ITP and the standards by bes0Ttrq


									            What is an ITP?
Individual training plan

What is an ITP for a Goldsmiths
        PGCE student?
Progress check, a record of achievement, a log of
experiences, attendance summary, a reflection tool,
personalised plan, an action plan, continuing
professional development tool.
What support is available to help
   you to compile you ITP?
     What sort of evidence should I include in my QTS Progress Record?

    Evidence for judgements about meeting the Standards can be gained
    from a variety of sources. Direct evidence from teaching could include
    the following:
•   lesson plans and schemes of work
•   teaching materials and other resources
•   lesson observation notes by school and college tutors and other teachers
•   students’ written evaluations of their teaching
•   homework set
•   targets set for pupils
•   assessments of pupils’ work
•   systems for monitoring pupils’ work
•   records of assessment
    Wider sources of evidence could include:
•   reflection on, and evaluations of, teaching in discussions with school and college
•   observation of students’ interactions with parents, teaching colleagues and others
•   participation in, and contribution to, departmental, pastoral and other staff meetings,
    and school in-service training
•   written assignments and portfolio tasks
•   photographs of displays
•   records of school trips and visits
When should I re-visit my QTS Progress Record
                 and Profile
At three key profile points on the programme - end of the First School
Experience, middle and end of the second School Experience. Students
should use their profile to record areas of strength and further development
in order to set targets.

At each profile point, mentors should enter a grade by ringing the
appropriate category for a student’s performance for each of the Standards
and an overall assessment grade. These are relevant to the stage you are at
on the course. The descriptors are:

1) Outstanding
2) Good
3) Satisfactory
4) Unsatisfactory

The grades are based on a holistic assessment of a student’s progress and
are arrived at through discussion between student and mentor.
  So…. what makes a good or
 outstanding piece of evidence?
• It is something you have thought carefully about.
• You have demonstrated an understanding of
  how theory and practice are linked.
• You have produced the material and evaluated
  its impact or effectiveness.
• There is evidence that your evidence has been
• The evidence is presented, as a package.
Q14 Have a secure knowledge and understanding of their
subjects/curriculum areas and related pedagogy to enable them to
teach effectively across the age and ability range for which they are
I attended a lecture about quantum physics.
I used questions from an A-level text to update my
subject knowledge.
I confidently taught basic quantum mechanics to
my A-level physics class. I produced resources and
selected appropriate texts to explain the principles
of quantum theory.
See series of 3 KS5 lessons, resources and formal
observation feedback from my mentor. Yr 12,
Spring term 2012, SE2.
Q23 Design opportunities for learners to develop
their literacy, numeracy and ICT skills
                                       It sounds like allowing the
   Good, the IWB                      children to use the IWB is a
   is being used.                     special occasion, it would be
                                         nice if it was the norm.

• I used the IWB for teaching the lesson and I
  allowed pupils to come up and use the board
  SE1, 7Q Acids & Alkalis 26.04.12
                                                    Good, its
                                                referenced. I’ll be
How did this impact on the pupils                able to find this
learning experience?                            piece of evidence
How was this evidence corroborated?                   easily.
I used the IWB to teach a lesson about rivers. I
tried to use the board to do more than present
information, I decided to use a programme
called XXXX. The pupils particularly enjoyed the
main activity and towards the end of this section
of the lesson I checked their understanding
using a quiz. Pupils came to the board and
selected the correct answer, they were engaged
and motivated. SE1, 7Q Acids & Alkalis 26.04.12
– lesson plan, resources and informal lesson
Q1 Have high expectations of children and young people including a
commitment to ensuring that they can achieve their full educational
potential and to establishing fair, respectful, trusting, supportive and
constructive relationships with them.

   SE1 24/10/09 Yr 8 Lesson on ‘Rocks’ I
   differentiated the work so that all children in my class
   were challenged. The G & Ts were given more probing
   questions to stretch and extend them whilst EAL pupils
   were given a writing frame. See lesson plan,
   resources and informal observation feedback
1.   Get a file and dividers (7 dividers).
2.   Print out your contents list and file at the front of your ringbinder.
     Label your dividers according to the sections in the contents page.
3.   Read section 1 and do required actions.
4.   Print out the summary of QTS standards, have a read. File this
     sheet in the appropriate section.
5.   Print out the Pen portrait – what grade am I? Read and file this
     sheet in the appropriate section.
6.   Print out or download your attendance self verification form. Fill
     it in weekly.

     Your subject tutor will talk about your ITP with you again. Make
     sure you have done points 1-6 and compiled your folder for your
     subject specific ITP session. Your subject tutor will want to see
     your lovely file!

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