€¦ · Web viewHenry Maynard Training E17. School Direct (Salaried) Programme. Handbook. for. Mentors and Trainees. CONTENTS. 3. Welcome. 4. Contact details. 5. School Direct

Henry Maynard Training E17

School Direct (Salaried) Programme

Handbook

for

Mentors and Trainees

1

CONTENTS

3. Welcome4. Contact details5. School Direct (Salaried) job specification6. Agreement to sign7. What is expected from School Direct trainees, 8. What you can expect from Henry Maynard Training E 17 and the school 9. Guidelines for mentors 11. Training Programme12. Pre-course Task13. Induction programme14. Initial information needed from your main school15. Assignments and tasks16. Classroom and behaviour management (Level 6 module)17. Teaching and Learning in Literacy and Numeracy (Level 6 module)22. Assessing Children’s learning and progress (Level 7 module)29. SEN: personalising learning (Level 7 module)30. Subject Training Programmes36. Organising your files37. File Evidence Guidance47. Evidence Files Annotation Proforma and sample48. Second school placement 50. Comparison of Two Schools 51. Final Report 53. Procedures to be followed in the event of a trainee failing to make progress towards QTS55. Extra support required form56. Cause for concern form

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WELCOME

We are very pleased that you have chosen to train as a teacher with Henry Maynard Training E17. We have a very high record of success and hope that your training is an enjoyable, rewarding and successful experience.

We consider that the two most important aspects of the School Direct Initial Teacher Training programme are achieving a balance between work and study, and building and maintaining professional relationships.

Starting anything new is difficult, but we are sure that in whichever school you are based, you will soon feel part of a team and receive the support you require. Teacher training is an integral and important part of school life in the schools working in our partnership.

There will be plenty of opportunities to meet with other SD trainees and you will have regular contact with your mentor both formally and informally. You will be assigned a tutor who will work closely with you to ensure progress in achieving the teaching standards.

This handbook is intended to provide some initial guidance and also be a point of reference during your training.

Please also refer to the “Booklet of Documents and Proformas”

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CONTACT DETAILS

Henry Maynard Training E17Henry Maynard Primary SchoolWalthamstowE17 9JE

Training room office – 020 8520 3142 Henry Maynard Primary – 020 8520 3042 www.henrymaynardtraining.co.uk

Linda Adair Headteacher

Clare Hunton SCITT [email protected]

Trefor Marsh SCITT [email protected]

Juliette Birch Training [email protected]

Kathryn Kabra Link tutor/ Training Consultant

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mailto:[email protected]



http://www.henrymaynardtraining.co.uk/

HENRY MAYNARD TRAINING E17School Direct (salaried) Job Specification

Please read this Job Specification in conjunction with the rest of the handbook. Please sign and return a copy to the Training administrator.

Professional RequirementsAs a paid member of staff you have the same conditions of service as all other staff members, as follows.

We expect you to be in school, as a minimum, between 8.00 and 4.00. If you are ill or have other reasons for absence please ring as early as possible (before 8.a.m.) on the first

day, and keep us informed daily until you are able to return. After 5 days illness teachers need to self- certificate.

Attend and contribute to year group planning meetings. Maintain confidentiality- it’s OK to talk about your work but do not name the children or parents outside

the school. Behave professionally at all times. As a teacher you have a responsibility out of school to maintain

standards of behaviour. Do playground duty once a week. Be sensitive to your mentor’s and other staff’s needs and the demands of their other responsibilities. Do

not approach if steam is coming out of their ears!! Keep your mentor informed of your timetable so s/he knows when you are going to be out of class on

training or observations, and also when you are going to be observed.

General To become familiar with pastoral school policies which affect the daily life of the school, eg behaviour,

equal opportunity, racial equality, health and safety, child protection, and to act in accordance with the spirit of these in all dealings with the children.

To work alongside the class teacher in all non-teaching aspects of their role, for example preparation of resources, photocopying, classroom maintenance, display, playground duty.

To observe and make notes on the way teachers plan for, teach and manage their classes.

Teaching To work with groups of children as directed by the class teacher. To build up skills in whole class management, initially through taking the register, reading stories and

managing whole class movement around the school to assembly, the playground etc, then through leading parts of lessons, whole lessons and parts of days as directed in training plan.

By the end of term 2 to have increased whole class teaching to about 75%. In term 3 to be responsible for the class for an increasing proportion of the day as directed in your

training plan.

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Training and Development To keep up with the requirements of your training plan with regard to

Attendance at internal and external training. Arranging to observe or meet subject/teaching specialists within this and other schools, and to keep

notes for your portfolio. Meeting with your mentor and tutor at the arranged times. To develop and maintain your portfolio of evidence, and have it available when requested. To attend staff meetings and INSET relevant to your training.

Planning To become familiar with the long and medium term planning formats used in the school and use the

recommended lesson plans. To show your plan to your class teacher one day in advance for them to approve or amend.

OUR COMMITMENT TO YOU

To provide you with a comprehensive induction into the school. To negotiate a training plan designed to meet all your developmental needs. To give you guaranteed non-contact time to further your professional development. To ensure you are observed regularly (at least fortnightly) and are given clear, focused and fair feedback. To hold half-termly formal reviews. To give you the opportunity to observe good practice in both key stages, meet with subject specialists and

attend training/INSET. To make available the materials and resources needed for your work. To follow the quality assurance procedures laid down in Henry Maynard Training E17 Handbook and

Guidance. To include you fully in the life of the school.

If you are in agreement, please sign below.

Trainee______________________

Henry Maynard Training E 17 Representative__________________________

Date_______________________

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What is expected of School Direct Trainees?

Detailed expectations are set out in the School Direct contract, but here are a few points that will help you develop good working relationships with your school colleagues:

Understand that the teacher’s first priority is the children Recognise that staff in the school are very busy, but will find time to support you as long as you choose

an appropriate time to ask questions/talk to them It is your responsibility to help in setting up the classroom and tidying up at the end of a lesson Be willing to help out during your early days in the school and don’t be afraid to use your initiative

around the classroom, you are also the class teacher! Avoid asking teachers to justify everything they do, but concentrate on learning by observing Make notes on questions to discuss with your class teacher or mentor at an agreed time Demonstrate commitment to the school, the class and class teacher in order to fulfil wider professional

responsibilities Be an effective communicator and team player Be proactive and take responsibility for your own professional development Demonstrate a desire to take responsibility and work independently Be ready to help out in times of unforeseen change and emergencies Inform your mentor, tutor or SCITT Manager of concerns as soon as possible Be a friendly, happy and warm colleague. Take time to go into the staff room, meet all members of staff

and take time to chat to those you don’t see on a regular basis Be professional at all times. Contribute to staff meetings where appropriate Adhere to school policies, including dress codes

Attendance and professional expectationsTrainees are expected to attend all core training sessions and school based INSET. If, for an unavoidable reason, a trainee is absent from a training session s/he is responsible for obtaining information from tutors about any tasks. All absences must be notified in advance to your school and to Henry Maynard training E17. Any planned absences must be discussed with the Link Tutor or SCITT Manager.Trainees are expected to be punctual and observe the hours of work. Where schools have codes of conduct and dress, trainees must observe these. Lectures and core training sessions normally begin at 9.00 and end at 4.00.Trainees are required to support monitoring and evaluation activities and to complete monitoring and evaluation forms to enable Henry Maynard Training E17 to secure continuous improvement and maintain consistently high quality provision.

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What you can expect of Henry Maynard Training E17

You can expect extensive professional, academic and pastoral support during what can be a very demanding year. You can also expect us to be critical, to challenge you academically and professionally and to require the highest standards in the classroom, in assignments and in professionalism.The training focuses on learning through observation of outstanding practitioners and our trainees work closely with experienced and outstanding teachers. All our partner schools share our commitment to school led ITT and quality assurance procedures are in place to ensure consistency and quality across the partnership.Our aim is to produce outstanding teachers who are ready for employment across our partnership schools. The School Direct route has an expectation for schools to employ trainees within their own school or a partner school. Although this is our aim, it cannot be guaranteed and depends on a suitable position becoming available.

Henry Maynard Training E17 will:

manage the selection process carry out initial needs analysis arrange and conduct half termly reviews arrange final assessment mark and moderate assignments moderate judgements against standards prepare a clear and structured training plan arrange and deliver the core training element of the plan, including induction provide access to books and IT based materials mediate between those involved in training ensure consistency of provision provide mentor training and support observe the trainee and meet the mentor half termly respond to communication from a school within two days

What you can expect of the School

Trainees can expect schools to: provide a supportive learning environment include them in staff meetings and INSET participate in the selection process keep them informed of events and changes in the timetable believe that teacher training is an integral part of school improvement be committed to nurturing and challenging them to develop the skills of a qualified teacher enable the requirements of the training plan to be met

Trainees should be aware that every schools’ first priority is the pupils and their needs will always come first.

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GUIDELINES FOR MENTORS

The mentor role is challenging but also rewarding. A mentor guides and supports the trainee through the various stages of becoming a teacher while also monitoring and assessing their progress.Coaching and introducing trainees to the profession can be very rewarding. Discussing and analysing lessons with a trainee can enable staff to focus on children’s learning and can lead to significant improvements in classroom practice and pupil achievement. What makes a good mentor?

Willingness to learn the skills of coaching and mentoring Enthusiasm about teaching Patience Accessible and approachable Able to empathise Good organisational skills Good listener Sensitivity Willingness to share classroom practice Sense of humour High expectations of pupils and trainees Proficient in giving effective feedback Have a good reputation as a teacher and a team player Clear communicator

The roles and responsibilities of a mentor are to:

listen and give guidance and be a critical friend maintain morale and confidence of trainee give praise and constructive criticism advise Henry Maynard Training E17 of any concerns as soon as possible give one hour of mentor time a week and record discussions give written feedback on a lesson once a week and additional verbal feedback monitor progress against the training plan and set targets participate in reviewing trainee’s progress each half term ensure trainees have access to resources, policies and documents arrange induction into the school discuss aspects of the training plan and give advice on assignments ensure trainees are able to meet the requirements of the training plan support trainees with arranging observations complete paperwork attend mentor training have a working knowledge of the standards for QTS ensure that their own subject knowledge for teaching is up to date support trainees in developing their subject knowledge give support with planning provide information and advice on children in the class enable the trainee to carry out tasks according to the training plan and to meet targets

Induction and settling in

9

The effects of the initial welcome that trainees receive in a school cannot be underestimated. Treat the trainee as a professional colleague from day one. Encourage everyone to treat them in

this way. Introduce them to as many people as possible, including members of the support staff Make the School Prospectus and Staff Handbook available. Give them guidance on school routines Arrange for a guided tour of the school Let them know where to go for help and advice if you are not available Explain which resources are available and show where they are stored Explain any unwritten staffroom rules Make sure they have a “pigeon hole” Accompany them when they are going into a new situation for the first time e.g. a staff meeting Ensure they sit in on meetings with parents Arrange for them to be included in some of the activities going on outside the classroom e.g.

after school clubs, school play, concerts, parents’ evening, school trips Encourage your trainee to come into the staffroom and get involved in whole school events

The trainee may find it difficult to know exactly where they fit in at first, even if they have already worked in the school, they will now be employed in a different capacity. Treat the trainee as a respected colleague in front of the children. Introduce them to the class as another teacher. Through getting to know the whole school and observing and working with experienced professionals the trainee will be able to understand the complexities of effective teaching. Make sure that the trainee is never asked to do something that is too complex or too stressful. You will be the best judge of how much responsibility they can be given at any particular stage. Take pride in their success – it is as much yours as theirs. Indeed, it is as a result of your coaching and mentoring skills

Difficulties Difficulties may arise. If you have concerns regarding the progress of your trainee you should consult the SCITT Manager or Link Tutor. Please refer to the Cause for Concern section in this handbook. It is vital that any problems are dealt with early on so that the trainee can receive the necessary coaching and guidance.

Mentor trainingPlease ensure that you attend the termly mentor training sessions. Your trainee will cover the class while you are attending the training. The sessions are usually at the beginning of the term. Details of times and venue will be sent out in advance. During the year the following elements will be covered:

expectations of mentors and trainees

documentation and paperwork

observations and giving feedback

second placement requirements and expectations

moving trainees from good to outstanding

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TRAINING PROGRAMME

Individual Training Programme

The School Direct Programme is a highly differentiated course taking into account the trainees’ wide variety of experience. The programme leads to the award of Qualified Teacher Status by building a bank of evidence referenced to the Teaching Standards. In addition, trainees are expected to work towards the award of PGCE (accredited by UEL). Training and support for this is built into the training programme.Trainees should ensure weekly meetings with mentors are recorded on their training plan and targets set. Targets should be specific and achievable. Progress towards the targets will be discussed and monitored by School Direct tutors. Trainees are responsible that “gaps” within the Teachers Standards are addressed. This means that at times the School Direct programme will differ from trainee to trainee.

Term 1 Induction daysSubject audits: English, mathematics, science and phonicsInput and study focuses on literacy and numeracyAdditional input and study includes behaviour management; planning and assessment; special needs; ICT; and teaching science, humanities, art and musicWork alongside an assigned teacher in one key stageClassroom activities begin with assisting the class teacher, supporting groups of children and teaching parts of lessonsGradually increase whole class teaching up to 50% of the week One week teaching literacy and numeracy3-day block training Written assignments on classroom management and assessing children’s learning

Term 2 Input and study includes equal opportunities; assessment;P.E.; religious education and PSHE; job applications and interviews. Gradually increase whole class teaching up to 75%Experience of teaching in another school and another Key Stage for a minimum of 5

weeks Written assignments on SEN SEN presentations

Term 3 Input and study includes end of KS assessment; observation in other phases; planning out of school trips; and reporting to parents. Return to key stage of term 1Whole class teaching up to 80% with decrease in class teacher support Final moderation

Each half term, progress towards the standards required for Qualified Teacher Status is assessed and targets are set.

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Pre-Course Tasks

(TS refers to Teachers’ Standards; all collected evidence can be used in your evidence files)

You will be asked to bring your evidence at the Initial Needs Analysis, which will take place within the first three weeks of the course.

Revise subject knowledge of literacy, maths and science through self study in preparation for audits in September. Check the areas covered by the texts you are using correspond to those in either of the following series’: *Learning Matters: Achieving QTS - Primary Literacy/Maths/Science Knowledge and Understanding TS 1.3a

Reflect on the strategies you have observed teachers using (in any year group) and make a record of these (the enclosed pro forma can be used; approximately 2 per form). TS 1.4d

Record some general observations of strategies and support for a child with special educational needs that you have observed. support, resources, IEP, what works, progress, etc (no pro forma is given, a side of A4 using suggested headings will suffice) TS 1.5

Read and annotate (record at least 8 main points) the aims, values and purposes of the New National Curriculum (up to page 11, document attached). Read and make notes on the changes to the national curriculum (attached power point presentation) TS 1.4e

Keep a record of at least 10 fiction books you have read for the KS1/ KS2 age range, or F/KS1 as applicable. Comment on issues related to culture, setting, language and your own personal thoughts. Could be set out in a table. No longer than 5 A4 pages! TS 1.4, 1.5

Complete ‘Aspects of School life and teaching’ task for your current school, if applicable. No longer than 3 A4 pages. TS as per each task

Knowledge and Understanding of EYFS. Read and annotate the introduction to the Development Matters framework (attached): themes principles and practices; formative assessment; the characteristics of effective learning; the prime and specific areas of learning TS 1.4e

Familiarise yourself with the progression on the ‘Age bands spreadsheet’ which details the development of skills and knowledge children are expected to be working at- by month bands. Answer the following questions: Describe in a short paragraph what are the expectations for a child starting in Year 1-refer to the ‘40-to 60+’ band and the 7 areas of learning. 1.4e

Phonics. Read ‘Letters and Sounds, Principles and Practices of High Quality Phonics, Notes of guidance for practitioners and teachers’ (p 1-28), and ‘Principles and practices of High Quality Phonics, Six-phase Teaching Programme’ (p2-4) Familiarise yourself with the documents and write notes about: In Book 1-the background to the document; principles and practices of High Quality Phonics; Progress from learning to read to reading to learn, progression and pace; EAL; multi-sensory learning; The simple view of reading; overview of the phases; terminology; representation of phonemes; overview of the phases; In Book2-planning and progression; speaking and listening; assessment for learning; seven aspects and seven strands of high quality Phonics; high frequency words and assessment.This document is available online at www.gov.uk/government/publications/letters-and-sounds

Familiarise yourself with the QTS Teachers’ Standards and make a record of how you have partially met some of them prior to starting the course in September (form with standards included, middle column to be completed with your evidence) applies to all TSsIf possible start gathering evidence against the Teachers’ Standards, lessons resources, plans, IEPs, evidence of contributing to school life, photos of displays, marking, etc

*The suggested texts can be borrowed from Henry Maynard Training E17, but we highly recommend you purchase a copy to inform subject knowledge for planning and teaching. Derek Haylock’s ‘Mathematics Explained for Primary Teachers’ is also highly recommended.

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http://www.gov.uk/government/publications/letters-and-sounds

Induction Programme

The aims of the Induction programme are to ensure that trainees:

Have opportunities to meet with other trainees Have an overview of the Early Years Foundation Stage Are prepared to begin supporting their class Have opportunities to ask questions and air concerns Know where to find information and advice about their school and their training Are introduced to a range of aspects relating to teaching and their training, including behaviour

management

This programme will be delivered centrally at Henry Maynard Primary and the remainder will be spent in a trainee’s main school.

The part organised centrally includes:

Familiarisation with the handbooks Meeting other trainees Discussion on professionalism and what is expected of all those involved in the training Input introducing a range of aspects related to teaching Advice on organising files Information on the standards for QTS The planning process from the National Curriculum to lesson plans Advice on beginning to support a class Initial Needs Analysis and training plans/reviews Completion of subject audits

In a trainee’s main school, the mentor arranges for trainees to:

Meet key members of staff - head teacher, deputy, class teacher Attend an assembly Attend INSET if arranged, where possible Be provided with sources of information – school brochure, School Development Plan; list of staff

with additional responsibilities and school contact details Be provided with policies for child protection, marking and behaviour management and be informed

of where to find others Be provided with planning documents and proformas Gain information relating his/her class and school procedures Find out what ICT resources are available and how to access them Locate resources

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Initial Information Needed from your Main School

During the first 2 weeks at your main school, ensure that you: Have a class list and timetable Have the school’s phone number and email address Know where the daily noticeboard is and what communication systems are used Know the procedures regarding absence Know where resources are kept Have key policies including dress code Know the arrangements for tea and coffee payments Know who is responsible for different curriculum areas Have holiday and INSET dates Know how to operate the photocopier Have copies of planning documents and School Development Plan Get your logon details for the school computer systems Know who is responsible for Child Protection and Safeguarding and ensure you are familiar with

the school policy and procedures

Assignments and Tasks

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List of assignments and Task with timetable for submission

Assignments should: Include quotes/references within the text Have a bibliography Include the word count (excluding quotes) Incorporate examples from practice as well as theory Demonstrate a good standard of English Be proof read Be succinct

All trainees are expected to attend the training sessions and attempt to fulfil the expectations and requirements of the PGCE. In completing the programme, successful submission of the two level 7 modules will lead to the award of Postgraduate Certificate of Education, carrying 60 level 7 credits. A resubmission opportunity is provided if you are unsuccessful on the first submission of any of the assignments. If on resubmission either of the level 7 modules passes at level 6 only, the award is Professional Graduate Certificate of Education, carrying either 30 level 7 credits or no level 7 credits. Detailed guidance and documentation regarding the two Level 7 PGCE modules will be given during a training session led by UEL in the Autumn term.

The PGCE part of the programme, awarded by UEL for Henry Maynard Training E17, will be validated by UEL.

Month of Submission L 6 Behaviour Management

October

L 6 Teaching & LearningNumeracy & Literacy

April

L 6 Evidence Files JuneL 7 Assessing Children DecemberL7 SEN February

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Classroom and Behaviour ManagementLevel 6 Module

During the first half term take some time to reflect on the teaching and behaviour management strategies you observe in class. Record this in your Reflective Journal.

1. Make a list of ways in which the teacher/other adults supported children’s learning.2. Make a list of things, which the teacher/other adults did to help each other.3. Make a list of things adults did to manage children’s behaviour.4. Make a list or things adults did to make activities interesting, exciting, practical, hands-on and

relevant for the children.5. Give an example of how an adult gave feedback to a child.6. Identify how these observations will inform your teaching.7. Note down what sort of questions the teacher asks. 8. Note examples of positive and negative comments (if any)9. Anything additional that you want to comment on.

With reference to the above and observations of generic teaching skills and the classroom environment, write an `essay` of approximately1 1500 words entitled:

What strategies do you consider to be important in promoting good behaviour and establishing a purposeful learning environment?

Please appendix notes relating to points 1-9.

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Teaching and learning in Literacy and Numeracy Level 6 Module

English Tasks

TaskSuggested Text/material

Type

of

Evid

ence

Stan

dard

1 Read the introduction to the national curriculum National Curriculum Notes 1.42 What are the expectations of children at the end

of the year in which you are based? Are there children who have already reached these expectations? How is the teacher taking account of this?

Refer to the National curriculum

Notes to include-Summary of expectations-discussion with CT/mentor-notes about individual children At least two sides of A4

1.2

3 Two key factors that support the development of literacy in the early years are: creation of opportunities and provision of adequate resources. Consider pre-school and at school experiences of literacy.

Look at the resources for reading and writing in your class and make a list.

Notes and record your thoughts under the headings reading, writing and oracy. Look at the resources for reading and writing in your class and make a listAt least one side of A4

1.3, 1.4

4 Select 10 books from those available to your year group. To what extent do they meet the following criteria:

Entice the reader into reading Have strong language patterns or narrative

structure Link with children’s cultural or language

experience Have stimulating illustrations or pictorial texts Encourage the development of print concepts (e.g

one to one matching, visual and phonic awareness)

Are perennially popular Offer opportunities for spin-off activities

10 books from those available to your year group

Notes in a table. Some of these will be from your pre course task

1.31.4

5 Plan with your class teacher opportunities to support children with different abilities in literacy

Liaising with CT Lesson plans; notes of discussion with CT/mentor (at least one side of A4)

1.5

6 Observe a literacy lesson in three different classes (preferably 3 year groups). Keep a record of your observations using the pro forma

Observations of other teachers Observation; Pro forma + reflective diary

7 Make a list of possible questions to consider when listening to a child reading and reading with children.

Look at a range of ready-made questions in reading books at school or in chn’s reading journals

Notes One side of A4

1.6

8 Observe phonics teaching in your class and in Observations of other teachers Notes 1.3

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another year group and make comparisons. How is phonics taught in the context of authentic reading and writing activities?

At least two sides of A4

9 Developing reading. Read suggested text. These chapters build on the core training - make notes on ideas you could take into the classroom.

Chapter 4 (FS/KS1 trainees) or Chapter 8 (KS1/KS2 trainees) in Primary English Teaching, Theory and Practice.

Notes At least one side of A4

1.3

10 Guided reading Plan a series of three guided reading session for a group. Show how your assessment during each session impacts on your planning of the next session.

Plans and assessment of 3 lessons

1.21.6

11 Features of different genres: Select three genres that you have taught. What are the key features of these genres? How would the teaching of these genres progress across KS1/2?

Refer to the following texts for guidance: Grammar for Writing p 152-153

Literacy: what works? (Palmer and Corbett: Nelson Thornes)

How to Teach…series (Palmer and Corbett: David Fulton Publishers)

Notes

At least one side of A, can be presented in a table

1.3

12 Speaking and Listening How are you developing children’s speaking and listening skills? What ideas and examples of good practice in the texts below could you adapt for use with the children in your class? Discuss your ideas with your mentor.

Primary English Teaching Theory and Practice (Medwell et al: Learning Matters) Ch 10 (2nd Edition) or Ch 11 (3rd Edition) – focus on the sections for your key stages Ch. 3 Oral Artistry, Grainger, in Creativity in Primary Education (ed Wilson: Learning Matters)

Notes /TP notesAt least two sides of A4

1.31.4

13a

Assessing writing Assess samples of writing for your 4 focus children (2 for each) against the National Curriculum expectations. Identify the level and the next steps (what the child needs to do to improve / progress to the next level). Record the information on the pro forma. Discuss this with your mentor and ask them to verify your assessments. Many schools use APP support materials for assessing writing

Samples of writing for your 4 focus APP material or school’s own criteria

Pro forma: Child Profile/Target Setting

1.6

13b

Assessing writing Repeat 14a with 3 samples of writing from your second Key Stage that reflect a range of abilities.

Samples of writing Pro forma 1.6

14 Assessing reading Carry out a running record or simplified miscue analysis with at least two children (these could be your focus children). Your school may have a format for this. Alternatively, you could use the one for the end of KS1 reading task or that described in Ch 14 Primary English teaching Theory and Practice (Ch 12 in 2nd Edition). Share the results with your class teacher/mentor, ask them about other ways of assessing reading and to guide you in selecting texts which would support you in assessing children of different levels ie L1–3 or L2-5.

Ch 14 Primary English teaching Theory and Practice (Ch 12 in 2nd Edition).

Pro forma 1.6

15 What strategies have you used in literacy to support the learning of a child with EAL?

Cummins, Jim. Scaffolding Language, Scaffolding Learning:

Present on two sides of an A4. Bullet points can

1.5

18

Teaching Second Language Learners in the Mainstream Classroom Gardner, Paul. Teaching and learning in multicultural Classrooms EAL pocket bookPim, Chris. 100 Ideas for Supporting Learners with EAL

be used, but all strategies listed needs to be

explained. Photos can be included in addition to

text.

Mathematics Tasks

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TaskSuggested Text/material

Type

of

Evid

ence

Stan

dard

1 Read the introduction to the National Curriculum

The National Curriculum Notes One side of A4

1.4

2 What are the aims of teaching mathematics?Identify 10 aims and try to put them in what you consider to be hierarchical order.What is the role of the teacher in achieving these aims?

For ideas refer to:-your school’s maths policy,-the National Curriculum

-Teaching Primary Mathematics,Chapter 2 (Askew, Hodder & Stoughton)

Notes At least one side of A4

3 What are the expectations of children by the end of the year in which you are based ?Are there children who have already reached these expectations? How is the teacher taking account of this?

Refer to National Curriculum Notes to include-Summary of expectations-discussion with CT/mentor

-notes about individual children

At least two sides of A4

1.2

4 Plan with your class teacher opportunities to support children of different abilities.

Liaise with CT Lesson plans; notes of discussion with CT/mentor (at least one

side of A4)

1.5

5 Observe a maths lesson in 3 different classes (preferably 3 year groups

Observations of other teachers Pro forma

6 Counting - Task for FS/KS1 traineesCounting is an essential strand of number and as teachers we can learn much from the problems faced by the young child Make careful notes on:-the difficulties children face in understanding counting;-possible misconceptions;-the development of counting through Foundation, KS1 and lower KS2

Teaching and Learning Early Number (Ian Thompson, Open University Press) Primary Mathematics: Teaching Theory and Practice (Mooney et al, Learning Matters)Children’s Errors in Mathematics (Hansen, Learning Matters)Teaching Primary Mathematics, Chapter 2 (Askew, Hodder & Stoughton)

At least one side of A4 Notes

1.3

7 Place valueRefer to texts such as those listed and make careful notes on:-the difficulties children face in understanding place value;-possible misconceptions;-the development of Place Value and Ordering across Foundation/KS1 or KS1/KS2Note that the fundamental principles are developed in Years 1, 2 and 3 so that a sound understanding is achieved.

Teaching Primary Mathematics, (M Askew, 2004, p25-41)Primary Mathematics: Extending knowledge in Practice (Hansen,Learning Matters)Teaching primary Mathematics, Chapter 2 (Askew, Hodder & Stoughton)National Numeracy Strategy or Mathematics Framework

At least one side of A4 Notes

1.3

8 Fractions, decimals, percentages, ratio and proportion - Task for KS1 and KS2

National Curriculum At least one side of A4 Notes

1.3

20

traineesTrack the development of children’s learning in fractions, decimals, percentages, ratio and proportion.

9 The learning environment: How does the environment in your classroom and in others support the learning of maths. Consider display, layout and resourcesTake photos of displays, which you think support children’s mathematical learning.FS and KS1 trainees: Focus on the Early Years case study and consider the key issues.KS1 and KS2 trainees: What are the advantages of using the outdoor environment as a resource in KS2?

Ch 7 The environment and the outdoor classroom as a mathematical resource, Cunningham, in Using Resources to Support Mathematical Thinking (Drews & Hansen, learning Matters)

One side of A4 Notes 1.1,

1.4

10 Creative mathematical learningHaving read the chapter, how could you increase the level of creativity in your maths teaching?

Ch 8 Creative Mathematics, Briggs, in Creativity in Primary Education (ed Wilson, Learning Matters) Maths Explained for Primary Teachers, D Haylock may also be useful

One side of A4 Notes on chapter and to

answer the question

1.11.4

11 What strategies have you used in mathematics to support the learning of a child with EAL?Bullet points can be used, but all strategies listed needs to be explained. Photos can be included in addition to text.

Cummins, Jim. Scaffolding Language,

Scaffolding Learning: Teaching Second

Language Learners in the Mainstream

Classroom

Gardner, Paul. Teaching and learning in

multicultural Classrooms

EAL pocket book

Pim, Chris. 100 Ideas for Supporting

Learners with EAL

Present on two sides of an A4.

1.5

Guidance for the module Assessing Children’s Learning and Progress Level 7Elements to be submitted by 31st December (please use this as a tick list): This assignment will require you to provide evidence of the cycle of assessment:-

assessment of each child’s needs in literacy or maths set a SMART target for each child

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plan interventions to address the targets evaluate impact of the planned intervention set new SMART target if appropriate then continue this cycle (at least 5 sessions per child)

Present the above in a separate section for each child.1. Critical Reading Log (1000 words) Please read the core and recommended texts- appendix 1- and identify ‘key

points’ and for each of them ‘Implications for your practice in relation to the planned interventions’. Minimum of 5 texts. Please use Critical Reading Log table - appendix 2

2. Report (400 words) on how you have selected the 4 children having identified an underachieving group (not SEN as you will be working with a child with SEN as part of another assignment) related to school or class priorities (identified in progress meetings) so that you can measure their progress and contribute to the school’s development plan or have a positive impact on pupil progress. This needs to include a brief description of the context of the school (FSM, PP, EAL, SEN, etc). You need to discuss this with your mentor/class teacher, who may already have an idea (from progress meetings), of the children to target. Include samples of children’s work/evidence to support your initial assessment.

3. Portfolio for each child including the following: Pen portraits for each child (200 words each. Do not include proforma or observation notes) Observe these children regularly during the first half term in a variety of contexts-minimum of once a week- appendix 3. Each observation should take about 10 minutes. You should make notes on everything the child says and does and then answer the questions on the analysis sheets to help you reflect on the child’s learning and the teaching strategies used. Talk to each child about school: what they like / dislike; what they are good at or need help with; reading, authors, books; interests in and out of school- appendix 4. Gain some background information on the children: languages spoken / understood; factors affecting learning (for example, attendance, physical, emotional, behavioural); level reached in core subjects from class teacher and records. Write a pen portrait of approximately 200 words for each of your focus child summarising the above points. You can use the above as subheadings to structure your portraits. No pro forma supplied. analysis of data and summary of current attainment for each child (appendix 6) sequence of lesson plans of intervention sessions for each child or for the group. evaluations of each session (include photos/ samples of work/ marking) Action plan with record of target setting for the planned interventions using the pro forma. Appendix 5

4. Critical analysis of the impact of your intervention on attainment and progress of the four focus children (1500)

Appendix 1Reading ListCore Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards Through Classroom Assessment. Kings Consortium School of Education.

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Black, P. and Wiliam, D. (2006) Inside the Black Box V:1 Raising Standards Through Classroom Assessment. London: NFER NelsonClarke, S. (2001) Unlocking Formative Assessment. London: Hodder & StoughtonClarke, S. (2008) Active Learning through Formative Assessment. London: Hodder and Stoughton.RecommendedBroadfoot, P.,Weeden, P. and Winter, J. (2002) Assessment: What’s in it for schools? London: Routledge.Hughes, M. (1999) Closing the Learning Gap. Stafford: Network Educational Press.Wiliam, D. (2011) Embedded Formative Assessment. Bloomington, IN: Solution Tree.

Appendix 2Critical Reading Log table (750 words)

Text title (book/chapter/article, etc):

Key points:

Text title:23

Key points:

Text title:

Key points:

Text title:

Key points:

Text title:

Key points:

Implications for your practice in relation to the planned interventions (1000 words)

Appendix 3Analysis of Pupil Observations Doc 10c

Please use this form when observing children. This will support the writing of pen portraits

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Initials of child Year Age

Setting or context

What did the child already know?

What could the child already do?

What was the child focusing on?

How did the teacher/adult make the activity interesting / relevant / meaningful to the child?

Did the child stay on task? If not, why not?

What particular strategies, if any, did the teacher/adult use to support EAL/SEN children?

What would you do to extend or consolidate the child’s learning?

What have you learned from this observation about group organisation, use of resources, questioning, for example?

Appendix 4Questions to consider when observing focus children

Participation (in whole class): questions / responses

Does s/he put hand up to answer / ask spontaneous questions / offer information or opinion?Does s/he keep attention on task / behave as other children / accept praise happily / accept sanction if given?

Participation (with others):

eg Does s/he join in with groupwork, make suggestions, ask and answer questions, help record work done, help present work done?

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questions / responses eg

Does s/he keep attention on task / behave as other children / lead or dominate / remain silent

Concentration (while working individually)

eg Does s/he settle quickly to a task, remain focused, select correct equipment, assess whether s/he can do what is required and ask if not, behave as other children, ask for support or to check work, say when task is complete?

Issues of understanding / misconceptions(if any)

What issues of understanding does s/he reveal while working? Make as precise a note as possible about what these are. Later you can discuss next steps with your mentor.

Level of work and Task completion

Does s/he complete all tasks given or a proportion of them? Does she appear to be working at an appropriate level or below/above where s/he should be?

Socialisation / Emotional disposition

Is s/he generally happy in her/his overall manner? Does s/he interact with others within / between lessons? Is s/he socially integrated and happy on the playground and at lunchtime?

Appendix 5Action Plan: what needs to be done/changed/adapted... Area of underachievement: _________________________________Target for each intervention session Actions/s Outcome/evaluation Next stepsSession 1

Session 2

Session 3

Session 4

Session 5

Appendix 6Analysis of data and summary of current attainment Child Initials: Current year group: Attainment: Please use assessment system as per your schoolCurrent Attainment Grade

R W M Expected level at this point in the year(By age/Year group)

R W M *Delete as appropriateReading: below /at /above* expected level for ageWriting: below/at /above* expected level for ageMaths: below/at /above* expected level for age

Progress:From end of previous academic year

Levels at the end of previous academic year

R W M Progress in APS points

R W M What is Expected progress in your school?

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From previous KS

Level in Foundation Profile/end of KS1* *Delete as appropriate.

R W M Progress in APS points

R W M

Summary of current attainment What does the data above tell you? Numbers don’t tell the whole story. Ask ‘why’, analyse the evidence you have gathered, what resources/intervention are already in place.

Appendix 7 Rubrics- assessment criteria for the assignment

Knowledge and Skills 1 High Level 2 Good level 3 Minimum Level 4 Unsatisfactory The portfolio demonstrates a comprehensive understanding of assessment and monitoring practice and strategies, including formative, summative and statutory assessment, to secure pupil progress.

It includes evidence of extensive assessment practice and understanding of how this is used to overcome pupils’ underachievement.

Evidence of assessment practice

The portfolio demonstrates a clear understanding of assessment and monitoring practice and strategies, including formative, summative and statutory assessment, to secure pupil progress.

It includes evidence of good assessment practice and understanding of how this is used to overcome pupils’ underachievement.


The portfolio demonstrates some understanding of assessment and monitoring practice and strategies, including formative, summative and statutory assessment, to secure pupil progress.

It includes evidence of sound assessment practice and understanding of how this is used to overcome pupils’ underachievement.


The portfolio demonstrates little or no evidence of understanding of assessment and monitoring practice and strategies, including formative, summative and statutory assessment.

It includes insufficient evidence of sound assessment practice.

No evidence of constructive or

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which encourages pupils to reflect on their own learning is included.

The action plan identifies bespoke pupil-centred interventions, informed by data, to overcome pupil underachievement.

Demonstrate a comprehensive understanding of assessment and monitoring practice, including formative, summative and statutory assessment, to secure pupils’ progress

Identify strategies to overcome pupil underachievement

Demonstrate self-direction by using data to set targets and plan subsequent learning opportunities of underachieving pupils

Provide pupils with oral and written quality feedback in order to guide them to reflect on their progress and emerging needs

Analyse and report on pupils’ progress

Communicate their conclusions clearly to specialist and non-specialist audiences

which informs pupils of next steps is included.

The action plan identifies detailed interventions, informed by data, to overcome pupil underachievement.







which identifies pupils’ strengths and weaknesses is included.

The action plan identifies appropriate, generic interventions to overcome pupil underachievement.







developmental assessment practice is included.

The action plan fails to identify appropriate interventions to overcome pupil underachievement.







Thinking 1 High Level 2 Good level 3 Minimum Level 4 UnsatisfactoryThe critical reading log shows strong evidence of the use and critical understanding of a discerning range of texts.

The report demonstrates a high level of critical analysis and reflection upon relevant school policy, practice and priorities.

Critically evaluate current research of assessment practice

The critical reading log shows good evidence of the use and critical understanding of a discerning range of texts.

The report demonstrates a good level of critical analysis and reflection upon relevant school policy, practice and priorities.Critically evaluate current research of assessment practice

The critical reading log shows evidence of the use and understanding of a discerning range of texts.

The report demonstrates an understanding of relevant school policy, practice and priorities.


The critical reading log fails to demonstrate that texts have been read or suggests that texts have been misunderstood.

The report shows little or no evidence of engagement with school policy, practice and/or priorities.


Special Educational Need: Personalising Learning Level 7 Module

This task requires you to work intensely with a pupil with SEN and/or disabilities over a period of time (3-4 one-to one-session over two to three weeks) ideally during Spring 2. You will be expected to:

identify a target from their latest IEP (or equivalent document) plan and deliver 3-4 one-to-one sessions using appropriate teaching approaches assess their progress.

The child you select may be from your main class/year group or from your second KS or school, depending on where you are in Spring 2.

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By liaising with the school’s SENCo, who will explain in detail the aims and expectations of the task, you will develop your knowledge and understanding of how to effectively personalise teaching and learning and involve other adults in the process. This task requires you:

To share a short presentation (approx 5mins) on a SEN (as close as possible to the child’s need) and on the work you have carried out with the child (photos can be included, please use initials not names).The specific needs of a child may be difficult to label, but you need to choose a condition (autism, hearing impairment, dyslexia, dyspraxia, etc) that may constitute one of the child’s concerns. In order that this presentation be marked as pass, it must demonstrate that you:

Know the causes and/or indicators of a special need and how it manifests in the child Know how the condition affects the child eg. behavioural, social development Know which agencies and professionals might be involved and how Know how the child’s learning can be supported in school Present your knowledge of the key points clearly to your peer group (half of the cohort) Use ICT effectively to support their presentation- handouts can be used

To write an account on your one-to-one sessions (approximately 4,000) on: The origins of the additional educational needs for your child Assessing the educational needs of a pupil with SEN in a particular subject area The interaction between the pupil’s difficulties/disabilities and environmental factors (barriers to

learning) The teaching relationship with your pupil with consideration to their need/s The implications for planning and teaching in meeting the pupil’s identified educational needs Monitoring the progress that the child makes as a result Your experience of how a pupil with special educational needs learn

Teaching Standards: 1.5, 1.6

Subject Training Programmes

The following lists demonstrate how the School Direct programme enables trainees to meet the standards for QTS in the core subjects, assessment and SEN.

AA: additional activityCT: core training IC: in class

English

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Term 1AA: English subject audit AA: Subject audit follow up work AA: Input from the literacy co-ordinator / mentor on the school’s phonics and /or literacy programmeAA: Early literacy experiences CT: Introduction to phonics, Letters and Sounds and the simple of reading, AA: Match children’s stories to authors AA: Observe features of classroom environment and resources to support literacy eg reading corner,

displayCT: Spelling, handwriting and speaking and listeningCT: The NC for English and EYFS for CLL CT: Framework for LiteracyCT: Promoting a literate environmentCT: Teaching reading – shared, guided, individualAA: Evaluate year group booksAA: Interview children about their reading AA: Discuss with mentor how the school encourages parental support with literacyAA: Compile questions to consider when listening to a child read and when reading to the classIC: Read with two focus children at least once a week and keep a recordCT: Phonics IC: Observe teaching of literacy in own year group and across key stages IC: Observe the teaching of phonics from FS Yr2 (FS/KS1 trainees)IC: Attend year group planning AA: Support from classteacher and/or mentor on planningIC: Plan and teach literacy based on classteacher’s medium term planIC: Plan and teach series of literacy lessons / activities with supportIC: Be observed teaching literacyIC: Be observed teaching phonics (FS/KS1) IC: Plan and teach guided reading or spelling (KS2) AA: Levelling writing against NC levels - moderating session with colleaguesCT: Teaching writing and using drama – drama into text

Term 2AA: Levelling writing against NC levels - moderating session with colleaguesIC: Observe the teaching of phonics FS Yr 2IC: Observe teaching of literacy in own year group and at least one other year group in second KS CT: Assessment for Learning, includes assessing writing, setting targets, success criteriaCT: EAL training includes developing literacy skillsCT: Additional phonics IC: Plan and teach series of literacy lessons / activities independentlyIC: Be observed teaching phonics (FS/KS1) IC: Be observed doing guided readingIC: Observe guided reading and writing in own class or by teacher with strength in literacy/co-

ordinator

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IC: Plan and teach 3 guided reading sessions for a groupCT: World Books – multicultural texts

Term 3 AA: Observe literacy lesson in age range before and after that trained to teachAA: Level samples of writing against NC levels – judgements verified by mentorAA: Reading about assessing reading - running record / miscue analysis IC: Carry out a running record or miscue analysisIC: Literacy co-ordinator observes each traineeIC: Lesson plans include planning for development of literacy skillsIC: Be observed teaching phonics (FS/KS1)IC: Be observed teaching reading through guided reading CT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2CT: Reporting to parents in literacy AA: Write reports for focus children commenting on core subjectsIC: Plan and teach series of literacy lessons / activities independentlyIC: Keep records of children’s achievements and next steps

The above includes some but not all of the literacy tasks set out in the Trainee and Mentor Handbook. The time when these are completed may vary depending on the trainee.

Mathematics

Term 1AA: Maths subject audit AA: Subject audit follow up work AA: Input from the mathematics co-ordinator / mentor on the school’s planning / scheme

for mathsCT: The NC for Mathematics and EYFS for PSRN CT: Framework for Mathematics CT: Mental and oral startersIC: Teach mental and oral starters

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AA: Observe features of the classroom environment and resources to support mathematics eg display

AA: The aims of mathematics teachingCT: Written calculation strategiesCT: Progression in the 4 rulesIC: Observe teaching of mathematics in own year group and at least one other year group in main

KS IC: Attend year group planning AA: Support from class teacher and/or mentor on planningIC: Plan and teach mathematics based on class teacher’s medium term planIC: Plan and teach series of mathematics lessons / activities with supportIC: Be observed teaching maths AA: Progression and misconceptions in counting skills (FS/KS1)AA: Progression and misconceptions in place valueAA: Progression and misconceptions in fractions (KS1/KS2)

Term 2 CT: Mental calculation strategies IC: Observe teaching of maths in own year group and at least one other year group in second Key

Stage CT: Assessment for Learning, includes setting targets, success criteriaCT: Problem solving AA: Resources to support children with different needsAA: Input from maths co-ordinator / mentor in teaching problem solving skillsIC: Plan and teach series of maths lessons / activities independentlyIC: Be observed teaching maths in second KS

Term 3 AA: Observe maths lesson in age range before and after that trained to teachAA: Level samples of maths against NC levels – judgements verified by mentorIC: Lead mathematics co-ordinator observes 50% of traineesIC: Lesson plans include planning for development of numeracy skillsCT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2CT: Reporting to parents in maths

AA: Write reports for focus children commenting on core subjectsIC: Plan and teach series of mathematics lessons / activities independentlyIC: Keep records of children’s achievements and next steps

Science

Term 1AA: Science auditAA: Follow up work on audits depending on results of individuals

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CT: The National Curriculum for Science and EYFS for KUW CT: The investigative process and planning investigationsAA: Track the progression in teaching forces, an aspect of materials and of biology across the age

range – FS Yr 3 (FS/KS1 trainees) and KS1 Yr 7 (KS1/2 trainees) AA: Input from mentor and/or science co-ordinator on the school’s science scheme AA: Support from classteacher and/or mentor on planningIC: Observe science lessons in each of Sc 2, 3 and 4 in main key stageIC: Attend year group planningIC: Plan and teach science based on classteacher’s medium term planIC: Be observed teaching science Term 2CT: Creativity and the use of ICT in the teaching of science CT: Revisiting investigations; difficult areas / common misconceptions CT: AfL includes science assessmentAA: Discuss assignment with mentor and / or science co-ordinator IC: Observe science lessons in each of Sc 2, 3 and 4 in second key stageIC: Plan and teach series of science lessons in second key stage with supportIC: Be observed teaching science

Term 3IC/AA: Carry out science assignment (developing Sc1 skills and assessing progress)AA: Observe science lesson in age range before and after that trained to teachAA: Level samples of science work against NC levels with support from mentorCT: End of KS assessments – the standards expected at the end of FS, KS1 and KS2CT: Reporting to parents in science AA: Write reports for focus children commenting on core subjectsIC: Science co-ordinator observes each traineeIC: Plan and teach series of science lessons x 2 independentlyIC: Keep records of children’s achievements and next steps

Trainees should observe the science co-ordinator at least once.Across the year trainees should teach an aspect of science from each of Sc 2, 3 and 4

Assessment

Term 1 IC: Observations of focus children AA: Read school assessment and marking policiesAA: Begin assessment task in handbookAA: Attend parents’ evening and contribute as appropriateCT: Lesson planning training includes planning for assessment CT: Assessment procedures in the Foundation Stage (FS/KS1 trainees)

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CT: Introduction to Assessment for Learning – objectives and success criteriaIC: Setting and sharing learning objectives and success criteria IC: Assess and identify next steps in learning for 4 focus childrenIC: Mark children’s work under guidance of class teacher / mentorIC: Comment on children’s achievements against learning objectives in lesson evaluation and/or begin to record in accordance with school’s proceduresOutcomes

Be familiar with school procedures for assessment, marking and reporting Begin to plan for assessment and assess learning against learning objectives Be familiar with some Assessment for Learning strategies and their importance Be aware of a range of different assessment strategies

Term 2CT: Developing Assessment for Learning – questioning, giving feedback, involving pupils in reflecting

on their own learning (self and peer assessment)CT: Assessment Data CT: NC levels, setting targets, introduction to APPAA: Look at class/school data with mentor AA: Assess samples of writing against NC level descriptors with support AA: Attend parents’ evening and contribute as appropriateIC: Involve children in self & peer assessmentIC: Assess and record whole class achievements against learning objectives in a limited range of subjectsIC: Identify needs of and plan for different groups in the light of assessment eg EAL, SENOutcomes

Begin to use assessments to inform planning Give effective oral and written feedback Use the planning, teaching and assessment cycle Plan lessons where learning objectives, success criteria and activities are matched

Term 3CT: End of Key Stage assessments – FS, KS1, KS2CT: Writing reports for parentsAA: Assess reading and samples of maths against NC level descriptors with supportAA: Science assignment – involves the planning, teaching and assessment cycle in science AA:

Write draft reports for two childrenAA: Assess progress children have made across the term / year, focusing on literacy IC: Incorporate effective use of assessment into lessonsIC: Assess and record whole class achievements against learning objectives in most/all subjectsIC: Continue to assess 4 focus children and set targets, as per Autumn term

Outcomes Know and use a range of assessment strategies effectively Set appropriate targets for individuals and / or groups of children Be able to take responsibility for assessing and recording Use assessments and assessment data to inform planning Know arrangements for assessment - statutory and school Use assessments and records to write reports to parents

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Special Educational Needs Term 1IC: Observe and support children of different abilities – in own class or ability split/groupAA: Research on roles of other professionals includes those concerned with SENCT: Code of Practice, Teachers’ responsibilities, Roles of other professionals – support availableAA: Support from mentor with differentiation / discussion of strategiesAA: Read summary of SEN Code of Practice summaryCT: Personalisation CT: Working with support staff / TAsIC: Frequent observations by trainee of an SEN childAA: Reading relating to SEN and teaching English (Theory and Practice text)

Term 2CT: Provision for SEN children in the classroom - IEPs/LSPs/provision mapAA: Dyslexia and speech, language and communication needs – the need and strategies to support

childrenAA: Peer group research and presentation of a special needIC: Lesson plans include consideration of children with SEN AA: SEN assignment and presentation AA: All trainees visit a SEN school

Term 3 IC: Feedback includes learning by / provision for different groups, monitoring work of TAs, IC: Lesson plans include reference to children with SEN and how they will be supported – detail in

observed lessonsAA: Speak with SENCo/IM about Disability Equality Duty (DED) and Disability Discrimination Act

(DDA) and what to consider in the classroomAA: Speak to SENCo/IM about any questions that arose during peer presentationsCT: Learning mentors

Organising your Files

You will need to keep files on various aspects of your training as set out below. Your files provide evidence of your teaching experiences and of your learning. They need to be accessible to your mentor, your Link Tutor and your final moderator so they must be well organised and your writing must be legible. Neat note form is fine. Rewriting notes will rarely be necessary.

You will need 3 evidence files: File 1: Teachers’ Standards 1-3 File 2: Teachers’ Standards 4-6 File 3: Teachers’ Standards 7-8 and Part two

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You should have two Teaching Practice files - one for each phase that you are training to teach. These should have: a) a preliminary section with

School name Names of mentor, co-ordinator, head teacher, chair of governors Staff and staff responsibilities Organisation of the school – classes, key stages etc Main School policies: child protection, health and safety, teaching and learning, behaviour,

inclusion Class information – timetable, children’s names, groups, languages, levels, special needs etc

b) Timetables and Planning Medium term plans Weekly timetables highlighting what lessons you will be observing, teaching groups, teaching

whole class, observed teaching, as well as training sessions, courses and study day Lesson plans and evaluations Worksheets, photos Observations of your teaching

Trainee file-this file needs to be available to your mentor and Programme Leader at half term reviews and accessible at observations:

Grading against the Standards highlighted sheet Half termly Mentor reports QTS Standards Evidence File Guidance Training Plan and mentor meeting records Observations and related lesson / medium term plans Record of trainee observations Half term reviews Mentor and trainee Handbook and policies Core training programme Assignments and tasks

All the above files will be monitored during the year and will need to be submitted for final moderation

FILE EVIDENCE GUIDANCE

Documents to have ready for final assessment/moderation:1. Tracking progress sheet-highlighted for the three term in three colours2. Three strengths and AfD matched to tracking progress sheet 3. Overview of training 4. Final Assessment/moderation Timetable

Files to have ready for final assessment/moderation1. Evidence files for standards (in one, two or three files, tabbed; a minimum of 3 and a maximum of 5 pieces of

evidence per subheading of standards, except 1.3a, 1.4e, 2.1 and 2.2, which need a minimum of 5 or more)2. Teaching files (one per year group/KS, with lesson plans, timetables, resources, info about schools)3. Focus children file (not necessarily in a separate file, if used throughout evidence files (1.)4. Reflective journal (tabbed to match standards if it provides clear evidence against these)5. Extra evidence file (E.g. Too many pieces of evidence for 1.2a but still want to have them available? Place these

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in additional evidence file)6. Handbook with ALL HTRs, ALL minuted Training plans including Target tracker and ALL observations in

chronological order. 7. Training file. All material (presentations, resources, etc) from training in here.

Points to Note

1. It is Essential for all observations to include date and grade if you are copying only one page and not the first page.2. There will always be a different between what constitute ‘satisfactory’, ‘good’ and ‘outstanding’ evidence. You can

strengthen any piece of evidence by providing for example two rather than one observation on a standard over a period of time. This proves that you ‘consistently’ and ‘regularly’ demonstrate the standard.

3. Most pieces of evidence’s relevance toward a standard need to be clearly explained on a post-it or by completing the suggested pro forma to include: what it is, the impact on the children’s learning and on the trainee’s professional development. The assessor should not guess why the evidence is there.

4. You can use the Evidence Collection form (in the Handbook) to provide evidence for situations that are difficult to provide evidence for (e.g. a meeting/discussion with parent, with the SENCo, Subject leader for specialist advice, etc)

5. Always highlight on any plan or observation the part that is directly related to the standard.6. All training session or personal reading (including Rose Review) that can be used for standard needs to be annotated

in the form of at least 8 bullet points that summarise the main point of the document, to include what you have learnt. For this the Evidence Collection Form or a large post it can be used.

7. By the summer term use the Focused observation form (in Handbook) to collect more focused comments against standards for which you have less evidence.

8. It is never enough to say that you have done something (e.g. a visit, a test, an activity). The context and the impact on the children’s learning must be explained. When in doubt, ask yourself the question: so what?

9. Any photo used as evidence must be annotated to explain context, relevance to standard, impact.

A teacher must: PART ONE: TEACHING

1 Set high expectations which inspire, motivate and challenge pupils

1.1a1.1b1.1c

1.1a Establish a safe stimulating environment for pupils, rooted in mutual respect

observation: pupils’ behaviour in lessons+safety Appropriate preparation / planning for specific aspects of health and safety,

including training pupils- eg D&T cooking, woodwork, stranger danger, PE, ICT

behaviour systems promoting learning possible rewards and sanctions, celebration and class assemblies cards Comments from CT – testimony for example on general conduct around the

school stimulating display/ minorities/ disables/ ethnic groups students voice ability to work with parents/carers to establish positive behaviour pupils’ questionnaire impact of peer mediators/peer coaching observation on the appropriateness of resources to support learning class bird’s eye view-seating arrangement setting up the classroom task/proforma how classroom environment supports and extends learning safeguarding practice matches policy bullying/behaviour log opportunities for learning outside the school day

1.1b Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

training notes on AG&T training notes raising boys achievement lesson observation on differentiation-context box extension activities moving on comments (list/samples) High expectations for all children shown in planning with appropriate

challenge and support Background information on class with identified trends, target groups, under

achieving children seating plans and grouping celebration of other background and culture good use of resources and support staff target walls differentiated to ensure personal success awareness of vulnerable children/ groups and effective intervention class list with notes on how to stretch HAs children know targets and how to achieve them next step marking/AfL embedded support and intervention to meet target

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celebration of targets achieved effective mentoring in place students voice: are targets challenging? IEP s show clear steps to goals and regular review effective tracking and analysis of data to close the gap pupils progress meetings evidence showing understanding/impact of vulnerable children’s needs; APP

up to date; teacher tracking data with data

1.1c Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

observation cards / letters from parents/children/adults relating to your relationships /

support you’ve given expectations explicit on plan testimonial from CT and TA about relationships with chn , adults and visitors behaviour around the school/transition times/playground/timekeeping behaviour management assignment-paragraph related to this standard follow school behaviour code consistently vision and values of the school demonstrated home school agreement class charter/rules parents feedback feedback from outside agencies school council/pupils voice

2 Promote good progress and outcomes by pupils

1.2a1.2b1.2c

1.2a Be accountable for pupils’ attainment, progress and outcomes

Reflective evaluations and next steps with accompanying lesson plan test made/delivered for the end of topic + collated table of results class list with ticks/triangles against L.O.s English task 2 end of year expectations task maths task 3 end of year expectations task intervention and impact APP and teachers’ records test outcomes focus children: levelling/ learners’ views/pupils conferencing/knowledge of targets Notes of discussion with pupils in terms of target setting and progress reviews

against the targets parents/carers views, evidence of meeting IEP reviews progress against targets/teacher’s tracking students responses to written feedback case studies for individual pupils or groups learning journal EYFS profile data

1.2b Plan teaching to build on pupils’ capabilities and prior knowledge

observations observation of focus children that feeds into lesson Effective use of questioning to find out pupils prior knowledge/ misconceptions Brainstorming /spider charts created with pupils prior to starting a topic to identify

knowledge and skills. The trainees effective use of questions and dealings with misconceptions Lesson plans, which demonstrate the use of the context box to support reasons for

the lesson. adapted/annotated weekly plan AfL strategies seating and groups plans/identification of vulnerable children use of assessment to inform planning test results + identified weaker areas + plan to address these assessment for learning in practice sheet annotated to explain which are used and

impact annotated individual pupil tracking sheets understanding of tracking documents/systems in school and demonstration of using

them Key question identified in planning APP sheets/planning linked to APP EYFS profile baseline assessment transition information parents including home visits other professionals notes, e.g. speech therapist and how these have been used in

planning

1.2cGuide pupils to reflect on the

observation (on effective use of plenaries; mini-plenaries) evidence of children self assessment

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progress they have made and their emerging needs

slides from IWB of self assessment plan highlighting Success criteria peer and self assessment marking to success criteria pupils select their own success criteria target setting students voice pupils progress review focus children observations response to marking and feedback

1.2d Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

training-how children learn Mike Hughes training Bloom’s taxonomy with notes lesson planning for EAL/VAK / SEN learners student voice varied and creative teaching styles and resources evidence of adapting lesson in response to pupil’s needs evidence of independent learning tailored to pupils preferred learning styles e.g.

Gardern’s 7 intelligences good balance of teacher talk and independent work

1.2eEncourage pupils to take a responsible and conscientious attitude to their own work and tudsy

Observation focus children conference and target setting setting of homework involving self-study/research self evaluation/assessment moving on comments

3 Demonstrate good subject and curriculum knowledge

1.3a Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

MORE THAN 3 PIECES IN HERE. UP TO 6 Core subject- audits (maths, literacy and science and Follow up work) observation –differentiation +challenge+ questioning SK specific observations– training input for all NC subjects science assignment Science task – tracking progression across age range and beyond Tracking strands of history and geography task – skills – across age range list of ICT resources and how these support learning training SK planning showing progression from before and onwards marking and feedback and assessment support/liaise with colleagues creativity outside the classroom

modelling interests

1.3bDemonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Observation ICT training notes wow factors training notes- ideas from these ipads/ learn pads new curriculum blogging Attendance of/ contribution / role modelling acquisition of new understanding in staff

meetings, INSET, other CPD Relevant pedagogy – TES articles, own research etc

1.3cDemonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers’ specialist subject

lesson plan (not lit) where you promoted lit observation/ plan. Modelling of spoken and written English in all lessons regardless

of subject speaking and listening in lesson talk for learning use of talk partners observed observation and use of subject specific vocabulary classroom environment which promotes literacy (displays) modelling of writing- shared writing work with Children with EAL English Task 9 Speech and language programme EAL

1.3dIf teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

observation which phonics training notes Rose review notes English task 8 observation of a phonic lesson Hearing children read, picking up errors Teacher pronounces appropriate phonemes

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1.3eIf teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

x2 maths plan highlighting pedagogy- resources, questioning observation-subject specific maths training notes school’s calculation policy maths task 10-creative maths Maths task 2 Maths task 6

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4 Plan and teach well structured lessons

1.4aImpart knowledge and develop understanding through effective use of lesson time

observation commenting on: high level of productivity & engagement explanations questioning time and pace scaffolding lesson plan adapted in light of changes of timetable (shortened) lesson plan showing strategic organisation of time/space (e.g. split

modelling, grouping) Use of TAs for effective learning

1.4bPromote a love of learning and children’s intellectual curiosity

Observations on engagement wow factors resources environment; encouraging children’s questions/ ideas and opportunities for deep

questioning and curiosity to be aroused interactive displays-photos table displays-photos working walls-photos child initiated activity In Foundation stage, the planned use of role play areas and the planned use of

outdoor areas Trips Enrichment opportunities – visitors Evidence that children’s ideas have fed into topics Promotion of love of books/reading

1.4cSet homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired

Evidence that the trainee has planned a piece of homework/ out of class work to support pupils learning and planned to give feedback to pupils in relation to their performance

Stimulating homework challenges Visits/visitors used to enhance learning; school trips & associated work including

park outdoor environment photos Observations of lessons which require application of skills, eg maths problem

solving, science AT1 lessons. Plan which includes setting of homework photographs of class trips research on out of classroom settings in local area going around school recording e.g. sound /with clipboards feedback from parents, homework dairies

1.4dReflect systematically on the effectiveness of lessons and approaches to teaching

Observation on plenary week of maths with reflection-how it went reflections evaluations (at least 4) lesson changed in light of assessment

1.4eContribute to the design and provision of an engaging

MORE THAN 3 PIECES IN HERE 1 lesson for each NC subject + FS areas if appropriate mid term plans/Schemes of Work. X2

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curriculum within the relevant subject area(s)

week of maths and literacy notes on NC EYFS framework Participation in enrichment activity linked to subject e.g. running visit/ trip/ CPD

event

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

1.5aKnow when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Observation pre-course task-strategies to support a child with SEN plan with role of other adults to support SEN, EAL, etc other adults/professionals task SEN task IEPs and how needs have been incorporated in plan Notes on SEN code of conduct Notes on SEN policy Task Lireacy 5 Task Maths 4 provision of resources Resources made to support EAL / SEN / Able G & T and

photos of these with explanation Case study on child with particular needs Background information about children in class Own notes on an aspect of SEN Record of conversation/interview with SENCo/ Inclusion Manager/ EAL coordinator

eg from review meeting, or from other colleague with specific responsibility such as EAL support staff

plan highlighting differentiation and context box

1.5bHave a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

IEPs SEN presentation notes on other people presentations notes on training -raising boys’ achievement notes on training- factors affecting learning Annotated bullying policy CAF form Annual review for child with SEN Notes on different learning styles Use of referral to internal and external agencies

1.5cDemonstrate 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

pen portraits for focus children SEN training notes SEN task Training notes on factors affecting learning Training notes-SEN Training notes-Child development Meetings with SENCo, IEP, pupil progress meetings all show personalisation

1.5dHave 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.

observation on differentiation/inclusive teaching plans-context box/differentiation/inclusive teaching AG&T training notes EAL training notes ability groups chart with notes resources used task on how to support chn of different abilities Literacy Task 5 Maths task 4 Child protection policy

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6 Make accurate and productive use of assessment

1.6aKnow and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

focus children work-levelled work assessment training notes SATs training APP grids and how you used these Level descriptors and how you used these Notes on NC levels and optional SATs English task 7-questions to consider... Notes on running records and key word tests Samples of pupils’ work that are levelled - reading, maths, writing at least – with

targets included Signed mentor meeting notes in relation to this standard- notes on moderating

assessment eg year group moderation Completed assessment tasks, which you have carried out with your focus children. Nassea and EAL training notes SEN – IEPs, Provision maps Admin of EYFS profile/ KS1/ KS2 SATs Plans referring to preparation of pupils for assessments Guided reading assessment

1.6bMake use of formative and summative assessment to secure pupils’ progress

samples of marking (at least 3) samples of Success criteria/ peer and self assessment observation on use of AfL(marking examples, peer evaluations, traffic lights, smiley

faces, lolly sticks etc) plenaries examples assessment box on plan x2 class list with ticks/triangles against L.O.s Evidence collection sheets where you have observed good AfL practice For FS - descriptions of approaches used eg types of observations and examples SMART objectives in lesson plans with success criteria Observations attached to the lesson plans, which confirm the above. Annotated school Assessment policy Lesson plans which demonstrate that you have used previous assessments to set

objectives Deployment of other adults

1.6cUse relevant data to monitor progress, set targets, and plan subsequent lessons

latest tracking-identify children who made no progress-what next?-discuss with CT-notes

data training focus children target setting after levelling pupils progress meeting identifying focus groups intervention timetable pupils premium information from own school Information from class tracking sheets – attainment of particular groups in your

class / gender gaps? Evidence that you have used assessment to set targets….pupil target cards. Whole

class math’s targets Identified next steps in FS special books. Targets for children which have been updated overtime Class data on individual pupils with comment on how it has been used Knowledge of Raise online/ Profile/ School data

1.6dGive pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback.

Marking of work which demonstrates your ‘close the gap’ and extension comments and feedback to pupils

certificates with detailed comments (e.g. best writer, child of the week) marking policy notes observation that confirm your use of timely feedback to pupils during a lesson. Children can articulate targets

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

1.7a 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

observation behaviour management assignment behaviour chart in class engaging with students in and out of classroom time Clear, visible classroom rules; evidence of class agreement on rules;

rewards/consequences boards behaviour log

1.7bHave high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

observation behaviour policy and how you follow it Evidence of positive behaviour management/ school rewards personal reading reward chart Behaviour management display Journal notes

1.7cManage classes effectively, using approaches which are appropriate to pupils’ needs in order to motivate them.

observation seating plan setting up the class task PE observation observation of/on supporting different learning styles VAK ideas from training on how to motivate children (use and evaluation ) Deployment of other adults; support staff; use of resources

1.7dMaintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

observation on how you mange difficult children + plan-context box-how to support them

cards/notes home behaviour chart reflection on situation and how you dealt with it talking to parents Adherence to school behaviour policyRestorative justice meeting

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8 Fulfil wider professional responsibilities

1.8aMake a positive contribution to the wider life and ethos of the school

Notes on contributions to working parties and sharing expertise, resources and tasks eg display

contributing to displays around the school attending/contributing to fete and school events school choir clubs letters from and to parents/children/adults Annotated training notes working with LSAs/TAs showing how this training helped /

supported / changed practice Developing a whole school area – allotment, etc. Signed note from mentor or class teacher which demonstrates that the trainee has

been involved in collaborative activities with staff, colleagues / the wider school community.- eg carrying out a role at an after school function/ fundraising activity/ school performances/ sharing the lead in a club.

Engaging in enrichment activities – planning/leading/organising – to include after- school activities, residentials, whole school events, home/school events, clubs, fairs, community and charity events

Being a team player and taking ownership of the environment you ‘live in’

1.8bDevelop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

observation of how you interact with/liaise with other adults in lessons notes on discussion with SENCo cards from staff observations of other teachers liaising with coordinator (evidence collection sheet) Notes on roles of support staff Signed statement from CT commenting on communication with, contributions to

planning and working with colleaguescopies of TA instruction / feedback sheets, group guidance for TA

1.8cDeploy support staff effectively

x3 Ta feedback sheet plan identifying the role of support staff observation Written /verbal feedback from TAs in relation to how the plan was shared with them, quality of communication, involvement in planning/assessment.

1.8dTake responsibility for improving teaching through appropriate professional development, responding to advice and feedback from the colleagues

target tracker (2 sheet per term) x2 plan with personal target + observation with target achieved Peer observation notes reflective diary with personal targets Comments on research carried out Observations of good practice with reflection Lesson evaluations & weekly if appropriate Comment from CT on ability to evaluate and identify ways forward; seek, take and

act on advice; research Example of research on internet eg TTRB and in texts with comments and influence

on practice Own research assignment Notes / own testimony on use of training input in teaching Comparison of approaches / critical appraisal of practices observed

1.8eCommunicate effectively with parents with regard to pupils’ achievements and well-being.

cards from parents record of communication with parents Signed statement from CT commenting on communication with parents home-school diary/liaison/link book x2 reports on focus children reflections parents evening notes roles and responsibilities of parents task parents evening notes Comments on use of additional languages to communicate with parents/act as

interpreter, or made arrangements for another adult to provide this in order to work with parents

Following up actions/ concerns, giving hard messages, celebrating successes etc.annual reviews

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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.

2.1 Teachers uphold public trust in the profession and maintain and maintain high standards of ethics and behaviour, within and outside the school, by:

- treating the 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 for the need to safeguard pupils’ wellbeing 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 personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

5 PIECES OF EVIDENCE IN HERE (2.1 only) observation -clear link between vision, ethos,

policy & practice with class and across school testimonial second school placement feedback in PART2

section child protection policy incident report /logging a concern- filled in form e-safety policy evidence of celebrating ethnicities/inclusion lesson talking about democracy and freedom choose three bullet point and describe a scenario

that demonstrates the opposite of it

2.2 Teachers must 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.

aspects of school life task Health &Safety policy and how you follow it Teaching and learning policy and how you follow

it incident report /logging a concern- filled in form staff handbook Risk assessment in lesson involving hazards Risk assessment for visit on time for all beginnings and ends of days,

meetings, lessons language and dress are highly professional and

in line with school policy

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

Notes on ‘Teacher’s legal rights and responsibilities’

staff meeting notes Attending and contributing to staff meetings and year group planning

Annotated doc. Use of reasonable force

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Evidence Files annotation pro forma and sample

This is an example of a pro forma completed by a trainee to annotate evidence in their file.

Standard

Evidence description

Impact on the children

Impact on my teaching

Action point/follow up

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Second School PlacementThe purpose of having teaching experience in another school is to give you the opportunity to teach pupils of different backgrounds, and experience different approaches to teaching and learning and to school management.

This placement is usually in the second term and lasts between 4 to 8 weeks.

Beginning of the placementYou will spend the beginning of your placement observing and getting to know the class teacher and children, and having some whole class management and teaching experience. You will build up to planning and teaching about 70% of the timetable for the last 4 weeks of the placement.

When not responsible for whole/most of the class, you are expected to be: Observing the class teacher Observing in other classes Supporting groups in class Preparation, planning, marking and evaluating

ObservationsYour class teacher or trainee mentor has been asked to observe you formally and give you written feedback at least once a week. In addition, they will give you verbal feedback. You will be observed by your own mentor once and your Link Tutor once during the placement.

PlanningUse planning sheets that fit in with the school. If the school would like you to use theirs, that’s fine, otherwise you can use those you are used to. If the medium term planning has been produced, you can work from this, although you will need to produce an overview of each curriculum area being taught (details will be issued). Try to obtain planning information as soon as possible, or at least know the outline of what you will be teaching. You are expected to attend planning meetings - medium term as well as weekly. For each of your lessons, you will need to produce a lesson plan and written evaluation.

Safety The class teacher should be present during PE lessons, and any DT lessons that involve use of tools, cooking equipment etc

Visits At the beginning of your placement you need to: Obtain information about the school and your class (map, class list, teacher responsibilities, SEN,

EAL, planning documents, blank planning sheets, timetable) Look at policies, especially those on behaviour and marking

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Familiarise yourself with class/school routines – lining up, register, assembly, how the teacher gains the children’s attention, playtime rules

Get to know the children’s names Find out about any records that need to be kept or contributed to Find out what ICT resources are available

FileYou will need to keep a file of your experience, which should include: An introductory section Medium term plans Lesson plans with evaluations in date order Lesson observations Assessment section

DisplayPut up a display or contribute to one.

General conductYou need to act as though you are the class teacher – take the initiative, be responsible for the class – their behaviour and their learning, transitions from one part of the day to another. Join the class teacher on playground duty. Attend staff meetings, INSET and planning meetings.

No-one will expect everything to go perfectly, but they will expect to see you working hard, not being laid back, and making progress with areas for improvement. Remember that their children come first.

Please see below for the pro forma for comparing your second school with your main placement.

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Comparison of Two Schools

Main School Second SchoolType & size of school Management structureBackground of pupilsSession times

Uniform

Support staff

Resources

ICT resources (see ICT assignment)Timetable

Assemblies

Displays

Homework

Classrooms

Behaviour

Approach to teachingOther (strengths, awards, challenges, partnerships)

It is not necessary to comment on each aspect above, but try to focus on the main differences. You may comment on other areas not listed.

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Final Report of Trainee Progress against the Standards for QTS and NQT targets to be completed by the mentor Guidance for using this form: The ‘Grading Trainees against the standards’ (highlighted in three colours) should support you with completing this document, so that word and phrase choices match the grade given.

Please complete, Sign and e-mail to both the SCITT manager and the link tutor.

Trainee Date Mentor Link Tutor School Trainee’s progress against Teachers’ Standards1 Set high expectations which inspire, motivate and challenge pupilsSafe & secure environment Setting challengesDemonstrates positive attitudes

Comments High levelGood levelMinimum levelUnsatisfactory

2 Promote good progress and outcomes by pupilsAccountable for pupils’ attainment & progressPlan from prior knowledgePeer and self assessment opportunitiesKnowledge of how children learnEncourage conscientious attitude

Comments High levelGood levelMinimum level

Unsatisfactory

3 Demonstrate good subject and curriculum knowledgeSecure SK Foster and maintain chn’s interestCritical understanding of development in subjects Address misunderstanding Promotes high standards of lit, maths, SSP

Comments High level

Good level

Minimum levelUnsatisfactory

4 Plan and teach well structured lessonsTime and pacePromotes love of learningOutdoor environment to extend & consolidate learning Reflect on own practiceContribute to design and provision of engaging curriculum

Comments High level

Good levelMinimum levelUnsatisfactory

5 Adapt teaching to respond to the strengths and needs of all the pupilsComments High level

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Appropriate differentiationAware of factors that inhibit chn’s learningAdapt teaching to support children Understand the needs of all pupils

Good level

Minimum level

Unsatisfactory

6 Make accurate and productive use of assessment Knowledge of assessment across subjectsFormative & summative assessment Use data to monitor progress, set targets, plan Regular oral and written feedback to children


7 Manage behaviour effectively to ensure a good and safe learning environmentManage class effectively Rules& routinesHigh expectations of behaviourGood relationships


8 Fulfil wider professional responsibilities Contribute to wider life of schoolRelationship with colleaguesDeploy other adultsRespond to adviceCommunicate to parents/carers


Part Two: Personal and Professional ConductRelationship with childrenProfessionalismSafeguardingTolerance and respectWork by policiesAttendance/punctuality


Dear NQT mentor, please find below the three main strengths and three areas for development for the newly qualified teacher you are mentoring.These should form the basis of the meeting held at the start of their induction.

Strengths

Areas for development

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I confirm that this report has been seen and discussed by the mentor and trainee before being sent to the link tutor and SCITT manager.Completed by _____________________________

Role ____________________________________

Signed __________________________________

Thank you for supporting our trainee.

Procedures to be followed in the event of a trainee failing to make progress towards QTS

We recognise that most trainees are on a steep learning curve and require a high level of support and training particularly in the first term.

In order to ensure that all trainees make rapid progress they will be tracked and monitored regularly by link tutors, mentors and programme leaders.

An ‘Extra Support Required’ form (see proforma on page 55) will be issued if: More than one lesson is graded inadequate in the same half term The trainee has not moved beyond “Minimum level” by the beginning of the second term There is a concern with the progress the trainee is making towards the Teachers’ Standards

related to professional conductA review will follow to discuss progress against the concerns.Where targets agreed within this are not met, a ‘Cause for concern’ will be issued. (Please see proforma on page 56) Causes for concern may be

Curriculum or subject knowledge Planning Teaching Classroom management Behaviour management Assessment Not responding to assessment advice or feedback Health and safety Professional responsibilities Attendance and punctuality Equal opportunity issue Professional attitudes and behaviour

Mentors will be expected to keep written evidence against the standards for QTS and to negotiate time bound targets with trainees in order to resolve causes for concern. Link tutors will review these

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targets with the trainees and mentors regularly and set further targets based on their own observations. If there are obvious and persistent weaknesses the following procedure will be implemented.

1. Joint Observation The SCITT Manager and the mentor will do a joint observation against the standards which are causes for concern. Written evidence will be recorded on an observation sheet.

2. Formal Cause for Concern meetingA meeting will be held between the mentor, the SCITT Manager and the trainee. Based on the written evidence, clear agreed targets will be set, a programme of support drawn up and a review date agreed. This will be put in writing, with the standards against which the trainee is failing to make progress, the action plan, the targets and the review date (within 2 weeks of the meeting).

3. ReviewAt the review meeting evidence that the trainee has made progress towards or met the targets will be presented, any mitigating circumstances will be considered and either

a. if all targets have been met the ‘Cause for Concern’ form will be signed off.b. new targets will be set if there is evidence of some progress, orc. if there is no evidence of progress the trainee will be formally notified that he/she is likely

to fail the course. This will trigger an external assessment.

4.External assessmentA senior mentor (from Henry Maynard Primary) or a qualified impartial member of Henry Maynard Training E 17 board will observe the trainee, consider written evidence and make a final recommendation to the SCITT Manager. The trainee will be advised in writing of the outcome within 2 days. 5.Exceptional circumstances

In circumstances where further evidence is needed, the SCITT Manager may agree to call in an external ITT advisor to act as an assessor. In this instance the trainee will be expected to provide the evidence to demonstrate the ‘exceptional circumstance/s’.

All meetings must be recorded and all decisions put in writing. Resulting documentation must be signed by all relevant parties.

Henry Maynard E17 may offer further counselling and support to help a failed trainee to move on in their career options.

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Extra Support Required Trainee: School: From completed by:Mentor: Class: Role: Link Tutor: Date:Nature of concern

Evidence for concern

Agreed targets negotiated by trainee, mentor, tutor

Support/action required

Signature of mentorSignature of tutorSignature of traineeReview date:

Review meeting:

Outcome: targets met/ new targets set/formal notification that trainee will be placed on cause for concern I confirm that this report has been seen and discussed by the mentor and trainee before being sent to the link tutor and Programme Leader Completed by _____________________________ Role ____________________________Signed __________________________

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CAUSE FOR CONCERN Trainee: School: From completed by:Mentor: Class: Role: Link Tutor: Date:Nature of concern

Evidence for concern

Agreed targets negotiated by trainee, mentor, tutor

Support/action required

Signature of mentorSignature of tutorSignature of traineeReview date:

Review meeting:

Outcome: targets met/ new targets set/formal notification that trainee is likely to fail. I confirm that this report has been seen and discussed by the mentor and trainee before being sent to the link tutor and SCITT Manager Completed by _____________________________

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Role ____________________________Signed __________________________

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57

58

59

60

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