Keeping Track – Class/Group record - University of … · Web viewA range of assessment strategies to evaluate pupil progress towards planned learning objectives Formative marking

Evaluating your teaching

Why do you need to evaluate your teaching of lessons?

to recognise strengths in a lesson and apply this to other teaching

to see if learning objectives have been met

to inform future planning, extend or change resources

to begin to become a reflective teacher and to improve next time

What should you evaluate about your lesson teaching?

what have the children learnt

what would alter if you were to do this lesson, or similar, again

appropriateness of objects and the extent to which they were achieved

children’s responses

children’s attitudes and behaviour

success and appropriateness of resources used

what was successful/less successful and why

Key points to consider when evaluating

How effective was the planning?

How well was the session managed?

How well was the session organised?

How well was the session resourced?

How effective was the introduction?

How effective was the development of the lesson?

Do you feel the children were motivated to learn?

How well do you think the children understood the task?

Do you think the work was matched to the children’s abilities?

What do you think the children learnt during the session?

What do you think the children need to do next?

How would you change the session if you were to teach it again?

What do you feel were the general strengths of the session?

What areas can you see for improvement?Plymouth Institute of Education

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School Experience Placements - file preparation and layout Each episode of school experience will require the setting up and maintenance of files which all follow a common format. Files are checked by Professional Tutors prior to placement and some early school experience placements in Year 1 do not require all files to be established and the relevant Notes of Guidance for each placement across both programmes clearly state what the expectation of file preparation and completion are.

These files are:

A. The Practical Teaching FileB. The Practical Resource FileC. The Pupil Progress FileD. The Professional Development Profile

• files required for each school experience placement

Professional Development Profile

Practical Teaching File

Practical Resource File

Pupil Progress File

BEd Year 1Specialism Week

• • •

BEd Year 1Broader Curriculum Project

• •

BEd Year 1 Summer Term

• • •

BEd Year 2Part 1

• • • •

BEd Year 2Part 2

• • • •

BEd Year 3Spring Term

• • • •

PGCE Combined Placement 1 a) & b), School Direct

• • • •

PGCE Placement 2, School Direct

• • • •

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a) The Practical Teaching File

This file should contain the following in this, the recommended order:

1. A contents page to ensure easy access to all evidence and information;

Record sheets provided in the Primary Partnership Portfolio

2. A copy of the Safeguarding and Ethics Form signed by the school and the student teacher;

3. A copy of the Notes of Guidance for the current school experience;4. The Quality Assurance Record and checklists for the current school experience;5. Professional Profiling & Evidence Sheets

General information about the school

6. The name, email address, postal address, telephone number;7. The type, size and context of the school;8. Name of the Headteacher and members of staff;9. Appropriate extracts from school policies and guidelines as specifies in the Notes of

Guidance for each particular school experience placement;

Information about the class

10. A class list if the school’s policy permits this;11. Details of class groupings and relevant information provided by the school based tutor

concerning EAL, pupil premium, special educational needs and other particular needs;12. Individual pupil targets and class/cohort targets;13. A general weekly timetable;

Planning overview

14. Details of the school based tutor’s overview for the year, if available, and medium term plans for student teachers working on KS1 and KS2. Details of the student teachers contributions to medium term plans during school experience in later stages of the programmes.

Tabulated sections for each week of the school experience placement

15. The week’s timetable indicating the student teacher’s teaching commitment and training opportunities;

16. The week’s planning for maths and English;17. Other daily planning and records of pupil progress;18. Focussed observations;19. Monitoring and Evaluation Record Form;20. Daily reflection sheets;21. Copies of Reflective Weekly Overview , Progress Records, records of profiling

conferences, action plans for inventions if applicable.

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b) The Practical Resource File

This file is not assessed and is not needed for moderation. However, it is strongly recommended that the student teachers demonstrate clear planning, preparation and organisation of resources used.

c) The Pupil Progress File

Early placements on the BEd programme do not require a Pupil Progress File – please refer to the chart on page 1 of this section for further guidance.

This file should contain the following in this, the recommended order:

1. A contents page to ensure easy access to all evidence and information;

A section on policies and sample documents

2. Assessment and marking policies and procedures;3. Examples of the school’s reporting to parents documentation;

Assessment materials relevant to the class that the student teacher is working in

4. Examples of statutory documents, or where to access them (e.g. for Foundation Stage, SEND) where they support teacher assessment;

5. Examples of standardised tests where they are used in schools;

The school’s record keeping system

6. An example of how the school records and tracks pupil progress;

Individual Pupil Profiles

7. A sub section for each pupil beginning with a short statement using the Pupil Profile proforma to explain why that pupil was chosen;

8. In discussion with the School Based Tutor, choose one piece of work for each of the pupils, for each of the core subjects and the student teacher’s specialist subject. These should demonstrate the level at which pupils are currently working. Targets already set by the School Based Tutor should be included;

9. During the placement, the student teacher should collect further examples of work. These should demonstrate the pupils’ progress as a result of learning that has been taken from their teaching. Context sheets should be attached to demonstrate this;

10. As appropriate, the sub sections for each pupil may include evaluation sheets and individual monitoring sheets. Copies of any school or national records that are available and permissible to use (IEP, national test results, baseline assessment) may also be included;

11. A summary profile sheet for each pupil (see proforma section of the Primary Partnership Portfolio) should be completed based on the evidence listed above. Student teacher’s must focus on the impact of their teaching on the pupil’s learning and be able to discuss;

12. A sample report.

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d) The Professional Development Profile (PDP)

Every student teacher has a Professional Development Profile which is used and maintained across both campus based and school based work. This file provides a common understanding across the partnership of what is involved in achieving QTS and how each individual has done this and what their individual achievements are.

The PDP will contain:

A summary of all school based training and experience to date, to include: -

1. A record which identifies school and classes taught during each school experience placement;

2. A record of subject areas taught;3. A record of completed school based training from previous experiences;

Summative assessment Reports to include and up to date copy of the Assessment and Monitoring Audit including:

4. Assignment feedback and audit results;5. An overview of the campus based taught curriculum;6. School experience reports issued on completion of each school experience;

placement;7. Other statements of achievement.

Details of previous experience to include:

8. Curriculum vitae;9. Interview feedback;10. Previous school based experiences.

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Plymouth Institute of Education

Monitoring & Evaluation Report Form (Part 1)

Name of student: Date: Time:

Programme: (please circle) BEd – Yr 1 2 3 / PGCE – Placement 1 a) 1 b) 2

Year group: Time spent in lesson: Number of pupils:

Targets for observation linked to Teacher’s Standards:

Learning focus for pupils:

Lesson ObservationEvidence: progress and strengths

TS levels

Impact of your teaching on the children’s engagement and learning:

Areas for development:

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Monitoring & Evaluation Report Form (Part 2)

Comment on files, preparation, Part 2 of the Teachers’ Standards etc following discussions with School Mentor and/or school based staff:

Previous targets met and responded to:

Agreed areas for development during this visit/observation from previous monitoring report:

Overall Monitoring agreed grade: W 5 4 3 2 1 (please circle)

Monitoring form completed by: …………………………… School/University Mentor (please circle)

Student signature: ………………………………………………………………………………………………...

Expectations for Focussed Observations for TeachingPage 7 of 40

Focussed observations by the student teacher

Prior to teaching or in order to meet short term, weekly targets, focussed observations will help to inform practice. Focussed observations are a good way of achieving a breadth of experiences across school experience. They should be discussed with the mentor and negotiated with the school staff. These observations should focus on children’s learning as well as teaching.

Focussed observations of the student teacher

During practical teaching, and in weekly negotiation with the School Based Tutor and/or School Mentor, focussed observations should also be used to support the progress of the student teacher. A focussed observation should be carried out by a School Based Tutor or mentor to help meet targets and improve understanding on a weekly basis.

The focussed observation form can be used: by the student teacher to develop their knowledge and skills; by the School Based Tutor to provide support and targets for progress and

development; by teachers/coaches/TAs to support a specific focus/target determined by the

student teacher.

Yr 1 observations of the School Based Tutor working with the children in a range of

differing situations, focusing on classroom and behaviour management, organisational routines and procedures in the teaching of literacy and numeracy, the planning, teaching and assessment of phonics and other curriculum areas;

observations by the School Based Tutor (or another member of the school’s teaching staff) to support the student teachers development and progress.

Focussed observations of specialist subjects and the Broader Curriculum

Yr 2 Part 1 placement and PGCE Placement 1 a) focused observations of class teacher working with the children in a range of

differing situations particularly in core subjects specifically on classroom and behaviour management, the impact of teaching on learning and pupil progress;

focused observations of the teaching of literacy, to include phonics, and numeracy, their specialist subject and other curriculum areas;

Observations by the class teacher (or another member of the school’s teaching staff) to support the student teacher’s development and progress.

Yr 2 Part 2 placement & PGCE Placement 1 b) School Based Tutor – general classroom and behaviour management, the

impact of teaching on learning, assessment and pupil progress; observations of good practice in core subjects across the school; observations of PE, music, outdoor learning and all practical sessions focusing

on issues related to management organisation in a large space and health & safety issues;

observations of good practice in specialist subject; observations by the class teacher (or another member of the school’s teaching

staff) to support the student teacher’s development and progress.

Yr 3 & PGCE Placement 2 observations of the class teacher working with the children in a range of

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differing situations focusing on impact on children’s learning and pupil progress, assessment of learning;

observations of good practice including co-ordinators, leading teachers and areas where the school has a particular strength;

observations of School Based Tutors working in alternative key stages in order to develop a more detailed awareness of the development of learning and progress. This may include Foundation Stage and lower Key Stage 3;

observations by the School Based Tutor (or another member of the school’s teaching staff) to support the student teacher’s development and progress and provide a level of challenge towards outstanding practice which may be carried forward to the NQT year.


Focussed Observation

The focussed observation form can be used:Page 9 of 40

by the student teacher to develop their knowledge and skills; by the School Based Tutor to provide support and targets for progress and

development; by teachers/coaches/TAs to support a specific focus/target determined by the student

teacher.

Curriculum Area Year Group Date

Focus of Observation linked to targets: TS and Stage

3 Key Questions:

Observations linked to key questions:(Continue overleaf if necessary)

Discussion with teacher/TA/coach

Development:

Signed as appropriate Student Teacher ………………………… Teacher/TA/Coach …………………………


Lesson Planning and Evaluation FormPage 10 of 40

Subject / Area of Learning with reference to the national curriculum:

Date/time/duration of lesson:

Specify links to other curriculum areas

Year Group / No. of children Opportunities for SMSC:

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

Target achieved within this lesson (YES/NO)

Key objective:What do I want children to achieve/learn by the end of the sequences of lessons?

Teaching and Learning Strategies: input: guided; collaborative; independent activities; plenaries; homework where appropriate.

Success criteria:How will I know this has been achieved? (you may use child-friendly ‘I can…/all, most some’ statements here)

Assessment evidence :Evidence of pupil achievement linked to learning intention and including how it will be gathered

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?

Behaviour and safety: do I need to make any special provision, including risk assessment, with regard to Health and safety – detail as necessary.

Subject specific vocabulary: is this new or familiar vocabulary for the children

Resources:

Teaching and Learning strategies and activities: Differentiation for significant groups including additional adult support:

Timings

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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) Yes/No

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 student teacher 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 carry forward to future teaching? You may need to continue with your target as previously.


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Daily Reflections in primary school experience placements to be used for the first week of BEd Yr 1 Summer Term placements and PGCE Placement 1a.

If the mentor feels it would be beneficial, Daily Reflections can be done in the second week of placement or if Insufficient Progress is issued.

Personal, professional reflection on practice should be carried out on a daily basis. These daily reflection sheets can be used as a basis for both the ongoing learning conversations with the school based tutor and mentor, and for the Reflective Weekly Overview and Progress Record.

Student teachers should reflect on a daily basis what they have done towards meeting target Standards, and importantly reflect on the impact on their own and the pupils’ progress. Other Standards should be addressed in the Reflective Weekly Overview and Progress Record.

Weekly targets:

Placement week number:

Standard What have I done to meet this Standard?

Why did I do this?

What was the impact on children’s learning and progress?

What was the impact on my progress?

Standard What have I done to meet this Standard?

Why did I do this?

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Standard What have I done to meet this standard?

Why did I do this?



Target Standard

What have I done to meet this standard?

Why did I do this?




Reflective Weekly Overview and Progress Record

Name: Placement week number:Page 15 of 40

PART 1

Teachers’ Standards

Please reflect on all Standards that you have addressed throughout the course of this week including the specific targets for improvement. Comment on how they have impacted on your progress. This should then be shared with your mentor, along with agreed specific targets for the following week.

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

2 Promote good progress and outcomes by pupils.

3 Demonstrate good subject and curriculum knowledge

4 Plan and teach well structured lessons.

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

6 Make accurate and productive use of assessment.

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

8 Fulfil wider responsibilities.

PART 2

Please reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during this week and how your teaching has impacted on this. You should include information about marking and assessment, and comment on how you will consider this in future planning and teaching.

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PART 3

Teachers’ Standards

Reflect on your progress and that of your pupils and identify your targets for the coming week. Send a copy of this form electronically and be prepared to discuss this with your mentor. The outcomes from these new targets will then be recorded and commented on in Part 1 of next week’s form.

Signature of School/University Mentor ………………………………………………………………

Assessment and Monitoring Audit

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Record of progress towards Standards related to assessment, monitoring & pupil progress in core and subject specialism for Student teachers on the Primary pathway.

NAME..................................................................................................................

Specialist subject........................................................................................................

You should be familiar with the following:

Date Record of Evidence and note placement

Use of Foundation Stage profileWhole cohort data to monitor the environment and adult interactions

Teacher Assessment and the levels at the end of KS2

KS1 & KS2 SATS

Optional testing

National targets/comparative data and whole school setting

You should have an understanding of the following:

Date Record of Evidence

A range of monitoring strategies

A range of assessment strategies to evaluate pupil progress towards planned learning objectives

Formative marking

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Appropriate strategies to involve pupils in assessing – their own learning and achievements

Target setting for individual children

A range of record keeping systems and their purpose

Report writing

Impact of feedback on pupil progress

You should have an understanding of the following:

Date Record of Evidence

Teacher assessment and use of levels at the end of KS1 & KS2

KS1 & KS2 SATS

Progression and transition from Foundation to KS1

Progression and transition from KS1 To KS2

Progression and transition from KS2 To KS3

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Keeping Track – Class/Group recordSubject/Area of learning Targets Set Notes

Name:

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Introduction to Profile Child(to be completed for each child at the beginning of the school experience)

Pupil’s name Age Key Stage

Comments should include reference to some of the following: tests (e.g. reading age, SATs as available, appropriate EYFS data); written work and artefacts or images as appropriate; outcome of targeted questions (e.g. on pupils’ misconceptions); focused observation; pupil’s self-assessments; individual learning plans and Education Health and Care Plans (EHC Plans)

Overview of child’s current levels of achievement and reasons for choice.(refer to level/end of Key Stage descriptions as appropriate)

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Summary of Profile Child’s progress(to be completed for each child during the final weeks of school experience)

Pupil’s name Age Key Stage

Comments should include reference to some of the following: tests (e.g. reading age, SATs as available, appropriate EYFS data); written work and artefacts or images as appropriate; outcome of targeted questions (e.g. on pupils’ misconceptions); focused observation; pupil’s self-assessments; individual learning plans and Education Health and Care Plans (EHC Plans)

Summary of progress the child has made.(refer to level/end of Key Stage descriptions as appropriate, please reflect on the impact your teaching has had on the individual child’s learning)

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Assessment and Monitoring – Profile Children Context Sheet (to be attached to the work samples)

Relate “you can” and “now you need to” to learning objectives

Subject: Date: Subject: Date:

Context (individual work, assisted, draft, finished work)

Context (individual work, assisted, draft, finished work)

Assessment focus linked to learning objectives Assessment focus linked to learning objectives

You can:- You can:-

How was the feedback given? How was the feedback given?

Now you need to:- Now you need to:-

Expected progress:- Expected progress:-

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Teaching Assistant Planning SheetLesson objectives:

Keywords to use:

Activities – with your group please could you:

Resources:

Links to assessment:

Feedback from Teaching Assistant on Pupil Progress:

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Working with additional adults who support pupils’ learning

During each school experience you will be working towards addressing the Teachers’ Standards related to working with a range of colleagues. This will not only involve you working with other teachers but also the range of adults who support pupils’ learning.

You will begin to develop skills to help you to collaborate with and manage other team members as the situation demands, especially in relation to planning and organising your own teaching. You will need to build a relationship with these colleagues as soon as possible. To support you in this we have included working with TAs (Teaching Assistants) as part of your school based training programme.

You will have much to learn from these often very experienced colleagues and will need to find out about their particular strengths and skills before you can build them into your planning and teaching. They will need to know how you would like to include them in your planning and teaching. It is crucial that you discuss your learning intentions with them. Remember they will know the classroom and particular children well; you will need to negotiate your plans with them.

Planning for TAs will need to be explicit. To support you in this we have provided yet another framework – only use this if the school does not have a system in place – many schools have TAs’ books which are not only an excellent way of communicating intentions but also of gathering valuable information for planning and assessment. Using the frameworks will help provide you with this information and will also help you build a bank of evidence towards a group of Standards.

Do remember that at times, even if you have planned to have a TA in your lesson, school circumstances may mean that they have to be deployed elsewhere. You will need to have back up plans which will ensure you are still able to deliver your lesson effectively without their support.

Finally remember that you are learning to work with these colleagues as part of your professional development and you will not get everything right all of the time. Use these experiences as part of your weekly reviews. TAs are a crucial and developing part of school teams.

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Supporting guidance for tutors OR students when observing a phonics, early reading or spelling session. This guidance is designed to help tutors to complete

a Monitoring & Evaluation Report Form.

All guidance is intended to support observation of teaching in the FS, KS1 and KS2.

Teachers’ Standard

Questions and guidance

3Demonstrate good subject and curriculum knowledge

Do the children articulate phonemes correctly? Are the children blending/segmenting? How does the adult model through his/her articulation of phonemes, blending of

phonemes when reading and segmenting of graphemes when writing secure and confident use of phonics subject knowledge?

How has the adult shown good curriculum knowledge when planning and teaching using the school’s phonics and/or spelling programme?

4Plan and teach well-structured lessons

What planning structure has been used for the phonics/early reading/spelling session and how is the subject knowledge explored?

When teaching, does the adult recap on previously learned grapheme-phoneme correspondences or blending and segmenting?

How is the new sound(s) introduced? How are ‘tricky’ words introduced? Are children taught the phoneme and the name of the letter? How is the learning contextualised, i.e. linked to a children’s text/theme/unit of

work/pupil experiences/outdoor environment? Are children given opportunities to hear sounds and practice saying the phonemes? Are children given opportunities to blend phonemes to read and segment words to

spell and write? How do the children apply their phonic knowledge to reading and/or writing or through

their child-initiated play activities?

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

Are all children actively involved in speaking and listening? Can all children see/hear the teaching input? How is the learning differentiated for individuals and groups of learners? Are props and artefacts used effectively to support a range of learners and learning

styles? How are children supported by peers/additional adults /resources?

2Promote good progress and outcomes by pupils

How is the new learning objective/intention made explicit? How are blending and segmenting skills modelled? Is there a good balance between adult initiated and teacher led learning? Is the session multi-sensory but tightly focussed on the learning goal? If the lesson is part of a sequence of phonics, early reading or spelling lessons how

has progression been built in?

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6Make accurate and productive use of assessment

How does the adult feedback on previous learning? What are the opportunities for Assessment for Learning? Note the adult’s use of

questioning /dialogue/success criteria/peer and self-assessment. Are additional adults contributing to the learning and/or assessment? How do adults make close observations of children’s learning? How has the adult addressed children’s miscues and misconceptions in phonics

and/or spelling?

1Set high expectations which inspire, motivate and challenge pupils

Is the session fully interactive? Are all the children actively engaged and participating? Is there evidence of new learning that challenges, not just consolidation? Does the adult make creative use of phonics, early reading and/or spelling resources

to inspire learning and motivate pupils?

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

Is the session short, focussed and with good pace? How have all the additional adults been employed in the phonics session to ensure

that all children are learning and behaving appropriately? Have all children been encouraged to participate? Has the adult considered how children will make the transition to their phonics or

spelling groups safely?

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Student Phonics Tracker - Experience of teaching and observing phonics on School Experience (BEd & PGCE)

Phase Skills observed/taught* Obs group/ whole class

Planned session

(supported/ alone)

Taught group

(supported/ alone)

Taught whole class(supported/

alone)

Feedback for improvement

1 Developing children's speaking and listening skills, phonological awareness and oral blending and segmenting.

2 Grapheme-phoneme correspondence; blending and segmenting with letters; recognition of high frequency words.

3 Blending and segmenting sounds represented by single letters and graphemes of more than one letter.

4 Developing knowledge and skills of blending and segmenting words with adjacent consonants.

5 Learning more graphemes for the 40+ phonemes taught in Phases Two and Three and more ways of pronouncing graphemes introduced in Phases Two and Three. Teaches and practises the skills of blending and segmenting using all GPCs taught.

6 Increases fluency of the blending of words encountered for the first time in reading and accuracy of spelling choices.

*Please indicate in the appropriate box the placement in which you were able to complete this particular aspect of your phonics development, e.g. Y1 Week 2, Year 3 week 5, PGCE Placement 2 Week 3

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Assessment of Phonic Skills and UnderstandingThis summary assessment will be supported by other records and

observationsPhase

Key knowledge and skills Pupil:

1 Develop phonological awareness through these aspects: environmental sounds, instrumental sounds, body percussion, rhythm and rhyme, alliteration, voice sounds, oral blending and segmenting

2 Give the sound when shown any Phase Two letter, securing first the starter letters s, a, t, p, i, n

Find any Phase Two letter, from a display, when given the sound

Be able to orally blend and segment CVC words

Be able to blend and segment in order to read and spell (using magnetic letters) VC words such as: if, am, on, up and non words such as ip, ug and ockBe able to read the five tricky words the, to, I, no, go

3 Give the sound when shown all or most Phase Two and Phase Three graphemes

Find all or most Phase Two and Phase Three graphemes, from a display, when given the sound

Be able to blend and read CVC words (ie single-syllable words consisting of Phase Two and Phase Three graphemesBe able to segment and make a phonemically plausible attempt at spelling CVC words (ie single-syllable words consisting of Phase Two and Phase Three graphemes)Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are

Be able to spell the tricky words the, to, I, no, go

Write each letter correctly when following a model

4 Give the sound when shown any Phase Two and Phase Three graphemeFind any Phase Two and Phase Three grapheme, from a display, when given the soundBe able to blend and read words containing adjacent consonantsBe able to segment and spell words containing adjacent consonantsBe able to read the tricky words some, one, said, come, do, so, were, when, have, there, out, like, little, whatBe able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, areWrite each letter, usually correctly

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5 Give the sound when shown any grapheme that has been taughtFor any given sound, write the common graphemes

Introduce alternative grapheme-phoneme correspondencesApply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodableRead and spell phonically decodable two-syllable and three-syllable wordsRead automatically all the words in the list of 100 high-frequency wordsAccurately spell most of the words in the list of 100 high-frequency wordsForm each letter correctly

Beyond Phase 5, please refer to ‘Support for Spelling’ (DfE, 2009) and to the primary National Curriculum for English, Appendix 1, spellings.

Plymouth University FORM APlymouth Institute of Education

BEd & PGCE (Primary & Early Years) Programme

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Date of issue: ……………………………………………………………………….….

Name of student: …………………………………………………………………………..

School: …………………………………………………………………………..

Your progress to date has alerted us for the reason(s) outlined below. In order to provide the appropriate intervention and support for you at this time, we are sharing our concerns with your Professional Tutor who will contact you by email.

Signed (School Mentor/University Mentor)………………………………....……..

Signed (Student teacher)…………………………………………..………………...

A copy of this should be sent to the Partnership Office [email protected]

Plymouth University FORM BPlymouth Institute of Education


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EARLY ALERT

CAUSE FOR CONCERN

Date of issue: ……………………………………………………………………….….

Name of student: …………………………………………………………………………..

School: …………………………………………………………………………..

Your progress to date is giving cause for concern in the areas outlined below. Unless sufficient development occurs in these areas, you are unlikely to pass this school experience. Please note that this formal letter is given to all student teachers, about whom concerns exist at this stage, including those who are very near to achieving a pass standard.

Concern Linked to Teachers’ Standards 2012

Date to be achieved by (usually 4-5 working days)………………………………

Signed (School Mentor/University Mentor)…………………………………..……..



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Action Plan (Cause for Concern)When Cause for Concern has been issued, the SMART targets in this plan should be completed by the student teacher in consultation with the school mentor/university mentor, and it should be regarded as an action plan for change. The student teacher must take ownership of the targets and the interventions that are agreed within the time scale given (normally 5 school days). The student teacher must demonstrate that they have adjusted their practice to meet the targets within this time scale and the mentor will meet with the student teacher and discuss whether or not the targets have been met. Cause for Concern may be re-issued if appropriate and is timely according to each specific school experience calendar.

SMART targets Link to Teachers’ Standards

Action to be taken Agreed with School/University Mentor?

Date for Completion

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Plymouth University FORM CPlymouth Institute of Education


Date of issue: ……………………………………………………………………….….

Name of student: …………………………………………………………………………..

School: …………………………………………………………………………..

Your progress to date is giving cause for concern in the areas outlined below. Unless sufficient development occurs in these areas, you are unlikely to pass this school experience. Please note that this formal letter is given to all student teachers, about whom concerns exist at this stage, including those who are very near to achieving a pass standard.

Concern Linked to Teachers’ Standards 2012

Date to be achieved by (usually 4-5 working days)………………………………

Signed (School Mentor/University Mentor)…………………………………..……..



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INSUFFICIENT PROGRESS

Action Plan (Insufficient Progress)When Insufficient Progress is issued the SMART targets in this plan should be completed by the student teacher in consultation with the school mentor/university mentor, and it should be regarded as an action plan for change. The student teacher must take ownership of the targets and the interventions that are agreed within the time scale given (normally 5 school days).

The student teacher will then have a visit from one or two members of the Moderation team who will carry out an observation, look at the student teacher’s file and talk to the mentor and other key staff in the school. The moderator(s) will fully debrief the student teacher at the end of this visit and advise them whether or not they will be recommending a pass for this school experience placement. The moderator will also advise the student teacher of next steps and where to seek advice on campus if they have not been successful, and advise the school of their recommendation.

SMART targets Link to Teachers’ Standards

Action to be taken Agreed with School/University Mentor?

Date for Completion

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Plymouth University FORM DPlymouth Institute of Education SECTION A


Withdrawal of a student from placement as instigated by the Headteacher

Section A: To be completed by Headteacher/Head of Teaching & Learning

IMPORTANT: Please see exemplar in exemplar section of PPP before completing.

Please complete Part 1 or Part 2 as appropriate and send immediately to [email protected]. You will receive a response, and a member of the academic team will arrange a visit /make contact within 24 hours to mediate on behalf of all partners.

Name of StudentProgramme BEd or PGCEYear Group/Placement typeName of SchoolName of Headteacher

PART 1

Please provide a supporting statement and evidence for requesting the immediate withdrawal of the student teacher from placement at your school:

Grounds for immediate withdrawal Supporting Statement/Evidencei. Professional misconduct which has broken

the relationship of trust and confidence that must exist between student teacher and the placement school or behaviour which has endangered the safety and well-being of teaching colleagues, pupils or other adults in the school.

PART 2

Please provide a supporting statement and evidence for requesting the withdrawal of the student teacher from the placement at your school.

Grounds for requesting withdrawal following lack of the student teachers engagement with the placement

Supporting Statement/Evidence including the intervention processes outlined in the Notes of Guidance.

ii. Persistent breakdown in professional working relationships with teaching colleagues, pupils or other adults in the school resulting from the student teacher’s inconsistencies in practice.

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iii. Failure to demonstrate professional learning, to respond to professional advice or act on it effectively.

iv. Negative impact on the children’s ongoing learning and excessive workload for school teaching team

Headteacher’s Signature:

Date:

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Plymouth University FORM DPlymouth Institute of Education SECTION B


Withdrawal of a student from placement as instigated by the Headteacher

Section B: To be completed by Plymouth Institute of Education

Please give details of the interventions/support provided in the lead up to the decision by the Headteacher to withdraw the student teacher from placement:

Please tick relevant boxes

Protocol Reason (as stipulated on Form A/B/C) Date

Early Alert(FORM A completed)Cause for Concern(FORM B completed)Insufficient Progress(FORM C completed)

Please provide additional information about the documented interactions with the student teacher from the start of the placement block to date including notes from weekly SE team meeting:

Date Staff Topics discussed Support provided

Quality & Liaison Lead:Date:

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Evidence towards the Standards

Student name:

Programme: (please circle) BEd – Yr 1 2 3/ PGCE – Placement 1a 1b 2Please indicate which element in each Standard the evidence refers to and provide a clear and concise description. Refer to the Primary Partnership ‘Evidence toward the Teachers’ Standards, 2012’ booklet for guidance.

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

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structured lessons

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Evidence towards the Standards

Student name:

Programme: (please circle) BEd – Yr 1 2 3/ PGCE – Placement 1a 1b 2

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

6. Make accurate and productive use of assessment

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

8. Fulfil wider professional responsibilities

Please continue on an additional sheet if needed ….

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Documents

Keeping Track – Class/Group record - University of … · Web viewA range of assessment strategies to evaluate pupil progress towards planned learning objectives Formative marking