*and an assessed component of the Professional Practice Module

e-PDP stands for Professional Development Profile

it is a portfolio that you complete on-line

it is an assessed component of the Professional Practice Module

Unless you have still to enrol, you will already have created your e-PDP with Abi by downloading the templates and sending your secret URL to your PT or our admin staff

TS 4: reflect systematically on the effectiveness of lessons and approaches to teaching

TS 8: take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Regular engagement with the e-PDP will:

enable you to reflect upon, evaluate and take responsibility for your own professional development;

help you set individual targets

help your tutors to monitor your progress and offer individualised interventions so that you meet the Teachers' Standards

Where am I now? What do I need to do next? When do I need to do it?

The e-PDP ... an on-line portfolio

The Warwick Assessment Descriptors (WADs)

The WADs are our key tool for securing rigour and accuracy of grading across the Partnership

The WADs make sure everyone is clear about expectations... ‘they’re too good to be true’

(Deana Holdaway – Ofsted – Lead Inspector)

The descriptors indicate how each level can be met

The Standards The grade at which each Standard can me met

Look at the 2nd sub-statement -TS5b

Read the assessment guidance for it, across

the grades from Not Yet Meeting to Grade 1◦ What characterises progress in a trainees’ practice?

◦ What words typify attainment at each grade?

Now look at NYM heading and track down the

column for all sub-statements. Is the ‘language’

the same throughout?

Then check other columns to see how the

text ‘matches the grade’.

You will use the WADs:

to inform your reflection

to self-assess the progress you are making

to identify ‘next steps’ (short term targets)

‘We cannot fault what you’ve tried to do in constantly driving to improve precision of assessment of your trainees’* Deana Holdaway (Lead Inspector)

The Warwick Partnership

School Mentors

Class teachers Our Link Tutors

Uni tutors

You

The WADs ensure all partners make consistent judgements ...they are constantly reviewed and revised

Events throughout the year, on the taught programme and in school, are grouped into four time bands:

RP1 – experiences up to the start of PP2

RP2 – experiences between close of PP2 & start of PP3

RP3(A) – experiences between close of PP3 & start of PP4

RP3(B)

RP4 – final reflection after PP4, feeding in to your CEDP

RP1 will focus on:

-Professionalism

-Safeguarding

-Behaviour for Learning

-the importance of ‘modelling’ during teaching

Focus Teachers’ Standards:

Preamble & Part 2 (professionalism)TS4 planning & teachingTS7 (BM)

RP2 will focus on:

-Behaviour Management – ‘rapport and relationships’

-planning and teaching (including ‘modelling’)

Focus Teachers’ Standards:

TS4 (planning & teaching)TS7 (BM)

RP3(A) will focus on:

-Assessment for Learning

-Behaviour Management

-Managing TAs

Focus Teachers’ Standards:

TS4 – planning and teachingTS6 – assessment for learningTS7 – BM

RP3(B) will focus on:

-pupil progress

-meeting individual needs, especially pupils with EAL

and pupils with SEND

Focus Teachers’ Standards:

TS2 – pupil progressTS5 – meeting individual needs

RP4 will focus on:

-PP4 block placement

-FPT & Personalised provision

-Partnership Days

Focus Teachers’ Standards:

TS2 – pupil progressTS7 - BMTS8 - wider life of the school including communicating with parents

TS3 TS1

Subject Knowledge

You will populate this

page intermittently

throughout the year as

you undertake audits,

action plans and receive

feedback on your SK

when you are observed

teaching.

Feeling Like A Teacher

teacher ‘identity’

Throughout the year,you will build and reflectupon your personalphilosophy about thekind of teacher you aspire to be.

The session objectives invited you: to begin to articulate your vision for teaching

(influenced by your experiences, values, beliefs…)

to begin to understand this as an evolving concept of teacher identity (influenced by your experiences, values, beliefs etc…)

be prepared for this ‘vision’ to shift and change throughout the year

Remember the seminar during Induction Week:‘What sort of teacher…do you want to be?’

We will remind you which Standards to be reflecting upon and when, but an overview is posted on the Professional Practice page of Moodle – and you have a hard copy today.

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm

Making sense of what has happened so far –interpreting your school & uni experience & your reading of research… being clear about next steps.

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/kolb_flash.htm

The e-PDP is the vehicle you will use to: record your experiences

reflect upon them - evaluate – consider impact – the ‘so what?’ factor

determine next steps

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The structure of the e-PDP is designed to

complement key points in the year for ‘taking stock’: RP1 – RP4

ORP – Subject Knowledge

ORP – ‘Feeling Like A Teacher’

a page for your Specialism Assignment

the e-PDP is assessed on a PASS/FAIL basis at H level (it is not graded)

from H to M level…

You have timetabled Reflection Sessions after each school placement to ‘orally rehearse’ the reflections you will go on to record.