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					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, itepartnership@winchester.ac.uk 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.



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                 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
studyskills@winchester.ac.uk 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
studyskills@winchester.ac.uk. 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 studyskills@winchester.ac.uk.

				
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