Review 5

							REVIEW 5

In last two weeks of Block B with Professional Mentor

Trainee Teachers at risk of failure will need their Review to take place well in advance of
External Examiners’ visits.

Purpose

    To summarise assessment of Teaching Placement 2 Unit.

    To review and validate summative Block B progress (Trainee Teacher, Subject Mentor and
     Professional Mentor prepare, write and agree the end of Block B report).

    To refine targets for Enrichment Phase


Preparation by Trainee Teacher

    In the week before your Review with your Professional Mentor, fill in the appropriate (trainee
     teacher) boxes of Record of Review 5 and pass to your Subject Mentor for the addition of
     his/her report. You are requested to use the pro-forma electronically – this will enable
     you to alter the boxes to suit your own needs and to share with mentors and tutors.

    Update all school experience files, and SK audit.

    Ensure you have discussed your SM’s comments prior to meeting with your PM.

Bring with you:

    This completed Review record.

    School Experience File and weekly reflection / self-evaluations.

    Completed assignment activities and subject development tasks, as appropriate.

    Enrichment Phase timetable.

    Record of Direct Contact and tutorials for Block B


Outcomes of the Meeting

    To confirm assessment of Teaching, referring to all of The Standards.

NB      The Professional Mentor MUST indicate whether the judgement is that your
        progress enables you to PASS the TP2 Unit by signing the last section of Review 5
        in your presence.


        A signed copy of Review 5 should be sent to the Programmes office a.s.a.p. after
        the Review meeting.
MANCHESTER METROPOLITAN UNIVERSITY
INSTITUTE OF EDUCATION

IN PARTNERSHIP WITH SECONDARY SCHOOLS AND COLLEGES

RECORD of REVIEW 5 and SCHOOL EXPERIENCE REPORT for BLOCK B

Name of Trainee Teacher………………………………                          Subject…………………………..…...........

Name of Reviewer………………………………………..                            School / College……………………........
(Professional Mentor)

Contextual Description of the School / College (to be completed by the Professional Mentor)
Please include details including number on roll, age range, type of school, ………..




Report of Trainee Teacher’s overall development during Block B
Please make reference to achievements in whole school professional issues (including pastoral responsibilities) and
to areas for future professional development. Make explicit reference to the Standards / Programme Outcomes /
Progress Indicators




Professional Mentor comments are also requested on following pages.
S1 Set high expectations which inspire, motivate and challenge pupils
Record of Development Please make reference to your School Experience File and the evidence contained there
i.e. your planning documentation, lesson and weekly evaluations, observations from mentors and tutors and pupil
assessment records.




Subject Mentor Report (& Prof. Mentor if appropriate)




S2 Promote good progress and outcomes by pupils
Record of Development Please make reference to your School Experience File and the evidence contained there
i.e. your planning documentation, lesson and weekly evaluations, observations from mentors and tutors and pupil
assessment records.




Subject Mentor Report (& Prof. Mentor if appropriate)
S3 Demonstrate good subject and curriculum knowledge
Record of Development Include reference to your subject knowledge & understanding across all aspects of the
subject and age range taught, including your use of ICT in teaching, and strategies for promoting high standards in
literacy.




Subject Mentor Report (& Prof. Mentor if appropriate)




S4 Plan and teach well structured lessons
Record of Development Please make reference to your School Experience File and the evidence contained there
about the quality of your planning, assessment, evaluation, the learning environment and team work.




Subject Mentor Report (& Prof. Mentor if appropriate)
S5 Adapt teaching to respond to the strengths and needs of all pupils
Record of Development Please make reference to your School Experience File and the evidence contained there
about the quality of your planning, assessment, evaluation, the learning environment and team work with particular
reference to planning for diversity and individual needs and differences.




Subject Mentor Report (& Prof. Mentor if appropriate)




S6. Make accurate and productive use of assessment
Record of Development: Please make reference to your School Experience File and the evidence contained
there about the quality of your planning, assessment, monitoring and evaluation of pupils learning.




Subject Mentor Report (& Prof. Mentor if appropriate)
S7 Manage behaviour effectively to ensure a good and safe learning Environment
Record of Development Please make reference to your School Experience File and the evidence contained there
with a focus on behaviour management and the links pupils learning .




Subject Mentor Report (& Prof. Mentor if appropriate)




S8 Fulfil wider professional responsibilities
Record of Development Please refer to:- your professional relationships within the school and the department,
your ability to accept advice and constructive criticism, evaluative skills, your ability to set appropriate targets and
take measures to achieve these and communication with parents and carers.




Subject Mentor Report (& Prof. Mentor if appropriate)
 PART TWO: PERSONAL AND PROFESSIONAL                            Record of Development Please make reference to
 CONDUCT                                                        your School Experience File and the evidence contained
                                                                there.
 Teachers uphold public trust in the profession and
 maintain high standards of ethics and behaviour,
 within and outside school, by
        treating pupils with dignity, building relationships
         rooted in mutual respect, and at all times
         observing proper boundaries appropriate to a
         teacher’s professional position having regard for
         the need to safeguard pupils’ well-being, in
         accordance with statutory provisions

         showing tolerance of and respect for the rights
          of others
         not undermining fundamental British values,
          including democracy, the rule of law, individual
          liberty and mutual respect, and tolerance of          Subject Mentor Report (& Prof. Mentor if
          those with different faiths and beliefs               appropriate)
         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,
         Teachers must and maintain high standards of
          attendance and punctuality.
         Teachers must have an understanding of,
          and always act within, the statutory
          frameworks which set out their professional
          duties and responsibilities.




 Agreed Targets for Enrichment Phase – explicit statements to identify aspects of Standards not
 yet covered – Professional Mentor: please make reference to each section of the Standards.




Summary of Progress Indicators
                                                                                                 Making
                                                                                                                               Moving
                                                                           No opportunity     unsatisfactory
                                                                                                               Meeting the    Beyond
                                                                            to meet the     progress towards
                                                                                                               Standards     Satisfactory
 PART ONE: TEACHING                                                          Standard          meeting the
                                                                                                                                 G/O
                                                                                               Standards

 S1 Set high expectations which inspire, motivate and
 challenge pupils

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

 (b) Set goals that stretch and challenge pupils of all backgrounds,
 abilities and dispositions

 (c) Demonstrate consistently the positive attitudes, values and
 behaviour which are expected of pupils
 S2 Promote good progress and outcomes by pupils
 (a) be accountable for pupils’ attainment, progress and outcomes

 (b) plan teaching to build on pupils’ capabilities and prior knowledge
(c) guide pupils to reflect on the progress they have made and their
    emerging needs


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

(e)    encourage pupils to take a responsible and conscientious
      attitude to their own work and study.
S3 Demonstrate good subject and curriculum knowledge

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


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

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

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


(e) if teaching early mathematics, demonstrate a clear
    understanding of appropriate teaching strategies.
S4 Plan and teach well structured lessons
(a) impart knowledge and develop understanding through effective
    use of lesson time

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

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

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

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

S5 Adapt teaching to respond to the strengths and needs
of all pupils

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


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

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

(d) have a clear understanding of the needs of all pupils, including
    those with special educational needs; those of high ability; those
    with English as an additional language; those with disabilities;
    and be able to use and evaluate distinctive teaching approaches
    to engage and support them.
S6. Make accurate and productive use of assessment

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

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

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


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

S7 Manage behaviour effectively to ensure a good and
safe learning Environment

a)   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


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

c)   manage classes effectively, using approaches which are
     appropriate to pupils’ needs in order to involve and motivate
     them
d)   maintain good relationships with pupils, exercise appropriate
     authority, and act decisively when necessary.



S8 Fulfil wider professional responsibilities

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

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

(c) deploy support staff effectively


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

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




ASSESSMENT OF BLOCK B (TP2)                                                               PM Signature


Has the trainee completed all the assignment activities and subject development tasks?
Has the trainee completed the attendance requirements of the placement (attendance form
signed)?
Has the trainee maintained a Record of Professional Development?
Given the current phase in the programme, and the opportunities available to the trainee, the moderated (i.e.
agreed between MMU tutor and PM / SM) assessment of the trainee in TP2 is:


The trainee is meeting the Standards, i.e. consistently operating against the majority of
the criteria in the Satisfactory column of the Progress Indicators.
                                                                                   PASS

The trainee is making unsatisfactory / slow progress towards meeting ALL ASPECTS of the
Standards consistently (i.e. operating against many of the criteria in the ‘Unsatisfactory
progress’ or Making Progress towards’ columns of the Progress Indicators)
                                      EXTENDED PERIOD OF TEACHING REQUIRED
                                      INTO ENRICHMENT PHASE – DEFER JUDGEMENT

The trainee is making unsatisfactory progress towards meeting the Standards (i.e.
consistently operating against many of the criteria in the ‘Unsatisfactory progress’ or
Making      Progress     towards’   columns       of    the    Progress      Indicators)
NB has Remediation been carried out?
                                                                                    FAIL


Signatures:       Professional Mentor      ……………………………………                         Date
                  Subject Mentor           ……………………………………
                  Trainee Teacher          ……………………………………
                   University Tutor (at Review 6) …………………………                      Date



Trainee keeps one copy of this Record of Review (four pages) in their RPD file, one copy should
be retained by the Professional Mentor, school sends one copy to the Placements Office at Crewe
or Didsbury, trainee sends one copy to their Personal Tutor (preferably by e-mail.