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Shepway Teaching Schools
Towards NQT and beyond
*Objectives
*To outline Final Assessment procedures*Term 5 visit *Term 6 visit
*Consider transition to NQT
*Final Assessment*The recommendation for QTS is the sole responsibility of CCCU who
will work in partnership with placement schools and lead schools to make the recommendation, however the final decision for the recommendation lies with CCCU as the accredited body for the recommendation of QTS.
*The name is mis-leading – this is not in fact a final assessment but a moderation of the grade that the school has awarded via the Final Report (written June/July).
*The key purpose of this visit is to confirm the recommendation for QTS. Thus the nature of the Final Assessment should be celebratory and should recognise and celebrate the achievements of the student teacher over the training year.
*This will be ratified by an Exam Board on 8th July 2015
*National College for Teaching & Leadership awards QTS
*Procedures for Final Assessment
• A date will be agreed by Professional Tutor, School Professional Mentor, & student teacher.
• The Final Assessment will be conducted by the Professional Tutor and for QA purposes they may be accompanied by another tutor unknown to student teacher.
• The Professional Mentor must have completed the final grading form in the Learning Journal ready for the assessor at Final Assessment.
*Prior to final assessment
*There will be a Term 5 visit from the Professional Tutor to prepare the trainee for The Final Assessment visit
*N.B: A week before the visit is scheduled the student teacher should email the tutor undertaking the Final Assessment Visit with:
*A written reflection on each of the 8 standards
*The completed NQT Career Entry Transition Point
*The Final Report from the June/July grading point
* Guidance for student teachers
Written reflections*A key part of the Record of Development is a set of 8
reflections (up to one A4 side for each standard) with illustrative supporting material.
*The focus of your tutor’s attention will be on the quality of your written reflection. You should write a reflection for each standard describing how you know that you have met the standard. You should cross reference to supporting material to expand, clarify and support claims made in the 8 reflective statements. This supporting material should be available at your Final Assessment visit, and should be easily found by your tutor, but does not need to be photocopied and added to the RoD file. The supporting material should be work that you have done as an integral part of your learning to become a teacher. The supporting material focuses on teaching and learning and must demonstrate secure practice in both age ranges of training and in both schools. Less is often more. This is not a case of showing everything you have ever done. It is important that you select the very best evidence you have to illustrate the points you make. There is no set number, maximum or minimum, of pieces of evidence that are appropriate. You are a professional and it is for you to judge how to best present your work from your training year.
*Final Assessment documentationMake sure trainee has:*The completed Record of Training (RoT) (which includes a reflection on
the Second School Placement and a copy of all 4 Grading Reports)
*The completed Record of Development (RoD) containing:* The Term 5 Visit Action Plan
*A written reflection on each of the 8 standards (emailed to tutor one week in advance), with key, well selected examples of supporting material. The Learning Journal (including All Grading report forms – there should be 4 in total including The Final Report from the June grading point)
* Subject Knowledge Tracker(s)
* Secondary only – Two units of work [KS3 & 4 or KS4 & 5 as appropriate]
* Primary only – The Primary Focus Subject Tasks (see page 41 of Primary Professional and Curriculum Studies Handbook)
* Lesson Observations
* The completed NQT Career Entry Transition Point (emailed to tutor one week in advance)
* The Final Report from the June grading point (emailed to tutor one week in advance)
*Please ensure you have sent copies of items highlighted in red electronically and a hard copy is available for the visit.
* Suggested Format for the Final Assessment Visit
* It would be helpful if there is a quiet room to act as a base for the duration of the visit. The student teacher should put the documentation listed above in this room for the visit.
*The visit will last approximately 2 hours. The timings below are a suggestion and are of course flexible.
*Suggested Schedule:
* 30 minutes Documentation check (most of this will have happened in Term 5)
* 45 minutes Meeting & conversation with student teacher
* 30 minutes Meetings & conversations with staff from the school who are best placed to comment on the work of the student
* 15 minutes Summary and conclusion of the meeting including recommendation
*At the end of this visit the University Professional Tutor will formally state whether CCCU will be recommending the student teacher for QTS. It is best practice for a Senior Member of staff to be present, with the student teacher, at this part of the meeting.
*What will the RoD look like?
ReflectionEvidence
Most of the Final Assessment will take the form of a professional dialogue between you and the assessor about your progress and development, during which you will refer to relevant evidence to support your points
*What will happen after the visit?*Once these documents have been received by Shepway
Teaching School Office [email protected] and [email protected]
* A written reflection on each of the 8 standards
* The completed NQT Career Entry Transition Point
* The Final Report from the June/July grading point
*All student teachers who have been successful will be recommended for QTS and if they have completed the PGCE recommended for PGCE.
*We will then inform the NCTL. Once this has been processed, student teachers will be able to print their own QTS certificate from the NCTL website
* Preparing for Final AssessmentThe Term 5 visit
*The Term 5 visit is key preparation for the Final Assessment visit. At this visit the University Professional Tutor will review the student teacher’s paperwork and their preparedness for final assessment. The outcome from this visit will be an action plan that clearly indicates to the student teacher and their mentor any action that need to be taken to be fully ready for final assessment.
*The University Professional Tutor will submit a copy of this action plan to CCCU as the report of the Term 5 visit.
Action Planning review 2014-15Monitoring progress towards QTS
*What can you do?
*Ask the student teacher to grade themselves using the Grading Student Teachers against the Teachers’ Standards Handbook
*Identify and set challenging targets to move them forward
*Ensure they have met all aspects of each standard
*In particular we want all students teachers to say they feel confident and competent in:
*Teaching of phonics and mathematics
*SEN
*Behaviour management
* Final Self-ReviewThe completed NQT Career Entry Transition
Point
1. As you approach the award of QTS, what do you consider to be your main strengths and achievements as a teacher so far?
2. At this stage, which aspect(s) of teaching you do you find most interesting and rewarding?
3. In which aspects of teaching would you value further development /experience in the future?
4. As you look ahead to your career in teaching, you may be thinking about your longer term professional aspirations and goals. Do you have any thoughts at this stage about how you would like to see your career develop?
*Preparing for NQT…. And beyond
Why it is important*From June 2014, ITT inspections take place in two stages. The first stage can take place at any point during the summer term and will focus on the quality of training and observations of trainees’ teaching. The second stage will occur in the autumn term following completion of the training and will focus on the quality of NQTs’/former trainees’ teaching as a result of the training provided.
*For each NQT/former trainee observed, it is essential for inspectors to have:
*the ITE partnership’s assessment of the trainee at the end of their training
*any targets that the ITE partnership set for a trainee for their induction.
*Ofsted (2014) Initial teacher education inspection handbook – for use from June 2014
*Any questions?
