Secondary PGCE Placement Handbook · 2015-09-15 · K. Proudfoot Third rotation: William Howard...

Secondary PGCE Placement Handbook

2013-2014

Name:

School:

1

Contents

Page

Year Plan Overview of Training Days Placement Guidance

2 3 7

Components of your Work Plan and Checkpoints 9

Outline Content of Subject Knowledge Pedagogy

14

Outline Content for Conference Days 15

Assessment Submission Dates and Assignments

17

Detailed Overview of Conference Days, Pedagogy for

Learning (Subject Days) and General Education Studies Programme

21

Subject Mentor Meetings

33

Information on e-portfolios 34

Evidence for the Teachers’ Standards

36

Standards for Trainee Teachers: Secondary PGCE Assessment and Reporting Matrix

38

Lesson Observation Guidance and Proformas (1 and 2) 52

Secondary PGCE Quality Assurance of Placement Support 65

Developing Professional Learning Conversations (PLC)

69

2

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S B/H S S S S S TD FB FB FB Tues S S S S S S S S S S S S S S TD FB FB FB Wed S S S S S S S S S S S S S S S TD FB FB FB

Thurs S S S S S S

S S S S S S S S TD FB FB FB Fri TD SB TD TD TD TD TD SB TD TD TD TD TD TD TD FB FB FB

3

Outline of Training Days

Date

Themes Staff Venue (rotational across sites).

2nd Sept Induction Day: Introduction to CSLC School Direct Course Outline Introduction to ‘Teacher Identity’

K. Proudfoot UoC: Carlisle Campus

6th Sept Presentations on School Ethos: Reflecting on Home School Induction Revisiting the Course Outline: Focusing on the Assessment Matrix

K. Proudfoot First rotation: Trinity

9th Sept An introduction to socio-political aspects of education.

Developing your personal educational philosophy.

K. Proudfoot UoC: Carlisle

Campus

10th

Sept

Learning how to observe. Analysis of lesson

plans. Planning and team-teaching micro-lessons to fellow students. Group analysis of

micro-lessons.

Reviewing the Directed Research Tasks.

K. Proudfoot Caldew

11th

Sept

An introduction to aspects of behaviour

management. Defining Professionalism in the School Environment

K. Proudfoot / D.

Lythgoe K. Proudfoot

RRCA

16th Sept

Assessment for Learning. 1. AfL in Theory (Initial Preparation for Masters Level) 2. AfL in Practice

K. Proudfoot Angela Breen

Newman

17th Sept

1. Subject knowledge audit; identification of the ‘gaps’ for the future

2. Revisiting the course structure and assessment requirements - focus on PGSC

7003.

K. Proudfoot William Howard

4

Afternoon session:

Individual tutorials with each student (minimum of 20 minutes in duration each), exploring personal developmental agendas.

20th Sept

A day of lesson observation at NTS using purpose–built suite. Lessons delivered by outstanding practitioners across different subjects. Observation to be systematically structured through the use of lesson coaches and specifically designed proformas. Periods of debate and reflection built into the course of

the day.

K. Proudfoot / PD Dept at NTS

NTS

27th Sept

Multiple Intelligences: Visual/Auditory/Kinaesthetic Learning and Beyond. PGSC 7003: Assessment Preparation The Coaching Dynamic: Observation and Feedback

K. Proudfoot J. Cooper / D. McArdle

RRMA

30th Sept

Cooperative Learning Strategies / P4C PGSC 7003: Assessment Preparation Technology in the Classroom

K. Proudfoot K. Proudfoot / C. Sproat

2nd Rotation: William Howard

4th Oct PGSC 7003: Constructing the First Assignment

SEN

K. Proudfoot

K. Proudfoot / C. Farmer / Sue Heeley

RRCA

11th Oct Differentiation Safeguarding

K. Proudfoot / J. Hawkin / C. Farmer D. Lythgoe

NTS

18th Oct Boys’ Learning English as an Additional Language Individual Tutorials: Progress Review

K. Proudfoot RRMA

25th Oct Preparation for Masters Level Assessments:

7001

K. Proudfoot Caldew

15th Nov Smartboard and Promethean training K. Proudfoot / Digital Skills Service

UoC Carlisle

Campus SKF19

5

22nd

Nov

L5 Lesson Observation Day K. Proudfoot NTS

29th Nov Coaching Revisited

G&T

Declan McArdle

K. Proudfoot

Trinity

13th Dec Presentations on A Placement Experience

Individual Tutorials: Progress Review

K. Proudfoot Trinity

17th Jan Further reflection on A Placement; Preparing for B Placement

Behaviour Management: Learning from ‘A’

Placement

K. Proudfoot

K. Proudfoot / D.

Lythgoe

Newman

24th Jan Masters Level Assessments:

1. Constructing Social Sciences Assignments 2. Conducting Action Research

K. Proudfoot Third rotation:

William

Howard 31st Jan Reflecting on PRU /James Rennie: Student

Presentations Planning Revisited. Consolidating understanding of effective

starters and plenaries.

K. Proudfoot Newman

7th Feb From ‘Good’ to ‘Outstanding’

K. Proudfoot/ Yvonne Norden

Caldew

28th Feb 6th Form Teaching and Learning K. Proudfoot /

Michelle Henley/ H.

Howard

NTS

14th Mar

Reflecting on the Transition to B Placement Making effective use of support staff Observation of 6th form lessons.

K. Proudfoot NTS

21st Mar

Literacy Across the Curriculum Promoting Multiculturalism in Cumbrian Schools

K. Proudfoot / L. Thomas K. Proudfoot

Trinity

28th Mar

Adventure Learning Schools

PLTS Constructing an Effective Standards File

P. Charnock

D. Boucettla K. Proudfoot

RRCA

4th Apr Reflecting on the Challenges of B Placement

Individual Tutorials: Progress Review

K. Proudfoot RRMA

6

25th Apr Planning Revisited: Meaningful Differentiation

Behaviour Management: Issues Arising from ‘B’ Placement

K. Proudfoot

K. Proudfoot / D. Lythgoe

Fourth

Rotation: Trinity

9th May Peer Observation: Establishing Student Coaching Triangles Teacher Identity Revisited: CPD

K. Proudfoot /D. McArdle/ J. Cooper K. Proudfoot

RRCA

16th May

Observing Lessons as an Emerging Professional: Observation Day at NTS. Emphasis upon CPD.

K. Proudfoot / PD Dept at NTS

NTS

23rd May

Student Directed Day.

Cohort to decide contents of sessions to be delivered by KP.

K. Proudfoot / S. Todd

Caldew

6th Jun Individual Tutorials, including inspection of Standards File prior to final submission.

From ‘Good’ to ‘Outstanding’ Revisited: Moving Closer to ‘Outstanding’.

K. Proudfoot

K. Proudfoot/ Leanne Thomas

Newman

13th Jun Planning for Enrichment Week

Differentiation Revisited: The final piece of the

jigsaw?

K. Proudfoot RRMA

20th Jun Reflecting on ‘B’ Placement

K. Proudfoot William Howard

23rd – 27th Jun

Final assessment for QTS: Standards Files.

Staff Wellbeing

Individual Tutorials

Preparation for NQT Year

K. Proudfoot

Rachel Robinson

K. Proudfoot,

L. Thomas

Final rotation:

23rd: NTS

24th: RRMA

25th: William

Howard 26th:

Caldew 27th: Trinity

7

Placement Guidance: Students will undertake an initial induction at their home school. This will take place in the first week of the Autumn term and will involve the student participating in whole school INSET sessions and departmental

meetings. This induction does not constitute a formal placement and the student is not required to teach. However, observation of lessons is desirable where possible, depending upon the home school’s INSET arrangements. It is an important principle that students should not be sent to their home school for their first placement . Students should begin teaching in their home school when they are in a strong developmental position. In the majority of cases, the student will take their full B placement at their home school . In exceptional cases, where a student experiences significant difficulties, their B placement will be divided into two, with the student being placed at a school other than their home school for the first two months of their B placement (Jan-Feb), before joining their home school for the completion of their training over the remaining four months (Mar-Jun). In all instances, it is important that students complete their training in their place of prospective employment, so that both parties can be satisfied as to the suitability of the arrangement.

A Placement A students’ timetable should not exceed 50% of that of a NQT whilst on ‘A’ Placement.

The introduction of a student’s teaching timetable should be phased and gradual – building towards

the full 50%.

The student should engage in intensive observation of multiple members of staff (both within the

subject and cross-curricular) during the initial weeks.

Professional mentors will support the arrangement of cross -curricular observations.

Further opportunities for observation should be created as developmental needs arise, with students

being asked to observe teachers who demonstrate good practice in a target area.

For the full duration of the A placement, see the associated calendar. Note that Fridays will

constitute formal training days for the students and that these will be conducted at different sites

across the Consortium, depending on the nature of the training.

8

B Placement

A students’ timetable should not be less than 50% of that of a NQT whilst on ‘B’ Placement, but

should not exceed 60%.

As with the ‘A’ placement, an initial phase of intensive observation is crucial (both within subject and

cross-curricular).

Again, the introduction of the teaching timetable should be phased and gradual, allowing for

potential instances of regression.

The B placement timetable should be devised by the Subject Mentor on the basis of a student

teacher’s developmental needs (which will be established at the transition point between schools).

The B placement should be characterised by an increased intensity and an additional level of

challenge, depending on the developmental profile of the student.

The transition between schools Consonance:

To ensure consonance across the programme, a transition meeting will take place for each student. This will be attended by both the A and B placement Subject Mentors and the student. At this meeting, the student’s

ongoing developmental needs will be established. This process will be supported by the appropriate documentation.

In instances where a student is deemed to be experiencing difficulties, this meeting will also be a ttended by the Programme Leader. This meeting personalises the student’s development and demonstrates the Consortium’s emphasis upon partnership. Progression and regression: Student teachers can perform differently, depending upon context and there are a wide range of potential reasons for this. Where, in the judgement of the Subject Mentor, a student makes either very rapid progression or regresses to a very significant degree, this should be communicated to the Programme Leader at the very earliest opportunity.

9

The components of your work plan Consortium Training Days Students will undertake a significant number of formal Training Days. The majority of these days will be delivered by the Programme Lead and staff from across the Carlisle Consortium (see below for an Overview of Training Days). These days will constitute the core of the formalised training and will cover all aspects of generic pedagogy, including the Masters level components. GES Programme Your professional mentor will hold a weekly meeting with all of the trainees on placement in your school. At the end of each meeting you will be set a task that will help you to prepare for the following meeting. These meetings are particularly important as they will provide you with the focus and context that you will need in order to complete your weekly reflections in your

Reflective Diary e-portfolio on PebblePad (see page 29). These sessions, and the associated tasks, provide a rich source of evidence for your Standards.

Subject Mentor Programme

Your school-based subject mentor will work with you on a day-to-day basis within your subject department. He/she will organise your teaching timetable and make sure that you are provided

with regular feedback on your teaching. The subject mentor is als o responsible for supporting the completion of your placement assessment documentation so that you are aware of the areas of

practice on which you need to work. The learning conversations that you have with your mentor will feed into a weekly target-setting process that will help you to make progress. You may notice

that the nature of these conversations changes in a subtle way during the year as your mentor initially offers lots of advice and support, but then moves towards adopting a coaching role which

will allow you to direct your own learning and develop your own teaching style. As the course progresses we will be providing more information on this approach.

University Days There are a number of university conference days during the course which provide opportunities

for you to work with PGCE trainees from other groups and courses. Some of these days will involve expert speakers from outside the university delivering sessions, and some will be delivered in-

house. The focus for these sessions is very much on the key government priorities for trainee teachers, including: literacy and the use of phonics to teach reading; English as an Additional

Language (EAL); Special Educational Needs and Disability (SEN/D); behaviour management; and preparation to teach inclusively in a diverse society. These days have been organised to support

your understanding of key current issues in school and feed directly into the GES Programme.

Subject Days These are the training days that are dedicated solely to the teaching of your subject. These days

are run by a mixture of school-based staff and university tutors. They mainly take place in the university setting and feed directly into the Subject Mentor Programme.

Checkpoints

Overleaf you will find a series of checkpoints which act as markers to guide you through the first phase of your training.

10

Checkpoint 1: By the end of September

o Log onto Pebble Pad; know what the expectations are with respect to e-portfolios; engage with Pebble Pad-related activities

o Engage with first conference day and record your reflections on the impact of the training

on your professional development

o Develop your initial understanding of literacy issues within your subject

o Develop your initial understanding of how numeracy sits within your s ubject

o Engage with “Noticing” so that you are able to use your observations of teachers to impact

on your own professional development (using Pebble Pad as a guide)

o Begin to develop your understanding of some behaviour management techniques in readiness to begin your placement

o Assignment: Make sure that you are aware of the requirements for the assignments PGSC7003 and PGSC7001

o Subject knowledge: Development of your subject knowledge will be an on-going theme requiring your attention throughout the course and your teaching career. Begin that process by auditing your strengths and areas for development. Your subject tutor will advise you in this respect. Keep a record of subject knowledge activity as supporting evidence for meeting the Standards for QTS.

o Pedagogy for Learning. Subject tutors/leads will set a wide range of activities and tasks that

you will need to fully engage with.

Notes / How have you personalised your training during September?

Signed__________________________ Date_______________

11

Checkpoint 2: By the end of October

o Continue to make entries to Pebble Pad e-portfolios

o Discuss the Assessment and Reporting Matrix (more details on page 32) with your subject mentor. Make sure that you understand how you can use the Assessment and Reporting

Matrix to record your achievements and set targets for improvement

o Engage with and reflect upon the conference days during this period

o Develop your initial understanding of SEN/D and reflect on how the training will inform your future teaching

o Teach some and/or parts of lessons and use the feedback to develop your understanding of your key strengths and likely targets for development.

o Engage more fully with assignments PGSC7001 (formative) and submit PGSC7003

(formative)

o Pedagogy for Learning; subject sessions will continue through October. Make sure that you

fully engage with them.

Notes / How have you personalised your training during October?

Signed__________________________ Date_______________

12

Checkpoint 3: By the end of November

o Make further entries to all of your e-portfolios

o Following the guidance and rubric on the assessment matrix, indicate by highlighting the progress you are making. Use this progress indicator to generate targets for further

improvement

o Engage with the conference day. Make sure that you reflect on how this training will

impact on your practice

o Use your observations (and your entries on Pebble Pad) to guide your developing practice

o Begin to collect and collate your evidence for QTS

o Keep your record of mentor meetings on Pebble Pad up-to-date

o Maintain your engagement with the General Education Studies (GES) programme

o Submit PGSC7001 (formative) and use the feedback to plan a timeline for completion of PGSC7001 (summative)

Notes / How have you personalised your training during November?

Signed__________________________ Date_______________

13

Checkpoint 4: By the end of December

o Complete your e-portfolios by the end of the Initial Experience Placement

o Through discussion with your subject mentor and lead tutor/university tutor, highlight the

Assessment Matrix so that it reflects your level of practice at the end of the placement

o Work with your mentor to complete the autumn term commentary before the placement ends

o Collect evidence to demonstrate the level of practice highlighted on the assessment matrix

o Successfully complete the GES Programme

o Assignments

o If any areas of your practice are a cause for concern, work with your mentor and lead tutor to complete an action plan that will help to address the concerns that have been identified.

o Make sure that you have collected all of the information that you will need to complete

PGSC7001. Whilst the deadline is during the spring term, the assignment is based on your experiences in school during this placement.

Notes / How have you personalised your training during December?

Signed__________________________ Date_______________

14

Secondary PGCE 2013-14

Developing Subject Knowledge Pedagogy

These days are designed to enhance and develop subject -specific pedagogy. Trainees will usually work with subject specialists and peers from their subject.

Date Session Title Context for

Pedagogic Learning

Friday 13th September 2013 Introduction to ‘Subject’

Key

Sta

ge 3

Wednesday 18th September 2013

Teaching and Learning in ‘Subject’ (2 days)

Thursday 19th September 2013

Thursday 26th September 2013 Long and Short-term Planning in a Subject

Friday 8th November 2013 Planning for Learning in a Subject Friday 6th December 2013 Assessing Learning

Key

Sta

ge 4

Thursday 16th January 2014 Developing Thinking in a Subject Friday 14th February 2014 Reflecting on Subject Issues from the

Classroom 1

Friday 7th March 2014 Challenge and Support Friday 2nd May 2014 Reflecting on Subject Issues from the

Classroom 2

Sessions run 09:00-16:00

Opportunities for School Direct PGCE students across Alliances and PGCE students on the mainstream programme to work together will be encouraged to maximise collaborative

opportunities and to foster peer development and support.

NB: If we notice that particular training needs are emerging, then we will adapt the programme accordingly so as to secure the best possible outcomes.

15

Conference Days

These days are designed to provide training in specific aspects of professional practice. Conference days are aimed at trainees across a range of subjects and trainees may work in mixed

subject groups or, as appropriate, may join in cognate subject areas.

All session content is provisional at this stage and the following is an outline draft guide.

Date Conference Day Focus

Thursday 12th September Learning about Learning: am Barry Hymer; pm follow-up discussions in groups

Tuesday 1st October Managing behaviour; noticing; preparing for primary

literacy/numeracy day. Friday 10th January Equality and diversity; noticing

16

Assessment Submission Dates

Assessment Item Submission Date

PGSC7003 Formative Friday 11th October

PGSC7003 Summative Friday 2nd May

PGSC7001 Formative Friday 8th November

PGSC7001 Summative Friday 24th January

PGSC7002 Formative Monday 28th February

PGSC7002 Summative Friday 23rd May

PGSC9001 Formative Tutors will check progress in January and give feedback through tutorials

PGSC9001 Summative Friday 20th June

Assessment Board Dates

There is a two tiered process for confirming assessment marks at University of Cumbria. This is a formal process and is subject to the Quality Assurance Agency for Higher Education (QAA ) requirements. The Module Assessment Board (MAB) considers module marks which are then

presented to a University Assessment Board (UAB) where decisions about student progress and awards are taken.

The draft MAB dates for 2013/14 for PGCE are to follow and will be communicated to you via your

University Tutor as soon as the university schedule has been published for 2013/14.

17

Secondary PGCE Assignments PGSC7001 Investigating concept development in <subject> In order to teach it is useful to know about learning. As trainees/teachers make progress , they view lessons in the

context of a sequence of learning episodes rather than isolated events. This assignment supports trainees in analysing

their own teaching from a number of perspectives including:

o A taught event as part of a sequence

o Exploring wider learning opportunities both within their own subject and the wider curriculum

o Evaluating their own teaching

o Consideration of prior learning

o Finding out about what the literature says about learning

Module Learning Outcomes

On successful completion, you will be able to:

1. Demonstrate a critical and comprehensive understanding of the subject in the design of learning episodes

and experiences;

2. Show a critical appreciation of a subject structure in relation to the school curriculum;

3. Show a critical understanding of the place of a discipline in relation to learning in general ;

4. Reflect upon the development of your practice in the light of the above learning outcomes ;

5. Critically examine and analyse key primary and secondary sources of recent and significant research &

literature and apply new understandings to professional practice.

Completing the formative element of PGSC7001

Assessment Title: Investigating Concept Development in (Subject)

Deadline: Friday 8th

November

Assessment Brief (4000 words equivalent in total)

Part 1: portfolio of evidence (2500-3000 words)

Choose a short topic from an area of Key Stage 3 teaching and design a sequence of lessons (a scheme of work) of

about 5 lessons that could be used to teach your chosen topic.

Take one particular lesson from your scheme and write a detailed lesson plan using the university planning proforma.

Focus in on the key subject knowledge to be delivered during this lesson and develop a short 10 -15 minute taught

session from it. You will be expec ted to teach this to a group of pupils or to your peers. Make sure that you complete

the teaching well in advance of the deadline.

Part 2 (1000-1500 words)

Critically reflect upon your teaching experience and in particular on the notion of how your teaching contributed to

the development of your chosen concept. When planning your lesson did you make any assumptions about the prior

knowledge and skills of your audience? What issues did the task raise about teaching and learning activities that

relate to your topic? Did the task raise any more general issues related to teaching your subject? Discuss the literacy

or numeracy skills that pupils would need in order to successfully engage with your lesson. Were you able to make

referenc e to the wider knowledge and understanding of your audience in order to gain their attention and secure

their engagement? Does your topic lend itself to helping the pupils to deliver other subject skills? Can identify other

concepts within your subject that link to your topic? Do they need to be taught earlier or later than your topic? Are

there links to other subjects? Is the topic developed further within Key Stage 3 and/or at Key Stage 4?

You should present your lesson plan, brief scheme of work and feedback on your teaching in an appendix to the

submission, annotated to l ink to your critical reflection.

18

Completing the summative element of PGSC7001

Assessment Title: Investigating Concept Development in (Subject)


January


Before beginning the summative part of the assessment please make sure that you take account of the feedback from

the earlier formative part of the assignment

Part 1.1 (Approximately 1000 words equivalent)

Provide a portfolio of evidence to demonstrate that you are able to design short learning episodes for whole classes,

small groups and/or individual learners designed to support conceptual development in an area of key stage 3

teaching. This should not be an additional task, but should be drawn from your autumn term teaching practice file.

Your evidence should include lesson plans, resources, observation feedback and your own reflections or evaluations of

your teaching.

Part 1.2 (Approximately 2000 words equivalent)

Write a literature review by finding about two contrasting views of learning. These could include, for example,

constructivism, transmission or behaviourism. Select 2/3 pieces of evidence from your portfolio and explain how the

chosen learning events are linked to the views of learning that you have written about. Write reflectively about the

links between the views of learning and your own teaching and try to include ideas relating to how your teaching has

built on pupils’ prior learning and will also allow for progression in the future. You could also annotate the evidence in

your portfolio to show how you have planned for progression in your chosen concepts.

19

PGSC7002 Investigating Learning

PGSC7002 One of the key markers in trainee teacher development is their engagement with assessment. This is in terms of

taking note of responses to their questions; adapting their teaching; offering feedback to pupils; that recognising

pupils’ achievements; and supporting improvement. As these form the basis of much research and focus for

development in school it makes sense to get trainees engaged with practising the techniques once they have

established a baseline of practice on which to build. This assignment includes opportunities to:

o Find out about AfL

o Implement some AfL strategies as part of their own teaching

o Evaluate the impact of their implementation on pupils and themselves

Module Learning Outcomes:


1. Demonstrate insight and well -informed criticali ty in the evaluation of your own professional practice;

2. Apply understanding of alternative frameworks and competing perspectives when designing and evaluating

your practice;

3. Analyse complex concepts and professional situations by means of a synthesis of personal and workplace

reflection and data drawn from scholarship, research and personal enquiry.


Assessment Title: Investigating Learning

Deadline: 28th

February


Formative (1000 word equivalent)

Complete a l iterature review based on the key elements of Assessment for Learning. This will consist of a summary of

key literature in this area. A good place to start would be “Inside the Black Box” by Black and Wiliam or the work of

the Assessment Reform Group (ARG) with respect to AfL. At the end of the literature review you should give an

indication of which aspect of AfL you are most interested in investigating with respect to your own developing practice


Assessment Title: Investigating Learning

Deadline: 23rd

May




Critically evaluate the implementation of your chosen assessment for learning strategy on the pupils but more

importantly reflect upon the impact on your own developing practice. To find out about some of the difficulties that

schools have in implementing AfL, look at the AfL 8 Schools Project. Make sure that your assignment follows the

ethical guideline with respect to conducting educational research.

Please include the literature review that you have already completed in the appendices.

20

PGSC7003 Learning across and beyond the curriculum

PGSC7003 Experienced teachers recognise the ebb and flow of strategies into schools and how this can impact on classroom

practice. This assignment provides trainees with an opportunity to engage with some of the current high priorities for

ITT so that they can both develop their practice and make informed judgements about the influence of l iteracy,

behaviour management and inclusion on their own work in the classroom. Th is assignment provides opportunities for

trainees to:

o Explore their own developing practice

o Engage with literature in relation to high priority topics

o Evaluate their own developing practice with respect to an area of interest

Module Learning Outcomes:


1. reflect upon your development as a teacher and the criticality and complexity of this role in meeting the

needs of children and young people;

2. critically engage with the wider aspects of the curriculum beyond the immediate bounds of the subject area

(e.g. wider curriculum, hidden curriculum);

3. critically analyse a range of strategies for using the curriculum to promote the successful development and

well-being of children and young people in your care;

4. develop a systematic understanding of the impact of current issues within secondary education on pupils,

schools and society, underpinned by literature.


Assessment Title: Learning across and beyond the curriculum


October


This assessment consists of a series of critical reflection on the wider role of the teacher in the light of some of your

initial course conference sessions. You are asked to structure this as follows:

Part 1 (700 words)

Following the conference session on literacy and phonics discuss the implications of these areas for your role as a

teacher. What issues did the sessions raise that you consider important for your own professional devel opment?

Part 2 (700 words)

Read the two short articles provided on behaviour management. Compare and contrast the approaches presented.

Relate these to your initial school observation experiences.

Part 3 (600 words)

Draw on conference sessions and initial course experiences to critically reflect upon the role of a teacher as a subject

specialist.


Assessment Title: Learning across and beyond the curriculum

Deadline: 2nd

May




Further develop one of the themes that you wrote about as part of the formative element of this assignment. This

time include more references to research that is relevant to your chosen topic and reflect critically on the

development of your own practice.

21

GES and Conference Days

*The guidance for each GES session follows a common format: Ti tle; Suggested activi ties and/or topics for discussion; Links to the activi ties for trainees to carry out as preparation for the following

week’s session

Un

ive

rsit

y

we

ek

Date Conference Days

(UCD and PfL) GES Activities Tasks for following week Subject Tasks Other

3 Sep 9-13 12 September: UCD Morning : Learning

about Learning with Barry Hymer Afternoon: follow-up discussions in groups

13 September: PfL Introduction to Subject

4 Sep 16-20

18 September: PfL Teaching and Learning in Subject

19 September: PfL Teaching and Learning in Subject

5 Sep 23-27

26 September: PfL Long and short-term

planning in a subject

6 Sep 30- Oct 4

1 October: UCD Managing behaviour; noticing; preparing for

Primary literacy/numeracy day

W/k



7 Oct 7-11 GES1 Induction: school ethos and priorities; OFSTED report; Child Protection expectations and

professionalism.

Observe a form period to give feedback next week

Organise departmental induction including: access to subject intranet /

photocopying facilities;

Look at l iteracy and numeracy in a feeder primary school within

first 3 weeks in school

22

Suggestions: Discuss the local

reputation that the school has. Look at the prospectus and the latest OFSTED report. Is the reputation accurate? What are the school’s

aspirations for its pupils? What is the mission statement? What is the impact of any links to the church or the school as an academy/grammar

school etc? Does the school compete with other local schools for pupil numbers? What is the impact of this?

What does the school expect of its staff? How are serious issues dealt with, e.g. Safeguarding? Trainees ask questions.

provisional timetables

showing observation and teaching commitments, including shadowing tasks; give information about key

dates (reports, trips, parents’ evening) and commitments (pastoral meetings, Open Evenings, lunchtime clubs...).

Arrange some small teaching slots for next week

and feedback on

observations Ensure that each trainee is timetabled to observe

at least one other trainee on a weekly basis for the duration of the placement, always

completing the relevant observation proforma and giving feedback.

8 Oct 14-

18

GES2 The pastoral system and the

role of the form tutor Suggestions discussion: What did the trainees find out about tutor period? Were the findings as expected? How

is the pastoral structure organised? What is the rationale for this? Is there a programme for each year

group to follow? Who decides who is responsible for different elements of the tutorial / PSHE programme? How many staff contribute to the tutorial

programme? Is it about more than just registering the pupils? What are the skills you’ll need in order to be a really good form tutor?

Organise and carry out a pupil shadow

activity. Look in particular for evidence of the use of rewards and sanctions.

Discuss SoWs and adopted

classes – pupils’ info & class lists, seating plans. Arrange for teaching at least one full lesson before half-term; check

all names of classes to be taught have been memorised. Test trainee on seating plan

knowledge.

W/k



9 Oct 21-25

GES3 Findings from pupil shadowing: discussion; rewards and sanctions focus Suggestions for discussion: What did

Ensure routines are in place for weekly completion of the e-portfolio. From your observations, summarise some key strategies for managing behaviour.

Focus on departmental routines, expectations, rewards, sanctions lines of referral

After half-term start LSA attachment for 1 hour per week for 4 weeks and arrange to shadow

23

the trainees notice during the pupil

shadowing exercise? Was there evidence of the rewards and sanctions policy in action? What do the rewards and sanctions policies

say? Did the pupils behave differently for different staff? How? Why is this? Question for the trainees to discuss:

What is an appropriate balance of rewards and sanctions?

Guide the writing of SOWs and check lesson plan approach

SENCO prior to SENCO

session.

10 Oct 28-1 Nov

Half-Term : Directed Study

11 Nov 4-8 November 8: PfL Planning for learning in

a subject

GES4 Managing behaviour; putting policy into practice Suggestions for discussion: What sorts of behaviour have trainees observed? Does the sanctions ’ policy give the staff the tools they need to deal with disruptive behaviour effectively? What are the advantages and disadvantages of having a school -wide approach to managing behaviour that is ei ther too loose or too slack? Can the trainees identify the s trategies and techniques that teachers use to manage pupil behaviour? Can the trainees recognise the skills that they al ready have that will be useful to them in this context? Humour/not taking i t personally /determination/ flexibility/ thinking on their feet/how they look; s tern /relaxed / friendly. Why are relationships so important in this context?

Copy some IEPs for pupils in a class you will be teaching and observe the

role of LSAs in school

Check all aspects of planning: short and longer-term.

(Hopefully done over half term!) Aim to have trainee teaching full range of classes

by w/c 18 Nov. Ensure trainee is briefed on homework / assessment policy, use of markbook and marking pupils’

books.

W/k



12 Nov 11-15

GES5 Working with support staff in school including SENCO and LSAs Suggestions for discussion: How does the school tackle the issue of

meeting the needs of the individual pupils? What does this look like on

Write a paragraph on how the school promotes an inclusive environment for discussion in GES session 6.

Explore the effective working with support staff in the department, fine-tune any issues with planning and

check on trainee work habits in terms of organisation,

24

the ground? What should trainees do

to make sure that their lessons are inclusive? What are the recommended approaches for supporting the work of LSAs?

ability to meet deadlines and

general professionalism. Fine-tune all of the latter if required!

13 Nov 18-

22

GES6 Teaching in a diverse society

part I Suggestions : What is/isn’t inclusion? How inclusive is England’s education system? What does inclusion mean for the school? (Cf preparation task)What does inclusion mean for the child? How can one work in partnership to achieve

inclusion? How is inclusion managed? Who is responsible?

Collect the prior attainment data for a

KS3 class and bring it to the meeting to discuss what it means.

Explore how the department

supports and challenges pupils. How does the department respond to pupils’ diverse needs?

14 Nov 25-29

GES7 Pupil data; how can teachers make effective use of prior attainment data? Suggestions : What sort of data does the school collect? How should teachers make use of i t? How are GCSE and A level results reported? Who monitors a school’s results? How are teachers

expected to use prior attainment data? How can teachers contribute to the data

collection process? Why is assessment

important?

Prepare a short paragraph on what inclusion means to you in terms of your classroom practice. Put this into

the context of the school’s policies and national guidance.

Look at how pupil data is utilised in the department. Undertaken collaborative

marking with an emphasis on NC levels and effective feedback.

15 Dec 2-6 December 6: PfL Assessing Learning

GES8 Teaching in a diverse society part II: what else do teachers need

to be alerted to? Suggestions : How do teachers go about

teaching tolerance? Who are the

Prepare top tips for managing behaviour ready for presentation.

Explore AfL strategies within the subject

By the end of term, arrange for guidance

over job applications, e.g. writing a letter of application and

W/k



(contd from p.19) vulnerable groups in the school? How are these monitored? How does the school

interpret the national guidance and legislation that supports an inclusive approach? What about ECM? Is it

undertaking a mock

interview

25

still relevant?

16 Dec 9-13 GES9 Managing behaviour II: What makes managing behaviour

effec tive in this school? Trainees to share their top tips for successfully managing behaviour.

1Prepare a short subject-related

presentation. Consider what it is about

your subject that you like and which draws you in. What is it about your subject that you would champion as a

teacher? Return to your ideas about the reasons why you like your subject and critically reflect upon the unintended barriers to learning that

these distinctive features may present to pupils. Relate the above to your targets for next placement.

In the light of early teaching experiences, explore further

strategies for managing behaviour and consider how EAL pupils are catered for in

the department.

17 Dec 16-

20

GES10 Summary meeting

Suggestions: Subject-related presentation. NB This is linked closely to assignment 7001. Plus

which elements of practice have developed most and why? Targets for second placement. Check on assessment documents and

evidence.

Complete all the end-of-

placement documentation and give careful thought to areas of development in the

next phase of the training

20 Jan 6-10 January 10: UCD Equali ty and diversi ty; noticing

W/k



21 Jan 13-17

January 16: PfL Developing thinking in a subject

22 Jan 20-

24

23 Jan 27-31

Carry out tasks for GES session 11 below.

1 This is important preparation for assignment 7001

26

24 Feb 3-7 GES11 Induction: As GES1 above but extend by casting

the trainees in a more investigative/reporting role. Ask the trainees what they have picked up

from their research about the school prior to arrival. On the basis of the staff handbook, school website and intranet, ask them to research and

explain key elements of staffing structure and roles of support staff. They should ask you 5 key questions

to gain extra clarification.

Shadow a head of year and a form

tutor. Look for contrasts with your previous school placement in terms of the organisation and ethos of the

pastoral system. What are the links between the school values and what you observe?

Organise departmental induction including:

access to subject intranet / photocopying facilities; provisional timetables

showing observation and teaching commitments, including shadowing tasks; give information about key

dates (reports, trips, parents’ evening) and commitments (pastoral meetings, Open

Evenings, lunchtime clubs...). Arrange some small teaching slots for next week

Organise shadowing programmes to fit into

subject and GES tasks. Ensure that each trainee is timetabled to observe

at least one other trainee on a weekly basis for the duration of the placement, always

completing the relevant observation proforma and giving feedback.

Organise a primary placement within the first 8 weeks in school to

look at transition arrangements and general approaches to learning. Discuss findings

in an appropriate GES session.

25 Feb 10-

14

February 14: PfL

Reflecting on subject issues from the classroom 1

GES 12 Pastoral System

The pastoral system and the role of the form tutor. Discussion based on task.

Carry out a pupil shadow activity.

Look for contrasts with your previous school placement – discipline, routines, rewards, sanctions. Look for evidence of the link between the

school’s values and classroom learning.

Discuss SoWs and adopted

classes – pupils’ info & class lists, seating plans. Arrange for teaching at least a couple of lessons before half-term.

26 Feb 17-21


W/k



27 Feb 24-28

GES 13 Findings from Pupil Shadowing

Discussion based on task.

Reflect on your top 10 tips for behaviour management from the end of Phase 1. Are

you starting to put them into practice? Reflect on how effective they have been. Are there any you would not introduce?

Check seating plans of classes to be taught have been

memorised. Test trainee on seating plan knowledge. Check all aspects of planning:

short and longer-term. (Hopefully done over half term!) Aim to have trainee teaching full range of classes

Trainees should start to build up teaching over

the next 4 weeks so that by w/c 17 March their full timetable of 10 to 12

lessons per week is reached. Possibly start with KS3,

27

by w/c 17 March. Ensure

trainee is briefed on homework / assessment policy, use of markbook and marking pupils’ books

then KS4 and then any

6th

Form lessons. Please plan for continuity of at least 18 lessons with KS4.

One formal observation per week (does not need to be the same group),

and also other observations, always using the observation

booklet.

28 Mar 3-7 March 7: PfL Challenge and support

GES 14 Behaviour Management Managing behaviour policy into practice; key differences discussion

based on task

Discuss with the SENCO/LSAs – what is good practice in working with LSAs. Consider as well which staff with specialist knowledge you have gone to for advice? Were you able to act on that advice? What good examples have you observed of support staff in classrooms being well deployed and having a strong learning impact on pupils? Have you harnessed effec tively any support staff you have worked with? What planning documents and materials did you provide for them? What expectations had you set out to ensure high impact on pupils’ learning?

Focus on departmental routines, expectations, rewards, sanctions

lines of referral

W/k



29 Mar 10-14

GES15 Working with SENCO and support staff Discussion of above task

How would you do respond to someone who says ‘We don’t need to worry about diversity at our school; it is monocultural ’? From recent school experiences and

observations, what strategies were used to prepare pupils for living in a diverse world? What key strategies will you have

uppermost in your mind to use to prepare pupils for living in a diverse world? What

Explore the effective working with support staff in the department, Fine-tune any issues with planning and

check on trainee work habits in terms of organisation, ability to meet deadlines and

general professionalism. Fine-tune all of the latter if

Start a 4-week LSA attachment

28

practices did you see/have you seen that

engendered respect for individuals and ensure access by all groups? How did resources used in lessons reflect a diverse world? Were there any individuals or

‘groups’ which didn’t participate in school activities? What strategies were used to encourage them to do so?

required!

30 Mar 17-

21

GES16 Teaching in a diverse society 1

Discussion of above task.

Choose 1 KS3 and 1 KS4 class using the

prior attainment data to discuss with subject mentor and teachers how data can be used effectively. Bring findings to

next week’s meeting. Also be prepared to demonstrate your knowledge of the school’s overall performance data, as well as a knowledge of data relevant to the

pupils you are teaching.

In addition to on-going work connected with planning and assessment requirements

associated with each class, explore how departmental resources reflect a diverse world. Explore the sorts of

strategies promoted in the department’s teaching to prepare pupils for living in a diverse world in which a

respect for individuals is engendered.

W/k



31 Mar 24-28

GES 17 Collecting and using pupil dat a to inform planning, teaching and learning

Discussion of above task.

From your recent experiences and observations, what methods of assessment were, in your view, effective at supporting pupil learning? What is your evidence? Can you identify any differences between preparing pupils to be effective exam takers and assessment for learning for progression? What are the implications for your preparation and planning? Consider how you as a teacher can enable pupils to approach assessment as a positive marker of their progress

In addition to on-going work connected with planning and assessment requirements associated with each class, get the trainee to explain to you how lesson plans and long-term planning have been adapted and differentiated in the light of assessments you’ve made as a department of pupils’ work. Guide the trainee in the department’s

29

rather than a stressful, silent and singular activity? When giving written feedback to pupils, what will your ‘golden’ rules be? What do you need to consider when preparing pupils for peer assessment activities? Consider how assessment was managed for your learning in school. How might this affect how you understand and undertake assessment in the classroom now as a teacher?

use of data.

32 Mar 31-4

Apr

GES18 Effective Assessment

Discussion of above task NB This links closely to assignment

7002

Discuss with your HoY/DHoY and other relevant members of staff how bullying is dealt with. What is your experience of dealing with bullying? Discuss the factors that diminish or enhance the achievement of black and minority ethnic pupils in schools. What examples of racism have you encountered?

In addition to on-going work connected with planning and assessment requirements associated with each class, explore how the department fosters effective AfL strategies.

33 Apr 7-11 GES19 Bullying and combatting racism

Discussion of above task

Consider what measures you have seen implemented to promote inclusion with respect to social class, religious diversity, bilingual and multilingual learners, ‘race’ and ethnicity, refugees and asylum seekers and Travellers and Roma. How would you rate their effectiveness and would you make any suggestions for improvement?

In addition to on-going work connected with planning and assessment requirements associated with each class, look at NC and GCSE-related assessment requirements. Provide suitable assessment and moderation opportunities over the course of the placement in both NC and GCSE assessments.

W/k



34 Apr 14-

18

GES20 Catering for needs in a diverse

society Discussion of above task

What are the literacy demands of your

subject? How do you incorporate literacy objectives and the development of pupils’ literacy into your lesson planning? What strategies do you use for modelling,

demonstrating and promoting good literacy practices? How do you promote numeracy and pupil use of ICT in similar ways?

In addition to on-going work

connected with planning and assessment requirements associated with each class, explore with the trainee how

your department is an inclusive department.

30

35 Apr 21-

25

GES21 Literacy, numeracy and ICT


Consider the values, attitudes and beliefs

that you hold in relation to the teaching of your subject. Why do you think that is important to develop your values and beliefs about your subject? What benefits

could there be in sharing subject-based philosophies with colleagues? What is it that makes your subject special? How does your subject pedagogy enhance

pupil/teacher relationships?


connected with planning and assessment requirements associated with each class, explore with the trainee how

your department promotes literacy, numeracy and ICT.

36 Apr 28-2 Ma

May 2: PfL Reflecting on

subject issues from the classroom II

GES 22 Subject pedagogy, teacher beliefs and learning 1


What are the theories of learning associated with your subject and how do

you implement them in your classroom? How would you describe significant learning in your subject? How do you develop pupils’ sense of intrinsic

motivation in your subject? What are the ‘key concepts’ or ‘pillars’ of your subject?

In addition to on-going work connected with planning and

assessment requirements associated with each class, explore with the trainee, how you consider your subject

makes a unique and distinctive contribution to the school curriculum and learners’ lives.

37 May 5-9 GES 23 Subject pedagogy, teacher

beliefs and learning 2 Discussion of above task

Targeted observation to fulfil negotiated

development needs. Feedback on findings to be given in GES sessions. Can be done on a peer or non-peer basis.


connected with planning and assessment requirements associated with each class,

explore with the trainee the

W/k



(contd from p.25) theories of

learning underpinning your subject. Furthermore, what do you consider to be the ‘key concepts’ or ‘pil lars’ of your subject?

38 May 12-

16

GES24 Observation feedback and

discussion Discussion of above task

As above From this point on personalise

the inputs in whatever way you think appropriate, seeking out opportunities for targeted engagement with

31

key developmental targets.

39 May 19-23

GES25 Observation feedback and discussion

As above

As above As above and ask trainee to

isolate out any experiences that still need to be covered to fulfil the Standards.

40 May 26-

30


41 Jun 2-6 GES26 Observation feedback and

discussion above

As above As above

42 Jun 9-13 GES27 Observation feedback and discussion

As above

Prepare a short presentation explaining how you think you fulfil Part 2 of the

Standards. As part of this, consider what aspects of conduct you think are going to provide you with the greatest challenges in the early months and years

of teaching. Do you have any strongly-held beliefs, for example with regard to politics, religion or social mores? How do you

make sure that in the classroom these beliefs do not ‘exploit pupils’ vulnerability’?

As above

W/k



43 Jun 16-

20

GES 27 Part 2 of the Standards


Devise a presentation in which you

consider the following: To what extent is the journey to becoming a teacher a matter of personal

growth as well as professional development? Is learning to teach merely a matter of following and meeting a set of

formalised teaching standards or is there more to it than this? What do you think it means to become a teacher? How might your attributes need to

As above

32

change in order for you to be an

efficient teacher? What particular personal and professional strengths do you bring to your classroom?

44 Jun 23-27

GES 28 Drawing it all together

This may be a conference type event in which the above presentations are carried out, together with inputs on the NQT year and an evaluation of the

placement, Last day in school is 24 June for core PGCE students.

33

Subject Mentor meetings Please note: University tutors will provide additional guidance for subject mentors as a supplement to the information below, working closely with small clusters of schools. You are asked to establish a weekly mentor meeting slot and to ensure that this is timetabled into the trainee’s timetable. First two weeks During the first two weeks of the Initial Experience Phase trainees will need support and guidance in getting to grips with departmental routines, schemes of work and how school policies are implemented within the department. They’ll also need to observe lessons being taught so that they can engage with their “Learning by Observing” e-portfolio (see overleaf). Mentor meetings will largely be mentor-led and involve giving the trainees information. Developing a routine (second two weeks) Most trainees will begin teaching during this period. This might involve team teaching, small group work or delivery of part of a lesson. The trainees who make good progress may also move onto teaching whole lessons before half term. Mentor meetings at this point will become more focu sed on teaching and learning. After week 8 you may wish to start to look synoptically at the assessment matrix as a focus for discussion. HALF TERM Post- Half term This is a critical period for many trainees as they pick up more responsibility for whole class teaching. The importance of written lesson observation feedback, weekly targets and advice for improvement also becomes more critical. Progress should be revisited and reviewed with the matrix every two weeks. November By now trainees should be showing signs of improvement in their classroom practice. Mentor meetings are likely to be dominated by Professional Learning Conversations with a strong emphasis on advice for improvement and possibly a switch in emphasis for mentors as they begin to coach their trainees towards developing their own teaching style. December This is likely to be the period where trainees teach their best lessons. The final week of term is often disrupted with pupils engaged in a variety of off-timetable activities. As a result it makes sense for trainees to use this time to generate evidence of their best practice. The best trainees should have targets that are tightly focused on getting them as far to the right as possible on the Assessment and Reporting Matrix (see page 32 onwards). Trainees who are struggling may need a more detailed action plan so that they can focus on elements of practice that are a cause for concern at the beginning of the spring term. University tutors are also likely to visit during the final three weeks of the autumn term to undertake a QA visit.

34

Information on e-portfolios The two e-portfolios support trainees in developing their reflective skills. In the past they have also proved to be an excellent sourc e of evidence for trainees to demonstrate how they have met the Teachers’ Standards. Each of the e-portfolios serves a different purpose and can therefore be used to collect evidence for different standards. The titles of the two e-portfolios are:

o Reflections on my classroom practice

o Learning by observing

Each serves a different purpose as explained below.

E-portfolio 1: Reflections on my classroom practice This is designed to support trainees in setting weekly targets for improvement following observation of their teaching by the ir mentor. We would like

each trainee/mentor to designate one period per week for a formal observation. Further information on this process is given on page 45. This weekly formal observation feedback should then be used to drive a weekly target setting process. The trainee can collect evidence from other lessons/teachers as they work towards meeting their weekly targets. The e-portfolio provides a framework for identifying the target, summarising the evidence and reflecting upon progress towards meeting the target(s).

35

E-portfolio 2: Learning by observing This provides an opportunity for trainees to reflect upon their observations of others’ teaching and to raise the profile of the “noticing agenda,” i.e. what to look for in lessons. Training for “noticing” will be given during the early part of the autumn term.

The portfolios for the SEP will be similar to those described above but may be adapted in the light of feedback from trainees and tutors.

36

Evidence for the Teachers’ Standards: Reflection not collection Trainees should compile a file of their best practice to demonstrate that by the end of the course they have met the Teachers’ Standards. As the above title suggests, the requirement here is that trainees should justify, in terms of reflective comments, why key pieces of information have been included. Individual subjects will give very specific guidance on the nature of the evidence to be collected; however, the general areas for evidence collection are determined by the key headings in the Assessment and Reporting Matrix:

Developing Teaching and Learning

Planning for Learning Building Positive Relationships

Wider Professional Effectiveness (including Personal and Professional Conduct) NB: The Assessment and Reporting Matrix also provides a very valuable source of evidence. The key to success here is a clear identification of the nature of the evidence, together with the justification and reflection from the trainee on why the different pieces of evidence have been selected.

Compiling your evidence file

The file should have 5 sections as detailed below. For the first two sections your evidence should cover all three of the standards within that section. You should

provide two pieces of evidence per section.

Section 1: Developing Teaching and Learning. Evidence 1: A lesson plan and all other resources for the best lesson that you have taught. This should also include lesson observation f eedback which, in an ideal world, will contain written feedback for at least two of Standard 1, 2 and 3. Highlight this on the feedback and on your own evaluation and put a post-it-note on the front explaining why you chose it as evidence. Evidence 2: As above but covering the third Standard from 1 2 or 3. You could use the lesson where the chosen Standard was your target. Again use highlighter

and a post-it-note to indicate why it was chosen.

Section 2: Planning for Learning Evidence 1: A lesson plan and resources and observation feedback where you demonstrated your ability to differentiate effectively Standard 5. Annotate and highlight to make the differentiation clear. You should also demonstrate how your evaluation of this lesson demonstrates your ability to identify strengths and weaknesses (Standard 4) Evidence 2: Evidence of your use of attainment data including prior attainment data and evidence of your own assessments e.g. from a mark book. Annotate to

explain the meaning of the data and how you have made use of it in your planning (Standard 6).

Section 3: Building Positive Relationships Evidence 1: A lesson plan where Standard 7 has been a key focus and the feedback is positive Evidence 2: A copy of your reflections on behaviour management taken form the formative element of PGSC7003

37

Section 4: Wider Professional Effectiveness Evidence 1: The summary tutor comments on your e-portfolios Evidence 2: A signed statement relating to your engagement with duties, parents evening, school clubs and trips and any other communicati ons with parents. Section 5: Termly report forms Please include copies of your termly report forms and your summary grading form for the end of the placement.

38

Standards for Trainee Teachers Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible stand ards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. The Standards are now split into two parts, with the first part consisting of the eight standards listed below connected to classroom and school-based practice. The second part is an overall statement about Personal and Professional Conduct (please see page 38) and teachers must also meet this standard at all times. If you feel a trainee is not demonstrating the requirements of this standard at any time then you should raise your concerns with them and inform your professional mentor and/or a University tutor. Serious concerns may lead to a needs analysis as detailed below. The new standards have been designed to set out a basic framework within which all teachers should operate from the point of initial qualification onwards. Appropriate self-evaluation, reflection and professional development activity is critical to improving teachers’ practice at all career stages. The standards set out clearly the key areas in which a teacher should be able to assess his or her own practice, and receive feedback from colleagues. As their careers progress, teachers will be expected to extend the depth and breadth of knowledge, skill and understanding that they demonstrate in meeting the standards, as is judged to be appropriate to the role they are fulfilling and the context in which they are working. Schools may well develop their own criteria in order to assess NQTs and qualified teachers and it is therefore important that these criteria are applied to the context of initial teacher training in order to avoid setting expectations that are too high. QTS Assessment and Reporting Matrix: 2013-14 The following document is a focal point for the development of trainees against the Teachers’ Standards. It is intended to be used formatively with the trainees to inform judgements during lesson observations and to set weekly targets for development. There is a deliberate focus on the formative p rocesses that inform a trainee’s development and the following guidance is intended to support that process. The Process The grid provides a focal point for any discussions about trainees’ progress towards meeting the standards, through weekly target setting and through lesson observation. When a trainee is securely achieving a particular statement we suggest that this is indicated by shading the statement. We would like progress on the grid to be reviewed every two weeks (from week 8 onwards) and for it to generate weekly targets for the trainee to meet. The trainee will need to make sure that they collect evidence throughout this process that supports the level of practice indicated, e.g. lesson observation feedback forms, lesson plans and their marking of pupils’ work. At three grading points during the year a ‘best-fit’ approach will be taken to generate grades as a result of progress on the matrix. For students on Core PGCE and Secondary UG courses this will be carried out by the university tutor, informed by the triparti te review. For School Direct PGCE this process will be carried out by the PPL (Partner Programme Lead) and UPL (University Programme Lead) in collaboration. Grades are assigned using a best fit approach with those responsible for grading collating the information from the assessment matrix and award the trainee an ove rall grade for each of the blocks of standards. This process will be supported by observation visits and joint observations that will help to secure effective moderation and quality assurance of the judgements that are being made.

39

Grading Interpretation: Columns of the matrix which follows can be mapped against ‘T’ grades (Ofsted grading for Trainees) as follows:

The statements in the left-hand column represent a secure grade T2 (good - trainee) The statements in the middle column represent a grade T2/T1 (good with outstanding features) The statements in the right-hand column represent a secure grade T1 (outstanding)

Therefore grades are assigned on a best fit basis with the following as broad guidance:

T1 If a trainee is mostly meeting the statements in the right-hand column then this is a secure grade T1. Alternatively, if a trainee has met the statements in the middle column with elements of the right-hand column then this is a grade T1.

T2 If a trainee is securely meeting the statements in the left-hand column then this is a grade T2.

T3* If a trainee is able to demonstrate that they are beginning to meet, and are clearly on track to meet, all of the statements in the left hand column then this is a grade T3. Trainees awarded grade 3 at the end of the course should always have an action plan to highlight the additional support that has been provided in order to shift their practice from grade 3 to a secure grade 2.

T4* If a trainee is not able to demonstrate that they are beginning to meet all of the statements in the left hand column then this is a grade T4. A trainee who has a secure grade 4 by the end of the course will not be recommended as meeting the Teachers’ Standards. Grade 4 trainees should always have a carefully documented evidence trail that clearly shows the interventions that have been carried out in a concerted effort to support the trainee in working towards achieving grade 3

*Any trainee who may be on track for a T3 or T4 as a final grade will be supported with an additional action planning and pro gress review approach. This

will be flagged at the STAIR board.

Arrangements for 2013-14 For PGCE (Core) and Sec UG, an outcome of the process will be that the university tutor will forward agreed grades to the course information point prior to

a relevant STAIR board where the grades undergo a semi-formal process to be ratified and moderation is recorded.

For PGCE (School Direct), an outcome of the process will be that the PPL will forward agreed grades to UPL to be sent to the course information point prior to a relevant STAIR board where the grades undergo a semi-formal process to be ratified and moderation is recorded.

Grading points are at the end of the initial experience placement, mid way through the sustained enactment phase and at the end point of the sustained

enactment phase. Dates for 2013-14:

Grade Point Date for grades to be

submitted

Stair board date

1 20th December 13th January

2 4th April 25th April (due to Easter)

40

3 13th June To go to PGCE placement board

STANDARDS

AMPLIFICATION OF THE STANDARDS

DEV

ELO

PIN

G T

EAC

HIN

G A

ND

LEA

RN

ING

1 Set high expectations which inspire, motivate and challenge pupils

Treats all pupils with consistency and respect and organises the learning environment so that the pupils all feel safe

Manages a safe environment where the pupils are secure in their relationship with the teacher with mutual respect demonstrated

Organises an environment where pupils respond positively to instructions and work towards completing their work with interest and enthusiasm. The level of engagement is high with good pace and effective learning taking place across a range of groups

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.

2 Promote good progress and outcomes by pupils

Explains the intended outcomes of the lesson to the pupils and supports them so they can be achieved. This should also involve giving appropriate feedback to pupils on their work

Is aware of pupils’ prior attainment and builds on it using a range of assessment techniques to identify achievements. Marking offers advice for improvement

Sequences of lessons build on prior attainment and are linked together, with pupils able to reflect on their progress because the trainee offers effective and appropriate feedback and encouragement to pupils from both key stages. As a result pupils are able to work as independent learners

be accountable for pupils’ attainment, progress and outcomes

plan teaching to build on pupils' capabilities and

prior knowledge

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.

3 Demonstrate good subject and curriculum knowledge

Is secure in their own subject knowledge and its place in the wider curriculum. Is able to use a limited range of different approaches to teach their

Has a good grasp of the links between subject knowledge and pedagogy. Uses a range of individual, group and whole class strategies that promote

Uses a wide range of approaches and activities to develop pupils’ interest in the subject alongside supporting pupils’ literacy, numeracy and ICT skills. Is aware of their strengths and areas for development and can

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

Developing Practice

41

subject and justify the choice of a particular learning activity. Supports pupils in the development of literacy, numeracy and ICT skills.

effective learning and develops pupils’ wider skills.

demonstrate how they have secured improvements in their own pedagogical subject knowledge through scholarship and reflection.

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

STANDARDS


PLA

NN

ING

FO

R L

EAR

NIN

G

4 Plan and teach well- structured lessons

Plans effective lessons with limited support which include appropriate activities and lesson timings that support pupils’ learning

Plans effective lessons independently and

uses reflection following each lesson to guide and inform future teaching and learning.

Plans and teaches sequences of successful lessons at KS3 & 4 that include a range of methods to assess pupils’ progress and therefore inform future planning activities

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).

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

Plans lessons that demonstrate a beginning grasp of personalised learning by modifying resources according to pupil need

Plans and teaches lessons using a range of strategies for differentiation to support the learning of individuals within a class (for example, use of targeted questioning)

Has an effective working knowledge of the individual needs of the pupils in their class and can explain and justify approaches used to address barriers to learning at KS3 & 4

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.

6 Make accurate and productive

Collects details of pupils’ current and prior attainment data and maintains a record

Monitors, assesses and records learners’ achievements in order to provide feedback

Plans opportunities to involve pupils in the assessment process and supports them so

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

Developing Practice

42

use of assessment

of it to inform planning.

that leads to further progress.

that they can set their own targets for improvement at Key Stages 3 & 4

lessons

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

43

STANDARDS

AMPLIFICATION OF THE STANDARDS B

UIL

DIN

G P

OSI

TVE

REL

ATI

ON

SHIP

S

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

Is fair and consistent in their implementation of the school behaviour policy by setting appropriate expectations for learning and behaviour. [Trainees will still need support in dealing with some disruptive behaviour]

Develops relationships that help to create a calm and productive climate for learning and takes steps to maintain it throughout most of the lesson

Employs and adapts a range of strategies and approaches to manage the class and maintain positive relationships whilst exercising an appropriate level of authority

have clear rules and routines for behaviour in

classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

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, exercise appropriate authority, and act decisively when

necessary.

Developing Practice

44

STANDARDS


WID

ER

PR

OF

ES

SIO

NA

L E

FFE

CT

IVE

NE

SS

8 Fulfil wider professional responsibilities

Adopts a professional approach to working in school. Develops appropriate professional relationships with colleagues, pupils and parents and responds positively to advice and feedback. Further examples could also include attending all appropriate training activities and parents’ evenings as directed by the school.

Actively seeks additional advice and support in order to further develop and enhance their understanding of their professional role. Examples could include working with TAs and other support staff appropriately.

Is proactive in terms of engaging with and responding to an on-going process of personal professional development. This enhanced level of engagement will result in the highest levels of achievement and attainment. Examples could include contributions to the wider school outside of the subject department

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.

Autumn term signatures Spring term signatures Summer term signatures

Trainee

Trainee

Trainee

Subject mentor

Subject mentor

Subject mentor

Professional mentor

Professional mentor

Professional mentor

University tutor

University tutor

University tutor

Developing Practice

45

Part Two of the Standards for Teachers - 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:

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

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o 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 o 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 for 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.

If you have any concerns that this overall standard is not being met then you should raise your concerns with the trainee and inform your professional mentor and, if necessary, a University tutor so that an appropriate response may be made.

46

Autumn term experience Year group Number of lessons

taught Ability e.g. (set 2/5 or mixed)

Topics taught

7 8 9

10 11

12/13

Professional Mentor comment for the Autumn term

Absence (number of days missed during Autumn term)

Punctuality (number of days late during Autumn term)

47

Key achievements made by the end of the autumn term in school. This page should be completed by the subject mentor and traine e working together. If a consensus is difficult to achieve please invite a professional mentor or university tutor to the meeting. Areas of practice where most significant progress has been made during the Autumn term Please make sure that comments reflect the appropriate statements from the assessment matrix

Development targets for the next phase Please make sure that the targets are focussed on the weakest areas of practice identified on the assessment matrix and that the target includes exemplification to illustrate how the target could be met.

48

Spring term experience Year group Number of lessons


Topics taught

7 8 9

10 11

12/13

Professional Mentor comment for the Spring term

Absence (number of days missed during Spring term)

Punctuality (number of days late during Spring term)

49

Key achievements made by the end of the spring term in school. This page should be completed by the subject mentor and traine e working together. If a consensus is difficult to achieve please invite a professional mentor or university tutor to the meeting. Areas of practice where most significant progress has been made during the Spring term Please make sure that comments reflect the shading on the assessment matrix and the targets from the end of the autumn term

Development targets for the Summer term Please make sure that the targets are focussed on the weakest areas of practice identified on the assessment matrix and that the target includes exemplification to illustrate how the target could be met.

50

Summer term experience Year group Number of lessons


Topics taught

7 8 9

10 11

12/13

Summative Professional Mentor comment for placement

Absence (number of days missed during Summer term)

Punctuality (number of days late during Summer term)

51

Key achievements made by the end of the course. This page should be completed by the subject mentor and trainee working toget her. If a consensus is difficult to achieve please invite a professional mentor or university tutor to the meeting. Areas of practice where most significant progress has been made Please make sure that comments reflect the statements from the assessment matrix and the statements from the Spring Term

Development targets for the NQT year

52

Lesson Observation Guidance – Initial Experience Phase (IEP) Timeline First two weeks of IEP placement During this period most trainees will spend their time observing others teach and focussing on the ‘Noticing’ strand. Second two-week block This is when most trainees will begin teaching. It would be helpful to start with team teaching, small group work or teaching part of a lesson. Trainees can then build on this experience by assuming responsibility for whole lessons. Please agree with the trainee which of their weekly lessons will be the focus for a formal observation which will be used to generate weekly targets for development. HALF TERM Second half of IEP placement During this period trainees will build up to a full teaching load of approximately 7 hours per week. Please make sure that the agreed formal weekly observation is carried out with the same class and that other observation feedback supports the trainee in achieving their weekly targets. Conducting observations Each trainee is supplied with a Lesson Observation booklet. The purpose behind this is to collect all observation activity i n one place. The booklet should be given to any person observing a lesson. The booklet contains a number of copies of the lesson observation proforma (‘observation proforma 1’ to use for the weekly target-setting process and ‘observation proforma 2’ for all other observed lessons) and these should be used in the following ways:

A lesson observation (using proforma 1) should be completed on a weekly basis with the same class by the subject mentor. These lesson observations have the highest priority as they will drive a weekly target-setting process that will help trainees to secure improvements in their practice.

The proforma 2 should also be used to collect feedback on lessons other than the weekly target-setting observation, and these will be

completed by the teacher observing the lesson.

53

In both cases the forms include spaces for:

The trainee to record: o their target(s) before the observation begins; o their evaluation of the lesson, cross referenced to the Teachers’ Standards

The observer to record: o evidence of pupils’ learning; o strengths and points to consider, cross referenced to the Teachers’ Standards; o a brief commentary on the lesson

Roles and Responsibilities – using the lesson observation proforma Trainees should:

Record their target(s) at the top of the form before the lesson starts. Make sure that the target(s) is/are based on the amplification of the Teachers’ Standards

Present the booklet to the observer at the start of the lesson

Evaluate the lesson

Subject Mentors should: Make sure that the target setting box is completed by the trainee before the lesson starts

Complete a lesson observation with the same class once a week Record evidence of pupil learning

Complete a commentary on the lesson Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions Complete the target setting boxes including success criteria in discussion with the trainee

Use the assessment matrix to make sure that targets are based on the amplification of the Teachers’ Standards Use the assessment matrix on a weekly basis with the trainee to consider progress

For other observations by mentors or other staff please:

Make sure that the target setting box is completed by the trainee before the lesson starts Record evidence of pupil learning

54

Complete a commentary on the lesson Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions

Ideally observers should have the assessment matrix with them during the observation so that feedback regarding strengths and areas for development can be focused on the Teachers’ Standards and their amplification. Targets should also be focused on the amplification of the Teachers’ Standards. Outline expectations by the end of the initial experience placement. We do not expect trainees to achieve the criteria for all of the Teachers’ Standards by the end of the initial experience placement. However if you have concerns that your trainee is not making appropriate progress at any point during the placement please discuss your conc erns with your professional mentor and/or contact a university tutor to arrange an early visit.

55

Lesson Observation Guidance – Sustained Enactment Phase (SEP)

Timeline First week of SEP placement During this period most trainees will spend their time observing others teach and focussing on the ‘Noticing’ strand in their new school environment. They will also undergo an induction into their new school and department. Second and third weeks of SEP placement This is when most trainees will begin teaching again. Please agree with the trainee which of their weekly lessons will be the focus for a formal observation which will be used to generate weekly targets for development. By Easter of SEP placement During this period trainees will build up to their full teaching load of approximately 12 hours per week (50% of an NQT timetable). Please make sure that the agreed formal weekly observation is carried out with the same class and that other observation feedback supports the trainee in achieving their weekly targets. Conducting observations The trainee will be supplied with a new Lesson Observation booklet for this placement and the purpose behind this is the same as in the first placement. Again, the booklet should be given to any person observing a lesson so that:

A lesson observation (using observation proforma 1) should be completed on a weekly basis with the same class by the subject mentor. These lesson observations have the highest priority as they will drive a weekly target-setting process that will help trainees to secure improvements in their practice.

The observation proforma 2 should be used to collect feedback on lessons other than the weekly target-setting observation, and these will be completed by the teacher observing the lesson.

In both cases the forms include spaces for:

The trainee to record:

56

o their target(s) before the observation begins; o their evaluation of the lesson

The observer to record:

o evidence of pupils’ learning; o strengths and points to consider, cross referenced to the Teachers’ Standards; o a brief commentary on the lesson

Roles and Responsibilities – using the lesson observation proforma Trainees should:

Record their target(s) at the top of the form before the lesson starts. Make sure that the target(s) is/are based on the ampl ification of the Teachers’ Standards

Present the booklet to the observer at the start of the lesson

Evaluate the lesson

Subject mentors should:

Make sure that the target setting box is completed by the trainee before the lesson starts Complete a lesson observation with the same class once a week

Record evidence of pupil learning Complete a commentary on the lesson

Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions Complete the target setting boxes including success criteria in discussion with the trainee Use the assessment matrix to make sure that targets are based on the amplification of the Teachers’ Standards

Use the assessment matrix on a weekly basis with the trainee to consider progress For other observations by mentors or other staff please:

Make sure that the target setting box is completed by the trainee before the lesson starts

Record evidence of pupil learning Complete a commentary on the lesson

57

Indicate which Standard(s) is/are being assessed and offer feedback on strengths and points to consider or questions Ideally observers should have the assessment matrix with them during the observation so that feedback regarding strengths and areas for development can be focused on the Teachers’ Standards and their amplification. Targets should also be focused on the amplification of the Teachers’ Standards. Expectations by the end of the sustained enactment placement. All trainees will be expected to have achieved the criteria for all of the Teachers’ Standards by the end of the sustained enactment placement, and will produce a Teaching Standards file to provide evidence to that end. However if you have concerns that your trainee is not making appropriate progress at any point during the placement please discuss your concerns with your professional mentor and/or contact a university tutor to arrange an visit to school.

58

Observation Proforma 1

This lesson observation proforma should be completed on a weekly basis with the same class by

the subject mentor. These lesson observations have the highest priority as they drive the target

setting process.

Trainee: Observer: Date: Group:

Target for this lesson: trainee to complete before lesson begins

Please identify the Standard(s) that are currently targeted. Using the amplification from the matrix may help.

Lesson Commentary

Please use the box below to write a commentary with a focus on evidence of progress and learning in

relation to the target(s) that have been set for this week.

Start

Learning activities (including evidence of progress)

End

59

Observers do not need to comment in every box.

Teachers’ Standards Links to

matrix

Strengths Areas for Development

1 Set high

expectations which

inspire, motivate and

challenge pupils

Matrix best

fit:

□□□

2 Promote good

progress and

outcomes by pupils

Matrix best

fit:

□□□

3 Demonstrate good

subject and

curriculum knowledge

Matrix best

fit:

□□□

4 Plan and teach well -

structured lessons

Matrix best

fit:

□□□

5 Adapt teaching to

respond to the

strengths and needs

of all pupils

Matrix best

fit:

□□□

6 Make accurate and

productive use of

assessment

Matrix best

fit:

□□□

7 Manage behaviour

effectively to ensure a

good and safe

learning environment

Matrix best

fit:

□□□

8 Fulfil wider

professional

responsibilities

Matrix best

fit:

□□□

Overall comment

60

POST-LESSON DISCUSION:

Progress towards meeting weekly target(s). How closely have you met the target set on page 1?

PLEASE SET UP TO THREE TARGETS FOR NEXT WEEK DURING YOUR POST-LESSON DISCUSSION

Target 1

Success criteria

Target 2

Success criteria

Target 3

Success criteria

Trainee summary comments on the lesson:

61

Key Questions relating to

the Standards

Trainee Reflections on the lesson. You do not need to comment in every

box. Please make comments reflective rather than descriptive and think

about how this evaluation can help you to secure improvements in your

practice.

Were your expectations of pupils’ behaviour high enough, did the activities challenge the pupils?

Did the pupils know what you wanted them to do? Did you demonstrate that learning occurred?

Did your own subject knowledge support learning effectively?

Was the lesson structure effective? Did you need to adapt your plan? Did you run out of time? Did you summarise learning?

How did you differentiate the learning activities? Was this strategy effective?

How did you assess the pupils’ new knowledge? What evidence do you have that learning was successful?

Was your management of pupils’ behaviour effective? Are you building positive relationships with them?

62

Observation Proforma 2

This lesson observation proforma should be completed to provide feedback on lessons other than

the weekly target setting observation - to be completed by the teacher observing the lesson.

Trainee: Observer: Date: Group:

Target for this lesson: trainee to complete before lesson begins

Please identify the Standard(s) that are currently targeted. Using the amplification from the matrix may help.

Start

Learning Activ ities (including evidence of learning)

End

63

Observers do not need to comment in every box.

Teacher’s Standards Links to

matrix

Strengths Areas for Development

1 Set high expectations

which inspire, motivate

and challenge pupils

Matrix

best fit:

□□□

2 Promote good progress

and outcomes by pupils

Matrix

best fit:

□□□

3 Demonstrate good

subject and curriculum

knowledge

Matrix

best fit:

□□□

4 Plan and teach well -

structured lessons

Matrix

best fit:

□□□

5 Adapt teaching to

respond to the strengths

and needs of all pupils

Matrix

best fit:

□□□

6 Make accurate and

productive use of

assessment

Matrix

best fit:

□□□

7 Manage behaviour

effectively to ensure a

good and safe learning

environment

Matrix

best fit:

□□□

8 Fulfil wider professional

responsibilities

Matrix

best fit:

□□□

Overall comment

64

Key Questions relating

to the Standards

Trainee Reflections on the lesson. You do not need to comment in every box.

Please make comments reflective rather than descriptive and think about how

this evaluation can help you to secure improvements in your practice.

Were your expectations

of pupils’ behaviour high

enough, did the

activities challenge the

pupils?

Did the pupils know

what you wanted them

to do? Did you

demonstrate that

learning occurred?

Did your own subject

knowledge support

learning effectively?

Was the lesson structure

effective? Did you need

to adapt your plan? Did

you run out of time? Did

you summarise

learning?

How did you

differentiate the

learning activities? Was

this strategy effective?

How did you assess the

pupils’ new knowledge?

What evidence do you

have that learning was

successful?

Was your management

of pupils’ behaviour

effective? Are you

building positive

relationships with them?

65

Secondary PGCE

Quality Assurance of Placement Support

In order to make judgements about our overall effectiveness we need to know the extent to which our partnerships secure consistently high-quality outcomes for our trainees. This QA process is designed to monitor how well we prepare trainees to teach their subject specialism(s) to secondary school pupils.

Outcomes will depend upon:

The overall consistency, coherence and quality of all aspects of the training

Supporting trainees so that they can develop the skills they need through high quality training

The quality of the placements used

Coaching and mentoring processes

Accuracy of assessment

The QA process that we have designed involves carrying-out systematic checks (a minimum of once per school per placement) so that we can monitor the processes required and adapt them in order to secure further improvements. Roles with respect to the QA process are briefly outlined below. School Direct (SD) UPL: University Programme Lead SD PPL: Partner Programme Leader SD SL: Subject Lead PM: Professional Mentor SM: Subject Mentor UPT: University Partnership Tutor

The QA assessor (UPL/PPL or UPT) will conduct school visits within each school in order to audit the roles of the Professional Mentor (PM) and Subject Mentor (SM) and then support the PM in evaluating the effectiveness of the processes within each school.

Role of UPL:

Moderation of judgements across the zone with respect to lesson observation feedback and target setting

Monitor and evaluate that subject support is in place for each trainee

Monitor delivery of GES programme

Role of PPL

Moderation of judgements across the alliance with respect to lesson observation feedback and target setting

Monitor and evaluate that subject support is in place for each trainee

Monitor delivery of GES programme

Role of PM Liaison with and leadership of subject mentors within school

Moderation of judgements across the school

Check that minimum trainee entitlements ( 1 formal written feedback alongside weekly targets) are met

Arrange termly meeting with subject mentors to agree end of term grades

Role of SM

Provide trainees with a minimum of one formal written observation feedback form each week

Hold a weekly meeting with trainees

Set targets for improvement on a weekly basis

Agree summary grades and complete termly report form

Further evidence to support our programme of future development will be gathered from all parties, including trainees, using feedback from questionnaires.

66

Please indicate which activities were included in this visit

Lesson observation □yes □no

Joint observation with school staff □yes □no

Observation of feedback to trainee □yes □no

Observation of GES session □yes □no

Discussion with Professional mentor □yes □no

Discussion with subject mentor □yes □no

Discussion with trainees □yes □no

From the evidence gathered, the school staff are providing support

for the trainee(s) that is enabling them to succeed □yes □no

Additional support for the school required □yes □no

QA Assessor ________________________

Professional Mentor ________________________

Trainee (s) ________________________ ________________________

________________________ ________________________

Name of QA assessor

School visited Date of visit

Names of staff involved in QA

process

Role / job title Nature of meeting(s)

67

QA of Lesson Observation

STAN

DA

RD

Strengths identified by trainee

STAN

DA

RD

Areas for development identified by trainee)

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

Strengths fed back to trainee by PM

Areas for feedback to trainee from PM

Trainee’s strengths (recorded by assessor)

Trainee’s areas for development (recorded by

assessor)

68

The QA process is centred on a discussion between the QA assessor and the PM. The aim is to confirm that

processes are in place to ensure that trainees are able to make progress. Please discuss each bullet point

and tick to confirm that the process has been checked. Summary comments can be made in the box at the

bottom of the page

QA of Professional Mentor role Discussion with PM leading to confirmation of:

□Attendance at mentor training (PM and SMs)

□ Moderated lesson observation judgements

□Support and development of subject mentors to ensure consistency across the school

□ Documentary evidence of GES programme

□Summary of trainees’ evaluations of the placement and awareness of trainee’s strengths

QA of trainees’ knowledge of subject and curriculum development Discussion with PM leading to confirmation of:

□Completion of subject knowledge audits by trainees

□Summary evaluations of the Pedagogy for Learning programme

□Awareness of the importance of tracking trainees’ outcomes in relation to subject knowledge (lesson

observation targets with respect to Teachers’ Standard 3) QA of Subject Mentor role by PM Discussion with PM leading to confirmation of:

□ Regular joint lesson observation of all trainees [PM and SMs] to moderate feedback judgements in school

□Weekly meeting programme (trainee and subject mentor)

□ Constructive weekly verbal and written observation feedback from subject mentor to trainee

□ Weekly target setting process (SM + Trainee) to include ‘SMART’ targets

□Use of assessment matrix to guide the target setting process and review trainee’s progress

□Liaison with other departmental staff who work with the trainee

Summary of discussion with trainees

Summary comments on any of the above leading to identification of strengths and action plan for areas for development

69

Developing Professional Learning Conversations (PLC)

The teacher’s journey towards gaining Qualified Teacher Status and becoming a good teacher can be a rewarding and also stressful experience. An effective professional learning conversation is therefore a supportive and formalized process to help a trainee teacher to reflect on and discuss teaching and learning and classroom practice and to support trainee teachers to meet the Professional Standards for Teachers.

The primary focus of the PLC is on two professional colleagues having a learning conversation about classroom practice or a related topic in order to facilitate professional development. The aim is to enable the use of effective and appropriate learning conversations which will help trainees to be aware of what they do, to identify their own needs and to analyse their own practice.

The content and context of the PLC should be about teaching and learning and predominantly about classroom practice to formalise the process of reflection through learning conversations to add value to the trainees’ experience on placement

All PLC are non-judgemental developmental conversations. PLC do not have to be based upon or the consequence of observations, but may well be.

Procedure Trainee teachers will be introduced to the PLC during the early stages of the PGCE programme to enable them to understand the continuum of the professional learning conversation from ‘needing to be told what to do’ through ‘mentoring’ to ‘coaching’. Trainees will then be able to begin to use the PLC process to inform their reflection for Pebble Pad. Suggested process linking PLC to lesson observation, feedback and reflection on teaching, learning and classroom practice:

Trainee observes a lesson and notices the aspects of teaching, learning and classroom practice

that link to the chosen area of

focus identified through the PLC

Trainee teaches and receives feedback linked to the area of focus and/or targets set. Trainee writes up initial reflections

following the verbal feedback and includes this within their Pebble Pad

portfolio

Trainee has PLC (with mentor or peer) to help to identify targets for development of practice or a focus

for observation of their teaching

70

Professional Learning Conversations (PLCs)

Phases of professional development from beginning ITE to NQT and beyond

Phases Characteristics Training implications Techniques for appropriate and

effec tive PLC

PM’s role Phases

of development

Fully functioning

I have developed my own internal

criteria; I know I am doing a good job. I am always reassessing what I do

I am always trying new things

I am fully committed to the profession

I need self-planned, self-directed and

self-assessed activities in concert with collaborating peers.

I will just keep changing and learning on

my own and in collaboration with colleagues who work likewise

Coaching Facilitating

NQ

T

Sust

ain

ed e

nac

tmen

t p

ha

se P

LCG

& P

LCM

Maturing

PLCM

I do not need any expert support now

I may seeking new personal meanings

and values, I am changing my

perspective on teaching and learning I experiment and improvise quite a lot

I am strongly committed to teaching; I

feel real job satisfaction

I need to work co-operatively with

colleagues, preferably on the job.

I work best with peer support.

I enjoy collaborative planning and

group-based action research. I feel OK about exposing my weaknesses

to others.

Mentoring or coaching when

situation is appropriate.

Supporting

and

challenging or

Facilitating

In

itia

l ex

per

ien

ce p

has

e P

LCB

& P

LC G

Growing

PLCG

I am in danger of stagnating

I need to expand and consolidate my

skills and strategies I am beginning to create my own goals

My commitment to teaching is growing;

I will probably stick with it

I need an external facilitator or observer

who can help analyse my present practice.

I like practical exercises in planning,

teaching and evaluating.

I need expert guidance and help in order

to reflect.

Mentoring

Supporting

and challenging

Becoming

PLCB

I need to know from others that what I

am doing is OK

I have not developed my own goals

I do not feel confident enough to

experiment or improvise I am not sure of my commitment to

teaching

I need a lot of practical activities in all

sorts of areas.

Just tell me how to do it.

I need a bag of tricks.

I enjoy courses that give me lots of tips

for teaching.

Support

instruction and

advice

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Secondary PGCE Placement Handbook · 2015-09-15 · K. Proudfoot Third rotation: William Howard...

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Transcript of Secondary PGCE Placement Handbook · 2015-09-15 · K. Proudfoot Third rotation: William Howard...