VIEWS: 0 PAGES: 54 POSTED ON: 2/27/2013
BA(Hons) Primary Education PROFESSIONAL DEVELOPMENT PROFILE Name Specialist Subject Year of entry PDT Professional Development Portfolio Contents Section A Overview Curriculum Vitae DfE reference number CRB confirmation (not certificate) Evidence of personal accomplishments and achievements e.g. certificates / testimonials from employers / ... CEDP Section B Summary of Progress Records of meetings with PDT Profile statements Personal Action plans Reflective Journal Section C Record of Partnership Placements Summary of placements Tracking of experiences across the curriculum and age ranges School Attendance Register Record of Observations of Experienced Teachers Self directed placements Section D Assessment of Progress in Partnership Placements Summative School Experience reports Summative Assessments against the Standards for QTS School Placement Feedback (Interim assessments) Section E Assessment of Progress Against the Standards Introduction to Standards’ Terminology The Standards Evidence of Progress towards the Standards TDA Skills Test Certificates ICT Portfolio (separate file) Section F Assessment of Progress in University Based Assessments Annual mark profile provided by Registry University Based Assessments: records of assignment grades including copies of assignment feedback sheets Audits of knowledge and understanding Introduction Developing as a Reflective Professional Your QTS programme at Winchester is the beginning of a cyclical process of development and reflection that will continue throughout the BA programme, your NQT year and beyond. The university and school based elements of your course are designed to provide you with experiences that will enable you to develop in ways consistent with our vision of the Winchester student: Motivated, interested, enthusiastic and curious A confident practitioner who is able to integrate subject knowledge and pedagogical understanding, and who appreciates the significance and importance of doing this A natural team member Someone who questions received wisdom; politically astute and critically engaged with current policy A professional risk taker and a creative thinker A reflective practitioner who is willing to change his / her mind The programme aims to enable you to develop into a ‘thinking professional’, or ‘reflective practitioner’. That is, someone who can justify why they are doing what they are doing in the particular way they are doing it. You need to demonstrate that you both understand what it is that an effective teacher needs to know and be able to do, that you possess the necessary knowledge and skills and that you can employ them consistently in your practice. Alongside this emerging professionalism, the programme supports you in meeting requirements for the Professional Standards for Qualified Teacher Status (QTS). While the Standards cannot encapsulate all that is special about a very good practitioner, they serve as a useful benchmark against which you can review progress and set yourself targets as your training progresses. Teachers, Tutors and External Examiners will ask, “How did you go about addressing that Standard and how has addressing it helped in your development as a teacher?" This Portfolio will help you to evidence you answers. Q7 (a) Reflect on and improve their practice and take responsibility for identifying and meeting their professional needs. (b) Identify priorities for their early professional development in the context of induction Professional Standards for Qualified Teacher Status (TDA 2007) The Professional Development Profile provides a structure to track your progress (academic and professional attainment) throughout the programme. It provides a record of your achievements, action planning and evidence that you are working towards both the Standards for QTS and the appropriate academic related award. Your development as a teacher has already started. You will have participated in a range of pre-programme experiences and begun to read a variety of literature that will serve as a good basis for further development. You will doubtless have thought long and hard about why you want to do this programme, what you are bringing to it and what you want to gain from it. It is recognised that students enter the programme with differing levels of previous experience, knowledge and understanding, and they learn and develop at different rates. To reflect this diversity and to provide the opportunity for you to shape and reflect on your own learning, the PDP provides a vehicle to personalise your experiences. This document is given to you in hard copy for reference. Much of your documentation can be kept and revised electronically. By the end of your programme you will achieve an academic award and evidence of achievement of all the Standards for the award of Qualified Teacher Status. Cycle of record keeping within PDP University based assignments Feedback from assignments Reflection on feedback to inform and set personal academic and professional targets Actions related to personal targets SE placement Feedback on professional practice Reflection on feedback to inform and set personal targets Actions related to personal targets Review and update action plan Section A Overview Record of Pre - Programme Experiences Curriculum Vitae TRN reference number CRB confirmation (not original certificate) Evidence of personal accomplishments and achievements e.g. certificates / testimonials from employers CEDP Section B Summary of Progress Record of meetings with PDT Personal Action plans Reflective Journal (this may be kept separately) The Reflective Practitioner What is reflection? Reflection is the concept behind your PDP and reflective journal. Educational research indicates that the incorporation of reflective processes into teaching actively enhances student learning, promotes learners’ self-awareness and self- motivation. Undertaking reflective activities helps you to move from the activity of learning, to a deeper understanding of how you learn. It also helps to integrate learning, by enabling you to group together a set of experiences and identify the common elements. Each Semester you will meet with your Professional Development Tutor who will: o act as a point of contact for individual students, to help students through the system and be a point of contact for referral on to other staff or departments where necessary. o meet new personal students by the end of the first week of term and to maintain sufficient contact with students to be able to draft a meaningful reference for each student. o keep a written record of all contact with individual students. o act as a mediator for the student should the need arise, for example, with a Module Leader. o be a contact point for students wishing to discuss their personal development plans. o advertise their availability for individual appointments o be responsible for drafting a reference for students when required and on leaving The University of Winchester. You should have at least two review meetings with your Professional Development Tutor each academic year. Although provisional dates for these meetings are set in the calendar, these are not always possible: It is your responsibility to confirm or rearrange these meetings: please do not wait for your Professional Development Tutor to contact you. The Professional Development Profile is used as a basis for discussion at these meetings so please take it with you to each meeting. The purpose of the meetings is to review your progress to date, to discuss academic and professional progress and to set targets for personal progress and development in the next phase of your programme. Please note that your Professional Development Tutor writes your reference for your first post and is greatly helped by these meetings. You will be required to self-evaluate and create action plans for your further professional and academic development at key points in the programme, including prior to and following block School Experience. These plans personalise your learning, enabling you to track targets set by staff and tutors in Partnership placements, tutors in relation to University based work and yourself in response to the range of experiences provided during the year. As you set yourself targets or others set you targets, in feedback from discussions, assignments or school experiences, you should add these to your record. An action plan format is included in this booklet, and you will discuss other models during the course. (This is available in electronic form on the Learning Network.) In the Target Section list required knowledge or skills aspects of pedagogy experiences or discussions that will support progress Ensure these are SMART ( specific, measurable, achievable, realistic and time related) In the Action Section list revision exercises that you need to complete websites/curriculum resources that need investigation books/articles to be read observations, discussions or specific experiences in schools In the Evidence Section state the location of detailed evidence, such as subject knowledge file(provide subject section and date) school experience file (provide section and date) self directed placement reference The aim of the reflective journal is to develop your ability to take responsibility for your own professional development through reflecting on your learning. Although the programme is taught in separate modules, the reflective journal allows you to consider it holistically, inter-relating your learning from University, school (self directed and University arranged placements), prior experience and self-study. The journal supplements the subject file notes you keep and allows you to reflect on your progress as a whole, inter-relating the different elements. The form of the journal is up to you, but it is vital part of your learning experience. The journal is for your own personal use, although you may be asked to select and discuss entries made as directed tasks in some sessions or with your PDT. You should be able to use the reflective journal: as a record of the development of your thinking and learning; to draw together the different programme strands; Professional Studies, Curriculum Studies, Specialist Subject and in particular link them to Professional Practice / School Placement Experiences; to reflect on the key programme themes of identity, culture, pedagogy and Rights Respecting Education; to develop your critical analysis through inter-relating readings, lectures, practice and discussion from seminars; to prepare for your contribution to taught sessions; as support in preparing assignments and for reflection following completion of assignments; as a basis for discussion with your Professional Development Tutor. The University of Winchester - BA (Hons) Primary Education Initial Student Profile Statement: Review with Professional Development Tutor This pro forma should be used for your first individual tutorial with your Professional Development Tutor in your first term. It is also available in electronic form on the Learning Network and via the portal on the Faculty of Education pages under profiles. Please reflect on your academic studies, experiences and skills that you are bringing to the programme. Record three or four areas of previous significant achievement which will contribute to your continued development. Include skills from previous employment and experience which may support your academic study and professional development. Prior experience, skills and Evidence knowledge At your tutorial, you will identify three to five key performance targets to help you improve your academic and professional skills, knowledge and understanding. Record these on the target sheet. At this stage these should relate to the expectations for students at the start of an ITE programme. For each target, suggest what you need to be able to do to achieve this target. BA Primary Education Record of meetings with PDT Semester 1 Semester 2 Date Reason Action Date Reason Action Year 1 Year 2 Year 3 Year 4 BA Primary Education Record of Meeting between Student and PDT Name of Student: Personal Tutor: Date of Meeting: Matters Arising Tutor / Student Review of coursework assignments Review of professional development Summary of progress and additional comments Action to be taken by whom and by what date: Signed………………………………… ………………………………………….. The University of Winchester - BA (Hons) Primary Education Format 1 Student Action Plan Please note, in this version, your strengths are recorded in your Standards evidence Date: ____________ What needs to be developed? How this will be achieved? (seminars, Timescale Achieved: TARGET observations, reading, teaching etc.) for Date and location of ACTION completion EVIDENCE Academic development Progress towards the Standards 1. Professional attributes Relationships with children and young people Frameworks Communicating and working with others Personal professional development 2. Professional knowledge and understanding Teaching and learning Assessment and monitoring Subjects and Curriculum Literacy, numeracy and ICT Winchester Student PDP Achievement and diversity Health and well-being 3. Professional skills Planning Teaching Assessing, monitoring and giving feedback Reviewing teaching and learning Learning environment Team Working and Collaboration Notes from discussion: Student................................................... Tutor.......................................... Date........... (PDT / Link Tutor / Teacher Tutor / Other Please state role) The University of Winchester - BA (Hons) Primary Education Post School Experience Review Section 1 – Areas of particular strength Strengths Refer to Professional Standards Date and location of EVIDENCE and SE Reports Professional Attributes Professional Knowledge and Understanding Professional Skills Academic Skills Section 2 – Areas for Professional Development Development Areas Refer to Professional Standards Date and location of EVIDENCE and SE Reports Professional Attributes Professional Knowledge and Understanding Professional Skills Academic Skills The University of Winchester - BA (Hons) Primary Education Student Action Plan for School Experience and Academic Studies Name : Year Group : Date of Action Plan: ____________ What needs to be developed? How this will be achieved? (seminars, Timescale Achieved: TARGET observations, reading, teaching etc.) for Date and location of ACTION completion EVIDENCE Academic development Progress towards the Standards 1. Professional attributes Relationships with children and young people Frameworks Communicating and working with others Personal professional development 2. Professional knowledge and understanding Teaching and learning Assessment and monitoring Subjects and Curriculum Literacy, numeracy and ICT Achievement and diversity Health and well-being 3. Professional skills Planning Teaching Assessing, monitoring and giving feedback Reviewing teaching and learning Learning environment Team Working and Collaboration Notes from discussion: Student................................................... Tutor.......................................... Date........... (PDT / Link Tutor / Teacher Tutor / Other Please state role) Section C Record of Partnership Placements Summary of placements Tracking of experiences across the curriculum and age ranges School Attendance Register Record of Observations of Experienced Teachers Self directed placements Summarise your number of days in schools and settings below: use the tracking sheets to provide the detail Year of programme Number of Days Pre programme 1 2 3 4 Self Directed Placements Total number of days Tracking Experience in Different Age Phases This grid should be used to track experience in different age groups and to plan for further development. It should indicate the number of hours/days/weeks spent in each year and should include: Pre-course school experience Annual block school experience Experience outside the base class during block SE Intermittent experience, such as with subject groups, Specialisms, Options or ATP Self directed placements Foundation Key Stage 1 Key Stage 2 Key Stage 3 Nursery Reception Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Year 1 Year 2 Year 3 Year 4 Tracking Student Experience of Teaching Curriculum Subjects Ensure that you show in which year of your course you gained the experience and which age group of children were involved. Student’s Name: Year of Entry: Observation/ Other eg projects, INSET days in school, Key Stages 1 & 2 participation in sessions Planning and teaching Assessment discussion with subject leader, resources planned by teachers English Maths Science ICT Special Subject Art DT Geography History Music PE RE Tracking Student Experience of teaching EYFS Areas of Learning Ensure that you show in which year of your course you gained the experience and which age group of children were involved. Student’s Name: Year of Entry: Observation/ Other eg projects, INSET days in school, Foundation Stage participation in sessions Planning and teaching Assessment discussion with subject leader, resources planned by teachers Personal, social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Physical Development Creative Development Summary of types of schools and settings experienced during programme Type of school or setting (Primary, single Location Size Other significant features key stage, denominational, special, (rural, urban, inner-city) nursery, Childrens centre, museum) Introduction to School Placement Attendance Register Students must record their attendance in school on the Attendance Register by placing a tick in each blank box in ink. (Shade University based days and Bank Holidays.) Absences should be indicated by a cross (X). The teacher tutor must sign the register at the end of each week. If for any unforeseen reason a student has to be absent from school experience, the school and University must be informed immediately. The University must also be informed when the student returns t o school so that the number of days missed can be recorded. All absences should be notified to the Partnership Office as either an Unauthorised Absence or Authorised Absence. Please inform Esther Apps, email@example.com in the Partnership Office, your school and your link tutor. Unauthorised absences are those that have not been agreed in advance with the teacher. Such absences must be explained and accounted for and registered with the Partnership Office immediately. Authorised absences are those that are known about in advance and are deemed to be justifiable by the Head Teacher. Such absences must be explained and registered with the Partnership Office before the absence occurs, so that the Partnership Manager can formally authorise the absence. The School Placement Attendance Register must be available for inspection upon request by any member of the Staff of the School or Faculty. The completed register must be kept in your file until the end of the SE and then handed in to the Partnership Office. NOTE: Falsifying the Attendance Register may results (and indeed has resulted), in automatic failure of the programme on grounds of unprofessional behaviour. UNIVERSITY OF WINCHESTER RECORD OF STUDENT ATTENDANCE Student’s Name: _____________________________________ School: ___________________ Dates of SE: ____________________ Week Starting Teacher tutor Monday Tuesday Wednesday Thursday Friday signature Teacher’s signature at end of practice:__________________________________ Date: _______________________ Please return to School Partnership Office at the end of the practice Progress Form for School Placement IMPORTANT Ask your teacher tutor to sign this before you begin the block, then place at the front of your file behind your target sheet. Student’s Name: …………………………………………………………………….. Placement: ……………………………………………………………... Teacher Tutor: ……………………………………………………. I have discussed the PDP with my Placement teacher tutor I have discussed Health and Safety responsibilities with a member of staff. Signature of Student: ………………………………………………….. Signature of Teacher Tutor: …………………………………… Date: ……………………………….. Primary Partnership Record of Student’s Observations of Experienced Teachers Your name: ………………………………..School: ……………………………………. Date Who you observed Role e.g. Focus (which Year group) Teacher / SENCO Insert your Observation Forms behind this overview Student Teaching and Learning Observation Form Use this form to observe teaching and learning in lessons by your teacher tutor or other teachers in the school. This works best when you decide to focus on just one or two things. Date/ Time Class/ age/ teacher Main curriculum subject focus Key learning intentions for the lesson Focus of observation (e.g. behaviour management, introduction, questioning, managing groups, use of resources, interactive teaching, plenary, transitions) Notes (Consider both teaching strategies and pupil learning responses) Notes discussed with teacher? YES/NO Personal targets set as a result of observation: Self-Directed Placement Report Name of student: Year: Proposed placement / setting: Address: Target(s): Specific TDA Standard(s): CRB Number: I am in receipt of an Enhanced CRB Certificate and there has been no change in my status Signature of student: Date: Placement contact: Position in organisation: Telephone: Name of PDT: Signature of PDT Date: 2] To be completed by the student and countersigned by the placement manager Total number of days spent in placement: Dates: Signature of teacher/placement manager Comments by teacher/placement manager 3] To be completed by the student and initialled by placement manager Student Self-Evaluation TDA Standard Student Comment Teacher/Manager Initials Signed (Student) ………………………………………………………………………….. Name (Print) Student PDP Section D Assessment of Progress in Partnership Placement For each School Experience include: o Summative School Experience report: A copy of this Assessment form should be handed to the Partnership office o Feedback on your progress (Interim Assessments) Link tutor feedback Teacher tutor feedback Other feedback on progress towards the Standards Put the last school experience at the FRONT of this section, with consecutive placements behind this Section E Assessment of Progress against the Standards Introduction to Standards’ Terminology The Standards Evidence of Progress towards the Standards TDA Skills Test Certificates ICT Portfolio (separate file) Standards for the recommendation for Qualified Teacher Status (QTS) Introduction Your Evidence of Progress towards the Standards ensures that you maintain evidence of achievements and development. From the start of the programme you should note the myriad of things that are helping you to develop your knowledge, understanding and skill. At specified dates, you will be asked to self assess the evidence that you have collected in order to identify appropriate targets to ensure that you obtain sufficient evidence by the end of the final school experience. Recording and reflecting on your professional development doesn’t stop at the end of the programme. You will use this PDP to complete a Career Entry and Development Profile, which you will present to your employing school as the starting point for the next stage of your professional development as a reflective practitioner. TDA CEDP Resources: http://www.tda.gov.uk/teachers/induction/cedp.aspx As you enter your NQT year, the PDP file should represent the systematic collection of evidence and reflection on which you have built your success as a new teacher. 1. These standards for QTS are applicable from September 2007. The framework includes the standards for main scale teachers, those who have progressed through the threshold and Excellent and Advanced Skills Teachers. 2. The framework of standards is arranged in three interrelated sections covering: a Professional attributes b Professional knowledge and understanding c Professional skills 3. The recommendation for the award of qualified teacher status is made by an accredited Initial Teacher Training (ITT) provider following an assessment which demonstrates that all of the QTS standards have been met. No teacher may begin their induction period until they have met all of the standards and been recommended for QTS. 4. All the standards are underpinned by the five key outcomes for children and young people identified in Every Child Matters and the six areas of the Common core of skills and knowledge for the children’s workforce. The work of practising teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the development and well-being of children and young people 5. Note on the terminology used in the Standards The term ‘learners’ is used instead of ‘children and young people’ when learning per se is the main focus of the standard. It refers to all children and young people including those with particular needs, for example, those with special educational needs, looked after children, those for whom English is an additional language, those who are not reaching their potential or those who are gifted and talented. The term ‘colleagues’ is used for all those professionals with whom a teacher might work. It encompasses teaching colleagues, the wider workforce within an educational establishment, and also those from outside with whom teachers may be expected to have professional working relationships, for example early years and health professionals and colleagues working in children’s services. The term ‘classroom’ is used to encompass all the settings within and beyond the workplace where teaching and learning take place. The term ‘workplace’ refers to the range of educational establishments, contexts and settings (both in and outside the classroom) where teaching takes place. The term ‘subjects/curriculum areas’ is used to cover all forms of organised learning experienced across the curriculum. For example, areas of learning in the foundation stage, broad areas of curricular experience and learning through play in the early years, thematically structured work in the primary phase, single subjects, vocational subjects and cross-curricular work in the 14–19 phase. The terms ‘lessons’ or ‘sequences of lessons’ are used to cover teaching and learning activities wherever they take place, whatever their nature and length, and however they might be organised, and are applicable to all educational phases and contexts. Where the phrase ‘parents and carers’ is used, it is understood that the term ‘parents’ includes both mothers and fathers. 'The term ‘well-being’ refers to the rights of children and young people (as set out, and consulted upon, in the Every Child Matters Green Paper and subsequently set out in the Children Act 2004), in relation to: - physical and mental health and emotional well-being - protection from harm and neglect - education, training and recreation - the contribution made by them to society - social and economic well-being. The term `personalised learning,’ means maintaining a focus on individual progress, in order to maximise the capacity of all children and young people to learn, achieve and participate. This means supporting and challenging each learner to achieve national standards and gain the skills they need to thrive and succeed throughout their lives. ‘Personalised learning’ is not about individual lesson plans or individualisation, where children are taught separately, largely through a one-to-one approach. The Standards for the recommendation for Qualified Teacher Status (QTS) The QTS standards are divided into three broad sections: Professional attributes Professional knowledge and understanding Professional skills The TDA has broken down each section into smaller units. Professional Attributes Professional Knowledge Professional Skills Q1 – Q9 and Understanding Q22 – Q33 Q10 – Q21 Relationships with children Knowledge and Planning Q1, Q2 understanding of teaching Q22, Q23, Q24 and learning Q10 Frameworks Knowledge and Teaching lessons and Q3a, Q3b understanding of sequences of lessons assessment and monitoring Q25a, Q25b, Q25c, Q25d Q11, Q12, Q13 Communication and Knowledge and Assessing, monitoring and collaboration understanding of subjects giving feedback Q4, Q5, Q6 and curriculum Q26a, Q26b, Q27, Q28 Q14, Q15 Personal professional Knowledge and Reviewing teaching and development understanding of literacy, learning Q7a, Q7b, Q8, Q9 numeracy and ICT Q29 Q16, Q17 Knowledge and Learning environment understanding of Q30, Q31 achievement and diversity Q18, Q19, Q20 Health and well-being Team working and Q21a, Q21b collaboration Q32, Q33 You are required to ensure that you have evidence for every Standard by the end of your programme Monitoring of Evidence towards the Standards The Standards Evidence will demonstrate progress towards achievement of all the Standards for QTS. You are strongly advised to record what evidence you are collecting on a regular basis. These Standards could be said to refer to the thinking, the knowing and the doing of being a teacher and it is within this framework that you will collect evidence for your final assessment. Previous Students have recounted how spending ten minutes or so every evening reflecting on the key events of the day has proved an invaluable method of keeping on top of this and made compiling Standards Evidence easy to do and useful for teachers and tutors to check. You can always replace evidence as you gain stronger evidence. Evidence Please refer to the Guidance to accompany the Standards for Qualified Teacher Status (QTS) on the TDA website. This is regularly updated and provides useful questions to ensure that you provide the appropriate evidence. What you cite as Evidence must be verifiable and specific. For example, stating that you ‘Taught Y2 group’ on a given day says little about what you achieved, how and why you consider it an important step in your development. Stating that you ‘Produced differentiated work sheets and monitored the motivation and learning. See Teaching File: Lesson Plan and Evaluation – Maths, 24.2.10’ is more helpful. You may also cite written feedback from tutors and teachers as evidence, for example ‘Teacher tutor feedback indicates resources well used to meet needs of most and least able in class. See Portfolio 3.2, Lesson Obs. 24.2.10.’ Please note that you may focus on specific Standards for some experiences (such as visiting schools to observe phonics lessons) Remember to collate this evidence in your final document. The full document should be included in the records presented to the Partnership Office at the end of your programme. You cannot be awarded QTS until we have received this copy. Example of Standards evidence for Q32 Team Working and Collaboration Evidence Location Q32 ‘When planning you consulted with teacher, talking about children’s learning, objectives and progression’. SE File- Teacher Tutor feedback on group lesson 14/10/09 Q32 ‘Attended staff meeting reviewing the Assessment and Behaviour Policy’. SE File- Teacher Tutor Weekly Feedback 17/10/09 Q32 ‘Discussions with the SENCO have helped you to personalise planning and consider individuals when SE File- Link Tutor Feedback- planning whole class lessons.’ 27/2/09 Q32 ‘You have built some good relationships with colleagues and are able to use them for advice and support. SE File- Headteacher feedback- You are part of the team here and all staff accept you as that.’ literacy lesson 11/3/09 Q32 and Q33 ‘You engage in professional conversations with various colleagues within the school to share not SE File- Teacher Tutor Weekly only your good practice but also to gain ideas and develop your own practice.’ Feedback- WK3 – 18th – 22nd May 09. Q32. I have had discussions with the deputy head about my class and their ability / behaviour, to exchange ideas SE File- Weekly Evaluation- on effective practice so as to improve my management of the class’ needs. WK3- 18th – 22nd May 09. Q32 ‘She showed good professional values this week in attending and taking part in the staff meeting and we SE File – Deputy Head feedback have arranged to work on the classroom over the holidays’. 13/5/09. Q32 I have worked alongside the MFL Co-ordinator to plan and implement MFL (German) lessons. I have also SE File- Weekly Review- WK 3- discussed EAL chn’s progress and individual needs (pre-teaching vocabulary opportunities / assistance in lessons). 18th- 22nd May 09. The University of Winchester BA Primary Tracking Document - Standards for the Award of Qualified Teacher Status This table should be used for recording evidence contributing of your progress in achieving the standards. The evidence could refer to your course files (which include assignments). In this case, refer to location as PS, Eng, Ma, Sci, ICT, F (foundation- add subject), SS (special subject- add subject). For some standards the most significant evidence will be from School Experience (SE): include placement number. 1. Professional attributes Evidence Location Those recommended for the award of QTS (Q) should: Relationships with children and young people 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. Q2 Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Frameworks Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work. (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation. Communicating and working with others Q4 Communicate effectively with children, young people, colleagues, parents and carers. Q5 Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people and to raising their levels of attainment. Q6 Have a commitment to collaboration and co-operative working. Personal professional development Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs. (b) Identify priorities for their early professional development in the context of induction. Q8 Have a creative and constructively critical approach towards innovation, being prepared to adapt their practice where benefits and improvements are identified Q9 Act upon advice and feedback and be open to coaching and mentoring. 2. Professional knowledge and Evidence Location understanding Those recommended for the award of QTS (Q) should: Teaching and learning Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Assessment and monitoring Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Q12 Know a range of approaches to assessment, including the importance of formative assessment. Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Subjects and Curriculum Evidence Location 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. Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas, and other relevant initiatives applicable to the age and ability range for which they are trained. Literacy, numeracy and ICT Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT) Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities Achievement and diversity Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 Know how to make effective Evidence Location personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Q20 Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs. Health and well-being Q21 (a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. (b) Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. 3. Professional skills Evidence Location Those recommended for the award of QTS (Q) should: Planning Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge. Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills. Q24 Plan homework or other out-of- class work to sustain learners’ progress and to extend and consolidate their learning. Teaching Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they: (a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion; (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives; (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively; (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson. Assessing, monitoring and giving feedback Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies. (b) Assess the learning needs of those they teach in order to set challenging learning objectives. Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development. Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Reviewing teaching and learning Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary. Learning environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts. Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence. Team Working and Collaboration Q32 Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them. Q33 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil. TDA Skills Tests At some point during the final year you will need to take on-line tests set by the TDA in each of the following areas: Literacy Numeracy ICT These tests can be taken at a test centre run by Pearson VUE. For more details go to http://www.tda.gov.uk/skillstests.aspx They can be taken simply by making a booking online. Our advice is that you take these tests earlier rather than later. Leaving them to the last minute will almost certainly create unnecessary pressure for you at the end of the programme. Attempt the examples online and if you feel you need further support contact Study Skills in Student Services or Richard Cole, Academic Support Tutor. When you complete each test successfully you will automatically be issued with a pass notification. Insert the original copies of your successfully completed test certification in this section. You cannot be awarded QTS or teach without passing these tests. Your TDA Skills Test certificates can be stored in this section Section F Assessment of Progress in University Based Assessments Place the feedback sheets here Add the annual mark profile at the front of the appropriate set Include formative reports as appropriate Use these assessments to set further targets in your action plans Annual mark profile provided by Registry University Based Assessments: records of assignment grades including copies of assignment feedback sheets Audits of knowledge and understanding Achieving your Academic Award Your degree progresses through different levels as set by the QAA. Your A levels were at Level 3. In YEAR 1 you will work at level 4 to develop: knowledge of the underlying concepts and principles associated with the area(s) of study, and an ability to evaluate and interpret these within the context of that area of study an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of the subject/s to be able to: evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work communicate the results of study/work accurately and reliably, and with structured and coherent arguments undertake further training and develop new skills within a structured and managed environment. and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. In YEAR 2 you will work at level 5 and will develop knowledge and critical understanding of the well-established principles of area(s) of study, and of the way in which those principles have developed ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study an understanding of the limits of own knowledge, and how this influences analyses and interpretations based on that knowledge. be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. will have: the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. In YEARS 3 and 4 you will work at level 6 and will develop a systematic understanding of key aspects of the field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline an ability to deploy accurately established techniques of analysis and enquiry within a discipline conceptual understanding that enables you to o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline an appreciation of the uncertainty, ambiguity and limits of knowledge the ability to manage your own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). be able to: apply the methods and techniques that you have learned to review, consolidate, extend and apply knowledge and understanding, and to initiate and carry out projects critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions to a problem communicate information, ideas, problems and solutions to both specialist and non- specialist audiences. and will have: the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts the learning ability needed to undertake appropriate further training of a professional or equivalent nature Reread these descriptors, together with the Marking Guidance, as you prepare your work for submission and then on receipt of your feedback sheets. Use them to set yourself appropriate targets, Guidance on marking individual assignments Class and Marks Descriptor grade 1st class 80 – Work at this level will show an outstanding mastery of the 100% material, a high level of awareness of the controversies and Grade A* critical standpoints and present a sustained analytical argument. It will offer genuine insights and present a constructive, independent and original line of thought. The candidate will relate the topic under consideration to wider issues, and make valid generalisation in moving from the empirical to the abstract. Correct referencing techniques will be used throughout. Written work at this level should demonstrate a high standard of literacy. There will be no errors in grammar, spelling and punctuation. Work at this level will show mastery of the material, 1 Class 70- awareness of the controversies and critical standpoints and 79% the ability to sustain an analytical argument. It will also offer Grade A genuine insights and show the ability to develop a constructive, independent or original line of thought. The candidate will show a recognition of how the topic under consideration relates to wider issues, and an ability to make valid generalisations in moving from the empirical to the abstract. Correct referencing techniques will be used throughout. Written work at this level should demonstrate a high standard of literacy. There will be no errors in grammar, spelling and punctuation. 2.1 60- Work at this level displays a high level of competence in 69% knowledge and analysis. It will show an awareness of Grade B controversies or critical standpoints and the ability to make appropriate connections and distinctions. It falls short of First Class through failure to sustain a high level of perception or of original thought, and is distinguished from Second Class (Second Division) by the grasp and insight it shows and the adroitness of its argument. Written work at this level should not contain a significant number of grammatical, spelling or punctuation errors. 2.2 50- Work at this level would normally display sound knowledge 59% and an average capacity to advance a case and to deploy Grade C information, though without sophisticated analysis. Work might be placed in this category if an essentially descriptive approach combined with soundness of argument and competent coverage of the topic. Written work of this standard should not contain a large number of grammatical, spelling or punctuation errors. 3rd 40- Work in this category would normally display some, though 49% possibly superficial, knowledge. While showing recognition of Grade D the main implications of a question, it would tend to adopt a factual and descriptive (rather than analytical or interpretative) approach. Work at this level is likely to be adequate but undistinguished and limited in awareness or incomplete in treatment of topic. Written work may contain several errors of grammar, spelling and punctuation. Meaning may be impeded by weak sentence construction. Fail 35- Work in this mark range will normally be characterised by 39% some weakness in one or more of the following areas: a level Grade F of failure to fully advance or defend a coherent argument based on sufficiently relevant or detailed evidence. Inadequacy of expression may bring a Third Class answer into this category. Where meaning is seriously impaired by the sentence construction and/or written work is flawed by an unacceptable number of spelling and/or punctuation errors, assignments should not be awarded above 39. Fail 0-34% Work at this level will be characterised by one or more of the following weaknesses: total failure to consider the questions Grade F set; gross inadequacy of expression, material or lack of knowledge; inability to advance and defend a coherent argument based on relevant evidence. Written work flawed throughout by an unacceptable level of grammar, spelling and punctuation. SUPPORTING, IMPROVING AND ENHANCING YOUR ACADEMIC SKILLS As you begin to submit assignments you may be aware of the need for additional support. This may be related to a particular need, or just a desire to improve your grade. The Study Skills Department at Winchester provides a wide range of support to meet the needs of all levels of student, so there is help at hand. Tailored sessions for your year group Look out for courses that have been specially laid on for you. You will find these advertised on the Learning Network or emailed directly to you. Take advantage of these courses. They have been offered because it has been recognised that previous years have needed guidance at this time. Generic study skills courses You will see many different courses advertised on the Portal. There are courses on Essay Writing, Punctuation, Grammar, Parts of Speech, Presentation Skills, Using your Voice in the Classroom, Working Effectively in Groups and many others. Pick up a programme from Student Services Reception or visit the Study Skills web pages. Courses just for you If the course you require is on a date that does not fit your timetable, email firstname.lastname@example.org and request a course on a date to suit you. (A minimum of 5 students is required for this request.) One to one or consultations You can book to see a study skills adviser, either in person at Student Services Reception or email email@example.com. The sessions last 45 minutes and are available on most days including Monday, Tuesday and Thursday after 5pm. Study Skills Drop-In On Wednesday mornings from 9-12, students can drop in to Student Services Reception and meet with a study skills adviser. These sessions are typically 30 minutes, but if no student is waiting you may have a longer consultation. Always bring work with you to show the adviser. Study Skills Resources The Study Skills Department has a wide range of user-friendly resources specially designed for students here at the university. Pop in to MB42 to look over the resources available or make a request at Student Services Reception. Be proactive When you collect your next marked assignment, read through the comments and recommendations. Address any issues positively. Take steps to improve as soon as possible. The support is available now. The Study Skills Coordinator is Rosie Johnson ext 7197, MB42 For all bookings, telephone ext 7341 or email firstname.lastname@example.org.
Pages to are hidden for
"PDP_2011-12.docx"Please download to view full document