technology College Mr Philip Adams Mr Gareth Simms 01939 260296

The Maelor School Mr Eiddwyn Hall Mr Graham Reardon 01948 830291

The Marches School and Technology College

Ms Sarah Longville Mr Peter Jones 01691 664400

The Oldershaw High School Mr S J Peach Ms Margaret Russell 0151 638 2800

The Whitby County High School Mrs M Hughes Ms Caroline Howard 0151 355 8445

University Academy Birkenhead Mr Steve McMahon Mr Paul Spence 0151 6521574

University Church of England Academy Mr Kevin McDermott Ms Leanne Eyre 0151 338 2400

Upton-by-Chester County High School Mrs Jane Holland Mr John Arnull 01244 981240

University of Chester Academy Northwich

Mr Mike Hayhurst Ms April Harris 01606 42515

Walton Le Dale Arts College Mr A Hill Ms Rose Holden 01772 335726

Wellacre Academy Mr Howell Mr Alan Travis 0161 748 5011

Wirral Grammar School for Girls Mrs E Cogan Ms Rebecca Mahony 0151 6448282

Woodchurch High School Ms R Phillips Mrs Lorraine Duffy 0151 6775257

Ysgol Dinas Bran Mrs Alison Duffy Mr Mark Hatch 01978 860669

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3. PROGRAMME DETAILS

3.1 Overview of the Programme and Modules

The PGCE Secondary Programme comprises School-based Training over one academic

year and University-based modules PR7781, PR7782 and PR7783, PR0005 and PR0006

which should be seen as inter-related and inter-dependent.

PR7781 Pedagogy and Practice – Learning, teaching and assessment in Secondary

Schools

This module seeks to take an overview of learning, teaching and assessment in the

Secondary school. It is concerned with the wider picture of the Secondary school and its

societal context, as well as the nature of the curriculum and theories of teaching and

learning. This is a 20-credit module at Level M.

PR7782 Pedagogy and Practice – Learning, teaching and assessment in the specialist

subject

This module is intended to develop motivated, competent and enthusiastic practitioners who

have high expectations of themselves and other learners. The module introduces Associate

Teachers to: the theory and principles of learning in the specialist subject; the issues of

learning and teaching in specialist subjects today; the pedagogies of specialist subjects; the

principle of learning, teaching and assessment within their specialist subject. This is a 20-

credit module at Level M.

PR7783 Learning from teaching – reflective practice and the development of a

personal philosophy of education

This module aims to support and enhance reflexive practice. It aims to: to develop a

theoretical framework for the analysis of professional practice; to develop Associate

Teachers as reflective and reflexive practitioners; to enable Associate Teachers to analyse

their strengths and identify areas for continuing professional development; to analyse the

values of schools and of educational systems. This is a 20-credit module at Level M

PR0005 Professional Practice – Placement 1 is School-based and is summatively

assessed against specific Standards for Teachers’ Standards.

PR0006 Professional Practice – Placement 2 is School-based and is summatively

assessed against the Standards for Teachers’ Standards.

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3.2 Programme Assessment

By the completion of the Programme, the Teachers’ Standards (2011) will need to be

evidenced by all Associate Teachers through the successful completion of PR0005 and

PR0006.

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3.3 Teachers’ Standards 2011 mapped against The Professional Standards for Teachers (QTS) 2007. UCET November 2011

Relationships with children and young people, setting high expectations and motivating learners

Teachers’ Standards 2011 QTS 2007 PART ONE: TEACHING A teacher must: 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.

Those recommended for the award of QTS should: Relationships with children and young people Q1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people.

Learning environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out-of-school contexts.

Pupil progress

Teachers’ Standards 2011 QTS 2007 2 Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

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.

Assessing, monitoring and giving feedback Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Reviewing teaching and learning Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary.

Subject and curriculum knowledge and pedagogy

Teachers’ Standards 2011 QTS 2007 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

Subjects and curriculum Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained.

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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.

Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. Literacy, numeracy and ICT Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT). (Nb. These are shortly to become entry tests for teacher training and the proposal is to limit candidates to two resits. The ICT test will be dropped. These changes will come into force from September 2012 for trainees who are starting training from September 2013). Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Effective classroom practice

Teachers’ Standards 2011 QTS 2007 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).

Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills. Q24 Plan homework or other out-of-class work to sustain learners' progress and to extend and consolidate their learning.

Teaching Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively. (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.

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Diversity and Special Needs: meeting the needs of all pupils

Teachers’ Standards 2011 QTS 2007 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.

Achievement and diversity Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q20 know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.

Health and well-being Q21(a) Be aware of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. Q21(b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

Assessment for learning

Teachers’ Standards 2011 QTS 2007 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.

Assessment and monitoring Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas they are trained to teach, including those relating to public examinations and qualifications. Q12 Know a range of approaches to assessment, including the importance of formative assessment. Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Assessing, monitoring and giving feedback Q26(a) Make effective use of a range of assessment, monitoring and recording strategies. Q26(b) Assess the learning needs of those they teach in order to set challenging learning objectives. Q27 Provide timely, accurate and constructive feedback on learners' attainment,

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progress and areas for development.

Managing behaviour

Teachers’ Standards 2011 QTS 2007 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.

Knowledge and understanding Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.

Learning environment Q31 Establish a clear framework for classroom discipline to manage learners' behaviour constructively and promote their self-control and independence.

The wider professional role of the teacher

Teachers’ Standards 2011 QTS 2007 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.

Communicating and working with others Q4 Communicate effectively with children, young people, colleagues, parents and carers. Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.

Q6 Have a commitment to collaboration and cooperative working. Personal professional development Q7(a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs. Q7(b) Identify priorities for their early professional development in the context of induction.

Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified. Q9 Act upon advice and feedback and be open to coaching and mentoring. Team working and collaboration Q32 Work as a team member and identify opportunities for working with colleagues,

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sharing the development of effective practice with them. Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

Professional attributes and suitability to teach

Teachers’ Standards 2011 QTS 2007 PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

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

-treating 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.

Frameworks Q3(a) Be aware of the professional duties of teachers and the statutory framework within which they work. Q3(b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation.

From the ITT Requirements applicable to all accredited ITT providers Suitability requirements. Providers must ensure: R1.3 That all entrants: as part of the provider's selection procedures, have taken part in an interview designed to assess their suitability to teach. R1.4 That all entrants: have been subject to a Criminal Records Bureau enhanced disclosure check and/or any other appropriate background check.

R1.5 That all entrants: are provisionally registered with the GTC(E) within 28 days of the commencement of their training programme. R1.6 That all entrants: a. have the intellectual and academic capabilities needed to meet the required QTS standards; b. possess the appropriate qualities, attitudes and values expected of a teacher; c. can read effectively and are able to communicate clearly and accurately in standard English; d. have met the Secretary of State’s requirements for health and physical capacity to teach. NOTE: Part Two of the Teachers’ Standards 2011 effectively replaces the current GTCE Code of Conduct. Some elements represented in Part Two of the revised Teachers’ Standards are currently expressed as ITT Requirements linked to selection and entry. They are included here for ease of reference and pending further information on the role of the Teaching Agency in relation to Teacher Registration from April 2012 and the outcomes of the review of the ITT Requirements. They are not intended to be interpreted as additional standards.

University of Chester Postgraduate Certificate in Secondary Education Faculty of Education and Children’s Services

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4. MODULE OUTLINE

4.1. Introduction to the Module

This handbook details the requirements of the module, your responsibilities as adult

learners and the support you can expect from tutors. Additionally you will be able to benefit

from the excellent learning resources available on campus, from the module folder on the

Portal Learning Engine for PR0005 and from the central student support services. Full

attendance is a requirement of this module. If you have reason to be absent from school

you must follow the procedures outlined in the Partnership Policies and Procedures

for School-based Training. Failure to do so may result in you failing the module.

4.2. Overview of the School-based Training Module

The full module descriptor can be viewed in the module Online Learning PR0005.

4.3. Module Dates: Professional Placement 1

Professional Placement 1 (a)

12 days Monday 1st October – Thursday 18th October

Professional Placement 1 (b)

32 days

Monday 29th October – Thursday 20th December

Christmas Holiday – follow school dates

Professional Placement 1 (c)

16 days Monday 7th January – Thursday 31st January

During Placement 1 ALL ASSOCIATE TEACHERS are at UNIVERSITY each FRIDAY

4.4. Learning and Teaching

Formal teaching is only part of the time allocated to the study of this module. You should be

aware of the time for coursework preparation and private study. You are expected to take

charge of your own learning and this will involve planning, researching, teaching and

evaluating. You will be encouraged to develop as an independent learner and to develop the

skills of collaborative and negotiated learning.

Throughout the module you will be encouraged to be: critically reflective; to listen carefully to

the views of others; to question values and opinions; to investigate evidence and to draw

your own conclusions.

Associate Teachers will be required to develop a professional placement file which will

contain evidence of their professional development and how they have met the Teachers’

Standards.


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During Professional Placement 1 (60 days), Associate Teachers will be expected to build up

to 50% of the timetable of a Newly Qualified Teacher (NQT).

During the professional placement, Associate Teachers will receive support and regular

monitoring and assessment from University staff and from school mentors.

Activities undertaken by the Associate Teacher during the professional placement will

include observation, teaching, discussion with placement and University staff and self-

evaluation and reflection. There will also be opportunities for small scale investigations of

pupil learning.

Formative Assessment will be by the regular feedback from mentors and tutors. Associate

Teachers will be set targets based on their personal professional development plan.

4.5. Module Aims

This module aims to enable Associate Teachers, with support, to: demonstrate targeted

Teachers’ Standards related to their personal, professional learning plan; gain experience of

group and team teaching, or of starters and plenaries, and develop strategies for the

management of learning behaviour; plan, teach and assess within their specialist subject;

gain experience of whole class teaching across a range of year groups; use reflection to

enhance their professional learning.

The University of Chester PGCE aims to prepare you to enter the teaching profession as a

confident and competent professional with:

The skills of the reflective practitioner;

High expectations of all pupils and respect for their social, cultural, linguistic, religious

and ethnic backgrounds;

A high level of motivation and ability to take responsibility for their own professional

development;

Enthusiasm and positive attitudes to change;

A theoretical understanding of educational practice;

A range of professional and managerial skills required in the schools of today and

tomorrow.

Even though this module is School based, it is important to understand that the components

of the PGCE Secondary Programme are inter-related and focus on the development of you

as a professional. The components of each module are not seen as separate sections

which are taught independently. Instead, each module component draws on the others for


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part of its content and its context. To be a teacher is to be more than someone who knows a

subject, important though that is. It is knowing a subject, being able to teach it,

understanding its place in the total experience of the child and following a professional code

of practice.

As a reflective professional teacher you will require:

A set of teaching and management skills which you can use appropriately;

A theoretical understandings of the process of education and all it takes to be

a teacher in a school and a national system;

This implies that you will:

Have relevant teaching and learning experiences;

Discuss your experiences with mentors (and other school staff as

appropriate), other Associate Teachers and University tutors;

Read and research subject knowledge and pedagogically-related issues;

Reflect on issues and experiences;

Make sense of these experiences by writing a personal response that

requires analysis and synthesis;

Plan personal learning taking these reflections into account.

A frame for supporting reflective writing can be found in Part 3 - Guidance Information for

Associate Teachers

4.6. Learning Outcomes

See 4.8 (Assessment).

4.7. Module Content

The practice of Associate Teachers in their placement schools will be underpinned by the

extant version of the Professional Standards for Teachers in England. Their practice will

demonstrate an increasing understanding of and ability to practice within these Standards

and will be further informed by the work undertaken in the University.

Associate Teachers will undertake a range of activities in their placement over a period of

60 days. This experience will:

Develop an understanding of professional values and standards;

Develop an understanding of the structure and organisation of the school and of the

subject department;


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Plan appropriately for the learning of pupils making appropriate use of assessment;

Teach groups and parts of lessons building up to whole class teaching when

deemed appropriate by their mentor;

Gain and apply relevant subject knowledge;

Make use of relevant data to enhance the learning of individual pupils;

Identify and employ a range of teaching approaches;

Observe a range of teachers and their strategies for enhancing behaviour for

learning.

4.8. Assessment

Evidence of successfully meeting the learning outcomes in school, as evidenced by

teaching and recorded in the Professional Journey File.

4.9. Re-assessment

Failure to achieve a pass mark means you must re-sit the module assessment. Notification

regarding re-assessment will be provided by Registry – post SBT Examination Committee

at the end of Placement 1

4.10. Submission Procedure

Professional Practice File and Report 1 to be handed to PARTNERSHIP

ADMINISTRATIVE ASSISTANT on Friday 1st February 2013.

4.11. Core Reading for PR0005

Arthur, J., Davidson, J. and Lewis, M. (2005). Professional values and practice. London, United Kingdom: Routledge Falmer.

Battersby, J., & Gordon, J. (2006). Preparing to teach. London, United Kingdom: Routledge.

Bubb, S. (2009). The insider’s guide for new teachers. (2nd ed.). London, United Kingdom: Routledge.

Capel, S., Leask, M., & Turner, T. (2009). Learning to teach in the secondary school (5th ed.). London, United Kingdom: Routledge.

Cohen, L., Manion, L., & Morrison, K. (2004). A guide to teaching practice. London, United Kingdom: Routledge Falmer.

Cullingford, C. (2009). The art of teaching. London, United Kingdom: Routledge.

Dewey, J. (1916). Democracy and education. London, United Kingdom: Macmillan.

DfES. (2004). Pedagogy and practice: teaching and learning in secondary schools. London, United Kingdom: DfES.


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Ellis, V. (2011). Achieving QTS: learning and teaching in the secondary school (4th ed.). Exeter, United Kingdom: Learning Matters.

Fautley, M., & Savage, J. (2010). Secondary education; reflective reader. Exeter, United Kingdom: Learning Matters.

Holmes, E. (2008). The newly qualified teacher handbook. London, United Kingdom: Routledge.

James, M. (2007). Improving learning, how to learn. London, United Kingdom: Routledge.

Plato. (2003). The republic. (4th ed.). London, United Kingdom: Penguin Books.

Pring, R. (2009). Education for all. London, United Kingdom: Routledge.

Robinson, K. (2001). Out of our minds: learning to be creative. Oxford, United Kingdom: Capstone.

Savage, J. (ed). (2011). Cross-curricular teaching and learning in the secondary school. Oxon, United Kingdom: Routledge.

Shilvock, K., & Pope, M. (2008). Successful teaching placements in secondary schools: Exeter, United Kingdom: Learning Matters Ltd.

Training and Development Agency. (TDA). (2007). Qualifying to teach: professional standards for qualified teacher status. London, United Kingdom: TDA.

Training and Development Agency. (TDA). (2008). Requirements for initial teacher training. London, United Kingdom: TDA (update www.tda.gov.uk).

Thompson, M. (2008). Supporting students with dyslexia in secondary schools. London, United Kingdom: Routledge.

Wellington, J. (2006). Secondary education: the key concepts. London, United Kingdom: Routledge.

Wright, T. (2008). How to be a brilliant teacher. London, United Kingdom: Routledge.

4.12. Websites

The list that follows is a sample of the education resources and information available. It is

correct at the time of printing. This list is not intended to be exhaustive, but will provide

appropriate starting points.

www.education.gov.uk The Department for Education homepage.

www.ofsted.gov.uk The OFSTED homepage. Contains up-to-date data and research on school performance.

http://www.tda.gov.uk/ TDA - Training Development Agency for Schools

http://www.education.gov.uk/

http://www.ofsted.gov.uk/

http://www.tda.gov.uk/


20

www.qcda.gov.uk QCDA (Qualifications, Curriculum and Development Agency). Most publications can be downloaded and this is the home of the Standard Tests (SATs) for 14- Year-Olds.

http://www.teachernet.org.uk/ Wealth of information for teachers, including pay and conditions.

http://www.ncaction.org.uk/ The National Curriculum in Action.

http://www.bbc.co.uk/learning/ BBC Education

www.tes.co.uk Times Educational Supplement. Essential reading – not only for job vacancies!

www.mathshell.com Shell Centre Publications

www.teachingtrends.com A source of exciting classroom resources!

www.multiverse.ac.uk This website provides teacher educators and Associate Teachers with a comprehensive

range of resources focussing on the educational achievement of pupils from diverse

backgrounds.

http://www.qcda.gov.uk/

http://www.teachernet.org.uk/

http://www.ncaction.org.uk/

http://www.bbc.co.uk/learning/

http://www.tes.co.uk/

http://www.mathshell.com/

http://www.teachingtrends.com/

http://www.multiverse.ac.uk/


21

5. SCHOOL-BASED TRAINING

5.1 Professional Placement 1 (a) Focus:

Individual training needs – personalised learning - Induction to structures and policies within secondary

education.

5.1.1 Introduction

On 1st October Associate Teachers will begin their induction into the school in which they will spend their

first professional placement. The emphasis in these weeks will be on observing a range of classes,

looking at the expectations staff have of all pupils and the respect for their social, cultural, linguistic,

religious and ethnic backgrounds, the way they treat them and promote positive values, attitudes and

behaviour. Associate Teachers will work alongside several staff in order to orientate them to the school.

Initial seminars will be conducted by Professional and Subject Mentors in which emphasis will be placed

on ways in which Associate Teachers are able to improve their own teaching by learning from the

effective practice of others. Emphasis will be placed on the Associate Teacher’s ability to take

increasing responsibility for his or her own professional development. They will spend a significant

amount of time on the initial diagnostic assessment of training needs in relation to the Standards. The

basis for the Associate Teacher’s individual training plan will be laid.

5.1.2 Sign Post

Williams (1996) states that observation can enable Associate Teacher teachers to: begin to analyse

aspects of teaching and what goes on in the lesson; begin to see the lesson as a teacher rather than

Associate Teacher; increase their awareness of issues such as the management of the class, equal

opportunities, time and pace of the lesson, safety etc; increase awareness of appropriate language and

voice; increase awareness about teaching approaches in relation to learning outcomes; improving

subject knowledge; increasing awareness about the performance of individual pupils. Best practice

would indicate that, in order to gain the most from observation, Associate Teachers should agree upon

the focus of the observation with the mentor before the lesson – and have a period of time set aside to

discuss the outcomes of the observation.

5.1.3 Prior Learning

All Associate Teachers have had recent and relevant experience of working in a Secondary school.

However the school will be new to them and a period of induction is important.

5.1.4 Observation Guidance

Observation guidance is provided as a hard copy and an e-vision version is available on the Portal

module learning space.


22

5.1.5 Training Map

Things to do before 1(a)

Week School-based Training Outline

01.10.12

Associate Teacher Mentor

Arrive at school by 8.30am with Professional Journey File.

Meet Professional Mentor.

Familiarise yourself with school structures, policies and procedures.

Review your training plan with Mentor.

Observe teaching and learning across the school- tracking a group of pupils across the weekly curriculum.

Professional Mentor

Welcome.

Organise Associate Teacher induction timetable with a focus on whole school structures, policy and procedures, safeguarding/child protection.

Review the Associate Teacher’s individual training plan.

Organise observation of pupils across the timetable – please give Associate Teacher the opportunity to observe teaching outside their specialist subject area.

08.10.12 to 18.10.12


Extend your observation of pupils to include teaching in the specialist subject area.

Observe teaching approaches and examples of good classroom management.

In the third week prepare and teach group of pupils from KS3 classes in the specialist subject and / or prepare a starter activity for teaching the whole class.

Observe the professional role of the form tutor.

Update Professional Journey File and reflections

A booklet of observational activities has been provided for Associate Teachers

Subject Mentor

Introduce Associate Teacher to subject Dept structures and policy.

Arrange times for weekly Subject Mentor review meetings.

Review Associate Teacher individual training plan.

Organise SUBJECT SPECIFIC timetable.

Professional Mentor

Organise PS timetables: suggested themes:

Introduction to teachers’ roles and responsibilities.

The role of: the SENCO; LSA; Literacy Co-ordinator.

Introduction to Pastoral Concerns.

Things to do at the end of 1(a) and the start of 1(b)

Provide an outline timetable for your University Tutor.

Make a PAT appointment to discuss your personalised training plan.

Research and prepare material and plans for teaching.


23

5.2. Professional Placement 1 (b) Focus: 5.2.1 Introduction Looking at Learning and Teaching across the whole school and in the Specialist Subject. When in

school Associate Teachers will work with classes under the direction of, and with the support of, the

Subject Mentor and Professional Mentor. There will be opportunities for Associate Teachers to plan and

work with groups and individuals and considerable opportunities to improve their own teaching by

evaluating it, learning from the practice of others and from evidence. Associate Teacher teachers will

take increasing responsibility for their own professional development. When ready, Associate Teachers

will have some opportunity for whole class teaching under the guidance of the Subject Mentor.

5.2.2 Sign Post

The skilful management of pupils is a key feature in successful teaching. Clear demonstrations and

explanations keep pupils interested and motivated. Teachers have well-established routines, manage

pupils sensitively and firmly and have a good relationship which creates a positive learning environment.

In these lessons pupils work hard, show confidence and use equipment safely and responsibly; they

listen attentively to instructions, readily answer questions, think about what they are doing and make

efforts to improve. When given appropriate opportunities, pupils are willing to make critical comments

about their work and to accept the comments of others. Good teaching can also make significant

contributions to the development of pupils’ language and literacy skills. Teachers displayed key

technical words and phrases in teaching areas and by reinforcing their use in lessons encouraged pupils

to use and spell these words correctly (Ofsted, 2002)

5.2.3 Time in the classroom

Teaching Time – up to 50% (normally up to nine, 1 hour lessons) - To include a variety of teaching

roles e.g. team teaching, supporting the mentor by working with small groups, being responsible for part

of the lesson, summarising a lesson, whole class teaching when ready.

Directed Time – up to 25% - To include observational tasks both within and outside the subject

specialism, working with tutor group, attending extra-curricular activities.

Protected Time - up to 25% - To include non-contact protected time for Associate Teachers to plan,

prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

* PLEASE PROVIDE ASSOCIATE TEACHERS WITH THE OPPORTUNITY TO WORK WITH A

ASSOCIATE TEACHER IN ANOTHER SUBJECT AREA. WE WANT TO ENHANCE CO-OPERATIVE

LEARNING BETWEEN SUBJECT AREAS.


24

5.2.4 Training Map

Week School-based Training Outline

01.10.12 to 20.12.12


Plan teaching based on the timetable agreed with your Mentor and University Tutor. It can include a variety of teaching roles e.g. team teaching, supporting the mentor by working with small groups, being responsible for part of the lesson, summarising a lesson, whole class teaching when ready. By the end of the term you should be planning to teach up to 50%. During Directed Time – spend up to 25% - To include: observational tasks both within and outside the subject specialism, working with tutor group, attending extra-curricular activities. During Protected Time – spend up to 25% - To include: non-contact protected time for Associate Teachers to plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

Professional Mentor Organise Associate Teacher teaching timetable. Organise PS Programme: will include support, training and insight in some or all of the following educational issues.

Good examples of lesson starters and plenary

Inclusion - Special Educational Needs - Diversity, EAL, Gender and Race

Behaviour for Learning

Introduction Assessment for Learning.

Mind Friendly Learning

Education and the Curriculum at our school

Teaching with a focus on differentiation

Citizenship and PSE

The way pupils learn Subject Mentor

Observe Associate Teacher and complete weekly lesson observation form.

Provide training through weekly review meeting.

Sign Associate Teacher Professional File and evidence of progress towards meeting the Standards.

Things to do before the end of 1(b) and the start of 1(c)

Update your Professional File

Make a PAT appointment to discuss your personalised training plan

Research and prepare material and plans for teaching in January


25

5.3. Professional Placement 1 (c) Focus:

5.3.1 Introduction

Developing Learning and Teaching across the whole school and in the Specialist Subject. This

period in school will provide opportunities for a significant block of whole class planning, teaching and

assessment. Associate Teachers' progress against the Standards will be reviewed at the end of this

period. With the help of experienced teachers, Associate Teachers will identify the levels of attainment

of pupils learning English as an additional language and begin to consider strategies they can employ

within their teaching specialism to meet the demands and needs of pupils for whom English is an

additional language. Associate Teachers will be supported in developing their EAL strategies from this

point onwards according to placement context. There will also be sessions to consider progress in ICT,

particularly in relation to subject specialism.

5.3.2 Sign Post Very good teaching encourages independent learning skills that develop pupils’ understanding,

knowledge and competence in the activities in which they are asked to engage.

5.3.3 Time in the classroom Teaching Time – up to 50% (normally up to nine, 1hour lessons) - to include a variety of teaching roles

e.g. team teaching, supporting the mentor by working with small groups, being responsible for part of

the lesson, summarising a lesson, whole class teaching when ready.

Directed Time – up to 25% - to include observational tasks both within and outside the subject

specialism, working with tutor group, attending extra-curricular activities.

Protected Time - up to 25% - to include non-contact protected time for Associate Teachers to plan,

prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

* PLEASE PROVIDE ASSOCIATE TEACHERS WITH THE OPPORTUNITY TO WORK WITH A

ASSOCIATE TEACHER IN ANOTHER SUBJECT AREA. WE WANT TO ENHANCE CO-OPERATIVE

LEARNING BETWEEN SUBJECT AREAS.


26

5.3.4 Training Map Week School-based Training Outline

07.01.13 To 31.01.13


Plan Teaching Time: up to 50% (normally up to nine 1 hour lessons) - to include:

Team teaching which involves sharing the planning, teaching and evaluation of a lesson with another Associate Teacher or experienced teacher.

Supporting the Subject Mentor by working with smaller groups of pupils who may have particular educational needs.

Whole class teaching at KS3, KS4, KS5

Directed Time – up to 25% - To include:

Observation of learning and teaching across the whole curriculum (both within and outside the subject specialism)

Working with a tutor

Group PSHE activities

Attending an aspect of extra-curricular work

Protected Time - up to 25% - To include:

Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning.

Professional Mentor Organise PS Programme: will include support, training and insight in some or all of the following educational issues:

Raising boys’ achievement in our school.

Health and Safety.

Inclusion – Gifted and Talented.

Introduction to summative assessment.

Observe Associate Teacher teaching Complete Report 1- Thursday 31st January Subject Mentor Observe Associate Teacher and complete weekly lesson observation form. Provide training through weekly review meeting. Sign Associate Teacher Professional File and evidence of progress towards meeting the Standards. Complete Report 1 – Thursday 31st January

Things to do before the end of 1(c) and the start of 2(a)

Research and prepare material and plans for assignment

Update your Professional File and STANDARDS PROFILE

Make a PAT appointment to discuss your personalised training plan

Add to your reflections


27

6. GUIDANCE INFORMATION FOR ASSOCIATE TEACHERS

6.1 The Role and Expectations of Associate Teacher Teachers

In the course of their development as teachers, Associate Teachers will be required to:

1. Attend all sessions in the University and comply with the School-based Training policy

on attendance and to keep an up-to-date record of attendances and activities.

(Attendance at all sessions of each component of the Secondary Postgraduate

Programme is compulsory. Failure to attend sessions in school or University without

satisfactory explanation may result in the Associate Teacher failing the Programme.

The required number of days of School-based Training must also be completed).

2. Take an active part in their own professional development.

3. Provide a reflective commentary providing evidence that they have engaged in personal

study and discussion in order to relate theory and practice and to foster the

development of a personal perspective as a reflective practitioner.

4. Share experiences as a Associate Teacher with peers, mentors and tutors.

5. Update and maintain the Standards Profile on a weekly basis thereby demonstrating

that they are acquiring the understanding and skills appropriate to each phase and

component of the Programme.

6. Plan, prepare, teach and evaluate lessons meeting the requirements of the National

Curriculum or school Programmes of Study and appropriate to each phase of the

Programme.

7. Keep Teaching Files and a Professional File, making them available to mentors and

tutors to sign off, and to complete the required assignments and other tasks.

8. Make an appropriate contribution to the work of the school department and to the

University groups in which they are placed.

9. Contribute to the discussion leading to the completion of the Progress Report Forms

and present evidence to inform judgements made about Standards e.g. in the form of

examples of best practice in the Teaching and Professional Files and Standards Log.

10. Complete three assignments and prepare for the TDA Skills Tests in

Literacy/Numeracy/ICT.

11. Evaluate the training received in University and school at specified points in the year.

12. Take responsibility for personal and professional development.

13. Dress professionally and adhere to the school’s dress codes.


28

6.2 Professional Journey - File

The purpose of the Professional Journey File is to support trainees in recording and their work in

achieving the Teachers’ Standards. The file should be in four parts and include the following -

Part 1 – Teaching

Part 2 – Reflective Learning Journal

Part 3 – QTS Assessment

Part 4 – M Level Assessment

Teaching

Timetable

Teaching

Observation notes

Teaching

Lesson plans -

short term plans

Teaching

Schemes of work -

medium term plans

Teaching

Teaching

Resources

Teaching

Pupil Assessment

Record

Reflective

Learning Journal

QTS

Assessment

GTTR Application

QTS Assessment

Interview Form

QTS Assessment

Post Interview

Action Plan

QTS Assessment

Subject/Pedagogical

Knowledge Audit

QTS Assessment

Initial Teachers

Standards Audit

QTS

Assessment

Half Termly

Individual

Training Plan

QTS Assessment

Weekly

Review

Meeting and

Target setting

QTS Assessment

Weekly

Lesson

Observation

QTS Assessment

Weekly

Teachers

Standards

Profile Log

QTS Assessment

Half Termly

PAT Meeting

notes

QTS

Assessment

End of Year

CEPD

QTS Assessment

120 day Register

QTS Assessment

CV

CRB Letter

M Level

Assessment

Feedback

Faculty of Education and Children’s Services PGCE/GTP Primary/Secondary Programmes (please highlight programme)

29

WEEKLY REFLECTION FORM

Focus of Reflection:

Reference to Teachers’ Standards

Record of Reflection:

Associate Teachers should not write more than two sides of A4 Texts / sources used: Please add to end of Reflection using APA Style.

Signed Classteacher or Subject Mentor

Signed Associate Teacher

Date:


30

6.4. Absence from school

If you are ill and unable to attend school you must:

1. Inform the school in which you are placed of your absence as early as possible and

certainly by 9 am (or the start of school if earlier) and indicate the likely period of

absence. It is inappropriate to contact any member of the school staff by text

message to notify them of your absence.

2. Inform the Secondary Administrator of the likely period of absence Tel. 01244

511006 or email [email protected]

On return to school, you must:

1. Provide the Professional Mentor with a medical certificate, where appropriate. (check

with school)

2. Inform the Secondary Administrator. Tel 01244 511006 or email

[email protected]

3. Provide the Programme Leader with a note of the dates of absence and reasons for

absence and a copy of any medical certificate.

If attending an interview for a job in a school this does not count as an absence.




31

6.5 Associate Teacher Travel Expense Form

FACULTY OF EDUCATION AND CHILDREN’S SERVICES – PARTNERSHIP

Travel Expense Form PGCE Secondary Professional Placement or School-based Training

Before completing this form please read the notes overleaf

I confirm that the information I have provided in this form is correct to the best of my knowledge. I confirm that my car is insured for use on School-based Training and that I have read the University policy for payment of expenses (overleaf).

Signature of Associate Teacher ________________________ Date _________________________ Certified correct for payment as per University of Chester Regulations Department Account to be debited: DEPARTMENTAL AUTHORISED OFFICER: SCHOOL-BASED TRAINING PRACTICE PGCE SECONDARY

Placement Travel Expenses

Period claiming for : Date from: _______________ to _______________ _______ days Total number of days claiming days

Tick one box and complete details:

I used public transport to travel to my placement the cost of which exceeded £7.50 Cost of daily return fare £ i.e. £9.60 Cost minus £7.50 £ i.e. £2.10 x ____ days = £

I used my own transport to drive to my placement which exceeds 50 miles in total Miles per day (over 50) ____ x 10p per mile x ____ days = £ =

Trainee Name: ________________________________________ Address: ________________________________________ Post Code: ________________________________________ Tel No: ________________________________________ Mob No: ________________________________________ Email: ________________________________________

University Mentor: ___________________________________ School Name: ___________________________________

Please provide details for electronic payment to your bank or building society account: Sort Code: ______________ Account No: _________________ (if applicable) Building Society Roll (Reference) No. _________________ Bank/Building Society Name: ______________________________________ Branch Address: ______________________________________ I certify that these are the correct bank/building society details for payment: Signed: _____________________ Date: _______________________

Claims must be submitted to Faculty of Education and Children’s Services Reception by 3rd of the month to be paid on the 24th


32

6.6 UNIVERSITY POLICY FOR PAYMENT OF EXPENSES

1. No payment is made for items that are not estimated in the budget.

2. It is University policy that Associate Teachers are only entitled to claim for travel costs which are in

addition to the normal cost of travel between the term-time residence and the University of Chester.

3. Where Associate Teachers choose to use cars for travel to and from the placements it is the Associate

Teacher’s responsibility to ensure that they have the appropriate car insurance cover.

4. All tickets for public transport must be attached to the claim form as proof of purchase. Travel by taxi

will not be authorised nor refunded.

5. No payment is made for meals.

6. There is no University budget to meet any claims other than travel.

7. The inclusion of an item on the budget form does not in itself guarantee payment for that item.

8. All expenses are paid by BACS by the Finance Department in Chichester House, you must therefore

ensure that all your bank/building society details are provided in the relevant spaces overleaf.


33

7. GUIDANCE INFORMATION FOR MENTORS 7.1. The Role of the Professional Mentor is to:

1. Ensure that the Associate Teacher is in receipt of a School-based Training Plan.

2. Have overall responsibility for the Associate Teacher work in school.

3. Make early contact with the Associate Teacher and to be available to offer

continuing support and encouragement.

4. Assist the Associate Teacher in developing his/her ability to reflect on

professional experiences.

5. Create a positive and supportive climate.

6. Promote contact between the Associate Teacher and other staff in the school.

7. Induct the Associate Teacher in to school structure and procedures.

8. Organise School-based development and support activities for the Associate

Teacher on a range of topics, to enable them to develop professional values and

to understand and uphold the Professional Code of Conduct and Practice of the

General Teaching Council for England. These will include; tracking pupils,

observation of lessons in departments other than the subject specialist

department, visits to Primary schools to enable observation of teaching and

learning, meeting parents/carers and liaising with external agencies.

9. Share in the preparation of the Associate Teacher as a beginning teacher through

the teaching of the Professional Development strand of the Programme as set out

in the Programme documentation.

10. Ensure the provision of appropriate classroom-based experiences as outlined in

the Programme documentation and to monitor the quality of the experiences

provided.

11. Ensure the development and use of effective procedures for observation of the

Associate Teacher.

12. Prepare formative reports on the quality of the Associate Teacher against the

Teachers’ Standards as necessary and to prepare progress reports.

13. Observe other Associate Teachers teaching in other schools and provide

summative reports for assessment and monitoring purposes.

14. Liaise with mentors, the Programme Leader, University Tutors and other

Professional Mentors as necessary and to develop the partnership between

tutors, mentors and Associate Teachers.

15. Be a member of the PGCE (Secondary) Professional Mentors Group and attend

group meetings throughout the year.

16. Interview, as appropriate, prospective candidates for the PGCE together with

University tutors.


34

7.2. The Role of the Subject Mentor is to:

1. Make early contact with the Associate Teacher and to offer continuing professional

support and encouragement.

2. Prepare a School-based Training Plan based on the requirements of the Programme

and differentiated for each Associate Teacher.

3. Assist the Associate Teacher in developing his/her ability to reflect on professional

experiences which will involve providing regular opportunities for formal and informal

meetings related to the review of and preparation for lessons and schemes of work

where appropriate.

4. Share in the preparation of the Associate Teacher as a teacher through the teaching of

the subject specialist strand of the Programme as set out in the Programme

documentation and in so doing to enable him/her to develop professional values and

understand and uphold the professional Code of Conduct and Practice of the General

Teaching Council for England.

5. Promote contact between the Associate Teacher and other staff in the department or

faculty.

6. Induct the Associate Teacher into departmental procedures.

7. Organise classroom-based experiences for the Associate Teacher as outlined in the

Programme documentation.

8. Develop and apply effective procedures for classroom observation, to observe the

Associate Teacher teaching once a week in assessed periods of School-based Training

and to cross-moderate as appropriate.

9. Prepare formative reports for assessment purposes and to provide written feedback for

the Associate Teacher once a week during assessed periods of School-based Training

and as appropriate at other times.

10. Contribute to the progress reports at the end of each placement.

11. Assess the Associate Teacher’s Teaching and Professional Files and sign them off

weekly.

12. Create a positive and supportive climate.

13. Liaise with University tutors, to develop the partnership between tutors, mentors and

Associate Teachers and to share the responsibility of Programme development through

attending the subject mentor training and planning sessions.

14. Sign the weekly attendance and Record of School-based Training Meetings in the

Standards Profile Log.


35

7.3. The Role of the University Tutor is to:

1. Share in the preparation of Associate Teacher through the teaching of the Subject

Specialism and Professional Development strands of the Programme as set out in the

Programme documentation and in so doing to enable the Associate Teacher to develop

professional values and understand and uphold the professional Code of Conduct and

Practice of the General Teaching Council for England.

2. Observe the Associate Teacher teaching and work in sessions and to offer support and

encouragement.

3. Assist the Associate Teacher by supporting, challenging and developing his/her ability to

reflect on professional experiences.

4. Work with the school mentors to assess the Associate Teacher in their competence to

teach against the Standards.

5. Assess and moderate Standards of Associate Teachers’ performance across schools

and to offer advice.

6. Assess the Associate Teachers’ written assignments.

7. Maintain links with schools and to foster the partnership relationship between school and

Associate Teachers.

8. Support and advise mentors in schools on subject specific issues or on general issues

or as appropriate.

9. Visit the Associate Teachers normally on three occasions in the Programme to moderate

Standards with the Subject Mentor.

10. Liaise between Associate Teacher, school mentors and the Programme Leader for the

PGCE Programme and to develop the partnership between the Associate Teacher,

mentors and tutors.

11. Make the Associate Teacher aware of the range of training opportunities available

outside the remit of the Programme but relevant to individual needs and interests.


36

7.4. University Tutor Visits to Schools

University Tutors should follow the procedures outlined below.

Inform the school no later than the day before the visit is intended to take place.

Ensure that the visit is at a time convenient for the school.

Ask the Associate Teacher to inform the Professional and Subject Mentor of the visit

Arrive early.

Take their CRB documentation from the Dean of the Faculty.

Wear the University photo badge at all times whilst on the school premises.

Check in at Reception and wait there until invited to go to the classroom.

After observing the lesson and giving feedback the University Tutor should make

him/herself available for meetings with the Professional and Subject Mentor. Should the

tutor’s schedule not allow this immediately, alternative arrangements for example, a

telephone conversation should be arranged for the immediate future.

Check out at Reception.


37

INITIAL STANDARDS AUDIT

Professional Attributes - Those recommended for the award of QTS should meet the following Standards.

(Please identify as closely as possible how you relate to the following statements.)

No

expe

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A little

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Am

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nt

A v

ery

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nd

ard

Evidence

Part One – TEACHING A teacher must:

S1. 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


38


No

expe

rien

ce

A little

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Am

co

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nt

A v

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goo

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sta

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ard

Evidence

Pupil progress

S2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress

and outcomes

be aware of pupil’s capabilities and their prior

knowledge, and plan teaching to build on these.

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.


39


No

expe

rien

ce

A little

expe

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ce

Am

co

mp

ete

nt

A v

ery

goo

d

sta

nd

ard

Evidence

Subject and curriculum knowledge and pedagogy

S3. 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.


40


No

expe

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A little

expe

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Am

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nt

A v

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sta

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ard

Evidence

Effective classroom practice

S4. 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).


41


No

expe

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ce

A little

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Am

co

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nt

A v

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goo

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sta

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ard

Evidence

Diversity and Special Needs: meeting the needs of all pupils

S5. 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.


42


No

expe

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ce

A little

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Am

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nt

A v

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sta

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ard

Evidence

Assessment for learning

S6. 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.


43


No

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ce

A little

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Am

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A v

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ard

Evidence

Managing behaviour

S7. 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.


44


No

expe

rien

ce

A little

expe

rien

ce

Am

co

mp

ete

nt

A v

ery

goo

d

sta

nd

ard

Evidence

The wider professional role of the teacher

S8. 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.


45

Individual Training Plan

What are the Teachers’ Standards for QTS?

The standards are a rigorous set of statements formally setting out what a associate teacher teacher is expected to know, understand and be able to sustain,

in order to be awarded qualified teacher status and succeed as an effective teacher. Please complete this training plan for each phase of the training for each

associate teacher on placement in negotiation with the associate teacher, and after consultation concerning all associate teacher audits. As the training

progresses, associate teacher targets should also be included in the plan for the next phase. Please add extra pages as needed and treat this plan as a

working document which is annotated, discussed, and revised continually.

Associate teacher

Secondary Subject and Programme:

1st Placement School/Lead School

2nd Placement School/Placement B

Subject Mentor

Subject Mentor

Professional Mentor

Professional Mentor


46

Targets set for 1st Placement School/Lead School Initial Induction Weeks. Teachers’ Standards

Please add these targets and how they will be addressed in Week 1 and Week 2 on the next page.


47

Expand boxes as required

Dates (e.g.

‘Weeks 1-3)

Wk beg

Please describe the proposed training activities that will take place

Autumn Term

Which QTS Teachers’

Standard(s) do the activities relate to?

How does this activity meet each of the Standards

listed?

How will evidence of each

activity be recorded?

Week 1

Week 2

Week 3

Week 4


48

Dates (e.g.

‘Weeks 1-3)

Wk beg

Please describe the proposed training activities that will take place

Autumn Term

Which QTS Teachers’

Standard(s) do the activities relate to?

How does this activity meet each of the Standards

listed?

How will evidence of each

activity be recorded?

Week 5

Week 6

Week 7

Week 8

Expand boxes and add additional weeks as required


49

WEEKLY REVIEW OF PROGRESS Completed electronically

Weekly Review

DATE:

Class Teacher/Subject Mentor:

Professional Mentor:

Associate Teacher:

This Associate Teacher is making satisfactory progress:

Yes/No

This Associate Teacher is a Cause for Concern – please activate the Cause for Concern Procedures:

Yes/No

Cause for Concern activated: Yes/No Date

Part 1 - Review and Update of the Individual Training Plan

To include:

How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other issues:

Standards Profile Log/Training Plan reviewed Yes/No

Any issues identified? (added to training plan)

Standards verified at this meeting: (added to Standards profile log)


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Review of School Based training undertaken this week:

Part 2 - Discussion of reflection and review of Weekly Lesson Observation Reflection by Associate Teacher to be prepared and shared in advance of the Weekly Review

Focus of the Reflection discussed:

Record of discussion to include discussion resulting from Weekly Lesson Observation.

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacts on pupil progress

Part 4 - Targets and Tasks

Weekly Target Setting related to the Standards to be reviewed and new targets identified(ensure any training activities appear on the ITP)

Signed Professional Mentor/Subject Mentor ............................................................. Associate Teacher ................................................. Date: .............................


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LESSON OBSERVATION

Associate Teacher: Programme:

Associate Teachers should be observed formally and given

written feedback on a weekly basis, though it is recognised that

informal observation may be undertaken at any time. Please

note NOT all Standards will be or indeed need to be assessed

during each lesson observation. Please report on and grade

QTS Focus initially, then comment on other standards as and if

appropriate.

School: Lesson Topic:

Mentor/Teacher/Tutor: QTS Focus: Date: No in Group and Year Group:

S1. Set high expectations which inspire, motivate and challenge pupils: Grade 4a 4b 3 2 1

(S1a) Establish a safe and stimulating environment for pupils, rooted in mutual

respect;

(S1b) Set goals that stretch and challenge pupils of all backgrounds, abilities

and dispositions;

(S1c) Demonstrate consistently the positive attitudes, values and behaviour

which are expected of pupils.

S2. Promote good progress and outcomes by pupils 4a 4b 3 2 1 (Impact on Pupil Progress)

(S2a) Be accountable for pupils’ attainment, progress and outcomes;

(S2b) Be aware of pupil’s capabilities and their prior knowledge, and plan

teaching to build on these;

(S2c) Guide pupils to reflect on the progress they have made and their emerging

needs;

(S2d) Demonstrate knowledge and understanding of how pupils learn and how

this impacts on teaching;

(S2e) Encourage pupils to take a responsible and conscientious attitude to their

own work and study.

S3. Demonstrate good subject and curriculum knowledge 4a 4b 3 2 1

(S3a) Have a secure knowledge of the relevant subject(s) and curriculum areas,

foster and maintain pupils’ interest in the subject, and address

misunderstandings;

(S3b) Demonstrate a critical understanding of developments in the subject and

curriculum areas, and promote the value of scholarship;

(S3c) 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;

(S3d) If teaching early reading, demonstrate a clear understanding of systematic

synthetic phonics;


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(S3d) If teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies.

S4. Plan and teach well-structured lessons 4a 4b 3 2 1 (S4a) Impart knowledge and develop understanding through effective use of

lesson time;

(S4b) Promote a love of learning and children’s intellectual curiosity;

(S4c) Set homework and plan other out-of-class activities to consolidate and

extend the knowledge and understanding pupils have acquired;

(S4d) Reflect systematically on the effectiveness of lessons and approaches to

teaching;

(S4e) Contribute to the design and provision of an engaging curriculum within the

relevant subject area(s).

S5. Adapt teaching to respond to the strengths and needs of all pupils 4a 4b 3 2 1 (S5a) Know when and how to differentiate appropriately, using approaches which

enable pupils to be taught effectively;

(S5b) Have a secure understanding of how a range of factors can inhibit pupils’

ability to learn, and how best to overcome these;

(S5c) 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;

(S5d) 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.

S6. Make accurate and productive use of assessment 4a 4b 3 2 1

(S6a) Know and understand how to assess the relevant subject and curriculum

areas, including statutory assessment requirements;

(S6b) Make use of formative and summative assessment to secure pupils’

progress;

(S6c) Use relevant data to monitor progress, set targets, and plan subsequent

lessons;

(S6d) Give pupils regular feedback, both orally and through accurate marking,

and encourage pupils to respond to the feedback.

S7.Manage behaviour effectively to ensure a good and safe learning environment 4a 4b 3 2 1

(S7a) 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;

(S7b) Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly;

(S7c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them;


53

(S7d) Maintain good relationships with pupils, exercise appropriate authority, and

act decisively when necessary.

S8. Fulfil wider professional responsibilities 4a 4b 3 2 1 (S8a) Make a positive contribution to the wider life and ethos of the school;

(S8b) Develop effective professional relationships with colleagues, knowing how

and when to draw on advice and specialist support;

(S8c) Deploy support staff effectively;

(S8d) Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues;

(S8e) Communicate effectively with parents with regard to pupils’ achievements

and well-being.

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Standards Profile Log

Dialogue arising out of this lesson. To be focused upon in weekly review meeting.

Mentor/Tutor: ____________________________________________________________________ Associate Teacher: ________________________________________________________________________


54

The Standards Profile Log


55

Guidance notes: Using the Progress Indicators PROGRESS INDICATORS The descriptions used in the Progress Indicators encompass the Teachers’ Standards (May 2012).

They constitute a mechanism that is structured to assist in monitoring, recording, reporting and supporting Associate Teacher teachers’

attainment against the Standards and Programme outcomes. The Standards themselves are shown in the first column. The descriptions are

designed to be progressive as the headings at the top of each column indicate.

The Progress Indicators should be used formatively by those assessing Associate Teachers to help track progress against the

Standard, to determine areas where additional development might need to be observed, or to identify areas where a Associate

Teacher is already demonstrating very good practice relevant to that Standard. The standards provide a benchmark of the minimum

‘satisfactory’ requirements that should be expected of Associate Teachers (and teachers.)

The Standards highlighted in colour are the particular Standards which Associate Teachers should be working on during each

placement and that should be addressed in recommended hierarchical development.

Orientation/Placement 1 and 2 Placement 1 and 2 Placement 2

The Standard descriptors at Satisfactory, Good and Very Good describe the standard that can reasonably be expected of the

Associate Teacher teacher at the point of recommendation for the award of QTS.

At the end of School Based Learning – Placement 1 an Associate Teacher is expected to be ‘Making progress towards the

Standards’.

By the end of the programme in order to meet the Standards all Associate Teachers should meet the minimum requirements as

indicated in the ‘Satisfactory’ column.

Satisfactory Associate Teachers meet all of the Standards and provide evidence of teaching at least satisfactory lessons across a

range of contexts. The expectation is that all Associate Teacher teachers should aspire to be at least ‘good’ Associate Teacher

teachers.


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An Associate Teacher whose progress is unsatisfactory for the particular stage of the programme would constitute a cause for

concern and subsequent failure if not addressed (see notes about the Remediation process below).

The ‘how well does the Associate Teacher’ questions below the descriptors should be used formatively as the basis of discussions

related to Associate Teacher progress.

The purpose of Progress Indicators

to ensure consistency across partnership schools and colleges in terms of monitoring progress

to support the process of formative and summative assessment

to provide a useful mechanism for making judgements at review points

to make more rigorous use of evidence

to contribute to mentor development

to help mentors to provide quality feedback to Associate Teachers

to support mentors and Associate Teacher teachers in identifying focused, realistic targets

to provide a formal recording mechanism for Associate Teacher teachers at risk

to guide Associate Teachers in identifying particular strengths and areas for development in order to ensure a smooth transition

from PGCE to the Career Entry Development Profile (CEDP) and NQT Induction.

REMEDIATION

Very occasionally, Associate Teacher teachers do not make the progress necessary to achieve the outcomes by the end of the course. In such

(rare) situations they may be required to take part in one of the following (described in full on the Partnership website):

a Progress Review Panel meeting which would look at general issues relating to your professionalism, or

the Remediation process, which would address issues of concern in relation to your progress in meeting The Standards. This

would be identified via the use of Progress Indicators.

Guidance for Part two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The statements in part two of

the Standards define the behaviour and attitudes that set the required standard for conduct throughout a teacher’s career.

Much of the evidence for this section will be found in other Standards and evidence specific to this section will be exemplified on a day

to day basis. Please note that additional evidence does not need to be collated for this standard.


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Key aspects of Associate Teachers’ performance: Self-Monitoring Against the Standards : S1

S1: Set high expectations which inspire, motivate and challenge pupils

Standards Unsatisfactory Progress (4a)

Making progress towards the Standard (4b)

Satisfactory –but requires improvement (3)

Good (2)

Outstanding (1)

Evidence and location (*see examples below)

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

Limited ability or unable to establish a safe and stimulating environment to engage pupils’ interest in learning.

With advice, is able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Routinely able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to sustain pupils’ interest in learning.

Uses innovative and creative approaches to establish a safe and stimulating environment that sustains pupils’ interest in learning.

Insufficient mutual respect for pupils to accept and follow leadership and direction.

There is evidence of mutual respect in the classroom.

Sufficient (mutual) respect for most pupils to routinely accept and follow leadership and direction.

Mutual respect allows for a range of approaches to learning and classroom organization.

Highly respected which allows a wide range of approaches to learning and classroom organisation.

Requires intervention of other professionals to assist in establishing and maintaining a safe and settled learning environment.

Increasingly demonstrates sound understanding, presence and management skills to maintain a purposeful and safe learning environment

Routinely demonstrates the necessary, understanding, presence and management skills to maintain a purposeful and safe learning environment.

Increasingly utilises an extended range of strategies to maintain a purposeful and safe learning environment.

Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment.

b) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Requires the support of another professional to set goals that stretch and challenge pupils.

With advice and support, is able to set goals that stretch and challenge pupils of various backgrounds, abilities and dispositions, including those with special educational needs and/or disabilities, according to school context.

Able to set goals that engage most pupils in their learning including those from all backgrounds and with special educational needs and/or disabilities.

Sets goals that motivate, enthuse and challenge most pupils.

Sets goals that challenge and generate high levels of enthusiasm for, participation in and commitment to learning in all pupils.


58





Good (2)

Outstanding (1)

Evidence and location (*see examples below)

c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Limited ability or not able to demonstrate the positive attitudes, values and behaviour expected of pupils.

Uses acknowledged strategies to create and sustain a positive working climate. Sets a good example through personal conduct.

Consistently demonstrates the positive attitudes, values and behaviour expected of all pupils.

Consistently and effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show an impact on the conduct and behaviour of all pupils.

Always effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show a positive impact on the conduct and behaviour of all pupils.


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How well does the Associate Teacher:

Establish fair, respectful, trusting, supportive and constructive professional

relationships with pupils?

Help learners to show respect and sensitivity in their relationships with one

another and the teacher?

Demonstrate a purposeful and safe atmosphere characterised by respect

and co-operation?

Succeed in teaching learners to co-operate, to collaborate and listen to

others?

Plan work at a suitably high level for age and ability and to external

benchmarks such as NC level descriptors that stretch and challenge all

pupils?

Maintain high expectations and personalise the learning taking account a

range of diverse needs through an inclusive approach?

Understand and demonstrate the values and attitudes that they expect from

pupils, respect for others, positive attitude towards learning, care for the

environment and social responsibility?

Resolve conflicts and individual learner’s problems sensitively to protect their

self-esteem?

Establish high expectation for learner’s behaviour?

Demonstrate an understanding of the needs of all pupils and minority

groups?

Evidence for this standard may be demonstrated by:

Planning documentation

Clear classroom risks, resources and routines identified

Resources planned to engage and stimulate sensitive the needs of pupils

Activities planned that are challenging and engaging for all pupils

Reflective Documents

Evaluations reflect upon the learning environment

Evaluations identify different progress between pupils and groups of pupils

Lesson observations from mentors and tutors

Health and safety risks communicated to pupils

Pupils aware of tasks and on task

Expectations made clear to pupils

Associate Teacher is courteous to all pupils and demonstrates enthusiasm

Associate Teacher challenges inappropriate behaviour including sexist,

racist, homophobic or other inappropriate personal comments

Pupil assessment records

Assessment is undertaken regularly and pupil progress monitored in order

plan future learning

Include appropriate targets in pupil books


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S2: Promote good progress and outcomes by pupils

Standard Unsatisfactory Progress (4a)



Good (2)

Outstanding (1)

Evidence and Location (*see examples below)

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

Limited ability or unable to identify the impact of teaching on pupils’ attainment, progress or outcomes and incapable of explaining how pupils have made progress.

With advice shows some understanding of how to monitor pupil attainment, progress and outcomes.

Able to evaluate and communicate the impact of teaching on learning outcomes for groups of pupils, including those with special educational needs and/or disabilities.

Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the pupils in most lessons.

Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables pupils to make progress in all areas of learning.

Limited or lack of awareness of school policy and practice.

Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of pupils, including those with special educational needs and/or disabilities, according to school context.

Aware of school policy and practice and is broadly in line with this

Follows school policy and practice Fully understands and is able to model school-level policy and practice and guide other professional colleagues such as teaching assistants.

Is developing awareness of school policy and practice.

Provides extensive, varied examples of how sustained progression for all groups of learners has been secured.

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

Planning rarely or not informed by assessment of pupils’ capabilities and prior knowledge.

With advice plans teaching to build on pupils’ capabilities and prior knowledge.

Broadly accurate use of evidence gathered on pupils’ capabilities and prior knowledge in the planning of teaching and learning opportunities, so that all groups of learners make some progress.

Well informed about the pupils’ capabilities and prior learning, drawing on focused assessment.

Thorough and detailed understanding of the pupils’ capabilities and prior learning based upon systematic use of focused assessment.

Plans are annotated to support progression.

Plans are differentiated/ personalised.


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Standard Unsatisfactory Progress (4a)



Good (2)

Outstanding (1)


c) Guide pupils to reflect on the progress they have made and their emerging needs.

Limited ability or unable to identify pupils’ progress

Is developing knowledge of strategies that can be used to provide feedback and set targets.

Able to identify and communicate the progress made by pupils.

Developed a detailed understanding of the pupils’ progress and their emerging needs.

Identified the personal progress and learning needs of each pupil.

Limited verbal/written feedback to prompt pupils to reflect on their learning and recognise what they need to do next.

With advice and assistance involves pupils in reflecting on their progress and is able to help pupils to identify their own next steps in learning.

A range of strategies used to provide feedback and set targets to enable pupils to reflect on achievements and recognise next steps.

Provide frequent, consistent and clear feedback which enables pupils to recognise and explain what they need to do next.

Pupils receive systematic and developmental feedback which enables them to identify and quantify attainment and contribute to longer-term target-setting.

d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Limited or no awareness of how pupils learn.

Developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has a developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has good knowledge and understanding of how pupils learn and a clear recognition of how to deal with barriers to learning.

Has detailed knowledge and understanding of how pupils learn and how to overcome potential barriers to learning.

Limited or unable able to use targeted interventions to facilitate learning for all groups. Does not adapt teaching to respond to the strengths and needs of pupils.

Demonstrates developing knowledge and understanding of how pupils learn and how this impacts on teaching

Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all pupils.

Able to use well targeted interventions to facilitate learning for all groups. Checks pupils’ understanding and routinely adapts teaching to respond to the strengths and needs of all pupils.

Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.

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

Rarely or not making clear the expectations for the pupils’ attitude to work.

With advice encourages pupils to take a responsible and conscientious attitude to their own work and study Increasingly sets high expectations for pupils.

Sets high expectations for most pupils leading to responsible and conscientious attitudes to work and study in most pupils’ responses.

Sets high and at times challenging expectations for responsible and conscientious attitudes to work and study which are consistently reflected in the pupils’ responses.

Pupils’ are strongly motivated to meet high and consistently challenging expectations for responsible and conscientious attitude to work and study.


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Have a secure understanding of how learners learn?

Take account of prior learning in planning and teaching?

Construct and scaffold learning and analyse learner’s progress and make

accurate assessments of their learning and achievements?

Monitor and assess progress and give feedback so that all pupils make

good progress in their learning?

Plan for continuity and progression across the key stage(s) building on

pupils’ prior knowledge and attainment?

Devise opportunities for individuals, groups and whole classes to recall,

review and draw conclusions about what they have achieved and guide

and support them in what they need to do next to improve?

Encourage pupils to take pride in their work and achievements?

Engage learners in setting objectives for the development of their own

learning and development?



Assessment data is used to inform planning

Planning of high order and diagnostic questions

Linking learning sequences

Lesson planning takes account of wider objectives linked to social and personal

skills

Lesson plans promote independent and collaborative working

Structure of lesson that reflects the needs of pupils and their learning e.g.

appropriate pace and resources


Evaluations identify future learning targets

Awareness of social, emotional, cultural and linguistic factors that influence pupil

performance


Observation identifies clear introduction and sequences of learning

Questioning builds on answers and pupils asked to build upon and reflect upon

their answers

Effective use of plenaries to reflect upon learning

Pupils are attentive at the start of episodes of learning

Opportunities built into lessons to celebrate success


Summative and formative assessment is undertaken regularly

Record keeping is up to date and used formatively

Constructive verbal and written feedback provided to pupils

Building in opportunities for pupils to reflect upon their progress and identify

areas for development


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S3: Demonstrate good subject and curriculum knowledge


Making Progress towards the Standards (4b)

Satisfactory-but requires improvement (3)

Good (2)

Outstanding (1)


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

Requires support with subject and curriculum knowledge when planning lessons in order to meet the needs of their pupils.

Developing understanding and use of subject knowledge in relation to their specific subject area and its place in the wider curriculum

Appropriate subject knowledge in relation to their specific subject area and its place within the wider curriculum.

Competent level of subject knowledge related to both their specific subject area and to the wider curriculum.

Highly confident and competent level of subject knowledge related to their specific subject area and the wider curriculum.

Only able to maintain low level pupil interest due to limited subject knowledge and inability to adequately address misunderstandings.

Demonstrates developing ability to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain increasing pupil interest in their subject and the wider curriculum as well as addressing misunderstandings.

Is able to foster maintain increasing pupil interest in the subject by delivering engaging teaching episodes, ensuring progression is made by all learners and addressing misunderstandings.

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

Demonstrates no or limited awareness of developments in the subject and curriculum area. Limited subject knowledge to promote the value of scholarship.

Is developing understanding and shows some awareness of developments and changes in the subject and curriculum area.

Demonstrates awareness of developments and changes in the subject and curriculum area. Promotes scholarship and further study within their subject and curriculum area.

Demonstrates good awareness and critical understanding of developments and changes in both the subject and the curriculum area. Promotes scholarship and further study to all pupils within their given subject and curriculum area.

Demonstrates a high level of awareness and critical understanding of developments in both the subject and curriculum area. Promotes high levels of scholarship and the value of further study to all pupils within their subject and curriculum area.


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Making Progress towards the Standards (4b)

Satisfactory-but requires improvement (3)

Good (2)

Outstanding (1)


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

Has no or limited understanding of strategies for promoting literacy, articulacy and the correct use of standard English and hence limited or no ability to put these into practice.

Demonstrates a developing use and understanding of strategies for promoting high standards of literacy, articulacy and the correct use of standard English, in the teacher’s specialist subject

Demonstrates the necessary understanding of strategies for promoting high standards in literacy, articulacy and the correct use of standard English and is able to put these into practice

Demonstrates an established understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a range of strategies to put these into practice.

Demonstrates a well-established and thorough understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a wide range of strategies to put these into practice.

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

Has no or limited understanding of the role of systematic synthetic phonics in the teaching of early reading and hence limited or no success in doing this.

Demonstrates a developing understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates sufficient understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a thorough understanding of the role systematic synthetic phonics in the teaching of early reading and applies this knowledge to provide engaging and challenging learning opportunities to develop pupils’ reading skills.

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

Has no or limited understanding of strategies for the teaching of early mathematics and hence limited or no success in doing this.

Demonstrates a developing understanding of strategies for the teaching of early mathematics.

Demonstrates sufficient understanding of strategies for the teaching of early mathematics.

Demonstrates a good understanding of strategies for the teaching of early mathematics

Demonstrates a thorough understanding of strategies for the teaching of early mathematics.

Increasingly applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills

Applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills.

Increasingly applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills.

Consistently applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills.


65


Have secure pedagogical and subject/phase related knowledge

and understanding?

Have knowledge of recent NC frameworks and developments

including national strategies and initiatives and critically evaluate

and reflect upon the use of these?

Plan and set subject/phase related targets for individuals and

groups of learners?

Break down ideas and concepts and sequence them logically to

support the development of learners’ knowledge and

understanding?

Answer learners’ questions confidently and accurately?

Construct and scaffold learning, know when to make effective

interventions and respond to learners’ common misconceptions

and mistakes?

Support learners in using and developing literacy, numeracy and

ICT skills in their subject area/phase?

Demonstrate depth of knowledge and understanding of early

reading, and SSP and use a range of strategies for the teaching

of early reading and SSP and critically evaluate and reflect upon

these?

Demonstrate depth of knowledge and understanding of early

mathematics and use a range of strategies for the teaching of

early mathematics and critically evaluate and reflect upon these?



Subject knowledge, key concepts and principles identified

Lesson plans, schemes of work and resources providing examples of how pupil literacy is

being developed

Differentiated resources planned and utilised


Demonstration of clear subject knowledge and the ability to develop pupil understanding

Use of guided reading and development of appropriate subject specific vocabulary

Questioning builds on answers and pupils asked to build upon and reflect upon their

answers


Assessment includes language and literacy learning

Summative, formative and diagnostic assessment of pupil understanding

Additional evidence

Subject knowledge audits

Assignments


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S4: Plan and Teach well-structured Lessons



Satisfactory –but requires improvement(3)

Good (2)

Outstanding (1)

Evidence and Location (*see below for examples)

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

Shows little effective use of time and pacing. Lacks confidence to adapt learning as the needs arises. Pupils are often over or under challenged.

Demonstrates a developing ability to maintain the pace of learning, and is increasingly able to respond to events; showing growing confidence to adapt their teaching in order to respond to the needs of pupils.

Maintains the pace of the learning, is able to respond flexibly to events and have the confidence to adapt their teaching in order to respond to the needs of pupils.

Lesson pace and learning is well maintained and shows constructive use of time.

Learning is evident through well-paced activities

b) Promote a love of learning and children’s intellectual curiosity.

Does not or rarely takes into account pupils’ responses and shows little evidence of being able to develop and expand on their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Demonstrates developing understanding of how to employ teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Employs teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Interactions are carefully planned to allow learners to develop and apply knowledge, skills, understanding, interests and enthusiasm to a range of situations.

Consistently supports all learners to develop, enhance and apply new knowledge, skills and understanding in a range of circumstances and situations.

Willing to take risks to capture interest and make learning interesting.

Takes risks when making learning interesting.

Pupils can generally see the relevance of their learning and this often stimulates their intellectual curiosity.

Pupils see the relevance of their learning and this stimulates their intellectual curiosity.


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Good (2)

Outstanding (1)


c) Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Homework is rarely or not planned and does not provide sufficient consolidation of learning. Little or no thought given to the possibility of out-of-school learning.

With guidance, plans and sets appropriate homework and/or other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Understands how and can sustain pupils’ progress and consolidate learning.

Plans homework that consolidates, extends and reinforces knowledge and understanding.

Plans focused homeworks and out of class learning that consolidates, reinforces and extends existing knowledge and understanding and helps pupils appreciate the need to revisit learning.

Can design and set appropriate tasks.

Plans opportunities for out-of-class activities which are safe and generally relevant and suitable.

Plans opportunities for out-of-class activities which are safe, relevant and suitable.

d) Reflect systematically on the effectiveness of lessons and approaches to teaching

Limited or no reflection or evaluation on own practice.

Evaluates the effectiveness of lessons and approaches to teaching.

Evaluates and reflects in order to improve on own practice.

Uses reflective practice in discussion with colleagues, accepts and acts upon advice and support.

Critically reflective in systematically evaluating their own practice, judging its impact on all groups of learners to inform future planning, teaching and learning.

Pays little or no attention to advice and does not accept constructive criticism to improve practice.

Takes and acts upon advice and accept constructive criticism to improve practice.

Assesses the effectiveness of lessons and approaches to learning, seeking advice from colleagues on how to improve, and acts appropriately on feedback and targets.

Shows ability to learn from both success and ‘failure’ by systematically evaluating practice, including its impact on pupils.

Acts upon advice and guidance to develop their professional practice.


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Good (2)

Outstanding (1)


e) Contribute to the design and provision of an engaging curriculum within the relevant subject areas.

Little involvement with or contribution to the design and provision of the curriculum.

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

Works collaboratively with colleagues, and is aware of recent curriculum developments when adapting and/or developing existing curriculum.

Collaborates with colleagues and has made contributions to curricular developments.

Has contributed to curricular initiatives or developments and accepts/assumes responsibility for developing an aspect of the curriculum.


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Select and adapt teaching styles and strategies to suit the stage

of the lesson, and the learning of individuals, groups and whole

classes as appropriate?

Manage the timing and pace of lessons, intervene effectively and

change direction and the shift in emphasis to support learning?

Use a variety of imaginative resources and innovative learning

activities that interest and challenge pupils’ learning and put this

into the context of the real world?

Design homework and out of class work that takes account of

learners’ attainment, needs and interest that can be completed

independently or with appropriate support?

Use the feedback from more experiences colleagues and the

experience of observing others to identify ways of improving their

practice?

Seek opportunities to engage in collaborative planning and

teaching?

Understand the need to consider the role of parents and carers in

supporting learners with homework?

Know about the appropriate arrangements and risk assessments

required for out of class activities?



Plans which show challenging learning objectives based upon prior learning

Planning shows differentiation and effective use of time

Homework that is suitably challenging and engaging

Planning that demonstrates an understanding of school, national curriculum, examination

requirements

Lesson planning takes account of wider objectives linked to social and personal skills

Documentation supporting out of class learning

Lesson plans promote independent and collaborative working


Accurate evaluations consistent with colleagues judgements

Reflection activities that actively seeks to improve practice

Evaluations and reflections that have led to improvements


Observation identifies enthusiasm for teaching

Observations of out of class activities

Lessons utilising appropriate teaching and learning strategies


Assessment of homework consistent with subject/ school policy

Appropriate and timely feedback to learners


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S5: Adapt teaching to respond to the strengths and needs of all pupils




Good (2)

Outstanding (1)


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

Lessons are mostly or inappropriately pitched for the needs of the learners which results in ineffective teaching and use of time.

With advice and guidance shows knowledge of when and how to differentiate appropriately and how to use approaches which enable pupils to be taught effectively.

Lessons show evidence of having considered some individual learning needs and employ differentiation strategies that address the learning needs of some pupils and thus remove some barriers to learning.

Lessons show evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of pupils and thus remove many barriers to learning.

Lessons show consistently strong evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of all pupils and thus remove barriers to learning.

Lessons begin to show evidence of having considered individual learning needs and of having employed some differentiation strategies that address the learning needs of some pupils .

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

Limited or lacking understanding of the factors that inhibit pupils’ learning.

Knows and is beginning to understand how a range of factors can inhibit pupils’ ability to learn. In context is developing knowledge and understanding how best to overcome these factors.

Respects and accommodates individual differences between pupils and has an understanding of how a narrow range of factors can inhibit pupils’ ability to learn, and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has an understanding of a range of factors that can inhibit pupils’ ability to learn and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has a very good understanding of a range of factors that inhibit pupils’ ability to learn.

Understanding is shown of the challenges and opportunities of teaching in a diverse society.

Has an appropriate level of understanding of the challenges and opportunities of teaching in a diverse society.

Has a thorough understanding of the challenges and opportunities of teaching in a diverse society.


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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

Fails or mostly fails to demonstrate an understanding of the physical, social and intellectual differences and needs at different stages in pupils’ development.

Knows that raising pupils’ achievement must acknowledge physical, social and intellectual development of children, and is developing awareness of how to adapt teaching to support pupils’ education at different stages of development

Demonstrates awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates a sound awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates an excellent awareness of how physical, social and intellectual development can influence pupil outcomes

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.

Fails or mostly fails to demonstrate an understanding of the diverse needs of pupils.

Shows some understanding of the diverse needs of pupils.

Demonstrates understanding of the diverse needs of pupils.

Demonstrates sound understanding of the diverse needs of most learners.

Demonstrates an excellent understanding of the diverse needs of all learners.

Has limited ability or Is unable to adapt or evaluate teaching to meet the different needs of pupils.

Is beginning to differentiate some teaching and personalises some provision to meet individual needs of pupils and is beginning to evaluate approaches .

Is able to adjust teaching, and evaluate it, to meet the different needs of pupils.

Is able to adapt teaching effectively, and evaluate it to meet the different needs of most learners.

Is able to adapt teaching effectively and evaluate it to meet the diverse needs of all learners.


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Take into account the key factors that contribute to the

development and well-being of learners?

Understand the extent to which different backgrounds and

influences may have an impact on learning?

Know and understand the factors that can present barriers to

learning, progress and well-being and how these barriers might be

overcome?

Interpret and use school level data to identify targets for learners?

Know how to identify the needs of pupils and differentiate tasks,

activities, resources effectively to support learners including those

with special educational needs, those with disabilities, those for

whom English is an additional language and those form diverse

social, cultural, ethnic, religious and linguistic backgrounds?

Recognise differences in the rates of progress and attainment of

pupils experiencing challenging circumstances?



Planning based upon prior assessments

Planning identifies clear differentiation strategies

Clear Assessment for Learning (AfL) strategies planned


Awareness of social and emotional factors and cultural and linguistic factors that influence

pupil performance


Observation identifies clear introduction and sequences of learning

Questioning builds on answers and pupils asked to build upon and reflect upon their

answers

Effective use of plenaries to reflect upon learning

Pupils are attentive at the start of episodes of learning

Support staff employed appropriately


Assessment is undertaken regularly


Use of school data e.g. FSM, EAL, SEN


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S6: Make accurate and productive use of assessment




Good (2)

Outstanding (1)


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

Rarely or does not recognise opportunities to assess relevant subject knowledge.

Is aware of and has some knowledge of assessment expectations in the subject area curriculum and of relevant assessment frameworks.

Recognises opportunities for, and carries out, assessment of relevant subject knowledge of the pupils they teach.

Uses well developed subject knowledge and accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set challenging tasks.

Draws on excellent subject knowledge to plan and set challenging tasks based on accurate assessment of learner’s prior skills, knowledge and understanding.

Demonstrates limited understanding of statutory assessment requirements.

Has developing knowledge of the statutory assessment requirements.

Demonstrates knowledge and understanding of the statutory assessment requirements and, with guidance, can make accurate assessments against benchmarks

Carries out assessment of relevant subject knowledge effectively, and demonstrates a good understanding of statutory assessment requirements and makes accurate assessments.

Assessment carried out effectively, and demonstrates an excellent knowledge of statutory assessment.

b) Make use of formative and summative assessment to secure pupils’ progress

Rarely or does not recognise opportunities to make use of formative and summative assessment in securing pupils’ progress, especially for those with special educational needs/and or disabilities.

Has developing knowledge of a range of formative and summative assessment strategies to secure pupil progress, including those with special educational needs/and or disabilities. Is beginning to apply some of these.

Uses appropriate opportunities for formative and summative assessment to secure pupil progress including those with special educational needs/and or disabilities.

Makes frequent use of a range of formative and summative assessment methods to secure individual pupils’ progress; can give examples of how they have secured progression for all groups of pupils, including those with special educational needs and/or disabilities.

Accommodates individual pupils’ differences in their use of a range of formative and summative assessment to secure progress; can give extensive and varied examples of how they have secured and sustained progression for all groups of pupils, including those with special educational needs/and or disabilities within a lesson and over a sequence of lessons.


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Good (2)

Outstanding (1)


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

Rarely or does not use data to monitor progress, set targets or plan subsequent lessons.

Knows what assessment data is available for pupils in order to monitor progress, set targets and plan lessons.

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

Uses a range of relevant data to monitor progress, set targets and plan subsequent lessons.

Uses a range of relevant data to monitor pupil progress and set targets. Lesson planning is informed by how well pupils meet targets.

Records of pupil progress are rarely or not maintained.

Has developing knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Records of pupil progress and attainment are maintained.

Records of pupil progress and attainment are kept up to date and used to inform future planning and target setting;

Records of pupil progress and attainment are up to date, detailed and used to inform future planning and target setting.

Broadly makes accurate use of assessment demonstrating secure knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Assesses pupils’ progress regularly and accurately; discusses assessments with them so that learners know how well they have done and what they need to do to improve.

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

Rarely or does not use opportunities to give pupils regular oral feedback or written comments and marks.

With guidance, can give informed feedback and guidance for progress in a manner which encourages pupils to respond to the feedback

Recognises and uses appropriate opportunities to give pupils regular oral feedback and written comments.

Uses a range of methods to give pupils regular and constructive feedback.

Uses and analyses a range of methods to give pupils regular and constructive feedback.

Pupils are rarely or not encouraged to respond to feedback.

Pupils are encouraged to respond to feedback.

Pupils are encouraged and given time to respond to constructive feedback.

Pupils are encouraged and given time to respond to constructive feedback which is then reflected in their progress


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Know the assessment requirements and arrangements for the

subjects/phase including those for examinations?

Make effective use of the schools; monitoring, assessment and

recording policy?

Know how to prepare pupils for assessment activity?

Know the NC levels of attainment and use these appropriately and

effectively to monitor progress and attainment and develop and

extend learning?

Relate assessment to learning objectives, learning activities and

learning outcomes?

Use a range of assessment strategies including self and peer

assessment effectively?

Give appropriate and timely oral and written feedback to motivate

and reinforce learning and help pupils to set targets to improve?

Know, understand and use available dataisets to improve the quality

of teaching and learning and set appropriate targets for pupils?



Clear classroom routines identified

Assessment data is used to inform planning

Planning of high order and diagnostic questions

Linking learning sequences

Lesson planning takes account of wider objectives linked to social

and personal skills

Lesson plans promote independent and collaborative working.




The use of effective feedback at individual, small group and whole

class level

Questioning builds on answers and pupils asked to build upon and

reflect upon their answers

Effective use of plenaries to identify pupil understanding

Learners reflect on learning and set / review own targets

Observes pupil activity and makes appropriate responses


Assessment is undertaken regularly

Use of tests, mock examinations and controlled assessments to

provide appropriate feedback


Pupils know how to progress to the next level

Additional evidence

Assignments


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S7: Manage behaviour effectively to ensure a good and safe learning




Good (2)

Outstanding (1)


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

Rules and routines not established or consistent in accordance with the school’s behaviour policy

Increasingly establishes rules and routines in accordance with the school’s behaviour policy

Clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy .

Clear rules and routines for behaviour are well-established and implemented consistently in accordance with the school’s behaviour policy.

Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy.

Limited awareness of and engagement with the responsibility for promoting good and courteous behaviour in the classroom and around the school.

Developing responsibility for promoting good and courteous behaviour in the classroom and around school.

Takes responsibility for promoting good and courteous behaviour in the classroom and is beginning to do so around the school.

Consistently reinforces good and courteous behaviour in the classroom and around the school

Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation

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

High expectations of behaviour rarely or not yet evident.

Evidence of high expectations of behaviour .

High expectations of behaviour are evident.

Maintains high expectations of pupils’ behaviour .

Sustains high expectations of behaviour which are integral to learning.

Use of praise, sanctions and rewards neither consistent nor fair.

Increasingly manages behaviour in lessons in orderly & positive ways by using praise and sanctions .

Establishes a framework for discipline, deploying strategies, including the use of praise, sanctions and rewards applied consistently and fairly.

Establishes and maintains an effective framework for discipline, consistently and fairly incorporating the use of praise, sanctions and rewards.

Establishes and maintains a very effective framework for discipline, consistently and fairly, using a wide range of strategies.


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

Pupil involvement and motivation is limited by ineffective class management.

With advice they can manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Manages, involves and motivates classes effectively using approaches which are appropriate to most pupils’ needs.

Demonstrates a wide range of approaches in managing, involving and motivating classes in ways appropriate to pupils’ needs.

Manages a high level of pupil motivation, involvement and engagement throughout the lesson using a wide range of approaches appropriate to pupils’ needs.

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

Has difficulties establishing or fails to establish effective relationships with pupils.

Developing ability to establish effective and appropriate relationships with pupils.

Maintains appropriate relationships with most pupils creating a supportive learning environment.

Makes timely and appropriate interventions to maintain good discipline.

Strong relationship with pupils ensures a productive and inspiring learning environment.

Authority lacks confidence and interventions are ineffective.

Is gaining confidence and interventions are increasingly effective.

Is able to exercise appropriate authority and act decisively when necessary.

Ensures that any matters relating to pupil behaviour are addressed immediate thus maximising their learning.


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Make use of the relevant school behaviour policy and be able to

employ a range of effective strategies to secure appropriate learning

behaviour, self control and independence so that all learners can

make progress??

Ensure that pupils know the boundaries of acceptable behaviour and

understand the consequences of their actions?

Minimise the impact of negative behaviour of some pupils on

teaching and the learning of others?

Establish and maintain effective relationships in the classroom

between teacher to pupil, other adult to pupil and pupil to pupil?

Understand the link between learners’ behaviour and their

involvement and engagement with learning?



Seating plans and clear classroom routines identified

Planning showing the effective use of additional classroom support

Planning showing consideration of clear behaviour management

strategies



Awareness of social and emotional factors and cultural and linguistic

factors that influence pupil performance


High expectations and effective and appropriate behaviour

management strategies observed

Variety of styles, variation of tone and language appropriate to

audience

Effective relationships with pupils being developed

School policies for behaviour used appropriately


Records of sanctions and disruptive pupils maintained


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Key aspects of Associate Teachers’ performance: Self-Monitoring Against the Standards : S8 = Phases 1/2/3 = Phases 2/3 = Phase 3

S8: Fulfil Wider Professional Responsibilities




Good (2)

Outstanding (1)


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

Some awareness of school ethos, policies and procedures but requires help in making professional judgments in relation to them.

With advice is identifying opportunities where a positive contribution to the wider life and ethos of the school can be made

Beginning to contribute positively to the wider life and ethos of the school.

Proactive about making a positive contribution to the life and ethos of the school.

Are proactive and make a significant contribution to the wider life and ethos of their school.

Limited knowledge of teachers’ legal responsibilities.

Has knowledge of teachers’ legal responsibilities

Has an understanding of teachers’ legal responsibilities.

Has a good understanding of teachers’ legal responsibilities.

Has a clear understanding of teachers’ legal responsibilities.

b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Limited awareness of the roles and responsibilities of colleagues.

Has an awareness of the roles and responsibilities of colleagues.

Understands the roles responsibilities of different colleagues.

Consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Effectively consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Shows limited or no evidence of being able to draw upon other colleague’ expertise without support and guidance.

Increasingly utilises other colleagues’ expertise when necessary, including those with responsibility for special needs and disabilities.

Consults with and can utilise other colleagues’ expertise when necessary including those with responsibility for special needs and disabilities.

Effectively utilises the expertise of other colleagues when necessary including those with responsibility for special needs and disabilities.

c) Deploy support staff effectively

Limited ability or unable to deploy support staff effectively.

Is developing the ability to deploy support staff effectively to facilitate pupil learning.

Has some ability to deploy support staff effectively to facilitate pupil learning.

Able to deploy support staff effectively to facilitate pupil learning for all groups.

Clear evidence of effective professional relationships with support staff that demonstrate collaborative working and deployment of support staff to maximise the learning of all pupils.


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With advice has consulted with support staff in planning and classroom delivery.

Evidence of consultation with support staff in planning and classroom delivery.

Evidence of collaborative work with support staff to facilitate pupils’ learning.

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

Limited awareness of or not clear about own strengths and areas for development. Not proactive in own development.

Is beginning to take responsibility for improving teaching through appropriate professional development, and takes and acts on advice to advance own professional development.

Engages with own professional development.

Proactive with their own learning and professional development.

Proactive with their own learning and professional development in order to improve teaching.

Rarely or does not respond to advice and feedback from colleagues.

Acts upon feedback from colleagues.

Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development.

Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development.

Are open to coaching and mentoring and respect the advice and guidance offered by colleagues; clear evidence that this is used to secure improvements in professional practice.

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

Requires structured guidance to communicate with parents and carers about pupils’ achievements and well-being.

With guidance and support is able to communicate with parents with regard to pupils’ achievements and well-being.

Communicates adequately with parents and carers about learners’ achievements and well-being.

Communicates well with parents and carers about learners’ achievements and well-being.

Communicates very effectively with parents and carers about learners’ achievements and well-being.


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Involve themselves in the wider role of the school through

pastoral/form tutor work. PSHCE, assemblies, out of school

learning, extra curricular activity, staff meetings and CPD activity?

Seek support and communicate effectively with other colleagues?

Recognise the value, expertise and benefits to learning of co-

operative working?

Plan for, brief and deploy effectively other adults in and out of the

classroom?

Review their professional learning and practice on a regular basis

and identify strategies to improve?

Seek out guidance and support from mentors and other colleagues

and use the feedback to improve practice?

Demonstrate sensitivity to home background, ethnicity, culture and

religion when communicating with parents and carers?

Acknowledge the contribution that parents and carers can make to

the children’s learning and well being despite home circumstances

or experiences of education?



Participation in jointly planned activities

Development and sharing of resources


Effective use off feedback from mentors/tutors

Identification of professional development (CPD) needs

Evaluate and act upon advice and suggestions


1) Participation in wider school activities

2) Taking of assemblies, form time, PSHCE

3) Consultations with parents, pastoral staff, SENCO, other teachers to support and plan for

the pupils they teach

4) Team teaching

5) Understands and implements whole school policies e.g. dress code, communication with

parents, assessment and recording procedures


Parents consultation and general communication with parents in line with school policy

and procedures

Additional evidence

Assignments and audits


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PART TWO: Personal and Professional conduct


Standard Prompts Areas specific to this section will be exemplified by Associate Teacher

teachers when they are:

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

Teachers must maintain high standards of attendance and

punctuality.

Teachers must have an understanding of, and always act within,

the statutory frameworks which set out their professional duties

and responsibilities.

punctual and prepared for lessons

following procedures for reporting their own absence or lateness, and

making suggestions for cover work for their classes

registering classes and coding absences

helping children and young people to become confident and successful

learners

addressing the class in ways which demonstrate authority and mutual

respect; e.g. learning pupil names and using them

aware of relevant issues in the classes they teach and talking with

support staff and pastoral staff about the needs of pupils

discussing any concerns about children with relevant colleagues e.g.

notify the relevant member of staff relating to academic and pastoral

matters (usual class teacher/form tutor for emotionally distressed

pupils)

meeting with the SENCO and other support staff to ensure

understanding of schools’ approach to SEN and disability

sensitive to social background, ethnicity and religious beliefs when

interacting with children. This may be evident in lesson observations

and/or their evaluations.

clear which of their own personal beliefs may be sensitive and plan

ways to respond to pupils if they arise within the school situations

taking responsibility for maintaining the quality of their teaching practice,

upholding the values of the teaching profession and working as part of a

team and co-operate with other professional colleagues

dealing appropriately with incidents of intolerance or prejudice when


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Standard Prompts Areas specific to this section will be exemplified by Associate Teacher

teachers when they are:

they arise in the classroom or elsewhere in the school e.g. racism,

homophobia, sexism, religious prejudice, personal appearance

demonstrating an understanding of the child protection procedures in

the school

clear who to contact when issues arise e.g. know who the named child

protection person is within the school and follow policy relating to child

protection

knowledgeable about the relevant school policies and statutory

regulatory frameworks in relation to promoting values/ethos and able to

explain how these policies inform their own planning and teaching e.g.

in relation to EAL, SEN, literacy, behaviour; and promoting good

relations between groups

aware of cyber bullying and prevention schemes

aware of fire procedures, health and safety measures, first aiders etc.

aware of their statutory professional responsibilities including the

requirement to promote equal opportunities and to provide reasonable

adjustments for pupils with disabilities, as provided for in current

Equalities legislation

aware of any tensions or difficulties in the school as a whole or in the

classes they teach, and know what to do about this

putting the wellbeing, development and progress of children and young

people first

demonstrating respect for diversity and promote equality and striving to

establish productive partnerships with parents and carers

demonstrating honesty and integrity and uphold public trust and

confidence in the teaching profession


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Other relevant professional development (e.g. courses, INSET in school, sports, music, extra-curricular activities, private tuition, previous career)

Nature of professional development

Location and date


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PART 4 : WEEKLY TARGET SETTING ( COLLABORATIVE REVIEW) (Update as appropriate from weekly discussions based on lesson observations and other critical incidents. Review at the next Weekly Meeting) Insert rows where needed

Insert relevant Standard number

Target (Objective) Reference to QTS standards wherever

applicable

Action to be taken (realistic)

Success Criteria/Outcome (specific, attainable)

Date to be reviewed

(time )

Tick when completed




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applicable



Date to be reviewed

(time )

Tick when completed


S4: Plan and Teach well-structured Lesson


87



applicable



Date to be reviewed

(time )

Tick when completed

S5: Adapt teaching to respond to the strengths and needs of all pupils



88



applicable



Date to be reviewed

(time )

Tick when completed

S7: Manage behaviour effectively to ensure a good and safe learning


89



applicable



Date to be reviewed

(time )

Tick when completed

S8: Fulfil Wider Professional Responsibilities

Mentor Signature

Associate Teacher

Date:


90

7.10 Dealing with Problems and Issues All Associate Teachers accepted on the Programme, are provisional members of the GTCE

and as such are required to uphold the standards of professional conduct and practice within

and outside the school setting. In addition, the Teachers’ Standards relating to professional

conduct must be passed in order for the Associate Teacher to progress to the next stage of

their training programme. Should a Associate Teacher be removed from or fail a period of

School-based Training because of professional misconduct, the GTCE will be informed.

The University has in place its own Professional Suitability Procedures. Any decision to

invoke the University’s Professional Suitability Procedures will be jointly taken by the relevant

Partnership Manager, the Dean and other colleagues as required.

In the event that an Associate Teacher experiences difficulties, it is important that all parties

follow the procedures outlined below. There are occasions when a Professional Mentor will

notify the Partnership Manager of concerns regarding a Associate Teacher’s progress or lack

of commitment and professionalism. This may then trigger an additional visit. However, a

Associate Teacher is formally identified as Cause for Concern when the Cause for Concern

Action Plan has been completed and sent to the Partnership Manager. This procedure

ensures that there is an audit trail which will be required in the event of an appeal, all parties

are kept informed and that Associate Teachers are treated equitably.

Cause for Concern

An Associate Teacher may be identified as being a Cause for Concern for any combination of

the following circumstances:

Progress of an Associate Teacher

Lack of progress towards meeting the required Teachers’ Standards;

A lack of professionalism and commitment on the part of the Associate Teacher;

Targets which have been set are not being met;

Insufficient preparation and planning are leading to pupils under-achieving.

Associate Teacher Issues

The Associate Teacher expresses concern about his/her own progress;

The Associate Teacher expresses concern about the level of support being provided;

Personal reasons;

Medical reasons;


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Other valid reasons.

University Tutor Concerns

The nature of the placement has changed;

The Associate Teacher is unable to meet the learning outcomes for the placement

because of personal or medical reasons.

Procedures for Associate Teachers who are Formally Identified as Cause for Concern

If an Associate Teacher is a Cause for Concern it is important that they are made aware of

their difficulties as soon as possible. Experience suggests that early intervention is more

likely to enable the Associate Teacher to remediate any difficulties and avoid failing to meet

the requirements of the placement.

If a problem has been identified:

The Professional Mentor should contact the Partnership Manager by telephone, fax or

email;

The Partnership Manager will alert the University tutor;

The University tutor will arrange to discuss the problem with the Associate Teacher

and the school;

The University tutor will visit the school and in consultation with the Professional

Mentor and the Associate Teacher, draw up an Action Plan. The Programme Leader,

PAT and Partnership Manager will be kept informed. The Action Plan form can be

found on Portal.

The University Tutor and Professional Mentor will:

Monitor the Associate Teacher’s performance against the Action Plan;

Inform the Partnership Manager if targets are not being met;

Facilitate arrangements for a second opinion visit.

Withdrawal of a Associate Teacher from the Placement

1. It should be noted that if the performance of the Associate Teacher is deemed to be

detrimental to the education or well-being of pupils or the school expresses concern

about the professional conduct of a Associate Teacher, the Associate Teacher must not

continue with teaching responsibilities and the Partnership Manager must be informed

immediately.


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Action

Agreement must be reached by the Programme Leader and Professional

Mentor/Head Teacher that the placement is to be suspended;

The Associate Teacher will meet with the Professional Mentor/Head Teacher to be

informed of this decision;

The Associate Teacher will meet with the Programme Leader or Head of ITT as soon

as possible to agree an appropriate course of action which will be discussed at the

SBT Results Committee and ratified by the Subject Assessment Board;

2. In extreme circumstances an Associate Teacher may be asked to leave the school and

prevented from returning to school, by the Programme Leader or nominee either by

telephone or in person pending further enquiries.

3. If an Associate Teacher fails to uphold the principles contained in the General Teaching

Council Code of Conduct and Practice (2009), the Programme Leader should be

contacted immediately. The GTCE will be informed of such conduct.

4. If a Associate Teacher withdraws themselves from a placement, they will be deemed

to have failed the assessment requirements for the placement.

5. If a school asks for an Associate Teacher to be removed this will constitute an

automatic fail.

Action

The Associate Teacher will meet with the Programme Leader or Head of ITT as soon

as possible to agree an appropriate course of action which will be discussed at the

SBT Results Committee and ratified by the Subject Assessment Board. The GTCE

will be informed as necessary.

Second Opinions

The purpose of the Second Opinion visit is to provide an independent judgement by a neutral

and experienced colleague. A second opinion on an Associate Teacher’s progress will be

sought once an Associate Teacher has been identified formally as a Cause for Concern.


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Action: preliminary

The Programme Leader selects a neutral and experienced University tutor to provide

a second opinion;

The Associate Teacher and Professional Mentor are informed of the second opinion

visit at least 24 hours beforehand;

The second opinion University tutor is informed of the context for the visit but will not

be briefed by any the Programme Leader or University tutor involved;

It is not normally expected that the Associate Teacher will receive additional help or

focused support from School-based colleagues in order to prepare for the second

opinion visit.

Action: visit

The University tutor observes the Associate Teacher teach, scrutinises files and

makes an independent judgement based exclusively on the evidence provided;

This is recorded on the Second Opinion form.

Action: at the end of the visit

The University tutor provides the Associate Teacher and Programme Leader with an

ungraded Lesson Observation;

The University tutor completes a Second Opinion Form and returns it to the

Programme Leader.

The grades are provisional and not revealed to the Associate Teacher or

Professional Mentor or Head teachers at this point.

Action: after the visit

An SBT Results Committee held at the end of each period of School-based Training

will consider the grades of all Associate Teachers using all available evidence. The

Committee arrives at a recommendation which is then brought to the Subject

Assessment Board;

The Associate Teacher, the University Tutor and the Professional Mentor are

informed of the recommendation;

The Subject Assessment Board considers the evidence, confirms the grades and a

recommendation is made to the Awards Assessment Board as to the progress of the

Associate Teacher;

The recommendation is ratified by the Awards Assessment Board;


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The Associate Teacher, the University Tutor and the Professional Mentor are

informed of the decision.


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The School-based Training Examination Committee

A School-based Training Examination Committee held at the end of each period of School-

based Training will consider the grades of all Associate Teachers using all available

evidence. The Committee arrives at a recommendation which is then brought to the Subject

Assessment Board;

The Group will consider the following:

1. Associate Teachers with Mitigating Circumstances.

2. Associate Teachers who are deferring completion of whole or part of their period of

School-based Training. (Deferral)

3. Associate Teachers who have failed to meet the required Teachers’ Standards or

assessment requirements for a placement.

1. Mitigating Circumstances

In the event of Mitigating Circumstances which may need to be considered, the Associate

Teacher must forward to the Partnership Manager in advance of the final assessment date:

A medical certificate or Doctor’s letter where relevant;

Any other evidence requested by the Partnership Manager.

The circumstances will be considered by the Partnership Manager and Head of ITT. The

PAT will be informed. Advice will be given to the Associate Teacher regarding the

University’s Mitigating Circumstances procedures.

2. Defer

A Associate Teacher may seek a deferment of the placement for a number of reasons. This

is a formal University process which must be undertaken with the Partnership Manager and

Head of ITT. This usually means that no final summative assessment is possible before the

Awards Assessment Board or Subject Assessment Board. Evidence must be provided to

support the deferral of assessment.

3. Refer

In cases where, despite the support procedures, a Associate Teacher fails to meet the

required Teachers’ Standards or assessment requirements for a period of training (e.g. by

non-completion of a placement) the following procedures will apply:

The Associate Teacher will be counselled by the Programme Leader as to their future

and programme of study. This procedure will require written evidence of the feedback

and support given to the Associate Teacher. This will include:

– All lesson observation forms;


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– Interim and Final assessment reports (where available);

– The observation schedule for the Associate Teacher.

Additional evidence might include (where relevant):

– Cause for Concern report(s) and Action Plan(s);

– Second Opinion report(s).

Recommendation from the School-based Training Results Committee will be made to the

Subject Assessment Board in the usual manner regarding Pass, Defer and Refer. The

Awards Assessment Board will also receive recommendations for re-assessed placements

and the length of re-sits. In light of this it should be remembered that once the time conditions

of the placement have been fulfilled no extensions to a placement can be granted.

Re-assessment Placements

If the School-based Training Results Committee considers that the Associate Teacher would

benefit from a re-assessment placement, this will be organised by the Partnership Manager

pending a suitable placement being found. Re-assessments will incur a financial cost.

Further details regarding re-assessed placements can be found in the SBT Policies and

Procedures Handbook 2012-2013.


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7.11 Cause for Concern Form

For Attention of the Programme Leader Alert Form

Associate Teacher:

Associate Teacher’s Year Group/Programme:

School:

Part 1: Concern

(To be completed and returned to the Partnership Manager in the ITT Hub)

Part 2: Short Term Actions/Targets

Part 3: Formal Action Plan Document (This is signed off by the Programme Leader and Partnership Manager). All elements of the Cause for Concern are completed by the University Tutor and Professional Mentor in discussion with the Associate Teacher. We acknowledge that if these targets are not successfully met, this will result in a Second Opinion visit.

Agreed: Associate Teacher:………………………………. University Tutor:………………………. Mentor: …………………………………… Date:……….......………………………. Further action: ITT Administration Fax Number: 01244 511694


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7.12 Cause for Concern Flow Chart

Professional Mentor alerts Partnership Manager to concerns regarding trainee

Partnership Manager has conversation with trainee

Partnership Manager has conversation with Mentor

Extra University Tutor Visit

Concerns resolved: Situation monitored in school

Concerns not resolved. Trainee officially becomes a Cause for Concern and Action Plan agreed

Second Opinion Visit undertaken. Conference to discuss trainee’s progress

Trainee making good progress. Progress continues to be monitored but no further action taken

Trainee not making progress. Trainee fails placement


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UNIVERSITY OF CHESTER FACULTY OF EDUCATION AND CHILDREN’S SERVICES

ACTION PLAN FOR SCHOOL-BASED TRAINING A Page .................. of ...................

FOR: ………………………………………………………………………… Year .................. Summary of Grade for Standards/Areas of Concern Summary of feedback on previous targets during observations

Professional Attributes Professional Knowledge and Understanding

Professional Skills

Standards to be Addressed

Targets for Improvement

Strategies

To be monitored by and when

Target Met

..................... Signed by Monitor

Associate Teacher to authorise

I agree to addressing the targets identified in this Action Plan Associate Teacher signature: ………………………......………… Professional Mentor signature:…………………………………………. Date:…….....………………. University Tutor signature:……………………………………………….

Please note that unless you successfully address these points you are in danger of failing your Programme


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Only complete this section if a re-assessment has been recommended by the SBT Results Committee B

A re-assessment is required:

No of days for re-assessment:

Key Stage Required:

Personal considerations to be taken into account

Other information

Arrangements for next School-based Training

Key Stage required ………….

Personal considerations to be taken into account

Other information

PAT ………………………………….

Signatures

Plan agreed: ...................................................(Date) Associate Teacher: …………………………………......... Designated tutor for Action Plan: ……………………….....………........

Please forward this Action Plan to the Partnership Manager for authorisation.

Partnership Manager:....................................... Date: ……………………..

Associate Teacher to authorise

I agree to taking this Action Plan into the school to clarify the areas for development, and share with my Mentor and University tutor. Associate Teacher signature: ………………………......………… Date:…….....……………….

Please note that unless you successfully address these points you are in danger of failing your Programme.


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PR0005 PGCE Secondary -...

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