Primary Teacher Education Programmes (BA PET and PGCE)d3mcbia3evjswv.cloudfront.net/files/Good...

Primary Teacher Education Programmes

(BA PET and PGCE)

Good Practice in School Experience:

2013-2014

for student teachers

Contents

Section

Page reference

Foreword

3

Completing University placement documentation

Lesson Planning and Group Assessment

Assessment Proformas

Pupil Profile

Intervention Time

Weekly Mentor Meeting Log

Final Assessment Review

4 5 11 15 16 18 20

Appendix Contains all proformas

23

3

Foreword

This Primary School Experience Good Practice Guide has been compiled to give student teachers the opportunity to draw on models of best practice in order to make good or better progress whilst on placement. The guide draws on the work of a number of university tutors, external examiners, partnership colleagues and student teachers, for which we are very grateful to them for their generosity. The sections in the guide are:

1. Exemplar Training Plan

2. Completing University placement documentation

Lesson Planning and Group Assessment

Assessment Proformas

Pupil Profile

Intervention Time


Final Assessment Review We will be reviewing this booklet on an annual basis and adding further guidance as it becomes available and would be very happy to receive your feedback and other examples of good practice that it would be useful to include. Please contact Wayne Stallard, Coordinator for School Partnership at [email protected]; Carole Bignell. Coordinator for BA PET at [email protected]; or Christopher Shelton, Coordinator for Primary PGCE at [email protected].

mailto:[email protected]



4

COMPLETING UNIVERSITY PLACEMENT

DOCUMENTATION

Introduction The documentation generated by a placement is vital evidence for accurately reflecting your achievement and progress in meeting the Teachers’ Standards (2012) to a good or better standard. Documentation is used by:

The mentor, link tutor and student teacher to monitor progress and set targets during a placement and to complete a comprehensive final profile at the conclusion of the placement;

The student teacher’s academic adviser in university to help devise strategies to meet the targets set, develop expertise and to provide accurate and comprehensive information for a reference;

The student teacher’s host programme, to track progress over time

The receiving teacher on the next placement to plan the training;

By internal Quality Assurance Team (QAT) and external (external examiners and Ofsted) QA to ensure standards are being maintained and improved across the partnership;

By anyone investigating a complaint related to a placement.

5

Guidance on using the Lesson Planning and Evaluation Form and Group Assessment.

The following notes give you some guidance on how to fill in the University lesson plan and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience. Remember this plan could be used for a single lesson or a short sequence of related lessons.

Date: 27/06/13 Time: 14:00-15:00

Class/Set: Middle ability English group Y3 Number: 28

children

Lesson subject/topic focus:

English: writing instructions

Target for student teacher: What target will I be focussing on within this lesson? S2 / S4 - Develop confidence in modelling writing in front of chn using a ‘thinking out loud’ approach. (NB: Ensure that you link this with the teachers’ standards)

Target achieved

within this lesson?

or x

Learning objective(s) (with reference to relevant curriculum documentation – only 1/2 key objectives per subject being

taught):

What do I want the children to know or be able to do by the end of the lesson? PFfL&M Y3 S9 O3

Write non-narrative texts using structures of different text types: to write clear instructions (for the children’s morning routine to help the new

supply teacher who will be teaching us tomorrow)

Success criteria:

How will I know this has been achieved? (you many use child-friendly ‘I can…’ statements here): All children:

I can sequence the instructions chronologically (in time order).

I can begin each instruction with a bossy verb.

Most children:

I can begin some sentences with a time connective e.g. first, next, when you have rolled the dice…

I can remember to follow the time connective with a comma.

Assessment evidence:

How will I gather evidence of pupil achievement? (e.g. observation of pupils, peer-assessment against success

criteria, self-assessment against success criteria, marking of work).

I will work with red group in guided writing using the success criteria as an assessment checklist. The TA will do the same with blue group. All

children will complete self-assessment checklists at the end of the lesson. Green and yellow groups to photocopy whiteboards.

Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do? Previous lessons have taught about bossy verbs and chronology and all children have had opps to read instructions as part of shared reading and give oral instructions to a partner in PE lessons. Today’s lesson is the children’s first experience of writing instructions.

Teaching and learning activities: Timings 14:00

What teaching strategies and activities will I use? (highlight/underline your key teaching strategies throughout the lesson e.g. explain, ask key questions, model, demonstrate, recap in a mini-plenary, use play/the learning env as a prompt)

Introduce chn to context/reason for writing as above

Using photographs of chn engaged in morning routine activities (e.g. hanging up coats) work as a class to

What will the children/other adults do at key

points in the lesson? How will I ensure that

all children are able to access, participate

and succeed in all parts of the lesson? (NB: Use colour coding to help track your profile children)

Chn to use photo of sitting on carpet with a book to give oral instruction to a partner. Repeat with another picture. Scaffold LA chn (including Gill) with a verb cue

http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience


6

14:05 14:10 14:20 14:25 14:50

sequence the photographs (focus LA chn).

Using one photo orally model how to turn recount into instruction e.g. ‘I hung up my coat’ becomes ‘hang up your coat’

Model on whiteboard how to write instructions referring back to success criteria as an aide memoire e.g.

1. Hang up your coat and PE bag.

Shared write second instruction (lunch box) using chn’s contributions for spelling, punctuation and bossy verbs

2. Put your lunchbox on the lunchbox trolley.

TA to work with blue group (LA) to begin writing instructions in guided write using photo prompts.

Teacher in shared writing with remaining chn to model how to uplevel one of the pair’s instructions by adding a time connective and comma e.g. When your lunchbox is put away, place your water bottle in the table crate.

Explain task: With a partner, work on a mini whiteboard to draft the rest of the instructions to go with our photographs. Remember to check against the S/C.

Plenary. Briefly model as recap how to check writing against success criteria through peer marking and golden lines. Collect and display instructions ready for supply teacher tomorrow.

card (e.g. Get…). Children for whom EAL to sit with partner fluent in English as 'talk' partner. TA to check children's understanding using picture prompt cards/prompt cards with key vocabulary.

Chn to discuss sentence with partner to orally rehearse

ideas prior to shared write.

Remaining chn to work with a response partner and

mini whiteboard to draft the next sentence (water bottle

in crate on table).

TA to model for all of blue group how to use the verb

flashcards to scaffold oral instructions prior to the

writing of each instruction. Ensure that Gill does not

copy others but attempts to construct her own

sentence.

Red gp (MA) with teacher

Green and yellow groups with partner

Children to work in pairs to peer mark and identify two stars and a wish in peer marking comment.

Subject specific vocabulary: Is this new or familiar vocabulary for the children? Imperative (bossy verb) Chronological (time) order Time connective

Resources/ICT: Photographs of morning routine Mini whiteboards and pens Task explanation cards and success criteria checklist on tables Verb flashcards for blue group

Lesson adaptation: Do I need to make any special provision with regard to health & safety? or x and detail as necessary

Assessment of pupil learning and implications for future planning: Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might include photographs, annotated work, teacher/TA post-it notes, group assessment sheets).

See group assessment sheets

As a result of this, for which children do I need to tailor teaching in the next lesson? (Consider

individuals and groups of children who have exceeded or not met the learning objective/success criteria and list initials/future actions below). TA indicated that Gill has been able order the instructions with the help of pictures. She is begin to orally rehearse sentences but is still a little confused about describing what she did and instructional language. Wayne will also need to support to be able to write instructional sentences and not descriptive. Next lesson they will need further adult support, possibly using pictures and shorting prepared sentences and matching. Petra and Sam need to secure the use of commas after the time connective. They will be give early morning activities to secure this.

7

Evaluation of trainee learning as a result of teaching this lesson: final placement students may choose

to annotate this plan rather than complete the questions in detail below.

In light of what I now know about the pupils’ learning in this lesson: What was successful in my teaching? Why was it successful? How do I know? Modelling – I clearly demonstrated how to change a descriptive sentence into an instruction. It was successful because I had already planned which sentences to model and this meant that the majority of the children were able to apply this during the main task. Evidence can be found in the children’s work. What was unsuccessful in my teaching? Why was it unsuccessful? How do I know? Formative assessment – this meant that two members of my focus group did not fully achieve the learning outcomes. In future I will need to monitor all members of the group carefully in order to intervene earlier. What target would I set for myself that I will carry forward to future teaching? You may need to continue

with your target as previously

S2 Use formative assessment to ensure all children make good progress.

M and A Assessment Sheets Group Assessment Sheet Date: 27/06/13 Group : Red and Blue Subject: English - writing instructions Learning objectives: Write non-narrative texts using structures of different text types: to write clear instructions Context: See lesson plan (Literacy) dated 27th June 13.

Names

Success criteria I can begin some sentences

with a time connective e.g.

first, next, when you have

rolled the dice…

I can remember to follow the time connective with a comma. Names

Success criteria I can sequence the instructions

chronologically (in time order).

I can begin each instruction with a

bossy verb.

John Gill Does not always use a bossy verb – just describes what she did.

Alexei Does not always put a comma after time connective.

Wayne As above

Sam Does not always put a comma after time connective.

Tracey

Peter Bill

Jacek Satwinder

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding Summary of the group’s learning: Red group – majority met SC but Alexei and Sam did not always include a comma. Blue group – majority met SC but Wayne and Gill sometimes wrote a description of what was done rather than writing instructions. Next steps: (Transfer these comments to next relevant lesson plan) Alexei and Sam will need to undertake practise activities in order to ensure the use of commas. Gill and Wayne with need further adult support to understand the difference between instructional writing and descriptive writing. Other children will be ok to move on to the next LO.

If the previous English lesson were part of a sequence then you would expect the subsequent plan to include the following elements.

Date: Time: 14:00-15:00

Class/Set: Middle ability English group Y3 Number: 28

children


English: writing instructions

Target for student teacher: What target will I be focussing on within this lesson? S2 Use formative assessment to ensure all children make good progress. THIS HAS BEEN TRANSFERRED FROM THE PREVIOUS LESSONS EVALUATION. (NB: Ensure that you link this with the teachers’ standards)

Target achieved

within this lesson?

or x

Learning objective(s) (with reference to relevant curriculum documentation – only 1/2 key objectives per subject being

taught):

What do I want the children to know or be able to do by the end of the lesson?

Success criteria:

How will I know this has been achieved? (you many use child-friendly ‘I can…’ statements here):


How will I gather evidence of pupil achievement? (e.g. observation of pupils, peer-assessment against success

criteria, self-assessment against success criteria, marking of work).

I will work with ... The TA will …

Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do? Previous lessons have taught about bossy verbs and chronology and all children have had opps to write instructions. Gill and Wayne did not always write and instruction (e.g. starting with a bossy verb). Alexei and Sam did not secure the use of a comma after the time connective. THIS INFORMATION IS TAKEN FROM THE PREVIOUS ASSESSMENT SHEET.

Teaching and learning activities: Timings 14:00


What will the children/other adults do at key

points in the lesson? How will I ensure that

all children are able to access, participate

and succeed in all parts of the lesson? (NB: Use colour coding to help track your profile children)

In this section it must be clear how you will be supporting Alexei,

Sam, Wayne, and Gill to address the issues from the previous

lesson.

Depending on the time between lessons it may be that Alexei and

Sam have already practised this in their early morning work (as

taken from the assessment sheet). If this is the case they may just

need a quick check during the lesson.

Subject specific vocabulary: Is this new or familiar vocabulary for the children?

Resources/ICT:


10

Assessment of pupil learning and implications for future planning: Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might include photographs, annotated work, teacher/TA post-it notes, group assessment sheets).

As a result of this, for which children do I need to tailor teaching in the next lesson? (Consider

individuals and groups of children who have exceeded or not met the learning objective/success criteria and list initials/future actions below). Ensure you comment on the achievement of Alexei, Sam, Wayne, and Gill. Remember to focus not only on their achievement towards the learning objective but also on address the previous issues.

Evaluation of trainee learning as a result of teaching this lesson: final placement students may choose

to annotate this plan rather than complete the questions in detail below.

In light of what I now know about the pupils’ learning in this lesson: What was successful in my teaching? Why was it successful? How do I know? What was unsuccessful in my teaching? Why was it unsuccessful? How do I know? What target would I set for myself that I will carry forward to future teaching? You may need to continue

with your target as previously

Guidance on using the Assessment Proformas

The following notes give you some guidance on how to fill in the University assessment proformas and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience. Remember good assessment is key if the children are to make good progress.

Below is the proforma for group assessments. This can be used by anyone who works with a focus group of children. In addition it can be adapted please see page 8 and 12 for examples. M and A Assessment Sheets Group Assessment Sheet Date: Group : Subject: Learning objectives: Context:

Names

Success criteria

Success criteria

Success criteria

Success criteria

Success criteria

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding Summary of the group’s learning: Next steps: (Transfer these comments to next relevant lesson plan)



Below you will see a proforma which can be used for assessing the whole class. The evidence for this will come mainly from the children work. If you have been working with a focus group there is not need to duplicate the assessment, just indicate on this form to see the group assessment sheet (GA). Please remember there is no need to type these sheets.

Whole class assessment list Date: 27/06/13 Subject : English

Learning objectives: Write non-narrative texts using structures of different text types: to write clear instructions

Context: Writing instructions based on picture taken of the children carrying out a task.

Names

LO (All) I can sequence the

instructions

chronologically (in time

order).

I can begin each

instruction with a bossy

verb.

LO (Most) I can begin some sentences

with a time connective e.g.

first, next, when you have

rolled the dice…

I can remember to follow the

time connective with a

comma.

LO (Some)

Gill GA

Wayne GA

Jonathon

Sue Does not use commas consistently

Raj

Jayne Y Does not always use bossy verbs

Jacek GA

Peter GA

Hayley

Nina Does not use commas consistently

Giri

Bill GA

Mohammad

Christopher Y Does not always use bossy verbs

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding (This example shows how you can use either a letter or colour code to indicate learning.)

Next steps: (Transfer these comments to next relevant lesson plan) Remember it is important to consider what you will be doing to support those children who did not meet the LO.

The final assessment sheet is used for reading. Please make use of the phonics tracker in you Becoming and Teacher of Early Reading booklet to demonstrate your ability to track the progress of individual pupils and set specific targets for developing their phonics knowledge and skills. Remember to include a copy of this in your monitoring and assessment folder. Reading Comment Sheet Confidential information

Child’s initials or first name: ………………………….……….. Age:…………. Year group:………………………………. NC level: ……………………………(maybe informed by APP)

Date Context

e.g. guided,

shared, paired,

individual

Book title and author;

Reading scheme level (if appropriate)

Did the child or an adult select the book?

Reading observations:

Note strategies used and overreliance on any one strategy, e.g.

Phonic cues (grapheme/phoneme mapping and blending)

Picture cueing

Reading on to the end of the sentence and returning to ‘tricky’

words

Knowledge of sight vocabulary or ‘tricky’ words

Rereading to check for meaning and self-correction

Also comment on:

Confidence in expressing opinions, explanations and

preferences

Phrasing, fluency and expression

Enjoyment and attitude

Specific praise. Targets to develop the child’s reading:

The cue sources to use in the future

Pace, phrasing, fluency, expression

Books in other genres

Books by other authors

15

Guidance on using the Pupil Profile Proforma

The following notes give you some guidance on how to fill in the University pupil profile proforma and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience. Remember it is important that during your time on placement you are able to demonstrate the impact you have had on children’s learning. Your profile children can be a good way of demonstrating this.

PUPIL PROFILE: KS 1/2

Date of Profile:

NAME Gill DOB 25/02/2005 AGE 8 GENDER Female

ETHNICITY British HOME LANGUAGE(S) English

SPECIAL NEEDS

N/A although Gill is currently being screened for dyslexia due to the difficulties she is having in

English.

PERSONAL, SOCIAL & EMOTIONAL ASPECTS peer/adult relationships, attitudes

Gill is a very timid young lady, who can often copy other children’s work. She needs to develop

the confidence in her own abilities so that she completes more of her own work. Gill is always

polite and although having good social skills she has a small friendship group.

STRENGTHS AREAS FOR DEVELOPMENT

READING (1b)

Uses picture clues to try and work out unfamiliar words.

Ensure you record the current level, if appropriate for your placement school. In addition include any strengths in that subject which have been observed or assessed. Where appropriate you wish to include a baseline (typical) piece of work completed in that subject

To use phonics to help decode unfamiliar words.

In this section you may wish to discuss with the class teacher any targets and record them here. In addition to these, set your own targets based on lessons you have taught. The important aspect is to demonstrate how you are helping the child to address these targets (don’t forget evidence in your lesson plans). Therefore where possible you may include examples of work to show the child has achieved this. This is obviously easier for subjects that are taught more frequently.

WRITING (1c)

Can chronologically order pictures and is beginning to verbally give instructions.

Use bossy verbs a beginning of a written instruction. Achieved 28/06/13 – see attached work. This can now become a strength and a new target set.



Guidance on using the Intervention Time Proforma

The following notes give you some guidance on how to fill in the University intervention time proforma and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience. Remember it is important that during your time on placement you are able to demonstrate the impact you have had on children’s learning. Your intervention time can be a good way of demonstrating this.

Pupil Intervention Record

NAME Gill DOB 25/02/05 AGE 8 GENDER Female

ETHNICITY White British HOME LANGUAGE(S) English

SPECIAL NEEDS

N/A although Gill is currently being

screened for dyslexia due to the

difficulties she is having in English.

PERSONAL, SOCIAL & EMOTIONAL

ASPECTS peer/adult relationships,

attitudes

Gill is a very timid girl, who can often

copy other children’s work. She needs to

develop the confidence in her own

abilities so that she completes more of

her own work. Gill is always polite and

although having good social skills she

has a small friendship group.

Reason for Selection:

Gill is currently below the age expectation for reading and writing (1b / 1c). She

is one of the class target children required to make accelerated progress.

Desired Outcome for the Pupil:

Gill is required to make progress this year in order to bring her up to age

expectations for a year 2 child.

Intervention Provided (include duration and frequency):

During this 10 week placement, Gill is required to have 10 minutes daily

reading and 5 minutes letters and sounds (phase 5) to reinforce learning in

phonics.



17

Reflective Diary:

Please keep a weekly log describing what was covered in the session(s). In addition

and most important reflect on the pupil’s learning in the session(s) and progress

towards meeting the targets. Please be very clear about how you will adapt the

following week’s session(s) as a result of this information.

Week 1:

Intervention provided – 10 minutes daily reading (banded reading scheme – Biff

and Chip). 5 minutes daily letters and sounds working on ay and a-e.

Pupil’s learning – Gill’s reading ability is being delayed by her inability to use

decoding strategies for unfamiliar words. She is able to recognise the graphemes ay

and a-e but is not applying this to her reading.

Focus for following week – Select a reading book which has a number of words

with the graphemes ay and a-e. Help Gill identify these in the book and apply her

learning to decode these words. Ensure that Gill is aware of how we can use this

knowledge to help with words we do not know.

Report for Head Teacher:

Gill was selected as the intervention time child as she was working below age

expectations in reading and writing. During the 10 weeks that I have worked with Gill,

she has received daily sessions for reading (10 minutes) and phonics (5 minutes).

When I first started working with Gill it was clear that her reading was being hindered

by her lack of strategies for decoding words. She was clearly not applying her work

in phonics to the task of reading.

Since undertaking the schedule of activities (please see attached reflective diary) Gill

can now identify the following graphemes… In addition to this it is clear that Gill now

applies these to decoding unfamiliar words. Using a recent reading age test, Gill

reading age has gone from 6.1 to 7.2. This is supported by the confidence she now

displays when reading. She now uses, phonics, reading ahead, and pictures as a

way of decoding words.

18

Guidance on using the Weekly Mentor Meeting Log

The following notes give you some guidance on how to fill in the University mentor meeting log and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience. The weekly Mentor Meeting Log is used by the student teacher and mentor to record discussions at the weekly meeting. These meetings are vital in helping you to reflect on their strengths and areas for development. All comments on the sheet should be clearly referenced to the Teachers Standards. The example of the weekly mentor meeting log included here is clearly referenced to the standards and takes note of the student teacher’s on-going development. It is your responsibility to complete the first section of this form prior to the meeting. It is essential that the first section of this form is typed, so that you can include sufficient detail of your strengths.




Trainee Teacher: Course:

School: Subject:

Date: Focus:

Review of last week’s targets / action plan: (to be drafted by trainee prior to meeting) I addressed my target to reniforce knowledge of sounds and letters through opportunities in singing and in play activities. I did this well

using good peadagogical knowledge, which enabled the children to enjoy learning and deepen their knowledge and understanding.(see lesson obs 3

rd March). (S3)

I have been pro-active in becoming a full member of the team by taking an active role in all meetings. The support staff are all beginning to look to me for advice and my team meetings at the start and end of each session are doing a good job of establishing my leadership. I make everyone on the team feel involved. (S8)

I have shown a willingness to try out a range of approaches to teaching and learning by increasing the use of the outside learning areas. I will keep this up now and build it into my planning routine. (S4)

Areas for Discussion: 1. Lesson observations (refer to University of Chichester Lesson Observation Criteria) 2. Check and comment on teaching files - quality of planning, lesson evaluations, monitoring and assessment

3. Check completion of Subject Knowledge Audit

4. Check Teachers’ Standards’ evidence

5. Consider Grading descriptors and agree targets

6. Directed Tasks / Training Activities

7. Other………

We discussed the following :

your lesson evaluations which can be repetitive and general;

the upcoming parents/carers afternoon;

the importance of ‘planning for assessment’;

how to strengthen your development of ICT opportunities

Is Notification of Concern required? Yes No

If ‘Yes’ please notify link tutor and also complete a Notification of Concern form and fax to the university 01243 812127 or e-mail to the programme administrator. Notification of concern can be used at any time to notify concerns that are not yet of Grade 4 level.

Targets for Development:

1. Attend and contribute at the parents/carers afternoon. Prepare to talk about 3 of your profile pupils using your assessment data and observations to. Discuss your intended contributions with the classteacher prior to the meeting. (S8)

2. Work with Angela to consider the ICT opportunities available for your professional work and to support the children in their learning. (S3/4)

3. Continue to plan to assess children’s learning and how you will record it as a routine part of your planning process. Remember to include all the adults who will be working with you. The EYFS guidance will give ideas on strategies to use. Try out a few to find what works, when. (S2/4)

4. Focus your evaluations more tightly on pupils’ learning. Try to go beyond ‘the session went well and the pupils enjoyed it’ to 1. reflecting on the learning intentions and how effectively your teaching and deployment of adults led to the desired outcomes for 2. pupils. (S4)

Mentor to sign: Date:

Trainee Teacher to sign:

Number of days absent from previous week: Cumulative absences:

Mentors should hold weekly meetings with trainee teachers during school experience to discuss and record achievements and targets against the standards.

20

Guidance on using the Standards Tracking Document

The following notes give you some guidance on how to fill in the University standards tracking document and the kinds of things your mentor and link tutor will expect to see. The form can be accessed electronically at http://www.chi.ac.uk/department-education/school-partnership-office/primary-school-experience To qualify as a teacher, you must demonstrate that you have met all eight of the Teachers’ Standards (2012) (Part One) and have also maintained a high standard of personal and professional conduct in accordance with Part Two of the Teachers’ Standards. In the Standards Tracking Document you will provide evidence of how you have met each standard. In particular:

You must provide evidence for every standard on every placement.

The evidence will briefly explain how you met the standard (or some part of the

standard) and be clearly dated so that, where possible, your mentor can find further

evidence of it (e.g. in a lesson observation comment sheet). See the example

statements below.

You Do not need to provide separate evidence for every bullet point within each

standard

Do not be tempted to leave completing this until the end of the placement, add some

evidence every week. By doing this, you will soon see where your strengths and areas

to develop are and will have time to do something about them.

The document will be used when your mentor and link tutor decide your overall grade

for the placement – so make sure your evidence shows how well you meet the standard.

Evidence that shows that you have done just enough to meet the standard will enable

you to pass but to get a higher grade you need to show that you can do this aspect of

teaching really well.

Use the ‘Grading Descriptors’ document to help you think about what to put in each box

(as this is what your mentor and link tutor will use to assess you). Some students find it

helpful to highlight this document as they progress through the placement, using this to

set weekly targets in their weekly mentor meeting.



21

Example evidence statements

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.

Evidence 20/10/12: Motivated learning in maths: I encouraged the children to work collaboratively and reminded the children to show respect for each other through listening carefully to their peers. I pretended to be a detective in this lesson which had a positive effect on the children’s motivation (See joint observation sheet). 12/11/12: Well respected by learner: I resolved two disagreements between different friendship groups. The children approached me for advice, we discussed what had occurred and I ensured that every child had an opportunity to speak. I supported the children in thinking about how their problems could be resolved and they were happy and comfortable with the outcome. 29/11/12: High expectations in science: The lesson was planned to a suitable but challenging level. I identified appropriate differentiated success criteria for the group using the assessment notes that I had made in the previous lesson. I discussed the criteria with the class to secure their understanding of the lesson expectations (See mentor observation sheet). 6/12/12: Encouraging pupils to participate and contribute: Literacy – using adjectives in a flower poem. In order to effectively support pupils’ learning, I created a word bank sheet that they could jot ideas on. I also created a tactile word bank for less able children and for a bilingual child which proved to be very successful. I challenged the most able with specific questions (See lesson plan with targeted questions, evaluation and resource). 9/12/12: High expectations in ICT: Based upon my assessment of their previous ability in using the Revelation Art program, I set two able children differentiated success criteria – they had to create a more complex and sophisticated animation, carefully considering the positioning of their characters in the frames (see lesson plan and ICT assessment for Sophie in M&A file). I believe the evidence above demonstrates meeting this standard at a good level.

22

GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS

Part One - Teaching

Teachers’ Standards

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 disposition *demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

Trainees demonstrating the standards at a high level may demonstrate these characteristics:

Trainees demonstrating the standards at a good level may demonstrate these characteristics:

All trainees to be awarded QTS will have demonstrated as a minimum that:

They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning.

They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning.

Expectation –for example by the end of the programme a trainee should be able to: Demonstrate, as a role model, punctuality, appropriate dress, professional attitudes towards others. Treat pupils with respect (eg know their names, give timely feedback). Model the use of appropriate language. Plan and teach lessons which challenge, motivate and inspire. Keep accurate and timely records. Understand the role of the primary teacher. Establish a safe environment in lessons in which pupils treat each other and adults with respect

Examples of Evidence Comments / verification statements from class teacher/mentor/LSAs/ link tutor Lesson observations PDP File Assignments Mentor weekly and informal meetings

Appendix

Proformas

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Lesson Planning and Evaluation Form

Date: Time:

Class/Set: Number:


Target for student teacher: What target will I be focussing on within this lesson?

Target achieved within

this lesson? or x

Learning objective(s) (with reference to relevant curriculum documentation – only 1/2 key objectives per subject being taught): What do I want the children to know or be able to do by the end of the lesson?

Success criteria:

How will I know this has been achieved? (you many use child-friendly ‘I can…’ statements

here):


How will I gather evidence of pupil achievement? (e.g. observation of pupils, peer-

assessment against success criteria, self-assessment against success criteria, marking of

work).

Pupils’ prior experience and learning: In light of the LO(s) and/or success criteria, what do the children in this class already know or what are they able to do?

Teaching and learning activities:

Timings


What will the children/other adults do at

key points in the lesson? How will I

ensure that all children are able to

access, participate and succeed in all

parts of the lesson?

Subject specific vocabulary: Is this new or familiar vocabulary for the children?

Resources/ICT:

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Assessment of pupil learning and implications for future planning: Have I gathered and (where appropriate) attached evidence of pupil attainment/achievement? (This might include photographs, annotated work, teacher/TA post-it notes, group assessment sheets). or x As a result of this, for which children do I need to tailor teaching in the next lesson? (Consider individuals or groups of children who have exceeded or not met the learning objective/success criteria and list initials/future actions below).

Evaluation of trainee learning as a result of teaching this lesson: final placement students may choose to annotate this plan rather than complete the questions in detail below. In light of what I now know about the pupils’ learning in this lesson: What was successful in my teaching? Why was it successful? How do I know? What was unsuccessful in my teaching? Why was it unsuccessful? How do I know? What target would I set for myself that I will carry forward into future teaching? You may need to continue with your target as previously set.

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Whole class assessment list Date: Subject :

Learning objectives: Context:

Names

LO1 (All)

LO2 (Most)

LO3 (Some)

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding

Next steps: (Transfer these comments to next relevant lesson plan)

M and A Assessment Sheets Group Assessment Sheet Date: Group : Subject: Learning objectives: Context:

Names

Success criteria

Success criteria

Success criteria

Success criteria

Success criteria

G/Green = Full understanding A/Amber= partial understanding R/Red = little or no understanding Summary of the group’s learning: Next steps: (Transfer these comments to next relevant lesson plan)

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Reading Comment Sheet Confidential information

Child’s initials or first name: ………………………….……….. Age:…………. Year group:………………………………. NC level: ……………………………(maybe informed by APP)

Date Context

e.g. guided,

shared, paired,

individual

Book title and author;

Reading scheme level (if appropriate)

Did the child or an adult select the book?

Reading observations:

Note strategies used and overreliance on any one strategy, e.g.

Phonic cues (grapheme/phoneme mapping and blending)

Picture cueing

Reading on to the end of the sentence and returning to ‘tricky’

words

Knowledge of sight vocabulary or ‘tricky’ words

Rereading to check for meaning and self-correction

Also comment on:

Confidence in expressing opinions, explanations and

preferences

Phrasing, fluency and expression

Enjoyment and attitude

Specific praise. Targets to develop the child’s reading:

The cue sources to use in the future

Pace, phrasing, fluency, expression

Books in other genres

Books by other authors

Observing Teaching and Learning

Where available, include a copy of any notes/plans provided by the teacher for the lesson. Focus for observation (chose a focus related to the Teachers’ Standards and your targets e.g. S5 Use of classroom talk):

Date/time:

Class/age/teacher:

Lesson focus:

Which aspects of the Foundation Stage/NC are being addressed?

Observation Notes (related to the focus):

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Other observations (e.g. use of AfL, behaviour management strategies, inclusion, assessment, and differentiation):

Note here any questions you would like to ask, or points for clarification, and record the outcomes of any discussion with the teacher following the lesson:

As a result of this observation identify up to 3 targets to improve your own practice:

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PUPIL PROFILE: KS 1/2

Date of Profile:

NAME DOB AGE GENDER

ETHNICITY HOME LANGUAGE(S)

SPECIAL NEEDS

PERSONAL, SOCIAL & EMOTIONAL ASPECTS peer/adult relationships, attitudes

STRENGTHS AREAS FOR DEVELOPMENT

READING

WRITING

SPEAKING and LISTENING

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MATHEMATICS

SCIENCE

ICT

PSHCE

PE

RE

ART

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HISTORY

GEOGRAPHY

MUSIC

DRAMA

D&T

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Pupil Intervention Record

NAME DOB AGE GENDER

ETHNICITY HOME LANGUAGE(S)

SPECIAL NEEDS

PERSONAL, SOCIAL & EMOTIONAL

ASPECTS peer/adult relationships, attitudes

Reason for Selection:

Desired Outcome for the Pupil:

Intervention Provided (include duration and frequency):

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Reflective Diary:

Please keep a weekly log describing what was covered in the session(s). In addition and most

important reflect on the pupil’s learning in the session(s) and progress towards meeting the targets.

Please be very clear about how you will adapt the following week’s session(s) as a result of this

information.

Week 1:

Intervention provided –

Pupil’s learning –

Focus for following week –

Week 2:




Week 3:




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Week 4:




Week 5:




Week 6:




Week 7:




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Week 8:




Week 9:




Week 10:




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Report for Head Teacher:

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Trainee Teacher: Course:

School: Subject:

Date: Focus:

Review of last week’s targets / action plan: (to be drafted by trainee prior to meeting)

Areas for Discussion:

1. Lesson observations (refer to University of Chichester Lesson Observation Criteria)

2. Check and comment on teaching files - quality of planning, lesson evaluations, monitoring and assessment

3. Check completion of Subject Knowledge Audit

4. Check Teachers’ Standards’ evidence

5. Consider Grading descriptors and agree targets

6. Directed Tasks / Training Activities

7. Other………

Is Notification of Concern required? Yes No

If ‘Yes’ please notify link tutor and also complete a Notification of Concern form and fax to the university 01243 812127 or e-mail to the

programme administrator . Notification of concern can be used at any time to notify concerns that are not yet of Grade 4 level

Targets for Development: 1.

2.

3.

Mentor to sign: Date:

Trainee Teacher to sign:

Number of days absent from previous week: Cumulative absences:

Mentors should hold weekly meetings with trainee teachers during school experience to discuss and record achievements and targets against the standards.

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