Primary Postgraduate Certificate in Education Mentor...

Primary Postgraduate Certificate in Education Mentor Handbook 2017-2018

University of East London Cass School of Education & Communities

www.uel.ac.uk/education

Cass School of Education & Communities UEL Stratford Campus Water Lane, London E15 4LZ Email: [email protected] Phone: 020 8223 2152

http://www.uel.ac.uk/education

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CONTENTS Part 1: Fulfilling your role as a mentor

Contacts .............................................................................................................................................................. 2

Introduction ........................................................................................................................................................ 4

UEL Mentor Framework ..................................................................................................................................... 5

UEL Mentor Training Stages and dates for 2017-2018....................................................................................... 7

Stages of Mentoring & Trainee Development.................................................................... ............................... 8

Types of School Based Training and mentor expectations.............................................. ................................ 10

Advice to Mentors on Lesson Observation and Debriefing .............................................................................. 12

Course Structure ............................................................................................................................................... 14

Part 2: Responsibility of the school ITT Coordinator

Expectations ..................................................................................................................................................... 15

Induction ........................................................................................................................................................... 16

Trainee Professional Development .................................................................................................................. 17

Moderating Role ............................................................................................................................................... 18

Cause for concern ............................................................................................................................................. 19

In school training .............................................................................................................................................. 19

Part 3: Assessment Toolkit

The Vision ......................................................................................................................................................... 20

Roles and Responsibilities ................................................................................................................................ 21

Assessing trainees: important considerations.................................................................................................. 26

Grading rationale .............................................................................................................................................. 27

Annual assessment process at a glance: an example ....................................................................................... 29

Expected outcomes and progress through training ......................................................................................... 30

Accuracy in grading: the alignment of grades, progress, comments and targets ............................................ 33

Guidance for the weekly meetings: reviewing progress and assessment ....................................................... 34

Target setting and achieving targets ................................................................................................................ 36

Cause for concern procedures.......................................................................................................................... 38

Teachers’ Standards, Part One: Teaching grade descriptors – guidance notes ............................................... 40

Teachers’ Standards, Part One: Teaching grade descriptors............................................................................ 42

Teachers’ Standards, Part Two: Personal and professional conduct ............................................................... 58

Acknowledgements .......................................................................................................................................... 61

Part 4: Documentation and procedures

Observation pro formas.................................................................................................... ............................... 62

Cause for Concern pro forma ........................................................................................................................... 69

Trainee Professional Development Action Plan ............................................................................................... 70

Trainee entitlement .......................................................................................................................................... 71

Weekly Professional Development Summary .................................................................................................. 73

School Based Training Plans for the PGCE Year ................................................................................................ 76

Overview and Checklist of SBT Tasks ................................................................................................................ 99

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PART 1: FULFILLING YOUR ROLE AS A MENTOR

HOW TO CONTACT US

Cass School of Education and Communities UEL Stratford Campus

Water Lane LONDON E15 4LZ

The Hub Helpdesk

Term Time 08:30 – 19:00 Mon – Fri; Sat 09:00 – 17:00

Outside Term Time 09:00 – 15:00 Mon - Fri

Internet: http://www.uel.ac.uk/study/courses/pgce-prim.htm

Partnership Team

Name Role Email Telephone

Rose White

English, Module Leader PR6500, Partnership Coordinator, UEL Professional Tutor

[email protected] 020 8223 2220

Saranna Maynard Primary Programme Placement Officer [email protected] 020 8223 2152

Administrative Staff


Asif Ali Admissions Officer [email protected] 020 8223 2832

Academic Staff/UEL Professional Tutors


Amelia Albert Modern Languages, Module Leader – PR6200, UEL Professional Tutor


Daniel Ayres English, Module Leader -PR7310, UEL Professional Tutor


Chris Dalladay Music, UEL Professional Tutor


Emma Day P.E., Mathematics, Module Leader - PR6200, UEL Professional Tutor


Hazel Dorrington PGCE Programme Leader UEL Professional Tutor


http://www.uel.ac.uk/study/courses/pgce-prim.htm

mailto:[email protected]








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Vanessa Griffith History, UEL Professional Tutor

[email protected]

Elicia Lewis Geography and RE Tutor [email protected] 020 8223 4551

Fran Paffard

Early Years, Philosophy for Children, Module Leader - PR7400, UEL Professional Tutor


Chris Tyrrell Mathematics, PE, UEL Professional Tutor


Gurmit Uppal Computing, P.E. Module leader PE7001, UEL Professional Tutor







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INTRODUCTION

The Mentor Handbook This handbook aims to give additional advice and exemplification to school-based mentors who are working with trainee teachers in partnership with the UEL Primary Team. It complements information that is already available in the Primary PGCE Programme Handbook and

Contacting Us

Contact details of individual tutors can be found on pages 2-3. Please contact us if you need advice or if there is a problem.

School-based Mentors

Your role is as a school-based mentor. This involves understanding and supporting the process of professional growth of the trainee teacher. In order to do this effectively you will develop further a wide range of knowledge and abilities. The diversity of the role and the individual nature of trainer/trainee relationships mean that you have to make professional judgements about what is best for the development of your trainee at any particular time. An important aspect of your role is the ability to liaise with other colleagues and tutors in directing trainees to undertake tasks and in providing them with school experiences which will effectively promote their professional development.

Skills

The following is a list of recommended skills for those working with trainees. This list of skills is not comprehensive, but may be useful as a guide for consideration:

reflection on own practice;

breaking down teaching into manageable components;

observing;

describing and analysing teaching;

negotiating goals;

building self-esteem;

offering constructive criticism;

listening (empathetic and active);

counselling (support and challenge);

giving feedback;

writing reports;

resolving conflict effectively.

Trainee entitlement UEL’s Primary PGCE programme documentation indicates that trainees are entitled to certain opportunities and experiences as part of their school-based training. These are listed in the Trainee entitlement on school based-training form on pages 49-50. We are keen for mentors to use this document to support their own professional development and provide a basis for school/UEL evaluation of ITE provision across the partnership. Please return the completed form to the UEL professional tutor at the end of each block of school-based training. This informs our programme evaluation, and enables us to identify opportunities to support your professional development and school improvement.

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UEL Mentor Training Framework

Commonality without uniformity for all providers of initial teacher education, CPD and leadership development

Why have a mentor training framework?

This mentor development framework has been written in response to the government implementation plan (‘Training our next generation of outstanding teachers’ DfE 2011), where the responsibility for training and development of teachers will be placed within the school context. A framework provides the basis for commonality without uniformity, and a shared view of the progression of achievement in the role. In this way mentoring as an activity can be recognized by both individuals and senior leaders, and a minimum standard of expectation and achievement can be set across a diverse range of settings and context.

What does the framework aim to achieve?

A key function of this framework is to provide consistency and coherence for mentor training and development across providers and sectors. It is designed to structure provision that is relevant to individual contexts and future needs. The framework is equally applicable in all mentoring situations including: ITE, NQTs, RQTs, middle leadership and leadership.

What are the benefits of the framework?

The framework highlights the complexity of developing as an effective mentor and the ways in which mentoring knowledge and practice are different from teaching knowledge and practice. Key quality indicators are identified at each stage of development along with examples of indicative training activities. In order to support career progression through the appraisal process, and raise the profile of mentoring, the framework has been organised into three stages. Stages 2 and 3 are linked to the option of Masters’ level accreditation.

How will the framework be quality assured? Teaching Schools, collegiates, consortia and SCITTs can develop specific quality criteria, in relation to the framework, that are fit for purpose in their context, and thereby give appropriate recognition at each stage. The Cass School of Education and Communities at UEL will also use the framework. Who developed the framework? The framework has been developed by experienced mentors working from foundation stage to key stage 5, across a range of boroughs. Hazel Hatch - Bullers Wood, Bromley Lorraine Jones – Five Elms, Barking and Dagenham Jennifer Pearce – Five Elms, Barking and Dagenham Karin Davies – Valence Primary School, Barking and Dagenham

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Suggestions for training at each stage

Stage 1 Stage 2 Stage 3

Ability to give feedback appropriately to the stage of development of the mentee

The ability to move from being directive to being reflective appropriate to the stage of development of the mentee Demonstrate an openness to new ideas and ability to critically review them

Demonstrate a deeper understanding of a range of feedback strategies The ability to use a range of reflective strategies that provides a high level of challenge To make modelling of practice explicit (explain why as well as how)

An ability to support and develop other mentors A capacity to mentor in a wider range of contexts Engagement with current literature and research in field of mentoring and coaching to inform role and practice

Developing observation and feedback skills

Activities based on case studies to explore issues around feedback

Look at stages of development of the mentee across a year in relation to the mentor role

Knowing how to seek appropriate support for challenging mentoring situations

Familiarisation and practice of recording and reporting requirements

Developing observation and feedback with a focus on asking challenging questions

Activities based on case studies to explore different approaches to feedback

Familiarisation with, and practise of, a range of strategies for development through reflection

Provide an understanding of explicit modelling and opportunities to practice explaining the why as well as the how

Update of recording and reporting requirements

Triangulated and moderated observation and feedback to mentees

Opportunities to shadow, observe, collaborate with colleagues mentoring in other contexts

Opportunities to access and critically discuss relevant literature and research

Using research to inform practice and practice to critique research

Provide appropriate support for challenging mentoring situations

To be involved in the review and revision of recording and reporting requirements

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UEL Mentor Training Mentor training at UEL will address the learning outcomes and include the suggested training activities outlined in this mentor training framework. Training at stages 2 and 3 can be linked to the submission of a portfolio which is equivalent to 30 Masters level credits on entry to a Masters level postgraduate programme. Portfolio activities will draw directly upon school based mentoring activity and experience and will be supported by a UEL tutor. In order to make a claim for credit you will need to enrol on a Masters level module at UEL as part of one of the following awards:

Postgraduate Certificate(60 credits ) comprising a mentor training related claim and one M level module

Postgraduate Diploma (120 credits) comprising up 2 mentor training related claims and 2 M level modules OR one mentor training related claim and three M level modules.

MA (180 Credits) comprising postgraduate diploma plus a dissertation. UEL mentor training dates

Date Time course

Wednesday 4th October 2017 4.00-6.00 Stage 1 mentor training (new mentors)

Wednesday 11th October 2017 1.30-5.30 Stage 2 mentor training part i

Wednesday 17th January 2018 9.00-4.00 Mentor event

Wednesday 24th January 2018 4.00-6.00 Stage 1 mentor training (new mentors)

Wednesday 21st February 2018 4.00-6.00 Stage 1 mentor training (new mentors)

Wednesday 21st March 2018 1.30-5.30 Stage 2 mentor training part ii

Wednesday 28th March 2018 9.00-4.00 Mentor event

Wednesday 25th April 2018 4.00-6.00 Stage 1 mentor training (new mentors)

Wednesday 23rd May 2018 1.30-5.30 Stage 2 mentor training part iii

HOW TO BOOK For Stage 1 or Stage 2 training please contact: Saranna Maynard - [email protected] Tel: 020 8223 2152 For Stage 3 enquiries and booking please contact: John Macklin [email protected] Tel: 020 8223 3336



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STAGES OF MENTORING AND TRAINEE DEVELOPMENT

Without the support of the Mentor, trainees can easily find themselves at a loss as to how to move forward in their teaching. This plateau effect can affect all trainees. If an approach works, it will often be used again uncritically and they may fail to come up with alternative strategies. If something doesn't work then the idea may be abandoned wholesale instead of improved upon. Either way the trainee will end up with a limited range of ideas and strategies. A key role of the Mentor is to deploy various strategies at the appropriate time to move the trainee on. The model below (adapted from Furlong and Maynard 1995) is flexible and not always sequential: often stages will co-exist and can vary according to the year group being taught, levels of subject knowledge and the trainee's confidence. For example, on the PGCE programme, the beginning of the second school experience may require a return to the induction phase.

1. Induction Phase Focus of trainee learning Mentoring role Key mentoring strategies

Rules and routines Establishing authority

Model Trainee observation Small group work Collaborative teaching focused on rules and routines

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2. Collaborative Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

QTS Teachers’ Standards Model Trainee observation Systematic observation and feedback on trainee's performance Mentor facilitates reflection-on-action

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3. Supervised Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

Understanding student learning Developing effective teaching

Critical friend Systematic observation and feedback on trainee's performance Re-examination of lesson planning

▼

4. Independent Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

Investigating the grounds for practice

Co-enquirer Partnership teaching Partnership supervision

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Extensive research shows that trainees pass through a number of stages of development. The main stages which have been identified are 1. Induction Phase During the first few visits to a class, trainees find it difficult to ‘see’ what is going on. They often assume either that teaching is straightforward or are overwhelmed by the complexities of what they observe. Trainees find it useful if they are allowed to carry out focused observations of experienced teachers. 2. Collaborative Teaching Phase The joint planning and teaching of a lesson by the Mentor and trainee at the early stages of training enables the trainee to gain access to the knowledge and experience of the Mentor in a controlled and supportive way. The trainee will be preoccupied at this stage with the development of his or her own performance as a teacher. We recommend that a trainee starts off by planning collaboratively a defined section of a lesson e.g. a starter, a plenary or introduction of a new skill or piece of knowledge. This should be followed by debriefing on how the teaching of their part of the lesson went. At this point the Mentor can best help by focusing on specific aspects of the development of the Teachers’ Standards for QTS. A summary of the Teachers’ Standards is included below (pages 15-32), mapping the Teachers’ Standards (2012) against the Professional Standards for Teachers (2007). Trainees have said that regular monitoring and feedback sessions are essential at this stage to ensure that good progress is made. 3. Supervised Teaching Phase Once trainees have gained sufficient confidence in lessons to ‘act like a teacher’, they are able to turn their attention away from their own performance and focus on the content of their lessons in terms of what their pupils are actually learning. This middle stage is crucial to the development of the trainee. Trainees at this stage have usually managed to find a method which works for them and are unwilling to try out new strategies. Occasionally too, trainees still believe that they must tell the pupil everything in order to transmit their knowledge to the receptive pupil. The challenge for the Mentor at this stage is to move the trainee on from ‘acting like a teacher’ to ‘thinking like a teacher’.

4. Independent Teaching Phase There will be a number of trainees who reach a stage towards the end of their second school experience when they will know the pupils in their class well and realise how different they are as learners. They will start to understand the principle of differentiation and will have a clear understanding of the nature of assessment and how regular feedback and target setting provides the basis for adopting a differentiated approach to teaching. The Mentor may be able to work alongside the trainee in the development of resources or teaching strategies or to direct the trainee to observe teachers in other year groups where differentiated learning is practised. As the trainee makes progress the role of the Mentor will also change. The diagram earlier in this booklet summarises the stages of development of the trainee alongside the changing role of the Mentors.

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Types of School Based Training UEL works in partnership with schools and supports three different types of school based training. These are:

Pupil Progress

Class teaching and Management

Final Block – taking on the full teacher role Pupil progress placements focus on ensuring that trainees are equipped to work effectively with groups of children. The focus is on specific interventions, questioning and personalisation to secure effective pupil progress. Trainees are placed either in pairs or threes. Class teaching and management training plans focus on gradually taking over the role of the whole class teacher with a particular focus on building confidence and competence in whole class elements. Trainees are placed either individually or in pairs. The final block focuses on drawing together whole class teaching and learning and ensuring the progress of all pupils in the class. Trainees are placed either individually or in pairs. Rose White [email protected] for further details.

Mentoring during a Pupil Progress Placement Mentoring will take place throughout the day as the class teacher remains in the class and provides on-going verbal feedback to the trainee on how effectively he or she is supporting the progress of groups and the class as a whole. This feedback is given as and when appropriate, and trainees will appreciate that this may not be at a regular time. Mentors should give verbal feedback on any previously identified focus but also on other areas of the lesson which are praiseworthy or of concern. Trainees take responsibility for recording any feedback that is given to them throughout the day/week. Trainees are asked to refer to the Teachers’ Standards when making a note of verbal feedback and refer to the grade criteria. The school- based training plan outlines the progression that the trainees should make and the increasing responsibility they should take throughout the course of the placement. Written observations may be carried out if the mentor and trainee feel this would be helpful/practicable. The mentor will review plans for the group activity and provide verbal or written feedback on the quality and effectiveness of these.

Mentoring during a Class Teaching and Management Placement

Timetabled weekly Mentoring Sessions should take place. Scheduled meetings should be equivalent to 45mins -1 hour. The content of these sessions will be based on the Training plan. Within the meeting, time should be given to:

time-tabling observations and agreeing the focus;

assessing the progress towards the Teachers’ Standards;

reviewing planning, teaching, monitoring and assessments that have taken place;

reviewing lesson evaluations;

planning for tasks and activities that follow on from observations and targets;

reviewing outstanding targets


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The session should not be used solely to give feedback; it should be viewed as a tutorial opportunity. Trainees complete their own Professional Development Action Plan, and the mentor may ask to see this as part of this tutorial to ensure targets are appropriate. Trainees need regular assessment of, and feedback on, their teaching. Formative assessment occurs when the Mentor assesses the competence of a trainee against the Teachers’ Standards, discussing or offering strategies to improve and develop classroom skills. This approach is most effective when the trainee teaches and the Mentor observes the teaching. Following this the Mentor and trainee discuss the observed teaching. As a result of this discussion, targets are set with the trainee. Mentors should observe each trainee three times per week: English: 20 minute observation, once per week OR

15 minute phonics observation where the trainee is training in the EYFS or KS1 Maths: 20 minute observation, once per week Other subject/area: 20 minute observation, once per week (with a subject knowledge or pedagogy

focus) Observers should give feedback against the Teachers’ Standards and the relevant grade criteria above. They should address the identified focus for observation but also other areas of the lesson which are praiseworthy or of concern. Any grades noted on the weekly summary sheet should be given only after the mentor has considered a wide range of evidence from the trainee (in particular pupils’ progress, evidence of assessment, subject knowledge etc). Grades for individual lessons are not required.

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ADVICE TO MENTORS ON LESSON OBSERVATION AND DEBRIEFING

When establishing the focus of the observation it is necessary to take account of the trainee's overall progress and level of confidence. In the first weeks in school, for example, they tend to be consumed with concerns of discipline and control. However, this would need to be linked to comments on the learning activities which the trainee has identified on the lesson plan as trainees sometimes do not realise that the activities they have planned have an impact on behaviour. It would, therefore, be unproductive to focus on other issues to the exclusion of their concerns. As the trainee becomes more experienced the focus should move on from classroom management and focus on the learning of the pupils.

DEBRIEFING THE TRAINEE AFTER THE LESSON

The following advice complements the guidelines set out in the School Experience Handbook. Focus on:

the trainee’s successes or achievements; one way of starting is by asking the trainee what he or she was pleased with in the lesson;

the actions taken by the trainee to achieve those successes, e.g. 'I noticed that everyone managed to do the experiment. How did you get that to happen?’

the trainee's reasons for taking the action he or she did, e.g. ‘Can you tell me why you asked the groups to report back in that way?’

the conditions, circumstances, etc, that led to the trainee making a decision to take a particular action, e.g. ‘You said that they had had enough of the reading, and so you moved on to the questions. How did you know that they’d had enough; how could you tell?’

Ask open questions In the discussion or follow-up interview you can help the trainee to talk about the ordinary, everyday things that he or she usually takes for granted. Never be afraid of saying, 'Could you tell me a little more about that?' For example:

Mentor: ‘You said that you were pleased because the noise level was just right. Can you tell me how you judged that it was right?’

Trainee: ‘It’s a balance, isn’t it? The atmosphere is there, but the work is there as well. I was happy with the balance today. It’s personal, hard to say.’

Don't ask your questions in a generalised way You are more likely to get answers of interest to you if you relate your questions to the particular lesson observed, e.g. ‘How did you manage to get Patrick and Clare to work?' rather than, ‘What do you do to persuade unwilling pupils to work?’ Stick to the point The role of the Mentor is to seek information from the trainee. This means asking them questions about what was observed in the particular lesson observed, rather than discussing how the Mentor would have delivered the lesson.

Be sensitive to possible anxiety of the trainee, particularly in the way questions are asked For instance, a closed question, which invites a yes/no answer, does not help a respondent to give an informative reply. More importantly, it may also convey implications of what the teacher should or should not

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have done and so have undertones of criticism. A question such as, 'Did you have a lesson plan?' would tend to put any trainee on the defensive.

Don't test your own ideas and assumptions about what was observed in the lesson Rather than, for example, 'Did you cut short the question and answer session because you felt they were beginning to get confused?’ a more open and helpful question would ask: ‘Can you tell me why you cut short the question and answer session?’ Never ask, 'why didn't you.....?' This is almost guaranteed to lead the trainee to justify their teaching rather than to reveal their thinking. A successful discussion is one in which:

the trainee does most of the talking;

the trainee explains her/his actions but does not feel the need to justify them;

the questions are rooted in the observed lesson;

the focus is on what went well in the lesson;

the Mentor learns much more than they could have done simply from observing the lesson. Do not avoid negative feedback or focusing on things which didn’t go well in the lesson. It is sometimes tempting to avoid tackling unsatisfactory work but it is necessary to do so in order to give the trainee an opportunity to improve.

Setting Targets Ensure that targets are SMART (Specific, Measurable, Achievable, Realistic, Time Limited) linking clearly to the Teachers’ Standards. Discussing the lesson Give a clear, unambiguous assessment of the lesson observed.

Set clear targets for improving the situation (see above).

Ask the trainee to sign and date the copy of your observation notes and give them a copy.

Keep notes of any other things you have said, advice you have given and how you have tried to help.

Keep all concerned with the training informed about how the trainee is getting on with your class/group. It is especially important to alert the ITT Co-ordinator and the UEL Tutor as early as possible if the trainee is not making required progress or likely to fail. The ITT Co-ordinator/Mentor will advise the UEL Tutor immediately as part of the ‘Not making required progress’ procedures and action can be taken. (The Partnership has a duty to give a written warning and targets so that the trainee has a chance to rectify the situation).

Clarity is paramount – if you have asked a trainee to change the way they do something, get them to explain in their own words what you want them to do so you know that they have understood. If the trainee defends their point of view/actions, avoid becoming confrontational. Try to see it from their point of view. Show that you will consider what they have said but illustrate with evidence from your observation notes. (If the trainee does not have the same view of the lesson as you, sometimes video debriefing can help.) The most difficult problems arise when the trainee does not recognise that they are not succeeding. In these cases you must be firm and clear in your records.

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UEL COURSE STRUCTURE 2017/18 PROVIDER NAME: University of East London

PHASE: Primary

COURSE TYPE: School Direct Tuition Led and Core PGCE

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KEY Emp Employability

UEL Training Days SBT1 1st School Experience – Pupil Progress

Major Holidays SEV School Enhancement Visits

b/h Bank Holidays SBT2 2nd School Experience – class teaching and management

R Reading/Private Study SBT3 Final School Experience

Rev Interim SBT review day (Trainees in University) PWR PWR Week

Inc. SEV

2.5 days

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RESPONSIBILITY OF THE SCHOOL PCM OR IN PRIMARY CONTEXT THE ITT COORDINATOR

Expectations

It is the expectation of the UEL Partnership that the PCM/ ITT Coordinator will take full responsibility for leading, developing and quality assuring the school’s role in teacher training on the Primary PGCE Course. The White Paper: The Importance of Teaching (2010), signals a step change in the role of schools in leading teacher training, and many of our UEL Partnership Schools have embraced this change. These schools foster and develop a culture of mentoring and coaching and see involvement in Initial Teacher Training as the first stage of an on-going process of continuing professional development. It is therefore important for the UEL Partnership to develop a shared understanding of how its partnership schools oversee and support Initial Teacher Training, to ensure that practice is consistent and trainees are supported effectively. We recognise that many of our partnership schools are extremely experienced in their practices; we are keen to offer opportunities to disseminate, as well as offer support and guidance so that we can all benefit from a shared understanding and vision, which in turn will allow our trainees to achieve their best in the classroom. The UEL Partnership Agreement outlines the expectations of all parties in relation to the PGCE programme, and it is anticipated that PCM/ ITT Coordinator will take the lead role in ensuring that the school’s responsibilities are fulfilled. a) Responsibilities of the PCM/ ITT Coordinator:

liaise with UEL as the first point of contact over any issues concerning the course

manage and arrange generic and further mentor training sessions in collaboration with UEL

manage and implement an induction programme appropriate to the needs of the trainees within the placement

arrange for the trainees to observe ‘outstanding’ practice within the placement including opportunities to see a broad range of curriculum areas and year groups where possible

ensure quality assurance within the placement

adhere to procedures that relate to trainees identified as either ‘cause for concern’ or ‘at risk’

participate in the interview of candidates for the course

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b) Induction:

Please ensure that your trainee has completed the following aspects of induction during

the school based induction:

1) School based briefing on safeguarding measures and procedures in the school

Health and Safety briefing including Fire drill

Contact details and information on what to do in the event of absence

Tour of the School

Access to Staff handbook and school policies such as Behaviour Management and other those set out in the trainee’s trainee plan

ICT support (Logins, Sims, ID cards etc)

Introduced formally to all staff

2) Established:

the routine of the school day

dress expectations

expectations regarding punctuality, attendance at meetings and protocols to follow if they intend to be off the school site for any particular reasons in relation to their studies or professional duties

important dates on the school calendar

3) Made aware of the following information:

Information on workspace and the resources that are available for them

The styles and approaches the classes are used to

Ensure that trainees are aware of assessment process and record-keeping used

The timing of the regular mentoring sessions and meetings with PCM

4) Become familiar with the school:

Met the Headteacher, subject coordinators, as appropriate

5) Ensure that training is appropriate to needs:

Does the trainee have a suitable timetable?

Are weekly documentation being completed regularly?

Are plans for a suitable, contrasting second school experience in place? (UEL to work

with trainees on these arrangements.)

Has UEL received all the relevant information from the School?

Does the mentor feel confident about his/her role and ability to lead effective training?

If not, what measures are being taken to address this?

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c) Trainee Professional Development The PCM/ ITT Coordinator is responsible for supervising the overall professional development of the trainee outside year group context, but also overseeing the quality of mentoring and support within the year group within each school. This includes ensuring that:

Primary trainees will be allocated a mentor who will provide them with a balanced timetable, as well as suitable pastoral experiences to enable them to develop in their core subject development, as well as pastoral.

Primary trainees should have the opportunity to observe and teach across the whole curriculum including P.E and music. In primary practice these can often be taught by specialist teachers. As these may not fit easily into their timetables they may need the help of the Professional Tutor to identify lessons that they can observe and/or teach.

Trainees are informed of any meetings, Inset and CPD training that may be available or that they should attend. (Trainees are expected to attend all meetings and CPD sessions in their schools and at UEL as indicated in the handbook.)

PCM/ ITT Coordinators have regular meetings with their mentors and pastoral mentors to discuss whole school training and share good practice.

PCM/ ITT Coordinators observe each trainee at least once each term in order to support the mentor and to provide an opportunity to moderate outcomes and accuracy of assessment of the assessment toolkit.

To check that trainees are met with by their mentors weekly and observed in line with the minimum expectations as outlined in the training plan.

PCMs/ ITT Coordinators ensure that new mentors attend training at UEL.

d) Mentor Development: PCM/ ITT Coordinators lead the generic mentor development within schools. It is recommended that mentors are supported with their generic approach to mentoring. Guidance on how to observe lessons, how to feedback and also how to lead on a mentor meeting should be provided, if needed. Examples of generic mentor training can be found on the PCM/ ITT Coordinator’s page. In addition, peer observations with mentors to moderate their practice is a key part of the mentor’s development, but also a quality assurance exercise to ensure that trainees are developed effectively within the school context.

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4 THE MODERATING ROLE ITT Coordinators have a quality assurance and moderation role within each placement school. They need to peer observe with mentors to evaluate the quality of observation and feedback support provided by mentors within the school context. PCMs are asked to email copies of their observations in the 5th week of each term to Lizana Oberholzer – [email protected]. In addition, PCMs/ ITT Coordinators are also asked to meet with the UEL tutors to discuss the trainee’s progress and key points to develop. UEL tutors will be asked to email the Trainee, Mentor and PCM/ ITT Coordinator to arrange for a visit to take place. Trainees are expected to plan lessons using the UEL lesson planning documentation, as this is a training tool aimed to develop their planning and strategies to plan effectively. Please emphasise this expectation to mentors. In addition, please use the partnership templates when observing lessons as part of the training tools used to develop trainees’ practice. It is key during feedback for Mentors, PCM/ ITT Coordinators and Tutors to focus on pupil progress. Did pupils make the expected progress in the lessons or did they exceed? If they did how did the Teachers’ Standards come together to achieve this? If some pupils did not make the expected progress, which Teachers’ Standards need to be considered to ensure that this progress does take place? Please make sure a coaching approach and questioning is used to support the feedback. Please make sure the assessment toolkit is used to guide outcomes for mentors and trainees too. It is also vital for PCM/ ITT Coordinators to agree the Final Report for each trainee at the end of each term to quality assure the outcomes in full.


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5 CAUSE FOR CONCERN Please make sure that you follow the Cause for Concern procedure carefully as outlined below. Cause for Concern is intended to be a developmental and supportive process. A cause for concern will be issued when:

a trainee does not make the expected progress for the stage in their programme;

a trainee struggles professionally or personally to meet the Teachers’ Standards (Part One: Teaching);

a trainee fails to demonstrate high standards of personal and professional conduct (Part Two: Personal and professional conduct);

If an issue has already been identified, targets have been set and no progress or insufficient progress has been made.

A cause for concern will outline the concern and set targets, identify training and actions and agree review points. It will result in increased agreed school and centre-based support and monitoring. Specifically, a cause for concern:

can be raised at any stage of the programme;

will usually relate to specific aspects of the trainee’s teaching and the Teachers’ Standards referencing the grade descriptors;

could characterised by the lack of progression made by pupils. A cause for concern may also be raised if:

the trainee’s teaching, for any reason, is not developing as expected; for example, if a trainee ‘plateaus’ and there is no evidence of further progress or development in the quality of their teaching;

where a trainee requires support beyond the school-based interventions that have taken place Targets

Targets for improvement must be explicitly linked to areas of concern in the trainee’s teaching which prevent the pupils from making the expected progress, and be referenced to the Teachers’ Standards and grade descriptors.

Targets will require agreed actions for both the trainee and all those working with him/her in the training programme.

The setting and revision of targets must be based on the review of the full range of evidence; there must be clear alignment between the identified issues, the grades given and the targets set.

When raising Cause for Concern the following actions may be appropriate to ensure the trainee progresses and has a positive impact on pupils’ progress.

Ensuring the student teacher receives clear, unambiguous and consistent guidance about action to be taken;

Ensuring that the teaching load is appropriate for the current situation;

Ensuring classes being taught are appropriate for the current situation;

Arranging for the student teacher to work alongside an experienced teacher in a support role;

Providing extra support in developing the student teacher’s subject knowledge or any other appropriate aspects of their learning to ensure that they progress;

Arranging for additional, focused observation perhaps outside as well as inside the department in order to develop the student teacher’s understanding of good teaching in practice;

Setting clear and unambiguous short-term achievable targets.

6 IN SCHOOL TRAINING UEL provide a broad and rich curriculum and we recommend that trainees also engage with staff meetings and CPD whilst in school to ensure that they understand how the theory translates clearly into practice.

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The Vision: Putting the pupil and the trainee at the heart of teacher education and training

We are passionate about delivering high quality outcomes for all learners. Through effective and responsive partnerships, we draw

on our many years of expertise in order to support the development of excellent learning and teaching in multicultural urban

settings.

The UEL Partnership works with trainees from the point of interview in order to realise their potential in becoming good and outstanding

teachers. We develop excellent teachers who are committed to making a positive contribution to children’s achievement, aspirations and

opportunities, from the very start of their training.

Trainees are expected to make a positive contribution to pupils’ learning from the beginning of the programme. Trainees have the opportunity

to train in a variety of exciting, challenging and innovative schools across our partnership, learning first-hand from experienced teachers and

trainers.

Our holistic training programme puts the well-being of the trainees and the pupils they teach at its heart. The training programme should be

seen as just the first part of a teacher’s professional development; our partnership is committed to ensuring a smooth and successful

transition to NQT induction. We are able to support former trainees during the NQT year and beyond.

Trainees’ professional development involves linking and integrating the Teachers’ Standards into their practice. In other words, developing:

subject knowledge; knowledge of pupils and their background, and an understanding of how they learn; knowledge of the statutory frameworks

in which teachers have to work; an ability to provide a safe and stimulating environment in which pupils can learn; an ability to plan, teach,

monitor and assess pupils’ learning – these are all aspects of professional development. Such a formulation of the Teachers’ Standards helpfully

steers us away from a fragmentary approach to assessing progress. While tick lists are useful as a periodic check that there are no gaps in

training, the emphasis is on the whole process of trainees’ development as a teacher; on appropriate ways of charting the often subtle

transformations that take place in knowledge and understanding, and practical skills as a teacher.

A key aspect of being a professional teacher is developing a sense of autonomy as a learner. It is essential, therefore, that trainees ‘take

ownership’ of their professional development and drive it forward themselves as they work out, during the next few years, the kind of teacher

that they want to be.

Progress to becoming an outstanding teacher

This guidance provides a guide to ensuring accuracy and appropriate rigour in assessment and describes the process for recording trainees’

progress towards becoming outstanding teachers. Trainees’ progress will be assessed through reviewing the impact of their teaching on pupil

progress and learning over time which, in turn, informs their ongoing achievement and final attainment. This guidance also outlines a range

of resources needed to support both trainees and their tutors/mentors in recording progress and supporting achievement. This guidance is

intended to:

promote a shared understanding of the expectations for trainees and for the impact of their teaching on pupil progress and learning

over time;

secure the accuracy and consistency of judgements;

support the effective tracking of trainees’ progress against the Teachers’ Standards;

promote a shared language for discussing the progress and professional development of trainees;

promote the need for challenging short and longer term developmental target setting linked to the identification of the trainees’ training

needs.

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Roles and responsibilities at a glance

Partnerships should:

consistently reflect the highest aspirations for Trainees and have high expectations of mentors and trainers

ensure that practice is disseminated in a drive for continuous improvement

strive for outstanding and highly relevant practice

contribute to outstanding outcomes for all Trainees or, in exceptional circumstances, outcomes that are good and rapidly improving

contribute to outstanding leadership and management of school-based training

maintain an excellent reputation with Trainees, former Trainees, schools, colleges and/or settings, other partners and employers

• ensure that Trainees are very well prepared to join the profession as good or better teachers

• prepare Trainees to make a positive impact on the progress of the pupils they are teaching, whilst training and in their early teaching

careers .

• exercise a duty of care for all trainees, their personalised training and well-being;

• support trainees with respect, being mindful of their stage of training and how this is impacting on the challenges they might be

facing;

• ensure that trainees are equipped to enjoy the rewards and challenges of the teaching profession and recognising the need to nurture

the next generation of committed, resilient, high-quality teachers.

Mentor Standards

The following Mentor Standards are recommended by the DfE and are based upon evidence from the Carter Review of 2015.

They are divided into four separate but related areas:

Standard 1 - Personal qualities: Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee

faces.

Standard 2 – Teaching: Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.

Standard 3 – Professionalism: Induct the trainee into professional norms and values, helping them to understand the importance of the role and

responsibilities of teachers in society.

Standard 4 – Self-development and working in partnership: Continue to develop their own professional knowledge, skills and understanding and

invest time in developing a good working relationship within relevant ITT partnerships

Full details and exemplification of these Mentor Standards are contained in “National Standards for school-based initial teacher training (ITT) mentors” (DfE,

July 2016) to be found at https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review

The Guidance contained within this current Training and Assessment Toolkit is drawn from these Mentor Standards and the document mentioned above. It

aims to further exemplify the Standards and to relate them specifically to the UEL partnership. The Guidance is intended for all partners in the training of

beginning teachers including trainees themselves, school-based mentors and UEL tutors.

Trainees should:

Trainees need to adhere to the Code of professional conduct as outlined in the programme handbooks.

https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review

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Understand and take responsibility for the impact of their teaching on pupil progress and learning;

Take responsibility for their own learning, identify their needs and be proactive in creating and taking advantage of training opportunities which arise

in school, in UEL, in other settings and in independent study;

Ensure that attendance, punctuality, personal presentation and general manner are suitable for a person entering the teaching profession. Accept

and abide by the code of behaviour and dress required by the schools in which they work;

Follow the school’s procedure for absence. They must also let the UEL tutor know on the day of the absence by e-mail or phone;

Arrive well before the start of the school day, remain on the school premises throughout the day, and take an active part in the whole life of the

school: attend staff meetings and parents’ consultation meetings, accompany a member of staff on supervision duty;

Arrive at lessons promptly. This includes scheduled observation lessons;

Co-operate with all of the trainers, both school and university based;

Take careful note of all relevant information provided by the school and especially the expectations and arrangements for their training;

Carry out school-based observation and other QTS related tasks during non-teaching time as outlined in any course guides or as directed by their

mentor or UEL professional tutor.

Follow closely the school-based training programmes, complete Weekly Progress Development Summaries, and take responsibility for being

proactive in their own learning, identifying and maximising learning opportunities in the school and the University and negotiating appropriate

support from their mentor and other teachers in the school.

The examples below are derived from the 4 standards for mentors listed above that are identified in the ‘National Standards for school based initial teacher

training (ITT) mentors’, July 2016 (DfE).

Professional Co-ordinating Mentors (PCM) and ITT co-ordinators should:

Provide effective school-based training;

Support trainees so that they have a positive impact on pupil progress and learning from the outset;

Be the formal point of contact between UEL and the school. Distribute relevant communications from UEL and co-ordinate communication between

UEL, mentors and trainee teachers during school experience;

Contribute, as appropriate, to the recruitment, selection, training and assessment of trainees;

Maintain an on-going dialogue with UEL about the trainees’ progress, the training course provision and assessment issues;

Contact UEL if at any point there is a possibility of a trainee failing, if a trainee is identified as not meeting the minimum requirement, or if there is

any other cause for concern;

Liaise with UEL if there is a change of mentor or if any mentoring/ staffing difficulties arise;

Disseminate information, decisions and training ideas to mentors;

Ensure that trainees have access to school policies, school data, Ofsted reports, NC test results, exam results and any other relevant school data;

Ensure appropriate resources and facilities are available (e.g. network access, departmental resources, schemes of work, equality of access for

trainees with special needs);

Ensure that trainee teachers are aware of the expectations and requirements of the school including the school’s Health and Safety and online

safety policies and procedures;

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Ensure that trainees are given opportunities to observe and collaborate in a range of educational contexts and settings (observation opportunities

outside their subject specialism(s), wider school events, cross curricular initiatives, extra-curricular opportunities);

Offer insights into theory and practice both within the school and beyond and engage trainees in constructive, critical reflection and discussion of

approaches, practice and initiatives; Facilitate professional development and help trainees to identify their needs and set targets for their

continuing development;

Support trainees in working as part of a team and, in time, as part of the wider school community;

Ensure that suitable subject mentors are identified and trained for their role;

Ensure that school staff involved in teacher training are conversant with the Teachers’ Standards;

Ensure that a subject/phase training programme is in place;

Have an overview of classes taught by trainee teachers across different subject areas (as appropriate) to ensure the quality of pupils’ educational

experience;

Ensure the entitlement of trainees to training opportunities in school, (for secondary, normally 1 hour training per week for subject training and

‘professional’ studies training*);

Ensure that trainees have opportunities within the school setting to meet the Teachers’ Standards. (This requires a structured timetable providing

appropriate and sustained teaching and training opportunities);

Observe trainees practice as appropriate (in secondary, normally once during each training period and giving feedback;)

Monitor the quality of the mentor’s lesson observations (all programmes) and School Based Training Report forms and giving feedback to mentors

on their work;

Evaluate and quality assuring the school based training programme;

Contribute to course evaluation and review;

Read and signing the Partnership Agreement on behalf of the school;

Review employment references for trainee job applications written by Mentors on behalf of the school;

Identify and address trainees’ needs to support them in becoming good or outstanding NQTs.

Subject Mentors (Secondary)/ Mentors (Primary) should:

Provide effective school-based training;

Support trainees so that they have a positive impact on pupil progress and learning from the outset;

Contribute, as appropriate, to the recruitment, selection, training and assessment of trainees;

Ensure access to official documentation: the National Curriculum, Strategy documents, examination specifications and examiner’s reports, recent

Ofsted reports etc, as applicable, as well as the department’s schemes of work and resources for teaching and learning;

Organise opportunities to observe and reflect on the practice of other teachers within the department and beyond;

Monitor trainee’s planning, preparation, delivery and evaluation, especially at the start of the training period;

Facilitate, organise and deliver training experiences in the subject area, pastoral role and wider school role in order for trainees to meet the

Teachers’ Standards;

Provide a role model for trainees. Model good practice in teaching and learning, including collaborative teaching activities;

Discuss and make explicit their own practice with trainee(s) and discuss the planned and spontaneous decisions made by experienced practitioners

during teaching phases;

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Support the development of the trainee’s subject knowledge for teaching, subject pedagogy, professional teaching skills and use of ICT in the

subject with pupils;

Set targets for the trainee to enable progress towards meeting the Teachers’ Standards;

Contact the Professional Co-ordinating/ITT Mentor and UEL tutor immediately if the trainee is making unsatisfactory progress or is a ‘cause for

concern’;

Discuss with trainees ideas and issues for UEL written assignments and school-based tasks;

Work within the Quality Assurance procedures and systems set up by UEL for Teacher Training programmes;

Undertake training for their role;

Deliver and manage the subject training programme, personalising it to meet the needs of the particular trainee(s);

Ensure that the trainee has access to the range of training opportunities necessary in order for them to achieve the Teachers’ Standards;

Meet with the trainee regularly, individually and in group training sessions, normally 1 hour school based training per week. (For secondary, this

will also include PCM organised professional studies sessions);

Cover the areas of training indicated on the school-based Training Programmes/Plans and monitor completion by the trainee of the Weekly Progress

Development Summaries;

Regularly observe and assess the trainee teach helping trainees to reflect and analyse their own practice, giving prompt oral and written feedback

and set targets for further development. (In secondary, the trainee should normally have 3 observations each half term, including KS3/4 and Post

16 as appropriate).

Regularly check the trainee’s evidence and progress towards the Teachers’ Standards;

Ensure that teaching files and other sources of evidence are well organised;

Review documentation relating to trainee progress. (In secondary, this will include Profile, PDP and subject knowledge audit at least once a month);

Liaise with others working with the trainee prior to completion of School Based Training reports on the trainee’s progress;

Maintain an ongoing dialogue with the Professional Co-ordinating Mentor and UEL about the trainee’s progress;

Identify and address trainees’ needs to support them in becoming good or outstanding NQTs.

UEL Tutors should:

Devise, organise, plan and teach the UEL based programme;

Ensure coherence of all aspects of the training programme;

Undertake training visits to observe the trainee;

Prepare and support the mentor in their role;

Liaise with the mentor, PCM/ITT Co-ordinator and other school based staff;

Monitor the appropriateness and quality of school-based training;

Support, monitor and assess the development of the trainee’s subject knowledge for teaching and professional teaching skills;

Monitor and assess the trainee’s files. (In secondary, this will include Profile, PDP and subject knowledge audit at least once a month);

Provide guidance on the trainee's progress towards meeting the Teachers’ Standards;

Respond promptly to enquiries from mentors and trainees;

Identify additional training experiences available to trainees;

Oversee completion and verification of the Career Entry & Development Profile with Targets for Induction as appropriate;

Act as a referee for the trainee;

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Work under the direction of the appropriate UEL Programme management;

Contribute to programme monitoring and development;

Ensure robust Quality Assurance systems.

In the broadest sense, UEL has ultimate responsibility for trainees registered with it. Its administrative structures (e.g. Academic Registry, Finance, Student

Services, The Students' Union, and Learning Resources) are there to support the trainee. The trainee is subject to UEL and PGCE Programme disciplinary

and assessment regulations.

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1. Assessing trainees: important considerations

A. The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of children/pupils/learners.

(‘Initial teacher education inspection handbook’, September 2015, Paragraph 128)

B. When assessing the quality of trainees’ teaching over time, reference should be made to the Teachers’ Standards in full (‘Initial teacher

education inspection handbook’, September 2015, Paragraph 129). The bulleted sub-headings should be used to:

track progress against the Teachers’ Standards;

determine areas for additional development;

identify strengths which indicate excellent practice;

enable the identification of aspects of, for example, outstanding practice for ‘Good’ (grade 2) trainees and good practice for trainees

with ‘Requires improvement’ (grade 3) in order to show that they are exceeding the minimum in aspects of the Teachers’ Standards.

C. ‘The standards need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Trainees should

be assessed against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award

of QTS.’ (‘Teachers’ Standards’, Paragraph 6)

D. Your teaching should be assessed in relation to:

the impact you have on the progress and learning of the pupils for which they are responsible;

the context and content of your teaching, over sequences of lessons; the quality of teaching must be judged in terms of

attainment in relation to the relevant Teachers’ Standards and not on individual lessons.

When making judgements, the full range of evidence should be used, including planning, discussions with trainees and pupils, pupils’

responses in lessons and in their work books, the quality and impact of your marking and feedback, your assessment and planning records

and evidence of your own and your pupils’ progress and learning over time.

E. Assessment must be informed by evidenced, professional judgements which are accurate and rigorous. Judgements need to be based on

the quality of trainees’ teaching overall and reflect their impact on pupil progress and learning over time. Weaknesses or strengths in some

of the Teachers’ Standards may have significant impact on performance in others. It is essential that all grades, comments (regarding

trainee and pupil progress and learning) and targets are aligned with the grade descriptors for the grade being awarded.

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Grading rationale

It is essential that trainees and all involved in the assessment process, fully understand and can explain how UEL assessment guidance and

criteria are applied to ensure accuracy and consistency. All those assessing trainees must use their professional judgement when making and

agreeing decisions focusing on the quality of trainees’ teaching overall.

All borderline cases must be reviewed, taking into account all relevant evidence and with additional moderation as required.

Outstanding (1)

Trainees demonstrate excellent practice in the majority of the standards for teaching and all related to their personal and professional

conduct. Much of the quality of trainees’ teaching is outstanding and never less than consistently good.

For a trainee’s final grading to be 1:

pupil progress and learning over time must be good or better than expected;

a minimum of four Standards graded 1, with consideration given to TS2, TS4, TS5 and TS6.

no grade 3 or 4 for any Standard.

Good (2)

Trainees demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional

conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding.

For a trainee’s final grading to be 2:*

pupil progress and learning must be at least as expected;

at minimum of four Standards graded 2, with consideration given to TS2,TS4, TS5 and TS6

any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings);

no grade 4 for any Standard.

* Careful consideration must be given where all of the trainee’s teaching is grade 2 but he/she has few/no grade 1 aspects; he/she is likely to

be grade 2 overall.

The final judgement should be agreed following discussion with the UEL tutor. There should be close scrutiny of any grade 3 and grade 1

aspects.

Requires improvement (3)

Trainees meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.

The quality of trainees’ teaching over time requires improvement as it is not yet good.

For a trainee’s final grading to be 3:

pupil progress and learning over time is not always as expected;

most Standards graded 3 overall (with some elements of grade 2);

no grade 4 for any Standard.

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A trainee can be judged to have exceed(ed) the minimum if he/she has evidenced features of good practice in some aspects of the

Teachers’ Standards with no grade 4s.

We would expect trainees’ practice to be graded as requires improvement or above at the end of their first teaching practice. After this,

any trainee in this category (grade 3) may be considered to require further support. As soon as a potential grade 3 trainee is identified, the

relevant supervising staff must be alerted and immediate intervention, including sharply focused short term targets for the trainee, should be

agreed. Explicit training actions should be defined, monitored and recorded; weekly updates should be maintained. The intervention to move

trainees beyond requires improvement may continue beyond the end of the initial training programme and into the NQT year. Additional

moderation and tracking of progress against targets is essential.

Inadequate (4)

Trainees fail to meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training.

The quality of trainees’ teaching over time is weak such that it contributes to pupils/learners or groups of pupils/learners making

inadequate progress.

As soon as a potential grade 4 trainee is identified, the Cause for concern procedures must be instigated. UEL must be alerted and

immediate intervention, including sharply focused short term targets for the trainee, should be agreed. Explicit training actions should

be defined, monitored and recorded; weekly updates should be maintained. Additional moderation and rigorous documentation are

essential.

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2. Annual assessment process at a glance W

eekly

Mid

-p

oin

t/H

alf-

term

ly

Formal weekly meeting: drawing upon observation(s), progress review, assessment and target setting

Weekly observation(s) and regular reviews of pupils' learning, with evidence from the trainee, are used to review and assess trainee progress and the quality of teachingover time as shown by the impact on pupil progress and learning. The full range of evidence will be considered, including observing pupils, pupils' work and the trainee'smarking, the trainee's files, the context and content of the lesson observed and where it fits in a sequence of lessons. The trainee must provide evidence of his/herprogress and of pupil progress and learning over time. The impact of teacher training on the trainee's teaching will be identified.

Grade descriptors for the Teachers' Standards are used to support the identification of strengths and areas for development as appropriate to that week. These are usedby the trainee and mentor to set and review short term targets for development on a weekly basis. Longer term targets are reviewed and related actions agreed.

Feedback should take place as soon after an observation as possible. The Weekly Progress Development Summaries, Plan proforma is completed as a record of themeeting and the trainees' targeted progress.

Any cause for concern issues are raised with the UEL tutor.

Interim review and moderation points

Half-termly/mid-point in the placement, replacing the weekly meeting. Joint observation of and meeting with the trainee by the mentor and UEL tutor.

Interim grades against each Standard are agreed and longer term targets are reviewed and agreed. The trainee self-assesses and provides evidence of his/her progressagainst the Teachers' Standards and of pupil progress and learning over time using their range of evidence (evidence bundles).

Review of Part Two of the Standards.

Formal review points

At each formal review point, a report is written by the mentor, in agreement with the UEL tutor and trainee. The trainee's progress using the grade descriptors for theTeachers' Standards is agreed, as is the trainee's achievement against each of the Standards and overall, including assignments. Key aspects of the trainee'sachievement are identified: the impact of this on pupil progress and learning over time; the impact of training on this. Longer term targets are agreed. Trainee evidencebundles are reviewed and used to inform and support these judgements.

Review of Part Two of the Standards.

Final summative report

Summative report written identifying the trainee's final attainment against the Teachers' Standards, the final overall attainment, the impact on pupil progress and learningover time, the impact of training and strengths and targets for the induction period as an NQT.

This information will inform the trainee's Career Entry Development Profile (CEDP), and is forwarded to the employing school.

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3. Expected outcomes and progress through training

A. Programme outcomes

By the end of the programme, the expectation is that:

all trainees awarded QTS will attain at least ‘Good’ (grade 2) and the majority will be ‘Outstanding’ (grade 1);

any trainee whose attainment is judged as ‘Requires improvement’ (grade 3) will require carefully selected developmental targets for

NQT year (agreed with trainee, added to CEDP and shared with NQT school).

B. Assessing progress through training

Trainees will be formally assessed at summative review points leading to the assessment of the trainees’ final attainment.

From the outset, trainees will be assessed against the Teachers’ Standards ‘in a way that is consistent with what could reasonably be

expected of a trainee teacher prior to the award of QTS’.

At each formal review point, grades will be agreed for either the review point or for the final attainment.

A single set of criteria is used across the whole training programme; it is to be expected that a significant number of trainees will, at

the first review point, ‘Require improvement’ as they are at the beginning of their training and teaching. Trainees need to understand

these expectations and the significant achievement they will have made in securing the minimum level of practice by the first review

point. Tutors will need to identify what is needed to ensure progress between each review point through target setting and agreeing

individual training plans.

The profile of the trainees will develop as follows:

Review Point 1 – Primary and Secondary

By the end of the first formal review point, in the age phase they have taught:

it is anticipated that all trainees will meet the minimum level of practice expected;

for any trainees struggling to meet the minimum level at this stage, consideration should be given as to whether UEL’s cause for concern

procedure should be instigated or whether there is mentor/tutor agreement that intensive support and targeted advice are likely to

secure rapid progress towards good;

a significant number of trainees will ‘Require improvement’ through intensive and targeted advice and support to move their teaching

to good/outstanding as their teaching is not yet good and the impact on pupil progress over time is not always as expected. This is

likely as they are still at an early stage of their training. Tracking would indicate that they are on a trajectory to be at least good by the

end of the programme;

for some trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected progress

over time; they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding;

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for a small number of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make

good or better than expected progress over time; they will need targeted advice and support to ensure that they maintain this

consistency and continue to develop their teaching.

Review Point 2 – Secondary Only

By the end of the second formal review point, in the age phase they have taught:

it is expected that all trainees will meet the minimum level of practice expected;

if any trainees are graded 4 in any Standard, they must be issued with a cause for concern if this has not already been actioned

(see Section 7);

a small number of trainees may ‘Require improvement’ through intensive and targeted advice and support to move their teaching to

good/outstanding as their teaching is not yet good and the impact on pupil progress over time is not always as expected. Tracking

would indicate that they are on a trajectory to be at least good by the end of the programme;

for the majority of trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected

progress over time; they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding;

for the remainder of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good

or better than expected progress over time; they will need targeted advice and support to ensure that they maintain this consistency

and continue to develop their teaching.


By the end of the third* formal review point, in the age phase they have taught:

it is expected that all trainees will meet the minimum level of practice expected;

if any trainees are graded 4 in any Standard, they must be issued with a cause for concern if this has not already been actioned

(see Section 7);

This review point is the first to take place in the trainee’s second school. As they adapt to the changing demands, a small number of

trainees may still ‘Require improvement’. They need intensive and targeted advice and support to move their teaching to

good/outstanding. Their teaching is not yet consistently good and the impact on pupil progress over time is not always as expected.

Tracking would indicate that they are on a trajectory to be at least good by the end of the programme;

for the majority of trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected

progress over time; they will need targeted advice and support to ensure greater consistency and to move their teaching to outstanding;

for the remainder of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good

or better than expected progress over time; they will need targeted advice and support to ensure that they maintain this consistency

and continue to develop their teaching.

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By the end of the programme** (final summative report):

all trainees will meet the minimum level of practice expected in order to be recommended for Qualified Teacher Status (QTS);

none of the trainees should ‘Require improvement’. In the exception, intensive and targeted advice and support will be provided to

move any grade 3 trainee’s teaching to good, including, as appropriate, including carefully selected developmental targets for NQT year

agreed with trainee and added to CEDP.

for some trainees, much of their teaching over time is good; some is outstanding; the pupils they teach make at least expected progress

over time; they will have agreed targets to take into their NQT year which will be forwarded to the employing school;

for the majority of trainees, teaching over time is outstanding and never less than consistently good; the pupils they teach make good

or better than expected progress over time; they will have agreed targets and associated advice to ensure that they maintain this

consistency and continue to develop the quality of their teaching. Strengths and targets for the NQT year will be forwarded to the

employing school or setting. UEL will offer ongoing support as appropriate.

* This review links to the contrasting placement for School Direct Salaried trainees.

** For most primary trainees this would take place in a third school placement

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4. Accuracy in grading: the alignment of grades, progress, comments and targets

In assessing trainees, it is essential that the developing quality of both the trainees’ teaching and their impact on pupil progress and learning

over time is fully captured in both grades and comments. It is essential that there is a clear alignment across:

the overall grade awarded;

the grades awarded for individual Standards;

related commentaries;

appropriate targets – these should be precise and subject-specific;*

the tracking of progress.

At the formal weekly meeting, mentors and trainees need to take this alignment into consideration when completing the review of progress

and assessment. When preparing reports at review points, it is important that partnership tutors and mentors, together with trainees, write

and then scrutinise the reports to ensure that there is clear evidence of:

pupil progress and learning over time informing the overall grade;

the actual quality of the trainees’ teaching over time informing the overall grade;

the grading of individual Standards informing the overall grade;

the comments and related targets* corresponding to the evidence and the overall grading;

the accurate use of the grade descriptors and the language used therein;

the interim and summative reports clearly building on the trainees’ developing profile as evidenced in the above and through tracking.

* See section 8 for further guidance.

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5. Guidance for the weekly meetings: reviewing progress and assessment

On a weekly basis whilst in school, trainees must be observed teaching and have a formal weekly review meeting with their mentor and, as

appropriate, their partnership tutor at review points. This will feature discussion about the trainees’ and pupils’ well-being and be a celebration

of successes and classroom highlights based on fostering pupil curiosity and the love of learning. Trainees must bring evidence of their

progress and the progress and learning of the pupils they teach for discussion and appraisal.

The following need to be considered when evaluating the quality of trainees’ teaching over time and its impact:

the context and content of the sessions/lessons; where they fit within a sequence of lessons;

the contribution of trainees’ teaching to the learning of the pupils and the progress they make over time: good or better than expected

pupil progress = grade 1, at least expected pupil progress = grade 2;

observations of pupils, pupils’ responses in lessons and pupils’ workbooks, with particular reference to the quality and impact of the

trainees’ marking, the trainees’ assessment records and annotated planning; trainees’ strengths against the Teachers’ Standards and

sub-headings of the Teachers’ Standards and how they can improve. It is critical to avoid an atomistic approach; initial discussions

should focus on the quality of the trainees’ teaching and its impact on pupils’ progress and learning over time and the aspects of the

trainees’ teaching which support this or need to be developed further. This can then be mapped to the Teachers’ Standards.

Each weekly meeting (as recorded on the Weekly Professional Development Summary) should also include:

monitoring of impact and progress;

reviewing and agreeing appropriately challenging short and longer term developmental targets, along with agreeing and recording what

needs to be done by the trainee and others to enable him/her to achieve his/her targets. Targets need to be fit for purpose, have a

Standards focus and, as appropriate, be subject-specific. Targets should be written using the language of the Standards and grade

descriptors (see section 8 for further guidance);

identifying evidence of progress;

agreeing and recording related training and actions;

agreeing and recording the impact of the training on the trainees’ teaching and, consequently, on pupil progress and learning over time.

Following weekly meetings, trainees will record evidence of progress in their Standards Tracker and how targets will be addressed in their

PDAP.

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From observing to reporting

The diagram below sets out the process of assessing and supporting trainees’ progress from observation through intervention to reporting.

The main features are the observations of lessons, considering the full range of evidence, and the impact of trainees’ teaching on pupil progress

and learning over time, weekly meetings and the training plan leading to interim and summative reports. Trainees, mentors and partnership

tutors all have significant roles.

Observation(s) of lessons with the full range of evidence.

Identify and celebrate the trainee’s successes and any issues related to well-being.

Identify evidence of pupil progress and learning over time. (Discussion/meeting)

What difference has the teaching made? Why? (Discussion/meeting)

Identify areas of strength and areas for development for the trainee. (Discussion/meeting)

Map strengths and areas for development to the Teachers’ Standards and the grade descriptors. (Weekly meeting; trainee and mentor)

Review and identify short and longer term targets. (Trainee and mentor)

Identify related weekly training and actions. (Trainee and mentor)

Log the training and its impact each week. (Trainee, checked by the mentor and UEL tutor)

Over each term, trainee provides evidence of his/her progress against the Teachers’ Standards, supported by the mentor and UEL tutor

Directly informs grades against the Teachers’ Standards and summative reports. (Trainee, mentor and UEL tutor)

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6. Target setting and achieving targets

Central to the trainees’ progress is the achievement of the set targets which are focussed on improving the quality of the trainees’ teaching

and its contribution to pupil progress and learning over time.

To support trainees in achieving their targets, the actions to be taken by the trainee and others must be identified and agreed. This could

include co-planning and/or team teaching.

How and when progress against the set targets will be identified and reviewed also needs to be agreed.

Targets for trainees can arise from:

lesson observations and weekly review meetings: short term and more immediate targets;

interim and formal/summative review points: longer term targets;

end of programme assessment: NQT targets to be forwarded to and shared with the employing school/setting.

Targets should be recorded with reference to the well-established SMART guidance below.

Targets Specific (precise), Measurable, Achievable, Realistic and Time-constrained targets will enable the trainee to:

build on his/her identified strengths;

support his/her impact on pupil progress and learning over time;

achieve the Teachers’ Standards.

Targets should be subject-specific where appropriate.

Targets should be written using the language of the Teachers’ Standards and the grade descriptors.

Success criteria What will be demonstrated and how when the target is achieved.

Target specific

training and actions

Actions that the trainee and others need to take in order for the trainee to achieve the target.

Actions must be realistic and achievable within the resources available. Consideration must be given to the level

of available support.

Resources Resources required to support the trainee, including the time that will be allocated for development opportunities.

For example, teacher modelling, focussed observations, visits/targeted support from lead practitioners, etc.

Target dates Target dates for achieving the target which are realistic and manageable.

Target dates can relate to the trainee’s current school, an alternative school placement or, possibly, the employing

school for NQT induction depending on the timing of the target.

Review of dates When progress will next be evaluated; this is usually the date of the next weekly review meeting.

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Things to consider when setting targets

Specific (precise)

Be clear about what you want the trainee to achieve and why; for example, impact on pupil progress and learning over time, subject knowledge development, etc. (linked to the relevant Teachers’ Standards and grade descriptors).

Measurable/Achievable

Pitched at an achievable (realistic) level and modelled so that the trainee can understand how to achieve the target. Appropriate levels of challenge and support should be provided which link to clearly identified success criteria.

Realistic

In terms of the context, is there the time, the opportunity and the resources available to achieve the target? Can this target be met alongside other targets that the trainee may already be working towards?

Time-constrained

Targets should be achievable within a stated time period, with explicit steps for successful achievement.

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7. Cause for concern procedure

A cause for concern is intended to be a developmental and supportive process.

A cause for concern will be issued when:

a trainee struggles professionally or personally to meet the Teachers’ Standards (Part One: Teaching);

a trainee fails to demonstrate high standards of personal and professional conduct (Part Two: Personal and professional conduct).

A cause for concern will outline the concern and set targets, identify training and actions and agree review points. It will result in increased

agreed school and centre-based support and monitoring.

Specifically, a cause for concern:

can be raised at any stage of the programme;

will usually relate to specific aspects of the trainee’s practice and be characterised by a lack of expected progress by the pupils as

identified against the Teachers’ Standards referencing the grade descriptors.

Targets

Targets for improvement must be explicitly linked to areas of concern in the trainee’s practice which prevent the pupils from making

the expected progress, and be referenced to the Teachers’ Standards and grade descriptors.

Targets will require agreed actions for both the trainee and all those working with him/her in the training programme.

The setting and revision of targets must be based on the review of the full range of evidence; there must be clear alignment between

the identified issues, the grades given and the targets set.

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Cause for Concern (CfC) Process

Step 1

Issuing a

CfC

At the earliest opportunity, the mentor discusses the concerns with the trainee. The mentor should ensure that he/she

listens respectfully to the trainee to gain a full understanding of his/her perceptions.

UEL tutor informed which may trigger an additional visit although the mentor can issue a CfC without an additional visit.

The trainee is informed of the Cause for Concern and the issues that must be addressed

Agree targets which are focused explicitly on areas for improvement, with a timescale of one week to the review point,

and agree actions and success criteria.

There should be a maximum of three targets.

The concerns, targets and actions for the trainee, mentor and UEL tutor are recorded.

Step 2

Monitoring

the CfC

The mentor and/or the UEL tutor reviews targets using the full range of evidence.

If sufficient progress has been made by the trainee, normal training routines continue, noting the outcome on the CfC

form.

The trainee may be set additional targets and stage one may be trigged again if the trainee does not continue to make

sufficient progress in either the original areas of concern or new areas of concern.

If insufficient progress has been made, proceed to Step 3.

Step 3

Likely to

Fail

Programme leadership informed

SMART targets set and a Likely to Fail notice issued.

The trainee is given a period normally of two weeks to meet the targets but this is dependent on the stage and type of

targets set.

Step 4

The

Standards

Assessment

A Standards Assessment visit will be carried out. An official observation will be carried out by someone from the

Programme leadership with the UEL tutor and mentor. A range of evidence is taken into account.

If sufficient progress has been made normal training continues.

If all of the targets have not been met consistently, the trainee fails the placement and their place on the course is

terminated.

The trainee is informed of his/her right of appeal (resit).

A formal letter is sent to the trainee with a copy to the UEL tutor.

The trainee can arrange a de-brief meeting with the assessor and/or UEL tutor.

Step 5 The final decision is confirmed by the Assessment Board.

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8. Teachers’ Standards, Part One: Teaching grade descriptors - guidance notes

The quality of trainees’ teaching over time will be judged by the impact on the progress and learning of pupils. Trainees’ teaching needs to

be assessed through consideration of all aspects of their teaching overall with full reference to the Teachers’ Standards overall and

individually.

The Teachers’ Standards and the sub-headings have been set out with grade descriptors which closely reference the Ofsted criteria for assessing

outcomes for trainees in the ‘Initial teacher education inspection handbook’ (September 2015).

Important note: Providers will, of course, wish to use the descriptors on the following pages as a benchmark and adjust or develop their

existing assessment criteria to promote accuracy and consistency across their partnership.

The grade descriptors have an essential role in ensuring and monitoring the accuracy and consistency of judgements of trainees’ progress,

achievement and final attainment, and provide a shared language to discuss trainees’ progress through their training programme and into

their NQT year.

The grade descriptors are intended to enable trainees and their mentors to:

discuss and track the trainees’ progress over time against the Teachers’ Standards and their sub-headings at weekly meetings;

adhere to the language for target setting (see section 8 for further guidance);

make informed judgements at review points;

secure accurate formative and summative assessment at review points when mapping progress against all of the Teachers’ Standards;

support the rigorous use of evidence;

provide a formal mechanism for recording trainees’ progress.

Using the grade descriptors

Weekly meetings should:

identify evidence of pupil progress and learning over time using the full range of evidence, including lesson observations;

discuss what differences the trainees’ teaching has made and why;

identify areas of strength and areas for development for the trainees;

be mapped to the Teachers’ Standards and the grade descriptors;

review and identify short and longer term targets to improve the quality of the trainees’ teaching and the impact they have on pupils’

progress and learning over time.

Trainees should bring evidence of their progress and of their impact on pupils’ progress and learning for discussion and appraisal

at these meetings.

Interim, half-term, review points:

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review and record overall progress against the Teachers’ Standards and grade descriptors in full;

identify achievement and set targets.

Review points (end of placement):

review and record overall progress against the Teachers’ Standards and grade descriptors in full;

identify achievement and set targets.

End of programme:

support the identification of strengths and areas for development in order to ensure a smooth transition from the training programme

into the NQT year and induction.

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9. Teachers’ Standards, Part One: Teaching grade descriptors

Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (September 2015); column headings

reproduce the overall outcome criterion.

1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good.

Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding.

Requires improvement (3) -meeting the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good.

Inadequate (4): Trainees fail to meet the minimum level of practice.

a establish a safe and stimulating environment for pupils, rooted in mutual respect

Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject.

Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect.

Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect.

Is unable to establish a safe and stimulating environment for pupils.

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

Consistently sets goals that stretch, challenge and motivate pupils.

use effective strategies to support the learning and progress of underperforming groups.

Sets goals that stretch, challenge and motivate pupils.

use strategies to support the learning and progress of underperforming groups.

Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

Is unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

c demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils.

Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Is unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

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2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.





a be accountable for pupils’ attainment, progress and outcomes

Is consistently accountable for pupils’ attainment, progress and outcomes.

Is accountable for pupils’ attainment, progress and outcomes

Is able to take accountability for pupils’ attainment, progress and outcomes.

Is unable to take accountability for pupils’ attainment, progress and outcomes.

b be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

Has 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 educational needs, make good progress.

Has a good understanding of the pupils’ capabilities and their prior knowledge.

assess pupils’ 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.

Is aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these.

Is unable to demonstrate an awareness of pupils’ capabilities and their prior knowledge, and is unable to plan teaching to build on these.

c guide pupils to reflect on the progress they have made and their emerging needs

Pupils are consistently offered high quality intervention and feedback which enables them to identify the progress they have made and understand what they need to do to improve.

Pupils are offered intervention and feedback which, much of the time, enables them to identify the progress they have made and understand what they need to do to improve.

Is able to guide pupils to reflect on the progress they have made and their emerging needs.

Is unable to guide pupils to reflect on the progress they have made and their emerging needs.

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

Is consistently and effectively able to use knowledge and understanding of how pupils learn to improve their teaching.

Much of the time makes good use of knowledge and understanding of how pupils learn to inform their teaching.

Is able to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Is unable to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

e encourage pupils to take a responsible and conscientious attitude to their own work and study.

Consistently and effectively encourages pupils, by setting specific high expectations, to take a responsible and conscientious attitude to work and study.

Much of the time encourages pupils, to take a responsible and conscientious attitude to work and study by setting expectations.

Is able to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Is unable to encourage pupils to take a responsible and conscientious attitude to their own work and study.

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3. Demonstrate good subject and curriculum knowledge

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

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

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary)

if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary)





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

Consistently teach exceptionally well, demonstrating: - strong subject and curriculum knowledge; - phase expertise.

Is confident to work within the current and new curriculum.

Demonstrates the ability to address misunderstandings and maintain pupils’ interest.

teach well, demonstrating: - good subject and curriculum knowledge; - phase expertise.

Works within the current and new curriculum arrangements.

Much of the time demonstrates the ability to address misunderstandings and maintain pupils’ interest.

Has a secure knowledge of the relevant subject(s) and curriculum areas, fosters and maintains pupils’ interest in the subject, and addresses misunderstandings.

Does not have a secure knowledge of the relevant subject(s) and curriculum areas, does not foster and maintain pupils’ interest in the subject, and does not address misunderstandings.

b demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Effectively demonstrates consistent and critical understanding of developments in the subject and curriculum areas.

Consistently and effectively promotes the value of scholarship.

Demonstrates, much of the time, critical understanding of developments in the subject and curriculum areas.

Much of the time promotes the value of scholarship.

Is able to demonstrate a critical understanding of developments in the subject and curriculum areas, and promotes the value of scholarship.

Is unable to demonstrate a critical understanding of developments in the subject and curriculum areas, and does not promote the value of scholarship.

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c demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach.

Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist.

Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach.

Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

Is able to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

Is unable to demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject.

d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary)

Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading.

Trainee can teach early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading.

Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

Is unable to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.

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e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’.

Trainee can teach primary mathematics … confidently and competently so that pupils make good or better than expected progress.

Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics.

Trainee can teach primary mathematics … with increasing confidence and competence so that pupils make at least expected progress.

Demonstrates a good understanding of strategies for the teaching of early mathematics.

Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.

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4. Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

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

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).





a impart knowledge and develop understanding through effective use of lesson time

Consistently and effectively imparts knowledge and develops understanding through using lesson time to great effect.

Much of the time imparts knowledge and develops understanding through using lesson time to good effect.

Is able to impart knowledge and develop understanding through effective use of lesson time.

Is unable to impart knowledge and develop understanding through effective use of lesson time.

b promote a love of learning and children’s intellectual curiosity

Consistently and effectively promotes a love of learning and children’s intellectual curiosity.

Much of the time promotes a love of learning and children’s intellectual curiosity.

Is able to promote a love of learning and children’s intellectual curiosity.

Is unable to promote a love of learning and children’s intellectual curiosity.

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

Consistently and effectively plans differentiated, purposeful homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Much of the time plans differentiated homework/out-of-class activities that consolidates and extends existing knowledge and understanding.

Is able to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Is unable to set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

d reflect systematically on the effectiveness of lessons and approaches to teaching

Is systematically and critically reflective in analysing, evaluating and improving their practice (paraphrased).

Is able to accurately judge the effectiveness of their lessons and impact on all groups of pupils.

Is systematically able to reflect in order to improve their practice.

Is able to judge the effectiveness of their lessons and impact on all groups of pupils.

Is able to reflect systematically on the effectiveness of lessons and approaches to teaching.

Is unable to reflect systematically on the effectiveness of lessons and approaches to teaching.

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e contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Consistently makes effective contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Makes good contributions to the design and provision of an engaging curriculum within the relevant subject area(s).

Is able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Is unable to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

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

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

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

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.





a know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

Consistently and effectively differentiates appropriately using timely approaches which enable pupils to be taught effectively.

Much of the time differentiates appropriately using approaches which enable pupils to be taught effectively.

Knows when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

Does not know when and how to differentiate appropriately.

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

understand the causes of low achievement; challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

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

Does not have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

c demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Consistently and effectively demonstrates clear awareness of the physical, social and intellectual development of children, and effectively adapts teaching to support pupils’ education at different stages of development.

Demonstrates an awareness of the physical, social and intellectual development of pupils and, much of the time, adapts teaching to support pupils’ education at different stages of development.

Is able to demonstrate an awareness of the physical, social and intellectual development of children, and knows how to adapt teaching to support pupils’ education at different stages of development.

Is unable to demonstrate an awareness of the physical, social and intellectual development of children, and does not know how to adapt teaching to support pupils’ education at different stages of development.

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-d

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Consistently and effectively evaluates and adapts teaching to meet the needs of all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

challenge and motivate pupils where attainment is low; and use effective strategies to support underperforming groups.

Consistently and effectively uses and evaluates distinctive teaching approaches to engage and support pupils.

Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals).

understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups.

Much of the time uses and evaluates distinctive teaching approaches to engage and support pupils.

Has a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is able to use and evaluate distinctive teaching approaches to engage and support them.

Does not have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and is not 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

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

make use of formative and summative assessment to secure pupils’ progress

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

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





a know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

accurately assess achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements.

assess pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements.

Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

b make use of formative and summative assessment to secure pupils’ progress

Consistently and effectively uses formative, continuous assessment and summative tests to great effect to secure progress for all pupils, through a sequence of lessons over time.

Much of the time uses formative, continuous assessment and summative tests to secure progress through a sequence of lessons over time.

Is able to make use of formative and summative assessment to secure pupils’ progress.

Is unable to make use of formative and summative assessment to secure pupils’ progress.

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c use relevant data to monitor progress, set targets, and plan subsequent lessons

Consistently and effectively uses a range of relevant data, including school progress data, to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and used to inform future planning and target setting.

Uses a range of relevant data including school progress data to monitor pupil progress and learning over time.

Records of pupil progress and learning and attainment are accurate and up-to-date and, much of the time, are used to inform future planning and target setting.

Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons.

Is unable to use relevant data to monitor progress, set targets, and plan subsequent lessons.

d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it.

Accurate and timely marking and oral feedback contributes to pupil progress and learning over time.

Uses a range of methods to give pupils regular feedback and the opportunity to respond to it.

Accurate and regular marking and oral feedback contributes to pupil progress and learning over time.

Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback.

Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.

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

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy

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

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.





a have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy

In accordance with the school’s behaviour policy:

takes responsibility for and has the knowledge, understanding and skills to promote and manage behaviour effectively and create an excellent climate for learning;

actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and co-operation;

can effectively tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

In accordance with the school’s behaviour policy:

takes responsibility for and is able to promote and manage behaviour in the classroom well to ensure a good and safe learning environment;

encourages pupils to behave well in the classroom and around the school and display good levels of courtesy and co-operation;

is able to tackle bullying, including cyber and prejudice-based (and homophobic) bullying.

Has clear rules and routines for behaviour in classrooms, and takes responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

Does not have clear rules and routines for behaviour in classrooms, and does not take responsibility for promoting good and courteous behaviour in classrooms and around the school, in accordance with the school’s behaviour policy.

55





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

Consistently sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies.

Sustains high expectations of behaviour.

Establishes and maintains or applies the school’s framework for discipline, using a range of strategies.

Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

Does not have high expectations of behaviour, and does not establish a framework for discipline with a range of strategies.

c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs.

Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs.

Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

Is unable to manage classes effectively.

d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.

Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary.

Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary.

Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary.

Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.

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8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

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

deploy support staff effectively

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

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





a make a positive contribution to the wider life and ethos of the school

Is consistently proactive and makes a positive contribution to the wider life and ethos of the school.

Is proactive and makes a positive contribution to the wider life and ethos of the school.

Is able to make a positive contribution to the wider life and ethos of the school.

Is unable to make a positive contribution to the wider life and ethos of the school.

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

Professional relationships with colleagues are consistently effective.

Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Professional relationships with colleagues are good.

Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support.

Is able to develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

Is unable to develop effective professional relationships with colleagues, and does not know how and when to draw on advice and specialist support.

c deploy support staff effectively

Consistently and effectively deploys support staff to maximise the learning of pupils.

Deploys support staff effectively to support the learning of pupils.

Is able to deploy support staff effectively.

Is unable to deploy support staff.

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d take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Is consistently proactive in taking full responsibility for improving their own teaching through professional development.

Effectively uses the advice and guidance offered by colleagues to secure improvements in practice.

Takes responsibility for improving their own teaching through professional development.

Respects and responds to the advice and guidance offered by colleagues.

Is able to take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Is unable to take responsibility for improving teaching through appropriate professional development, and is unable to respond to advice and feedback from colleagues.

e communicate effectively with parents with regard to pupils’ achievements and well-being.

Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being.

Communicates effectively with parents and carers about pupils’ achievements and well-being.

Is able to communicate effectively with parents with regard to pupils’ achievements and well-being.

Is unable to communicate effectively with parents with regard to pupils’ achievements and well-being.

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10. Teachers’ Standards, Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements

define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. (Teachers’ Standards,

Part Two: Personal and professional conduct)

Part Two of the Standards is about personal and professional conduct. All trainees are required to maintain consistently high standards

of personal and professional conduct at all times. Where this is not the case, a cause for concern procedure will be instigated and will

potentially result in disciplinary procedures. A typical partnership approach is detailed below.

Interview:

Personal and professional conduct should be included as a focus for discussion as part of the interview process. In accepting the offer of a place on the programme, prospective trainees are required to sign an agreement/contract agreeing to adhere to high standards of personal and professional conduct;

Induction:

The requirements for Part Two of the Teachers’ Standards will be introduced and discussed in detail to include consideration of each aspect and its implications for trainees and teachers;

At the start of a new placement:

Trainees must familiarise themselves with the individual school’s codes of conduct and safety policies, including safeguarding, and ensure they understand and adhere to them;

At each review point:

The trainees’ ability to consistently maintain high standards of personal and professional conduct are discussed. Any areas for development are addressed and appropriate targets set;

At any time:

Should issues arise in relation to the appropriateness of the trainees’ conduct, action will be taken which may lead to a cause for concern procedure being instigated.

The table on the following pages sets out each descriptor, the scope and key questions to support the assessment of the trainees’ conduct.

Partnerships will address these as part of their regular reviews of trainee progress and conduct. If any cause for concern should arise, then

the cause for concern procedure should be instigated.

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Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

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

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

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

Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

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

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with colleagues and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?

Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?*

Does the trainee understand the challenges of teaching in modern British schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media?

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Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc.

The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy.

The trainee’s language and dress are highly professional and in line with school policy.

Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?

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

The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.

Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?

* Note: Maintained schools have obligations under Section 78 of the Education Act 2002 to provide a broad and balanced curriculum, to

promote SMSC (Spiritual, Moral, Social and Cultural awareness), and the mental and physical development of pupils at the school and of society.

The emphasis is placed on actively promoting Fundamental British Values.

Pupils are expected to have knowledge and understanding about freedom to choose and hold other faiths and beliefs which are protected in

law and an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated and

should not be the cause of prejudicial or discriminatory behaviour.

61

Acknowledgements

The ‘Training and Assessment Toolkit: A guide to accuracy in the assessment of trainees’ has been developed by representatives of NASBTT

working with Bea Noble-Rogers. It builds on the UCET and NASBTT document of 2012, ‘Working with the Teachers’ Standards in Initial Teacher

Education: Guidance to support assessment for Qualified Teacher Status (QTS)’.

Work started on the development of the Toolkit, including the guidance and descriptors, in June 2014 with London Diocesan Board for Schools

(LDBS) SCITT, working with Bea Noble-Rogers; it evolved through the contributions of a number of HEI and school-based providers as they

adopted the approach in their training and assessment. These providers included:

Bath Spa University;

Durham University;

Ninestiles ITT Consortium;

Shotton Hall SCITT;

St Mary’s University, Twickenham;

The University of Warwick;

University of Hull;

University of Leeds;

University of St Mark & St John, Plymouth.

Representatives from the following providers have contributed to the development process of this Toolkit:

Devon Primary SCITT;

London Diocesan Board for Schools (SCITT);

Ninestiles ITT Consortium & BPTP;

Two Mile Ash Initial Teacher Training Partnership.

UCET representatives have seen and commented on working drafts and are pleased to acknowledge the value of this Toolkit. UCET is grateful

to NASBTT for agreeing that it can be circulated amongst UCET members.

In addition, the following providers were involved in the initial working group meeting and are committed to ongoing developmental work to

support the identification and dissemination of good practice in relation to training and assessment in school-based ITT:

University of East London

Bromley Schools’ Collegiate;

CfBT;

Isle of Wight Secondary SCITT;

Leicester & Leicestershire SCITT;

The Pilgrim Partnership;

West Berkshire Training Partnership.

62

CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Feedback Form

Trainee’s Name: Date:

School: Subject:

Class/Year Group: Number in Class:

Lesson Theme: Lesson Time:

Observer: Joint Observer:

Focus for observation (to be informed by previous targets)

1. Lesson Observation Running Commentary Use this box to analyse and comment on what is happening in the lesson, and its impact on teaching and learning. (Link comments to the Teachers’ Standards.)

2. Lesson Observation Summary of Key Features

Impact of teaching on pupil progress over time

Is the teacher aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these?

To what extent do pupils make progress over time?

Is pupil progress at expected levels?

Does the teacher have a positive impact on the outcome of pupils’ progress?

Outline the key points of discussion and refer to significant evidence that has informed judgments in this area. (For example - pupils’ verbal contributions, pupil group work, written work scrutiny, quality and impact of marking, planning, observation, pupil performance, differentiated learning for all pupils, interpersonal skills, creativity, impact of student teacher’s questioning, decision making)

63

Strengths and what went well? (What did the trainee do to impact on pupils’ learning? Please reference to Teachers’ Standards)

Areas to develop? (What could the trainee have done to improve the quality of teaching and learning further? Please reference to Teachers’ Standards)

3. Post Observation Feedback

Teachers’ Standards TS1: high expectations TS2: good progress and outcomes TS3: good subject knowledge TS4: planning and teaching well-structured lessons TS5: response to pupils’ strengths and needs TS6: accurate and productive use of assessment TS7: effective behaviour management TS8: fulfil wider professional responsibilities Pt2: high standards of personal and professional conduct

Agreed New Targets (Targets should be SMART, fit for purpose, trainee and pupil progress driven and written using the language of the Standards and grade descriptors and used to inform

the targets set in the weekly professional development plan.

TS Reference

Training activities/tasks to support progress towards targets (How are you going to meet your targets?)

Evidence trainee has received this document

Reviewed and sent by email within one working day of observation

Or, reviewed and hardcopy signed by trainee

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Copyright © 2016 University of East London Cass School of Education and Communities.

All rights reserved. Unauthorised use NOT permitted.

Lesson observers may wish to use the following exemplar checklist to support the identification of the trainee’s strengths and areas to develop, and for the setting of targets arising from the observation feedback. (This checklist can be added to with further prompts as required)

TS1: High expectations

Sets high expectations☐ Establishes safe environment promoting good pupil progress and behaviour ☐ Has high expectations

of all pupils☐ Sets challenging objectives☐ LOs match assessment criteria ☐ LOs match pupils needs☐

TS2: Good pupil progress and outcomes

Uses assessment of pupils’ capabilities, knowledge and understanding to plan lessons☐ Ensures all learners make at least

good progress in lessons/over time☐ Builds on, consolidates and extends pupils’ capabilities, prior knowledge and

understanding ☐ Understands the physical, social, emotional, learning needs of pupils☐ Guides pupils to reflect on their

progress and their learning needs☐

TS3: Good subject knowledge

Shows accurate & secure subject knowledge ☐ Shows accurate & secure curriculum knowledge ☐ Knows how pupils learn

☐ Takes account of factors affecting learning☐ Stimulates and maintains pupils’ interest and curiosity ☐ Plans appropriate

resources well matched to needs ☐ Promotes high standards of literacy and communication ☐

TS4: Plans and teaches well-structured lessons

Plans well-structured lessons that use time and resources effectively ☐ Promotes interest, motivation and curiosity ☐ Sets

clear and challenging homework tasks ☐Reflects on learning and teaching ☐ Uses pupil assessment data to extend pupils’

capabilities, knowledge, skills and understanding ☐ Plans lessons using reflection on teaching ☐ Uses questioning and

discussion to promote learning ☐ Uses resources, visual prompts and displays as a teaching tool ☐

TS5: Responds to all pupils’ strengths and needs

Differentiates appropriately ☐ Is aware of potential barriers to learning with an understanding of the needs of all pupils,

including those with SEN, EAL and those with disabilities ☐ Sets learning objectives that stretch and challenge all pupils ☐

Pitches activities at the right level to challenge pupils of different abilities ☐

TS6: Accurate/productive use of assessment

Uses a range of monitoring and assessment strategies ☐ Makes accurate and productive use of assessment data to promote

good pupil progress and learning ☐ Uses AfL strategies to enable effective differentiation of work ☐ Uses questioning

effectively to gauge pupils’ understanding ☐ Shows high quality of dialogue and oral feedback ☐ Is alert to pupils’ lack of

understanding during lesson ☐ Displays and uses key questions appropriately ☐ Pupils have targets and know what they

mean ☐ Pupils know what to do to achieve targets ☐ Involves pupils in assessing their own learning & progress ☐ Gives

regular accurate feedback in marking ☐Identifies strengths and diagnoses next steps to improvement ☐

TS7: Effective behaviour management

Maintains a purposeful learning environment ☐ Manages pupil behaviour effectively and appropriately ☐ Involves and

motivates pupils Has clear rules and routines and high expectations of behaviour ☐ Has sufficiently high expectations of

behaviour ☐ Maintains positive relationships with pupils ☐ Exercises appropriate authority ☐ Acts decisively when necessary

☐

TS8: Fulfils wider professional responsibilities

Acts as a positive role model ☐ Contributes to school life beyond lessons ☐ Works effectively with colleagues ☐ ☐ Deploys

support staff effectively Is well organised, manages own time☐ Seeks help and advice from others ☐ Acts on advice to

secure improvement ☐ Reflects on own practice ☐ Communicates effectively with parents/carers ☐

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Phonics Observation Checklist Whilst observing the phonics session reflect on how well the trainee is:

revisiting and consolidating earlier learning, including revision of ‘tricky’ (exception) words

enunciating individual phonemes clearly and accurately to provide an effective model for children

demonstrating how to blend the sounds in words, in order, all through the word

demonstrating how to segment words into their individual sounds to spell them

setting sufficiently high expectations

teaching at a sufficiently fast pace to ensure good coverage of phonic knowledge in line with the school’s

programme

praising children specifically and reinforcing learning

using multi-sensory approaches, including mnemonics, to support and consolidate learning

reinforcing the application of phonic knowledge and skills in reading and spelling words

ensuring that all children are actively participating and making progress

identifying the children that may be struggling or have not grasped something

making the best use of resources, including any other adults in the classroom

using teaching time so that every minute of the lesson counts.

Mathematics Observation Checklist

Whilst observing the maths session reflect on how well the trainee is:

providing opportunities for pupils to fluently recall knowledge (building on prior knowledge)

providing opportunities for pupils to develop conceptual understanding

providing opportunities for pupils to build confidence in problem solving and investigative skills

making use of assessment within lessons (including use of AfL)

monitoring pupil understanding (leading to monitoring each pupil’s understanding

- 66 -



School Based Training: 1 / 2 / 3 Summary of Progression Report in reaching the Teachers’ Standards Trainee name:

Mentor name:

School & year group:

End of Placement Report - to be completed towards the end of SBT1, SBT2 and SBT3 placements.

1. Set high expectations which inspire, motivate and challenge pupils Grade

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers’ Standards)

Trainee Comment: Mentor Comment: 2. Promote good progress and outcomes by pupils Grade


Trainee Comment: Mentor Comment: 3. Demonstrate good subject and curriculum knowledge Grade


Trainee Comment: Mentor Comment:

4. Plan and teach well structured lessons Grade



- 67 -



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



6. Make accurate and productive use of assessment Grade



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



8. Fulfil wider professional responsibilities Grade



Teachers’ Standards Part 2 - Personal and Professional Conduct

*If expectations are not met, add developmental targets for next block of SBT.

Expectations met: Yes/No*


- 68 -



OVERALL GRADE AND COMMENTS (Mentor) Overall Grade:


Developmental Targets for the next block of School Based Training (Mentor & Trainee) Please suggest targets for next block of School Based Training/CEDP. (Targets should be SMART – Specific, Measurable, Achievable, Relevant & Time-

related)

Additional Comments (Trainee) COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers’ Standards)

Additional Comments (UEL Professional Tutor) COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers’ Standards)

(Copies to Trainee, Mentor, UEL Tutor)

Mentor Signature:

Date:

Trainee Signature:

Date:

Tutor Signature:

Date:

- 69 -



CASS SCHOOL OF EDUCATION & COMMUNITIES

CAUSE FOR CONCERN (CFC) FORM

Trainee Mentor

School ITT Co-ordinator

Year group UEL Tutor

A. Form initiated by Role

B. Nature of CFC

Evidence for CFC

C. Agreed action and deadlines

Signature of Mentor/ ITT Co-ordinator Date

Signature of UEL Tutor Date

D. I understand that if these targets are not effectively addressed, I may fail to meet the Teachers’ Standards for the recommendation of Qualified Teacher Status. Signature of Trainee Teacher Date

E. Monitoring of progress on agreed action Signature Date

F. Conclusion of process Signature Date

Copies of form to: Trainee Teacher | ITT Co-ordinator | Mentor | UEL Tutor

- 70 -



Professional Development Action Plan (PDAP)

Trainee Name:

Target for development (SMART)

Link to Teachers’ Standards

Target set – By Who? When?

How will you meet this target? (Bulleted actions/resources)

Achieved by ?

Review/ evaluation

Develop more extensive range of behaviour management strategies

TS1, TS7 UEL Professional Tutor, SBT1;

SBT1 summary report

Refer to Bill Rogers, Discuss with UEL professional tutor before start of SBT2; Refer to resources on UEL Plus – links to Behaviour4learning; Identify 3 new strategies to use at the start of SBT2;

Request feedback on behaviour

strategies from mentor in SBT2, weeks

3-4.

3:02:16 Feeling much more

confident about my behaviour management. Need to continue to work on positive praise throughout the lesson.

- 71 -

CASS SCHOOL OF EDUCATION & COMMUNITIES Trainee entitlement on school-based training This form is to be completed by the school-based trainer (mentor) and signed by UEL visiting tutor for each block of school-based training. It has been designed to support mentor professional development and school/UEL evaluation of ITE provision across the partnership. It describes 3 levels of mentor/school provision. Entitlement lists key activities that all schools are expected to engage in. Entitlement Plus develops these activities further. Enhanced Entitlement normally applies to experienced mentors and schools that have long established and high quality ITE practices embedded in school policy and procedures.

Mentor’s name:

Trainee’s name:

School:

School-based training:

1 2 3 (please circle)

Tutor:

Date:

Entitlement (E) Mentor - please record any of the following: examples of mentor/school activities, any questions to raise with tutor or comments/ feedback for UEL programme development

Tutor signature/date

Welcoming, open and receptive ethos; trainee provided with appropriate school induction

Induction to whole class teaching

Access to resources

Weekly focused observations using UEL pro forma & summary sheet linked to standards (debrief within 24 hours of observation)

SMART targets linked to standards and monitored for progress in next observation or summary sheet

Weekly training meeting (up to1hr equivalent) arranged by trainee/s and mentor in collaboration. For example:

Support in planning, teaching & assessment

Monitoring & feedback on planning and assessment (including marking)

Arranging opportunities for focused trainee observations of practice identified by the school as ‘good’ to ‘outstanding’

Arranging opportunities to fulfil UEL school experience requirements and tasks

Support in national ITE & UEL priorities

Activities through which the judgement of trainee performance is moderated. This may include joint mentor/tutor observations or joint ITT co-ordinator/mentor observations

Graded and moderated SBT report

Trained mentor or mentor working with a trained mentor (if appropriate, record date and provider of stage 1 mentor training)

- 72 -

CASS SCHOOL OF EDUCATION & COMMUNITIES Trainee entitlement on SBT- Continuation sheet

Entitlement Plus (EP) Mentor Tutor signature/date

Opportunities to engage in constructive, critical reflection integrating theory & practice e.g. using video clips, joint observation of others

Opportunities to observe, across the school, a range of practice identified as ‘good’ to ‘outstanding’

Regular opportunities for trainees to articulate and evaluate own practice and identify professional learning needs

Written and verbal feedback that focuses on pupils’ learning, achievements and progress in specific subject areas or aspects of learning

Personalised assessment appropriate to individual trainee’s level of experience

Negotiated, challenging and precise targets set and monitored that support trainees’ critical reflection and understanding of how to improve

Opportunities for trainees to discuss and raise questions on school approaches to learning and teaching

Experienced and well supported mentor (where appropriate include date/provider of stage 2 mentor training)

Enhanced Entitlement (EE) Mentor Tutor signature/date

High quality personalised structured training programme through liaison with mentor & ITT co-ordinator

Opportunities to engage in educational debate

Opportunities to collaborate in a range of contexts

High quality written feedback & targets

Opportunities to develop specific subject knowledge according to individual need

Very high level of school commitment & involvement in partnership:

ITE practices firmly embedded in school improvement policies and procedures

Shared, whole school approach to ITE

All staff know and understand standards

Mentors/ITT co-ordinator involved in partnership working parties & cluster groups

School contributes to programme evaluation and review meetings

School contributes to programme development

Opportunities for trained mentors to support professional development of new mentors

- 73 -

Primary Weekly Professional Development Summary To be completed by the mentor together with the trainee teacher

1. Pupil Progress

What evidence do you have that you have impacted on pupil progress? (Please provide clear evidence for your judgement below. Consider your range of evidence and pupil progress successes over the past week and present the outcomes below. Remember to link your evidence to the Teachers’ Standards.)

What will you do to improve the progress of your pupils over the next week? (You might want to consider specific groups e.g. EAL, SEND, more able pupils in the judgements you are forming. Consider the strategies and approaches you will deploy to target pupil progress.)

2. Trainee Progress

What evidence do you have that you are meeting your current targets and target grade in line with the assessment toolkit? Please reference evidence to the targeted Teachers’ Standard(s) Outline and reflect on these targets here. (You may wish to consider logging specific training activities/ evidence undertaken during the previous week. This may also include Reading / research carried out this week to support your training activities.)

Previous Targets:

Target:

Progress & Evidence:

Target:


Target:


Reading and research carried out this week to support your training activities and subject development (use Harvard referencing)

Outline PWR engagement and progress which can be evidenced for this week. Please reference evidence to the targeted Teachers’ Standard(s)

Standards Tracker Updated?

YES / NO

PDAP Updated?

YES / NO

Evidence of Reflection?

YES / NO

Progress with SBT Tasks?

YES / NO

SBT Week:

Date:

Name: PWR: Primary with …

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Log of Observations of trainee & Mentor Meeting(s)

Date

Observation/meeting By/with whom?

3. Attendance and Professional Activity

Attendance & Punctuality

Classes observed, meetings, duties,

communications with parents, etc.

Extra-curricular activities engaged with

Arrival (8am or before)

Departure (4.30pm or later)

Monday

Tuesday

Wednesday

Thursday

Friday

If absent or late please give reasons and dates: Absence Procedures:

Was school absence procedure followed: Yes/No

Was absence reported promptly to the UEL UEL Professional Tutor: Yes/No

Has the absence been reported via

https://www.surveymonkey.co.uk/r/reportpgceabsence Yes/No

4. Summary of Trainee Progress and Agreed Targets (see Cause for Concern form for targets required if you are not making required progress)

Summary of Trainee Progress (Outline specific areas of strength/trainee progress from this week. Link comments to sources of evidence and the Teachers’ Standards)

https://www.surveymonkey.co.uk/r/reportpgceabsence

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With reference to Part Two of the Teachers’ Standards, does the personal and professional conduct of the trainee meet these expectations or require improvement? Personal and professional conduct expectations met Personal and professional conduct requires improvement (Add specific target(s) below)

Agreed targets for the coming week (Targets should be SMART, fit for purpose, linked to targeted grade, trainee and pupil progress driven and written using the

language of the Standards and grade descriptors Trainees should add targets to PDAP once agreed.)

TS reference

Training activities to support progress towards targets (How are you going to meet your targets?)

At this stage of training, the trainee’s practice has been judged as:

Making required progress Cause for concern Likely to fail

I confirm that my mentor has seen, contributed to and agreed this Weekly Professional Development Summary (Trainees to upload WPDS to e-portfolio at the end of each week)

YES/ NO

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SBT1

The first school-based training placement focuses on developing trainees’ insights into pupil learning and progress. During the placement, trainees will work closely with specific groups of pupils and take responsibility for facilitating pupil progress. As the placement progresses, trainees will also begin to lead some whole class input and lessons. (Trainees completing their placement in a SEN school setting should seek additional guidance from their PWR lead on adapting this training plan.)

Focus of SBT -

Pupil progress

Orientation to a school setting and completion of induction tasks

Working collaboratively with school-based colleagues. (TS8)

Becoming familiar with a range of approaches to assessment, planning and teaching (TS4 & TS6)

Becoming familiar with a range of classroom and behaviour management techniques (TS1 & TS7)

Developing strategies to support pupil progress (groups and individual pupils) (TS2)

Developing strategies to support personalisation and differentiation of learning/teaching (TS5)

Developing assessment strategies for individual and group assessment (TS6)

Demonstrating appropriate expectations of learning and behaviour (TS1)

Beginning to take responsibility for your professional development through identifying aspects of teaching requiring development (TS8)

Seeking out and acting on advice (TS8)

Planning group activities in line with class learning outcomes (TS2 & 4)

Demonstrating proactivity in developing secure subject knowledge required for teaching (TS3)

Demonstrating high standards of personal and professional conduct (TS Part 2)

During this block of school-based training you will be addressing all of the Teachers’ Standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of qualified teacher status (QTS).

Planning, Preparation and

Assessment (PPA) Time & Non-contact

Time

Throughout the year, trainees need PPA & non-contact time:

PPA time, which can be taken at the same time as the class teacher or at a different time, as considered appropriate by the placement school. With collaborative placements it would be supportive for trainees to have PPA time together. &

The equivalent of 30 minutes a day for non-contact time. This is for lesson evaluations, monitoring and assessment, tasks, and observing in other classes.

N.B. PE and outdoor play

Throughout the year, trainees must have a qualified teacher present for all PE lessons and when supervising outdoor play. If you are working in the Early Years Foundation Stage, a qualified teacher does not need to be present when you are supervising outdoor learning.

Contacting the placement school and

UEL professional

Contact your placement school by telephone (if there is more than one trainee placed in a school, nominate one trainee to do this on behalf of all)

Contact your UEL professional tutor by email to introduce yourself and share your e-portfolio secret URL.

Set up your files and update your e-portfolio according to the guidance given.

Review and update your Professional Development Action Plan (PDAP) & Standards Tracker.

School-based training plan: Pupil Progress 1 (SBT1)

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tutor before training starts

SBT1 - roles and responsibilities

Trainee’s role Mentor’s role UEL Professional Tutor’s role

On-going

Take account of written (and verbal) mentor feedback/advice where provided;

Provide a detailed Weekly Development Progress Summary (drawing on feedback and targets) for mentor approval;

Maintain up-to-date professional documents in your SBT file and on your e-portfolio;

Submit your plans in advance of teaching and in a time-frame agreed with your mentor (usually at least 24 hours prior to teaching).

Complete relevant subject, module or SBT tasks (See Overview Checklist of SBT Task);

Ensure high levels of attendance, time-keeping and professionalism are maintained;

Your practice adheres to school policy expectations;

Identify and exploit opportunities to extend knowledge and understanding in your Primary with Route (PWR) area/subject. Seek out and observe ‘good practice’ across the school;

Contribute fully to the life of the school, for example attending all staff meetings, INSET, joining in planning meetings, taking part in whole-school projects, doing playground duty (with the class teacher), attending review meetings, running clubs, attending pupil progress meetings, attending assemblies as required by school, attending open evenings.

Plan (with the trainee) how and when SBT tasks can be completed.

Provide models of effective practice for the trainee.

Be aware of the trainee’s Primary with Route (PWR). Facilitate opportunities to observe and develop ‘good practice’ in this area.

Facilitate the trainee’s PPA time and non-contact time (30 minutes a day in addition to PPA).

Observe the trainee teaching (from week 2). o English/Phonics: 20 minute observation,

once per week, o Maths: 20 minute observation, once per

week o Other subject/area: 20 minute observation,

once per week (with a subject knowledge or pedagogy focus).

Observers should give feedback against the Teachers’ Standards and the relevant grade criteria, using the appropriate pro forma. They should address the identified focus for observation but also other areas of the lesson which are praiseworthy or require development.

Monitor trainee’s planning, giving constructive feedback and guidance as appropriate.

Arrange a weekly meeting to discuss progress with the trainee, and moderate the trainee’s Weekly Development Progress Summary.

Complete, grade and sign the trainee’s end of SBT1 report, providing feedback against the Teachers’ Standards and the relevant grade criteria. With the trainee, agree and set SMART targets for the next block of SBT.

Prepare and support the mentor in their role.

Liaise with the mentor, the ITT co-ordinator and the other senior staff within the school.

Monitor the appropriateness and quality of school-based training, including where practicable, carrying out joint observation and feedback with each mentor.

Respond promptly to enquiries from mentors and trainees.


Monitor the trainee’s progress.

Ensure trainee is on track with professional documentation, SBT and module tasks.

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Week/Date Induction Expectations (Trainee’s role)

Mentor’s role UEL Professional Tutor’s role

Orientation/ Induction

Days:

Friday 29.9.17 &

Friday 6.10.17

NB: Induction activities will be in your placement school, but not

necessarily your

placement class.

In negotiation with the ITT coordinator or your class teacher arrange to carry out the following induction activities:

School policy analysis

Behaviour management strategies tasks

English Induction day tasks

Maths Induction day tasks Collect relevant information about your SBT class and pupil progress groups. (See ‘Target-setting, recording and monitoring pupil progress’ task for further guidance)

The mentor should ensure that the trainee is properly inducted into the school. This may include:

Providing general contextual information about the class and the school;

Arranging a tour of the school;

Providing a safeguarding induction;

Providing access to key policy documents (electronic versions if available) including the Behaviour, Teaching and Learning, Safeguarding, and Assessment Policies;

Sharing the school/class’s weekly timetable with the trainee and provide information regarding general school practices, e.g. assembly;

Arranging when weekly mentor/trainee meetings will be held.

Arranging for the trainee to observe teaching in different curricular areas and age groups (as required by tasks);

Enabling trainees to look at class records and children’s work.

To respond to initial introductory communications from SBT1 trainees and comment on e-portfolios. To arrange a meeting with mentor and trainees in school to take place during w/b 9th October.

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Week/Date Weekly planning and teaching expectations (Trainee’s role) Mentor’s role UEL Professional Tutor’s role

Week 1-2:

w/c 9th October & w/c 16th October

Pupil Progress Focus Groups: In negotiation with the class teacher, identify English and maths focus groups (up to 6 children in each group). (If your placements is in the Early Years look at the corresponding subject area in Development Matters - http://www.early-education.org.uk/development-matters. You are likely to be tracking individuals rather than a group.) Record the focus pupils’ current achievement. Identify any current targets. Work with your focus group/s to develop familiarity with their strengths, needs and interests. Become familiar with any specific special educational needs – you will need to consult with the class teacher about access to individual education plans (IEPs) or Education Health and Care Plans (EHCP) and provision mapping. (See the ‘Target-setting, recording and monitoring pupil progress’ task for further guidance)

By the end of week 1 and continuing throughout week 2 you should be leading group activities every day with your focus group/s linking to the class teacher’s whole class planning. Assess group progress using the Daily Formative Assessment pro forma.

Where another adult is leading whole class input, you still have a key role in supporting pupil progress and whole class engagement. Ensure you are clear about your role at these times – you will not be expected to simply observe, you will be required to work with pupils and intervene to support pupil progress.

Whole Class Input:

Where there are opportunities for you to lead whole class input, negotiate these with the class teacher. Start with simple routines, e.g. taking the register or taking a class into assembly and progress to activities like storytelling, running the mental maths starter, a quiz, game or action song planned by your class teacher. Aim to

To support trainee progress:

Introduce trainees to school / class planning and give trainees planning information.

Identify focus group/s; provide current attainment levels/targets; provide access to provision mapping where appropriate.

Provide feedback (verbal or written) on trainee’s teaching and support for pupil progress.

Work with the trainee to timetable teaching for the remainder of the block of SBT.

Where possible, provide opportunities for the trainee to gain whole class experience.

Discuss and moderate the trainee’s Weekly Development Progress Summary at the end of week 2. Discuss pupil and trainee progress, and set targets against the Teachers’ Standards.

In discussion with the trainee, identify professional development target areas and facilitate training opportunities, e.g. focused observation on specific areas of practice.

Explain and model the school’s approach to marking and assessment of pupil work.

Identify opportunities for the trainee to participate in whole school projects and the wider life of the school.

To facilitate an initial individual/group tutorial for trainees in school. To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

http://www.early-education.org.uk/development-matters

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lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

Towards the end of week 2, provide a Weekly Development Progress Summary (drawing on feedback and targets). Begin to plan activities and resources for your group/s and lessons for weeks 4-6

Week 3:

w/c 30th October

Pupil Progress Focus Groups: Plan using the UEL planning pro forma, and teach your focus group/s. Assess group progress using the Daily Formative Assessment pro forma. Ensure that:

plans refer to specific pupils and targets;

assessment focuses on pupil progress against set targets;

marking follows school procedure and addresses specific learning outcomes;

resources are planned and created to support the needs of the group/s;

plans/ teaching is evaluated, next steps for each pupil are identified and addressed in the subsequent plan .

Whole Class Input: Based on the teacher’s planning and prepared further using the UEL planning pro forma, plan and teach: KS1/KS2

One whole class English and mathematics starter or whole class introduction.

One whole class lesson in a different subject area. EYFS

Two whole class literacy or mathematics ‘carpet based’ sessions.

One whole class session in a different area of learning. (Mark/assess pupil work for these lessons with your mentor.)

Towards the end of the week, provide a Weekly Development Progress Summary (drawing on feedback and targets).



Work with the trainee to timetable teaching for the remainder of the block of SBT.

Discuss and moderate the trainee’s Weekly Development Progress Summary. Discuss pupil and trainee progress, and set targets against the Teachers’ Standards.


Enable the trainee to work with focus groups as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility.

Facilitate supported opportunities, such as joint lesson planning and team teaching, for the trainee to start to lead some whole class teaching.

Support the trainee’s development of classroom and behaviour management skills during whole class lessons.

During the course of the placement:

Carry out two observations of each trainee, including where practicable one joint observation with each mentor.

Observe where practicable the mentor giving post-observation feedback and provide feedback to the mentor on this.

Discuss trainee progress with the mentor and trainee – this will include feedback from observed practice.

During the second visit, support the trainee with reporting on pupil progress.

Check weekly summary forms and records of feedback

Check trainee Standards Tracker and PDAP to ensure appropriateness of evidence and target setting.

Facilitate meetings between mentors.

Facilitate CPD opportunities for placement schools.

Facilitate collaborative working and discussions between trainees.

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Explain and model the school’s approach to marking and assessment of pupil work.

Identify opportunities for the trainee to participate in whole school projects and the wider life of the school

Provide advice to mentors on supporting trainee progress.

Provide Quality Assurance of trainee experience.

The mentor should inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits may be required.

Week 4

w/c 6th November







you review, and if required, adjust or re-set targets – pupils may have made accelerated progress.

you are familiar with whole school assessment procedures and can contribute to these.


Two whole class English or mathematics lessons.

Two whole class lessons in a different subject area. EYFS

Two whole class literacy or mathematics ‘carpet based’ sessions.

Two whole class sessions in a different area of learning. (Mark/assess pupil work for these lessons.)

As for Week 3. In addition: Show trainee where interim pupil progress is recorded (e.g. assessment/tracking sheets, etc.) Support trainee with setting new targets as appropriate. The mentor should inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required.

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Week 5

w/c

13th November







you review, and if required, adjust or re-set targets – pupils may have made accelerated progress.

you are familiar with whole school assessment procedures and can contribute to these.

Analyse the work of other groups in order to broaden your understanding of the different attainment ranges that pupils are working at.


Three whole class English or mathematics lessons.

Two whole class lessons in a different subject area. EYFS

Three whole class literacy or mathematics ‘carpet based’ sessions.

Two whole class sessions in a different area of learning. (Mark/assess pupil work for these lessons.)



Support trainee with assessment and judgement making, using whole school system/s.




Enable the trainee to work with focus groups as indicated.

Continue to use professional judgement to decide whether the trainee is ready to take more responsibility.

Identify opportunities for the trainee to participate in whole school projects and the wider life of the school

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Week 6

w/c

20th November

As Weeks 5 In preparation for the final tutorial:

Prepare to report (in the form of a pupil progress meeting) to the class teacher and tutor on the progress of each of the pupils in your focus group/s. (See the ‘Target-setting, recording and monitoring pupil progress’ task for further guidance)

Contribute to the end of SBT1 report and discuss progress, targets and grading with your mentor. This report and pupil progress evidence will need to ready for your final tutorial.

Ensure your professional documentation and SBT tasks are all up-to-date.


As Weeks 5-6. In addition:

Discuss with trainee how you would prefer information on pupil progress to be presented. It is suggested that a pupil progress meeting is held, allowing the trainee to outline, discuss and evidence pupil progress. The trainee will need to report back on pupil progress to both the mentor and tutor - this can be done collaboratively or in two separate meetings.

Provide feedback to the trainee based on the strength of evidence of pupil progress they have shared.

Complete, grade and discuss the end of SBT1 report with the trainee. (Providing feedback against

the Teachers’ Standards and the relevant grade criteria.)

Hold end of SBT tutorial with each trainee (including a pupil progress meeting).

Collect, discuss and comment on end of SBT Report.

Collate grades for each trainee (by end of week 6) and communicate these to UEL.

Check weekly summary forms and records of verbal feedback


Act as a referee for the trainee.

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SBT2

The second school-based training placement focuses on developing the trainees’ knowledge, skills and practice in whole class teaching and management. Trainees will begin to develop increased autonomy within all areas of their practice.

Focus of SBT: Class teaching &

management

Orientation to a school setting

Working collaboratively with school-based colleagues. (TS8)

Becoming familiar with a range of approaches to assessment, planning and teaching (TS4 & TS6)

Becoming familiar with a range of classroom and behaviour management techniques (TS1 & TS7)

Developing strategies to support differentiation of learning/teaching (TS5)

Developing assessment strategies (TS6)

Demonstrating and maintaining appropriate expectations of learning and behaviour (TS1)

Beginning to take responsibility for your professional development through identifying aspects of teaching requiring development (TS8)

Seeking out and acting on advice (TS8)

Developing independence in planning lessons in line with expected learning outcomes (TS2 & 4)

Demonstrate increasingly secure subject knowledge across a range of different subject areas (TS3)

Demonstrating high standards of personal and professional conduct (TS Part 2) During this block of school-based training you will be addressing all of the Teachers’ Standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of qualified teacher status (QTS).


Assessment (PPA) Time & Non-contact

Time




School-based training plan (SBT2): Class Teaching and Management

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Contacting the placement school

and your UEL professional tutor

before training starts





SBT2: Roles and responsibilities

Trainee’s role Mentor’s role UEL Professional Tutor’s role

On-going








Identify and exploit opportunities to extend knowledge and understanding in your Primary with Route (PWR) area/subject. Seek out and observe ‘good practice’ across the school;



Provide models of effective practice.



Observe the trainee teaching (from week 2). o English/Phonics: 20 minute

observation, once per week, o Maths: 20 minute observation, once

per week o Other subject/area: 20 minute

observation, once per week (with a subject knowledge or pedagogy focus).

Observers should give feedback against the Teachers’ Standards and the relevant grade criteria, using the appropriate pro forma. They should address the identified focus for observation but also other areas of the lesson which are praiseworthy or require development.










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Complete, grade and sign the trainee’s interim (week 4 of SBT2) and end of SBT2 report, providing feedback against the Teachers’ Standards and the relevant grade criteria. With the trainee, agree and set SMART targets for the next block of SBT.

Week Weekly planning and teaching expectations (Trainee’s role)


Week 1

W/b

15th January

Work with small groups working from class teacher’s plans. Assess a small group daily using the Group Formative Assessment pro forma.

By the end of week 1 you should be leading a short class or group activity daily. Start with simple routines, e.g. taking the register or taking a class into assembly and progress to activities like storytelling, a quiz, game or action song planned by your class teacher. Aim to lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

Working with your mentor, timetable your teaching and task completion for the remainder of the block of SBT.

The mentor should ensure that the trainee is properly inducted into the school. This may include:

Providing general contextual information about the class and the school;

Arranging a tour of the school;

Providing a safeguarding induction;

Providing access to key policy documents (electronic versions where possible) including the Behaviour, Teaching and Learning, Safeguarding, and Assessment Policies;

Sharing the school/class’s weekly timetable with the trainee and provide information regarding general school practices, e.g. assembly;

Arranging for the trainee to observe teaching in different curricular areas and age groups;

Enabling trainees to look at class records and children’s work;

Facilitating and negotiating access to curriculum leaders and resources, as appropriate;

Introducing trainees to school / class planning and give trainees planning information;

Working with the trainee to timetable teaching for the remainder of the block of SBT. Discuss and moderate the trainee’s Weekly Development Progress Summary at the end of week 2. Discuss pupil and trainee progress, and set targets against the Teachers’ Standards.

To respond to initial introductory communications from SBT2 trainees and check e-portfolios. To facilitate an initial tutorials for trainees in school. To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

Week 2

W/b

22nd January

Based on the teacher’s planning and prepared further using the UEL planning pro forma, plan and teach:

KS1/KS2

Teach one whole class English and mathematics starters.

In addition, teach one whole class English and mathematics full lesson.

EYFS

Teach two adult led focus activities.

Lead one whole class literacy and mathematics based carpet session.

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During the rest of your contact time, continue to work with small groups working from class teacher’s plans. Assess a small group daily using the Group Formative Assessment pro forma. Also continue to lead whole class routines and transitions.

Throughout weeks 1 and 2, your focus is to develop an understanding of how behaviour is managed

effectively in the class.

Towards the end of week 2, provide a Weekly Development Progress Summary (drawing on feedback and targets).


Support the trainee’s development of classroom and behaviour management skills during whole class lessons. Explain and model of the school’s approach to managing behaviour and arrange opportunities for the trainee to observe best practice in this area.

Week 3

W/b 29th January

Based on the teacher’s planning and prepared further using the UEL planning pro forma, plan and teach: KS1/KS2

Plan and teach four whole class full lessons in English or Maths. (Including planning for additional adults.)

EYFS

Plan and teach four different adult led focus activities (indoor or outdoor).

Plan and teach four whole class literacy or mathematics carpet (N.B. whole class and focus activities may or may not be linked.)

Manage transitions to and from child initiated activities during one session.

In addition, work with groups of children for the rest of each day using the class teacher’s plans. You must assess a small group daily using the Group Formative assessment pro forma.


Enable the trainee to teach the lesson/session as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility

Observe the trainee three times and provide timely written feedback.

Support the trainee’s development in effectively deploying additional adults during lessons.



By the end of this week the trainee should be planning (with guidance) and teaching whole class lessons

During the course of the placement




Collate interim report grades for each trainee (by end of week 4 and end of SBT2) and communicate these to UEL.

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Week 4

W/b 5th February

Plan (using the UEL planning pro forma and following guidance from your class teacher) and teach: KS1/KS2

Plan and teach five whole class full lessons in English or Maths. (Including planning for additional adults.)

Plan and teach one whole class full lesson in a different subject area. (Including planning for additional adults.)

EYFS

Plan and teach five different adult led focus activities (indoor or outdoor).

Plan and teach five whole class carpet sessions, including planning for additional adults. (N.B. whole class and focus activities may or may not be linked.)

Manage transitions to and from child initiated activities during at least two sessions.

In addition work with groups of children for the rest of each day using class teacher’s plans. You must assess a small group daily using the Group Formative assessment pro forma.


Enable the trainee to teach the lessons/sessions as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility


Support the trainee in developing increased independence and initiative in the design, planning and delivering of lessons.



By the end of this week the trainee should be planning (with guidance) and teaching whole class lessons At the end of Week 4, complete and share the interim SBT report. The mentor should inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required








Check on task files and e-portfolios.

Provide guidance on PE7001 Evidence Bundle


Week 5

W/b 19th February

Plan (using the UEL planning pro forma) and teach: KS1/KS2

Plan and teach at least eight whole class full lessons; at least four of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

EYFS

Enable the trainee to teach the lessons/sessions as indicated.

Use professional judgement to decide whether the trainee is ready to take more responsibility



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Plan and teach five whole class carpet sessions, including planning for additional adults.

Manage transitions to and from child initiated activities, at least once each day.

Increase responsibility for planning and preparing for additional learning opportunities (indoor and outdoor), including setting up the learning environment and directing additional adults.




By the end of this week the trainee should be planning (showing initiative and increasing independence) and teaching at least eight whole class lessons.

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Week 6

W/b 26th February


Plan and teach at least ten whole class full lessons; at least five of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

As part of the teaching requirements for this week, trainees should gain experience of leading teaching, routines, transitions, behaviour management, deployment of additional adults and communication with parents for at least one whole morning or afternoon at some point during this week.

EYFS


Plan and teach at least five whole class carpet sessions, including planning for additional adults.

Manage transitions to and from child initiated activities at least once each day.


Lead teaching, routines, transitions, behaviour management, deployment of additional adults and communications with parents for one whole morning and one whole afternoon at some point during this week.



Enable the trainee to teach the lessons/sessions as indicated.

Use professional judgement to decide whether the trainee is ready to take more responsibility




By the end of this week the trainee should be planning (showing initiative and increasing independence) and teaching at least ten whole class lessons.

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Weeks 7, 8 & 9

W/b 5th March 12th March 19th March

(Review Day at

UEL 19th March)


Plan and teach at least twelve whole class full lessons; at least six of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

As part of the teaching requirements for this week, trainees should gain experience of leading teaching, routines, transitions, behaviour management, deployment of additional adults and communication with parents for at least one whole morning and one whole afternoon at some point during this week.

EYFS



Manage transitions to and from child initiated activities at least once each day.

Increase responsibility for planning and preparation for additional learning opportunities (indoor and outdoor), including setting up the learning environment and directing additional adults.

Lead teaching, routines, transitions, behaviour management, deployment of additional adults and communications with parents for two whole mornings and two whole afternoons at some point during this week.

In addition work with groups of children for the rest of each day using class teacher’s plans. You must assess a small group daily using the Daily Formative assessment pro forma.

As for week 6. In addition:

Complete, grade and discuss the end of SBT2 report with the trainee. (Providing feedback against the Teachers’

Standards and the relevant grade criteria.)

By the end of these weeks the trainee should be planning and teaching at least twelve whole class lessons.

Hold end of SBT tutorial with each trainee.

Check and provide feedback on PE7001 evidence bundle

Check progress on tasks.



Collect end of SBT Report – Add tutor comment.

Collate grades for each trainee (by end of week 9) and communicate these to UEL.

Act as a referee for the trainee.

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Towards the end of each week, provide a Weekly Development Progress Summary (drawing on feedback and targets). In preparation for the final tutorial:

Collate the PE7001 evidence bundle and be prepared to discuss your impact on pupil progress.

Contribute to the end of SBT2 report and discuss progress, targets and grading with your mentor.

Ensure your professional documentation and SBT tasks are all up-to-date.

SBT3 The final school-based training placement provides a sustained period over which trainees will need to demonstrate autonomy and understanding of the full teaching roles and responsibilities.

Focus - SBT3 The focus of this practice is on you taking full responsibility as a class teacher. This includes:

Setting high expectations which inspire, challenge, and motivate pupils (TS1);

Promoting good progress and outcomes by pupils (TS2);

Demonstrating good subject and curriculum knowledge (TS3);

Planning and teaching well-structured lessons (TS4);

Adapting teaching to respond to the strengths and needs of all pupils (TS5);

Making accurate and productive use of assessment (TS6);

Managing behaviour effectively to ensure a good and safe learning environment (TS7);

Fulfilling wider professional responsibilities (TS8)

Maintain high standards of Personal & Professional Conduct - TS Part 2

School-based (SBT3) Training Plan: Full Teaching Roles & Responsibilities

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During this block of school-based training you will be addressing all of the Teachers’ Standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of qualified teacher status (QTS).


Assessment (PPA) Time & Non-contact Time






Contacting the placement school

and your UEL professional tutor before

training starts





SBT3: Roles and responsibilities

Trainee Mentor Tutor

On-going








Identify and exploit opportunities to extend knowledge and understanding in your Primary with Route (PWR) area/subject.


Provide models of effective practice.



Observe the trainee teaching (from week 2). o English/Phonics: 20 minute observation,

once per week, o Maths: 20 minute observation, once per week o Other subject/area: 20 minute observation,

once per week (with a subject knowledge or pedagogy focus).

Observers should give feedback against the Teachers’ Standards and the relevant grade criteria, using the appropriate pro forma. They should address the identified focus for observation but also other areas of







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Seek out and observe ‘good practice’ across the school;


the lesson which are praiseworthy or require development.



Complete, grade and sign the trainee’s interim (week 4 of SBT3) and end of SBT3 report, providing feedback against the Teachers’ Standards and the relevant grade criteria. With the trainee, discuss targets to prioritise during the NQT year.


Week/Date Daily Planning and teaching expectation (Trainee’s role)


Week 1

W/b 23rd April

Work with small groups working from the class teacher’s plans. Assess a small group daily using the Daily Formative Assessment pro forma.

Lead short class activities each day. Start with simple routines, e.g. taking the register or taking the class into assembly and progress to activities like storytelling, running the mental maths starter, a quiz, game or action song planned by your class teacher. Lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

KS1 & KS2 - Teach one whole class lesson, on Thursday and Friday using the teacher’s plan

which you have annotated with additional detail you may need (e.g. specific questions, strategies, resources, transitions, grouping, etc.). You could use the UEL planning pro forma to record this additional detail.

EYFS - Teach either a whole class activity or manage two or three groups simultaneously on Thursday and Friday using the teacher’s plans.

In addition work with groups of children for the rest of the

day using class teacher’s plans. You will assess a small group each day using the Daily Formative assessment pro forma.

The mentor should ensure that the trainee is properly inducted into the school. This may include

Providing general contextual information about the class and the school (this may be during the induction visit)

Arranging a tour of the school (this may be during the induction visit)

Arrange a safeguarding induction;

Providing access to key policy documents including the Behaviour, Teaching and Learning and Assessment Policies (this may be during the induction visit)

Sharing the school/class’ weekly timetable with the trainee and providing information regarding general school practices, e.g. assembly

Arranging for the trainee to observe teaching in different curricular areas in your own and other classes

Enabling trainees to look at class records, children’s work and EHCPs.

Facilitating and negotiating a meeting with the SEN and EAL co-ordinator

Facilitating and negotiating access to curriculum leaders and resources, as appropriate

Introducing trainees to school / class planning and give trainees planning information

Working with the trainee to timetable teaching for the remainder

of the block of SBT.

Support the trainee in identifying a focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task

To respond to initial introductory communications from SBT3 trainees and check e-portfolios. To facilitate an initial tutorials for trainees in school. To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

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Identify your focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task.

By the end of this week, the trainee will have taught two lessons using your plans.

Week 2

W/b 30th April

Plan (using the UEL planning pro forma and following guidance from your class teacher) and teach:

KS1/KS2

Plan and teach five whole class full lessons in English or Maths. (Including planning for additional adults.)

EYFS


Plan and teach five whole class literacy or mathematics carpet (N.B. whole class and focus activities may or may not be linked.)

Manage transitions to and from child initiated activities during two sessions.

In addition: work with groups of children for the rest of the

day using the class teacher’s plans; ensure that you assess the children’s learning and are able to provide feedback to the teacher (you could use the Daily Formative Assessment pro forma to do this). By the end of week 2 you will have identified your focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task and completed initial assessment data gathering and pen portraits.

Towards the end of week 2, provide a Weekly Development Progress Summary (drawing on feedback and targets).

In addition to the ongoing weekly tasks:

Develop the trainee’s confidence to take on the increased planning and teaching role during weeks 3-4 (including sharing medium term planning and developing understanding of weekly planning). The trainee should work

with small groups under your direction for the remainder of the contact time.

Enable the trainee to plan for other adults.


Discuss and moderate the trainee’s Weekly Development Progress Summary at the end of week 2. Discuss pupil and trainee progress, and set targets against the Teachers’ Standards.


By the end of this week the trainee should be developing autonomy in their planning and teaching of whole class lessons.

Inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time.

During the course of the placement




Check trainees’ Standards Trackers and PDAPs to ensure appropriateness of evidence and target setting.

Check and provide feedback on SBT tasks and e-portfolio documents.







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Weeks 3 & 4

W/b 8th May W/b 14th May

(7th May – Bank

Holiday)


Plan and teach at least ten whole class full lessons; at least five of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

EYFS



Manage transitions to and from child initiated activities, at least once each day.


In addition: work with groups of children for the rest of the

day using the class teacher’s plans; ensure that you assess the children’s learning and are able to provide feedback to the teacher (you could use the Daily Formative Assessment pro forma to do this). Trainees will also need to continue to monitor, track and evidence progress of pupils in their focus group.

Towards the end of each week, provide a Weekly Development Progress Summary (drawing on feedback and targets).

In addition to the ongoing weekly tasks

Develop the trainee’s confidence to take on the full planning and teaching role from beginning of week 4 (including sharing medium term planning and developing understanding of weekly planning). The trainee should work

with small groups under your direction for the remainder of the contact time.

Enable the trainee to plan for other adults.



In discussion with the trainee, identify professional development target areas and facilitate training opportunities.

By the end of these weeks the trainee should be continuing to develop autonomy, and planning and teaching -for approximately 50% of the week.

At the end of Week 4, complete and share the interim SBT report. Inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time.

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Weeks 5 – 9

Tuesday 22nd May

– Wednesday 27th

June (excluding half-

term)

(21st May – Review Day at

UEL)

KS1 & KS2: Take on the full planning and teaching role

of your class teacher. EYFS: Take over all the planning and teaching that your

class teacher would normally plan and deliver. This may include all planning for both indoor and outdoor areas, focus activities and the roles of other staff. This may differ slightly according to your setting and may need to be adjusted in negotiation with your mentor/ UEL professional tutor. NB the full planning and teaching role includes assessment of all pupils’ learning (including marking), planning and teaching across the curriculum (including a medium term plan if required), planning for additional adults, target setting for individual pupils/groups, setting homework (all these in line with the placement school’s guidance and class teacher’s practice), and taking part in the wider life of the school

(including attending staff meetings, inset days, and other training events). Planning ahead for week 4 or 5 onwards:

With the agreement of your mentor and UEL professional tutor move to weekly planning (using the school’s planning templates) for maths and English, and unit planning (or equivalent) in the foundation subjects. Trainees should play an active role in contributing to and leading year group planning.

Trainees need to continue to show how they are assessing pupils’ learning using the group assessment form or the school’s approach to assessment and record keeping. In addition, trainees will need to continue to monitor, track and evidence progress of pupils in their focus group.

Towards the end of each week, provide a Weekly Development Progress Summary (drawing on feedback and targets).

In addition to the on-going weekly tasks

Enable the trainee to take on the full planning and teaching role apart from PPA time and the equivalent of half an hour each day non-contact time.

Support trainee in understanding how the school uses assessment data to monitor pupil progress.

Observe the trainee three times each week and provide timely written feedback.


In discussion with the trainee, identify professional development target areas and facilitate training opportunities.

By the end of week 5, the trainee should be demonstrating autonomy and will have taken on full responsibility for the class.

Inform the UEL Professional Tutor if there are any concerns with any individual trainee’s progress at any time.

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During Week 8 & 9

All Trainees - Continue to demonstrate the full planning and teaching role of your class teacher.

In preparation for final tutorials, trainees should:

Report back on pupil progress of focus children in the form of written reports (using the school’s report writing template).

Contribute to the end of SBT3 report and discuss progress, targets and grading with your mentor.

Complete Standards Tracker (this represents successful completion of PR6300).

Consider and record targets for your NQT year (Career Entry Development Profile).

Ensure you have completed the NQT Employment survey and the End of Programme Evaluation survey.

Towards the end of each week, provide a Weekly Development Progress Summary (drawing on feedback and targets). Ensure you are fully prepared for your final tutorial during week 8 or 9.

During week 9, in negotiation with your class teacher/mentor, arrange the handing back of responsibility for planning and teaching.

Negotiate handing back of responsibility for planning and teaching.

Complete, grade and discuss the end of SBT3 report with the trainee. (Providing feedback against the Teachers’ Standards

and the relevant grade criteria.)

Hold end of SBT3 tutorial with each trainee.

Collect end of SBT3 report and provide tutor comment.

Check remaining tasks and sign Standards Tracker

Discuss pupil progress reports

Discuss targets for NQT year,

Ensure Employment and End of PGCE surveys have been completed.

Submit final grades to the Primary PGCE administrator.

Act as a referee for the trainee (updating the reference)

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1 Overview & Checklist of all SBT Tasks

SBT Task/Documents

Ongoing Standards Tracker

Ongoing PDAP

Ongoing Reflective Journal

Ongoing Maintaining an up-to-date E-Portfolio

Ongoing Wider life of the school log

Ongoing Evidence of teaching across the curriculum

Ongoing Weekly Progress Summaries

SBT1 Induction Maths Induction Tasks

SBT1 Induction English Induction Tasks

SBT1 Induction School Policy Analysis

SBT1 Induction/ Placement

Understanding and Planning for Positive Behaviour

SBT1 Placement

Target-setting, recording and monitoring pupil progress task

SBT1 Placement

Observe Physical Education

SBT1 Placement

Evidence of ongoing formative assessment

SBT1 Placement

PR7400 or PR7310 Module Assessment.

SBT1 Placement

PR6500 Module Assessment

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SBT Task/Documents

SBT2 Placement

School Policy Analysis (complete again if in new school setting)

SBT2 Placement

Understanding and Planning for Positive Behaviour - See Guidance

SBT2 Placement

PE7001 Module Assessment

SBT2 Placement

Evidence of planning for additional adults

SBT2 Placement


SBT2 Placement

Inclusive Practice task

PWR Week PWR Week Guidance Attendance Sheet (See PWR subject specific guidance)

SBT3 Placement

School Policy Analysis (complete again if in new school setting)

SBT3 Placement

Understanding and Planning for Positive Behaviour - See Guidance

SBT3 Placement

Reporting on Pupil Progress Task

SBT3 Placement

Evidence of planning for additional adults

SBT3 Placement


SBT3 Placement

Career Entry Development Profile (CEDP)

Primary Postgraduate Certificate in Education Mentor...

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