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BEd 2 School Experience, Part 1Autumn term 2018
Notes of Guidance for Student Teachers&
School and University Mentors, Class Teachers
Plymouth University, Institute of EducationITE Placements and Partnership TeamRoom 109, Roland Levinsky BuildingDrake CircusPlymouth PL4 8AA
Tel: 01752 585324Email: [email protected]
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Contents
Each set of Notes of Guidance for the Primary Programmes School Experience Placements have many common aspects, and some specific, distinctive phase related distinctive features. They are all organised in the same format. Any additional documentation, including proforma, is available to download from the POPPI websitehttps://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi. Student teachers may also access this through Moodle. The documentation developed by the Primary Partnership to support school experience placements is referred to in its entirety as the Primary Partnership Portfolio
SECTION 1
1. Our vision for Primary ITE 2. Abbreviations and terminology3. Introduction4. Safeguarding and Ethics understanding, and student welfare 5. Data Protection6. Leave of absence during School Experience Placements
i. Illness during School Experience Placementsii. Absence as a result of accidental injury or hospitalisationiii. Requesting leave of absence
7. Supervision during school experience placements
SECTION 2
1. Placement calendar2. Quality Assurance record3. Safeguarding and Ethical Understanding proforma4. Introduction to the placement5. Files
i. Practical teaching filesii. Pupil progress files
6. Curriculum expectationsi. Englishii. Mathematicsiii. Non-core subjects
7. The 3 R’s of the Behaviour Curriculum 8. Monitoring and Evaluation 9. Focussed Observations10.Reflective Weekly Overviews11.Lesson planning and evaluations 12.Progress during school experience
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13.The student teacher’s Professional Profile14.Teaching commitment15.The School Based Training programme16.Wider responsibilities17.Placement Assessment and reporting18.File moderation 19.External Examiners20. Intervention and Support – identifying areas of concern21.Evaluation22.Checklists
SECTION 3
1. Mentoring expectations2. File contents3. QRG for observation4. Self-review document5. Report Form6. Roles and responsibilities7. The Primary Partnership Professional Profiling Grid8. Evidence Towards the Standards Progress Sheet
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SECTION 1
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Our vision for Primary ITE
“A longstanding collaborative Partnership which provides unique, high quality evidence based learning opportunities and a diverse practice-led student experience ensuring that the University of Plymouth ITE graduates are employers’ first choice teachers who enrich children’s lives”
The Partnership aims to:
Foster and strengthen our school based primary Partnership to ensure our work is relevant and rooted in current, innovative practice;
Develop student teachers who have the capacity to become outstanding practitioners who are aware of, and impact on, the national, regional and local education priorities;
Enhance our students’ experience, skills, understanding and employability by providing a specialist curriculum pathway;
Encourage student teachers who are research active and who are able to help shape future education policy, practice and leadership;
Prepare Plymouth graduates to be resilient for life as a primary school teacher and have regard for their own wellbeing and that of the children they teach;
Guide our graduates into their first jobs and to support them effectively through their NQT year and beyond;
Establish links with alumni to ensure further research / Partnership opportunities.
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Terminology and abbreviations
The table below explains relevant terminology and abbreviations.
Terminology AbbreviationThe Primary Partnership Portfolio is an online resource through which all Partners can access all documentation relation to school experience placements and working in Partnership
PPP
Associate Partnership schools have a trained Plymouth University mentor who is responsible for supporting the student teacher during school experience placement. They can opt in and out of this Partnership arrangement and become a Teaching Partnership school at any point of the year.
AP
Teaching Partnership schools do not have a Plymouth University trained mentor, or choose not to use them, to support the student teacher during school experience placement.
TP
Previously known as university tutors, university visiting tutors, university mentors all professional staff employed by the university to mentor student teachers during placement are referred to as University Mentors.
UM
Plymouth University Primary Partnership trained mentors who are colleagues based in the host school are referred to as School Mentors.
SM
Previously the School Based Tutor, the class teacher who provides the day to day support and guidance for the student teacher on placement in their classroom is referred to as the class teacher.
CT
The Monitoring and Evaluation Form is completed by the mentor at key points in the school experience placement.
M&EF
The School Based Training element of the placement, when required, is part of the overall allocation of time in the school experience placement.
SBT
The Primary Partnership Portfolio is an online repository for all documentation relating to all school experience placements within the primary Partnership.
PPP
The Plymouth Online Practice Placement Information site where the Primary Partnership information and the PPP can be accessed by all.
POPPI
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3. Introduction
All student teachers will have attended a briefing meeting on campus prior to placement commencing. They will all have met with their professional tutor who will have checked that their files are set up. They are required to contact the placement school and the university mentor that will be supporting the placement by way of introduction. They are also required to send an electronic copy of their previous placement report (where applicable) to their university mentor. All schools will be contacted by the University Mentor prior to the commencement of the placement by way of introduction, and to arrange the school briefing meeting which should be attended by the class teacher and school mentor.
The following information indicates to our Partnership that all necessary statutory requirements are addressed and adhered to prior to and during the school experience placement.
4. Safeguarding checks statement
The University of Plymouth, as an ITE provider, ensures that all students enrolled on an ITE programme have had the necessary safeguarding checks performed as part of the recruitment process and as a condition of entry to the programme. This is in compliance with the Department for Education’s statutory guidance. This means that prior to students commencing placement, an enhanced DBS check, Prohibition Order check and the Child Care Disqualification check (both individual and household) has been completed. In addition to this each student is required to read and declare reading the ‘Keeping Children Safe in Education (Part 1)’ document.
With regards to the excerpt below from the statutory guidance, information about the outcomes of each student’s checks are available when a placement provider is allocated a student and the partnership agreement signed within the Placement Communication Portal (PCP) online system. Students are therefore not required to show their DBS certificate or provide any other form of checks information.
‘Providers should confirm in writing to schools that a non-salaried trainee’s criminal record check, including a check of the children’s barred list, has been completed and that the individual has been judged by the provider to be suitable to work with children. Providers are not required to provide any information to schools in addition to this confirmation. Schools may wish to record this information in their single central record, but they are not required to do so.’
Further details are available in the University of Plymouth’s Student Trainee Teacher Background Checks document including reference to the checks that are undertaken for staff and visiting tutors.
Safeguarding and Ethics Understanding, and student teacher welfare during placement
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It is a requirement of each placement that student teachers have a clear understanding of the Safeguarding and Ethics requirements and procedures in the school in which they are working. There is a requirement that the student teacher meets the designated safeguarding officer and is given clear verbal instructions as to the expectations and guidelines on these matters. A proforma recording that this discussion has taken place has to be signed by both the student and the DSO and must be kept in the front section of the student teachers Practical Teaching File.
At this point the student teachers must be advised as to the procedures for reporting any matter that they feel personally anxious about to someone they feel comfortable with or through the University Mentor who can act as an advocate. Any problems and issues should be addressed early in order to resolve the problem quickly. Student teachers should be advised where they find information about whistle blowing procedures.
Student teachers should be advised that the University Security team provide a 24 hour a day for 365 days of the year service should they
Security Emergency Number – 01752 583333
5. Data Protection
The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, University of Plymouth. All personal information will be treated strictly in terms of the new General Data Protection Register (GDPR) which became law on 25th May 2018.
Our school Partners must be aware of this requirement and refer to the school experience team should they be contacted by a relative, friend or external body. The standard response, should such any enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the school experience team.
Student teachers are told that:
‘We will not normally release data about you to your parents, Partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’
Further details are available on the University of Plymouth website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.
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(For further information on GDPR and data protection, please visit the Information Commissioner’s Office website ( https://ico.org.uk/for-the-public/)
6. Leave of Absence during School Experience Placement
The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.
Illness during school experience
Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the Placements and Partnership Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.
Absence as a result of accidental injury or hospitalisation
Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Placements and Partnership team and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.
Requesting leave of absence during school experience placements
Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence form. This will be considered and may or may not be granted.
It is appropriate to seek Leave of Absence for:
planned hospital visits/appointments; school visits and interviews for first teaching posts; the funeral of a close family member.
It is not appropriate to seek Leave of Absence for:
an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence
manager;
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the funeral of a person who is not a close relative (each school will have specific guidance on this);
attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.
Please note: As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes if they have concerns that the progress of the pupils in the school is being hampered by poor attendance or disruption caused by unnecessary or unauthorised absence.
Supervision during school experience placement
The type and level of supervision in each placement varies according to the length and structure of the school experience and the type of Partnership Agreement made between the University and the school. There is a University Mentor assigned to every school experience placement whose role is to provide guidance and support for both the student teacher and the school, and to quality assure the placement and provision. They will visit the school and meet with the student teachers according to the framework outlined in the School Experience calendar (section 2).
Additional support and guidance
The campus based School Experience academic team supports student teachers, schools and mentors. In addition they will communicate with all partners and may visit the placement when additional support or guidance is required, or to carry out quality assurance checks. Students also have access to their Professional Tutor who can offer guidance and advice. The ITE Placements and Partnership team are part of the Professional Services team who will ensure that all enquiries are dealt with and reach the appropriate academic team member.
The University Mentor
The University Mentor is member of a highly skilled professional team who bring a wealth of experience to Primary Partnership. Many of them do not have any campus based responsibilities. The team meet every term in order to carry out CPD, receive updates from the university, participate in moderation activities, and contribute to Partnership development and quality assurance checks. They also carry out peer appraisal activities and receive individual feedback from placement evaluations.
The School Mentor
In Associate Partnership schools there is a named School Mentor who has been trained to work with Plymouth University Primary ITE students. The School Mentor is required to attend refresher training on a 3 yearly cycle to ensure that they are familiar with Plymouth systems and procedures as well as updating mentoring skills
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based on the National Standards for mentors in ITE. The School Mentor is responsible for carrying out a weekly wellbeing and progress meeting with the student teacher and checking with the class teacher that all is well. Further information can be found in the online Mentor Handbook.
https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi
The School Mentor is also responsible for carrying out an observation, discussing targets, conducting a learning conversation and completing the Monitoring and Evaluation Form (as per the calendar). They are also responsible for issuing any intervention that may be required during the placement to support the student teacher and should complete the end of placement Report in consultation with the class teacher and student teacher.
If the school is requested to bring the student teachers files to File Moderation (not in all placements) it should be the School Mentor that does so.
Please note: where a school has a trained mentor but feels that the person does not have capacity at any particular point they may change their partnership status online through the ARC login and the university mentor will play a greater role in supervision. This can happen at any point in the year or for any particular placement.
The Class Teacher
The class teacher provides the day to day support for the student teacher and models high quality teaching and learning opportunities to facilitate pupil progress. The class teacher will also provide daily and weekly feedback, guidance and support thus enabling the student teacher to flourish. Many class teachers are also University of Plymouth ITE Primary trained mentors or graduates and have an in depth understanding of the requirements of the Programmes. The class teacher can access further information and guidelines in the online document
In Teaching Partnership schools the class teacher will work closely with the University Mentor to ensure that all requirements are met.
The class teacher is invited to attend the class teacher/student teacher planning day which takes place in final placements only. This allows the class teacher and student teacher to plan both for the short and long term without interruption. The university offers a venue for this to take place and supply cover is paid. Alternatively, the day can take place in school or at a chosen location nearby where there may be easier access to resources, and which doesn’t require additional time spent in travelling. Again, the supply is paid for the class teacher but requires the quality assurance check list to be signed by the university mentor to verify that the planning day has taken place.
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SECTION 2
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BEd Primary
Year 2 School Experience
Autumn Term 2018
Date Detail Associate Partnership
Schools
Teaching Partnership
SchoolsPrior to placement commencing
Personal preparation meeting with Professional Tutor on campus.
University mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing.
Week 1w/c 29th October
2018
School experience begins
Focussed observation (1)
Early Alert may be used up until Friday 2nd November 2018
SM and CT meet with the University Mentor for a 45 minute briefing meeting in school.
UM meets student teacher (s) and conducts well-being and preparation check.
Focussed observation (1) carried out by CT
CT meets with University mentor for 45 minute briefing meeting in school.
UM meets student teacher(s) and conducts well-being and preparation check.Focussed observation (1) carried out by CT
Week 2 w/c 5th November
2018
Joint observation and completion of Monitoring and Evaluation Form (1) carried out by University Mentor and School Mentor.Upload grade to Pebblepad.
Joint observation and completion of Monitoring and Evaluation Form (1) carried out by University Mentor and School Mentor.
Joint observation and completion of Monitoring and Evaluation Form (1) carried out by University Mentor and Class Teacher.
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Focussed observation (2) Focussed observation (2) carried out by SM
Focussed observation (2) carried out by CT
Week 3w/c 12th
November 2018
Observation and completion of Monitoring and Evaluation Form (2) carried out by University Mentor and School Mentor.Upload grade to Pebblepad.
Focussed observation (3)
As this is a 2 part placement Cause for Concern may be issued by Friday 16th November and if targets are not fully met by the end of week 4 these can be carried forward to the summer term placement.
Observation and completion of Monitoring and Evaluation Form (2) carried out by School Mentor.
Focussed observation (3) carried out by Class teacher
Observation and completion of Monitoring and Evaluation Form (2) carried out by University Mentor.Focussed observation (3) carried out by Class teacher
Week 4w/c 19th
November2018
Focussed observation (4)
End of year 2 Part 1 school experience reports should be completed electronically by Friday 23rd November and emailed together with a Word document of the Professional Progrees Profile to the Placements and Partnership Office – [email protected]
Focussed observation (4) carried out by the Class Teacher
Focussed observation (4) carried out by the Class Teacher
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Quality Assurance Record BEd (Primary and EY) School Experience
Checklist for observation and feedback, and Quality Assurance Record for class teacher, school and University Mentor. Tis QA record should be placed at the front of the student teacher’s Practical Teaching File.
Weekly Focussed Observation and Feedback
Student teachers should be observed using the Focussed Observation Form and have feedback and a learning conversation on a weekly basis. This is a minimum requirement but other focussed observations may be required and negotiated.
Completion of the Monitoring and Evaluation Form
These forms are completed by the school or university mentor at key points in the placement calendar. There is a requirement for joint observations and completion of this form as indicated in the calendar. This should be carried out by the university mentor and the school mentor in Associate Partnership schools and by the university mentor in Teaching Partnership schools.
Week/date
University Mentor
Class Teacher
School Mentor
Monitoring and Evaluation Form completed
Focussed observation
Feedback given
Initials of person carrying out the weekly focussed observation
Student teacher’s initials
Date
Week 1
w/c 29.10 18
Week 2
w/c 5.11.18Week 3
w/c 12.11.18Week 4
w/c 19.11.18
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Plymouth Institute of Education, Primary PartnershipSafeguarding and Ethics Understanding for School ExperiencePrior to the each school experience placement all student teachers will have re-familiarised themselves with DfE publication ‘Keeping children safe in education, Statutory guidance for schools and colleges, September 2016.’ This will have been checked with each individual by their Professionals Tutor.
Student teachers must ensure that they have a clear understanding of the processes involved in safeguarding and ethics procedure and practice in the school in which they are placed. They must have a conversation with the School Mentor, Headteacher, or Designated Safeguarding Officer so that there will be no lack of clarity over all matters of safeguarding and ethics for the duration of the school experience.
All student teachers will make this a first priority when taking part in any School Experience. All Partnership Schools have a responsibility to ensure that this has been carried out on the student teacher’s first day in school.
Please tick and sign to confirm:
Have the school’s Safeguarding Policy and Procedures been clearly shared with the student teacher?
Yes □ No □
Has the student teacher been given a paper copy of the policy and accompanying documentation?
Yes □ No □
Does the student teacher have clear understanding on ethical matters as set out by the school’s governing body?
Yes □ No □
Does the student teacher have this as a document in their file?
Yes □ No □
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Does the student teacher have a clear understanding on all matters pertaining to the Health and Safety of all members of the school community in relation to fire procedures and evacuation of the building and whistle blowing?
Yes □ No □
Does the student have a document in their file with evacuation guidance and fire procedures?
Yes □ No □
Has the student teacher confirmed that they are familiar with ‘Keeping children safe in education document?
Yes No
Safeguarding, ethical conduct, fire and evacuation procedures and whistle blowing have all been discussed, and there is written guidance in the student’s file as indicated above:
Student teacher: ……………………………………………………………Date:…………………..
School Mentor/Headteacher/Designated Safeguarding Officer………………………
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Introduction to BEd Year 2 school experience, Placement 1 Autumn term 2018
In preparation for BEd 2, Part 1 Autumn term school experience the student teachers will have attended a briefing meeting on campus and had their fires checked by, and a meeting with, their Professional Tutors.
The BEd Year 2, Part 1 Autumn School Experience will provide a range of opportunities which allow student teachers to complement and enhance the learning offered at the University and on previous placements. As a 2 part placement the Summer School Experience will take place in the same school and the same class. This will allow the student teacher to build on what they know about the children they have worked with in the autumn and consider their progress in an informed way. Understanding methods of assessing and monitoring children’s progress is crucial to student teachers understanding the impact of their teaching on children’s learning.
Both school experience placements are part of a single module. As such Part 1 cannot be deemed as unsuccessful, however, if the student teacher does not make the required progress and the mentor feels that additional interventions are needed a Cause for Concern can be issued by Friday 16th November. This allows them one week in which to address their targets. If successfully met during week 4 of the placement, the student teacher will continue to Part 2 without further intervention. If the targets are not fully met the student teacher will meet the Quality and Liaison Lead and then their professional Tutor to discuss and prepare an action plan. The targets agreed will be actioned and checked by the Professional Tutor in the interim period before Part 2 in the summer term.
Student teachers placed in KS1 classes may be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance – Early years, in the Primary Partnership Portfolio and take steps to ensure that they are sufficiently prepared for working within the EYFS prior to starting the placement.
In this placement student teachers should have the opportunity to:
Undertake observation of the class teacher maintaining routines, classroom organisation, rules, responses and expectations
Observe good and outstanding practice from across all curriculum areas modelled by excellent practitioners
Observe good practice in their specialist subject where possible and appropriate
Support in planning individual lessons and sequences of lessons in their class which have clear learning outcomes
Work alongside experienced TAs Teach individuals, groups and whole classes
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Discuss behaviour management policy and practice, observe and discuss its implementation in a range of classrooms or situations throughout the school using the School Based Training Programme
Discuss, observe and record how the school implements SMSC and promotes fundamental British Values
Consider and implement assessment of children’s learning and progress and begin to use assessment to inform further planning
Address targets identified during their previous school experience placements and university based learning as detailed in their Personal development Profile
Teach phonics/spelling/grammar as appropriate to groups and whole class and receive focussed observation and recorded feedback.
The Start of Placement
The student teacher must discuss and sign the Safeguarding and Ethics proforma and keep it in the front of their practical teaching file.
At the start of placement the student teacher has the opportunity to get to know the class and the needs of the individual members through discussions with the class teacher and other appropriate professionals, and by undertaking episodes of teaching. The teaching should be done on a daily basis and may involve working with individuals and contributing to the teaching of small groups for English and mathematics.
Week 1 provides opportunities to observe routines, classroom organisation and relationships and record these through a series of focussed observations; to begin to establish links with parents and families where possible and to start to assess pupils’ knowledge, skills and understanding. The student teacher should discuss and start to plan their School Based Training opportunities (25% of their time in school) with the class teacher and/or school mentor and use their focussed observation to help target areas for development and progress.
Week 1:
discuss and sign the Safeguarding and Ethics proforma and keep it in the front of their practical teaching file.
get to know the class and the needs of the individual members begin to get to know the teaching assistant or other adults and professionals
that support the children in the class carry out a focussed observation each day to inform the School Based
Training programme establish an understanding of the classroom routines, procedures and
behaviour management discuss and agree a timetable for week 2 and in draft form for the remainder
of this placement
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Week 2:
During this week the student teacher should continue to work with individuals and groups. They should also:
continue to take and develop responsibilities in the classroom on a daily basis to establish themselves as a member of the teaching by leading groups or class activities independently.
build on the tasks already undertaken during week 1 take part in a learning conversation to discuss progress and targets identify 2 profile children by the end of the week, have discussed outline places to consolidate initial
ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of the time in school.
For the remainder of the placement the student teacher should:
continue to extend and develop teaching and learning opportunities both in the classroom and through the School Based Training Programme (25%) and
by the end of the placement have considered and planned for any targets for development (such as research) to be considered in preparation for Part 2 in the Summer term 2019
Files
The student teachers are required to have
i) A Practical Teaching Fileii) A Pupil Progress File
They may have a Resources File which is not assessed and a Professional Development Portfolio which will be stored electronically.
A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio on the POPPI website link https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi , and in section 3 of these Notes of Guidance. Student teachers will have prepared their files in advance and had them checked by their Professional Tutors.
The maintenance and upkeep of these files, which must be clearly tabulated to indicate where evidence of their progress can be found, is the student teachers responsibility professional responsibility. However, it is incumbent on the class teacher, School Mentor and University Mentor to support them in this.
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Curriculum expectations
The student teachers will have had 3 weeks of intensive campus based learning prior to the start of this placement. This will have focused on core subjects – English, maths and science,
English
There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop there awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.
Mathematics
There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.
They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.
They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.
Specialist Subjects
As potential specialist subject leaders or leaders in the field of Early Childhood Studies (see additional guidance in the Primary Partnership Portfolio), student teachers should discuss the role as fully as possible with appropriate colleagues in school. Student teachers will need to address at least the following:-
all aspects of planning; the contribution their specialism makes to the whole curriculum;
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how resources are used to support teaching and learning; the management of resources and equipment throughout the school; how developments in the specialism relate to the whole school/setting
development plan.
The Broader Curriculum
The student teachers will bring a range of previous experiences across all curriculum areas and will have undertaken an intensive 3 weeks campus based learning prior to this placement during which they will have looked at core English, maths and science, and other broader curriculum subjects. Student teachers’ Professional Profiling Documents contain details of their experiences prior to the commencement of the course. Student teachers should try to include as many broader curriculum subjects (including RE) as possible in their teaching during all placements in addition to the requirements of English and maths.
The 3 R’s of the Behaviour Curriculum – Routines, Responses and Relationships
Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based learning and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.
The Professional Profile
In preparation for each school experience placement the student teacher will meet their Professional Tutor to discuss their professional targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.
A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.
Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of
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evidence presented at each Stage. These can be located in Section3.
When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files, they will initial the element and it can be “greened”. This must be done on a regular basis.
The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original and final document in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.
The Monitoring and Evaluation Form
This is a document which the Partnership has developed in response to comments from evaluations and national initiatives. The purpose of this evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress.
It includes:
a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified;
a learning conversation with key questions about the impact of teaching on learning;
further discussion on areas for further development and agreed targets to take forward;
comment on files, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards;
an agreed overall grade which the student teacher uploads, which gives the campus based staff, university mentor, and their professional tutors an indication of their progress.
Reflective Weekly Overview and Progress Record, Part 1, 2 and 3
The Self Review: Assessment for Learning document (see page 61) is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.
Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust
Part 1 – requires the student teacher to reflect on all Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement.
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Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning.
Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.
It is a requirement that Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 is emailed to the mentor, who will provide a signed copy for the student to include in their Practical Teaching File, in each tabulated weekly section.
Lesson Planning and Evaluation
The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate developments, change and challenge.
Note: In final placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for final placements, indicates when this is likely to be.
Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.
Focussed Observations
The purpose of these is threefold:
1. The focussed observation is a weekly requirement throughout the placement and should be carried out by the School based Tutor. The focus of the observation should be negotiated between the student teacher and the SBT and be linked to targets for progress as previously identified in weekly reviews and learning conversations.
2. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:a) agreeing the focus of the observation with the person being observed andb) following up the observation with a learning conversation with the person, with
agreed outcomes.
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3. The student teacher should negotiate with other teaching staff to complete other focussed observations in order to support their individual progress and directly linked to their Professional Profile targets and School Based Training Programme.
Completed focussed observations should be kept in the clearly identified and tabulated section of the Practical Teaching File.
Progress during School Experience
Discussions about a student teacher’s progress and targets for improvement during each placement are based on:
the Monitoring and Evaluation Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school, the grades from which are uploaded electronically at specific points in the placement by the student teacher. (Failure to do so may result in Cause for Concern being issued);
weekly focussed observations of the student teacher; Reflective Weekly Overview The Professional Profiling Grid Lesson planning and evaluation, and all teaching, learning and pupil progress
through the presentation, organisation and content of required files.
Level of expectation
During this school experience, student teachers should work with pupils for 75% of the school day in individual, group or class situations as appropriate. Student teachers are expected, for much of the time, to work in close collaboration with the class teacher and to:
Establish and maintain positive relationships with pupils; Work within the teaching team as a teacher; begin to take responsibility for English and maths on a regular basis so that by
week 3 the student teacher should be able to take responsibility for a number of whole class sessions;
Work alongside a TA who is supporting pupils’ learning in English or mathematics;
Develop personal confidence in class management; Develop subject knowledge, particularly in core subjects, including the
planning and implementation of appropriate and challenging episodes of teaching and learning using lesson planning proforma;
Teach where possible, a sequence of lessons in their subject specialist area; Discuss evidence of children’s learning and progress with the class teacher
and maintain relevant records to demonstrate this; Use analysis of children’s learning and progress to show impact on future
planning Where possible gain first-hand experience of the use of ICT in the classroom
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Begin to develop an understanding of assessment, including record keeping and tracking pupil progress;
Negotiate weekly focussed observations of own practice by the class teacher; Negotiate weekly focussed observations across a range of other subjects and
age phases; Demonstrate the effectiveness of resources in promoting learning and
understanding and reflect on this.
The School Based Training Programme
Please note this time should not be allocated for planning, marking or private study.
This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the class teacher in order to develop a heightened awareness of the following list which is not exhaustive but should include: -
in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team;
in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team;
observation of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to teaching initial decoding and encoding skills;
embrace opportunities for professional dialogue related to the above;
develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;
meet with the core subject co-ordinators where appropriate;
observing the teaching of ICT and PE;
develop an awareness of the range of TAs and their roles across the school/setting, through observation, team teaching and discussion as appropriate;
evaluate lessons/activities, plan and resource lessons/activities, mark/assess pupils’ work and record pupil progress;
address targets identified during professional learning conversations and feedback after observation;
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identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified;
BEd Year 2, Autumn term RECORD OF SCHOOL BASED TRAINING
All Professional Learning Activities
An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence.
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Week Specific Professional Learning Activities and links to Teachers’ Standards
Weekly professional learning activities and links to Teachers’ Standards e.g.
staff meetings
Week 1
29th October
Week 2
5th November
Week 3
12th November
Week 4
19th November
We recommend that this is enlarged to A3
Wider responsibilities - beyond the school day
Student teachers should take frequent, but not necessarily extended, responsibility for the whole class from the start of the school experience at the discretion of the class teacher. This will enable them to develop a range of strategies based on their experiences.
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Student teachers are expected to analyse and reflect on their teaching and the impact on the children’s learning and progress on a daily basis in order to inform their Reflective Weekly Overview.
Student teachers are expected to participate fully in the wider life of the school by attending staff meetings, training opportunities, any permissible meetings with parents (such as parents’ evenings) and participating in extracurricular activities.
They are expected to plan, prepare and resource lessons in a manageable and timely way.
Pupil Progress
During this experience student teachers should engage with all aspects of pupil progrees and develop a sound working knowledge of this in the school context. This will support their ability to plan, teach and evaluate their teaching, and demonstrate their achievement if the Teachers’ Standards that relate to assessment and monitoring. They will be able to demonstrate the connections between their previous campus-based learning and that which is evidenced though this school experience placement.
Working alongside the class teacher they need to need rapidly develop their understanding of how the school uses monitoring and formative assessment of pupils’ learning as part of the teaching and learning process. This will range from elicitation exercises to marking, questioning or oral and written feedback and will be part of the planning/assessment cycle. Student teachers will also, where possible, become involved in diagnostic assessment to identify the extent of pupils’ existing understanding and any gaps or misconceptions in that learning in order to help them consider targets for individual pupils’ development.
Student teachers should develop their awareness of the school’s Key Stage, local and national initiatives; as well as class targets and how these impact on planning. They can then begin to identify next steps in their own planning and evaluations in order to bring about improvement and progress.
Through discussion with the class teacher the student teacher should select 2 pupils and complete the introduction using the proforma in the proforma section. This introduction should include a brief outline about the pupil and be completed in consultation with the class teacher, and TA or learning support teacher if appropriate.
Collect any samples of work completed by the profile pupils which demonstrate their learning and progress. This will be completed and extended into Part 2 in the summer term. Photographs may be used as evidence but student teachers must check school protocols before doing so.
Student teachers should also reflect on the impact of teaching assistant or other adult support across the class and for individuals
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Student teachers should use Keeping Track sheets as a guide for their planning. They can be kept in the Pupil Progress file and will support the monitoring of the achievement of the whole class across core and their specialist subject during this placement
Student teachers should undertake formative assessment, giving immediate and constructive feedback which supports pupils as they learn, including giving examples of progress.
Assessment of Part 1, Autumn term
This BEd 2 placement is in 2 parts, therefore at the assessment point the report will reflect the progress made and the targets set for the second part of the placement in summer term 2019. Student teachers need to be clearly demonstrating their potential.
Student teachers should discuss their targets as they complete Part 1 in order to reflect on this experience, and in preparation for Part 2.
Some teachers may conclude part 1 with a Cause for Concern. If this happens an action plan will be agreed with the school or university mentor to guide and support the student teacher before they return in the summer term to complete the placement. Their Professional Tutor will give them additional support and advice when they return to campus
The class teacher will be asked to contribute to the student teachers report and are asked to evaluate the student teachers with the following criteria in mind:
1. The quality of the student teacher’s relationships with pupils;2. The student teacher’s planning and its effectiveness;3. The ability of the student teacher to work as part of a team;4. The contribution of the student teacher to the school;5. The quality of relationships with other adults;6. The quality of the student teacher’s files.
The contributions of class teachers will support School or University Mentors in preparing a focussed and meaningful report. The student teacher’s Professional Profile will give a clear indication of the stages reached and elements achieved. These will be agreed at the time of writing the report. The whole report will provide next steps both for campus and school based learning leading Part 2 summer term 2019.
For Part 1 of the BEd 2 autumn term placement the expected level of achievement for all Standards is that the student teacher will be working within stage 3; they may exceed this expectation by working within stage 2.
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Note: if the student teacher is achieving any element of any Standard within a Stage they can be deemed as working within that Stage.
Identification of Areas of Concern – intervention and support – withdrawal from placement
Intervention and support
The Primary Partnership Portfolio https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi details the procedure to be adopted and the relevant proforma can be found here.
Prior to any intervention being issued written feedback in the Monitoring and Evaluation Form completed by the mentor must clearly identify any areas of concern as should comments on the Reflective Weekly Overview when reviewed by the mentor.
The following interventions should be used in a timely way to support the student teacher. The calendar gives a clear indication of when, and until which point they should be used. It is the responsibility of the School Mentor in Associate Partnership schools and the University Mentor in Teaching Partnership schools to complete FORMS A, B and C as required and to send them to [email protected]. They can only be issued when the student teacher is in school so if they are absent they should not be issued until their return.
FORM A - Early Alert can used up until Friday 2nd November 2018;
FORM B - Cause for Concern can be used and should be issued no later than Friday 16th November 2018.
Withdrawal from placement
The Headteacher of the school has the authority to ask the university to remove the student teacher from the placement at any point by using FORM D. The form, guidance and an exemplar are available on
https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi
The University may deem it necessary to withdraw a student teacher from placement if they feel that remaining in that placement is detrimental to their wellbeing or professional progress towards the Teachers’ Standards. The school experience academic team will oversee the process and ensure that the school is kept informed. Whilst all circumstances of ill health, personal issues and wellbeing will be considered on an individual basis the University cannot guarantee to find another placement regardless of how the placement came to an end. However, if they are
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able and elect to do so the approach to another Partnership school will be transparent.
If a student teacher wishes to voluntarily step out before the completion of their placement it is mandatory that they discuss this with their University Mentor, a member of the school experience academic team and their Professional Tutor first. They will be advised of their options by the Senior Tutor and Programme Leader in order that they make an informed decision.
Evaluation
At the end of the school experience, all Partners are invited to contribute to our on-going quality assurance process by completing an evaluation form. The information from the evaluations form a valuable part of our ongoing quality assurance process and contributes to the development of the Programme through the Primary Partnership Working Group, the Primary Programmes Committee and the academic campus based teaching team.
Checklist for student teachers and class teachers
By the end of the first week student teachers should have:
Details of the placement requirement Please tick when
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completed1 Discussed and sign the Safeguarding and Ethics Form
2 Begun to establish links with families and parents where possible
3 Carried out focused observations of classroom routines on a daily basis
4 Begun to establish a sense of pupils knowledge skills and understanding
5 establish an understanding of the classroom routines, procedures and behaviour management
6 Discuss and start to plan their School Based Training opportunities with the school mentor and/or class teacher
7 Plan future focussed observations to help target areas for development and progress
8 Develop professional relationships with the class and begin to know their individual needs
9 Begin to get to know adults and other professionals who support the children in the class
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discuss and agree a timetable for week 2 and in draft form for the remainder of this placement
Signature of student teacher: ……………………………..
Signature of class teacher: ………………………………..
Date: …………………………………….
Checklist for student teachers and class teachers
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From the start of week two and for the remainder of the placement should:
Details of the placement requirement Please tick when completed
1 continue to take and develop responsibilities in the classroom on a daily basis to establish themselves as a member of the teaching by leading groups or class activities independently.
2 build on the tasks already undertaken during week 1
3 Teach individuals, groups and whole classes
4 take part in a learning conversation to discuss progress and targets - embrace opportunities for professional dialogue
5 identify 2 profile children through discussion with the class teacher
6 by the end of week 2, have discussed outline places to consolidate initial ideas and confirm those parts of the timetable which will be their particular teaching responsibility during the rest of the time in school.
7 Observe good and outstanding practice from across all curriculum areas modelled by excellent practitioners
8 Work alongside experienced TAs and class teachers who model good and outstanding practice
9 Discuss behaviour management policy and practice, observe and discuss its implementation in a range of classrooms or situations throughout the school using the School Based Training Programme
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Discuss, observe and record how the school implements SMSC and promotes fundamental British Values
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Consider and implement assessment of children’s learning and progress and begin to use assessment to inform further planning
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Address targets identified during their previous school experience placements and university based learning as detailed in their Personal Development Profile
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Teach phonics/spelling/grammar as appropriate to groups and whole class and receive focussed observation and recorded feedback.
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Observe of an early reading lesson that uses synthetic phonics (perhaps Letters and Sounds) as the primary approach to
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teaching initial decoding and encoding skills;
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If working in KS1/2 undertake observations of good practice in core and specialist subjects, including co-ordination and leading a team;
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If working in Early Years Foundation Stage, undertake observations of good practice in their specialism, including co-ordinating and leading a team;
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Observe good practice in their specialist subject where possible and appropriate
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Continue to develop an awareness of other professionals who support children’s learning or development including, where possible, before and after school care;
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identify how SMSC is linked across the curriculum and how Fundamental British Values are exemplified;
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Continue to extend and develop teaching and learning opportunities both in the classroom and through the School Based Training Programme (25%)
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by the end of the placement have considered and planned for any targets for development (such as research) to be considered in preparation for Part 2 in the Summer term 2019
Signature of student teacher: ……………………………..
Signature of class teacher: ………………………………..
Date: …………………………………….
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SECTION 3
Mentoring expectations
Introduction
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Our University Mentor team regularly attend training across the course of the academic year to ensure that their mentoring skills and Programme knowledge remain current, comprehensive and robust.
We recognise that many teaching staff within a school will contribute to the mentoring of student teachers while on placement.
We offer whole school mentor training for our Programmes as widely as we can across the Partnership as 2 twilight sessions so that all staff (including support staff) have an awareness of the requirements of our Programmes. We also carry out mentor training days throughout the year in order to support teachers in the University of Plymouth Primary Partnership School Mentor role. Please contact ITE Placements and Partnership team for further details [email protected]
We understand that the role and responsibilities of the School Mentor from other providers may vary and also acknowledge that mentoring skills are likely to be transferable. However, as part of our quality assurance we require schools that wish to have an Associate Partnership agreement with us to have a trained University of Plymouth mentor supporting the student teachers on school experience throughout the placement.
Mentoring skills
University of Plymouth Primary Partnership Mentors are well informed about the processes and requirements of the Programmes in order to ensure high quality support and alongside this are the professional requirements and personal qualities of the mentor. These are that:
They relate sensitively to the student teachers and relish the opportunity to work them
They play a central role in both encouraging and challenging the student teacher to reach their full potential during the placement
They have excellent subject knowledge and are able to support and broker the opportunities for development for the student teacher throughout the placement
They have a very clear understanding of what high quality teaching looks like and are able to inspire the student teacher through observations of this being modelled across the school
They are able to give clear and positive feedback that encourages reflective practice and progress.
School Experience Placements - file preparation and layout Each episode of school experience will require the setting up and maintenance of files which all follow a common format. Files are checked by Professional Tutors prior to placement.
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Shaded areas indicate when files are required. The Notes of Guidance for each placement across both Programmes clearly state what the expectations of file preparation and completion are.
These files are:
A. The Practical Teaching FileB. The Practical Resource FileC. The Pupil Progress FileD. The Professional Development Profile (online)
Professional Development Profile (online and available)
Practical Teaching File
Practical Resource File
Pupil Progress File
BEd Year 1School Experience Spring termBEd Year 1 Summer Term
BEd Year 2Part 1
BEd Year 2Part 2
BEd Year 3Spring Term
PGCE Placement 1a and 1b, School Direct
PGCE Placement 2, School Direct
a) The Practical Teaching File
This file should contain the following in this, the recommended order:
1. A contents page to ensure easy access to all evidence and information;
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Record sheets provided in the Primary Partnership Portfolio
2. A copy of the Safeguarding and Ethics Form signed by the school and the student teacher;
3. A copy of the Notes of Guidance for the current school experience;4. The Quality Assurance Record and checklists for the current school experience;5. Professional Profiling & Evidence Sheets
General information about the school
6. The name, email address, postal address, telephone number;7. The type, size and context of the school;8. Name of the Headteacher and members of staff;9. Appropriate extracts from school policies and guidelines as specifies in the Notes of
Guidance for each particular school experience placement or a signed indication that they have been read and understood;
Information about the class
10. A class list if the school’s for the purposes of planning and progress;11. Details of class groupings and relevant information provided by the class teacher
concerning EAL, pupil premium, special educational needs and other particular needs;
12. Individual pupil targets and class/cohort targets;13. A general weekly timetable;
Planning overview
14. Details of the class teacher’s overview for the year, if available, and medium term plans for student teachers working on KS1 and KS2. Details of the student teachers contributions to medium term plans during school experience in later stages of the Programmes.
Tabulated sections for each week of the school experience placement
15. The week’s timetable indicating the student teacher’s teaching commitment and training opportunities;
16. The week’s planning for maths and English;17. Other daily planning and records of pupil progress in Keeping Track records;18. Focussed observations;19. Monitoring and Evaluation Record form;20. Daily reflection sheets if appropriate;21. Copies of Reflective Weekly Overview, Progress Records, records of profiling
conferences, action plans for inventions if applicable.
b) The Practical Resource File
This file is not assessed and is not needed for moderation. However, it is strongly recommended that the student teachers demonstrate clear planning, preparation and organisation of resources used.
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c) The Pupil Progress File
Early placements on the BEd programme do not require a Pupil Progress File – please refer to the chart on page 1 of this section for further guidance.
This file should contain the following in this, the recommended order:
1. A contents page to ensure easy access to all evidence and information;
A section on policies and sample documents
2. Assessment and marking policies and procedures;3. Examples of the school’s reporting to parents documentation;
Assessment materials relevant to the class that the student teacher is working in
4. Examples of statutory documents, or where to access them (e.g. for Foundation Stage, SEND) where they support teacher assessment;
5. Examples of standardised tests where they are used in schools;
The school’s record keeping system
6. An example of how the school records and tracks pupil progress;
Individual Pupil Profiles
7. A sub section for each pupil beginning with a short statement using the Introduction to the Profile Child proforma to explain why that pupil was chosen;
8. In discussion with the class teacher, choose one piece of work for each of the pupils, for each of the core subjects and the student teacher’s specialist subject. These should demonstrate the level at which pupils are currently working. Targets already set by the class teacher should be included;
9. At regular intervals throughout the placement, the student teacher should collect further examples of work. These should demonstrate the pupils’ progress as a result of learning that has been taken from their teaching. Context sheets should be attached to demonstrate this;
10. As appropriate, the sub sections for each pupil may include evaluation sheets and individual monitoring sheets. Copies of any school or national records that are available and permissible to use (IEP, national test results, baseline assessment) may also be included;
11. A summary profile sheet for each pupil (see proforma section of the Primary Partnership Portfolio) should be completed based on the evidence listed above. Student teachers must focus on the impact of their teaching on the pupil’s learning and be able to discuss;
12. A sample report.
d) The Professional Development Profile (PDP)
Every student teacher has a Professional Development Profile which is used and maintained across both campus based and school based work. This file is stored electronically on Pebblepad and provides a common understanding across the Partnership of what is
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involved in achieving QTS; how each individual has done this and what their individual achievements are. Student teachers should share this with school and university mentors to support their target setting and progress.
The PDP will contain:
A summary of all school based training and experience to date, to include: -
1. A record which identifies school and classes taught during each school experience placement;
2. A record of subject areas taught;3. A record of completed school based training from previous experiences
including the Assessment and Monitoring Audit (PPP proforma section);
Summative assessment Reports to include and up to date copy of the Assessment and Monitoring Audit including:
4. Assignment feedback and audit results;5. An overview of the campus based taught curriculum;6. School experience reports issued on completion of each school experience;
placement;7. Other statements of achievement.
Details of previous experience to include:
8. Curriculum vitae;9. Interview feedback;10. Previous school based experiences.
Quick Reference Guide for Observation
The observation linked to the Monitoring and Evaluation review of the student teachers progress will be determined by the focus of their identified targets. Other focussed observations will have been identified and negotiated in order to assist the student teacher in
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becoming proficient in other areas of teaching that they have recognised as needing further development, challenge and support.
Observations are focussed specifically on the way in which pupils learn from the method by which the student teacher structures, guides and challenges them.
Therefore, this will involve the scrutiny of books and conversations with the pupils in order to support the evidence that will determine the student teacher’s skill and professional attainment against the Teachers’ Standards.
The observer will need to determine whether or not the structure of the lesson is flexible and sufficiently fluid in order to maximise learning opportunities for all pupils. This will include the deployment of additional adults as well as the way in which resources are used.
Key phrases to promote, consider and discuss as part of a learning conversation:
What have you done?
What is the impact?
How do you know?
Quick Reference Guide: General Observation - developed by the wider Partnership
o Does the student teacher have consistently high expectations of the pupils?o Does the student teacher systematically and effectively check pupils understanding
and employ appropriate interventions?o Is the focus of the lesson well taught?o Does the student teacher and the adults who are directed by the student teacher,
create a positive climate for learning in which pupils are interested and engaged?o Are books marked and is constructive feedback given to contribute to pupils’
learning?o Do teaching strategies, together with support and intervention, match individual
needs?o Are the pupils in class and ready to work on time?o Do all the pupils have a positive attitude to learning?o Is there any low level disruption in the lesson?o Is the student teacher inclusive?o Does the student teacher make expectations of good behaviour clear?o Does the student teacher manage any poor behaviour well?o Is there evidence of pupil progress?o Are pupils able to articulate their learning?o Do they have a clear understanding of targets set for their own personal
improvement?o Is there evidence of SMSC in the classroom and in the teaching taking place?
Prompts to support the observation of teaching and learning as recommended by the wider PartnershipLearning
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How many pupils and which pupils/groups make exactly which gains in skills, knowledge, ideas and understanding?
Pace, quantity and quality of work? Can they explain confidently and clearly what they have learned and why? Do they know how today's work relates to previous work and what may be the next
stage? Do they ask questions about their work and learning? Are they used to reviewing their work in relation to objectives and targets? Do pupils understand how well they are doing and how they can improve? Are pupils clear about the criteria used to assess their work? How many pupils know their targets? Which pupils are aware of what they were supposed to be learning and where to
focus their efforts to learn and improve their work? Can they apply new ideas in different contexts?
Achievement How much and which pupils are being stretched and working to their capacity? Are they doing as they as they can?
Attitudes, relationships and behaviour
Which pupils show engagement, application and concentration and work productively?
Are they keen to work? Keen to answer questions? Keen to get on with the task in hand? Take pride in their work? Self-esteem?
Pupils know what behaviour and attitudes are expected? Respect own and others' property? Respect others' values?
Do they form constructive relationships with one another and other adults
Prompts and guide for observing specific Standards
Standard 1 How well does the teacher challenge pupils, expecting the most of them?
Teacher committed to getting the best out of pupils? Questioning (planned), problem setting, choice of materials & resources sufficiently
challenging? Praise used effectively to provide feedback and further challenge? Methods & quality, first-hand resources motivate pupils to develop ideas? Teaching strategies take account of pupils' differing learning styles? Grouping based on assessment & conducive to teaching & learning? Applications & development of English, maths and ICT across the curriculum?
Standard 2: How well do teachers interest, encourage and engage pupils?
How enthusiastic is the teacher and how is enthusiasm promoted? Content and learning real, relevant, imaginative and interesting?
Standard 3: Subject knowledge
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Subject knowledge secure and confident & used to ensure appropriate challenge & expectations, able to address misconceptions, effective planning and accurate assessment?
Demonstration & explanations clear? Questioning perceptive and based on secure subject knowledge? Clear understanding of how pupils learn the subject shown? New ideas explained well? Accurate use of subject vocabulary?
Questions answered well? Interesting examples, contexts and first-hand experiences used to support teaching
and learning?
Standard 4: Planning is based on clear learning objectives and teaching points.
Planning shows evidence of clear understanding of how learning is built up? Planning supports effective teaching and learning during the lesson? Planning takes account of learning needs of all groups of pupils Learning objectives are clear, specific, concise, achievable and appropriate to pupils'
learning needs? Effective strategies for ensuring that pupils are aware of where to focus their efforts
to learn and improve? Too many learning objectives? Does work done at home complement work in class? Do pupils find homework helpful? Is it well matched? Home reading? Good feedback on homework provided?
Standard 5: How well do teachers promote equality of opportunity? All pupils treated with respect, contributions encouraged and valued? Teaching has regard for Codes of Practice for SEN and promoting race equality? Teacher works to overcome barriers to underachievement Planning and teaching take account of learning needs of EAL pupils and pupils from
ethnic minority groups.
Standard 6: Use of assessment
Pupils' work assessed thoroughly & constructively? Assessment used to inform planning & target setting? Targets used regularly, reviewed and refined? Assessment of pupils with SEN thorough and used? Pupils informed of what they are learning & how they can improve? On-going feedback provided on errors, good work and underachievement? Targets specific, well matched & referred to often? Marking and feedback well focused & diagnostic? Pupils helped to judge the success of their work and given clear next steps?
Standard 7: Management of time and behaviour?
Focus on learning more than behaviour? Pace good & no learning time wasted?
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Clear, high expectations of behaviour are effectively communicated and monitored? Positive & clear feedback on behaviour & relationships provided? Clear, efficient, organisation of activities & groups? Fair, clear exercise of authority, mutual respect & good work habits/routines? Behaviour management consistent?
Standard 8; Use of TAs and other support?
TAs' expertise known & used effectively? TAs know learning objectives & teaching points? TAs promote achievement? TAs enable teacher to use time to teach.
Self - Review: Assessment for Learning
Learning Objectives Beginning
Developing Established Notes for my profiling/weekly review
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I always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activity
When I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improve
My use of open ended questions and explanations are mainly focussed on the learning objectives
The learning objectives in my lessons can be tracked back to my medium term plans
I understand the progression of learning in the subjects I am teaching
Learning outcomes/success criteria
Beginning Developing Established
Notes for my profiling/weekly review
I always share the expected learning outcomes/success criteria for each lesson with my pupils
I differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentions
When I ask them, pupils can explain what they need to do to demonstrate success
The learning outcomes and the success criteria form the basis of my feedback to
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pupils
Oral and written feedback Beginning
Developing Established Notes for my profiling/weekly review
My oral and written feedback focuses on the shared learning objectives
I ensure that I plan in opportunities for regular and frequent oral feedback
My written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targets
I give pupils the opportunity to reflect on the written feedback I have given and to respond it during the lesson
Peer and self assessment Beginning Developing
Established Notes for my profiling/weekly review
I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improve
I train pupils to assess each others work and to provide fair and helpful feedback
My planning includes regular opportunities for pupils to assess their own work and that of others
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I enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets
Curricular target setting Beginning Developing Established Notes for my profiling/weekly review
I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levels
I understand summative data and use this to inform formative assessments and pupils future targets
My pupils are aware of their personal targets and what they need to do next to further improve
My pupils help to set and asses their progress towards their targets
My pupils are aware of the class targets as well as their personal targets
Environment and conditions for learning
Beginning Developing Established Notes for my profiling/weekly review
My classroom reflects a place that values learning and promotes trusting relationships
My teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainment
I use a range of strategies to engage pupils in
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learning how to learn and how to assess their progress
I use display as a tool in supporting ongoing learning as well as celebrating achievement
BEd and PGCE (Primary & Early Years)School Experience
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2018 - 19
Report Form
Name of student teacher:
BEd: Year 1Summer , Year 2 Autumn, Year 2 Summer, Year 3 - (please highlight)
Specialism:
PGCE: Placement 1 a, b and, 2 – (please highlight)
Name of placement school or setting:
Year group or age of children:
Name of School Based Tutor:
Name of School Mentor: (if an Associate Partnership School)
Name of University Mentor / Visiting Tutor:
Please note that this form should be completed electronically by the School or University Mentor and emailed together with an electronic copy of the student teacher’s professional profile to the Placement and Partnership team at [email protected] by the
date stipulated in the relevant Notes of Guidance for each school experience.
REPORT FORM for BEd / PGCE (Primary and Early Years)
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Introduction
The report form and the student teacher’s Professional Profile provides campus based colleagues and the student teacher themselves, with a clear indication of the progress made and the levels achieved during each school experience placement.
For student teachers on the following school experience placements this report form will need to be completed by the student teacher and the mentor electronically and emailed to the Partnership Office. Alongside the report should be a completed electronic copy of the student teacher’s Professional Profile indicating that evidence has been checked and where Standards have been met.
PGCE Placement 1 a) in the autumn term 2018
BEd Year 2 in the autumn term 2018
BEd Year 3 in the spring term 2019
PGCE Placement 1 b) in the spring term 2019
BEd Year 2 in the summer term 2019
BEd Year 1 in the summer term 2019
PGCE Placement 2 in the summer term 2019
This report form will comprise two sections:
Section One is made up of two parts and should be completed by the student teacher in consultation with the mentor.
Part A should outline achievements and progress made against the Teachers’ Standards and to what Stage during the placement.
Part B sets out some challenges and targets to carry forward to the next placement. It must show links with the Teachers’ Standards. In a final school experience placement these can be used as a basis for targets for the NQT year. The student teacher will agree with the author of the report those aspects of the experience where opportunities for progress and development have been limited, and agree a set of between 3 – 5 targets to take forward into their next placement, or in the case of final practice student teacher, into their NQT year.
Section Two should be completed by the School or University Mentor and should include all aspects of the student teacher’s achievements; levels of professionalism; collaborative and independent working; use of initiative; commitment to the pupils, school and the profession.
It must also make reference to Part Two of the Teachers’ Standards.
When the report is sent to the Partnership Office, it must be sent with an electronic copy of the Professional Profile as an attachment. This will indicate and confirm the Stages achieved and each of the elements for each of the Teachers’ Standards 1-8 as agreed and finalised by the University/School Mentor on completion of the school experience.
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Alternative report formats are used for the Specialism Week in the autumn term and Broader Curriculum Project placement in the Spring term and this can be downloaded from the Partnership website: www.plymouth.ac.uk/poppi, completed electronically and emailed to the Partnership Office:
Teachers’ Standards and Student Teachers achievements.
In order to achieve QTS all student teachers must meet the Teachers’ Standards, 2012. These are exemplified as Stage 3 throughout Part One of the profiling document. All student teachers must demonstrate compliance with Part Two throughout each school experience placement.
Good and very good students will achieve beyond the expected level of achievement for each placement. Their Professional Profile, which includes details of the elements completed, and end of placement report will provide the detail of their individual achievements.
A final grade for each Standard must be recorded to show levels of achievement and to indicate where progress is required for the following placement or NQT year.
ProgressSuccessful progression through each placement will normally be demonstrated by the expected achievement required by both Programmes. This is outlined in the table below and further details can be found in the Notes of Guidance for each school experience placement, in the section on Assessment of School Experience.
Cohort and School Experience Expected achievement for all Standards
Exceeded achievement is likely to include
BEd Year 2 in the autumn term 2018
Within Stage 3 Within Stage 2
PGCE Placement 1 a) and School Direct, 2018
Within Stage 3 Within Stage 2
BEd Year 3 in the spring term 2019
Within Stage 2 Within Stage 1
PGCE Placement 1 b) and School Direct in the spring term 2019
Within Stage 3 Within Stage 2
BEd Year 1 in the summer term 2019
Within Stage 4 Within Stage 3
BEd Year 2 in the summer term 2019
Within Stage 3 Within Stage 2
PGCE Placement 2 and School Direct in the summer term 2019
Within Stage 2 Within Stage 1
If the student teacher is achieving any element of any Standard within a Stage they can be deemed to be working within that Stage.The final grades on the report form will indicate the level of achievement for all 8 Standards of Part One: Teachers’ Standards. There can be no slash grades. The final grade will also indicate that all sections of Part Two: Teachers’ Standards have been met. These final grades will be determined by the author of the report and evidenced through the student
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teacher’s files, Professional Profile, and clearly demonstrated and evidenced commitment to their chosen profession.
Section One:
Student teacher’s overview, Part A
Student teachers should give a concise account of particular achievements gained through this school experience placement, including detail of progress made for each particular comment.
Particular successes achieved during the school experience placement
Links to the Teachers’ Standards
Stage
Student teacher’s overview, Part B
At the final profiling meeting, student teachers should discuss and agree with the mentor where opportunities for progress and development have not been available in the school or
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setting, or have not been readily achieved, and agree between 3 – 5 targets to carry forward to the next placement or in the case of final practice student teachers, into their NQT year.
Targets to carry forward and giving an indication, as appropriate, where opportunities for progress and development have been limited.
Links to the Teachers’ Standards
Stage
Section 2: Detailed overview from the mentor
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The School Mentor (Associate Partnership Schools) or University Mentor (Teaching Partnership Schools) should complete this overview giving additional detail to the attainment indicated in the student teacher’s Professional Profile. An electronic version of the Professional Profile should be attached and sent together with the report.
The detail in this section should illustrate all aspects of the student teachers achievements; levels of professionalism (It should also make reference to Part Two: Teachers’ Standards), resilience; collaborative and independent working; use of initiative; commitment to the pupils, school and the profession.
The report for a final placement student is used as a basis for references by their Professional Tutor as they enter the profession as an NQT. As such, please indicate the student teacher’s potential.
Please complete the detailed overview below using between 400 – 600 words, and then complete the grades for each of Part One: Teachers’ Standards and confirm the satisfactory achievement of Part Two: Teachers’ Standards.
School Experience Placement report - detailed overview:
Please indicate if the student teacher passed this school experience and in which Key Stage by highlighting the appropriate boxes below:
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Yes No Foundation Stage
Key Stage 1 Key Stage 2
Please indicate the Stage within which the student teacher is working for each of Part One: Teachers’ Standards, and confirm the achievement of Part Two: Teachers’ Standards in the tables below:
Part One: Teachers’ Standards
Stage within which the student teacher is working
Part Two: Teachers’ Standards
Achieved
1.
2.
3. All
4.
5.
6.
7.
8.
Signature of mentor:
Signature of student teacher:
Date:
Please note that this form should be emailed together with a completed electronic version of the student teacher’s Professional Profile to the Partnership Office
This final page, when completed and signed, must be uploaded to the DLE by the student teacher
Evidence towards the Standards Progress Sheet (Stages 4 – 1)
Teaching standards STAGE 4Standard statement Evidence Signature
1. Set high expectations which inspire, motivate and challenge pupils
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1a Contribute to the establishment of a safe and stimulating environment for pupils. Establish mutually respectful relationships with all pupils.1b. Contribute to setting goals that stretch and challenge individuals and groups of pupils
1c. Provide a positive role model demonstrating the attitudes, values and behaviour which are expected of the pupils and in keeping with the school policy.
2. Promote good progress and outcomes by pupils
2a Take some accountability for pupil’s attainment, progress and outcomes over an extended sequence of lessons
2b. Be aware of pupils capabilities and prior knowledge and begin to plan teaching to build on these.
2c. Encourage pupils to reflect on the progress they have made and to identify next steps
2d. Begin to demonstrate a knowledge and understanding of how pupils learn and how this impacts on teaching.
2e. Begin to encourage pupils to take a responsible attitude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
3a Have a secure knowledge of the relevant subjects(s) and curriculum areas in order to foster and maintain pupils’ interest and address misunderstandings
3b Begin to demonstrate an understanding of developments in the subject and curriculum areas
3c. Begin to promote high standards in literacy, articulacy and the correct use of Standard English at all times.3d. When teaching early reading demonstrate an
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understanding of systematic synthetic phonics.3e. When teaching primary mathematics, demonstrating an understanding of appropriate teaching strategies.
4. Plan and teach well structured lessons
4a Set clear learning objectives with appropriate well - paced activities
4b Demonstrate a curiosity, a personal desire to learn, and the ability to enthuse and motivate pupils4c. Create some opportunities for the pupils in the class to consolidate and develop their understanding beyond the classroom.4d. Begin to evaluate taught sessions in a reflective manner.
4e. Plan sequences of lessons across the curriculum which engage and enthuse pupils
5. Adapt teaching to respond to the strengths and needs of all pupils
5a. Demonstrate an awareness of the range of abilities within the whole class and begin to plan for differentiated activities across the class.5b. Have an understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Gain an understanding of the work of outside agencies and how they support pupils, learning.5c. Begin to adapt teaching according to the different physical, social and intellectual development of pupils.5d. Begin to demonstrate an understanding of the needs of all individual and groups of pupils through effective planning and a variety of teaching strategies.
6. Make accurate and productive use of assessment
6a. Begin to know and
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understand how to assess the relevant subject areas, including statutory assessment requirements.6b. Begin to use formative and summative assessment with support from school colleagues to secure pupils’ progress.6c. Begin to use relevant data to monitor progress, set targets and plan subsequent lessons.6d. Begin to give feedback to pupils both orally and through marking and encourage pupils to respond.
7. Manage behaviour effectively to ensure a good and safe learning environment
7a. Use existing rules and routines for behaviour management effectively, in accordance with the school’s behaviour policy.7b. Have high expectations of behaviour, and maintain the existing framework for discipline7c. Begin to take responsibility for the effective management of the class for some or the entire lesson. Demonstrate an understanding of the link between effective management and motivation7d. Demonstrate good relationships within the class, exercise appropriate authority, and act decisively when necessary
8.Fulfil wider professional opportunities
8a Regularly participate in the wider life of the school
8b Work well with other colleagues and seek and accept advice when needed
8c. Begin to give support staff clear guidance so they are deployed effectively.
8d. Take responsibility for own training needs, and participate in the opportunities available. Respond positively to feedback and support colleagues8e Begin to communicate with parents with regard to pupil achievements and well being
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Teaching standards STAGE 3Standard statement Evidence Signature
1. Set high standards which inspire, motivate and challenge pupils1a. Establish a safe and stimulating environment for pupils, rooted in mutual respect.
1b. Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
1c. Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils
2a. Be accountable for pupils’ attainment, progress and outcomes
2b. Be aware of pupils’ capabilities and prior knowledge and plan teaching to build on these.2c. Guide pupils to reflect on the progress they have made and their emerging needs
2d, Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
2e. Encourage pupils to take a responsible and conscientious attitude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
3a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject and address misunderstandings.3b. Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship.3c. Demonstrate an understanding of and take responsibility for promoting high standards in literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.3d. If teaching early reading, demonstrate a clear understanding of systematic
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synthetic phonics.
3e. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4. Plan and teach well structured lessons
4a. Impart knowledge and develop understanding through effective use of lesson time.4b. Promote a love of learning and pupils’ intellectual curiosity.
4c. Set homework and plan other out of class activities to consolidate and extend the knowledge and understanding pupils have acquired.4d. Reflect systematically on the effectiveness of lessons and approaches to teaching.
4e. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
5a. Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.5b. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.
5c. Demonstrate an awareness of the physical, social and intellectual development of pupils, and know how to adapt teaching to support pupils’ education at different stages of development.5d. Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL; those with disabilities; and to be able to use and evaluate distinctive teaching approaches to engage and support them.
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6. Make accurate and productive use of assessment
6a. Know and understand how to assess the relevant subject areas, including statutory assessment requirements.6b. Make use of formative and summative assessment to secure pupils’ progress
6c. Use relevant data to monitor progress, set targets, and plan subsequent lessons.
6d. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
7a. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good behaviour both in the classrooms and around the school, in accordance with the school’s behaviour policy.7b. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.7c. Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.
7d. Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. Fulfil wider professional opportunities
8a. Make a positive contribution to the wider life and ethos of the school.
8b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.8c. Deploy support staff effectively.
8d. Take responsibility for improving teaching through
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appropriate professional development, responding to advice and feedback from colleagues.
8e. Communicate effectively with parents with regard to pupils’ achievements and well being.
Teaching standards STAGE 2Standard statement Evidence Signature
1. Set high expectations which inspire, motivate and challenge pupils1a. Consistently uses a range of strategies to establish a safe and stimulating environment for pupils in a range of situations e.g. drama, music, education outdoors.1b. Consistently set goals that stretch, challenge and motivate all pupils across a range of curriculum areas. Uses strategies to support the learning and progress of underperforming groups.1c. Consistently demonstrate and model positive attitudes, values and behaviour which are expected of pupils. Consistently provide a good role model to all in the school community and has a positive attitude which influences all pupils.
2. Promote good progress and outcomes by pupils
2a. Take accountability for pupils’ attainment, progress and outcomes.
2b. Have a good understanding of the pupils’ capabilities and their prior knowledge. Assess pupil’s achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. 2c. Offer intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve. 2d. Demonstrate secure knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.
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2e. Encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting clear expectations.
3. Demonstrate good subject and curriculum knowledge.
3a. Have a broad and secure knowledge of all the relevant subject and curriculum areas in order to inspire children. Anticipate potential and common misconceptions.3b. Be proactive in developing a critical understanding of developments in the subject and curriculum areas
3c. Demonstrate a secure understanding of, and promote high standards in literacy, articulacy and the correct use of Standard English at all times. Demonstrate a good understanding of how to develop the reading, writing communication … skills of the pupils they teach.3d. If teaching early reading, demonstrate a secure understanding of systematic synthetic phonics.. 3e When teaching primary mathematics, demonstrate a secure understanding of appropriate teaching strategies so that pupils make at least expected progress.
4. Plan and teach well structured lessons
4a. Adjust the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding
. 4b. Engage pupils to be inspired and excited about learning. Motivate pupils to ask further questions and undertake personal research.
4c. Set homework and other out of class activities across a variety of curriculum areas which consolidates and extend learning opportunities
4d. Reflect systematically on all lessons and identify areas for improvement. Is able to evaluate the effectiveness of their lessons and impact on all groups of pupils
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4e. Contribute thoughtful, useful ideas around planning and provision.
5. Adapt teaching to respond to the strengths and needs of all pupils.
5a. Demonstrate an awareness of the range of abilities within the whole class and begin to plan for differentiated activities across the class.5b. Have an understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these. Gain an understanding of the work of outside agencies and how they can support pupils’ learning.5c. Begin to adapt teaching according to the different physical, social and intellectual development of pupils.5d. Begin to demonstrate an understanding of the needs of all individual and groups of pupils through effective planning and a variety of teaching strategies.
6. Make accurate and productive use of assessment
6a. Begin to know and understand how to assess the relevant subject areas, including statutory assessment requirements6b. Begin to use formative and summative assessment with support from school colleagues to secure pupils’ progress.6c. Begin to use relevant data to monitor progress, set targets and plan subsequent lessons.
. 6d. Begin to give feedback to pupils both orally and through marking and encourage pupils to respond
7. Manage behaviour effectively to ensure a good and safe learning environment
7a. Effectively use clear routines and rules for behaviour management. Make consistent use of the school’s behaviour policy both in the classroom and around the school or setting. To have an awareness of strategies, including cyber and prejudice-based (and homophobic) bullying.
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7b. Establish a highly effective framework for discipline.
. 7c. Manage all parts of the lesson effectively, using approaches that suit pupils’ needs and stage of development. Ensure pupils are involved and motivated.7d. Maintain consistently good relationships throughout the placement.
8. Fulfil wider professional opportunities
8a. Consistently make a positive contribution to the wider life and ethos of the school.
8b. Sustain effective professional relationships with colleagues. Draw on advice from a variety of appropriate sources.. 8c. Give support staff clear guidance which is focussed on particular pupils’ needs and respond to their feedback8d. Take responsibility for setting targets for development. Respond to feedback; be receptive to advice and continue to be open to both coaching and mentoring.8e. Be proactive in communicating with parents and establish a positive rapport with them.
Teaching standards STAGE 1Standard statement Evidence Signature
1. Set high standards which inspire, motivate and challenge pupils1a. Consistently uses a range of innovative strategies to maintain a safe and stimulating environment for pupils in a wide range of situations e.g. extracurricular activities and off site visits, and taking
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responsibility for this.1b. Set aspirational goals that are personalised for groups of learners including underperforming groups that reflect the individual learning culture of the school.1c. Demonstrate a highly effective presence in the classroom and around the school. Provide an outstanding role model in all contexts and all situations, building a positive attitude that inspires all pupils.
2. Promote good progress and outcomes by pupils
2a. Is consistently accountable for pupils’ attainment, progress and outcomes.
2b. Have a detailed understanding of the pupils’ capabilities and their prior knowledge. Demonstrate through their planning and teaching that their pupils, including those who are disabled and those who have special education needs, make good progress2c. Consistently offer high quality intervention and feedback which enables pupils to identify the progress they have made and understand what they need to do to improve.2d. Consistently demonstrate a broad knowledge and understanding of how pupils learn and use this to improve their teaching across the curriculum.2e. Consistently encourage all pupils to take a responsible and conscientious attitude to their own work and study by setting high expectations.
3. Demonstrate good subject and curriculum knowledge
3a. Have a detailed, in depth knowledge of all the relevant subject(s) and curriculum areas. Anticipate and plan to avoid misconceptions. Be proactive at inspiring children.3b. Demonstrate the ability to use research and then apply to
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own teaching or aspects of school development.
3c. Model a high standard of literacy in all professional activities. Consistently demonstrate a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of the pupils they teach.3d. If teaching early reading, demonstrate a very good understanding of systematic, synthetic phonics.3e When teaching primary mathematics, demonstrate a very good understanding of appropriate teaching strategies so that pupils make a good or better than expected progress
4. Plan and teach well structured lessons
4a. Consistently adjust the pace and momentum of lessons to enable all pupils to develop their knowledge and understanding.4b. Consistently engage pupils to be inspired and excited about learning.
4c. Set homework and other out of class work which consistently enriches learning.
4d. Analyse and evaluate the effectiveness of lessons and approaches to teaching. Is able to accurately evaluate the effectiveness of their lessons and impact on all groups of pupils.4e. Consistently contribute thoughtful, useful ideas around planning and provision.
5. Adapt teaching to respond to the strengths and needs of all pupils
5a. Consistently adapt practice in response to pupils’ needs. Have the knowledge and skill to take educational risks when appropriate
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5b. Understand the causes of low achievement, challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.
5c. Have secure understanding of the pupils’ physical, social and intellectual development and use this to inform pedagogical approaches.
5d. Have a very good understanding of the needs of pupils from all identified groups. Use personalised strategies to effectively engage, support and challenge them.
6. Make accurate and productive use of assessment
6a. Regularly assess pupils in all relevant subject areas and contribute to moderation meetings.6b. Consistently demonstrate effective use of formative and summative assessment to secure pupils’ progress6c. Consistently demonstrate effective use of relevant data to monitor progress overtime, set targets, and inform future planning6d. Consistently provide effective oral feedback that is personalised to each pupil or group of pupils. Mark work effectively so that pupils know what they have done well and what their next steps are. Be highly skilled at getting pupils to respond to feedback clearly impacting on their progress overtime.
7. Manage behaviour effectively to ensure a good and safe learning environment
7a. Consistently use very clear rules and routines in order to promote positive behaviour. Promote the effective use of the school’s behaviour policy
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both in the classroom and around the school or setting. Deliver lessons or an assembly that promote strategies to tackle bullying, including cyber and prejudice-based (an homophobic) bullying.7b. Use a range of innovative and effective strategies for behaviour management in response to individual needs.
7c. Consistently manage all parts of the lesson very effectively using approaches that suit the pupils’ needs and stage of development adapting practice as appropriate. Ensure pupils are involved and highly motivated7d. Demonstrate consistently good relationships with all pupils across the school.
8. Fulfil wider professional opportunities
8a. Be proactive in creating frequent opportunities to contribute to the wider life and ethos of the school.
8b. Take an active role in the team gaining the respect of colleagues.
8c. Deploy support staff consistently, effectively involving them in planning and assessment to maximise the learning of all pupils
8d. Take full responsibility and set challenging targets for own development. Use advice and guidance of colleagues to make sustained improvements in practice.8e. Gain the respect of parents through effective communication. Demonstrate the ability to report to parents in oral or written form.
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