Career Entry _ Development Profile by hcj

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									                       The Bishop of Hereford’s Bluecoat School
                                Training School




             CAREER
           ENTRY AND
          DEVELOPMENT
             PROFILE
                                     Teachers’ Standards
                                 Q
                                 C      7, 8, 9
                                 P
                                 E
                                 A




             Please consult Training School website for CPD
               support materials and other useful booklets
                       www.bhbs.hereford.sch.uk


Carol Rushton, Assistant Headteacher
The Bishop of Hereford‟s Bluecoat School, Training School, Tupsley, Hereford, HR1 1UU
Tel: 01432 347529, Fax: 01432 347566, e-mail: trainingschool@bhbs.hereford.sch.uk
Career Entry and Development Profile



New Induction Standards



Evidence for Transition Point One



Evidence for Transition Point Two




Evidence for Core Standard
“Professional Attributes”




Evidence for Core Standard
“Professional Knowledge and Understanding”




Evidence for Core Standard
“Professional Skills”



Evidence for Transition Point Three
                 The Bishop of Hereford’s Bluecoat School

                               Training School

         The Career Entry and Development Profile



   All trainee teachers must be given a Career Entry and Development
    Profile.

   It should summarise the discussion they have had with their ITT providers
    about their areas of strength and professional development priorities.

   As an NQT, the requirement is to share the Profile with the school in order
    to inform and support discussions about professional development
    priorities during the induction period.


The Profile is divided into Transition Points


Transition Point One

Reflecting with tutor on professional development, noting down where you
might find evidence to support your thinking. This section has to be signed by
Trainee and Training Manager.


Transition Point Two

Planning a support programme at the start of the induction period, noting
down evidence to support your thinking. This section has to be signed by the
Induction Tutor and the NQT and relates to the „C‟ Standards.


Transition Point Three

Looking back on induction period and forward to aspirations for continuing
professional development, noting down evidence to support thinking. All
information will need to relate to the Standards for QTS and „C‟ Standards.
   The Bishop of Hereford’s Bluecoat School will produce a file for all
                               Trainees
               “Career Entry and Development Profile”



It will have a subject divider:

Section One           Career entry and development profile.

Section Two           New Induction Standards for Induction of Newly Qualified
                      Teachers and how they relate to the Induction Standards.

Section Three         Evidence for Transition Point One.

Section Four          Evidence for Transition Point Two – Discussion Document


Section Five          Evidence for Induction Standard “Professional Values and Practice”.

Section Six           Evidence for Induction Standard “Knowledge and Understanding”

Section Seven         Evidence for Induction Standard “Teaching”

Section Eight         Evidence for Transition Point Three.
                                                        Evidence for Induction Standards
                                                             Professional Attributes

They continue to meet the requirements of the Professional Values and Practice section of the Standards for the Award of QTS, and build on these.
Specifically, they:
a. Seek and use opportunities to work collaboratively with colleagues to raise standards by sharing effective practice in the school.

„C‟ STANDARDS
1. Professional Attributes

                                                                                            LP     LOA    LOB     SM    InTu     INS   WS    OPR
  1          Have high expectations of children and young people …..
  2          Hold positive values and attitudes and adopt high standards …
  3          Maintain an up-to-date knowledge and understanding …..
  4 (a)      Communicate effectively with learners and colleagues …..
  4 (b)      Communicate effectively with parents and careers …..
  4 ( c)     Recognise that communication is a two-way process …..
  5          Recognise and respect the contributions that colleagues …..
  6          Have a commitment to collaboration and co-operative …..
  7          Evaluate their performance and be committed to improving …..
  8          Have a creative and constructively critical approach …..
  9          Act upon advice and feedback and be open to coaching …..


                                                                        Evidence for PDP

LP = Lesson Plan                      LOA = Lesson Observation (of me)         LOB = Lesson Observation (by me)   SM = Subject Mentor Meeting

InTu = Induction Tutor Meeting        INS = INSET / CPD                        WS = Whole School / Coaching &     OPR = Other Professional
                                                                               Mentoring                          Requirements
                   This grid can also be used as a Needs Analysis document in preparation for Performance Management Interview.
                                  Use first column to enter: S = Secure, D = Developing, ID = In Need of Development
‘C‟ STANDARDS
2. Professional Knowledge and Understanding

                                                                                            LP    LOA    LOB     SM     InTu    INS    WS      OPR
  10         Have a good, up to date working knowledge and under …..
  11         Know the assessment requirements and arrangements …..
  12         Know a range of approaches to assessment, including …..
  13         Know how to use local and national statistical info …..
  14         Know how to use reports and other sources of external …..
  15         Have a secure knowledge and understanding of the subject …..
  16         Know and understand the relevant statutory and non …..
  17         Know how to use skills in literacy, numeracy and ICT …..
  18         Understand how children develop and how the progress …..
  19         Know how to make effective personalised provision …..
  20         Understand the roles of colleagues such as those having …..
  21         Know when to draw on the expertises of colleagues …..
  22         Know the current legal requirements, national policies and …..
  23         Know the local arrangements concerning the safeguarding …..
  24         Know how to identify potential child abuse or neglect and …..
  25         Know how to identify and support children and young people ….


Evidence for PDP

LP = Lesson Plan                      LOA = Lesson Observation (of me)        LOB = Lesson Observation (by me)   SM = Subject Mentor Meeting

InTu = Induction Tutor Meeting        INS = INSET / CPD                       WS = Whole School / Coaching &     OPR = Other Professional
                                                                              Mentoring                          Requirements
                   This grid can also be used as a Needs Analysis document in preparation for Performance Management Interview.
                                  Use first column to enter: S = Secure, D = Developing, ID = In Need of Development
‘C‟ STANDARDS
3. Professional Skills

                                                                                              LOA    LOB    SM      InTu   INS     WS    OPR   LP
  26          Plan for progression across the age and ability range they teach …..
  27          Design opportunities for learners to develop their literacy, …..
  28          Plan, set and assess homework, other out-of-class assignments, …..
  29          Teach challenging, well-organised lessons and sequences …..
  29 (a)      Use an appropriate range of teaching strategies and resources
  29 (b)      Build on the prior knowledge and attainment of those they teach
  29 (c )     Develop concepts and processes which enable learners to apply
  29 (d)      Adapt their language to suit the learners they teach, introducing new
  29 (e)      Manage the learning of individuals, groups and whole classes …….
  30          Teach engaging and motivating lessons informed by well …..
  31          Make effective use of an appropriate range of observation …..
  32          Provide learners, colleagues, parents and carers with timely …..
  33          Support and guide learners so that they can reflect on their …..
  34          Use assessment as part of their teaching to diagnose learners‟ …..
  35          Review the effectiveness of their teaching and its impact on learners‟
  36          Review the impact of the feedback provided to learners and ……..

Evidence for PDP

LP = Lesson Plan                       LOA = Lesson Observation (of me)          LOB = Lesson Observation (by me)   SM = Subject Mentor Meeting

InTu = Induction Tutor Meeting         INS = INSET / CPD                         WS = Whole School / Coaching &     OPR = Other Professional
                                                                                 Mentoring                          Requirements
                   This grid can also be used as a Needs Analysis document in preparation for Performance Management Interview.
                                  Use first column to enter: S = Secure, D = Developing, ID = In Need of Development
‘C‟ STANDARDS
3. Professional Skills

                                                                                           LOA    LOB    SM    InTu   INS   WS    OPR        LP
  37 (a)      Establish a purposeful and safe learning environment …..
  37 (b)      Make use of the local arrangements concerning the safeguarding …..
  37 (c )     Identify and use opportunities to personalise and extend learning …..
  38 (a)      Manage learners‟ behaviour constructively by establishing …..
  38 (b)      Use a range of behaviour management techniques and strategies …..
  39          Promote learners‟ self-control, independence and cooperation ……
  40          Work as a team member and identify opportunities for working ……
  41          Ensure that colleagues working with them are appropriately




                                                                      Evidence for PDP

        LP = Lesson Plan                LOA = Lesson Observation (of            LOB = Lesson Observation (by    SM = Subject Mentor Meeting
                                                        me)                                 me)

InTu = Induction Tutor Meeting                 INS = INSET / CPD               WS = Whole School / Coaching       OPR = Other Professional
                                                                                      & Mentoring                      Requirements
                  This grid can also be used as a Needs Analysis document in preparation for Performance Management Interview.
                                 Use first column to enter: S = Secure, D = Developing, ID = In Need of Development

								
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