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School of EducationInspiring learners, enriching communities
Troops to Teachers: Trainee Handbook
Part 2: Guidelines for ET510 Developing
Professional Practice
Cohort 6: September 2018
Contents Page
1. Secondary Priorities for 2018/19................................................................................................1
2. Key University Contacts for School-Based Training...................................................................2
3. School-Based Training Expectations.........................................................................................2
4. Planning, Teaching, Evaluating and Assessing.........................................................................4
5. Evidence of Practice.................................................................................................................. 5
6. Wider Responsibilities................................................................................................................6
7. Summative Assessment and Grading........................................................................................6
8. Tracking and Intervention...........................................................................................................6
9. Need for Enhanced Support and Likely to Fail (Grade 4)...........................................................7
10. Failed School-Based Training....................................................................................................8
11. Absence................................................................................................................................... 11
12. Schedule of Activities: Spring Term 2018/19..........................................................................11
Appendices
1. Priority Areas for ITE................................................................................................................12
2. Recording Professional Development......................................................................................13
3. Completing the Professional Action Plan.................................................................................18
4. Examples of Evidence for the Teachers’ Standards 2018-19..................................................20
5. The 3 Rs Behaviour Management Model (Bennett, 2016).......................................................25
Please note:This handbook has been produced as early as possible in the interests of trainees and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the ongoing process of programme development. We always welcome any feedback from trainees on using the handbook.
This handbook should be read in conjunction with the Secondary Partnership in Education Agreement and Handbook (SPiE) 2018/2019.
1. The University of Brighton Initial Teacher Education Partnership
Our Aims
We aspire for all trainees to become outstanding teachers. We educate the next generation of teachers to the highest standards so that the teachers we train are:
Highly committed to their pupils’ learning and progress and ambitious in what they want to help them achieve;
Inquisitive, critically reflective and motivated to keep learning and improving their own practice; Quick to adapt to different learning contexts and confident to challenge inequalities; An asset to the profession, willing to share their knowledge and experience and to collaborate
with others; Well prepared for the realities of teaching, with the confidence, resilience and skills to be
innovative, to take risks and be creative.
Secondary Priorities for 2018/19
To strengthen trainees’ ability to make accurate and productive use of assessment (Teachers’ Standard 6).
To enhance trainees’ confidence and competence in effective classroom management (Teachers’ Standard 7).
To ensure that trainees are equipped to successfully fulfil their wider professional responsibilities (Teachers’ Standard 8).
So that trainees:
are equipped to improve outcomes for all pupils with particular attention to diminishing difference;
have appropriate skills and knowledge to be well prepared for their NQT year and a successful career in teaching.
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2. Key University Contacts for School-Based Training
Troops to Teachers Contract Officer:Susanna Negus [email protected]
Troops to Teachers Senior Programme Officer:Claire Watson [email protected],uk
Troops to Teachers Programme Leader:Lis Bundock [email protected]
Deputy Head of School: Partnership and EngagementSarah Fitzjohn-Scott [email protected]
Deputy Head of School: Academic and Professional EducationAndy Davies [email protected]
The Partnership Office
School-Based Training, Employability and Alumni OfficerDebbie Unsworth [email protected] 01273 643951
Absence Reporting [email protected] 01273 641041 Senior School-Based Training Supervisors (QA) Kathryn Clements [email protected]
Wayne Jones [email protected]
3. School-Based Training Expectations
NB. These expectations relate to year one of the programme.
The Host school provides the context in which you undertake a range of scheduled, self-directed and other professional activities; all of which contribute to the honours degree and the award of QTS. The module entitled Developing Professional Practice (ET510) aims to:
Provide opportunities for you to gain specific experiences and gather evidence towards the Teachers’ Standards;
Promote the development of your professional and subject specialist knowledge so that you can demonstrate insights into pupil learning and gain increasing levels of autonomy in the classroom;
Provide formal and summative assessment of teaching competence to enable you to target subject and pedagogic priorities for future development.
During year one, you are required to engage in a teaching commitment that should rise gradually to 50% of the four days in school by Easter of 2018, and be maintained at 50% for the duration of the summer term. During the autumn term, you should begin with observation of experienced teachers and move on to supporting pupil learning (individual and small group). The following experiences must also be provided:
Observation of effective practice;
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Experience in appropriate key stages and subject expertise; Assessment and reporting opportunities; Peer and collaborative teaching.
During the autumn term the following mentoring/supervision activities will be undertaken:
Weekly mentor meetings to support the development of professional practice and to complete SH;
One observation of teaching from your mentor to provide feedback, review progress and complete SA;
One regional hub meeting with your PAT tutor in November to provide professional development support.
During the spring term the following mentoring/supervision activities will be undertaken:
Weekly mentor meetings to support the development of professional practice and to complete SH;
Fortnightly observations of teaching / feedback to review progress and to complete SA One visit from the university tutor in January, to undertake a joint observation with the
mentor and to complete SA; One regional hub meeting with your PAT tutor in February to provide professional development
support.
During the summer term, your progress towards the Teachers’ Standards will be formally assessed. During this period, you are required to engage in a designated 50% teaching schedule that incorporates independent planning and teaching for lessons and sequences of lessons within whole class contexts. The remaining time must be spent in support of professional activities such as planning, review, evaluation and assessment.
During the summer term, the following mentoring/supervision activities will be undertaken:
Weekly observation of teaching / feedback to review progress and to complete SA; Weekly mentor meeting to support the development of professional practice and to
complete SH; One visit from the university tutor in May to undertake a joint observation with the mentor and
to discuss the content and/or support the completion of the Interim Report, SB; One regional hub meeting with your PAT tutor in June to provide professional development
support.
Dates for the submission of Interim and Final Reports:
SB, interim report on teaching and professional competence, must be submitted on 8th
February 2019 and 17th May 2019; SC, end of year assessment on achievement against the Teachers’ Standards, must be
submitted on 21st June 2019.
NB: Examples of all UoB pro formas (SA-SL) are published in the Secondary Partnership Agreement and Handbook 2018-19 (appendix 3) and on the mentor blog: https://blogs.brighton.ac.uk/tttmentors/forms/
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4. Planning, Teaching, Evaluating and Assessing
You should:
Agree with the mentor, a programme of independent teaching, with a 50% designated teaching timetable. Details of the agreed timetable, must be sent to your PAT tutor;
Gain experience of teaching a broad range of specialist concepts and classes (including different year groups).
Expectations for daily/weekly planning, teaching, evaluating and assessing
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Planning for learning
Planning:With agreement from the mentor, you can choose between using the UoB single lesson plan and the sequence of lessons plan.
Links to all electronic copies of all planning pro formas are available via http://blogs.brighton.ac.uk/mentors/mentoring-resources/troops-to-teachers/
There is no expectation that you should be creating medium term planning independently. We expect that you will use and adapt existing school plans and in the absence of these, that staff work collaboratively with you to ensure that you are supported with this.
The Core Elements of Lesson Planning (Trainees should use these to support the lesson planning process.)
TEACHER DEVELOPMENT FOCUS for example: What specific aspects of your practice are you seeking to improve in this lesson? What actions will you take to ensure this happens? Use your action plan targets to guide you.
LESSON CONTEXT for example: What are the broader learning aims within the unit/topic/sequence to which this lesson contributes? How will you build on previous learning and enable progress towards these aims?
OBJECTIVES & OUTCOMES for example: What do you intend pupils to learn? What evidence of learning will enable you to evaluate pupils’ progress?
PRIOR KNOWLEDGE/SKILLS for example: What prior knowledge/skills are pupils bringing to this lesson? What steps do they need to take to get to the learning outcomes? Which aspects might they find challenging?
LEARNING PLAN for example: What will you and the pupils be doing at each stage in the lesson? How will these activities contribute directly to the learning outcomes? Think about how you will ensure effective classroom management at all stages of the lesson.
MEETING INDIVIDUAL NEEDS for example: How will you differentiate to ensure every pupil is making good progress? How will support staff contribute to this? Draw upon data and knowledge of pupils to guide you.
ASSESSMENT for example: How will you assess and provide feedback to inform the progress of all pupils within this lesson and over time? How will you use the outcomes of assessment to track pupil progress and inform ongoing teaching and learning?
EVALUATION & REFLECTION for example: Who learned what, how do you know, and what are the implications of this for your teaching in the future? How did your teacher development actions impact on pupil learning? What next steps emerge for your professional development?
Pupil assessment and feedback
Assessment is an essential element of the cycle of planning and teaching. You must use the procedures and recording strategies adopted within the school, including the approach to marking. It is important that you understand that the purpose of marking is to advance pupil progress and outcomes and that effective marking practices are ‘meaningful, manageable and motivating’ Eliminating unnecessary workload around marking (March 2016):
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf
To be an effective teacher, it is imperative that you take responsibility for your impacton pupil progress. The assessment records should be used to inform the nextsession and identify individuals and groups of learners who need further attention or who excel.
Assessments can also be used to identify areas of misunderstanding or gaps in knowledge that will need to be addressed through subsequent teaching and learning cycles.
You should: work with targeted groups to ensure that sufficient assessments have been undertaken that enable learning and progress to be monitored within the range of specialist topics and ages taught.
You should gain experience of: Ongoing and daily assessment for learning (evidenced in lesson plan and via
teaching and ‘learning-focused’ evaluation) Verbal and written feedback to pupils Pupil progress review meetings
5. Evidence of Practice
You must maintain evidence of practice that is easily accessible to school and university-based staff. It will comprise:
Lesson plans and resources Records tracking pupil progress and achievement Information on pupils including Special Educational Needs and/or disabilities and any other
learning needs (e.g. EAL, Pupil Premium, etc.) Evaluations Lesson feedback
Due to the sensitive nature of this information, you are advised to take great care and follow the school policy.
6. Wider Responsibilities
Pastoral role: We expect you to develop a strong understanding of your wider professional role concerned with the pastoral care of pupils. You should be attached to a form group during the autumn term. This will initially involve shadowing the form tutor and finding out about the role. During the spring and summer terms, we expect you to work alongside the tutor and take on some of their roles and responsibilities.
PSHE and Citizenship: During university-based training, you will receive inputs on PSHE and citizenship and their place in the wider curriculum. You are expected to acquaint yourself with the curriculum and approach that your Host school employs. You should observe/contribute to PSHE and citizenship lessons regularly throughout the year.
Communicate effectively with parents and carers: You should engage in parents’ evenings and other opportunities to communicate with parents throughout the year.
Deploy support staff effectively: We expect you to take opportunities that allow you to understand how support staff are deployed so that you are able to work effectively with them.
7. Summative Assessment and Grading
Developing professional practice is assessed on a pass/fail basis. The UoB grading descriptors are used to inform judgements about achievement. These judgements are based on your progress and are linked explicitly to the Teachers’ Standards. To pass the assessed period of teaching, a minimum grade 3 must be achieved against all the Standards.
If the required standards are not achieved, the UoB will recommend whether or not you are offered the opportunity to repeat the assessed period of teaching. If a suitable setting can be found, a repeat opportunity would be undertaken during the autumn term 2019.
NB Ensure that copies of interim and final reports are discussed and made available to you.
NB: The Teachers’ Standards with UoB ITE Partnership Grading Descriptors are published in the Secondary Partnership Agreement and Handbook 2018-19 (appendix 1) and on the mentor blog: https://blogs.brighton.ac.uk/tttmentors/forms/
8. Tracking and Intervention All trainees are monitored rigorously from the point of interview and throughout the programme, so they are supported to become, at least, good teachers. There is a shared understanding of the need for secure tracking and swift, timely intervention. A supportive, staged process is implemented if issues are identified which provides clear targets for improvement. Trainees play a proactive role in this process and contribute to their ongoing professional development.
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All stakeholders across the ITE Partnership are required to signpost when intervention is needed. For example, at the interim review stage (SB) a trainee’s overall potential grade is a 3. The relevant supervising staff must be alerted and immediate intervention, including sharply focused short and long term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded. The intervention is designed to secure progress to Grade 2 (good). This may continue beyond the end of the initial training programme and into the NQT year. Intervention can also be triggered when the trainee’s teaching, for any reason, is not developing as expected; for example, if a trainee ‘plateaus’ and there is no evidence of further progress or development in the quality of their teaching. Examples of intervention strategies include: enabling trainees to observe additional outstanding practice; supplementary visits from a university tutor; coaching; recording and analysing practice, subject specialist support. Intervention also includes additional input centrally, for example, workshops, tutorials, lesson planning support. All interactions with trainees are recorded in a central tracking database. This provides a clear picture of trainee progress across all areas (school-based training, assignments, attendance, etc). The database is held centrally and online. This allows university colleagues access to trainee details when they are in school.
9. Need for Enhanced Support and Likely to Fail (Grade 4) This is a developmental and supportive process that is led by the school and fully supported by university staff. The Need for Enhanced Support process is initiated if a trainee teacher is not making sufficient progress in relation to the Teachers’ Standards or expectations of the school-based training (Grade 4). It can also be initiated if a trainee teacher fails to demonstrate high standards of personal and professional conduct (Part Two: Personal and professional conduct). For instance, a Need for Enhanced Support could be identified if pupils are not making expected progress, or the personal and professional conduct demonstrated by the trainee is not consistently high. The Need for Enhanced Support can be initiated at any stage during school-based training. It is recorded on form SD (see SPiE Handbook appendix 3) and shared with the University. It is essential to initiate the process as soon as concerns about trainees’ progress or professionalism are identified. There may be particular reasons or circumstances why the university and its partner institutions may need to depart from this framework and in these instances, the ad hoc framework will be clarified. At all stages of the Enhanced Support process school-based colleagues are asked to ensure timely communication in order for support to be actioned.
The Need for Enhanced Support / Likely to Fail Process:
1. Arrangements are made to meet and discuss the nature of the concern(s) with the trainee as soon as practically possible. This is usually coordinated by the mentor and may involve a visit from the university tutor if requested.
2. A SD form is completed, indicating the nature of the concern, with reference to the Teachers’
Standards and the UoB Grading Descriptors.
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3. A supportive course of action should be agreed with the trainee, which identifies: (i) Targets for action with a review date which is normally within five working days; (ii) Success criteria for each target for the purposes of clarity and review; (iii) A programme of enhanced support to scaffold trainee progress.
4. The trainee records a response on form SD and it is signed by all present (electronic signatures are accepted). Email the form via [email protected] to the Partnership Office.
5. On the review date, if the trainee teacher has met the success criteria against the targets set, the mentor uses the check box on form SD to confirm that the trainee no longer needs Enhanced Support. A copy of the signed form SD is emailed to the Partnership Office.
6. If, by the review date, the trainee has not met the success criteria against the targets set,
the next cycle of Enhanced Support (Likely to Fail) will need to be initiated. A SD form will be completed, indicating that the trainee is now likely to fail. Points 2, 3 and 4 are now repeated, making explicit the necessary progress required and the success criteria that need to be met.
7. The final review process will be moderated by a member of staff from the University for QA
purposes. 8. If the trainee has met the success criteria against the targets set, the mentor uses the check
box on form SD to confirm that the trainee is no longer likely to fail. A copy of the signed form SD is emailed to the Partnership Office.
9. If, by the review date, the trainee has not met the success criteria against the targets set,
the school-based training is considered to be failed. A Final Assessment Report on Teaching Competence (SC) is written by school-based staff. A meeting to discuss next steps will be arranged between the trainee and a senior member of university staff.
10. Exceptionally, at the review date, the school and university may agree that a trainee can be
offered an additional and/or extended period of Enhanced Support. 11. When appropriate, the Senior School-based Training Supervisor (Quality Assurance) carries
out an investigation, and confirms (or otherwise) that suitable systems and judgements were made.
A recommendation is made to the partnership coordinator.
10. Failed School-Based Training 10.1 Exceptional circumstances In exceptional cases the Partnership has the right to terminate training without initiating the Enhanced Support Process. This will result in the school-based training being failed. Such cases are likely to be when the trainee has deviated from the Code of Conduct and Part 2 of the Standards and/or brought the school, university or profession into disrepute. Examples of exceptional cases are:
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• The trainee has put the health and safety of the pupils at serious risk; • The trainee repeatedly responds negatively to feedback and will not accept
advice; • The trainee has made inappropriate use of social media.
10.2 Repeating failed school-based training Trainees are normally offered an opportunity to repeat school-based training should they have failed if all of the following criteria have been met:
1. The trainee has made progress towards meeting targets identified on the SD form (even if these have not been fully achieved by the end of the school-based training)
2. The trainee has adopted a constructive approach and has followed the advice received from
their mentor and other school staff, university staff and/or the partnership coordinator in relation to their targets and progress towards the Standards for QTS
3. No evidence that the trainee has deviated from the behaviour which is commensurate with the Code of Personal and Professional Conduct for Trainee Teachers stated in the Partnership Agreement and Handbook and Part 2 (Personal and Professional Conduct) of the Teachers’ Standards
The following should also be noted when considering whether a trainee can repeat their school-based training:
• When trainees withdraw from school-based training the criteria are considered in the context of the trainee’s performance at the point immediately before withdrawal.
• If trainees repeat an SBT, a learning agreement will be produced in liaison with the trainee
and reviewed after the first 3 weeks of the SBT.
The trainee will normally retake the SBT in full and are normally charged a repeat fee for this. • Trainees can apply for mitigating circumstances if the failure was for reasons outside of their
control. Trainees should contact the deputy school administration manager to discuss the process ([email protected], 01273 643450).
• Decisions about repeat opportunities are always ratified by the Examination Board. Trainees are not able to appeal these decisions.
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10.3 Process for failed school-based training
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11. Absence
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Partnership coordinator compiles a report in liaison with the following, as relevant: the mentor, university tutor(s) and senior school-based training supervisor (quality), outlining if the trainee has met the criteria above.
If the criteria have been met, the trainee will be offered a repeat school-based training period, subject to ratification by the Examination Board.
If the criteria have not been met, the following process will be implemented.
Repeating trainee organises a tutorial with his/her year/route/programme leader before the repeat school-based based training period begins.
A learning agreement will normally be developed and agreed (copied to the repeat school-based training school and reviewed at agreed points).
Report and evidence is considered by the School-Based Training Sub-Committee.
The committee will review the report/evidence and will recommend whether the trainee is allowed to repeat the school-based training period to the Examination Board.
If a trainee is absent, they must observe the following:
• Follow the school procedures;• Phone the school at the start of the day and inform the Troops to Teachers via
[email protected] or 01273 643598;• Where possible, set appropriate work for those lessons that they miss;• Check with the school in the event of unexpected closure (e.g. adverse weather).
If a trainee does not contact the school in the event of absence, the mentor/senior member of staff should contact Troops to Teachers ([email protected] ) .
Should a trainee fail to contact either/both the school or Troops to Teachers in the event of absence, the trainee is in breach of both the University of Brighton Code of Personal and Professional Conduct for Trainee Teachers and Part 2 of the Teachers’ Standards. This breach may result in a fail.
12. Schedule of Activities: Spring Term 2018/19
15.04.19Webinar: EV509 CIE
SST: EV609 LL1
22.04.19Webinar: EV609 LL1
SST: EV509 CIE
29.04.19Webinar: EV512 ULL1
SST: EV509 CIE
06.05.19Webinar: EV509 CIE
SST: EV512 ULL1
13.05.19Webinar: EV509 CIE
Review: ET510 DPP PebblePad Review20.05.19 Half Term
27.05.19Webinar: EV609 LL1
SST: EV609 LL1
03.06.19RegionalHub:
Regional Hub meeting June 7th 2019
10.06.19Webinar: EV609 LL1
SST: E*50* SAD
17.06.19Webinar: EV512 ULL1
SST: EV609 LL1
24.06.19Webinar: E*50* SAD
SST: EV609 LL1
01.07.19Webinar: E*50* SAD
Review: ET510 DPP PebblePad Review
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Appendix 1: Priority Areas for ITE
Within the University-based teaching a major focus is placed on the following nationally identified priority areas:
Safeguarding and tackling extremism Managing behaviour and discipline English as an additional language Special Educational Needs and/or Disabilities (SEND) Supporting underperforming groups of pupils Challenging bullying Making accurate and productive use of assessment
Trainees’ work in these areas is supported by the following webpage which includes practical resources, information and materials developed by members of the Secondary Partnership: https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx (or Google: national priorities Brighton)
Opportunities for trainees to continue to develop practical expertise in these areas are of great value. These can come through targeted observations of outstanding practitioners; reviewing school and department policies and procedures; working with small groups and also feedback focusing on specific areas.
Literacy and Numeracy: Resources to support the promotion of literacy and numeracy across the curriculum can be found at www.brighton.ac.uk/education/litnum
Safeguarding: Resources to support trainees with their safeguarding responsibilities can be found at www.brighton.ac.uk/safeguarding
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Appendix 2: Recording Professional Development
1.1 What is the e-Portfolio (PebblePad)?
PebblePad is an electronic portfolio (e-Portfolio) designed to organise, record and structure your professional development as it:
drives the cycle of critical reflection, targets and action planning;
keeps you focused on strengths and areas for development;
records and tracks your progress and achievements;
enables you to demonstrate autonomy and show initiative;
houses evidence towards meeting the Teachers’ Standards and the award of QTS.
1.2 What does the e-Portfolio (PebblePad) include?
There are seven sections to the e-Portfolio (PebblePad):
1. Pen Portrait: This is a record of relevant previous experience and progress throughout the Programme.
2. Teachers’ Standards: This section is where you grade your progress from 1-4 in line with SB and SC forms; record evidence towards meeting the Standards and write a Summative Commentary towards the end of the Programme.
3. The 3 Rs Behaviour Management Model: Here you can identify your progress and achievements in relation to ‘routines’, ‘relationships’ and ‘responses’.
4. Professional Action Plans: These guide your professional development towards meeting the Teachers’ Standards. You should focus on no more than 3 targets at any given time - some will take longer to complete than others.
5. Developing Professional Practice: You will add one critical reflection here every two weeks. During the autumn and spring terms, the reflection will relate to the specific theme as detailed in your schedule of activities.
6. Year 1/Year 2: This includes sub-sections to store SA-SK forms and lesson plans.
7. CEP: This will be completed towards the end of the Programme in preparation for your NQT year.
1.3 How often should I update my e-Portfolio (PebblePad)?
You should allocate:
Time prior to the mentor meeting to self-review and prepare for mentor meetings (using checklist from pro forma SH);
Time after the mentor meeting to respond to outcomes and update the e-Portfolio (PebblePad) including your Professional Action Plan.
Every week you must:
Add the summary of your mentor meeting (SH form) and any other forms that have been completed i.e. SA forms (In Year 1);
Review targets and action plans and add any new ones (In Professional Action Plans);
Act upon any comments made about your e-Portfolio (PebblePad) by your mentor; university tutor and/or PAT tutor (In Year 1).
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Every two weeks you must:
Add one reflection (In Developing Professional Practice).
Following your SB Interim Report (submitted on 8th February 2019 and 17th May 2019) you must:
Add your SB form (In Year 1);
Amend the 1-4 grades in the Teachers’ Standards in line with the SB form;
Select 3 of the Teachers’ Standards from your SB form and add the targets and action plans to your Professional Action Plan – as these targets are met you can then add others from your SB form until all are met.
Following your SC Final Assessment Report you must:
Add your SC form to SA-SK Forms;
Amend the 1-4 grades in Teachers’ Standards in-line with your SC form;
Add your school-based training grades to the Pen Portrait;
Add a copy of your SC form as evidence for each overall Standard;
Add a minimum of one piece of evidence (the strongest piece you have) to each sub-section of every one of the Teachers’ Standards parts 1 and 2 to support your SC grades, remembering that evidence can be used more than once. Examples of what counts as quality evidence can be found in appendix 4. After your assessed period of teaching it may be that you do not have evidence for a few sub-sections so you need to target these during year 2. When adding evidence you will be prompted to state what the evidence is and should provide a short justification of why this evidence has been added and supports the judgement made about this Standard;
Select 3 of the Teachers’ Standards from your SC form and add the targets and action plans to your Professional Action Plan to focus on at the start of year 2.
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1.4 What is meant by ‘Evidence’ for the Teachers’ Standards?
Evidence for Part 1 might include:
SA progress reports
SB progress reports
SH mentor meeting forms
lesson plans
lesson evaluations
unit of work
critical reflections
school-based training
teaching resources
targets and action plans
pupil work
assessments
progress data
reports
subject association materials
minutes of a department meeting
photographs
policies
emails
PowerPoint presentations
university assignments and feedback
university seminar / lecture programme
university micro-teaching / peer
presentations
trip / residential / fieldwork
university subject education workshops
academic reading
subject audit
national / local conferences
Examples of specific evidence for Part 2 might include:
SI record of attendance form
Prevent Training and FGM Awareness Certificate
critical reflection on British Values in your subject
SA / SB / SC forms that refer to Part 2
safeguarding training
involvement in extra-curricular activities
Please Note: More detailed guidance on what might count as evidence for the Teachers’ Standards
can be found in appendix 4 of this handbook.
1.5 Who can see your e-Portfolio (PebblePad)?
At the start of your school-based training you must share the link to your e-Portfolio (PebblePad) with your mentor. During your weekly mentor meetings your e-Portfolio must be open and used to review previous targets and inform new action planning. Your university tutor; mentor; programme leader and PAT tutor will all have access to your e-Portfolio.
Given that this has such a wide audience it is important that you consider carefully what you are writing and ensure that this is professional and will not cause offence.
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1.6 When will it be looked at?
Ultimately you have a personal professional responsibility to drive your own development using the mechanisms that are in place to support this, including the e-Portfolio (PebblePad).
At 6 points throughout the year your e-Portfolio will be reviewed by your PAT tutor. Written feedback from your PAT tutor will be available in the feedback section of the Pen Portrait and when feedback is added an email is generated to inform you of this. In mentor meetings your e-Portfolio should be open and when you have been given feedback from your PAT tutor you need to share this with your mentor as they are unable to see it. Your mentor can give written feedback in the comments section of the e-Portfolio (PebblePad) but it may be s/he is more likely to choose to give you oral feedback during mentor meetings where your e-Portfolio will be open and s/he can comment on it.
1.7 Who can I turn to for help?
During the induction event you will have an introductory session on the e-Portfolio (PebblePad) with a Technical Demonstrator to set up your e-Portfolio (PebblePad) and expectations.
If you experience any technical issues including accessibility, you should email [email protected] or telephone 01273 643463. For issues of clarification regarding expectations for your e-Portfolio (PebblePad) you should read the material contained in this section and on Studentcentral and if still unclear email your PAT tutor.
2. Professional Development and Action Planning in your e-Portfolio (PebblePad)
2.1 What is my Professional Action Plan?
The Professional Action Plan is recorded in your e-Portfolio (PebblePad) in the section Professional Action Plan and is a vital aid to your professional development. You will have a maximum of three targets operating at any given time.
In engaging with target setting and action planning you are:
Critically reflecting on your practice and the question ‘Where am I now?’
Setting targets, on the question ‘Where am I going?’
Devising appropriate actions for that target, on the question ‘How will I get there?’
Reviewing these, on the question ‘Have I achieved my target or is there something else I need to do?’
Targets and action plans drive your own professional development and help you to meet the Teachers’ Standards by the end of the Programme.
2.2 How does my Professional Action Plan relate to lesson planning?
Your Professional Action Plan informs Box A of the lesson planning pro forma and relevant targets from your Professional Action Plan for that week. Actions for each specific lesson should be placed here with the impact and outcomes of these actions critically reflected on in Box F.
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2.3 How are targets generated for my Professional Action Plan?
These targets arise from:
lesson evaluations;
critical reflections in your e-Portfolio (PebblePad);
reviewing progress with the assessment descriptors for the Teachers’ Standards;
professional discussions in weekly mentor meetings;
professional discussions in professional studies programme;
lesson observations by your mentor; professional and subject tutor;
SA, SB and SC progress reports;
personal engagement with academic reading, writing and research;
feedback from university academic assignments.
2.4 Should a target only relate to one of the Teachers’ Standards?
In setting a target you may be working on one or more of the Teachers’ Standards. For instance if you set a target that focused on challenging the more able in a particular class, you would be working on Teachers’ Standards 1, 2 and 5 so can identify these in the Teachers’ Standards column of your action plan.
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Appendix 3: How do I complete my Professional Action Plan to support my Professional Development?
Teachers’Standard(s)
TARGETS…… will support professional development when they are…
ACTIONS…… will support professional development when they…
REVIEW DATE
ACHIEVED OR NEW REVIEW DATE?
Identify the Teachers’ Standard linked to this target e.g. TS7
… written to meet your personal professional development and learning needs as they arise.
… clearly written and centred on learning and not a task or activity (i.e. do not confuse targets and actions).
… SMART (specific, measurable, achievable, realistic and time-constrained).
… dated (show date set in brackets after each target).
.
… are relevant and specific to the learning target.
… include a range of activities appropriate to the target e.g. research & reading; meetings with colleagues; observations of named people, such as: class teacher, subject leader, speech therapist; videoing practice to discuss with mentor or peer; co-planning and team teaching, etc.
… are linked to school learning opportunities relevant to the target e.g. joint observation of another teacher with mentor or subject leader; attendance on a school trip; observation of parent/carer consultations.
… are linked to relevant school-based tasks and requirements (which are part of your learning and should be regarded as part of your professional practice as a trainee).
… are likely to produce evidence that demonstrates trainee learning.
… are likely to produce evidence that demonstrates pupil learning and progress.
This date is dependent on the target and accompanying actions that you are working on – some targets take longer than others.
On the review date record as ‘achieved’ or set new review date.
Signposted to evidence and date e.g. ‘lesson evaluation (01/12/18)’ or ‘SA form (06/12/18)’.
What should my Professional Action Plan look like?
Teachers’ TARGETS ACTIONS REVIEW ACHIEVED OR
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Standard(s) DATE NEW REVIEW DATE?
TS7 Work within the school behaviour policy and apply consistently and fairly (08/10/18).
Read school’s policy on behaviour management & discuss the practical application with mentor (09/10/18).
Observe, identify and evaluate a range of behaviour management strategies in a variety of classes with a variety of teachers in-line with the school policy.
Create a bank of behaviour management strategies in-line with the school policy.
Attend the school professional studies session on behaviour management.
Evaluate behaviour management resources on the University of Brighton national priorities webpage: www.brighton.ac.uk/education/national_priorities
Visit library and find a book on behaviour management to explore the principles underpinning the school policy (e.g. one by Cowley / Dix / Rogers).
Implement existing class/school strategies for behaviour to manage classroom/group activities.
Be observed (informally and formally) with target as a focus (10/11/18).
15.11.18 Target achieved
SA Lesson Observation (10/11/18)
Lesson Plan Evaluation (13/11/18)
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Appendix 4Examples of Evidence for the Teachers’ Standards 2018-19
Teachers’ Standard 1: Set high expectations which inspire, motivate and challenge A. Establish a safe and stimulating environment for pupils, rooted in mutual respect.B. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.C. Demonstrate consistently the positive attitudes values and behaviour which are expected of
pupils.
Examples of Evidence● SA, SB, SC, SH and SK forms.● Lesson evaluations that focus on pupil behaviour; behaviour systems promoting learning, e.g.
peer feedback.● Photographs of displays with commentary on how this supports and extends learning.● Examples of learning opportunities outside the school day.● Use of rewards and sanctions, emails home, contact with parents / carers etc.● Examples of working with parents/carers to establish positive behaviour.● Lesson plans that indicate: how children know their targets and how to reach them; appropriate
challenge for all pupils; next steps marking and assessment for learning embedded within plans.● Examples of differentiated learning outcomes on lesson plans and tracking documents that show
how these have informed planning.● Examples of activities undertaken that demonstrate (pupil) deep thinking and learning.● Reflections following discussions at a consultation evening regarding pupil progress.● Actions taken following pupil progress meetings.● Examples of marking that include challenging target setting.● Samples of pupils’ work as a result of high expectations being set and the use of appropriate
support mechanisms.● Examples of effective interventions.● Use of resources and support staff that demonstrate a positive impact on pupil learning.● Examples of progress reports that show evidence of you modelling positive behaviour, respect
and /or politeness expected in and outside class (to other colleagues and visitors, not just pupils).● Evidence of regular marking and feedback to pupils.
Teachers’ Standard 2: Promote good progress and outcomes by pupils
A. Be accountable for pupils’ attainment, progress and outcomes.B. Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these.C. Guide pupils to reflect on the progress they have made and their emerging needs.D. Demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching.E. Encourage pupils to take a responsible and conscientious attitude to their own work and study.
Examples of Evidence● SA, SB, SC, SH and SK forms.● Pupil progress meetings that include examples of your analysis of data, impact & progress of
disadvantaged groups.● Examples of intervention and subsequent impact (if outcomes or progress is limited, include
evidence of actions taken).● Examples of your tracking documents, exam and test outcomes that reflect progress.● Examples of effective feedback to pupils.● Lesson plans that illustrate how evaluation feeds into your professional development.● Seating and group plans that identify how individual pupils are targeted.
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● Examples of the impact of directed, improvement and reflection time with pupils. ● Examples of pupils’ responses to feedback.● Evidence of pupil self-review and target setting that identifies their own success criteria.● Actions taken following University sessions and/or examples of knowledge and understanding
demonstrated in assignments.● Lesson plans that identify how EAL, SEND, high attaining groups, etc. are targeted.● Records of CPD / staff training.● Examples of verbal feedback notes from conversations with pupils.
Teachers’ Standard 3: Demonstrate good subject and curriculum knowledge
A. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.
B. Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship.
C. Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.
D. If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
Examples of Evidence● Examples of knowledge and understanding demonstrated in university subject knowledge
assignments and through personal research etc. ● Actions taken following subject knowledge sessions.● Your use of a subject knowledge audit to target your subject knowledge development.● Lesson observations that illustrate the effective use of subject knowledge to secure pupil
progress, including the effective deployment of Teaching Assistants. ● Notes from meetings that consider the impact of curriculum change.● Examples of materials produced by you and shared and used by other staff.● Records of CPD / staff training, external courses, university subject sessions, visits / residentials
and/or participation in subject development planning.● Examples of how common pupil misconceptions have been addressed.● Lesson observations (SK forms) that illustrate a specific focus on subject knowledge.
Teachers’ Standard 4: Plan and teach well-structured lessons
A. Impart knowledge and develop understanding through effective use of lesson time.B. Promote a love of learning and pupils’ intellectual curiosity.C. Set homework and plan other out-of-class activities to consolidate and extend the knowledge
and understanding pupils have acquired.D. Reflect systematically on the effectiveness of lessons and approaches to teaching.E. Contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).
Examples of Evidence● SA, SB, SC, SH and SK forms.● Lesson plans that show pace, timekeeping, progression, effective questioning and deep learning.● Progress reviews that indicate: a high level of productivity, curiosity and engagement, including
the use of TAs to promote effective learning; opportunities for pupils to question, offer ideas and engage in deep questioning.
● Examples of pupil feedback that highlight high levels of intellectual curiosity.
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● Examples of how homework has impacted positively on learning and motivation.● Examples of your contribution to developmental activities within departments and year groups.● Examples of where resources have been reviewed, improved and updated, e.g. online materials.● Examples of where you have adapted / amended a lesson having taught it to one group and now
teaching it to another.● Examples of units of work / series of lessons.
Teachers’ Standard 5: Adapt teaching to respond to the strengths and needs of all pupils.
A. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
B. Have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these.
C. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development.
D. Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability, those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
Examples of Evidence● SA, SB, SC, SH and SK forms.● Lesson plans that show explicit differentiation for all pupils - SEND, EAL, high attainers, etc.● Resources that meet the needs of all learners. ● Lesson plans that provide evidence that the learning outcomes have been achieved.● Examples of how data is used to generate differentiated questions.● Seating and group plans that identify how individual pupils are targeted.● Examples of knowledge and understanding demonstrated in assignments, through personal
research etc. ● Actions taken following university sessions that illustrate the application of current / innovative
teaching pedagogies.● Progress reviews that indicate a comprehensive understanding of / ability to impact on pupils’
needs and stages of development.● Records of CPD / staff training.
Teachers’ Standard 6: Make accurate and productive use of assessment
A. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.
B. Make use of formative and summative assessment to secure pupils progress.C. Use relevant data to monitor progress, set targets and plan subsequent lessons.D. Give pupils regular feedback, both orally and through accurate marking and encourage pupils to
respond to the feedback. Examples of Evidence ● SA, SB, SC, SH and SK forms.● Records of moderation and assessment meetings that include reflections on the impact of this
process.● Setting up and use of a tracking document to monitor progress and make appropriate
interventions.● Examples of where accurate use of assessment and tracking has impacted on pupil progress
and learning.● Assessment and data records that show how pupils are monitored.● Examples of work sampling and the impact of this on future planning.
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● Examples of correct use of statutory assessments: SATs, Controlled Assessments etc.● Lesson plans that focus on AfL strategies designed to improve learning outcomes.● Examples of effective assessment strategies used on pupils work, together with their responses
to feedback.● Outcomes of intervention strategies that have been designed to meet the needs of targeted
pupils. ● Examples of target setting data and evidence of the impact of this on pupil progress.● Records of pupil progress meetings that have influenced and informed future planning.● Examples of where pupils have articulated their targets.
Teachers’ Standard 7: Manage behaviour effectively to ensure a good and safe learning environment
A. Have clear rules and routines for behaviour in classrooms and take responsibility for promoting good and courteous behaviour both in the classroom and around the school in accordance with the schools’ behaviour policy.
B. Have high expectations of behaviour and establish a framework for discipline with a range of strategies using praise sanctions and rewards consistently and fairly.
C. Manage classes effectively using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
D. Maintain good relationships with pupils exercise appropriate authority and act decisively when necessary.
Examples of Evidence● SA, SB, SC, SH and SK forms.● Evidence of successful implementation of behaviour for learning strategies: e.g. lesson
evaluations.● Lesson plans that demonstrate clear rules and high expectations of positive behaviour and/or the
identification of specific strategies for behaviour.● Lesson plans that demonstrate how risk assessment has been considered.● Examples of professional development undertaken where the focus has been on promoting
positive behaviour.● Examples of the celebration of positive behaviour: e.g. letters to parents, certificates, log of
rewards and sanctions.● Examples of effective use of resources to promote positive behaviour, including LAs and other
adults.● Examples of differentiated tasks and learning outcomes that are appropriate to the needs of all
and/or targeted pupils.● Consideration that management and organisation strategies are used to manage behaviour
effectively: e.g. seating plans; displays.● Feedback that provides evidence of: modelling appropriate behaviour; actively promoting good
behaviour; showing confidence and consistency when responding to poor behaviour.
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Teachers’ Standard 8: Fulfil wider professional responsibilities
A. Make a positive contribution to the wider life and ethos of the school.B. Develop effective professional relationships with colleagues knowing how and when to draw on
advice and specialist support.C. Deploy support staff effectively.D. Take responsibility for improving teaching through appropriate professional development
responding to advice and feedback from colleagues.
Examples of Evidence ● Reflections with an explicit focus on contributions to: parents’ evenings; open days; lunch and
break duties; residentials.● Reflections on how CPD and other training has had an impact on teaching and learning.● Progress reports that demonstrate contributions made to medium term planning/ schemes of
work and departmental/school policies.● Examples of engagement in enrichment activities: e.g. after school activities, residentials, whole
school events, clubs, fairs, community and charity events.● Minutes of department meetings that show your contributions to these.● Progress reports and mentor meetings that illustrate how you have drawn on advice and
specialist support.● Examples of where feedback from lesson observations has changed and impacted on practice.● Examples of when responsibility has been taken for your own professional development.
(Reference can be made to the action plans in the e-Portfolio).● Focused observation notes on how the class teacher uses TAs and other support staff.● Reflection that considers the impact of TA support on a child.● Reflection on your experience of being a TA.● Examples of lesson plan that demonstrate how support staff are effectively deployed.● Examples of professional communication with colleagues – verbal, email etc. ● Weekly e-Portfolio (PebblePad) reflections that focus on professional responsibilities.● Examples of keeping up to date with pedagogy and practice in your subject.● Examples of report writing.
Specific examples of evidence for Part 2 of the Teachers’ Standards might include:● Prevent Training and FGM Awareness Certificates.● Critical reflection on the British Values university session.● Critical reflection on Keeping Children Safe Part 1.● SA, SB, SC and SH forms that refer to Part 2 of the Standards.● Safeguarding training undertaken in school.● Evidence of involvement in extra-curricular activities.● SI Record of Attendance. ● Attendance at staff training.● Attendance at and contribution to department meetings.● Sharing and showing good practice within the department.
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Appendix 5: The 3 Rs Behaviour Management Model (Bennett, 2016)
For all 3 Rs make sure you:ObservePracticeReview
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This model can provide you with a practical introduction to understanding the craft of behaviour management and developing your expertise towards TS7.
You are encouraged to refer to this diagram to help you demonstrate your skills, knowledge and attitude towards managing behaviour successfully.
For each element of the 3 Rs identify where you are in terms of your practice:
Fully secure
? Partly secure
Not secure
Target those areas in which you do not feel fully secure at the start, middle and end of each of your school-based training periods and implement them in your practice.
RoutinesIn-class routines:Know that class routines drive a positive culture Have set routines for starting/ending lessons, & start of year routines, Have routines for in-class transitions Set clear expectations for individual/pair/group work Use pace to optimise focus & behaviour Know the importance of punctuality & proper planningOrganisation & layout: Resources prepared & ready prior to activitiesWell planned lessons that cater for differing pupil needs Attention to physical layout of classroom – seating plansHigh Expectations: Model & reinforce expectations, rewards & sanctions Harnessing whole school systems:Understanding whole school BM policy and know legal powers availableUse expertise of others
RelationshipsUnderstanding pupils: Build personalised & meaningful relationships with pupils Using age appropriate languageUnderstand how school context impacts on behaviourUnderstand how SEND affects behaviour: ADHD, autism, dyslexia, Asperger’s, OCDBasic psychology of motivation, long/short term memory, focus, learning, cognitive load, spacing & interleaving, group dynamicsUnderstanding parents:Build purposeful & meaningful relationships with parents, knowing how to gain their supportWorking with families to agree high expectationsUnderstand yourself:Regulating your own emotional state & keeping calm & patientAlways acting professionally despite challenging circumstancesMaintaining an ‘unconditional positive regard’Leveraging the support of other adults to develop understanding
Response
Normalising good behaviour, reducing the attention misbehaviour receives: Using praise & rewards to give attention to good behaviour Correcting misbehaviour early Using positive language to refocus pupils Body language, voice tone and language choice Strategies to discourage low level disruption including non-verbal interactions Scripted & practiced reactions Informal intervention prior to formal Choosing when to respond, tactically ignoring secondary behaviours Dealing with significant incidents: Handling confrontation & stressful encounters, de-escalation, planned & scripted responses Appropriate use of sanctions How to react to misbehaviours in public areas How to have restorative conversations
