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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? http://www.gold.ac.uk/3d/pgce/ 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 tutors • 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 validated. • 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 trained. 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 observation. 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 form. Homework 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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