Assessment Only Route to QTS

Handbook

Contents

Welcome............................................................................................................................3Who is the AO Route For?..................................................................................................4The stages of the Process...................................................................................................4

Registration.....................................................................................................................4Application......................................................................................................................4Selection Stage...............................................................................................................4Assessment Stage...........................................................................................................5

Entry Requirements...........................................................................................................6Professional Skills Tests......................................................................................................7The Second School Setting.................................................................................................7The Programme Structure and Requirements....................................................................7Role of the School-based Mentor......................................................................................8Support and Assessment....................................................................................................8Subject Knowledge for Teaching........................................................................................8Preparing for Approval.......................................................................................................9The Portfolio of Evidence...................................................................................................9Individual Development and Assessment Plan (IDAP)......................................................11Assessment Stage.............................................................................................................11Lesson Observation..........................................................................................................12Examples of relevant questions to help candidates prepare for assessment...................12Standards Audits..............................................................................................................15The NQT Year and Career Entry Profile............................................................................15Appeals............................................................................................................................ 16

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Welcome Welcome to the Middlesex University Assessment-Only Route handbook. This route is designed for those already teaching in schools who are eligible to gain Qualified Teacher Status (QTS) without undertaking a full initial teacher training programme.

There is a range of circumstances where teachers have experience of teaching as instructors in independent schools, in further education, or in maintained schools, but do not have QTS. Applications from candidates in these circumstances are welcomed. In addition overseas trained teachers may gain QTS through the AO route.

Middlesex University welcomes applications from those who meet all the entry requirements (page 5) and are in a school which will fully support the candidate through the application and assessment process.

This Handbook aims to provide full information needed by all partners in the AO Route. Please contact us with any enquiries, as well as comments or suggestions for improvement. For further information or support, contact details of our AO route administrator are: AO@mdx.ac.uk

We look forward to hearing from you either to enquire about or apply for the Assessment Only Route.

With best wishes

Dr. Victoria BrookHead of ITT and Assessment Only Route LeaderV.Brook@mdx.ac.uk

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Who is the AO Route For? The AO route is intended for experienced graduate practitioners. It is not intended for those who need a teacher training programme. AO candidates must have considerable experience (between two to three years) of planning, teaching and assessing whole classes of groups of pupils in at least two schools, and across the age range selected for assessment as stipulated by the National College of Teaching and Leadership. So, for example if you have applied to be assessed at for the 5-11 age range, we would expect to see evidence drawn from KS1 and KS2 teaching. If you have applied for 11-18 age range we would expect to see evidence from KS3, KS4 and post 16. Assessment Only candidates will be expected to demonstrate their knowledge, skills and teaching competences against the Teachers’ Standards (DfE, 2012).

The stages of the ProcessCandidates will be supported through the process by the school-based mentor and University partnership tutor.

RegistrationIn the first instance all candidates must register for an application form. The application form will be emailed to you.

ApplicationCandidates and the supporting school submit a joint application form. Applications are considered on an ongoing basis.

Selection StageThis stage is for approval and recommendation for progression to the assessment period. It will include the preparation of a development plan with appropriate professional development targets to address prior during the practice. This stage is conducted in two parts:

Part 1: Eligibility interview at Middlesex University

Following receipt of a complete application and initial confirmation of eligible qualifications and experience candidates will be invited to an eligibility interview at Middlesex University. This will carried out by an experienced University partnership tutor who will confirm a candidate’s eligibility for the programme and ensure the candidate is sufficiently briefed to enter the next stage of the selection process. At this stage candidates will also be provided with access to programme documentation.

Part 2: Suitability interview and approval for assessment

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Tutors and candidates will arrange a suitable date for the suitability and approval visit which will take place in the supporting school. The school will need to confirm that school representation (ideally the school-based mentor and/or the candidate’s line manager) will be available to work with the University tutor to jointly verify evidence claims and establish suitability for the AO route. Candidates will be expected to communicate in Standard English. If approved, the tutor will support the candidate to identify development areas and any gaps in evidence; to set targets for the candidate, which may include elements of training/professional development and a time frame in which to qualify. Suitable candidates will be provided with the development plan and an appropriate start date for the programme and progress to the assessment stage. If a significant gap in evidence against the QTS standards in identified, candidates will be required to defer the assessed practice until able to provide further evidence.

Assessment Stage The assessment stage includes an initial assessment with the University Partnership tutor and school representative and typically a final assessment with internal moderation from a different Partnership tutor. Internal moderation may also be arranged with a second partnership tutor involved in either the approval or first assessment stage.

Initial Assessment:

This is for assessment and review towards the end of the assessment period, shortly before moderation. There will be a summative interview and lesson observation to confirm that targets have been met and the scope of evidence collected by the candidate is sufficient. Verifiable evidence must be presented from across the selected age range and from two school settings. The University partnership tutor will jointly observe the candidate teaching, provide feedback on progress, scrutinise documentation and discuss progress with the school mentor. The tutor will provide written feedback on performance and make an assessment judgement about QTS. The report will also include any particular recommendations for the final assessment, e.g. requirements for a particular lesson observation in a subject area or year group.

Final assessment / moderation:

This is for moderation of assessment decisions and will be carried out by another experienced tutor (the assessor/moderator). This visit will include scrutiny of the portfolio of evidence prepared by the candidate, an interview to confirm achievement against the QTS standards (line managers or head teachers will also be interviewed) and observation of up to two lessons, in different age groups or for different primary curriculum areas as appropriate. The schedule for the visit will depend on the evidence collected to date and the recommendations from the Initial Assessment. The assessor/moderator will also support the candidate with identifying targets for the

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induction year. This visit could to take up to a full day. Candidates and school representatives will also be invited to participate in evaluating the programme.

Entry Requirements

GCSE grade A* to C, or equivalent, in English language, Mathematics and, if working in the primary phase, Science.

First degree from a U.K Higher Education Institution or equivalent qualification. (For secondary candidates 50% of the degree should be directly relevant to the chosen subject for QTS assessment – or alternative evidence presented).

Original certificates must be available, in order to progress a candidate’s application.

Candidates must be teaching in the school in which they wish to qualify.

The supporting school must fully support a candidate’s application and commit to the Partnership agreement.

Substantial, verifiable evidence of experience as a class teacher (two to three years’ experience, with clear evidence of continuing professional development), across the selected age range, as defined in the teaching standards and in at least two different schools. [Candidates who have taught only in their supporting schools will need a placement of at least four weeks duration, to demonstrate that they have taught and met teaching standards in a different school setting before approval for assessment].

Secondary candidates must demonstrate sound subject knowledge for teaching in one National Curriculum subject, or one subject that is examined externally across the selected age range for assessment..

Primary candidates must demonstrate sound subject knowledge for teaching across the entire primary curriculum across the selected age range for assessment.

The Professional Skills Tests in literacy and numeracy must have been passed in order to be approved for progression to the assessment stage.

Professional Skills TestsAll candidates must take and pass the professional skills tests in literacy and numeracy before commencing the AO route to QTS. Candidates will need to visit the NCTL website

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to register for the QTS skills tests. There are two tests, in literacy and numeracy. Candidates can practise the tests by studying the examples given on the DfE website. Please note that only the first attempt at the tests is free. A fee is charged for any second and third attempts at the tests. Candidates who fail either test three times must wait two years, before making a further attempt. Details and fees are given on the DfE QTS Skills Tests page.

The Second School Setting

Candidates must have taught in at least two schools. Candidates will need to provide evidence of sufficient and relevant teaching experience in a school other than their current school. Evidence could include lesson plans and observation reports, teaching materials, witness statements, records of meetings and reflective journal entries. If sufficient evidence of work in a second school is not available, the candidate must undergo a second school experience in England before they can be accepted onto the programme. At the second school candidates must be able both to teach and to carry out observations of teaching in the chosen age group and relevant subject areas. There is no specific minimum length of time in the ‘second school’ - but it must be sufficient to demonstrate meeting Teacher Standards in a different school setting. We recommend a minimum of 4 weeks.

The Programme Structure and Requirements

The AO route lasts for 12 weeks and candidates should be teaching at least a 50% timetable. Attendance is in accordance with individual candidate’s employment contracts as employees of an educational setting or with school expectations for the assessed practice. The route is wholly school-based and there is no attendance requirement at Middlesex University. The school contribute fully to the monitoring and assessment of AO candidates. Middlesex tutors act as guides, conduct the final assessment and will provide quality assurance for the route. The assessment period can begin at any point in the year so long as a good quality teaching and assessment period can be guaranteed in the partnership school. An AO candidate will have their subject knowledge monitored and they will be expected to engage in private study to remedy any identified gaps in their knowledge. Middlesex University recommends Assessment Only candidates for QTS based on evidence of candidates continuing to meet all of the Teacher Standards (DfE, 2012) during the assessed period. The outcomes of the assessment period may be used as evidence towards induction.

Role of the School-based Mentor

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AO candidates need the full commitment of the school and particularly of a school mentor who works closely with them to fulfil the Individual Development Plan and support preparation for assessment of competence against the Teacher Standards. In accordance with the Partnership Agreement the school mentor should arrange for the candidate to be regularly observed teaching and record achievement of Teacher Standards in observation feedback; provide regular meeting time for candidates; and give guidance during preparation for assessment.

The School Mentor must become familiar with the candidate’s professional attributes; subject knowledge for teaching; pedagogic skills; classroom management; and ability to meet the Teacher Standards. The School Mentor must be in a position to recommend that the candidate has demonstrated competence against each of the Teacher Standards. The School Mentor should be aware of the candidate’s relevant experiences while at the current school in order to inform the tutor and assessor during the assessment stage.

Support and Assessment

A partnership agreement exists between the University and supporting school. The school will provide the candidate with a school-based mentor and ensure timely opportunities for the candidate to demonstrate achievement for QTS. The school-based mentor will meet with the candidate weekly to advise on portfolio building and addressing targets. They will ensure the candidate receives regular written lesson observation feedback and be available to meet with the University partnership tutor.

Candidates will be allocated a tutor from the University Initial Teacher Education team. The tutor will have experience of the candidate’s chosen phase for assessment and subject of study. The tutor’s role is carrying out both formative and summative assessment using the Teacher Standards. The tutor will monitor progress and can offer appropriate advice and support.

Subject Knowledge for Teaching

Candidates must be prepared to demonstrate sound subject and curriculum knowledge for teaching. This includes subject specific pedagogy as well as overt subject knowledge. Your University tutor will explore this with candidates during the Selection stage. Candidates should be prepared to discuss any experience they have in relevant subject and curriculum areas (e.g. experience of teaching topics or subjects, reading, research). Candidates might be asked to discuss lesson intentions before teaching is observed and to provide feedback and discussion of subject knowledge during lesson evaluation. Candidates should ensure they have access to and have interrogated the National Curriculum / external examination requirements for relevant age group and

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subject/curriculum areas. They should be familiar with any curriculum developments and national initiatives.

Preparing for Approval

At this stage candidates will need to confirm the evidence claims made during the application process. Prior to the interview candidates are advised to audit experience and achievement using the Teacher Standards and start building a preliminary portfolio of evidence which can demonstrate evidence of achievement against each of the Teacher Standards or signpost where evidence can be found. Candidates will need to demonstrate knowledge and understanding of the National Curriculum (and external examination) requirements for the subject and/or phase for which they are being assessed, including assessment arrangements. This will require careful auditing and planning for any shortfall. It is not expected that the portfolio will be in any way complete at this point but it should be under way. At this stage tutors will also advise you what other evidence is required before assessment and how best to organise your portfolio.

The interview is conducted in school by the University partnership tutor and a school representative (e.g. the Headteacher, senior member of school staff such as the professional coordinating mentor, school-based mentor, and candidate’s line manager). The tutor will also conduct a lesson observation; have a discussion with the candidate’s line manager and/or school-based mentor; inspect lesson observation records and portfolio evidence.

The Portfolio of Evidence

We do not stipulate exactly how a portfolio should be organised or precisely specify its content, over and above the essential sections. Partnership tutors will advise and discuss suitable organisation and content. Candidates will need to make close reference to the Teacher Standards and claim evidence against each Standard area. Evidence claims should span the selected age range for assessment and be drawn from at least two school settings.

Essential

1. A Teachers’ Standards (TS) Audit which summarises your evidence claims for each of the TS. This should be cross referenced to the appropriate section of your portfolio so that the assessor can read examples of your evidence.

2. Six reflective commentaries (approx. 500- 750 words) which consider your achievement and draw upon the evidence you have collected for the TS. The commentaries should be based on the following areas:

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- 3 commentaries on subject specific themes, e.g. for primary this could be teaching mathematics, teaching phonics, teaching of PE and for secondary you should select specific subject based themes, e.g. for science it could be in relation to introducing particular concepts, for English it could be about teaching poetry.

- 1 commentary about Assessment for Learning- 1 commentary about Behaviour Management- 1 commentary about your own professionalism

The statements should draw upon the evidence you have presented related to your teaching, the progress made by pupils and how you meet individual and group needs.

The reflective commentaries should be emailed to your Partnership tutor before the initial visit.

3. Your collected evidence must include

Lesson planning which shows how individual needs of a particular class and those of key groups of pupils and individuals will be addressed;

a range of lesson observation reports and evaluations made by experienced teachers (at least 12 to cover the assessment period and some prior to the assessment period)

examples of marked pupils’ work own assessment records (marked work, reports to parents, trackers and targets,

etc)

The following are also likely to be useful as evidence: own evaluations of lessons taught which consider pupil learning and progress own observations of experienced colleagues teaching witness statements, e.g. from a senior colleague own reflections about incidents/own performance, related to specific Standards reflections on involvement in out-of-school learning activities certificates of attendance and summaries of what was learned from CPD courses

and in-school records from meeting with your mentor

The portfolio is an evaluation document that demonstrates the candidate’s ability to reflect on their practice and use the advice offered by mentors to move their practice forward.

We would normally expect a significant proportion of evidence to be recent (within the last 12 months). However, evidence from teaching in a second setting could be older.

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There are no hard and fast rules about the age of evidence. We will make a professional judgment in individual cases.

Individual Development and Assessment Plan (IDAP)This will be agreed at the approval stage (Visit 1) with your Partnership tutor and school-based mentor.

1. This plan will identify any areas for development with suggested strategies

Examples of strategies that might be on an IDAP include:

Discussion with experienced staff Observation of experienced colleagues’ teaching Participation in the School's own Continuing Professional Development

programme Visit to another school to observe teaching and learning Written reflections Reading Focussed lesson observation in relation to a particular Teacher Standard

2. It will also provide a planned draft of the assessment and observation schedule during the assessment period. This could be altered during the assessment period to meet any emerging needs.

All candidates must be observed, and given written feedback by experienced staff, on a regular basis as part of their IDAP. You must provide evidence of meeting the requirements of your IDAP during the initial assessment at visit 2.

Assessment Stage

During these visits the Partnership tutor and assessor/moderator will scrutinise portfolio evidence and aim to confirm the claims made through use of lesson observation, interview and inspection of any available ‘hard’ evidence. At the assessment, candidates should be able to refer to the evidence claims within their portfolio and use them to demonstrate how the standards for QTS have been met. Tutors and assessors could ask to see (and hear), for example:

Reflections on visits to another school, e.g. to look at the use of ICT or provision for EAL

Observation feedback of the candidate Samples of pupils' work with evaluation comments and targets for improvement Records of meetings with senior staff e.g. pupil data manager or SEN coordinator

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Personalised lesson plans to take account of individual pupils’ needs as shown on their IEPs

Contributions to phase planning or department meetings and staff meetings Contributions department and staff meetings Letters, memos or records of phone calls made to parents and colleagues about

student issues Teaching and learning development with colleagues, e.g. Peer coaching Teaching resources produced collaboratively with other staff Accurate assessment against relevant national curriculum levels, external

grading criteria Evidence of participation in assessments activities, e.g. moderation activities or

joint assessment Lesson plans or observations showing innovative teaching Evidence of pupils' progress Planning for effective use of additional adults in lessons, etc.

Lesson Observation

Candidates will be observed teaching regularly throughout the practice. Lesson observations and feedback will provide opportunities for candidates to demonstrate that they are continuing to meet the QTS standards through the assessed practice as well as opportunities for formative feedback to support development as good or better teachers. The Partnership tutor and assessor will also jointly (with a school representative) observe the candidate teaching during school visits. This will provide opportunities to verify evidence claims and to moderate judgments about achievement of the Teacher Standards.

Examples of relevant questions to help candidates prepare for assessmentAssessment

Can you demonstrate that you are following the school policies and practices?

How do your assessments cover appropriate parts of the curriculum?

How do assessments help you to analyse pupils’ attainment and progress?

How do you use assessment to inform planning?

How are pupils with IEPs being monitored against their targets?

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Do you monitor targets for all pupils?

What information do you keep for and from parents’ evenings?

How do your reports give a clear picture of each child?

Planning

Do your plans cover the relevant curriculum?

Can you show that you are following school planning policies and practices?

Can you demonstrate how you adhere to the department/school schemes of work but tailor individual lessons for classes and individual pupils?

How does your planning show appropriate expectations for pupils of different abilities?

How do you know the right amount of work is being planned for the time allowed?

Are your timings clear?

Are your learning objectives clear?

Do your objectives allow children of different abilities to make progress?

If you have pupils in your classes who are not yet fluent in English, how does your planning take into account their needs?

How does your planning take into account the needs of the high achieving pupils and those with special educational needs?

How do you know that the activities you have planned enable objectives to be met?

Do you use assessment to inform your planning?

Pupils' work

Can you demonstrate work from an appropriate range of abilities?

Have you followed school policies for marking and homework?

Does the way the work is presented demonstrate pupils’ motivation?

Can you show progress for all pupils, and over time?

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Do you set targets for pupils? Do pupils know how well they are meeting targets?

Teaching

How do you ensure access to individualised learning?

Can you show how pupils are helped to reach their targets through your teaching?

Can you show how you monitor review and set targets?

How do you communicate targets to pupils and parents/carers?

Does your planning cater for all pupils?

How do you consider key groups of pupils in your planning?

Can you show how your teaching methods and strategies cater for differing abilities?

Can you show how your teaching methods and strategies cater for ethnic and cultural diversity?

Can you show that you have made use of specialist advice to aid planning for differently able pupils?

What has been your input into consultation evenings with parents/carers? What other opportunities have you had to contact and liaise with parents/carers?

How do you manage support staff in your lessons?

Do you follow school behavior policy?

Are pupils treated with respect and encouraged to behave well?

How do you keep up to date with changes and developments in teaching methodology and subject requirements?

How does the school make use of pupil premium funding?

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Standards Audits

Candidates will need to audit achievement against the Teacher Standards. Draw upon evidence from both consecutive age ranges and two school settings. Typically you should claim evidence from the last 12 months. The Standards Audit is available for download as a separate document at:

http://middlesexpartnership.middlesex.wikispaces.net/file/detail/Audit_of_Teaching_Standards_AO.docx

The Standards Audit must be submitted at the end of the programme for external moderation sampling.

The NQT Year and Career Entry ProfileAll assessment only candidate are required to complete an induction period as an NQT.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/458233/Statutory_induction_guidance_for_newly_qualified_teachers.pdf

The length of this period can be reduced from the one year typically required at the Head Teachers’ discretion. In preparation for this induction period, you will be asked to prepare a Career Entry Profile with assistance from your tutor and final assessor.

http://middlesexpartnership.middlesex.wikispaces.net/file/detail/AO%20Career%20Entry.docx

Further advice on the Teachers Standards is available at:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf

http://www.ucet.ac.uk/4647

http://www.roehampton.ac.uk/uploadedFiles/Pages_Assets/PDFs_and_Word_Docs/Courses/Education/NewStandards%20(ITT)%20Colour%20A4%20booklet%20(Sheffield%20Hallam%20wtih%20London%20Providers).pdf

Appeals

Procedures are based on those established by the NCTL, since 1997:You are not allowed to appeal against decisions on assessment for exemption from induction.

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An appeal against a judgement not to recommend QTS, is allowed only if the assessment was not carried out properly, or if there were circumstances affecting you which could not be revealed before the assessor arrived. You are not allowed to appeal against the academic or professional judgement of the assessor.

Complaints Appeals and Grievance ProceduresStep one: Talk directly to the person whose processes or behaviour you are unhappy about

Step two: (Informal stage one) If the matter is not resolved, seek help (from your school mentor, consortium tutor or central team, head teacher or union representative, as appropriate) in finding the best way to progress your concerns.

Step three: (Informal stage two) If the matter is not resolved, put your case in writing within two weeks to the Programme Director. You will receive a reply within seven working days.

Step four: (Formal complaint) If the matter is still not resolved, put your case in writing to the Head of Education.

Step five: if the matter is still not resolved, use the Middlesex University student portal to register a complaint: mdx.ac.uk/24-7 (this step is open to teachers, who are students of the University)

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