SECONDARY PROGRAMME HANDBOOK …d3mcbia3evjswv.cloudfront.net/files/5 2014 School...SECONDARY PROGRAMME HANDBOOK CONTENTS 2014-2015 Page Introduction 1 Key Dates 2 School Partnership

SECONDARY PROGRAMME HANDBOOK CONTENTS 2014-2015 Page

Introduction 1

Key Dates 2

School Partnership 3

Supervision during school experience 4

Professionalism 5

Disclosure Barring Service Check 6

Key Contacts 7

What will I Learn? 8

Learning outcomes 9

School Experience, How is it structured? What will I do? 10

Exemplar structure of School Experience 11

Serial School Experience 12

Extended School Experience 13

Professional Studies 14

Key Stage 2 Experience 15

Post 16 Experience 16

Summative & Formative Assessment, What is involved? 17

Summative Assessment 18

Formative Assessment 19

Assessment Criteria 22

Grading your teaching 23

Who will support me? 24

Support during School Experience 25

What Happens If I Am Not Making Satisfactory Progress 26

How will I Learn? 28

Lesson Observation 29

Lesson planning and preparation 31

Evaluation of your teaching 32

Evaluation of School Experience 33

Student teacher school placement evaluation form 35

Appendix I 37

Claim form for Key Stage 2 Experience 38

Claim form for Post 16 Experience 39

Appendix II 40

Agenda for Subject Tutor Visit - School A 41

Agenda for Subject Tutor Visit – School B, first visit 42

Agenda for Subject Tutor Visit – School B, second visit 43

Agenda for Link Tutor Visit – School A 44

Agenda for Link Tutor Visit – School B 45

Appendix III 47

Notification of Concern 48

Action Plan following Notification of Concern 49

Appendix IV 50

Daily in-depth lesson evaluation form 51

Appendix V 53

The Teachers’ Standards on a single page for quick reference 54

Appendix VI 55

Quality of teaching grade criteria 56

Appendix VII 57

Lesson observation sheet 58

Appendix VIII 59

The Teachers’ Standards 60

Appendix IX 71

Assessment of Trainee Teacher – Grading Descriptors 72

1

INTRODUCTION

2

3. KEY DATES

Autumn Term 2014

16 September First three Professional Studies Link Logs submitted to the Professional Studies Tutor

24 September Review of Professional Studies Link Logs with your Professional Studies group

29 September Beginning of School A

2 October Submit Professional Studies link logs to your tutor

17 October First Individual Action Plan (Self Appraisal against the Standards/Action Plan) submitted to the Programme Office

12 December End of School A Joint Summative Report for School A submitted to the Programme Office (hard copy can be brought in on 18 December) 5 formal lesson observations from school A submitted to the Programme Office (hard copies can be brought in on 18 December) Standards Tracking Document completed for school A ready for checking by your subject tutor in January

18 December Assignment 1 (subject study) submitted to the Programme Office by 12.00 noon

C H R I S T M A S B R E A K

Spring Term 2015

5 January Key Stage 2 Week

12 January Record of Key Stage 2 Experience to be signed in Professional Studies and submitted to the Programme Office

26 January Beginning of School B

29 January Review of Audio Tape Task from School A

13 February Individual Action Plan for the next half term submitted to the Programme Office

17 February Assignment 2 (Professional Studies) submitted to the Programme Office by 12.00 noon

27 March School B Interim Assessment Form and your updated Individual Action Plan for the next half term submitted to the Programme Office

E A S T ER B R E A K

Summer Term 2015

15 June Joint Summative Report for School B submitted to the Programme Office 7 Formal Lesson observations from School B submitted to the Programme Office Final page of IAP submitted to Programme Office Standards Tracking Document completed ready for submission to your Subject Tutor this week Professional Studies tasks to be submitted to Professional Studies Tutor Assignment 3 (subject study) submitted to the Programme Office by 4.00 pm

3

Partnership The majority of your time as a PGCE student is spent on school experience. You will have two placements during which you will practise teaching and become familiar with the day to day issues facing secondary school teachers. Your subject tutor will decide which school will be suitable for you, bearing in mind your particular needs and practical considerations such as travel. All the schools we use will be members of the Partnership that exists between the University and approximately 250 local secondary schools. All partnership schools will have signed the Partnership Agreement which can be found on the Partnership website (see below). In this you will find details of the expectations and responsibilities of all those involved with your school experience – the headteacher, professional tutor, mentor, class teacher, subject tutor, link tutor, and you, the student teacher. Many of our schools have worked within the Partnership for several years and include teachers who have themselves trained at Chichester. The Partnership Agreement is discussed with professional tutors and mentors every year and changes are made in response to their recommendations. Your training and assessment is undertaken in Partnership. University based sessions prepare you for your work in school. Your mentor and other staff in your host department continue to work with you to develop your understanding and practice of teaching your subject. You will also follow a professional studies programme, organised by your professional tutor, during school experience. This will complement the university based professional studies provision by considering the practical application of themes in the setting of your particular placement school. Assessment of your progress as a teacher is undertaken by your mentor, supported by your subject tutor. Development of the programme is also carried out in partnership. Professional tutors and mentors are consulted annually in a series of review days. Through this process, the PGCE provision continues to be refined in order to ensure that the needs of student teachers are met as effectively as possible. The School Partnership is managed by the School Partnership Office in Arun House at the Bognor Regis campus. The School Partnership website facilitates communication between all parties; copies of all school experience documentation, handbooks, the Partnership Agreement, and details of the proceedings of the secondary PGCE Programme Board are all posted and can be accessed on www.chi.ac.uk/partnership.

http://www.chi.ac.uk/partnership

4

Supervision of Student Teachers

Some key considerations for School Experience Legal Position

Schools remain legally responsible for all classes you teach, throughout your placement.

In many instances the legal requirement will be fulfilled if you know exactly where the class teacher is in case of emergency or difficulties. This does not obtain for teaching situations where Health and Safety guidelines would be breached by leaving you alone.

The Needs of the School

Schools must be confident that you are sufficiently responsible to be left alone with a class for any amount of time. This responsibility implies appropriate levels of class management skills and recognition that pupils are learning.

Good Practice Recommendations

You should have sole responsibility for your classes at some point in each school experience. The class teacher should always make their availability clear and Health and Safety guidelines must be adhered to

The nature of each class should be considered in determining when you may take sole responsibility; this will vary from class to class. You need to be involved in, and supportive of, these decisions.

You must not be used to ‘cover’ lessons. If you have a timetabled class where the teacher responsible is absent, you may continue to teach this group providing a qualified teacher is allocated to ‘cover’ this class and is on hand (as identified above).

Focussed observations can be made of parts of lessons (e.g. beginnings, endings) therefore it may sometimes be useful for teachers responsible to be present only for relevant parts of the lesson.

You can be involved in organising and supervising out of school activities. However, your out of school role is as a ‘responsible adult’ and you should not be in sole charge of a group in any situation.

You should have some experience of accompanying staff on duty but should not be left alone in this context.

If you are identified as causing concern, you will be closely monitored to ensure there is adequate evidence for subsequent judgements. University tutors will be involved in this process.

5

Professionalism When you are on school experience you are taking the role of a teacher and as such you are expected to behave professionally at all times. This includes:

abiding by your school’s dress code

making sure that you know the times you should be in school, in lessons, in tutor time, and being punctual

following the school’s absence procedure if for any reason you are unable to attend, and informing the university of your absence

demonstrating a professional attitude to all staff and pupils in your school at all times

being receptive to feedback offered on your teaching

complying with your school’s Health and Safety guidelines and making sure you are informed of all items on your Health and Safety checklist at the beginning of your school placement.

When you refer to your school experience in your written assignments you must not name individuals, or your school, you should use assumed names or anonymous references such as ’school X’. When you carry out research in school, even on a small scale, you must complete an Ethics Form and you must secure the permission of your professional tutor. He/she will want to check, for example, any questionnaire which you intend to use with pupils. You are expected to be fully informed about programme requirements and procedures as well as University regulations. Programme information is supplied in your programme handbook, module handbooks, announcements on Portia and via the university's Moodle. You are reminded that any student who fails school experience against Part 2 of the Teachers’ Standards (Personal and Professional Conduct) will be deemed to have failed irrevocably and would not normally be offered a re-sit of school experience. You are reminded that any student who leaves their school placement without discussion with, or permission from, their mentor and/or professional tutor will be deemed to have failed school experience.

6

Professional Communication Part 2 of the Teachers’ Standards states that A teacher is expected to demonstrate consistently high standards of personal and professional conduct, and that they uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. Appropriate professional communication is a significant aspect of your professional behaviour. As such, you would be expected to uphold high standards of professionalism when communicating about any aspect of your training. We would draw particular attention to the appropriate use of forms of e-communication such as social networking sites like Facebook. Professional Suitability and Fitness to Practise Instances of unprofessional behaviour whilst on the programme would normally result in failure of Part Two of the Teachers’ Standards and therefore failure of the programme. In such instances the University’s Professional Suitability and Fitness to Practise Policy and Procedure will be evoked.

Taking Medication onto School Premises If you need to take medicines onto a school placement, either for a permanent or temporary condition, you must notify your Mentor, the Professional Tutor and the School Office. Medicines should be used and stored in compliance with your placement school’s Health and Safety rules and with due regard to the safety of pupils and other staff. Disclosure Barring Service Check You are required to complete a DBS check before the beginning of the Programme. This is essential and must be obtained before you can begin the programme. You should be aware that teaching is a notifiable profession. This means that you must inform the Head of Programme if you incur any criminal conviction at the start or after the start of the Programme. The consequences could be serious if you do not do this and it is subsequently found that you have obtained a conviction after starting the Programme. Details of procedures can be found in the Partnership Agreements. You must ensure that you keep your DBS certificate in a safe place.

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Key Contact Information

NAME/ROLE TEL. NO. E-MAIL ADDRESS

Julia O’Kelly Head of Programme

01243 812160 [email protected]

Melanie Hopkins Programme Administrator


Antony Bignell Professional Studies Co-ordinator


Debbie Hickman English Co-ordinator & Link Tutor


Jane Evans Head of School Partnership


Ruth Mantin RE Co-ordinator & Link Tutor


Elaine Minett MFL Co-ordinator


Katharine Milcoy History Co-ordinator & Link Tutor


Jeremy Smith Maths Co-ordinator


Jon Spence Director Chichester Institute of Education


Suzie Everley PE Co-ordinator


Alison Godbold DT Co-ordinator

School: 02392 616000 Ext. 234 Fax: 02392 616006

[email protected]

Jonathan Sargent Science Co-ordinator

[email protected]

The fax number for the School of Teacher Education is: 01243 812127 The email address for submission of School Experience documentation is [email protected].

Who Should I Contact You should contact your subject tutor if you are having difficulties in school which you have not been able to resolve in discussion with your Mentor or your Professional Tutor. You should contact the Programme Administrator if:

you are unsure about deadlines or procedures for handing in assignments or completed School Experience documents

you are not able to contact your tutor

you are absent from school

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WHAT WILL I LEARN?

9

What will I learn? There are 2 modules of School Experience during which you will build up the knowledge, understanding and skills you will need to teach your specialist subject and carry out the associated roles of a teacher (such as form tutor) in secondary school. You will gradually build up your teaching and take responsibility for classes in order to demonstrate that, by the end of School B you are able to meet the Teachers’ Standards. Through the process of teaching and evaluating your lessons, supported by observation and feedback, you will develop reflective professional practice which will enable you to identify and pursue appropriate professional learning goals throughout your teaching career. There are very close links between your university based modules and your school based modules – you are required to draw on both when you write your three assignments to demonstrate that you understand that theory informs practice and practice informs theory. The Learning Outcomes for student teachers in School A are to:

be able to identify and articulate the values which underpin secondary education

know the structure and requirements of the National Curriculum as it relates to their subject specialism and their role as a teacher and tutor

know some theories of learning and how they might be employed in a school environment

observe such theories being practised and deploy some of them in their teaching

know how to plan, teach, assess and evaluate lessons at a standard which allows them to progress to School Experience ‘B’

be familiar with the range of legislative frameworks within which all subjects operate

The Learning Outcomes for student teachers in School B are to:

be able to establish appropriate professional relationships with children and young people

have a working knowledge of the range of legislative frameworks within which all subjects operate

communicate with other adults, including parents and carers, effectively

be able to identify and pursue their own professional learning

have developed sound professional knowledge and understanding of pupil learning, assessment and monitoring, and the delivery of their subject and of the secondary school curriculum

be able to plan for achievement and diversity of their pupils through personalised learning provision

have due regard for the health and well-being of children and young people

be able to work effectively as part of a professional team/teams

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11

SCHOOL EXPERIENCE

HOW IS IT STRUCTURED? WHAT WILL I DO?

12

SCHOOL EXPERIENCE – How is it structured? What will I do? An Exemplar of the Structure of School Experience

SCHOOL A

Serial Experience

3 days per week in school 2 days per week in University

2 weeks

Extended School Experience

Full time in school 1 oasis day in University

8 weeks

CHRISTMAS BREAK

Key Stage 2 Experience

Full time observation in a School A feeder school

1 week

SCHOOL B

Serial Experience

3 days per week in school 2 days per week in University

2 weeks


Full time in school

7 weeks

EASTER BREAK


Full time in school 1 oasis day in University

7 weeks

Top-up Week

Additional school experience in the event of absence from School A or School B

1 week

13

What will I do at each stage of School Experience? There are a number of constant features in each school experience:

Experience of form tutor role

Main subject experience

Whole school issues: Professional Studies

Professional tutor contact time

Time for you to observe, reflect and analyse practice

Subject mentor contact time Serial School Experience Serial School Experience is intended to enable you to prepare for your extended school experience. The 2 days in university are designed to establish in you the practice of reflecting on your experience and observation in school. In School you will work through a structured programme of observation of experienced teachers, then a gradual introduction to classroom experience, so that you are ready to take on responsibility for teaching whole classes. The rate of this progression will be determined by your mentor and/or professional tutor. At the beginning of school B you will use your school A experience, as evidenced in your Personal Development Profile, to discuss the most appropriate route through the process of observation to class teaching. The following example illustrates the possible components of this progression:

14

Progressive Nature of Student Teachers’ Serial School Experience

FOCUSSED CLASSROOM OBSERVATION OF VARIOUS CLASSES

TAUGHT BY MENTOR AND/OR CLASS TEACHER

WORKING WITH SMALL GROUPS & INDIVIDUALS IN CLASSES TAUGHT BY MENTOR

AND/OR CLASS TEACHER

PREPARATION OF RESOURCES & LESSON PLANS FOR TEACHING INDIVIDUALS & SMALL GROUPS

IN CLASSES

CO-PLAN, CO-TEACH, CO-ASSESS WITH MENTOR AND/OR CLASS TEACHER

WHOLE CLASS TEACHING WHEN APPROPRIATE

Each period of observation will be followed by Mentor/Student de-brief, discussion and planning for next stage in progression Extended School Experience You will be in school full time and will take responsibility for planning, teaching and assessing classes. You are likely to continue teaching and working with small groups of pupils within some classes at the beginning of your extended school experience. It will then depend on your own developing competence and confidence as to how quickly you increase the load of whole class teaching up to your full allocation. If you feel under-loaded or over-loaded in terms of whole class teaching you should discuss the matter initially with your mentor and then, if necessary, with your professional tutor. In School A you are required to teach 50% of a teacher’s timetable (about 11 hours a week) and in school B you are required to teach 60% of a teacher’s timetable (about 13 hours a week). To help you analyse your classroom practice, you will also spend 10% of a teacher’s timetable (about 2 hours a week) on directed observation of other teachers. This information can also be found in the Programme Handbook.

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Whole School Issues: Professional Studies Your Professional Tutor will be responsible for ensuring that you have a programme of Professional Studies in which you consider school practice beyond your subject area. The way this is organised will vary from one school to another but usually you will have regular sessions covering the items on the list below. You will need to put a copy of your school’s Professional Studies programme into your PDP to demonstrate that you have addressed these whole school topics during your placement. You will need to do this in order to meet the Teachers’ Standards.

Induction to the school: systems and procedures, Professionalism and Expectations, Health & Safety, School Policies

Child Protection

Inclusion: SEN Provision, including Gifted and Talented and EAL

Pupil Tracking

Introduction to PSHE/Citizenship

Role of Tutor and Head of Year/House

Behaviour Management

Working with other adults

Lesson Planning, Differentiation, Literacy/Numeracy across curriculum, National initiatives

ICT

Assessment for Learning, Homework and Marking

Baseline and Value-added Data and its use for pupil, department and school targets and for raising achievement

14-19 provision

Parents Evenings, School Events and Trips

Time and Stress Management, especially over the whole placement

Primary Liaison

Jobs, Interviews and Contracts

Inclusion and Diversity

Post 16 work

School Finance

Governors

Role of outside agencies

NQT induction, Performance Management, meet NQTs

School Events and Trips

Professional Organisations/Unions

Ofsted

Year 9/10/11 Options, Work Experience, Pupil Career Advice Most Professional Tutors in School B will want to review your School A Professional Studies programme so that they can make sure that you cover as many topics as possible

16

Key Stage 2 School Experience All student teachers are required to gain an understanding of the curriculum at key stage 2. You will spend the week beginning 5 January in one of the feeder schools of your first placement school. This will be arranged by your professional tutor in school A. The key stage 2 week is beneficial in terms both of increasing your understanding of key stage 2 education and of considering the issues associated with continuity across the key stages. There is a wide variety of experience available and your programme will be determined by your host school. In particular we hope you will be able to spend some time developing your knowledge and understanding of:

styles of teaching and learning

curriculum issues at KS2 including Literacy and Numeracy Strategies

school organisation and management

issues of transfer across phases

the importance of display work Your experience may include some of the following elements:

a day with one teacher, with a focus on observation of teaching and learning styles.

a day with one age group, with focus on observation of pupil activity.

a day with the relevant curriculum co-ordinator/subject specialist, looking at resources, planning etc.

observation of the teaching of Literacy, Numeracy and Science.

working with small group/whole classes as appropriate to develop ideas for pupil activities in their specialist curriculum areas.

finding out about the principles and policies for display in the school.

planning and delivering a pupil activity (not necessarily in their curriculum area), which is then prepared for display.

observing playground use and children's patterns of behaviour. At the end of the week, you need to complete the Key Stage 2 Experience Form, which you will find in your Personal Development Profile, and bring it to the university on the following Monday. There are examples of completed Key Stage 2 Experience Forms in the Good Practice Guide. Your Key Stage 2 school can claim payment for supporting your training. An example claim form can be found in Appendix I.

17

Post 16 Experience This is an 11-18 programme. All students will have school experience across the 3 age ranges, school years 7-9, 10-11 and 12-13. You may, however, choose to be formally assessed at 2 rather than 3 of these age ranges. At the beginning of the programme, you will discuss with your subject tutor/academic adviser which 2 or 3 age ranges will be suitable for your formal assessment for Qualified Teacher Status (QTS). The level of your subject knowledge will be considered carefully by your subject tutor in any decision to choose formal assessment at post 16 and any request for formal assessment at all 3 age ranges must be approved by your subject tutor. The decision must be made before the schools’ half term in October. It must be recorded in your PDP and signed as agreed by your subject tutor. If you are being assessed at Post 16 (see p.18) you must have substantial experience of planning, teaching and assessing at this level. Your placement may be arranged in a variety of settings (e.g. Sixth Form college, 11-18 school). If your teaching is not being formally assessed at Post 16, you will observe in a Post 16 environment and you may co-plan, co-teach and co-assess pupils. Your subject handbook has details of Post 16 research tasks which must be completed by all students. You must write a summary of your experience on the Record of Post 16 Experience proforma which you will then include in your Personal Development Profile (with a copy handed in to the Programme Office). If your post 16 experience is in a different setting from your school experience school, it should be completed before the end of the Spring term If your Post 16 experience cannot be delivered in your placement school, the school/college providing the experience can claim payment. An example claim form can be found in Appendix I.

18

SUMMATIVE & FORMATIVE ASSESSMENT

WHAT IS INVOLVED?

19

Summative Assessment of School Experience You will find a definition of formative and summative assessment in the Programme Handbook. To pass school experience you will need the following:

SCHOOL A DATE 5 lesson observations graded ‘3 – satisfactory’ or above

By the end of school A – 12 December 2014

Joint summative report from school A on which you are graded as having achieved the Standards at a Minimal level or above

12 December 2014

SCHOOL B 7 formal lesson observations graded ‘3 – satisfactory’ or above

By the end of school B – 12 June 2015

Standards Tracking Document completed

12 June 2015

Joint Summative Report from school B on which you are graded as having achieved the Standards at a Minimal level or above

12 June 2015

The PGCE is an 11-18 programme. You are required to be assessed in at least two of the three age ranges: 11-14, 14-16, 16-19. At the beginning of your course, you will decide this, in conjunction with your subject tutor/academic adviser. The decision will be based on several factors. A key consideration in reaching this decision will be the content of your first degree since the level of subject knowledge required to teach post 16 is high. Your decision must be recorded on the information page of your Personal Development Profile (PDP) and signed as agreed by your subject tutor/academic adviser so that all parties are clear about your training requirements. Your formal lesson observations, which form part of your summative assessment, should be spread across the two or three key stages at which you are being assessed. They should not be left until the end of your school placement.

20

Formative Assessment of School Experience The formative assessment of your school experience is an ongoing process. It is evidenced through a series of documents which you will keep in your Personal Development Profile. Completion of these will show how you (in conjunction with your mentor and subject tutor) have reflected on your practice, set action points and worked to achieve these. A completed example of each document, together with explanatory notes, can be found in the Good Practice Guide for Mentors and Professional Tutors

School A Documents

Purpose

Date

IAP Self Appraisal against the Standards/ Action Plan

This is your first action plan, setting out the areas you and your mentor have identified for you to focus on first

17 October 2014

Weekly Mentor Meeting Logs

This is a record of the discussion you have each week with your mentor. It should include review of previous targets, check of your progress towards meeting the Standards, check of your subject knowledge audit and will set targets for the week ahead.

Weekly

Standards Tracking Document

You will write in examples of evidence for each standard as you progress through School A. Your mentor will discuss this with you and sign to verify your evidence. This process will help you and your mentor to identify your training needs.

Ongoing

Informal lesson observations

Any number of these may be carried out. They will be managed in various ways by mentors and may be written on formal observation forms. Their purpose will be to form the basis of discussion with you about your teaching from which jointly to identify areas for development.

Ongoing

Link tutor visit A link tutor will visit you once during School A. She/he will meet your professional tutor and will meet all the student teachers in the school as a group. She/he will pass any concerns about your progress on to your subject tutor. (The agenda for this visit is included in Appendix II)

During the 2 weeks beginning 3 November 2014

Subject visit Your subject tutor will visit you once during School A. He/she will carry out an observation jointly with your mentor and will look at your teaching file and PDP in order to discuss your progress with you and agree areas for development. (The agenda for this visit is included in Appendix II)

During the 2 weeks beginning 24 November 2014

21

Formal Lesson Observations

You may have several of these during the placement; they will identify your strengths and areas for development and assess you against Ofsted criteria. You need to submit 5 of these as part of your summative assessment.

Ongoing

Joint Summative Report for School A

Although this is part of your summative assessment, it also includes agreed areas for development which you will carry forward to school B.

12 December 2014

School B Documents

Purpose

Date

IAP Self Appraisal against the Standards/ Action Plan School B (1)

This is your first action plan for this placement, setting out the areas you and your mentor have identified for you to focus on. It will build on your areas for development noted on your joint summative report from school A.

13 February 2015

Subject Tutor visit

The first of 2 subject visits during school B. Your tutor will meet your mentor and you; she/he will look at your teaching and PDP files and discuss your progress with you. (The agenda for this visit is included in Appendix II)

During the 2 weeks beginning 23 February 2015

Weekly Mentor Meeting Logs

This is a record of the discussion you have each week with your mentor. It should include review of previous targets, check of your progress towards meeting the Standards, check of your subject knowledge audit and will set targets for the week ahead.

Weekly


You will write in examples of evidence for each standard as you progress through School A. Your mentor will discuss this with you and sign to confirm that you have met the Teachers’ Standards.

All Standards signed by 12 June 2015

Informal lesson observations

Any number of these may be carried out. They will be managed in various ways by mentors and may be written on formal observation forms. Their purpose will be to form the basis of discussion with you about your teaching from which jointly to identify areas for development.

Ongoing

Link Tutor visit A link tutor will visit you once during School B. She/he will meet your professional tutor and will meet all the student teachers in the school as a group. She/he will pass any concerns about your progress on to your subject tutor. (The agenda for this visit is included in Appendix II)

During the 2 weeks beginning 16 March 2015

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School B Documents

Purpose

Date

Interim Assessment

This is completed by your school approximately half way through your placement. It will give you an idea of the progress you have made since the beginning of the placement and what grade you may expect to achieve by the end of School B

Complete by 26 March 2015

IAP Self Appraisal/Action Plan School B (2)

This is your reflection on how well you have achieved the targets you set at the beginning of the placement and your Action Plan for the Summer term. You will also be starting to consider the targets you will want to set for your NQT year.

Complete by 26 March 2015

Subject Tutor Visit

Your subject tutor will carry out an observation jointly with your mentor and will look at your teaching files in order to discuss your progress with you, consider your targets for the rest of the placement and for your NQT year, and discuss the grade you are likely to achieve at the end of the placement. (The agenda for this visit is included in Appendix II)

During the 3 weeks beginning 4 May 2015

Formal Lesson Observations

You may have several of these during the placement; they will identify your strengths and areas for development and assess you against Ofsted criteria. You need to submit 7 of these as part of your summative assessment.

Ongoing

Joint Summative Report for School B

Although this is part of your summative assessment, it also includes agreed areas for development which you will carry forward to your NQT year.

12 June 2015

IAP Self Appraisal/Action Plan

You will review your last self appraisal and action plan of your IAP. This will include a brief reflection of your achievements during your PGCE year and will identify the areas for development for your NQT year. You will have discussed this with your mentor, professional studies tutor and your subject tutor.

12 June 2015

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ASSESSMENT CRITERIA

WHAT WILL MY ASSESSORS BE LOOKING FOR?

24

Assessment Criteria What will my assessors be looking for? Your School Experience will be assessed against the Teachers’ Standards, which define the characteristics of a practising, competent teacher. You need to be able to provide evidence that you have met all the Standards in order to be recommended for the award of Qualified Teacher Status. In Appendix IX you will find a copy of the Grading Descriptors, which will be used to assess your attainment against the Teachers’ Standards. The grading descriptors draw upon the national UCET/NASBITT guidance for all ITE provision. This guidance incorporates the ‘Ofsted Trainee Characteristics’ used for grading trainee teachers and will be applied at all stages of the programme. They are developmental as well as summative. The preamble to the Grading Descriptors provides further explanation. The full text of the DfE document Teachers’ Standards, May 2012 is provided for you in Appendix VIII. Both documents are also provided separately for ease of access on Moodle, Professional Studies. The grades are:

GRADE

1 Achieved the Standards at a High level Pass

2 Achieved the Standards at a Good level Pass

3 Achieved the Standards at a Minimal level Pass

4 Inadequate Fail

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WHO WILL SUPPORT ME?

26

Support during School Experience While most students find school experience to be rewarding, it is also demanding at times and you may feel the need of support. When you are in school you will be supported by your Mentor, and your Professional Tutor in school. You will also have visits from your University Subject Tutor and Link Tutor. The roles and responsibilities of these key people are described fully in the Secondary Partnership Agreement. (see page 3 of this handbook). If you are experiencing difficulties during school experience you should try first to discuss the issues with your mentor to resolve the difficulties. If there is a problem which goes beyond your subject area you should talk to your professional tutor. If you cannot resolve your difficulties in your school, you should contact your subject tutor. Your fellow students are also a valuable source of support. You have a shared experience and will be feeling the same pressures at some point during your time in school. You can contact all members of your subject group through the university's Moodle. While you are on school experience, you are still entitled to all the student support services offered by the University. You will find details of these in the programme handbook in the section ‘Academic and Personal Support’.

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WHAT HAPPENS IF I AM NOT MAKING SATISFACTORY

PROGRESS?

28

What happens if I am not making satisfactory progress? If, at any time during your school experience, your mentor and/or professional tutor have concerns about your progress they will firstly discuss their concerns with you. These concerns will be recorded on your weekly mentor meeting log. If their concerns continue, they will complete a Notification of Concern form which they will send in to the University. As soon as possible after receipt of a Notification of Concern, a university tutor (normally your subject tutor) will contact your mentor/professional tutor to discuss the level and nature of support needed to help you to make satisfactory progress. In some cases it may be deemed necessary to write an Action Plan following Notification of Concern which gives you specific targets. It tells you what you must do and what the school and university tutor will do to help you. It tells you what evidence you will need to have to show that you have met your targets. A date is set to review your progress and assess whether you have met your Action Plan targets. If you do not meet your Action Plan targets, you will be deemed to have failed your school experience module. In this case an external examiner will be involved in verifying that all procedures have been followed correctly. If you fail to achieve your Action Plan targets and therefore fail your school experience module, the Exam Board will consider your case and may, in some circumstances, offer you a re-sit of your school experience module. See the programme handbook for details of the implications of failure of school experience. The Notification of Concern and the Action Plan following Notification of Concern forms can be found in appendix III of this handbook. For information about failure of school experience, please refer to the Programme Handbook.

29

SCHOOL EXPERIENCE

HOW WILL I LEARN?

30

How will I learn? During school experience you will be learning through:

observing experienced teachers and reflecting on how they are addressing the many different elements involved in delivering a lesson

being observed teaching, and receiving feedback on your success in facilitating the learning of all pupils

practising planning, teaching and assessing pupil’s learning

reflecting on your own teaching - writing evaluations and identifying areas for development

drawing on, and analysing, your experience as evidence for your written assignments

Lesson Observation During school experience you will observe lessons and you will be observed teaching. You will observe experienced colleagues for a variety of reasons but you should always have a focus for your observation. Similarly, when you are being observed you should know what the focus of the observation is. The following questions may be useful as suggestions for consideration during observation, either of experienced teachers or when you are being observed: Planning and Subject Knowledge Before the lessons - key questions:

Are the lesson/aims objectives clear and appropriate?

Are the learning outcomes clear and achievable?

Is the lesson content accurate in terms of subject knowledge?

Is assessment built into the planning?

Does the lesson form part of a coherent scheme of work?

Does the lesson comply with National Curriculum/Agreed Syllabus (RE)/Exam Syllabus?

Have Literacy, Numeracy and ICT strategies been incorporated?

Is the lesson sequence/timing clear and appropriate re: unpacking of the content?

Is any necessary differentiation built into the lesson?

Has ICT been considered?

Has appropriate homework been included?

Are the resources to be used adequate, appropriate and available, and is the teaching space to be used ‘prepared’?

Have any support staff been adequately informed and briefed if appropriate?

Is the student teacher confident and competent in her/his subject knowledge, concepts, skills and methodologies for the class to be taught?

Have Health and Safety issues been taken into account?

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Teaching, Classroom Management and Subject Knowledge

In the lesson - key questions:

Has learning taken place?

Is the lesson content (including resources) actually appropriate for the pupils? (Do they understand what they are doing and why?)

Is the content (including resources) stimulating, thought provoking and does it challenge the pupils’ thinking?

Does the teacher maintain a good standard of discipline and organisation to provide for a safe and purposeful learning environment?

How effective are the relationships with pupils? Does the Teacher:

Give an effective introduction? Use a starter which develops and maintains pupils’ interest?

Make clear reference to and explain the aims and objectives of the lesson?

Show clarity of expression and presentation?

Maintain lesson structure and effective management of transition points?

Maintain pace?

Adjust plans to cope with changed circumstances (e.g. timings, resources, location etc)?

Manage the use of resources/equipment efficiently and appropriately?

Use ICT effectively where appropriate?

Provide pupils with positive feedback?

Have the ability to cope with pupils’ questioning and to question pupils effectively?

Correct errors and misconceptions sensitively and effectively?

Show sensitivity to pupils’ needs?

Develop pupils’ learning through use of relevant subject vocabulary?

Use a range of teaching and learning styles appropriate to aims and objectives?

Use different teaching strategies, e.g. group work?

Show awareness of gender, ethnicity, class, EAL and SEN as they impact on individual learning and class management issues?

Exploit any opportunities for spiritual, moral, social and cultural development?

Handle discussion confidently?

Intervene appropriately to keep pupils on-task?

Intervene appropriately to maintain effective discipline?

Use sanctions and praise effectively?

Provide opportunities for assessment within a lesson?

Assess past work effectively and use it to target further improvements in learning for individuals and groups of pupils?

Check that learning is taking place/has taken place in the lesson?

Keep effective records of pupil achievement? After the lesson:

How does the teacher assess the lesson in terms of the focus points agreed beforehand?

What strengths have they/you identified?

What areas for discussion/development have they/you identified?

Have they raised any other important areas for discussion?

Action plan to target professional development and improvement

32

Lesson planning and preparation As a student teacher you are required to write detailed lesson plans. Planning and preparation is a major key to successful classroom teaching and your plans will be useful to you and your mentor in identifying strengths and areas for development. Lesson plans are useful to you because they:

Serve as a series of helpful ‘prompts or cues in the lesson

are useful records of classroom practice and possible, valuable sources of future lessons

clarify your intentions for your own teaching and your pupils' learning

help you develop a sense of timing within a lesson

help you to reflect on and evaluate lessons, possibly by reconsidering the earlier stated intentions/objectives

it is required professional practice Lesson Plans should be kept in a file in a legible and organised form so that your mentor, professional tutor, or subject tutor could view them at any time. There is not one set format for a lesson plan as it is likely to vary according to subject, age of pupils, school or departmental policy, please see the guidance your University subject tutor has written. However, certain elements and information are essential and are as follows:

the date, time and place of the lesson

the class teacher; name

the class/group code (e.g. 8F, 9DP)

the lesson objectives. These are usually expressed in terms of intended pupil learning outcomes (knowledge, concepts, skills etc) and may be related to Attainment Targets and Levels

National Curriculum links; to make explicit levels, AT's, POS, cross-curricular themes covered

Standards you expect to demonstrate

the resources to be used (from handouts and videos to draft paper and crayons!)

details of differentiated material and approach as appropriate

provision for pupils with SEN, EAL, e.g. Video transcript for hearing impaired; large print work sheet for pupil with impaired vision

Assessment; type and approach

the content of the lesson in its expected sequence

consideration of ICT where appropriate

consideration of literacy and numeracy and ICT strategies

consideration of Health and Safety

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Evaluation of your teaching Evaluation is essential in your development as an imaginative, competent and reflective practitioner. Evaluation should enable you to reflect on what has taken place in the lesson, identifying aspects which went well and areas which could be improved. Subsequent lesson plans should demonstrate that you have responded to your evaluation. Evaluation should provide a focus for discussions between you and your mentor (or class-teacher) and should enable you both to develop your skills as reflective practitioners. Effective evaluation should always help you make progress; you should consider your strengths as well as the things you hope to improve. Every lesson should be evaluated briefly on each lesson plan. This review should include short comments on progress, individuals, any success or area of concern and any notes for the next lesson. You are required to evaluate one lesson in depth every day. A pro forma for this is in Appendix IV. It is available as a Word document on Moodle. Your lesson evaluations should form the basis of discussion of your lesson with your mentor

34

SCHOOL EXPERIENCE

EVALUATION OF SCHOOL EXPERIENCE

35

Evaluation of School Experience School Experience is evaluated annually by all parties involved in the partnership between placement school and student teacher. At the end of each block of school experience you will complete an evaluation form. A copy of the form for 2013-2014 follows. The Head of Programme analyses the response and passes relevant information to subject co-ordinators for feeding back to school partners. This includes the overwhelmingly positive comments generally made by students as well as any issues raised which require further investigation or action. A copy of the summary of student evaluations of School B 2013-2014 follows. School Partners (mentors and professional tutors) are also asked to complete evaluation forms. These forms are published on the partnership website from where they can be downloaded. They are then collated and analysed by the School Partnership Office. Mentors are required to complete an evaluation form for each school placement. Professional Tutors are required to complete an evaluation form once a year. Subject tutors are also required to complete an evaluation form once a year for each school in which they have supported a student teacher. These too are collated and analysed by the School Partnership Office.

36

PGCE SECONDARY SCHOOL EXPERIENCE EVALUATION

School B 2013-2014

Please complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented.

Subject 80 students finished the course, 79 evaluations completed

School

Subject Co-ordinator (University)

Mentor (School)

Professional Tutor (School)

1. Were the Learning Outcomes and Expectations for this school experience module met?

Learning Outcomes This module is designed to enable students to:

Yes

No

Be able to establish appropriate professional relationships with children and young people

79 100%

Have a working knowledge of a range of legislative frameworks within which all subjects operate

78 99% 1 1%

Communicate with other adults, including parents and carers, effectively 77 98%%

2 2%

Be able to identify and pursue your own professional learning 78 99% 1 1%

Have developed sound professional knowledge and understanding of pupil learning, assessment and monitoring, and the delivery of your subject and of the secondary school curriculum

79 100%

Be able to plan for achievement and diversity through personalised learning provision

79 100%

Have due regard for the health and well-being of children and young people

79 100%

Be able to work effectively as part of a professional team 79 100%

2. Have the following been completed?

Yes No

Subject knowledge audit 79 100%

Standards Tracking Document 79 100%

Mentor meeting logs 79 100%

7 Formal lesson observations at ‘requires improvement’ or above 79 100%

Joint Summative Report for School B 77 98% 2 2%

IAP targets for NQT induction year 79 100%

3. Did you have a weekly meeting with your mentor? Yes 75 95% No 4 5% Very helpful and supportive meetings each week Regular and extremely useful Scheduled, and discussed using the Grading Descriptors Highly productive meetings

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4. Did your Professional Tutor arrange a Professional Studies programme for you? Yes 76 96% No 3 4%

With a wide range of experienced teachers Very well organised with a variety of members of staff input Very thorough, varied and useful Created a checklist of tasks for me to complete which we discussed at a later date Comprehensive programme Excellent Professional Tutor. Always available to speak to, excellent with issues

5. Did a Subject Tutor visit you and complete an observation as outlined in the handbook? Yes 79 100% No 0

Very informative and useful Fantastic subject tutor Excellent support With extremely useful formative feedback

6. Did you receive advice and support from your department in school? Yes 77 98% No 2 2% Very supportive department, really helped me to develop and provided ideas Outstanding support, fantastic department The department were incredibly helpful throughout my placement

7. Did you have the opportunity to use ICT in your teaching? Yes 79 100% No 0

Netbooks and tablets available to book The school had excellent resources Interactive whiteboard in every room, ICT room booked several times

8. Did this school experience module contribute to your knowledge and understanding of current DfE National Priorities?

Yes No Comment

SEND 78 99%

1 1%

Diversity 78 99%

1 1%

Behaviour for learning 78 99%

1 1%

Pupil Premium/ Closing the Gap/ Unseen Children

75 95%

4 5%

Any further comments, including particular strengths of the experience? Absolutely brilliant school and the help I received was excellent Great school, fantastic placement experience. Loads of help, guidance and support Support from all members of staff was superb. The department was very supportive, I was made to feel very welcome Very supportive school, professional tutor always available, enjoyed the longer placement The main strength of this placement was the supportive nature of the department and the skills of my mentor. He provided a great deal of support and advice that I acted on During this placement I have been given a huge amount of support from my mentor. I couldn’t have wished for a better mentor

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APPENDIX I

CLAIM FORMS

39

CLAIM FOR KEY STAGE 2 EXPERIENCE

Please note that this claim form must have an invoice from your School/College attached in order for payment to be made

I certify that ……………………………………………………….(Student Teacher)

has attended …………………………………………………….(Name of provider)

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

…........................................................................................................................

…........................................................................................................................

…........................................................................................................................

For the equivalent of ………………………………………x full-day(s)

Total amount claimed @ £10.00 per day(s) per student teacher

…………………………………………………………

Signed: …………………………………… Role: …………………………………

Please attach School/College invoice for the amount being claimed and return

to Louise Mahoney, School Partnership Office, University of Chichester, Upper

Bognor Road, Bognor Regis West Sussex P021 1HR

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CLAIM FOR POST 16 EXPERIENCE

Please note that this claim form must have an invoice from your School/College attached in order for payment to be made

I certify that ……………………………………………………..(Student Teacher)

has attended …………………………………………………....(Name of provider)

School Address:................................................................................................

...........................................................................................................................

...........................................................................................................................

...........................................................................................................................

For the equivalent of ………………………………...……x full-day(s).

Total amount claimed @ £10.00 per day(s) per student teacher

………………………………………………………...

Signed: …………………………………… Role: …………………………………

Please attach School/College invoice for the amount being claimed and return

to Louise Mahoney, School Partnership Office, University of Chichester, Upper

Bognor Road, Bognor Regis West Sussex P021 1HR.

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APPENDIX II

SUBJECT & LINK TUTOR VISIT AGENDAS

42

Agenda for Subject Tutors’ School Visit School A A copy of this report will be sent to the Mentor, Student and Programme Administrator.

(a) With the mentor

Carry out joint observation, discuss and agree joint observation grade. Remind them that the School A Joint Summative Report must be completed by 12 December 2014. Discuss and agree Joint Summative Report Grade as:

Achieved at a High Level

Achieved at a Good Level

Achieved at a Minimum Level

Not Achieved

Discuss with the mentor their availability to interview candidates for the next cohort

Any issues raised by the mentor?

Give the mentor a copy of the school experience evaluation form and ask that it be completed at the end of the placement and returned to the school partnership office. (An electronic version is available on the school partnership website) Also show the mentor a copy of the subject tutor evaluation form and explain that you will be completing this for all student placements.

(b) With the student: How in general they think things are going

An update on each class they are teaching (probe their subject knowledge and knowledge of N.C. programme of study)

If applicable: Have the suggested Reasonable Adjustments been implemented and has the review taken place?

Inspect their teaching file – see how it is organised and look at some lesson plans and evaluations (one in depth lesson evaluation every day). Comment on quality.

Look at their records of monitoring and assessment of pupils

Are they preparing for assignment 1?

16+ experience

Where has Key Stage 2 experience been arranged?

Use of ICT in teaching

Directed tasks as appropriate

Are they keeping their Personal Development Profile up to date and are documents being completed thoroughly?

Mentor meeting logs (1 per week)

Formal Lesson observations (5 by the end of School A)

IAP

Health and Safety Induction Checklist

Professional Studies Programme

Subject Knowledge Audit


Remind them that Joint Summative Report for School A needs to be completed by 12 December 2014.

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Agenda for Subject Tutors’ School Visit School B – First Visit A copy of this report will be sent to the Mentor, Student and Programme Administrator.

With the mentor:

Are there any issues you need to raise with the student?

Is an appropriate timetable in place?

Is a weekly mentor meeting timetabled?

Has the mentor checked and signed the IAP? Are the targets and actions appropriate? Has it been signed by the mentor? Was it submitted by 14 February 2014?

Have the Grading Descriptors been discussed with the student?

Has the mentor looked at the example summative report in the Good Practice Guide?

Has the subject knowledge audit been checked and action plan updated?

Did the mentor attend School B briefing? Give her/him a copy of the Programme priorities for this year which were communicated at that briefing meeting.

Follow up any issues from School A With the student:

How in general the student thinks things are going

An update on each class they are teaching

Check Subject Knowledge Audit and Needs Analysis Tracking. Note key points.

How is their teaching file organised? Comment on some lesson plans and evaluations

Check Personal Development Profile including Mentor Meeting Logs, Standards tracking document, and formal lesson observations. Is it in order? Has the School B mentor looked through it?

Post 16 experience – when and where will this be taking place? If applicable: have you communicated the requirements of your RAWE form to your Post 16 provision?

Progress with Assignment 3

Subject specific directed tasks

Jobs update

44

Agenda for Subject Tutors’ School Visit School B – Second Visit A copy of this report will be sent to the Mentor, Student and Programme Administrator.

(a) With the mentor: Carry out joint observation, discuss and agree joint observation grade Remind them that the School B Joint Summative Report must be completed by 8 June 2015. Discuss and agree Joint Summative Report Grade as:

Achieved at a High Level

Achieved at a Good Level

Achieved at a Minimum Level

Not Achieved

(Discuss interventions for any trainee not identified in the interim report as achieving at a Good or High level)

Check number of formal observations completed so far.

Is the Standards Tracking Document being completed thoroughly? Subject Mentor Review Day: inform mentor of date and invite them to attend, stress importance of attending.

(b) With the student: * How in general they think things are going * An update on each class they are teaching * Inspect their teaching file – see how it is organised and look at some lesson plans and evaluations (one in depth lesson evaluation every day). Refer to grading criteria. * Preparation for Assignment 3 * Jobs update * Are they keeping their Personal Development Profile up to date and is documentation being completed thoroughly?

Mentor meeting logs (1 per week)

Formal Lesson observations (7 by the end of School B)

Post 16


Standards Tracking Document How well is this being completed? Ask the student to explain how they think evidence addresses the identified Standard

Remind them that all School B paperwork needs to be completed by the end of the placement, Friday 12 June and submitted to the Programme Office on Monday15 June 2015

45

Agenda for Link Tutors’ School Visits School A (a) Discussion with Professional Tutor

Are there any issues from you or subject mentor which need to be raised with the student(s)?

Are appropriate timetables in place which include tutor attachment and PSHE? Citizenship?

Are mentor meetings and Professional Studies programmes in place?

Have the students been given a copy of the Professional Studies programme for them to include in their PDP?

How are students responding to mentor and professional sessions?

Are students and subject mentors keeping up their Personal Development Profile? Has the student completed their health and safety checklist?

How are students fitting in to school, and working with pupils and all staff? Any real progress/areas of concern? (If there are please ensure school records on the Notification of Concern Form)

Are they staying to appropriate after school activities? E.g. department meetings, parents’ evening?

16 plus/KS2 position. Has KS2 been arranged?

Are there any Programme, Mentor Training, Briefing or Handbook issues?

Has the Partnership Agreement been signed and returned? Health and Safety document?

If applicable: Have the suggested Reasonable Adjustments been implemented? Please can you make sure that you liaise with the student teacher about informing their KS2 placement

How are University of Chichester NQTs getting on? (if applicable)

(b) Discussion with Student Teacher

How do they feel things are going?

Any questions re placement, handbook, assessment, programme?

Have they organised their planning and research for Assignment 1 and Assignment 2?

How well are they keeping their Personal Development Profile up to date? Mentor meeting logs

Lesson observations

IAP





Are they keeping their teaching files up to date? e.g. lesson evaluations?

Any issues that individuals need you to raise with the school, or they wish to raise with you? (Arrange to do this by phone or email if there is not time or privacy in this visit, e.g. if there are health/personal matters that need discussing)

A report should be written of the visit using the template available electronically and copies sent as listed on the form. The report may be written as a series of bullet points and these agenda items should form the basis of the report

46

Agenda for Link Tutors’ School Visits School B (a) Discussion with Professional Tutor Are there any issues from you or subject mentor which need to be raised with the

student(s)?

Are appropriate timetables in place which include tutor attachment and PSHE? Citizenship?

Are mentor meetings and professional development programmes in place?

Remind them that the Interim Assessment Form needs to be completed and returned to the office by 27 March. This is a crucial document for tracking student progress

Have the students been given a copy of the Professional Studies programme for them to include in their PDP?

How are the students responding to mentor and professional sessions?

Are students and subject mentors keeping up their Personal Development Profiles? Has the student completed their health and safety checklist?

How are students fitting in to school, and working with pupils and all staff? Any real progress/areas of concern? (If there are please ensure school records on the Notification of Concern Form)

Are they staying to appropriate after school activities? E.g. department meetings, parents’ evening

16 plus – make a note of the dates completed or to be completed

If applicable: Have the suggested Reasonable Adjustments been implemented?

Are there any Programme, Mentor Training, Briefing or Handbook issues?

If the school did not have a student teacher for ‘A’: Has the Partnership Agreement been signed and returned? Health and Safety document?

Annual Professional Tutor Review Day: Tuesday 30 June. Please stress the value of attending

Did the PT attend the School B briefing meeting? Did the mentors in their school attend?

How are University of Chichester NQTs getting on? (if applicable)

(b) Discussion with Student Teacher

How do they feel things are going?

Any questions re placement, handbook, assessment, programme?

Any issues from assignment 2, progress with assignment 3.

Are they keeping their Personal Development Profile up to date? Please comment on:

Mentor meeting logs

Lesson observations

IAP





Remind them that the Interim Assessment needs to be completed and submitted by 27 March. This needs to be submitted on time for progress tracking

47

Remind them that IAP for the next half term needs to be completed and submitted by 27 March

Are they keeping their teaching files up to date? Eg lesson evaluations? Comment on quality

Professional Studies directed tasks :– EAL and anti-racism report, Audio tape, SEN report.

Jobs update

Any issues that individuals need you to raise with the school, or they wish to raise with you? (Arrange to do this by phone or email if there is not time or privacy in this visit, e.g. if there are health/personal matters that need discussing)

A report should be written of the visit using the template available electronically and copies sent as listed on the form. The report may be written as a series of bullet points and these agenda items should form the basis of the report

48

APPENDIX III

NOTIFICATION OF CONCERN FORM AND ACTION PLAN

FOLLOWING NOTIFICATION OF CONCERN

49

If you have any concerns about a Student teacher please complete and send a copy of this form to the Programme Office and Subject Tutor.

NOTIFICATION OF CONCERN

NAME OF STUDENT TEACHER

SCHOOL

MENTOR

PROFESSIONAL TUTOR

DATE

Nature of Concern:-

SIGNED: PROFESSIONAL TUTOR

SIGNED: MENTOR

Action agreed with University Tutor:

SIGNED: UNIVERSITY TUTOR

All signatories required to keep a copy of this document. A copy must be given to the Student Teacher as soon as possible after completion of this form.

50

PGCE (SECONDARY) SCHOOL EXPERIENCE ACTION PLAN (Following Notification of Concern)

TARGET ACTION TO BE TAKEN BY STUDENT

ACTION TO BE TAKEN BY WHOM IN SUPPORT

OUTCOME EVIDENCE OF ACHIEVING

TARGET

ACHIEVED (Signature and Date)

Action Plan Agreed: STUDENT: ……………………………………………MENTOR: ………………………………………SUBJECT TUTOR: ……………………………………DATE:…………… Targets set in the Action Plan will be reviewed on: ……………………………………………….(Date) If the targets have not been met by the due date, the student will be deemed to have failed the placement. In that event, an External Examiner will be asked to verify the decision. For implications of a failed placement, see the Programme Handbook. Action Plan achieved/not achieved (delete as appropriate) STUDENT: ……………………………………………MENTOR: ………………………………………SUBJECT TUTOR: ……………………………………DATE:……………

51

APPENDIX IV

DAILY IN DEPTH LESSON EVALUATION PRO

FORMA

52

Daily In-Depth Lesson Evaluation

You are obviously required to evaluate all taught lessons in order to make future lessons more effective for pupils. However you must evaluate ONE LESSON in detail each day. Please photocopy and use this form to complete the daily detailed evaluation which must be kept in your teaching file next to the lesson to which it applies. (Ofsted Inspectors/External Examiners/Mentors/Tutors will expect to find them easily.) Use the following headings to work out your Action Plan and points you may with to raise with your mentor (on the back of this form). The two major questions are:

What did pupils learn today? What must I do and what must they do to make their learning more effective next lesson?

Subject:

Class: Date & Day: Time:

Lesson in series

/ Fem Male Total SEN: EAL:

Where boxes are provided, insert or X, otherwise write your answers but remember to be analytical rather than descriptive – give concrete examples of what worked or did not and why.

1. Pupil Tasks: How did they lead to the learning outcomes? How do I know that pupils

understood what they were doing and why? Did they motivate all pupils ? Did I give

them the opportunity to discuss , explain , and demonstrate?

2. Assessment Opportunities: Were learning outcomes written up on board and orally made clear

at the beginning , re-inforced during , and returned to at the end of the lesson ? How did

I encourage pupil-self evaluation? How did I give feedback on progress during the lesson to indicate how to improve?

3. Teaching and Learning: How effective were my methods of teaching at bringing about

learning? What worked/didn’t work? Is my subject knowledge adequate here , if not,

what must I do?

53

4. Class management: How effective was this? – mention pupils, resources, other adults as appropriate. What worked/didn’t work? Any insights as to why? How can I show that I have grasped the relationship between planning and learning and class management?

5. Other Key features: Health & Safety; Structure, timing and pace; Literacy, Numeracy and ICT; Inclusion/Learning issues, e.g. SEN; EAL; Gender; Race; Ethnicity; Class. Comment as appropriate

Action Planning: What must I do to make future lesson plans/lessons with this class (or other classes) lead to more effective pupil learning?

Points to raise with Mentor:

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APPENDIX V

THE TEACHERS’ STANDARDS (Single page for quick reference)

55

Teachers’ Standards for lesson observation To be used from September 2012. Please refer to these standards when completing each University of Chichester trainee teacher lesson observation. Bullet points are examples only – they do not form a definitive list of required elements of a lesson. PART ONE: Teaching. A teacher must:

1 Set high expectations which inspire, motivate and challenge pupils

- establish a safe and stimulating environment for pupils, rooted in mutual respect - set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

2 Promote good progress and outcomes by pupils

- be accountable for attainment, progress and outcomes of the pupils - plan teaching to build on pupils’ capabilities and prior knowledge - guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - encourage pupils to take a responsible and conscientious attitude to their own work and study.

3 Demonstrate good subject and curriculum knowledge

-have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings - demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship -demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4 Plan and teach well structured lessons

- impart knowledge and develop understanding through effective use of lesson time -promote a love of learning and children’s intellectual curiosity -set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired -reflect systematically on the effectiveness of lessons and approaches to teaching -contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

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

- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively -have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these -demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development -have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

6 Make accurate and productive use of assessment

-know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements -make use of formative and summative assessment to secure pupils’ progress -use relevant data to monitor progress, set targets, and plan subsequent lessons -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

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

-have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy -have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly -manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8 Fulfil wider professional responsibilities (adapted for lesson observation)

- deploy support staff effectively - respond to advice and feedback from colleagues

PART TWO: Personal and Professional Conduct. Teachers:

- uphold public trust in the profession and maintain high standards of ethics and behaviour - have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality - have an understanding of and always act within the statutory frameworks which set out their professional duties and responsibilities

For the complete text of the Teachers’ Standards please refer to the Grading Descriptors document

56

APPENDIX VI

GRADING THE QUALITY OF TEACHING

(Based on the Ofsted evaluation

schedule for grading the quality of teaching)

57

University of Chichester Lesson Observation Criteria These grade descriptors are adapted from the Ofsted evaluation schedule and are to be used to grade the quality of teaching in an individual lesson. They should be used to guide your judgement for an overall lesson observation grade. For example to achieve ‘Outstanding’ a trainee needs to demonstrate a range but not all of the aspects listed.

Grade 1 Outstanding Grade 2 Good Grade 3 Requires Improvement

The trainee teacher has consistently high expectations of all pupils. Drawing on excellent subject knowledge, the trainee teacher plans

astutely and sets challenging tasks based on systematic, accurate

assessment of pupils’ prior skills, knowledge and understanding. They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. The trainee teacher generates high levels of enthusiasm for, participation in and commitment to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities. The trainee teacher systematically and effectively checks pupils’ understanding throughout the lesson, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Time is used very well and the opportunity is taken to successfully develop and extend crucial skills, (including pupils being able to use their literacy and numeracy skills where relevant in the lesson). Appropriate homework (where applicable to the lesson) contributes very well to pupils’ learning. There is evidence of marking and constructive feedback from the trainee teacher which enables pupils to understand how to improve their work, encouraging high levels of engagement and interest.

The trainee teacher has high expectations of all pupils. The trainee teacher uses their well developed subject knowledge and their accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set appropriately challenging tasks. They use effective teaching strategies that, together with appropriately targeted support and intervention, match most pupils’ individual needs so that pupils learn well. The trainee teacher enthuses and motivates most pupils to participate. Teaching generally promotes pupils’ resilience, confidence and independence when tackling challenging activities. The trainee teacher regularly listens astutely to, carefully observes and skilfully questions groups of pupils and individuals during the lesson in order to reshape tasks and explanations to improve learning. Teaching consistently deepens pupils’ knowledge and understanding and teaches them a range of skills. The opportunity is taken to develop crucial skills, (including pupils being able to use their literacy and numeracy skills where relevant in the lesson) Appropriate homework (where applicable to the lesson) contributes well to pupils’ learning. There is evidence of regular, accurate assessment of pupils’ progress so that pupils know how well they have done and what they need to do to improve

The trainee teacher’s expectations enable most pupils to work hard and achieve satisfactorily and encourage them to make progress. The trainee teacher’s subject knowledge is secure. Attention is given to the careful prior assessment of pupils’ learning but there is evidence that this is not rigorous enough resulting either in some unnecessary repetition of work for pupils or tasks being planned and set that do not fully challenge, or are too difficult, leading to pupils becoming frustrated & demotivated. Teaching strategies ensure that pupils are fully engaged and their individual needs are usually met. The trainee teacher demonstrates clear thinking in setting lesson objectives and expectations, conveying these and all associated teaching in a manner which makes them accessible to all pupils. The trainee teacher monitors pupils’ work during the lesson, picking up any general misconceptions and adjusts their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils. The opportunity to develop crucial skills, (including pupils being able to use their literacy and numeracy skills where relevant in the lesson) may not be taken consistently. The trainee teacher carefully deploys and liaises with any available additional support and sets appropriate homework; these contribute reasonably well to the quality of learning for pupils, including those with special educational needs. There is evidence that pupils are informed about the progress they are making and how to improve further through marking and dialogue that is usually timely and encouraging. This approach ensures that most pupils want to work hard and improve.

Grade 4 Inadequate Teaching is likely to be inadequate where any of the following apply:

As a result of poor teaching, or classroom management pupils or groups of pupils in the lesson are making inadequate progress. Subject knowledge is inadequate The trainee teacher does not have or convey sufficiently high expectations and teaching fails to excite, enthuse, engage or motivate particular groups of pupils, including those with

special educational needs and/or disabilities. Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progress.

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APPENDIX VII

LESSON OBSERVATION SHEEET

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University of Chichester Lesson Observation Sheet (for use from 2014-15) Trainee Teacher: Subject: Course: Primary: BA PTS 1 BA PET 2 / 3 PGCE School Direct

Secondary: BA (QTS) PE 4 PGCE School Direct KS2/3 1 / 2 / 3

School: Date: Subject /Topic: Class/Year:

Observation Focus: (please highlight) Range of Teaching Strategies / Subject Knowledge / Assessment / Behaviour Management / Planning / Learning Outcomes. Other …………………………………………...

Teachers’ Standards – evidence observed in the lesson (please refer to in your comments)

Strengths and Achievements (to include comments on the quality of pupil learning and progress)

PART ONE 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 all pupils

Points for Development (to include comments on the quality of pupil learning and progress)

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

PART TWO Personal And Professional Conduct

Action Plan: (Maximum of 3 development/progression points for review at next mentor session

Trainee Teacher Signature: Date :

Standard of teaching performance (using the University of Chichester Lesson Observation criteria ) Please ring one category 1 : Outstanding 2 : Good 3 : Requires Improvement 4: Inadequate (Fail)

Please note: Primary BA PET Year 1 to be graded Pass/Fail.

Signed: Mentor / Professional Tutor / University Tutor

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APPENDIX VIII

THE TEACHERS’ STANDARDS

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APPENDIX IX

UNIVERSITY OF CHICHESTER GRADING DESCRIPTORS

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Assessment of Trainee Teachers – Grading Descriptors The Grading Descriptors for the Teachers’ Standards on the following pages draw upon the national UCET/NASBTT guidance for all ITE provision. These descriptors are to be applied at all stages of the programme. They are developmental as well as summative. Mentors - This guidance should be used throughout the placement to set formative targets and at the end of the placement to grade the trainee’s performance and set future targets. Trainees - This guidance should be used throughout your programme for self -assessment and target setting. Guidance for using the descriptors:

In accordance with the requirements of the Teachers’ Standards, providers of initial teacher training are required to assess trainee teachers against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS. Therefore a judgement is relative to this stage in a teacher’s professional development and a grade of ‘achieved standards at a high level’ relative to a trainee teacher is not comparable with the equivalent for an experienced teacher.

Each judgement is an overall judgement. In a best fit model, the statements describe features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked.

A trainee graded as achieving the standards at a Good or High level should be working within the level of mentor support as expected by the programme. A student achieving the standards at a minimum level at all points, except final assessment, will be working with a higher level of support.

Trainees to be awarded QTS teach lessons which are graded at least grade 3 across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. Trainees graded as `achieving the standards at a good level ’ teach mostly good lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

Trainees graded as `achieving the standards at a high level’ teach consistently good lessons that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

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GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS

Part One - Teaching

Teachers’ Standards 1. Set high expectations which inspire, motivate and challenge pupils *establish a safe and stimulating environment for pupils, rooted in mutual respect *set goals that stretch and challenge pupils of all backgrounds, abilities and disposition *demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

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

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

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

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

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

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

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

Examples of Evidence Comments / verification statements from form tutor/ classteacher/ mentor/LSAs/ professional tutor/ university tutor Lesson observations PDP File and teaching files Audio tape task Assignment 2 Mentor Meeting logs

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GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS Teachers’ Standards

2.Promote good progress and outcomes by pupils *be accountable for pupils’ attainment, progress and outcomes *plan teaching to build on pupils’ capabilities and prior knowledge *guide pupils to reflect on the progress they have made and their emerging needs *demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching *encourage pupils to take a responsible and conscientious attitude to their own work and study




They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both with 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.

They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. 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 learners to make progress. As a result, the majority of pupils make good progress.

They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the class teacher or other professional.

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 learning. As a result, all groups of pupils make at least satisfactory progress.

Expectation – for example by the end of the programme a trainee should be able to: Demonstrate, in planning and teaching, knowledge of individuals’ attainment Liaise with host dept. and SENCO for information about individual needs and how they are usually met in the dept’s teaching and the school as a whole Acquire some knowledge and understanding of the role of the form tutor / pastoral system in promoting good progress and outcomes by pupils Provide feedback to pupils and opportunities for them to reflect on their attainment and how to make progress. Identify and follow up issues of under-attainment by pupils eg discuss with class teacher, LSA, form tutor, with pupil after the lesson (as appropriate in the context of the placement school’s policy and practice

Examples of Evidence Lesson plans, student teacher evaluations of lessons, observations by class teacher/mentor/ university tutor, records of pupil progress. Monitoring and assessment records of pupil progress Observations by trainee of experienced teachers Comments from co-form tutor Written feedback given to pupils Reports from SENCO/ LSA SEN directed task, EAL directed task Assignments

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3. Demonstrate good subject and curriculum knowledge * have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings * demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship * demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject - if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics - if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies




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 are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. 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.

In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the age phases they are training to teach

In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics and to select and employ highly effective teaching strategies across

They have well developed knowledge and understanding of the relevant subject/ curriculum areas they are training to teach 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 misconceptions and common errors effectively in their teaching.

They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career.

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.

In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.

In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age ranges they are training to teach.

They have sufficiently secure subject knowledge and understanding of the relevant subject/curriculum areas to teach effectively in the age phase for which they are training to teach.

They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners’ 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 to develop knowledge, understanding and skills in the subject.

They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so.

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.

In relation to early reading : All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach.

(See: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’ for further information)

In relation to early mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively

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the age ranges they are training to teach. across the specific age phases they are training to teach.

Expectation – for example by the end of the programme a trainee should be able to: Know relevant external assessment specifications (eg. National Curriculum, national strategies, GCSE, A Level) and demonstrate sufficient knowledge to teach the required content. Be able to demonstrate competence in presentation of subject (eg coursework, assignments). Demonstrate adequate numeracy and literacy skills Demonstrate willingness and ability to research areas of weakness in knowledge of subject or curriculum

Examples of Evidence Downloaded and annotated relevant curriculum specifications Research (reading at the level to be taught and above) Observation notes from class teacher/ mentor of colleagues Pupils’ work demonstrating secure subject knowledge Marking of pupils’ work Student teacher’s lesson evaluations Mentor meeting logs Assignment 1. Assignment 3 Subject knowledge audit, subject specific directed tasks

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Teachers’ Standards 4. Plan and teach well structured lessons *impart knowledge and develop understanding through effective use of lesson time *promote a love of learning and children’s intellectual curiosity *set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired *reflect systematically on the effectiveness of lessons and approaches to teaching *contribute to the design and provision of an engaging curriculum within the relevant subject area(s)




They plan lessons that often use well-chosen imaginative and creative strategies and that match individuals’ needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placements.

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 know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings.

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 consolidate learners’ progress, and can set and design appropriate tasks.

They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils’ learning.

They work collaboratively with more experienced colleagues, where appropriate to adapt and/or develop the school’s medium term plans, schemes of work, curriculum frameworks, etc

Expectation – for example by the end of the programme a trainee should be able to: Plan in detail for all lessons Indicate in lesson plans, how time will be used, suitable subject content, appropriate subject specific pedagogy, differentiation for individuals as well as groups of learners Integrate assessment into short, medium and long term planning Plan sequences of lessons which form a coherent programme and show how evaluation has informed planning Plan and mark homework as appropriate Demonstrate that their classroom ‘presence’ is emerging/developing/evident Be able to follow department plans and contribute to department planning

Examples of Evidence Lesson plans Annotation of lesson plans Resources prepared and used as planned Trainee’s evaluation of lessons taught Lesson observations from class teacher, mentor, professional tutor, university tutor Weekly mentor meeting logs Assignments 1 and 3 and other directed tasks Reading

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Teachers’ Standards

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

*know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

* have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

*demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

*have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability, those with English as an additional language, those with disabilities, and be able to use and evaluate distinctive teaching approaches to engage and support them.




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.

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 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 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 SEN.

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.

Expectation - for example by the end of the programme a trainee should be able to: Demonstrate, in lessons, different approaches to different pupils, eg. in questioning. Use different tasks for different pupils within a class. Give appropriate feedback to individuals according to their strengths and needs. Use different resources to support learning of individuals within a class. Identify pupils’ strengths and needs (see Standard 2) Identify and plan for all, for example, high attainers, pupils with SEN, those for whom

Examples of Evidence Lesson observations by class teacher, mentor, professional tutor, university tutor Student teacher’s evaluation of lessons Mentor meeting logs and in discussion with mentor Assignment 3

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English is an additional language, learners from minority ethnic groups

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6. Make accurate and productive use of assessment *know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements *make use of formative and summative assessment to secure pupils’ progress *use relevant data to monitor progress, set targets and plan subsequent lessons *give pupils’ regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback




They can confidently and accurately assess pupils’ attainment against national benchmarks. 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.

They are able to assess pupils’ attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils’ responses. They maintain accurate records of pupils’ progress and use these to set appropriately challenging targets. 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 have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks.

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 where necessary.

They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach.

With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups.

They mark pupils’ work constructively and provide appropriate feedback to pupils to help them to make progress.

Expectation – for example by the end of the programme a trainee should be able to: Acquire knowledge of assessment criteria for all stages and ages taught eg. NC levels Apply this knowledge in practice in marking summative assessments Routinely demonstrate use of formative assessment (AfL) to assess pupil learning and inform planning and teaching Use assessment data to inform planning, teaching and expectations Develop pupils’ understanding of their assessment targets

Examples of Evidence Trainee has knowledge and copies of criteria Lesson plans with specific reference to assessment Lesson observations by class teacher, mentor, university tutor Student teacher’s lesson evaluations Records of pupil attainment Assignments Subject specific directed tasks

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GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS Teachers’ Standards 7. Manage behaviour effectively to ensure good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy *have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly *manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them *maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.




They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. 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 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. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

They work within the school’s framework for behaviour and apply rules and routines consistently and fairly. 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 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 actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

They work within the school’s framework for behaviour and can apply rules and routines consistently and fairly. 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 school’s 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 recognize that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes.

Expectation – for example by the end of the programme a trainee should be able to: Be able to keep most classes on task by planning suitably challenging lessons and engaging learning activities and establishing positive relationships with and between individuals... Show in lesson plans how behaviour difficulties have been anticipated. Challenge inappropriate behaviour which interrupts the learning of others. Use a range of strategies including dept/school policies to promote positive behaviour. Identify and plan for individual pupils with specific needs. Include health and safety issues. Make appropriate use of praise.

Examples of Evidence Lesson observations by class teacher, mentor, university tutor Lesson plans and evaluations Conversations with relevant school colleagues Mentor log. Work with pastoral staff Notes from school PS sessions. Records of use of school rewards system, sanctions system PS directed tasks. Assignment 2. Notes from observation of established teachers

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GRADING DESCRIPTORS FOR THE TEACHERS’ STANDARDS Teachers’ Standards 8. Full wider professional responsibilities *make a positive contribution to the wider life and ethos of the school *develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support *deploy support staff effectively *take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues *communicate effectively with parents with regard to pupils’ achievements and well-being




They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being, both when required to do so formally and are pro-active in communicating in relation to individual pupil emergent needs.

They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to individual pupils’ emergent needs.

They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways.

They can build effective professional relationships with various colleagues and have the skills to work collaboratively.

They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils.

They understand when to ask for information and advice from specialist staff about individual pupils with specific needs.

They seek out and are responsive to advice from more experienced colleagues.

In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets.

They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being.

They communicate effectively at set points in the school year, including at parents’ evenings and through written reports.

They understand the need to communicate at other points in response to individual pupils’ emergent needs.

Expectation – for example by the end of the programme a trainee should be able to: Act as co-form tutor. Experience being on duty with a member of staff. Have some experience of how PSHE/citizenship is delivered in placement school Attend assembly, staff meetings, pastoral team meetings Communicate with parents in line with school expectations. Attend and contribute to parents consultation events. Work effectively with support staff. Establish good working relationships with school staff as a whole. Make an active contribution to school PS sessions.

Examples of Evidence Feedback relevant staff Feedback from professional tutor Student teacher’s records of activities undertaken

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PART TWO: Personal and Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part two are not graded. All trainees to be awarded QTS will have demonstrated high standards of professional behaviour and that:

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 to safeguard pupils’ well-being, in accordance with statutory provisions

- showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the

rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs

- ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality

They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality.

Teachers must have an understanding of, and always act within, statutory frameworks which set out their professional duties and responsibilities.

They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current English legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document.

All trainees at The University of Chichester are expected to demonstrate these criteria throughout their programme. These criteria underpin all standards.

Examples of Evidence Observations by other colleagues of personal and professional conduct Discussions with colleagues re school policies, statutory documents Attendance at school training sessions - safe guarding, diversity, etc Form tutor/class teacher role

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