Secondary PGCE Development Record Stage Two-Three · Web viewIt provides a structure for systematic reflection upon the impact of your teaching on pupil progress from school observations,

LEEDS TRINITY UNIVERSITY SECONDARY PGCEDEVELOPMENT RECORDSTAGE TWO-THREE18-19

Name: _________________________________

School: _________________________________

Subject / Mentor:____________ / ___________

The Development RecordThe Development Record is designed to record the ongoing dialogue between you and your Mentor. It also provides evidence of the impact of your teaching on pupils’ progress and helps your Mentor to get a picture of your development across your placement. It provides a structure for systematic reflection upon the impact of your teaching on pupil progress from school observations, learning conversations, university-level input, and how these come together in the classroom. The Development Record supports your ability to:

recognise the links between programme content and school practice; record your professional development over time; and provide evidence for the award of QTS.

The Development Cycle.A weekly cycle of target setting, action, evaluation and re-setting should be obvious from your paperwork. Make sure that each week’s Development Record:

begins with an evaluation of your progress against your targets and the Teachers’ Standards and contains an evaluation of your pupils’ progress;

contains the targets you have agreed with your Mentor, as well as the actions you have agreed to meet these. Guidance is provided to ensure these targets are appropriate, developmental and precise;

In your other documents you should be able to show that

your targets are written on and used in your Observation Records; and

the influence of your targets can be seen in your Lesson Plans and Sequence Planners; and

your Subject Knowledge Audit is being updated regularly and shared with you Mentor and Subject Tutor to reflect your development over the course.

PLT21 and SKAP training frameworkA list of PLT21 and SKAP focus points can be found in the appropriate appendix of the Handbook. You and your Mentor should agree a focus a week in advance to give you time to work on the area before the next mentor meeting.

Each agenda item needs to be covered at least once over the course of the placement. However, you and your Mentor can decide together when these items will best be covered depending on your needs and those of the school.

Evaluate

Mentor Meeting

Targets

Plans

Teach / Observe

Example Targets & ActionsRemember effective targets should:

Focus on things you can improve in order to help your pupils learn specific things. Be related to at least one TS, the ones you need to develop. Be obvious in your planning of teaching for the week. Be specified on your observation form in lessons where you are being observed.

To identify key points in the lesson and clearly emphasise these to ensure that pupils can progress.To identify the essential knowledge for your sequence of lessons on [ ] and ensure this is embedded thoroughly in the sequence of learning.To help pupils to progress in their understanding of, and ability to [ ].To improve transitions within the lesson (in terms of clarity, pace and motivation) by making more frequent references to the overarching enquiry for the lesson sequence.Plan for and evaluate how iPads might be used to support progression in [ ] .To monitor and assess pupils progress by investigating their ability to [ ].To encourage all pupils to make contributions to whole class discussions, especially those who are unwilling to speak. Give appropriate and subject specific feedback to such responses.To develop and put into practice strategies to help pupils grasp key concepts for the unit on [ ].To establish eye-contact with more individual pupils during whole-class teaching, using this to monitor motivation, concentration and engagement.To support pupils in better understanding [ ] by developing an engaging lesson with contrasting approaches to describing progression in this concept.To use questioning in lessons effectively to ensure progress by using pupils’ answers to extend other pupils’ thinking.To structure extended writing tasks, taking into account specific needs, to ensure that all students are able to sustain focus and effort and therefore progress in their [ ] understanding. To analyse SEN students’ difficulties with writing and to choose and evaluate evidence-based approaches targeted at those difficulties.To research and develop effective methods of peer assessment which will allow all students to identify some future steps for their learning. Ensure good progress with [ ] by reading/observing [ ] with a focus on teaching [ ], applying and evaluating these approaches in the classroom.

ActionsSetting actions is just as important as having good targets. The best actions will involve you in some level of research into your area. The following is helpful as a basic flow and an example is given below.

a) Research action(s) – specific reading / specific observation / discussions with particular peopleb) Application action(s) – something done on the back of researchc) Evaluation action(s) – checking the success of the target – linked to a specific outcome.

Target ActionsDevelop an understanding of barriers to learning for EAL students in 9Y1, and develop a plan to overcome some of these. (TS4, TS5, TS8)

Use Borgen’s “Differentiation for EAL” and classroom observations in placement school to identify a range of differentiation strategies.

Discuss approaches with mentor and develop an intervention for the first two lessons on evolution based on the above.

Evaluate the effectiveness of strategies by considering the impact on EAL students’ understanding of core concepts for the lessons.

Development Record: Transition into Stage TwoAs you approach the start of Stage Two, what do you consider to be your main strengths and achievements as a trainee teacher so far? What examples can you offer? What evidence supports your thinking?

In what ways have your professional attitudes developed during Stage One? How well have you worked with others? How well have you responded to advice? How have you managed to get over hurdles and difficulties? What professional targets do you have for your NQT year?

As you look ahead to Stage Two-Three, what do you think might be your professional goals and aspirations? Think about your goals for the rest of the year, and perhaps even for the longer term.

Your main Targets for Development in Stage TwoIn which aspects of teaching do you need further development, guidance or experience? Perhaps these are

areas where you feel less confident or where you need further opportunities to gain experience?

Targets from Mentor, finalised and discussed with your Subject Tutor or School Direct Coordinator:

Actions to achieve targets

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3 Subject Knowledge Target

Development Record: Week 18 [date of meeting] NB THURSDAY AND FRIDAY THIS WEEK ARE AT UNIVERSITY FOR PL AND MOST SD TRAINEES

How are you feeling this week?

Targets from end Stage One Progress made against these targets this week

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Focus Detail TS Index

Professional Learning & Teaching Summarise the key points from your PLT21 sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to takeSubject Knowledge & Applied PedagogySummarise the key points from your SKAP sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to takeSchool ReflectionsWhat have you been doing in school to prepare for teaching?What observations have you done?

Targets for DevelopmentTargets from Mentor/Tutor: Actions to achieve targets

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Agreed focus for next week from “Training Framework” in the Handbook

appendix

Development Record: Week 19 [date of meeting]


Targets from last week Progress made against these targets1

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Focus Impact (and evidence) Teaching Standards Index

Mentor sign to show agreement and comment if needed.

Summary of Key Points for Weekly Presentation of Pupil ProgressThis should be focused on the progress made by pupils you have taught. This could be: a focus on the learning

of a single class over several lessons/weeks;

a case study of one pupil, groups of pupils and their learning over one or more lessons;

a case study of a particular concept that pupils are learning in different classes.

Strengths in Your Teaching & ImpactDescribe the main strengths in your teaching from your observations this week. How do these impact on pupils’ progress?

Areas for DevelopmentDescribe your main areas for development from your observations this week.



Wider Professional ResponsibilitiesWhat have you been doing in relation to your work beyond the classroom? Eg. CPD, extra-curricular, research etc.

Targets for DevelopmentTargets from Mentor: Actions to achieve targets

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Agreed focus for next week from “Training Framework” in the Handbook appendix

Signed: ___________________________________________________ (Mentor)Signed: ___________________________________________________ (Trainee)

Development Record: Week 20 [date of meeting]



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Development Record: Week 21 [date of meeting] YOUR LINK TUTOR VISITS MAY BE HAPPENING THIS WEEK



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Development Record: Week 22 [date of meeting]NB YOUR SKAP TWO ASSIGNMENT IS DUE AND YOUR LINK TUTOR VISITS MAY BE HAPPENING THIS WEEK.



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Development Record: Week 23 [date of meeting] NB THURSDAY AND FRIDAY THIS WEEK ARE AT UNIVERSITY FOR PL AND MOST SD TRAINEES



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Development Record: Week 24 [date of meeting] NB GATHER YOUR INTERIM PORTFOLIO AND START TO DRAFT A STAGE TWO REPORT



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Week 25 = Half Term THIS IS A GOOD WEEK TO GET ON WITH YOUR MASTERS LEVEL READING AND SOME DRAFTING

Development Record: Week 26 [date of meeting] NB YOU SHOULD FINALISE YOUR INTERIM PORTFOLIO AND DRAFT STAGE TWO REPORT



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Development Record: Week 27 [date of meeting] NB YOUR STAGE TWO REPORT SHOULD NOW HAVE BEEN SUBMITTED



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Development Record: Transition into Stage ThreeNB YOU WILL ONLY BE IN SCHOOL ONE DAY THIS WEEK

As you approach the start of Stage Three, what do you consider to be your main strengths and achievements as a trainee teacher so far? What examples can you offer? What evidence supports your thinking?

In what ways have your professional attitudes developed during Stage One? How well have you worked with others? How well have you responded to advice? How have you managed to get over hurdles and difficulties? What professional targets do you have for your NQT year?

As you look ahead to Stage Two-Three, what do you think might be your professional goals and aspirations? Think about your goals for the rest of the year, and perhaps even for the longer term.

Your main Targets for Development in Stage ThreeTargets from Mentor, finalised and discussed with your Subject Tutor or School Direct Coordinator:

Actions to achieve targets

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Development Record: Week 29 [date of meeting] NB YOU SHOULD HAVE PREPARED AN INTERIM PORTFOLIO AND STARTED TO DRAFT A STAGE TWO REPORT


Targets from Week 28 review

Progress made against these targets

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Development Record: Week 30 [date of meeting] NB DON’T FORGET CONTINUE TO UPDATE YOUR KNOWLEDGE AUDIT



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Development Record: Week 31 [date of meeting] NB SOME SCHOOLS ARE ON EASTER HOLS THIS WEEK



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Development Record: Week 32 [date of meeting] NB SOME SCHOOLS ARE ON EASTER HOLS THIS WEEK



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Development Record: Week 33 [date of meeting] NB SOME SCHOOLS ARE ON HOLS THIS WEEK. ARE YOU COLLECTING AT LEAST ONE OBSERVATION EACH WEEK? DO YOU HAVE A SPREAD FROM ACROSS YOUR TIMETABLE AND KEY STAGES?



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Development Record: Week 35 [date of meeting] NB SOME SCHOOLS ARE ON EASTER HOLS THIS WEEK. ARE YOU COLLECTING AT LEAST ONE OBSERVATION EACH WEEK? DO YOU HAVE A SPREAD FROM ACROSS YOUR TIMETABLE AND KEY STAGES? FRIDAY IS A TRAINING DAY AT UNIVERSITY



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Development Record: Week 35 [date of meeting] NB YOU WILL BE GATHERING YOUR PORTFOLIO AND WORKING TOWARDS A DRAFT STAGE THREE REPORTYOUR SECOND MASTERS LEVEL ASSIGNMENT IS DUE THIS WEEK



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Development Record: Week 36 [date of meeting] NB YOU WILL BE FINALISING YOUR PORTFOLIO AND YOUR DRAFT STAGE THREE REPORT



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Development Record: Week 37 [date of meeting] NB HAVE YOU FINISHED YOUR PORTFOLIO AND YOUR DRAFT STAGE THREE REPORT? HAS YOUR LINK TUTOR ARRANGED A MODERATION MEETING?



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Development Record: Week 38 [date of meeting] NB YOUR MODERATION MEETING COULD BE THIS WEEK. HAVE YOU SENT YOUR LINK TUTOR A DRAFT REPORT?



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Week 39 = Half TermYOUR FINAL SKAP ASSIGNMENT IS DUE THIS WEEK AND YOUR SUBJECT TUTOR OR SCHOOL DIRECT COORDINATOR WILL HELP YOU COMPLETE YOUR PASSPORT TO INDUCTION

Development Record: Week 40 [date of meeting] NB YOUR MODERATION MEETING COULD BE THIS WEEK. HAVE YOU SENT YOUR LINK TUTOR A DRAFT REPORT? THIS IS THE LAST FULL WEEK OF PLACEMENT.



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This is the placeholder for the Passport to Induction.DRAFT THIS WITH YOUR MENTOR DURING ORIENTATION AND REVIEW IN YOUR END OF COURSE TUTORIAL WITH YOUR SUBJECT TUTOR OR SCHOOL DIRECT COORDINATOR

Targets for Development in NQT yearTargets from Mentor: Actions to achieve targets

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Documents

Secondary PGCE Development Record Stage Two-Three · Web viewIt provides a structure for systematic reflection upon the impact of your teaching on pupil progress from school observations,