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					East Sussex Primary Graduate Teacher Programme
Stage Three




                                                                2009/2010

                                                 Third Profile Report – due 23rd May 2010

Please send completed form to Alan Taylor, GTP Co-ordinator, Personnel and Training, East Sussex County Council, County Hall,
                          Lewes, East Sussex BN7 1SW. A copy should also be given to the Trainee




Trainee                                                         School




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                               Guidance
The Grading Descriptors
For the purposes of assessment, the QTS Standards (2007) have been clustered into five areas.
   A. Professionalism (Q3a; Q3b; Q21a; Q21b; Q7; Q8; Q9)
       Professional responsibilities, personal professional development, evaluation & reflective practice

    B. Subject knowledge (Q14; Q15; Q16; Q17)
       Knowledge and understanding of the curriculum, TDA skills tests

    C. Teaching and learning (Q10; Q18; Q19; Q22; Q23; Q24; Q25; Q29; Q30; Q31)
       Planning, teaching, learning environment, achievement and diversity; review and evaluation

    D. Assessment (Q11; Q12; Q13; Q26a; Q26b; Q27; Q28)
       Assessment for learning, use of data, monitoring and feedback

    E. Working with others (Q1; Q2; Q4; Q5; Q6; Q20; Q32; Q33)
       Relationships, communication, team working and collaboration


Using the criteria to grade performance
The grade criteria are accumulative – those making judgements need to check that the satisfactory criteria have been met before using the
‘good’ or ‘outstanding’ characteristics to make a judgment at a higher level N.B. A grade of ‘unsatisfactory’ in any of the sections should
trigger a request for additional support;

Trainees should not be expected to demonstrate all characteristics all of the time, or all of them at the same time, to be awarded that grade.
The characteristics are intended to describe the features that indicate that a trainee is performing at that level. It is a ‘best fit’ model.

Please use the outcomes of Profile to establish your priorities for your CEDP




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                           Looking Back - Profile Report
A. Professionalism
Frameworks
Q3 (a) Be aware of the professional duties of teachers and the statutory framework within which they work.
Q3 (b) Be aware of the policies and practices of the workplace and share in collective responsibility for their implementation
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.

Personal professional development
Q7 (a) Reflect on and improve their practice, and take responsibility for identifying and meeting their developing professional needs
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

                         Satisfactory                                                             Good                                                               Outstanding
   Has developed a good understanding of the professional            Has developed an impressive understanding of the                       Able to take on professional responsibilities of teacher’s
responsibilities of teachers.                                      professional responsibilities of teachers.                              role professionally and effectively
   Is aware of the statutory duties of teachers and their             Seeks advice at an appropriate stage in relation to, for               Evaluation of their teaching is rigorous, accurate and
responsibilities in relation to legislation and duties             example, learners’ special educational needs                            focuses specifically on what pupils have achieved in lessons. It
   Able to judge when they may need advice and help, for              Takes appropriate responsibility for their own and                 is used effectively to improve their teaching.
example in matters of child protection or confidentiality          learners’ safety in the classroom and during off-site activities or         Able to reflect on their experience as a trainee teacher,
   Evaluations of practice are constructively critical and they   visits                                                                  and on the knowledge, skills and expertise they have
take increasing responsibility for their own professional              Able to critically evaluate their practice in highly reflective    developed
development.                                                       way and are keen to be proactive in pursuing their own                      Able to critically appraise their own and others’ practice in
   Able to understand the wider contextual implications of        professional development.                                               the light of innovation and to develop their own practice as a
innovative practice                                                    Able to discuss important general issues related to                result
   Responds well to mentoring and coaching, always acting         change in education as well as in their own classroom practice              Takes the initiative, thinks rigorously and pursues their
on advice and feedback in order to improve their practice              Responds extremely well to mentoring and coaching,                 professional development across the whole life of the primary
                                                                   giving thoughtful consideration to advice and feedback before           school.
                                                                   acting to improve their practice                                            Sets challenging targets for their own professional
                                                                                                                                           development – with evidence of implementation and further
                                                                                                                                           review taking full account of feedback from trainers and other
                                                                                                                                           professionals that they work with
Using the information above, identify key strengths in this area:




Overall grade for this section:                  Unsatisfactory                            Satisfactory                                   Good                                  Outstanding
Please circle/mark X



East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
A. Professionalism
With reference to the grading criteria above, evaluate the effectiveness of your practice   Evidence (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                             Looking Back - Profile Report
B. Subject knowledge
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, 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.
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.

                       Satisfactory                                                        Good                                                           Outstanding
   Demonstrates secure knowledge and understanding of             Developing very secure knowledge and understanding             Subject knowledge and understanding of the core subjects,
curriculum areas and related pedagogy, and know how to          of the core subjects, ICT and other primary subjects and        ICT and other primary subjects is at an overall high level.
use ICT appropriately in their teaching                         related pedagogy to enable them to teach these with                Able to use this knowledge to illuminate and enrich their
   Demonstrate the ability to apply their own depth of         confidence and use ICT effectively to enhance their teaching.   teaching and inspire pupils
subject knowledge to support learners in acquiring                  Plans reflect an understanding of what needs to be            Encourages pupils to ask challenging questions and answers
understanding and skills, often showing understanding,          learned and how pupils will be taught                           them accurately or encourages pupils to find out for themselves or
through application, of a range of different approaches to          Explain new ideas in ways that are relevant and            from each other
ensure all learners make progress                               meaningful to pupils                                               Extends pupils learning by providing relevant first hand
   Extends pupils’ learning by providing relevant                  Extend pupils’ learning by providing relevant first had    experience drawing on different contexts and a wider body of
experiences                                                     experiences, drawing on links with other subjects or areas      knowledge or links with other subjects or areas
   Selects and use appropriate resources                           Able to cater for the more able and those with special        Confident and competent in their use of ICT, applying it
                                                                educational needs                                               productively to support their teaching and pupils’ learning.
                                                                    Selects and use appropriate resources that interest and
                                                                challenge pupils
   ALL skills tests must be passed before Final Assessment
Using the information above, identify key strengths in this area:




Overall grade for this section:                   Unsatisfactory                          Satisfactory                                Good                                Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
B. Subject Knowledge
With reference to the grading criteria above, evaluate the effectiveness of your practice   Evidence (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                            Looking Back - Profile Report
C. Teaching and learning : 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.

                         Satisfactory                                                         Good                                                          Outstanding
   Identifies and builds upon prior knowledge and skills            Plans reflect an understanding of what needs to be               Learning Intentions are very clear and they build on what
when planning                                                  learned and how pupils will be taught                                has gone before, pupils’ understanding and the flexibility and
    Thought has been given to how skills and understanding       Identifies Learning Intentions and success criteria and          range of approaches to achieve them, taking account of pupils’
will be built up                                               takes account of previous learning                                   differing needs
    Shows what the learning objectives are and what the          Gives support staff a good framework for their work and              Differentiated success criteria allow all pupils to make
pupils will be doing                                           indicators of how to adapt it for individual pupils with SEN         good progress
    Where published materials are used, these are modified       Provides a good framework for challenging more able                  Planning is used flexibly to embrace new ideas, feedback
to meet the needs of the class                                 pupils                                                               from formative assessment and unexpected progress
    Indicates what support staff are supposed to do              Has planned tasks to assess children’s progress and                  Where published materials are used these are modified
    Has evidence of differentiation                           attainment                                                           to meet the needs of the environment, prior attainment and
                                                                  Extend pupils’ learning by providing relevant first had          styles of learning and teaching
    Identifies opportunities to assess children’s progress
                                                               experiences, drawing on links with other subjects or areas               Extend pupils learning by providing relevant first hand
    Extends pupils’ learning by providing relevant                                                                                 experience drawing on different contexts and a wider body of
experiences                                                       Able to cater for the more able and those with special
                                                               educational needs                                                    knowledge or links with other subjects or areas
    Selects appropriate resources                                                                                                      Homework or other out-of-class work takes account of
    Able to provide homework which consolidates learning         Select and use appropriate resources that interest and
                                                               challenge pupils                                                     learners’ attainment, needs and interests
    Files include sequences of planning which show                                                                                     Plans to assess and record completed homework
clear learning outcomes and indicate how progress and             Able to provide homework which consolidates and
                                                               extends learning                                                         Files include evidence of clear and deep
achievement will be monitored and assessed                                                                                          understanding of how to plan for progression – stages in
                                                                  Files include sequences of planning which show
                                                               clear links between expected outcomes and how progress               learning, different rates of progress, identifying clear
                                                               will be monitored and assessed, with outcomes used in                strands of progression and steps in learning
                                                               subsequent planning
Using the information above, identify key strengths in this area:




Overall grade for this section:                   Unsatisfactory                           Satisfactory                               Good                                Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
C. Teaching and learning: Planning
With reference to the grading criteria above, evaluate the effectiveness of your practice   Evidence (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                       Looking Back - Profile Report
C. Teaching and learning : Teaching skills
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.
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) manage the learning of individuals, groups and whole
Q29 Evaluate the impact of their teaching on the progress of all learners, and modify their planning and classroom practice where necessary
                          Satisfactory                                                            Good                                                          Outstanding
   Teaches lessons which generate some significant                  Teaches a range of work with a reasonable degree of             Demonstrates flexibility in adapting teaching strategies,
learning                                                         effectiveness, generating some significant learning              for example, to challenge and extend learners, or to help them
   Teach lessons that are almost always at least good, and          Selects appropriate teaching strategies which they use      overcome barriers;
often shows characteristics of outstanding                       very effectively to enable pupils to make progress and develop       Teaches structured lessons and/or sequences of work
   Uses several different teaching and learning strategies      their knowledge, understanding and skills.                       imaginatively and independently, generating learning of
effectively                                                          Expectations in lessons are based upon thoughtful and       substance and quality;
   Explains and communicates concepts and skills to pupils      thorough analysis of pupils’ prior achievements                      Teach lessons that invariably capture the interest of
clearly                                                              Skilful in explaining and communicating new concepts        learners, that feature lively and healthy debate between
   Evaluates the impact of their teaching thoughtfully in       and skills to pupils                                             learners and teacher, and between learners;
order to improve teaching and learning                               Teaches lessons that are at least good, often                   Shows insight into pupils’ learning needs and ensure that
                                                                 outstanding, and always includes some good features so that      pupils make good progress across all curriculum areas
                                                                 all (in most cases) learners’ progress is never less than            Consistently establishes the point, purpose and structure
                                                                 sufficient to meet the intended learning objectives              of the lesson, including communicating learning objectives;
                                                                     Teach in ways that engages learners’ interests so that      skillfully explains the main learning points, processes or
                                                                 they become fully involved in the lesson;                        concepts;
                                                                     Makes creative use of resources                                 Demonstrates flexibility and adaptability – changing tack
                                                                     Demonstrate depth of subject knowledge and                  to respond to what actually happens in the lesson
                                                                 understanding of how to overcome barriers to learning such as        Successfully differentiates teaching to take account of
                                                                 low levels of literacy or numeracy                               learners’ needs;
                                                                     Evaluates the impact of their teaching perceptively and         Pupils learn and make good progress
                                                                 uses this to improve teaching and learning                           Able to make realistic judgements about their impact on the
                                                                                                                                  progress of individual learners
Using the information above, identify key strengths in this area:



Overall grade for this section:                 Unsatisfactory                            Satisfactory                              Good                                Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
C. Teaching and learning: Teaching skills
With reference to the grading criteria above, evaluate the effectiveness of your practice   Evidence (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                           Looking Back - Profile Report
C. Teaching and learning : 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.


                        Satisfactory                                                            Good                                                           Outstanding
   Organises and manages time and resources to support               Manages classroom environment, organisation and time               Creates and maintains a positive, purposeful, safe,
learning objectives and enable pupils to learn effectively          effectively and thoughtfully to support learning.                  secure and stimulating learning environment;
   Makes use of effective behaviour management strategies             Makes very good use of resources available, including             Demonstrates knowledge of a wide range of imaginative
to establish a framework for classroom discipline, in line with     ICT, to create a stimulating environment and to enthuse and        and effective strategies to promote good behaviour and
the school’s expectations.                                          motivate their pupils.                                             establish a purposeful learning environment
                                                                       Deploys and manages colleagues such as TAs effectively            Ensures that learners know the boundaries of acceptable
                                                                       Employs effective classroom and behaviour management           behaviour and understand the consequences of their actions
                                                                    strategies and techniques to maintain a purposeful                    Understands the link between learners’ behaviour and
                                                                    atmosphere.                                                        their involvement and engagement with a lesson
                                                                       Aware of relevant health and safety concerns when using           Knows how to judge the suitability and value of out-of-
                                                                    equipment                                                          school contexts
                                                                       Plans out-of-school learning experiences that                     Aware of ways of working constructively with on-site
                                                                    demonstrate knowledge and awareness of health, safety and          professionals before, during and after out-of-school learning
                                                                    safeguarding requirements                                          opportunities

Using the information above, identify key strengths in this area:




Overall grade for this section:                    Unsatisfactory                            Satisfactory                                Good                                Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
C. Teaching and Learning: Learning environment
With reference to the grading criteria above, evaluate the effectiveness of your practice   Evidence (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                          Looking Back - Profile Report
C. Teaching and learning : 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 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.

                         Satisfactory                                                          Good                                                          Outstanding
   Has a good understanding of the developmental stage of           Shows a reflective understanding of the range of factors         Has formed an accurate view of children’s development,
their pupils                                                      that affect the development, progress and well-being of           progress, well-being and needs
   Appreciates the range of factors that can affect pupils’      learners                                                              Understands how various factors can present barriers to
development, progress and well-being                                  Understands how to take account of this to personalise       learning, progress and well-being, and how these barriers
   Knows how to use this knowledge to personalise                provision for pupils,                                             might be overcome
provision for their pupils                                            Celebrates diversity and promotes equality and inclusion.        Able to take account of the key factors that contribute to
   Knows how to take practical account of diversity                  Shows ability to take practical account of diversity and     the development, progress and well-being of learners
   Able to use data, including pupil-level data, to inform       promote equality and inclusion                                        Able to use the principles and techniques of assessment
planning and teaching and support learning and identify targets       Takes account of the range of learners’ needs through an     for learning in order to achieve personalisation;
relating to specific groups of learners                           inclusive approach                                                    Knows the value of listening to children and young
   Differentiates tasks, activities and resources effectively to     Able to identify the needs of specific groups of learners    people, and taking account of pupil voice
support individuals and groups of learners linguistic             including, for example, the gifted and talented, those with
backgrounds                                                       special educational needs (SEN), those with disabilities, those
   Knows how to seek support and advice on EAL, SEN,             for whom English is an additional language (EAL), and those
disability and diversity                                          from diverse social, cultural, ethnic, religious and linguistic
   Actively promotes equality and inclusion                      backgrounds
Using the information above, identify key strengths in this area:




Overall grade for this section:                   Unsatisfactory                           Satisfactory                                Good                                Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
C. Teaching and learning : Achievement and diversity
With reference to the grading criteria above, evaluate the effectiveness of your practice   References (Annex(es) in which any
in this area                                                                                additional evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                            Looking Back - Profile Report
D. Assessment, monitoring and feedback
Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas 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.
Q26a Make effective use of a range of assessment, monitoring and recording strategies
Q26b 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

                         Satisfactory                                                            Good                                                            Outstanding
   Demonstrates a good level of understanding of                      Shows clear understanding of and ability to use a range            Adept and confident in using a range of assessment
assessment requirements                                             of assessment strategies matched well to the intended learning      strategies, reflecting a very good understanding of the theory
   Understands the school’s approach to assessment                 outcomes                                                            and practice of assessment.
including use of level descriptors                                      Always ensures learners understand the purposes of                 Monitors learners’ progress to evaluate quickly how well
   Can use different approaches to assessment                      tasks and activities                                                things are going to be able to change the approach during the
   Uses assessment for learning (AfL) strategies                       Able to use the school’s approach to assessment using          lesson, or subsequently if necessary;
   Can articulate the importance of formative assessments          level descriptors and has experience of moderating and                  Able to provide detailed feedback and targets to
and knows how to use these effectively to help raise the            interpreting assessments                                            individual learners that is focused well to ensure further
attainment of pupils                                                    Has a clear understanding of assessment requirements           progress
   Demonstrates effective use of oral feedback in lessons          and how the school goes about preparing learners for                    Able to interpret and use the school’s performance data
                                                                    assessments,                                                        to judge starting-points and target levels of attainment.
   Understands the benefits of involving learners in the
assessment of their own learning
                                                                        Is aware of the available data sets in school and how              Can articulate the value of a range of assessment
                                                                    these are used and can set realistic targets for achievement        approaches, including formative assessment and the
   Able to make use of group and individual targets, and           based on the data available                                         contribution that pupil level data can make to learning and
knows how these are generated
                                                                        Regularly gives constructive and useful oral and written       teaching, and to raising achievement
   Files show evidence of monitoring and recording                 feedback using the school’s marking policy                              Provides oral and written feedback that is accurate,
learners’ progress
                                                                        Files show evidence of monitoring and recording                helpful, supportive and constructive and which focuses on
                                                                    learners’ progress and how the outcomes from this are used in       strengths as well as areas for development
                                                                    subsequent planning                                                     Files show evidence of monitoring and recording
                                                                                                                                        learners’ progress and how the outcomes from this are used in
                                                                                                                                        subsequent planning – with a clear focus on individuals and
                                                                                                                                        groups
Using the information above, identify key strengths in this area:



Overall grade for this section:                    Unsatisfactory                             Satisfactory                                Good                                 Outstanding
Please circle/mark X




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
D. Assessment, monitoring and feedback
With reference to the grading criteria above, evaluate the effectiveness of your   Evidence (Annex(es) in which any additional
practice in this area                                                              evidence may be found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                                            Looking Back - Profile Report
E. Working with others
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.
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.
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.
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.
                      Satisfactory                                                          Good                                                                   Outstanding
    Takes an active and thoughtful approach to             Takes a thoughtful and sometimes innovative or creative                        High and demanding expectations, based on thorough
raising the achievement of all pupils in the class      approach to raising the achievement of all pupils in the class                  analysis of pupils’ prior achievements.
    Consistently demonstrates and promotes                 Consistently demonstrates and promotes positive values                         Contributes creatively and fully to the life of the school
positive values                                             Creates opportunities to make meaningful contributions to the                  Has established very good relationships with pupils,
    Makes useful contributions to the corporate life   corporate life of the school                                                    teachers and other adults
of the school                                               Communicates with pupils and colleagues in a highly professional               Have a rapport with learners – high quality dialogue and
    Communicates with pupils and colleagues in a       and sensitive manner.                                                           questioning, guiding learning, attention to individuals and
professional and sensitive manner;                          Fully appreciates the contribution that others, including                  groups
    Has a good understanding of the roles and          parents/carers, make to raising attainment.                                         Demonstrates ability to listen, build empathy, consult and
contributions of colleagues, parent and carers              Collaborates very effectively as a member of a team and                    negotiate effectively
    Collaborates very effectively as a member of a     appreciate the contribution that others make to raising attainment.                 Demonstrates sensitivity in relation to communicating
team, playing a full and active role                        Understands the roles of colleagues who provide specialist                 information about a child’s or young person’s progress
    Works effectively with other adults in the         support and their responsibility to refer pupils to them                            Able to involve other adults effectively in the work of the
classroom                                                   Knows how to utilise colleagues’ expertise to support the well-            classroom by drawing on their specific insights or expertise or
    Recognises and can discuss the roles of            being and progress of all learners, including those with special                Involve them in contributing to pupil assessment and record
colleagues who provide a range of specialist support    educational needs and disabilities                                              keeping,
    Communicates effectively with colleagues               Communicates very effectively and sensitively with colleagues                  Contributes to planning when working with others, for
working in the classroom                                working in the classroom to support pupils’ learning.                           example, specialist or year group teachers, teaching
                                                                                                                                        assistants, or during in-service training sessions
                                                                                                                                            Works collaboratively and constructively with specialist
                                                                                                                                        teachers and other colleagues
Using the information above, identify key strengths in this area:


Overall grade for this section:                    Unsatisfactory                            Satisfactory                                 Good                                 Outstanding
Please circle/mark X



East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three

                                      Self-evaluation and review of evidence
E. Working with others
With reference to the grading criteria above, evaluate the   Evidence (Annex(es) in which any additional evidence may be
effectiveness of your practice in this area                  found)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088
East Sussex Primary Graduate Teacher Programme
Stage Three
                                                                Primary GTP 2009/2010

                                                               THIRD PROFILE REPORT

Number of formal lesson observations completed during Term 5:

Number of observed lessons judged as satisfactory or better:

Number of observed lessons judged to be unsatisfactory:

Unsatisfactory lessons observed by:


Are any areas still graded as unsatisfactory? (If so GTP coordinator should be alerted immediately)

                                                                                                      YES   /NO

If YES has the trainee been made aware?                                                               YES   /NO

If YES has a Request For Additional Support been made?                                                YES   /NO

Is trainee ready for Final Assessment? (All areas graded as at least satisfactory)                    YES   /NO

Signed ………………………………………………………………………………                                            Date ……………………………….
(School Based Tutor )

Signed ………………………………………………………………………………                                            Date ……………………………….
(Professional Tutor)

Signed ………………………………………………………………………………                                            Date ……………………………….
(Trainee)




East Sussex Primary Graduate Teacher Programme
Tel 01273 481408 or 01273 482088

				
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