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Mentor
Handbook 2016-2017
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• Page3
Training to Teach with the St George’s Academy Partnership
• Page 3
Trainee Timetables
• Page 4
Training Programme 2016-2017
• Page 11
Subject Specialist Training 2016-2017
• Page 13
Assessment and Evidence – Guidelines
• Page 13
Weekly Mentor Meetings
• Page 16
Assessment Calendar 2016-2017
• Page 18
Lesson Planning and Observation
• Page 27
Review against the Teacher Standards
Contents
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The Role of the Mentor We believe that the role of the mentor in ITT is critical to the success of the trainee teacher. It is time-consuming at the outset, but the investment of time and energy at the start of the training usually results in a confident and independent trainee as the year progresses. The role of the mentor within our School Direct Partnership is to oversee the training, and play a pivotal part in encouraging the trainee to reflect on their training, research and practice and move forward as a result. In addition, the mentor will support the trainee in gathering information for assessment against the ITT Teacher Standards – including lesson planning, tasks, reflections and observations. It is expected that the mentor will meet with the trainee each week during term-time for 1 hour to discuss all elements described above.
Trainee Timetables The mentor is responsible for providing a timetable which includes KS3 and KS4 and, where possible, KS5. Trainees should not be given classes that would be challenging for experienced teachers and should be given a range of abilities, topics, as well as age ranges, to work with. It is essential that trainees are given experience of working with EAL learners also. Trainees do not need to be given only the classes of the mentor as it will benefit them to see a range of teaching styles. However, it is helpful if trainees can have at least one class that is the mentor’s to facilitate informal lesson observations. It is an expectation that trainees will be attached to a form during the placement but this may be with a teacher from another department at the school and that they will also TA for another trainee or teacher from another subject. For non-salaried trainees, the timetable should be constructed using the following guidelines:
Term Solo Teaching In addition to solo teaching:Teaching,
with supervision Observing PPA UL
Term 1: 0 Up to 2 10 8 5
Term 2: Up to 2 Up to 2 8 8 5
Term 3: Up to 3 Up to 6 5 6 5
Term 4: Up to 6 Up to 6 2 6 5
Term 5: Up to 9 Up to 5 0 6 5
Term 6: Up to 9 Up to 5 0 6 5
Training Programme 2016-2017 Each Monday, trainees will attend The University of Lincoln for Core Training. This will cover generic
aspects of teaching and learning, and cover the academic standards to enable students to be awarded a
PGCE.
There will be a clear focus for each week, and this is detailed in the Programme booklet, below:
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Training Programme 2016-2017
Date: Training Focus: Base Training Input School-Based Activity / Evidence Teacher
Standards
Independent Study
Focus Other Activities
Ind
uct
ion
Wee
k
4th July 2016 The Big Picture St George’s Academy Setting the Scene
Teacher expectations
Safeguarding
Learning Walks
Reflections on the classroom
1, Part 2
Reflections on the
Bristol Guide
Complete Online
Safeguarding
Training
5th July 2016 Professional
Practice St George’s Academy Lesson Structure
Classroom Survival
Subject Learning Walks Reflecting /
planning small group
Working with small groups of students
1, 4, 7
Also taking place
today:
Mentor Training
6th July 2016 Subject Session 1 Subject Specialist School Subject Session 1
Subject learning walks
Subject Tasks 1
3 Subject Tasks 1
7th July 2016 Home School
Induction Home School
Home School familiarisation Gathering information 1, 8 Set up your
planning file
8th July 2016 University
Induction University of Lincoln
Setting the Scene: Academic standards Reflections on the week, getting ready for
September 8
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Week
beginning: Training Focus:
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
University-Based Activity / Evidence
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment
/ tracking
Ter
m 1
Th
eme:
Un
der
stan
din
g T
each
ing
an
d S
cho
olin
g
5th
September
2016
Settling into Base
School S1 S1 S1 S1 S1 No University Session No University session
Gathering
information
12th Sept
2016
Becoming a
teacher: how can
academic study
help?
UL S1 S1 S1 S1
Foundations of Education (FoE): Locating
yourself as a teacher of students in secondary
education.
Researching Education (RE): Observations of
students and teachers in the classroom.
Input: Gathering information, behaviour for learning and
classroom management strategies.
Activity: Find out about the groups that you are observing / will
be teaching, make sure you understand their prior attainment
and the curriculum / setting structure. Start a reflective journal.
2, 3
Study Skills:
Introduction to the
library and university
resources.
The programme and
the assessment.
19th Sept
2016
Teachers’
knowledge and
student learning.
UL S1 S1 S1 S1 FoE: Policy and the shaping of education.
RE: Reflecting on observations of students and
teachers in the classroom.
Input: Classroom rules and routines, in practice.
Activity: Make a note of all of the classroom rules and routines
that are used for three different teachers this week, through
observation. What are the similarities and differences?
7
Writing a reflective
journal and developing
your teaching
philosophy
26th Sept
2016 Subject Session 2
Sub
ject
S1 S1 S1 S1 Subject session 2
Subject learning walks
Subject tasks 2
3 Practice and critique of
observational methods
S1
Men
tor
obse
rvat
ion
3rd Oct 2016 Planning for
learning UL S1 S1 S1 S1
FoE: A critical history of teaching methods in
secondary schooling
RE: The case for starters and plenaries
Input: Planning for learning, in practice.
Activity: Make a record of all starters and plenaries observed
throughout the week, and classify these using your own
criteria.
3 Planning Preparation
and Assessment
(PPA)
Lead
Tut
or o
bser
vatio
n
10th Oct 2016 Curriculum
development UL S1 S1 S1 S1
FoE: Secondary schools: exploring UK policy
frameworks and the notion of student progress
they entail
RE: Researching the relationship between
curricula and definitions of student progress in
your subject
Input: First teaching, in practice.
Activity: Use the National Curriculum Programmes of Study
for your subject to construct a progression grid for each strand
as the students make progress through the secondary
curriculum.
2, 4
Developing
bibliographies and
using REFWORKS
17th Oct 2016
Classroom
management
S3 assignment
UL S3 S3 S3 S3 FoE: Inclusive education policy and practice
RE: Creating inclusive classrooms
Input: Classroom management, in practice.
Activity: Create a sliding scale of behaviours that can disrupt
learning, and classify these in terms of the level of action you
feel would be generally required. Write about strategies that
you feel are useful at each level, from your own experience
and from observed lessons.
7
Use reflective journal
to comment on varying
approaches to
classroom
management
S3 Reflections
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Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 2
th
eme:
Co
nn
ecti
ng
Ed
uca
tio
nal
Th
eori
es a
nd
Ph
iloso
ph
ies
and
Tea
chin
g S
trat
egie
s 31st October
2016
Modelling /
explaining UL S1 S1 S1 S1
FoE: The philosophical underpinnings of
pedagogical practices
RE: Critical research into modelling and
explaining
Input: Modelling / explaining, in practice.
Activity: Create a timeline for 3 observed lessons,
showing the balance between modelling and
explaining.
2, 4
Identifying the philosophical
basis of modelling and
explaining practices that you
observe.
7th
November
2016
Questioning UL S1 S1 S1 S1 FoE: Exploring some key theoretical approaches
to pedagogies of inquiry
RE: Researching Bloom’s taxonomy
Input: Questioning, in practice.
Activity: Blooms taxonomy – record the types of
questions asked in 3 observed lessons – using a
tally against blooms taxonomy.
1, 5, 6
Planning Preparation and
Assessment (PPA)
S1
Men
tor
obse
rvat
io
n
14th
November
2015
Differentiation /
challenge UL S1 S1 S1 S1
FoE: Theoretical perspectives on students
identities and the notion of differentiation in
schools
RE: Researching differentiation strategies in your
subject
Input: Differentiation / challenge / SEND / MAGT,
EAL in practice.
Activity: Choose 3 different differentiation strategies
and embed into teaching plans – evaluate
effectiveness of each.
1, 5
Identifying the theoretical and
philosophical underpinning of
3 differentiation strategies
21st
November
2016
Subject Session 3
Sub
ject
S1 S1 S1 S1 Subject Session 3
Subject learning-walks
Subject Tasks 3 3
Planning Preparation and
Assessment (PPA)
S1
Men
tor
obse
rvat
io
n
28th
November
2016
Active
engagement
strategies
UL S1 S1 S1 S1
FoE: Theoretical perspectives on student
engagement
RE: Researching student engagement in your
subject: practical and critical perspectives
Input: Active engagement strategies and promoting
independent learning, in practice.
Activity: Choose active tasks to support 3 of the
engagement principles – ensuring two employ
strategies not previously used. Reflect on
effectiveness / impact on learning.
4,5
Getting and using student
feedback
Sub
ject
Spe
cial
ist o
bser
vatio
n
5th
December
2016
Group work UL S1 S1 S1 S1
FoE: Key philosophical and theoretical
perspectives on student learning and
development
RE: Psychological approaches to student
learning
Input: Independence vs. collaboration: group work,
in practice.
Activity: Plan and execute two different ways to
organise a group work activity and evaluate pros
and cons of each.
1, 2, 4, 5, 7
Identifying the theoretical and
philosophical perspectives on
student learning underpinning
explanations for processing
difficulties
12th
December
2016
Reflections on
Term 2: Teaching
UL S1 S1 S1 S1 RE: Formulating research questions and
interviewing teachers / Assignment support
Interviews and applications /
Reflections on Term 1 and 2 Working on assignments
19th
December
S2 Settling in
period
S2 S2 S2
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Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards Independent Study Focus
Assessment /
tracking
Ter
m 3
th
eme:
Stu
den
t L
earn
ing
: A
sses
smen
t an
d t
he
use
of
ICT
2nd January
2017
Settling into
second
placement
BH BH S2 S2 S2 No University Session: School Placement 2 No University Session: School Placement 2
2, 6 PPA
S2
Men
tor
obse
rvat
ion
9th January
2017
Assessment for
learning: day-to-
day
UL S2 S2 S2 S2
FoE: The relationship between assessment
and learning: psychological perspectives
RE: Methodologies for tracking students and
their learning
Input: Assessment for learning: day-to-day, in
practice.
Activity: Read 'Inside the black box' and 'beyond the
black box': research articles written by William &
Black. Identify key features of effective AfL and reflect
on where these have been evident in obs.
2, 6
Identify and reflect on what
research methodologies would
help you gain insight into
whether learning has been
effective.
Lead
Tut
or o
bser
vatio
n
16th January
2016
Assessment for
learning:
formative written
feedback
UL S2 S2 S2 S2 FoE: Policies regarding SEND
RE: The value of the student case study in
educational research
Input: Assessment for learning: personalising
formative written feedback, in practice.
Activity: During observed lessons record different
styles of written feedback given to students in their ex
books. Discuss with mentor how the styles vary and
draw out / identify key features of effective written
feedback.
1, 2, 6
Identify the strengths and
weaknesses of your evidence
for the value of assessment
activities.
23rd January
2017 Subject Session 4
Sub
ject
S2 S2 S2 S2 Subject Session 4
Subject learning-walks
Subject Tasks 4
3 PPA
30th January
2017
Assessment for
learning:
reflective learners
UL S2 S2 S2 S2
FoE: Biological, psychological and social
models of young people’s development
RE: Using students’ academic work as
evidence for developing practice
Input: Assessment for learning: reflective learners, in
practice.
Activity: Plan three activities throughout the week to
encourage students to actively reflect on their
learning. Photocopy some examples of this and
evaluate each activity.
3, 4, 5
Photocopy some examples of
this and evaluate each activity.
S1
Men
tor
visi
t
and
obse
rvat
ion
6th February
2017 Assignment UL S2 S2 S2 S2
FoE: Findings from teacher interviews
RE: Reflecting on research questions and
interviewing teachers / Assignment support
Unpicking the Teacher Standards: What constitutes 3
/ 2 / 1 and good evidence to support.
All
Explore the ethical issues
involved in researching specific
students for practice
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Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent
Study Focus
Assessment /
tracking
Ter
m 4
th
eme:
S
tud
ents
, Sch
oo
l Cu
ltu
res
and
Lea
rnin
g
20th
February
2017
Learning styles:
different models UL S1 S1 S1 S1 FoE: Learning styles and their critics
RE: Researching students’ learning
Input: Learning styles: different models, in practice.
Activity: Research three different 'models' regarding
learning styles and evaluate their effectiveness in
supporting planning, teaching and learning.
1, 2, 5, 7 Planning
Preparation and
Assessment
(PPA)
Ful
l Rev
iew
all
stan
dard
s
27th
February
2017
Climate for
learning UL S1 S1 S1 S1
FoE: Understanding disruptive behaviour and
safeguarding children
RE: Student behaviour research and
classroom management
Input: Climate for learning, in practice.
Activity: During three observed lessons, make a note of
specific actions (teacher quotes / actions / student
behaviours) that you feel impact on the climate for
learning within the lesson, and represent these in a
table, evaluating / justifying / reflecting on your thoughts.
2, 5, 7
PPA
S1
Men
tor
obse
rvat
ion
6th March
2017
Inclusion and
diversity UL S1 S1 S1 S1
FoE: Why school cultures matter.
RE: Researching school cultures: ethnographic
approaches for educational research
Input: Inclusion and Diversity / Pupil Premium, in
practice.
Activity: Gather useful evidence form your work on
inclusion. Write a short report on how your research
supports your role as a classroom teacher.
1, 5, 7
PPA
13th March
2017 Subject Session 5
Sub
ject
S1 S1 S1 S1 Subject Session 5
Subject learning-walks
Subject Tasks 5
3 PPA
Lead
Tut
or O
bser
vatio
n
20th March
2017
ICT to enhance
Learning UL S1 S1 S1 BH
FoE: Digital literacy and learning in secondary
education – trends and troubles
RE: Using ICT for educational research
Input: Use of ICT to enhance learning and engagement,
in practice.
Activity: Reflect on five different examples of using ICT
to support learning, and write about the impact of the
use of ICT in each case.
5 Identify any
additional evidence
you would need to
understand the
impact of current
ICT uses
27th March
2017
Why carry out
research? UL S1 S1 S1 S1
FoE: Designing your research focus
RE: Finding, analysing and synthesising
literature
The role of the form tutor
8
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Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 5
th
eme:
Ed
uca
tio
nal
Res
earc
h
17th April
2017 BH S1 S1 S1 S1
No university session
Support for portfolios of evidence against the
Teacher Standards
Lead
Tut
or
Obs
erva
tion
24th April
2017
What is
educational
action research?
UL S1 S1 S1 S1
FoE: The traditions of teacher research
RE: Case studies in practical, critical and
transformative action research
8, 2 Research Project
1st May 2017 BH S1 S1 S1 S1 No University Session: Bank Holiday No University Session: Bank Holiday 8, 2 Research Project
Sub
ject
Spe
cial
ist O
bser
vatio
n
8th May 2017 Subject Session 6
Sub
ject
S1 S1 S1 S1 Subject Session 6
Subject learning-walks
Subject Tasks 6
8, 2 Research Project
15th May
2017
Action research
methods UL S1 S1 S1 S1
FoE: Career Planning and OfSTED
RE: Tutorial Groups
FoE: Factors inhibiting students’ ability to learn
RE: Action research 5
8 Research Project
22nd May
2017
Reflections on
Term 5: Research UL S1 S1 S1 S1
FoE: Write up session
RE: Tutorial Groups
FoE: Educational Leadership
RE: Tutorial Groups
Research Project
S1
Men
tor
obse
rvat
ion
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Week
beginning: Training Focus
Mo
nd
ay
Tu
esd
ay
Wed
nes
day
Th
urs
day
Fri
day
Academic Studies (Monday am)
Classroom-based studies (Monday pm)
School-Based Activity / Evidence
Teacher
Standards
Independent Study
Focus
Assessment /
tracking
Ter
m 6
th
eme:
Ed
uca
tio
nal
Res
earc
h a
nd
Pre
par
atio
n f
or
Fir
st T
each
ing
Po
st 5th June
2017
Preparation for
QTS S1 S1 S1 S1 S1 All Standards
Preparation for QTS
assessment
Fin
al A
sses
smen
t
12th June
2017
Preparation for
QTS S1 S1 S1 S1 S1 All Standards
Preparation for QTS
assessment
19th June
2017
Critiques and
limitations
Tutorial support
UL S1 S1 S1 S1
FoE: Drama in education
RE: Final tutorial group
FoE: Completing the write up session
RE: Action research 6
All Standards Final preparation of
Academic projects
26th June
2017
Preparation for
QTS S1 S1 S1 S1 S1 All Standards
Final preparation of
Academic projects
3rd July
2017
Preparation for
QTS S1 S1 S1 S1 S1 All Standards
Final preparation of
Academic projects
10th July
2017
Reflections on the
training UL S1 S1 S1 S1 Reflections on the training year Preparing for the NQT Year All Standards
Preparation for NQT
position
17th July
2017
QTS School
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Subject Specialist Training 2016-2017 During 2016-2017, we are offering subject training through our Partnership in the following areas:
English
Mathematics
Science / Chemistry / Physics
P.E.
History
Geography
Art
There will be six days of subject specific training and tasks throughout 2016-2017, as follows:
Day 1: Induction (Weds 6th July)
Day 2: Monday 26th September 2016
Day 3: Monday 21st November 2016
Day 4: Monday 23rd January 2017
Day 5: Monday 13th March 2017
Day 6: Monday 8th May 2017
A calendar for the overall structure of the training can be found in Appendix 2.
In addition to these dates there will be a further 5 twilight subject specialist sessions which will be agreed
with the subject specialist throughout the year. Each day will focus on a strand of the curriculum, exploring
subject knowledge per se, pedagogy, pupils’ development, and attitudes within this strand.
The induction day is an exception to this, where the focus will be on setting the scene for the subject,
covering:
The role of the subject within the curriculum;
An overview of the structure of the subject;
Programmes of study and assessment objectives;
Assessment structures / examinations within the subject;
Completion of a Subject Knowledge Audit.
Each subject day will comprise a half-day of input by a subject specialist within their own school, followed
by a half-day task during the afternoon, to consolidate and apply developed skills / knowledge /
understanding from the morning.
Following each of the subject specialist days there will be two tasks for trainees to complete: a research
task, and a classroom-based task. Trainees are to gather evidence from each task and complete a
reflection task based on this, to discuss with their mentors in their home school. Reflection tasks can be
found below:
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Subject Tasks - Reflections
Subject: Day 1:
Reflections - research task:
Reflections – classroom-based task
Mentor Comments:
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Assessment and Evidence – Guidelines
Each trainee should organise their folders to contain the following:
File 1: Lesson observations with supporting highlighted grids in chronological order.
File 2: Additional evidence to support each of The Teachers’ Standards.
It is expected that trainees will also have planning files for each class/school and a file for university input.
There are also three formative assignments for QTS which will be essential for your evidence portfolio.
Weekly Mentor Meetings
During each weekly mentor meeting, the trainee will have the opportunity to discuss:
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Subject specialist input
Following each weekly mentor meeting, the trainee is expected to complete a blue weekly mentor meeting
sheet (as below) to capture key discussion points, review progress and record any new targets set, with
accompanying tasks and activities to complete. Meeting notes should remain in the bespoke planner to
enable ITT leads to check targets and progress fortnightly.
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Mentor Meeting Notes
Week Beginning:
Trainee Name:
Mentor Name:
Focus for the meeting:
To discuss:
Subject specialist input;
Observations and reflections from the previous week;
Progress towards any targets set previously;
Training focus for the week, and any tasks to complete;
Planning for the week ahead;
Targets for the week ahead, and tasks / activities to complete to support.
Timetable for the week:
Registration P1 P2 P3 P4 P5
Monday University of Lincoln
Tuesday
Wednesday
Thursday
Friday
Previous Targets:
Trainee review and reflection
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Weekly Task:
Targets for the coming week: what needs to be learnt, understood, developed
Progress with weekly tasks
Task How you will achieve the task How you will provide evidence of successful completion of the task
ITT Lead/ Lead Tutor: Date:
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Assessment Calendar 2016-2017
In addition, to support the trainees’ progress throughout the year, there are a number of formal
observations which will be carried out by their Mentor, Programme Leader, and Subject Specialist, and
three formal reviews against the Teacher Standards. These are recorded on the Assessment Calendar
below.
From these assessments, each trainee is expected to keep a record of any lesson observation grades
awarded, and achievement against the Teacher Standards at each review point. The outcomes of these
should be recorded and kept electronically on an Assessment Tracking Sheet – example below:
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Lesson Planning and Observation
Throughout the training year, trainees will be expected to complete detailed plans for the lessons that they
teach, and mentors / sub-mentors will be expected to provide feedback on a regular basis. To support this,
the following pages also include a lesson planning template, and a form to be used to record observation
feedback against the Teacher Standards. Please note that, for informal observations (those not listed on
the Assessment Calendar), feedback may only cover one or two of the standards at a time, a grading grid is
included to support this process.
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LESSON PLAN
Name: Date: Period:
Subject/Unit Class: No of pupils Girls Boys
Link to previous learning:
Misconceptions / anticipated difficulties
Learning objective(s):
Lesson outcome(s):
Success criteria – Open (WAGOLL)/ Closed (Steps to success):
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Time Teaching and learning strategies Learning purpose Formative/Summative assessment
strategies & focus
Homework/learning:
Deadline:
Personalisation and strategies for differentiation (AGT, EAL, SEND):
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Resources including any risk assessment / health and safety:
Deployment of TA(s) to enhance learning and progress:
Expected progress (Challenge for this lesson) including NC level(s) / GCSE level(s) if appropriate:
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Evaluation / Reflection on effectiveness of lesson
Did not achieve learning objective(s)
Exceeded learning objective(s)
Action to be taken /What will I change/ What will I take into the next lesson?
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Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Lesson Observation
CONTEXT:
Class: Subject: No of pupils:
Girls:
Boys:
Date/ Duration:
Teaching skills - focus for observation / feedback:
Linked to Teacher Standard 1 2 3 4 5 6 7 8 PPC (please circle)
Strengths (how did teaching impact strongly on learning / progress?):
Next steps for development in this area (how could teaching have a greater impact on learning /
progress?):
Subject pedagogy – Focus for observation / feedback:
Linked to Teacher Standard 3
Strengths (how did teaching impact strongly on learning / progress?):
Next steps for development in this area (how could teaching have a greater impact on learning /
progress?):
Something else to consider, moving forward:
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Observation notes:
Trainee Name:
School:
Signature:
DATE:
Observer Name: Position: Signature:
DATE:
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SUPPORT FOR GRADING LESSONS – TO BE USED FOR OBSERVATIONS (3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show
that: (1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
1
Set
hig
h e
xpec
tati
on
s
wh
ich
insp
ire,
mo
tiva
te
and
ch
alle
ng
e p
up
ils
They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning.
They set appropriately high expectations, believing that all pupils have the potential to make progress.
They consistently demonstrate professional behaviour and respect for pupils.
They demonstrate enthusiasm for working with children and young people and for teaching and learning.
They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning.
They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning.
They consistently set high expectations of pupils.
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 constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning.
They consistently set high expectations of pupils
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.
Sta
nd
ard
7
Man
age
beh
avio
ur
effe
ctiv
ely
to
ensu
re a
go
od
an
d
safe
lear
nin
g
envi
ron
men
t
They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning.
They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.
They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning.
They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual.
They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning.
They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation.
(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:
(1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
2
Pro
mo
te g
oo
d p
rog
ress
an
d
ou
tco
mes
by
pu
pils
Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement.
They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance.
They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice.
They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.
Their short and medium term planning consistently takes into account the prior learning of the pupils.
They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching.
They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress.
As a result the majority of pupils make good progress.
They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.
They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment which has been obtained through systematic and accurate assessment.
They regularly create opportunities for independent and autonomous learning.
As a result the majority of pupils make very good progress.
Sta
nd
ard
6
Mak
e ac
cura
te a
nd
pro
du
ctiv
e u
se o
f as
sess
men
t
Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary.
They mark pupils’ work constructively and provide appropriate oral feedback to pupils to help them to make progress.
They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses.
They assess learners’ progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve.
They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning. They systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.
They assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.
(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:
(1) Trainees achieving the standards at a ‘high level’, show that:
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Sta
nd
ard
3
Dem
on
stra
te g
oo
d s
ub
ject
an
d
curr
icu
lum
kn
ow
led
ge
They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively. They know how learning progresses within and across the subject / curriculum, in terms of the development of key concepts and of learners’ common misconceptions.
They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject.
They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons.
They have well developed knowledge and understanding of the relevant subject / curriculum areas and use this effectively to maintain and develop pupils’ interest.
They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in their teaching.
They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.
They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils’ interest.
They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning.
They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.
Sta
nd
ard
4
Pla
n a
nd
tea
ch w
ell-
stru
ctu
red
less
on
s
They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes.
When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged.
They understand how homework or other out of class work can sustain learners’ progress and consolidate learning and can design and set appropriate tasks.
They show a willingness to try out a range of approaches to teaching and learning.
They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes.
They plan lessons that often use well chosen imaginative and creative strategies and that match individuals’ needs and interests.
(3) Trainees meeting the standards for the award of QTS, show that: (2) Trainees achieving the standards at a `good’ level, show that:
(1) Trainees achieving the standards at a ‘high level’, show that:
Sta
nd
ard
5
Ad
apt
teac
hin
g t
o r
esp
on
d t
o t
he
stre
ng
ths
and
nee
ds
of
all p
up
ils
They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential.
They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate.
They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society.
They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.
They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning.
They know how to secure progress for learners and how to identify when groups and individuals have made progress.
They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils.
They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.
They quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups.
They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners.
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Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Review against the Teacher Standards
At three points throughout the year the trainee will be expected to carry out a formal review with their Mentor against some, or all, of the Teacher
Standards. In preparation for the Review Meeting, the trainee will have completed the first and second boxes in the review document for each of the
Teachers’ Standards being assessed, as follows:
Standard 1 Set high expectations which inspire, motivate and challenge pupils
To achieve this standard, a teacher must: Evidence gathered - Term 1 / 2 Please provide details of the progress you have made in each area over the last term.
What actions will you take over the coming term to make further progress in each area?
a. establish a safe and stimulating environment for pupils, rooted in mutual respect
It is suggested that the trainee selects just a few high quality pieces of evidence for each section to support – for example: one lesson plan; one
observation sheet; and one additional piece. The mentor will look at the standards along with the trainee, considering the trainee’s comments and
evidence, and jointly agree on an appropriate grading for each Standard (highlighting or circling the grid to signify this) The mentor will then discuss with
the trainee their next steps for improvement relating to each Standard, so that column three can be completed and signed off. Once this review has taken
place, the review document should be submitted to [email protected] by each deadline stated in the Assessment Calendar.
There are three reviews in total, as follows:
Review 1: Professional Standards Review – Standards 1, 3, 4, 7 & 8. Deadline: 12th December 2016
Review 2: Full Review – All Standards. Deadline 24th March 2017
Review 3: Final Review – All Standards. Deadline 14th July 2017
Please find below a full set of the Teacher Standards, with supporting guidance.
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Trainee Review Against the Teachers' Standards for ITT
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Standard 1 Set high expectations which inspire, motivate and challenge pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over
time requires improvement as it is not
yet good. Trainees need targeted
advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a establish a safe and stimulating
environment for pupils, rooted in
mutual respect
Consistently uses innovative
strategies to establish a safe and
stimulating environment for pupils,
rooted in mutual respect, which
motivates and inspires pupils to learn
and enjoy the subject.
Uses a range of strategies to
establish a safe environment which,
much of the time, is stimulating and
rooted in mutual respect.
Is able to establish a safe and
stimulating environment for pupils,
rooted in mutual respect.
Is unable to establish a safe and
stimulating environment for pupils.
b set goals that stretch and
challenge pupils of all
backgrounds, abilities and
dispositions
Consistently sets goals that stretch, challenge and motivate pupils.
use effective strategies to support the learning and progress of underperforming groups.
Sets goals that stretch, challenge and motivate pupils.
use strategies to support the learning and progress of underperforming groups.
Is able to set goals that stretch and
challenge pupils of all backgrounds,
abilities and dispositions.
Is unable to set goals that stretch and
challenge pupils of all backgrounds,
abilities and dispositions.
c demonstrate consistently the
positive attitudes, values and
behaviour which are expected
of pupils.
Consistently and effectively
demonstrates and models the positive
attitudes, values and behaviour which
are expected of pupils.
Consistently demonstrates and
models the positive attitudes,
values and behaviour which are
expected of pupils.
Is able to demonstrate consistently
the positive attitudes, values and
behaviour which are expected of
pupils.
Is unable to demonstrate consistently
the positive attitudes, values and
behaviour which are expected of
pupils.
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Standard 2 Promote good progress and outcomes by pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet
good. Trainees need targeted advice to
be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a be accountable for pupils’
attainment, progress and
outcomes
Is consistently accountable for pupils’
attainment, progress and outcomes.
Is accountable for pupils’ attainment,
progress and outcomes
Is able to take accountability for pupils’
attainment, progress and outcomes.
Is unable to take accountability for
pupils’ attainment, progress and
outcomes.
b be aware of pupils’ capabilities
and their prior knowledge, and
plan teaching to build on these
Has a detailed understanding of the pupils’ capabilities and their prior knowledge.
demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special educational needs, make good progress.
Has a good understanding of the pupils’ capabilities and their prior knowledge.
assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress.
Is aware of pupils’ capabilities and their
prior knowledge, and plans teaching to
build on these.
Is unable to demonstrate an
awareness of pupils’ capabilities and
their prior knowledge, and is unable
to plan teaching to build on these.
c guide pupils to reflect on the
progress they have made and
their emerging needs
Pupils are consistently offered high
quality intervention and feedback which
enables them to identify the progress
they have made and understand what
they need to do to improve.
Pupils are offered intervention and
feedback which, much of the time,
enables them to identify the progress
they have made and understand what
they need to do to improve.
Is able to guide pupils to reflect on the
progress they have made and their
emerging needs.
Is unable to guide pupils to reflect on
the progress they have made and
their emerging needs.
d demonstrate knowledge and
understanding of how pupils learn
and how this impacts on teaching
Is consistently and effectively able to
use knowledge and understanding of
how pupils learn to improve their
teaching.
Much of the time makes good use of
knowledge and understanding of how
pupils learn to inform their teaching.
Is able to demonstrate knowledge and
understanding of how pupils learn and
how this impacts on teaching.
Is unable to demonstrate knowledge
and understanding of how pupils
learn and how this impacts on
teaching.
e encourage pupils to take a
responsible and conscientious
attitude to their own work and
study.
Consistently and effectively encourages
pupils, by setting specific high
expectations, to take a responsible and
conscientious attitude to work and
study.
Much of the time encourages pupils,
to take a responsible and
conscientious attitude to work and
study by setting expectations.
Is able to encourage pupils to take a
responsible and conscientious attitude
to their own work and study.
Is unable to encourage pupils to take
a responsible and conscientious
attitude to their own work and study.
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Standard 3 Demonstrate good subject and curriculum knowledge
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a have a secure knowledge of the
relevant subject(s) and curriculum
areas, foster and maintain pupils’
interest in the subject, and address
misunderstandings
Consistently teach exceptionally well, demonstrating: - strong subject and curriculum knowledge; - phase expertise.
Is confident to work within the current and new curriculum.
Demonstrates the ability to address misunderstandings and maintain pupils’ interest.
teach well, demonstrating: - good subject and curriculum knowledge; - phase expertise.
Works within the current and new curriculum arrangements.
Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.
Has a secure knowledge of the relevant
subject(s) and curriculum areas, fosters
and maintains pupils’ interest in the
subject, and addresses
misunderstandings.
Does not have a secure knowledge of the
relevant subject(s) and curriculum areas,
does not foster and maintain pupils’
interest in the subject, and does not
address misunderstandings.
b demonstrate a critical
understanding of developments in
the subject and curriculum areas,
and promote the value of
scholarship
Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas.
Consistently and effectively promotes the value of scholarship.
Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas.
Much of the time promotes the value of scholarship.
Is able to demonstrate a critical
understanding of developments in the
subject and curriculum areas, and
promotes the value of scholarship.
Is unable to demonstrate a critical
understanding of developments in the
subject and curriculum areas, and does
not promote the value of scholarship.
c demonstrate an understanding of
and take responsibility for
promoting high standards of
literacy, articulacy and the correct
use of standard English, whatever
the teacher’s specialist subject
Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach.
Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.
Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach.
Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.
Is able to 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.
Is unable to 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.
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Standard 4 Plan and teach well-structured lessons
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over
time requires improvement as it is not
yet good. Trainees need targeted
advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a impart knowledge and develop
understanding through effective
use of lesson time
Consistently and effectively imparts
knowledge and develops
understanding through using lesson
time to great effect.
Much of the time imparts knowledge
and develops understanding
through using lesson time to good
effect.
Is able to impart knowledge and
develop understanding through
effective use of lesson time.
Is unable to impart knowledge and
develop understanding through
effective use of lesson time.
b promote a love of learning and
children’s intellectual curiosity
Consistently and effectively promotes
a love of learning and children’s
intellectual curiosity.
Much of the time promotes a love of
learning and children’s intellectual
curiosity.
Is able to promote a love of learning
and children’s intellectual curiosity.
Is unable to promote a love of
learning and children’s intellectual
curiosity.
c set homework and plan other
out-of-class activities to
consolidate and extend the
knowledge and understanding
pupils have acquired
Consistently and effectively plans
differentiated, purposeful
homework/out-of-class activities that
consolidates and extends existing
knowledge and understanding.
Much of the time plans
differentiated homework/out-of-
class activities that consolidates
and extends existing knowledge
and understanding.
Is able to set homework and plan
other out-of-class activities to
consolidate and extend the
knowledge and understanding pupils
have acquired.
Is unable to set homework and plan
other out-of-class activities to
consolidate and extend the
knowledge and understanding pupils
have acquired.
d reflect systematically on the
effectiveness of lessons and
approaches to teaching
Is systematically and critically reflective in analysing, evaluating and improving their practice (paraphrased).
Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.
Is systematically able to reflect in order to improve their practice.
Is able to judge the effectiveness of their lessons and impact on all groups of pupils.
Is able to reflect systematically on the
effectiveness of lessons and
approaches to teaching.
Is unable to reflect systematically on
the effectiveness of lessons and
approaches to teaching.
e contribute to the design and
provision of an engaging
curriculum within the relevant
subject area(s).
Consistently makes effective
contributions to the design and
provision of an engaging curriculum
within the relevant subject area(s).
Makes good contributions to the
design and provision of an
engaging curriculum within the
relevant subject area(s).
Is able to contribute to the design and
provision of an engaging curriculum
within the relevant subject area(s).
Is unable to contribute to the design
and provision of an engaging
curriculum within the relevant subject
area(s).
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Standard 5 Adapt teaching to respond to the strengths and needs of all pupils
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching over
time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet
good. Trainees need targeted advice to
be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a know when and how to differentiate
appropriately, using approaches
which enable pupils to be taught
effectively
Consistently and effectively differentiates
appropriately using timely approaches
which enable pupils to be taught effectively.
Much of the time differentiates
appropriately using approaches which
enable pupils to be taught effectively.
Knows when and how to differentiate
appropriately, using approaches which
enable pupils to be taught effectively.
Does not know when and how to
differentiate appropriately.
b have a secure understanding of
how a range of factors can inhibit
pupils’ ability to learn, and how best
to overcome these
understand the causes of low achievement;
challenge and motivate pupils where
attainment is low; and use effective
strategies to support underperforming
groups.
understand how to challenge and
motivate pupils where attainment is low
and use strategies to support
underperforming groups.
Has a secure understanding of how a
range of factors can inhibit pupils’ ability
to learn, and how best to overcome
these.
Does not have a secure understanding
of how a range of factors can inhibit
pupils’ ability to learn, and how best to
overcome these.
c demonstrate an awareness of the
physical, social and intellectual
development of children, and know
how to adapt teaching to support
pupils’ education at different stages
of development
Consistently and effectively demonstrates
clear awareness of the physical, social and
intellectual development of children, and
effectively adapts teaching to support pupils’
education at different stages of
development.
Demonstrates an awareness of the
physical, social and intellectual
development of pupils and, much of the time,
adapts teaching to support pupils’
education at different stages of
development.
Is able to demonstrate an awareness of
the physical, social and intellectual
development of children, and knows
how to adapt teaching to support pupils’
education at different stages of
development.
Is unable to demonstrate an awareness
of the physical, social and intellectual
development of children, and does not
know how to adapt teaching to support
pupils’ education at different stages of
development.
d have a clear understanding of the
needs of all pupils, including those
with special educational needs;
those of high ability; those with
English as an additional language;
those with disabilities; and be able
to use and evaluate distinctive
teaching approaches to engage and
support them.
Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).
challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.
Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.
Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).
understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.
Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.
Has 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 is
able to use and evaluate distinctive
teaching approaches to engage and
support them.
Does not 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 is not able to use and
evaluate distinctive teaching
approaches to engage and support
them.
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Standard 6 Make accurate and productive use of assessment
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a know and understand how to
assess the relevant subject and
curriculum areas, including statutory
assessment requirements
accurately assess achievement and
attainment in relevant subject and
curriculum areas, including statutory
assessment requirements, using new
curricula … examinations and
assessment arrangements.
assess pupils’ achievement in the
relevant subject and curriculum areas,
including statutory assessment
requirements.
Knows and understands how to assess
the relevant subject and curriculum areas,
including statutory assessment
requirements.
Does not know and understand how to
assess the relevant subject and
curriculum areas, including statutory
assessment requirements.
b make use of formative and
summative assessment to secure
pupils’ progress
Consistently and effectively uses
formative, continuous assessment and
summative tests to great effect to secure
progress for all pupils, through a
sequence of lessons over time.
Much of the time uses formative,
continuous assessment and summative
tests to secure progress through a
sequence of lessons over time.
Is able to make use of formative and
summative assessment to secure pupils’
progress.
Is unable to make use of formative and
summative assessment to secure pupils’
progress.
c use relevant data to monitor
progress, set targets, and plan
subsequent lessons
Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time.
Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.
Uses a range of relevant data including school progress data to monitor pupil progress and learning over time.
Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.
Is able to use relevant data to monitor
progress, set targets, and plan
subsequent lessons.
Is unable to use relevant data to monitor
progress, set targets, and plan
subsequent lessons.
d give pupils regular feedback, both
orally and through accurate
marking, and encourage pupils to
respond to the feedback.
Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it.
Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.
Uses a range of methods to give pupils regular feedback and the opportunity to respond to it.
Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.
Is able to give pupils regular feedback,
both orally and through accurate marking,
and encourages pupils to respond to the
feedback.
Is unable to give pupils regular feedback,
both orally and through accurate marking,
and does not encourage pupils to respond
to the feedback.
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Standard 7 Manage behaviour effectively to ensure a good and safe learning environment
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less than
consistently good.
Good (2):
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over time
requires improvement as it is not yet good.
Trainees need targeted advice to be
good.
Not yet meeting the standards (4):
Trainees are not yet meeting the minimum
level of practice.
a have clear rules and routines for
behaviour in classrooms, and take
responsibility for promoting good and
courteous behaviour in classrooms
and around the school, in accordance
with the school’s behaviour policy
In accordance with the school’s behaviour
policy:
takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning;
actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation;
can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.
In accordance with the school’s
behaviour policy:
takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment;
encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation;
is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.
Has clear rules and routines for behaviour in
classrooms, and takes responsibility for
promoting good and courteous behaviour in
classrooms and around the school, in
accordance with the school’s behaviour
policy.
Does not have clear rules and routines for
behaviour in classrooms, and does not take
responsibility for promoting good and
courteous behaviour in classrooms and
around the school, in accordance with the
school’s behaviour policy.
b have high expectations of behaviour,
and establish a framework for
discipline with a range of strategies,
using praise, sanctions and rewards
consistently and fairly
Consistently sustains high expectations of behaviour.
Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.
Sustains high expectations of behaviour.
Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.
Has high expectations of behaviour, and
establishes a framework for discipline with a
range of strategies, using praise, sanctions
and rewards consistently and fairly.
Does not have high expectations of
behaviour, and does not establish a
framework for discipline with a range of
strategies.
c manage classes effectively, using
approaches which are appropriate to
pupils’ needs in order to involve and
motivate them
Consistently manages a high level of pupil
motivation and involvement using a range
of effective approaches appropriate to the
pupils’ needs.
Manages a good level of pupil
motivation and involvement using a
range of approaches appropriate to the
pupils’ needs.
Is able to manage classes effectively, using
approaches which are appropriate to pupils’
needs in order to involve and motivate them.
Is unable to manage classes effectively.
d maintain good relationships with
pupils, exercising appropriate
authority, and act decisively when
necessary.
Consistently demonstrates strong and
effective relationships with pupils
exercising appropriate authority, and acts
decisively when necessary.
Demonstrates good relationships with
pupils and exercises appropriate
authority, and acts decisively when
necessary.
Is able to maintain good relationships with
pupils, exercising appropriate authority, and
acts decisively when necessary.
Is unable to maintain good relationships
with pupils, does not exercise appropriate
authority and/or act decisively when
necessary.
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Standard 8 Fulfil wider professional responsibilities
Standard sub-headings Outstanding (1):
Much of the quality of trainees’ teaching
over time is outstanding and never less
than consistently good.
Good (2):
Much of the quality of trainees’
teaching over time is good; some is
outstanding.
Meeting the standards (3)
The quality of trainees’ teaching over
time requires improvement as it is not
yet good. Trainees need targeted
advice to be good.
Not yet meeting the standards (4):
Trainees are not yet meeting the
minimum level of practice.
a make a positive contribution to
the wider life and ethos of the
school
Is consistently proactive and makes a
positive contribution to the wider life
and ethos of the school.
Is proactive and makes a positive
contribution to the wider life and
ethos of the school.
Is able to make a positive contribution
to the wider life and ethos of the school.
Is unable to make a positive
contribution to the wider life and ethos
of the school.
b develop effective professional
relationships with colleagues,
knowing how and when to draw
on advice and specialist support
Professional relationships with colleagues are consistently effective.
Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.
Professional relationships with colleagues are good.
Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.
Is able to develop effective professional
relationships with colleagues, knowing
how and when to draw on advice and
specialist support.
Is unable to develop effective
professional relationships with
colleagues, and does not know how
and when to draw on advice and
specialist support.
c deploy support staff effectively Consistently and effectively deploys
support staff to maximise the learning
of pupils.
Deploys support staff effectively to
support the learning of pupils.
Is able to deploy support staff
effectively.
Is unable to deploy support staff.
d take responsibility for improving
teaching through appropriate
professional development,
responding to advice and
feedback from colleagues
Is consistently proactive in taking full responsibility for improving their own teaching through professional development.
Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.
Takes responsibility for improving their own teaching through professional development.
Respects and responds to the advice and guidance offered by colleagues.
Is able to take responsibility for
improving teaching through appropriate
professional development, responding
to advice and feedback from
colleagues.
Is unable to take responsibility for
improving teaching through appropriate
professional development, and is
unable to respond to advice and
feedback from colleagues.
e communicate effectively with
parents with regard to pupils’
achievements and well-being.
Proactively and consistently
communicates effectively with parents
and carers about pupils’ achievements
and well-being.
Communicates effectively with
parents and carers about pupils’
achievements and well-being.
Is able to communicate effectively with
parents with regard to pupils’
achievements and well-being.
Is unable to communicate effectively
with parents with regard to pupils’
achievements and well-being.
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more
Part Two Personal and professional conduct
Teachers’ Standard: Part Two descriptor
Scope Key questions Consistently high standards
Cause for concern
i 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 pupil’s 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.
Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?
Does the trainee develop appropriate professional relationships with colleagues and pupils?
Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?
Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?*
Does the trainee understand the challenges of teaching in modern British schools? *
Is the trainee aware of the Prevent strategy and its implications? *
Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?*
Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media?
ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.
The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.
The trainee is punctual for school, lessons, meetings, etc.
The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy.
The trainee’s language and dress are highly professional and in line with school policy.
Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?
Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school?
Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?
iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.
The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.
The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.
Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?
Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?
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St George’s Academy The University of Lincoln
Lincoln Castle Academy Carre’s Grammar School
Sir Robert Pattinson Academy Banovallum School
University Academy Holbeach Working together to achieve more