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									INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT




    Contents
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
INITIAL TEACHER EDUCATION COORDINATOR MENTOR PRINICPAL SUBJECT TUTOR SUPPLEMENT
                                                                                                                           2010-11




                                                _with_schools




                   EDUCATION
                                                                                               Subject Tutors

                                                                             SECONDARY
                                                                                           for ITE Coordinators,
                                                                                           Mentors and Principal
                                                                                                                     Handbook Supplement




               GRADUATE SCHOOL OF
                                                                                          Example Documentation




                                    www.exeter.ac.uk/education/partnership
                                                                                         Checklists, Proformas and
Contents



Initial Teacher Education Coordinator Checklist .................................................. 3
Mentor Checklist: Spring Term ......................................................................... 6
Mentor Checklist: Summer Term ...................................................................... 8
Principal Subject Tutor Checklist Spring Placement ........................................... 11
Principal Subject Tutor Checklist Summer Placement ........................................ 13
Quality Assurance Record Spring Placement .................................................... 15
Quality Assurance Record Summer Placement ................................................. 18
Professional Standards For QTS ..................................................................... 20
Prompt Questions For The Framework For Dialogue About Teaching ................... 21
Framework For Dialogue: Blank ..................................................................... 23
Profile Descriptors ........................................................................................ 24
Agenda Form ............................................................................................... 26
Example Of Annotated Agenda ....................................................................... 28
Learning Focuses For Agendas ....................................................................... 29
Practice Agenda ........................................................................................... 30
Annotated Agenda ........................................................................................ 31
Lesson Observation Form .............................................................................. 32
Lesson Observation Notes ............................................................................. 33
Weekly Development Meeting Record ............................................................. 34
Action Plan 3 ............................................................................................... 35
Example Of Completed Action Plan 3 .............................................................. 36
Reflection On Achievement And Progress ........................................................ 37
Example Of Completed Rap 2 ........................................................................ 39
Formative Report 2 ...................................................................................... 41
Formative Report 4 ...................................................................................... 43
Extension And Enrichment Plan ...................................................................... 45
Cause For Concern Letter .............................................................................. 46
Cause For Concern Action Plan ....................................................................... 47
Final Summative Report ................................................................................ 48
Frequently Asked Questions .......................................................................... 49




                                                    2
Initial Teacher Education Coordinator Checklist


                                                             GRADUATE SCHOOL OF EDUCATION
                                                                  Secondary PGCE 2010/11
                                                   INITIAL TEACHER EDUCATION COORDINATOR CHECKLIST


ITEPO = ITE Partnership Office                                CEDP = Career Entry Development Profile
PST = Principal Subject Tutor                                 ITEC = ITE Coordinator
Sup Conf = Supervisory Conference                             IDP = Individual Development Portfolio

Date        ITEC                        PST                   Mentor                Trainee                      UVT
                                                      AUTUMN TERM
Sep         Ensure relevant staff       1 day Induction for   1 day Induction for   Two weeks preliminary
            attend Induction training   new PSTs              new Mentors           school experience (Pri &
            and Development &                                                       Sec)
            Consultation meetings
                                                                                    Pre-course tasks
            1 day Induction for new
            ITECs
Oct         Receive pack with
            trainee CVs, Programme
            & Subject Handbooks

            Return signed
            Memorandum of
            Understanding, checked
            & signed Personnel
            Records & other new
            documentation to ITEPO
Oct-Nov     Brief colleagues, in        PST Development                             Meet UVT with IDP            Meet
            particular PSTs &           & Consultation                                                           trainee with
            Mentors unfamiliar with     Meeting (1                                  Attend part of PST           IDP
            revisions to the Exeter     afternoon per                               Development &
            Model made in 07/08         subject): meet                              Consultation Meeting: meet
                                        trainee(s)                                  PST
            Attend area
            management meeting
            twilight (1-10 Nov)
15-19 Nov   Responsible for School      Meet with trainee     Meet trainee –        Induction into School One
            One Induction week                                discuss Induction
                                        Agree timetable       Checklist             Establish timetable

                                        Establish in dept                           Receive appropriate
                                                                                    schemes of work

                                                                                    Observe classes

                                                                                    Teach one episode &
                                                                                    agenda
Nov/Dec                                                                             Write Reflection on
                                                                                    Achievement and Progress
                                                                                    for Formative Report 1

                                                                                    (Formative Report 1
                                                                                    completed with University
                                                                                    Personal Tutor)




                                                               3
Date         ITEC                     PST                    Mentor                   Trainee                       UVT
                                                     SPRING TERM
4-7 Jan      Oversee Professional     Weekly meeting                                  Complete Professional         Trainee &
             Studies Programme        with trainee (1 hr                              Studies Activities 1 and/or   school
                                      minimum)                                        2 by the end of term          support via
                                                                                                                    email as
                                      Demonstrations &                                                              necessary
                                      Agendas twice                                                                 throughout
                                      weekly + one                                                                  the term
                                      formal observation.
                                      Check and sign
                                      IDP
10 – 14                                                      Attend Area
Jan                                                          Development and
                                                             Consultation meeting
                                                             half day (10 – 20 Jan)
18-22 Jan                             Contribute to          Sup Conf 1               Write Reflection on           School visit
                                      Formative Report                                Achievement and Progress      1
                                      2                      Action Plan 3            for Formative Report 2

                                                             Complete Formative       Seminar Day 1 - Friday 28
                                                             Report 2 with trainee    Jan

24 -28 Jan   Formative Report 2 to    Ensure trainee has     Finalise Formative                                     Sign
             ITEPO by 28 Jan          copy of FR2 in their   Report 2                                               Formative
                                      file                                                                          Report 2
                                                                                                                    at ITEPO
31 Jan – 4
Feb
7-11 Feb     Receive trainee names                           Sup Conf 2
             & CVs for second
             placement. Return                               Action Plan 4
             checked & signed
             Personnel Records to
             ITEPO
14-18 Feb    Attend Area
             Management Meeting
             twilight (or 1-3 Mar)
21-25 Feb                                                    HALF TERM
28 Feb-4     Attend Area                                                                                            School visit
Mar          Management Meeting                                                                                     2
             twilight
7-11Mar      Complete Partnership                                                     Seminar Day 2 – Friday 11
             Booking Form for                                                         March
             2011/12 by 11 Mar


14-18 Mar                             Contribute to          Sup Conf 3               Write Reflection on
                                      Formative Report                                Achievement and Progress
                                      3                      Action Plan 5            for Formative Report 3

                                                             Complete Formative
                                                             Report 3 with trainee
21-25 Mar    Formative Report 3 to    Ensure trainee has     Finalise Formative       Ensure there is copy of
             ITEPO by 25 Mar          copy of FR3 in their   Report 3                 FR3 in file
                                      file
                                             All trainees go to School 2
28 Mar-7     Responsible for School   Meet with trainee 2                             School 2 induction            Sign
April        2 Induction                                                                                            Formative
                                      Look at Formative                               Present IDP & Formative       Report 3 at
             Oversee Professional     Report 3 and IDP                                Report 3                      ITEPO
             Studies Programme
                                      Agree timetable                                 Establish timetable           Complete
                                                                                                                    school 1
                                      Establish in dept                               Receive appropriate           evaluation
                                                                                      schemes of work               by 8 April
                                      Weekly meeting
                                      with trainee (1 hr                              Observe classes & start to
                                      minimum)                                        teach

                                      Demonstrations &                                Seminar Day 3 -
                                      Agendas twice                                   Friday 8 April
                                      weekly + one
                                      formal observation.                             Complete School 1
                                      Check and sign                                  evaluation
                                      IDP                                             8 April

                                                              4
Date          ITEC                       PST                   Mentor                   Trainee                         UVT
                                                       SUMMER TERM
26-29 April   If necessary, arrange      Weekly meeting        Sup Conf 4                                               Trainee &
              post-16 experience (see    with trainee (1 hr                                                             school
              handbook pg 63)            minimum)              Action Plan 6                                            support via
                                                                                                                        email as
                                         Demonstrations &                                                               necessary
                                         Agendas twice                                                                  throughout
                                         weekly + one                                                                   the term
                                         formal observation.
                                         Check and sign
                                         IDP
9-13 May                                                                                                                School visit
                                                                                                                            3
16-20 May                                Contribute to         Sup Conf 5               Write Reflection on
                                         Formative Report                               Achievement and Progress
                                         4                     Action Plan 7            for Formative Report 4
                                                               Formative Report 4
                                                               prepared with and
                                                               Enrichment Plan if
                                                               necessary

23-27May      Formative Report 4 to                            Finalise Formative       Seminar Day 4 – Friday 27
              ITEPO by 27 May                                  Report 4                 May

              Deadline for Cause for
              Concern Letter to ITEPO
              27 May
30 May -                                                        HALF TERM
3 Jun
6-10 Jun                                 Weekly meeting                                                                 Sign
                                         with trainee (1 hr                                                             Formative
                                         minimum)                                                                       Report 4 at
                                                                                                                        ITEPO
                                         Demonstrations &
                                         Agendas twice
                                         weekly + one
                                         formal observation.
                                         Check and sign
                                         IDP
13-17 Jun     PGCE placements for        Contribute to         Sup Conf 6
              2011/12 confirmed by       Final Summative
              ITEPO                      Report                Final Summative
                                                               Report completed
              Final Summative Report
              sent to ITEPO by 17                              CEDP completed
              June
20-24 Jun     External Examiner visit
              details to ITEC if
              scheduled. Some
              Examiners may need to
              visit this week
27 Jun – 1    External Examiner visits
Jul
              (Exam Board 30 June)


4 – 6 July    Complete online ITEC       Support as                                     Seminar Day 5 –                 Complete
              survey by 6 July           appropriate for                                Wednesday 6 July                school 2
                                         trainee‟s teaching.                                                            evaluation
                                         Finalise „handover‟                            CEDP completed with Uni         by 6 July
                                         Ensure data is                                 Tutor
                                         secure and collect
                                         all resources back                             Complete school 2
                                                                                        evaluation by 6 July



               Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road, Exeter EX1 2LU
                             Tel: 01392 724791 Fax: 01392 724788 Email: exeterpartner@exeter.ac.uk




                                                                 5
                                                                                GRADUATE SCHOOL OF EDUCATION
Mentor Checklist: Spring Term
                                                                                 Secondary PGCE 2010/11
                                                                                 CHECKLIST FOR MENTORS
                                                                                         Spring placement

   Week      My task                                                                 Which form and where is       Who do I give the form to?         Check   Done it?
   No./                                                                              it found?                                                        IDP
   Wk beg
     Ind.    Meet and greet trainee in conjunction with ITEC                         Induction Checklist (in       No need to submit
    week                                                                             Programme Handbook)
    15 Nov   Discuss individual needs with reference to Induction Checklist

       1     Pastoral care of trainee and quick word to check all is well with PST
     4 Jan
             Set up dates for three Supervisory Conferences with trainee
      2      Prepare for Supervisory Conference:
    10 Jan   Consult with PST and other relevant staff (form tutor or subject
             tutors) about info for Formative Report 2

             Remind trainee that you need Supervisory Conference paperwork
             inc. Reflection on Achievement and Progress 24hrs in advance

     2-3     Attend Area Development and Consultation Meeting – half day

     3-5     Find out from trainee or ITEC when UVT is visiting then meet with
             UVT to discuss trainee progress and pastoral issues
      3      Supervisory Conference 1: pastoral care, check IDP & trainee’s          QA Record (in IDP)            Trainee keeps Action Plan 3 (&
             Reflection on Achievement and Progress, discuss/cause trainee to                                      QA Record) in IDP and discusses
    17 Jan
             reflect on issues from agendas and associated paperwork, review         Action Plan 3 (trainee to     it with PST. You may want a copy
                                                                                     bring or on web)              to remind yourself of targets
             Formative Report 1 & Action Plan 2 (both from University) and
                                                                                                                   prior to next Supervisory
             discuss targets. Sign trainee QA Record
                                                                                     Formative Report 2 (on web,   Conference.
                                                                                     or from ITEC via email)
             Action Plan 3: complete with trainee, both sign

             Formative Report 2: prepare with trainee,
      4      Formative Report 2: complete, mentor and trainee both sign it &                                       Send back Formative Report 2
    24 Jan   return to ITEPO by 28 January                                                                         (post or fax) to ITE Partnership
                                                                                                                   Office or give to ITEC to return
                                                                                                                   by 28 January
      5      Prepare for Supervisory Conference:
    31 Jan   Remind trainee that you need Supervisory Conference paperwork
             24hrs in advance

             Consult with PST and other relevant staff (form tutor or subject
             tutors) about info for Supervisory Conference



                                                                                        6
Week     My task                                                             Which form and where is      Who do I give the form to?          Check IDP   Done it?
No./                                                                         it found?
Wk beg
   6     Supervisory Conference 2: pastoral care, check IDP,                 QA Record (in IDP)           Trainee keeps Action Plan 4 (&
 7 Feb   discuss/cause trainee to reflect on issues from agendas and                                      QA Record) in IDP and discusses
         associated paperwork, review Action Plan 3 and discuss              Action Plan 4 (trainee to    it with PST. You may want a copy
         targets.Sign trainee QA Record                                      bring or on web)
                                                                                                          to remind yourself of targets
                                                                                                          prior to next Supervisory
         Action Plan 4: complete with trainee, both sign
                                                                                                          Conference.


 7-10    Find out from trainee or ITEC when UVT is visiting then meet with
         UVT to discuss trainee progress and pastoral issues
   7     General ‘check up’ with trainee and PST


   8                                                                               Half Term
21 Feb
   9     General ‘check up’ with trainee and PST


  10     Prepare for Supervisory Conference:
 7 Mar   Consult with PST and other relevant staff (form tutor or subject
         tutors) about info for Formative Report 3

         Remind trainee that you need Supervisory Conference paperwork
         inc. Reflection on Achievement and Progress 24hrs in advance.
  11     Supervisory Conference 3: pastoral care, check IDP & trainee’s      QA Record (in IDP)           Trainee keeps Action Plan 5 (&
14 Mar   Reflection on Achievement and Progress, discuss/cause trainee to                                 QA Record) in IDP and discusses
                                                                             Action Plan 5 (trainee to    it with PST. You may want a copy
         reflect on issues from agendas and associated paperwork, review     bring or on web)             for your own records.
         Action Plan 4 & Formative Report 2 and discuss targets. Sign
         trainee QA Record                                                   Formative Report 3 (on web
         Action Plan 5: complete with trainee, both sign                     or via email from ITEC)
         Formative Report 3: prepare with trainee
  12     Formative Report 3: complete, trainee and mentor both sign it &                                  Send Formative Report 3 (post or
21 Mar   return to ITEPO by 25 March                                                                      fax) to ITE Partnership Office or
                                                                                                          give to ITEC to return by 25
                                                                                                          March




                                                                                   7
Mentor Checklist: Summer Term
                                                                          GRADUATE SCHOOL OF EDUCATION
                                                                            Secondary PGCE 2010/11
                                                                            CHECKLIST FOR MENTORS
                                                                                   Summer placement



 Week       My task                                                                       Which form and where is it           Who do I give the form to?        Check   Done it?
 No./Wk                                                                                   found?                                                                 IDP
 beg
            Meet and greet trainee 2 in conjunction with ITEC
 Ind. Wk
  28 Mar    Discuss Induction checklist with trainee
            Set up dates for three Supervisory Conferences with trainee
     1
            Prepare for Supervisory Conference:
   3 Apr
            Remind trainee that you need Supervisory Conference paperwork 24hrs in
            advance. Read Formative Report 3

            Consult with PST and other relevant staff (form tutor or subject tutors)
            about info for Supervisory Conference
                                                                                         EASTER HOLIDAY
  11 – 25
   April
    2       Supervisory Conference 4: pastoral care, check IDP & trainee’s Critical       QA Record (in IDP)                   Trainee keeps Action Plan 6 (&
  26 Apr    Reflection on Achievement, discuss/cause trainee to reflect on issues from                                         QA Record) in IDP and discusses
            agendas and associated paperwork, review Formative Report 3 & Action          Action Plan 6 (trainee to bring or   with PST. You may want a copy
                                                                                          on web)                              to remind yourself of targets
            Plan 5 and discuss targets. Sign trainee QA Record
                                                                                                                               prior to next Supervisory
                                                                                                                               Conference
            Action Plan 6: complete with trainee, both sign

    3       General ‘check up’ with trainee and PST

   4-6      Find out from trainee or ITEC when UVT is visiting then meet with UVT to
            discuss trainee progress and pastoral issues
    4       Prepare for Supervisory Conference:
  9 May     Consult with PST and other relevant staff (form tutor or subject tutors)
            about info for Formative Report 4
            Remind trainee that you need Supervisory Conference paperwork inc.
            Reflection on Achievement and progress 24hrs in advance




                                                                                          8
Week     My task                                                                    Which form and where is it           Who do I give the form to?          Check   Done it?
No./Wk                                                                              found?                                                                   IDP
beg
   5     Supervisory Conference 5: pastoral care, check IDP & trainee’s             QA Record (in IDP)                   Trainee keeps Action Plan 7 (&
16 May   Reflection on Achievement and Progress, discuss/cause trainee to reflect                                        QA Record) in IDP and discusses
         on issues from agendas and associated paperwork, review Formative          Action Plan 7 (trainee to bring or   it with PST (you may want a
                                                                                    on web)                              copy for your records)
         Report 3 & Action Plan 6 and discuss targets. Sign trainee QA Record

         Action Plan 7: complete with trainee, both sign                            Formative Report 4 (Enrichment
                                                                                    Plan on back) (From ITEC or on
         Formative Report 4: prepare with trainee,                                  web)
         Start preparation of Cause for Concern letter or Enrichment plan as
         appropriate
   6     Formative Report 4: complete, trainee and Mentor both sign (and                                                 Give copy of FR4 (and
23 May   Enrichment Plan if appropriate) & return to ITEPO by 27 May                Cause for Concern Letter and         Enrichment plan if appropriate)
                                                                                    Action Plan (on web)                 to trainee.
         Prepare Cause for Concern Letter if necessary. Consult with UVT, PST                                            Return Formative Report 4 (and
         and trainee and complete CfC Letter and associated Action Plan.                                                 Enrichment Plan if appropriate)
                                                                                                                         (post or fax) to ITE Partnership
                                                                                                                         Office or give to ITEC to return
                                                                                                                         by 27 May
                                                                                                                         Keep a copy of CfC Letter &
                                                                                                                         Action Plan, give copy to trainee
                                                                                                                         and send (post or fax) a copy to
                                                                                                                         ITEPO or give to ITEC to return
                                                                                                                         by 27 May
   7                                                                                 Half Term
30 May
   8     Prepare for Supervisory Conference:
 6 Jun   Consult with PST and other relevant staff (form tutor or subject tutors)
         about info for Final Summative Report

         Remind trainee that you need Supervisory Conference paperwork 24hrs in
         advance
  9      Supervisory Conference 6: pastoral care, check IDP & trainee’s             QA Record (in IDP)                   Return Final Summative Report
13 Jun   Reflection on Achievement and Progress, discuss/cause trainee to reflect                                        (post or fax) to ITEPO
         on issues from agendas and associated paperwork, review FR4 & Action       Final Summative Report (ITEC is
                                                                                    sent paper copy or on web)           or give to ITEC to return by 17
         Plan 7 and discuss targets. Sign trainee QA Record. Discuss Enrichment                                          June
         Activities                                                                 CEDP (trainee to bring)
                                                                                                                         Trainee keeps CEDP in IDP
         Final Summative Report: complete with trainee, both sign & return to
         ITEPO by 17 June

         CEDP: discuss with trainee


                                                                                    9
Week       My task                                                             Which form and where is it   Who do I give the form to?   Check   Done it?
No./Wk                                                                         found?                                                    IDP
beg
 10        General ‘check up’ with trainee and PST
20 Jun
   11
27 June-   Meet with External Examiners if required (request will be made to
 1 July    ITE Coordinator). Discuss trainee and understanding of the Exeter
           Model of ITE with External Examiner if necessary.
  12
4-5 July   General ‘check up’ with trainee and PST




                                                                               10
  Principal Subject Tutor checklist Spring placement

                                                            GRADUATE SCHOOL OF EDUCATION
                                                         Secondary PGCE 2010/11
                                                CHECKLIST FOR PRINCIPAL SUBJECT TUTORS
                                                            Spring Placement


  Trainee…………………………………………                     School………………………………………                      Subject……………………………

  PST……………………………………………                        Mentor ……………………………………                      UVT……………………………………



Week                                                     Activity                                                Done

 Ind.    Meet with trainee & establish in department
Week     Look at Action Plan(s) (from University)
15 Nov   Agree timetable
         Arrange Demonstration/agenda
 1-12    Professional Studies Activity: Special Educational Needs - discuss assignment with trainee
  1-7    Talk with trainee about subject application of topics covered in Professional Studies Programme (PSP)
             Inclusion: Policies for Meeting Individual Needs
             Inclusion: Meeting Individual Needs in Practice
             Professional Development: Employment
   1     Check all other subject tutors involved understand their role
 4 Jan   Weekly Development Meeting (1 hour minimum)
         Agree targets, plan agenda focuses, episodes, demonstrations and observations. Sign WDM Record
         Check IDP (and read the Formative Report 1 from University)
  2      Weekly Development Meeting (1 hour minimum)
10 Jan
         Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes, demonstrations and observations. Sign WDM Record

         Check IDP. Be aware of date of Supervisory Conference with Mentor
  3      Weekly Development Meeting (1 hour minimum)
17 Jan   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes, demonstrations and observations – sign WDM Record

         Check IDP & assist trainee in selecting agendas useful for Supervisory Conference
         Discuss trainee’s progress with Mentor and assist in preparation of Formative Report 2 (due 28 Jan)
         Seminar Day 1 – 28 Jan
 3-5     UVT Visit 1 (17 Jan- 4 Feb) - discuss trainee’s progress
  4      Weekly Development Meeting (1 hour minimum)
24 Jan   Review last week’s observations, agendas and evaluations
         Read Action Plan 3 and ensure opportunities to meet targets are provided
         Agree targets, plan agenda focuses, episodes, demonstrations and observations– sign WDM Record
         Check IDP
  5      Weekly Development Meeting (1 hour minimum)
31 Jan   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes, demonstrations and observations – sign WDM Record
         Check IDP. Be aware of date of Supervisory Conference with Mentor
   6     Weekly Development Meeting (1 hour minimum)
 7 Feb   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes, demonstrations and observations – sign WDM Record
         Check IDP & assist trainee in selecting agendas useful for Supervisory Conference
         Discuss trainee’s progress with Mentor
  7      Weekly Development Meeting (1 hour minimum)
14 Feb   Review last week’s observations, agendas and evaluations
         Read Action Plan 4 and ensure opportunities to meet targets are provided
         Agree targets, plan agenda focuses, episodes, demonstrations and observations – sign WDM Record
         Check IDP
7-10     UVT Visit 2 (14 Feb – 10 Mar) – joint observation with UVT and discuss trainee’s progress

  8                                                                 Half Term
21 Feb




                                                             11
Week                                                      Activity                                                  Done

9-12     Talk   with trainee about subject application of topics covered in Professional Studies Programme (PSP):
               Assessment for Learning
               Behaviour and Classroom management
               Pastoral Systems


  9      Weekly Development Meeting (1 hour minimum)
28 Feb
         Review week before last’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, lessons, demonstrations and observations – sign WDM      Record
         Check IDP
 10      Weekly Development Meeting (1 hour minimum)
7 Mar    Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, lessons, demonstrations and observations – sign WDM      Record
         Check IDP and note date of next Supervisory Conference with Mentor
  11     Weekly Development Meeting (1 hour minimum)
14 Mar   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, lessons, demonstrations and observations – sign WDM      Record
         Check IDP & assist trainee in selecting agendas useful for Supervisory Conference
         Assist trainee in preparation of RAP3
         Discuss trainee’s progress with Mentor and assist in preparation of FR3 (due 25 March)
  12     Weekly Development Meeting (1 hour minimum)
21 Mar   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, lessons, demonstrations and observations – sign WDM      Record
         Check IDP and ensure it contains copy of FR3
  13     School 2 Induction
28 Mar   Meet Summer term trainee
         Seminar Day 3 – Friday 8 April




                                                              12
  Principal Subject Tutor checklist Summer placement

                                                            GRADUATE SCHOOL OF EDUCATION
                                                               Secondary PGCE 2010/11
                                                          Principal Subject Tutor Checklist
                                                                 Summer Placement


  Trainee…………………………………………                      School………………………………………                       Subject……………………………

  PST……………………………………………                         Mentor ……………………………………                       UVT……………………………………


 Week                                                     Activity                                                 Done

 Ind.      Meet with trainee & establish in department
Week       Check all other subject tutors involved understand their role
28 Mar     Look at Action Plan 5 & Formative Report 3
           Agree timetable
           Arrange Demonstration, agenda annotation, written episode observation
 1-12      Professional Studies Activity: Out-of-School Learning - discuss assignment with trainee
  1-7      Talk with trainee about subject application of topics covered in Professional Studies Programme (PSP)
               14-19 Curriculum
               National Strategies
               Citizenship and PSHEE
   1       Weekly Development Meeting (1 hour minimum)
 3 Apr     Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
           WDM Record
           Check IDP
           Note date of Supervisory Conference and assist trainee in agenda selection
           Seminar Day 3 – Friday 8 April
 11-25                                               Easter Holidays
   Apr
    2      Weekly Development Meeting (1 hour minimum)
 26 Apr    Review week 1 observations, agendas and evaluations
(25 Apr    Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
  Bank     WDM Record
Holiday)   Check IDP
           Discuss trainee’s progress with Mentor prior to the Supervisory Conference
   3       Weekly Development Meeting (1 hour minimum)
 3 May     Review last week’s observations, agendas and evaluations
(2 May     Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
 Bank      WDM Record
Holiday)   Read Action Plan 6 and ensure opportunities to meet targets are provided
           Check IDP
  4-6      UVT Visit 3 (9-27 May) - joint observation with UVT and discuss trainee’s progress

   4       Weekly Development Meeting (1 hour minimum)
 9 May     Review last week’s observations, agendas and evaluations
           Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
           WDM Record
           Check IDP
           Note date of Supervisory Conference and assist trainee in agenda selection and RAP 4 preparation
   5       Weekly Development Meeting (1 hour minimum)
16 May     Review last week’s observations, agendas and evaluations
           Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
           WDM Record
           Check IDP
           Discuss trainee’s progress with Mentor prior to the Supervisory Conference
   6       Weekly Development Meeting (1 hour minimum)
23 May     Review last week’s observations, agendas and evaluations
           Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
           WDM Record
           Check IDP
           Assist Mentor in preparation of FR4 (due 27 May) and Enrichment Plan/Cause for Concern letter (final
           date to issue CfC is 27 May) if appropriate.
   7                                                              Half Term
30 May




                                                              13
Week                                                     Activity                                                  Done

8-12      Talk with trainee about subject application of topics covered in Professional Studies Programme (PSP):
                  Continuing Professional Development
                  Expectations and Target Setting
                  Contractual and Legal Responsibilities
  8       Weekly Development Meeting (1 hour minimum)
6 Jun     Review week before last’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
          WDM Record
          Check IDP
          Note date of Supervisory Conference and assist trainee in agenda selection
  9       Weekly Development Meeting (1 hour minimum)
13 Jun    Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
          WDM Record
          Discuss trainee’s progress with Mentor and assist in preparation of Final Summative Report (due in on
          17 June) and CEDP
 10       Weekly Development Meeting (1 hour minimum)
20 Jun    Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes/lessons and demonstrations and observations – sign
          WDM Record
          Check IDP
 11       Meet with External Examiners if required (request will be made to ITEC). Discuss trainee and
27 Jun    understanding of Exeter Model of ITE with External Examiner if necessary
          Continue demonstration, agenda annotation, lesson observation as required

  12      Collect back resources and ensure data is secure
4-6 Jul   Support trainee in teaching timetable as usual
          Seminar Day 5 – Wednesday 6 July




                                                             14
  Quality Assurance Record Spring Placement
                                         GRADUATE SCHOOL OF EDUCATION                               This document resides in the
                                           Secondary PGCE 2010/11                                           trainee‟s IDP
                                        QUALITY ASSURANCE RECORD
                                             Spring Placement


 Trainee…………………………………………                     School………………………………………                       Subject……………………………

 PST……………………………………………                        Mentor ……………………………………                       UVT……………………………………


Week     Activity                                                                                   PST/Mentor/         Absence
                                                                                                      ITEC/UVT          this wk
                                                                                                     Initial/Date
 Ind.    Meet with ITEC, Mentor & PST & start to become established in department                   PST
Week     Show PST Action Plan(s) (from University)                                                  PST
15 Nov   Agree timetable                                                                            PST
         Demonstration                                                                              PST
         Annotation/agenda (state focus)                                                            PST
         Written episode observation                                                                PST
Weeks    Complete Professional Studies Activity: Special Educational Needs - discuss with           Senco or
1-12     appropriate staff                                                                          Mentor or PST
Weeks    Attend Professional Studies Programme and discuss the subject application of topics with   ITEC & PST
 1-7     the PST.
          Inclusion: Policies For Meeting Individual
          Inclusion: Meeting Individual Needs In Practice
          Professional Development: Employment
  1      Discuss Induction Checklist (in Handbook) with Mentor (if not done in Induction week)      Mentor
4 Jan    Weekly Development Meeting (1 hour minimum)                                                PST
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST (including Formative Report 1 from University)
         Demonstration 1                                                                            PST
         Demonstration 2
         Annotation/agenda 1 (state focus)                                                          PST
         Annotation/agenda 2 (state focus)                                                          PST
         Written episode observation                                                                PST
  2      Weekly Development Meeting (1 hour minimum)                                                PST
10 Jan   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST. Be aware that if your Supervisory Conference is before the next WDM
         you will need to prepare for it.
         Demonstration 3                                                                            PST
         Demonstration 4
         Annotation/agenda 3 (state focus)                                                          PST
         Annotation/agenda 4 (state focus)                                                          PST
         Written episode observation                                                                PST
  3      Weekly Development Meeting (1 hour minimum)                                                PST
17 Jan   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST & agree a selection of 2 agendas useful for Supervisory Conference
         Demonstration 5                                                                            PST
         Demonstration 6
         Annotation/agenda 5 (state focus)                                                          PST
         Annotation/agenda 6 (state focus)                                                          PST
         Written episode observation                                                                PST
          Prepare RAP 2 for Supervisory Conference                                                  PST
         Supervisory Conference 1, with Mentor                                                      Mentor
Weeks    UVT Visit 1 (17 Jan- 4 Feb) - discuss any successes, issues, concerns and targets          UVT
 3-5
  4      Weekly Development Meeting (1 hour minimum)                                                PST
24 Jan   Review last week’s observations, agendas and evaluations. Discuss Action Plan 3 with PST
         and ensure opportunities to meet targets are provided. Agree targets, plan agenda
         focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST
         Demonstration 7                                                                            PST
         Demonstration 8
         Annotation/agenda 7 (state focus)                                                          PST
         Annotation/agenda 8 (state focus)                                                          PST
         Written episode observation                                                                PST
         Seminar Day 1 – 28 Jan                                                                     Subject tutor




                                                            15
Week     Activity                                                                                   PST/Mentor/     Absence
                                                                                                      ITEC/UVT      this wk
                                                                                                     Initial/Date
  5      Weekly Development Meeting (1 hour minimum)                                                PST
31 Jan   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST. Be aware of date of approaching Supervisory Conference
         Demonstration 9                                                                            PST
         Demonstration 10
         Annotation/agenda 9 (state focus)                                                          PST
         Annotation/agenda 10 (state focus)                                                         PST
         Written episode/lesson observation                                                         PST
   6     Weekly Development Meeting (1 hour minimum)                                                PST
 7 Feb   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST & agree a selection of 2 agendas useful for Supervisory Conference
         Demonstration 11                                                                           PST
         Demonstration 12
         Annotation/agenda 11 (state focus)                                                         PST
         Annotation/agenda 12 (state focus)                                                         PST
         Written episode/lesson observation                                                         PST
         Supervisory Conference 2 with Mentor                                                       Mentor
   7     Weekly Development Meeting (1 hour minimum)                                                PST
14 Feb   Review last week’s observations, agendas and evaluations Discuss Action Plan 4 with PST
         and ensure opportunities to meet targets are provided. Agree targets, plan agenda
         focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST
         Demonstration 13                                                                           PST
         Demonstration 14
         Annotation/agenda 13 (state focus)                                                         PST
         Annotation/agenda 14 (state focus)                                                         PST
         Written episode/lesson observation                                                         PST
Weeks    UVT Visit 2 (14 Feb – 10 Mar) – joint observation by PST and UVT                           UVT
7 – 10
  8                                                            Half Term
21 Feb

Weeks    Attend Professional Studies Programme and discuss the subject application of topics with   ITEC & PST
9-12     the PST.
          Pastoral Systems
          Behaviour And Classroom Management
          Assessment For Learning
  9      Weekly Development Meeting (1 hour minimum)                                                PST
28 Feb   Review week before last’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST
         Demonstration 15                                                                           PST
         Demonstration 16
         Annotation/agenda 15 (state focus)                                                         PST
         Annotation/agenda 16 (state focus)                                                         PST
         Written lesson observation                                                                 PST
  10     Weekly Development Meeting (1 hour minimum)                                                PST
 7 Mar   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST. Be aware of date for approaching Supervisory Conference
         Demonstration 17                                                                           PST
         Demonstration 18
         Annotation/agenda 17 (state focus)                                                         PST
         Annotation/agenda 18 (state focus)                                                         PST
         Written lesson observation                                                                 PST
         Prepare RAP 3 for Supervisory Conference                                                   PST
         Seminar Day 2 – Friday 11 Mar                                                              Subject Tutor
  11     Weekly Development Meeting (1 hour minimum)                                                PST
14 Mar   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST & agree a selection of 2 agendas useful for Supervisory Conference
         Demonstration 19                                                                           PST
         Demonstration 20
         Annotation/agenda 19 (state focus)                                                         PST
         Annotation/agenda 20 (state focus)                                                         PST
         Written lesson observation                                                                 PST
         Supervisory Conference 3 (with Mentor)                                                     Mentor



                                                            16
Week     Activity                                                                             PST/Mentor/     Absence
                                                                                                ITEC/UVT      this wk
                                                                                               Initial/Date
  12     Weekly Development Meeting (1 hour minimum)                                          PST
21 Mar   Review last week’s observations, agendas and evaluations
         Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
         Show IDP to PST & agree a selection of 2 agendas useful for Supervisory Conference
         Demonstration 20                                                                     PST
         Demonstration 21
         Annotation/agenda 21 (state focus)                                                   PST
         Annotation/agenda 22 (state focus)                                                   PST
         Written lesson observation                                                           PST
         Ensure you have a copy of FR3 in your IDP to show to next school                     PST
  13     School 2 Induction                                                                   See Summer
28 Mar   Meet Summer term staff                                                               placement QA
         (Seminar Day 3 – Friday 8 April)                                                     Record




                                                           17
  Quality Assurance Record Summer Placement
                                           GRADUATE SCHOOL OF EDUCATION                                This document resides in the
                                             Secondary PGCE 2010/11                                            trainee‟s IDP
                                          QUALITY ASSURANCE RECORD
                                               Summer Placement


  Trainee…………………………………………                       School………………………………………                     Subject……………………………

  PST……………………………………………                          Mentor ……………………………………                     UVT……………………………………

 Week      Activity                                                                                    PST/Mentor/         Absence
                                                                                                         ITEC/UVT          this wk
                                                                                                        Initial/Date
 Ind.      Meet with Mentor, ITEC and PST & start to become established in department                  PST
Week       Discuss induction checklist (in handbook) with Mentor                                       Mentor
28 Mar     Show Action Plan 5 & Formative Report 3 to Mentor and PST                                   PST & Mentor
           Agree timetable                                                                             PST
           Demonstration                                                                               PST
           Annotation/agenda (state focus)                                                             PST
           Written episode observation                                                                 PST
Weeks      Professional Studies Activity: Out-of-School Learning - discuss assignment with             ITEC or PST
1-11       appropriate staff
Weeks      Attend Professional Studies Programme (PSP) and discuss the subject application of topics   ITEC and PST
 1-6       with PST
               14-19 Curriculum
               National Strategies
               Citizenship and PSHEE
   1       Weekly Development Meeting (WDM) (1 hour minimum)                                           PST
 3 Apr     Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
           Show IDP to PST. Be aware that if your Supervisory Conference is before the next WDM
           you will need to prepare for it.
           Demonstration 1                                                                             PST
           Demonstration 2
           Annotation/agenda 1 (state focus)                                                           PST
           Annotation/agenda 2 (state focus)
           Written episode/lesson observation                                                          PST
11-25                                                         Easter Holidays
April
    2      Weekly Development Meeting (1 hour minimum)                                                 PST
 26 Apr    Review week 1 observations, agendas and evaluations
   (25     Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
  April    Show IDP to PST & agree a selection of 2 agendas useful for Supervisory Conference
  Bank     Demonstration 3                                                                             PST
Holiday)   Demonstration 4
           Annotation/agenda 3                                                                         PST
           Annotation/agenda 4
           Written lesson observation                                                                  PST
           Supervisory Conference 4 (Mentor)                                                           Mentor
   3       Weekly Development Meeting (1 hour minimum)                                                 PST
 3 May     Discuss Action Plan 6 and ensure opportunities to meet targets are provided
(2 May     Review last week’s observations, agendas and evaluations
 Bank      Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
Holiday)   Show IDP to PST.
           Demonstration 5                                                                             PST
           Demonstration 6
           Annotation/agenda 1 (state focus)                                                           PST
           Annotation/agenda 2 (state focus)
           Written lesson observation                                                                  PST
Weeks      UVT Visit 3 (9-26 May) - joint observation between UVT and PST discuss any successes,       UVT
 4-6       issues, concerns and targets
  4        Weekly Development Meeting (1 hour minimum)                                                 PST
9 May      Review last week’s observations, agendas and evaluations
           Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
           Show IDP to PST. Prepare for next Supervisory Conference if before next WDM
           Demonstration 7                                                                             PST
           Demonstration 8
           Annotation/agenda 7 (state focus)                                                           PST
           Annotation/agenda 8 (state focus)
           Written lesson observation                                                                  PST
           Prepare RAP 4                                                                               PST


                                                              18
   5      Weekly Development Meeting (1 hour minimum)                                                 PST
16 May    Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
          Show IDP to PST & select 2 agendas for Supervisory Conference
          Demonstration 9                                                                             PST
          Demonstration 10
          Annotation/agenda 9 (state focus)                                                           PST
          Annotation/agenda 10 (state focus)
          Written lesson observation                                                                  PST
          Supervisory Conference 5 (Mentor)                                                           Mentor
   6      Weekly Development Meeting (1 hour minimum)                                                 PST
23 May    Discuss Action Plan 7 and Enrichment Plan (if appropriate) and ensure opportunities to
          meet targets are provided
          Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
          Show IDP to PST
          Demonstration 13                                                                            PST
          Demonstration 14
          Annotation/agenda 13 (state focus)                                                          PST
          Annotation/agenda 14 (state focus)
          Written lesson observation                                                                  PST
          File copy of FR4 and Enrichment Plan/Cause for Concern Action Plan if appropriate           PST
          Seminar Day 4 – Friday 27 May                                                               Subject Tutor
   7                                                           Half Term
30 May
Weeks     Attend Professional Studies Programme (PSP) and discuss subject specific application with   ITEC and PST
 8-12     PST:
              Expectations and target Setting
              Continuing Professional Development
              Contractual and Legal Responsibilities
  8       Weekly Development Meeting (1 hour minimum)                                                 PST
6 Jun     Review week 6 observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
          Show IDP to PST. Prepare for next Supervisory Conference if before next WDM
          Demonstration 15                                                                            PST
          Demonstration 16
          Annotation/agenda 15 (state focus)                                                          PST
          Annotation/agenda 16 (state focus)
          Written lesson observation                                                                  PST
  9       Weekly Development Meeting (1 hour minimum)                                                 PST
13 Jun    Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
          Show IDP to PST & select 2 agendas for Supervisory Conference
          Demonstration 17                                                                            PST
          Demonstration 18
          Annotation/agenda 17 (state focus)                                                          PST
          Annotation/agenda 18 (state focus)
          Written lesson observation                                                                  PST
          Discuss and prepare CEDP                                                                    PST
          Supervisory Conference 6 (Mentor) and completion of FSR by mentor                           Mentor
 10       Weekly Development Meeting (1 hour minimum)                                                 PST
20 Jun    Review last week’s observations, agendas and evaluations
          Agree targets, plan agenda focuses, episodes and demonstrations – sign WDM Record
          Check IDP
          Demonstration 19                                                                            PST
          Demonstration 20
          Annotation/agenda 19 (state focus)                                                          PST
          Annotation/agenda 20 (state focus)
          Written lesson observation                                                                  PST
 11       Meet with External Examiners if required (request will be made to ITEC). Demonstrate a      PST
27 Jun    lesson to external examiner if required.
          Continue demonstration, agenda annotation, lesson observation as required
  12      End of placement. Ensure return of school materials.                                        PST
4-6 Jul
          Seminar Day 5 – Wednesday 6 July                                                            Subject Tutor




                                                             19
Professional Standards For QTS
Professional Attributes
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.
Q3 (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
Q7 (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.
Professional Knowledge And Understanding
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 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.
Subject And Curriculum
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 Communications 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 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 Wellbeing
Q21 (A) Be Aware Of The Current Legal Requirements, National Policies And Guidance On The Safeguarding And Promotion Of The Well-Being Of Children And Young
People.
Q21 (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.

Professional Skills
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 (A) Use A Range Of Teaching Strategies And Resources, Including E-Learning, Taking Practical Account Of Diversity And Promoting Equality And Inclusion.
Q25 (B) Build On Prior Knowledge, Develop Concepts And Processes, Enable Learners To Apply New Knowledge, Understanding And Skills And Meet Learning Objectives.
Q25 (C) Adapt Their Language To Suit The Learners They Teach, Introducing New Ideas And Concepts Clearly, And Using Explanations, Questions, Discussions And
Plenaries Effectively.
Q25 (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.
Q26 (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.
                                                                               20
Prompt Questions For The Framework For Dialogue About Teaching

Subject Knowledge
   Having taught that lesson, is there any aspect of your academic subject knowledge that needs
    development?
   What’s the difference between what you needed to know for this lesson and what you wanted the pupils
    to know?
   Explain to me how you are teaching this topic. Why are you taking that approach?
   How might you explain this concept to a low ability class?
   How have your resources for this lesson taken account of social and cultural diversity?
   What approaches does the KS3 Strategy suggest about teaching this topic?
Subject-specific questions:
   What are the differences between bitmaps and vector graphics? What implications do the different
    formats have for use in e-learning?
   How might you model transmission of email messages kinaesthetically?
   How did you use your knowledge of phonics to support teaching spelling in that lesson?


Values and Beliefs:
   Did any of your own beliefs about xxx influence the teaching decisions you made in this lesson?
   What do you believe about noise levels in the classroom? Do the pupils agree?
   What do you think the pupils value about what you taught?
   What values and beliefs are conveyed through your behaviour management strategies?
   What assumptions do you think I have made about this class from the way I teach them?
   What do you believe the pupils think your values are?
   Do you share your values about this topic with the pupils? Should you?
   Did you have any preconceptions about anybody in this group? Did this influence how you taught them?
   What values and beliefs relating to how children learn and develop, written or unwritten, do you share
    with those you work with?
   Were there any gaps between what you believe about how you should teach this topic and how you
    actually taught it in the lesson? If so, can you account for the gap?


Professional Knowledge and Enquiry:
   How has your reading or the University course helped you to prepare for this lesson?
   Was there a key piece of research that has particularly influenced you?
   Was there a particular theory of teaching and learning that informed the preparation for this learning?
   How did the theory work in practice?
   How might you research this further in terms of academic reading?
   How might you enquire into this further in your classroom practice?
   What were you aiming for as best practice in this lesson?
   Was there any gap between your classroom practice and aspirational best practice in terms of the way
    the peer assessment [group work; teacher interaction...] worked? Can you account for this?


Understanding Learning and Development:
   How did you draw on your knowledge of pupils’ social and emotional development in planning this
    lesson?
   How did you use your Professional Studies lecture about How Children Learn?
   Have you drawn on any specific pupils’ cultural backgrounds in this lesson? Were there any issues you
    needed to be sensitive to?

                                                       21
   What did you learn about pupils’ language and language development in this lesson?
   How did you ensure progression from a similar lesson on this topic earlier in the pupils’ education?
   What evidence do you have that pupils were able to make progress in this lesson?
   How were you able to support individual needs?
   What were the assessment opportunities? Which methods did you use and why?
   How does the structure of this lesson scaffold pupils’ learning?


School Communities:
   In teaching this lesson, were there any differences between your expectations of the class and the
    teacher’s expectations?
   Could you see any way that school policies influenced the way you taught that lesson?
   Did you use the school behaviour policy to support your behaviour management in this lesson?
   How did you plan for working with the Teaching Assistants in this lesson?
   Is there a homework policy which enables communication with parents over homework e.g. through
    planners? Does this work? Have you experienced different practices in other schools?
   Are there any conflicts between what you want to do in a lesson and the ethos of this school?
   How do you work out what the ethos of the school is?
   How has your school interpreted the ECM agenda?
   Does the way we have implemented the national strategy differ from your experience of it in other
    schools?
   Do you think the problem you have encountered here is in any way related to differing attitudes or
    expectations between you and the class teacher?
   Could you have made more use of the information from the SENCO to help Child X?


QTS Standards
All aspects of conversations about Initial Teacher Education should include questions such as:
   Which standards are you addressing here?
   Which standards do you want to focus on this week?
   How did XXXXX help you to address standard Q?


In addition to the constant relating of training to the Standards for QTS the following questions may act as
prompts:
   What do you understand by professional behaviour?
   What aspects of professional behaviour do you demonstrate in tutorial sessions?
   How would you deal with an accusation about a slip in your professional behaviour?
   What can the school do to ensure that you understand its expectations of your behaviour?
   Are there areas of professional behaviour that we could train you in?
   What interpersonal skills have you demonstrated in conversations with pupils this week?
   What professional skills have you observed in others this week?
   What have you learned this week about ‘being a teacher’?
   How are you developing your ability to take on board constructive criticism?
   How are you developing positive working relationships with others?
   What teaching skills do you want to address this week?
   What do you want to see demonstrated that will improve your professional skills this week?
   Which standards have you addressed this week and feel that you have improved on?
   Are there any standards that you do not understand?
   Are there any standards that you have not had the opportunity to address yet?


                                                      22
Framework for Dialogue: Blank

                                 Understanding            Subject Knowledge
                                  Learning and
                                  Development




                    QTS Standards                                        Professional
                                                 Topic Title            Knowledge and
                                                                           Enquiry




                                Values and Beliefs        School Communities




                                                           23
Profile Descriptors

ANTICIPATING PRACTICE
Professional Attributes (Q2,6,7a) in the Anticipating Practice phase will be evidenced through engagement with all aspects
of the university taught course, by being punctual for all university commitments and following stated procedures for absence,
and through completion on time of pre-course tasks, preliminary experience tasks, directed study tasks and formal
assignments (Q2). The trainee will have demonstrated a positive attitude and an ability to form relationships (Q2) and work
collaboratively with peers (Q6). The trainee will have shown a commitment to their own professional development by
demonstrating high standards of personal organisation in maintaining their University file and IDP efficiently (Q7a).

Professional Knowledge and Understanding (Q14,16,18) in the Anticipating Practice phase will be evidenced through
commitment to developing subject knowledge through Action Plans in teaching episodes, through active participation in
university lectures and seminars, and through evidence of independent academic reading (Q14). The trainee will understand
how children and young people develop and the significance of social, religious, ethnic, cultural and linguistic influences on
development (Q18). The trainee will have registered for, completed practice material and attempted all three of the TDA
online skills tests (Q16).

Opportunities for demonstrating Professional Skills (Q22,23,25a,29,32) in the Anticipating Practice phase will be limited, but
may be evidenced through peer teaching or directed study tasks (Q22,23,25a,29). The trainee will have shown a willingness
to collaborate and work with peers to complete tasks and activities (Q32).


BEGINNING PRACTICE In the Beginning Practice phase trainees should continue to demonstrate the expectations of the
Anticipating Practice phase

Professional Attributes (Q2,6,7a) in the Beginning Practice phase will be evidenced through engagement with the first
school placement, by being punctual and following stated procedures for absence, and through completion on time of all
required tasks and activities (Q2). The trainee will have demonstrated a positive attitude and an ability to form relationships
(Q2) and work collaboratively with school teachers, through shared planning and teaching of episodes, and attendance at
departmental or school meetings (Q6). The trainee will have shown a commitment to their own professional development by
maintaining their IDP efficiently and by reflecting on teaching episodes and agendas (Q7a).

Professional Knowledge and Understanding (Q14,15) in the Beginning Practice phase will be evidenced through sound
subject knowledge in teaching episodes, and appropriate choices of activities and tasks, with support from the class teacher
(Q14). The trainee will have some understanding of curricula, syllabuses and frameworks (Q15).

Professional Skills (Q22,25a,25d,30) in the Beginning Practice phase will be characterised by managing early experiences
of planning and teaching (Q25d). The trainee will have planned and taught episodes in some lessons, and demonstrated an
initial understanding of learning objectives (Q22), structuring teaching episodes, selecting resources and beginning to
establish a purposeful learning environment (Q25a,25d,30). These first experiences of teaching will be evidenced in a
teaching file with class lists, prior assessment and SEN data, episode plans and resources, annotated agendas and in
feedback from observing teachers and other colleagues.


CONSOLIDATING PRACTICE In the Consolidating Practice phase trainees should continue to demonstrate the expectations
of the previous phases.

Professional Attributes (Q2,3,4,5,7,9) in the Consolidating Practice phase will be evidenced through having high
professional expectations (Q2), following the policies and practices of the placement school (Q3b), developing awareness of
the professional duties of teachers (Q3a) and maintaining high standards of personal organisation (Q2). The trainee will be
able to communicate effectively with young people, school colleagues, and parents or carers (Q4), and recognise the
contribution they can make to the development, well-being and attainment of learners(Q5). By using the Exeter Model,
trainees will have evaluated and reflected on their practice (Q7) and have demonstrated an ability to act upon advice and
feedback (Q9).

Professional Knowledge and Understanding (Q10,11,12,14,15,16,17,21) in the Consolidating Practice phase will be
evidenced through use of an increasing range of strategies for teaching, learning and behaviour management (Q10). The
trainee will have had some experience of formative assessment (Q12) and will know the assessment requirements for the
relevant subjects/phase (Q11). The trainee will have a secure knowledge and understanding of their subject/curriculum areas
across the ability and age ranges available (Q14) and will have a clear understanding of appropriate curricula, syllabuses,
frameworks and initiatives (Q15). Through school training, the trainee will understand Child Protection issues (Q21a), will
have met with the SENCO and will know how vulnerable students are identified and referred to colleagues for specialist
support (Q21b). The trainee will have attempted all three of the TDA skills tests (Q16) and know how to use their skills in
literacy, numeracy and ICT to support their teaching and wider professional role (Q17).
Professional Skills (Q22,23,24,25,31) in the Consolidating Practice phase will be demonstrated through planning and
teaching lessons and sequences of lessons using a range of teaching strategies and resources (Q25a), based on awareness
of learners‟ prior knowledge (Q25b). Trainees will demonstrate secure subject/curriculum knowledge in planning for
progression and designing effective learning sequences (Q22). They will take account of diversity in their planning and
promote equality and inclusion in lessons where opportunities arise (Q25a). Trainees will use e-learning approaches where
appropriate opportunities arise (Q25a). They will evaluate the impact of their teaching (Q29). The trainee‟s teaching will
develop pupils‟ conceptual understanding through appropriate explanations, questioning and discussion (Q25b,c); they will
use an appropriate balance of individual, pair, group and whole class work (Q25d), and plan for and set homework where
appropriate(Q24). Trainees will have designed opportunities for learners to develop their literacy, numeracy and ICT skills
                                                              24
(Q23). They will have established a clear framework for discipline which is generally effective (Q31).
DEVELOPING INDEPENDENCE In the Developing Independence phase trainees should continue to demonstrate the
expectations of the previous phases. Achievement of this phase means achievement of the Standards for the
Award of QTS.

Professional Attributes (Q1,2,4,8) in the Developing Independence phase will be evidenced through maintaining high
professional expectations, demonstrated in efficient personal organisation and time-keeping and contributions to the
school as a community (Q2), and high expectations of the learners they teach (Q1). The trainee will recognise and the
importance of effective communication with parents and carers (Q4). A willingness to adapt and innovate will be evident
both in teaching and in the contribution to the school community (Q8).

Professional Knowledge and Understanding (Q10,11,13,14,15,16,19,20) in the Developing Independence phase will
be demonstrated through planning, teaching and assessing for classes in all relevant key stages (Q10,11), and will be
underpinned by good subject and pedagogic knowledge (Q14) and a secure knowledge of all relevant curricula,
frameworks and initiatives (Q15). The trainee will know how to provide support for vulnerable pupils, or those with special
needs or EAL (Q19,20). The trainee will know how to personalise learning and provide opportunities for all learners to
achieve their potential (Q10). The trainee will understand how data can be used to inform planning for learning, to
evaluate the effectiveness of their teaching, to monitor progress of those they teach and to raise levels of attainment
(Q13). S/he will be familiar with the summative assessment demands of the relevant curriculum and/or examination
syllabuses (Q11). The trainee will have passed the QTS Skills Tests (Q16).

Professional Skills (Q22,23,24,25,26,27,28,31,32,33) in the Developing Independence phase will be evidenced by
medium term planning and teaching (Q22) which shows evidence of personalised learning, taking account of diversity
and equality (Q25a). In the classroom, a clear framework for behaviour management (Q31) will permit high quality
interactions will build on prior knowledge (Q25b) and support pupils‟ reflections on their learning (Q28). The trainee will
make appropriate use of e-learning (Q25a), develop pupils‟ conceptual understanding through effective explanations,
questioning and discussion (Q25b,c); they will use a range of individual, group and whole class work as appropriate within
the lesson or sequence of lessons (Q25d) and will design opportunities for developing pupils‟ literacy, numeracy and ICT
(Q23), and for out-of-school learning experiences (Q24). The trainee will work constructively as a team member (Q32)
and will ensure the appropriate involvement of other adults in the classroom (Q33). The trainee will have evidence of
using a range of assessment practices, will have established an effective monitoring and record-keeping system (Q26a)
and will have evidence of providing appropriate feedback (Q27). They will have evidence of using assessment outcomes
to set challenging learning objectives (Q26b).



ENRICHMENT AND EXTENSION

In the Enrichment and Extension phase there will be evidence of the trainee moving beyond the threshold of the
Standards for the Award of QTS.

Professional Attributes in the Enrichment and Extension phase will be evidenced through demonstration of high levels
of independence in identifying priorities for professional development and a willingness to be creative and innovative.

Professional Knowledge and Understanding in the Enrichment and Extension phase will be demonstrated through a
commitment to broadening and deepening professional knowledge and understanding through enquiry, independent
reading and research.

Professional Skills in the Enrichment and Extension phase will be evidenced by full engagement with identifying and
developing aspects of professional practice which would benefit from further attention. It will also be evidenced by critical
evaluation and reflection on professional practice with reference to professional or academic education literature and/or
theoretical frameworks.




                                                            25
                                                 GRADUATE SCHOOL OF EDUCATION
                                                 AGENDA FORM

                                                 Trainee Name ……………………………………………………….




Date                                            Lesson Topic
Year Group                                      Observer
Selected focus from the learning focuses for agendas (or a personalised focus)
What aspect of my teaching am I trying to improve?




        DETAILS OF INTENTIONS                                            OBSERVATIONS ON FOCUS
              by trainee                                                        by tutor




PLEASE REMEMBER:
Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of
paper and retain for later discussion. The trainee should evaluate the agenda BEFORE receiving feedback. The annotated agenda
is to be kept by the trainee for use in a Supervisory Conference.




                                                                    26
                                                 GRADUATE SCHOOL OF EDUCATION
                                                 AGENDA FORM

                                                 Trainee Name ……………………………………………………….




Date                                            Lesson Topic
Year Group                                      Observer
Selected focus from the learning focuses for agendas (or a personalised focus)
What aspect of my teaching am I trying to improve?




        DETAILS OF INTENTIONS                                            OBSERVATIONS ON FOCUS
              by trainee                                                        by tutor




PLEASE REMEMBER:
Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of
paper and retain for later discussion. The trainee should evaluate the agenda BEFORE receiving feedback. The annotated agenda
is to be kept by the trainee for use in a Supervisory Conference.




                                                                    27
Example of Annotated Agenda

Date                                    Lesson topic:
Year group                              Observer
Selected focus from the Learning Focuses for Agendas (or a personalised focus)
What aspect of my teaching am I trying to improve?
Q31 Operating established procedures for starting and ending lessons
              DETAILS OF INTENTIONS                                          OBSERVATIONS ON FOCUS
                    by trainee                                                         by Tutor
                                                                    You were outside the classroom before the bell for
      Arrive at classroom before the class arrives.                end of break.

                                                                    ‘Today we are going to line up outside the room.
                                                                    Please wait quietly while we wait for everyone to
      Ask pupils to line up in an orderly fashion                  get here.’
        outside the door; “Please wait quietly until I              ‘One line.’
        tell you to go in”.                                         ‘Quiet please.’
                                                                    You do not respond to the queries: ‘Why are we
                                                                    doing this?’; ‘Mrs H does not make us do this.’
                                                                    You move along the line and repeat the
                                                                    instructions to the stragglers. You also look at the
      Wait for them to do this.                                    boys who are shuffling and talking at the back until
                                                                    they are quiet.
                                                                    When all are quiet (3 minutes) you move to the
                                                                    door and stand by it to allow the children to enter.
      Ask pupils into the classroom and stand near                 You smile and make some eye contact as they
       door to supervise entry.                                     enter.
                                                                    They enter quietly and sit down.
                                                                    You move behind the teacher’s desk.
      When everyone is seated, remind them to take
                                                                    ‘Please take off your coats and get out pens,
       coats off and put bags on the floor.                         planners and your books. Put your bags on the
                                                                    floor. ’They do this slowly.
                                                                    You stand behind desk and wait. You adjust books
      Stand centre front of classroom, and ask for                 on desk. You pick up the register.
                                                                    You move in front of the desk.
       quiet to begin the lesson. “I’m going to take
                                                                     ’Everybody quiet please.’
       the register please don’t talk unless it is to               You stand and wait for quiet. You look around the
       answer your name!”                                           class and try to catch the eyes of those girls in the
                                                                    corner who are talking.
      Use assertive, confident body language.                      You call and mark the register and do a visual
                                                                    check as each pupil answers. Some pupils do not
                                                                    appear to be sitting where you expected them to
                                                                    be.
PLEASE REMEMBER:
Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a separate sheet of
paper and retain for later discussion. The trainee should evaluate the agenda BEFORE receiving feedback. The annotated agenda
is to be kept by the trainee for use in a Supervisory Conference.




         This example is not intended to be a ‘perfect agenda’ - just a real example!




                                                              28
                                       LEARNING FOCUSES FOR AGENDAS
Agenda focuses are designed as a bank of learning focuses from which trainees and PSTs select according to
individual learning needs. It is not a required list to work through. Use a different agenda focus from those listed
here if it is relevant to a trainee’s individual learning needs.
Managing the Learning Environment Q3O                        Communication and Interaction: Q25a;b;c;d
 Managing distribution, use and collection of resources      Employing interactive teaching methods
 Managing movement into groups                               Using initial episode to set the learning context for the
 Managing transitions between lesson activities                  lesson
 Managing timing                                                Giving clear task instructions
 Managing pace                                                  Giving clear explanations of concepts and ideas
 Managing out-of-classroom learning spaces                      Managing whole class discussion
 Addressing health and safety issues                            Using questioning effectively
 Setting homework                                               Using appropriate language
                                                                 Building on prior knowledge
Behaviour Management Q31                                         Generating high levels of participation
 Operating established procedures for starting and              Listening to learners‟ answers and responding
    ending lessons                                                appropriately
   Gaining and holding whole class attention                    Making learning objectives clear to learners
   Creating positive relationships                              Managing collaborative group work
   Establishing a constructive and purposeful learning          Motivating reluctant learners
    environment
   Managing learners‟ behaviour constructively              Personalised Learning: Meeting Individual Needs Q19
   Dealing with low-level disruptions                        Differentiating by task or resource for different learning
   Dealing with confrontational situations                       needs
   Using voice constructively                                   Differentiating by task or resource for children with EAL
   Developing an assertive presence                             Differentiating for diversity of interests and experiences
   Promoting self-control and independence                      Differentiating to meet the multiple and diverse needs in
                                                                  a class Differentiating for children with SEN/IEPs
Monitoring and Assessment Q26/27/28                              Differentiating to set appropriately challenging work for
 Assessing learning needs during teaching through                the gifted and talented
    questioning, observation or plenaries                        Encouraging learner reflection
   Monitoring learning during lessons                           Promoting independent learning
   Giving constructive oral feedback
   Evaluating learners‟ progress towards planned learning   Use of other adults in the classroom Q32/Q33/Q20
    objectives                                                Managing the work of teacher assistants during whole
   Involving learners in reflecting on their own learning        class input
   Supporting learners in setting targets for improvement       Managing the work of teacher assistants during
   Creating effective contexts for peer and self-                individual/pair/group work
    assessment                                                   Working constructively with other adults in the classroom

Creativity: Q8                                               Using ICT for learning Q17
 Being flexible and adaptable                                Using ICT to create interactive teaching environments
 Making cross-curricular connections                         Using ICT to support explanations
                                                              Supporting learners in using ICT in a classroom setting
                                                              Managing use of ICT in a computer suite




                                                             29
Practice Agenda
Episode based on South Dartmoor Community College training DVD, ‘teaching exemplars 1’, ‘Common
Procedural tasks: Retrieving materials and Packing Away’


Date: 23.01.05                       Lesson topic: Map skills

Year group: 7                        Observer: Mr Smith

Selected focus from the Learning Focuses for Agendas (or a personalised focus)
What aspect of my teaching am I trying to improve?
Managing distribution, use and collection of resources (part Q30)
              DETAILS OF INTENTIONS                                       OBSERVATIONS ON FOCUS
                    by trainee                                                   by tutor

Stand at front of class.

Stop class. Wait for quiet. Praise for work in lesson.

Explain we are going to pack up.

Ask for:
Foundation text books,
Scrap paper,
Folders
to be piled neatly at the end of each row.

Indicate which end of the row.

Say class should also pack up their own things and sit
down when finished.

Give 60 second time to do this.

Say, ‘Start now.’ In energetic tone.

Monitor from the front and encourage individuals or
rows.

Give time reminder if necessary.

Praise class when task is completed.




REMEMBER:
Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on
a separate sheet of paper and retain for later discussion.
The trainee should evaluate the agenda BEFORE receiving feedback.
The annotated agenda is to be kept by the trainee for use in a supervisory conference.




                                                           30
 Annotated Agenda
 Episode from South Dartmoor Community College training DVD, ‘teaching exemplars 1’, ‘Common Procedural
 Tasks: Retrieving materials and packing away’


Date: 23.01.05                        Lesson topic: Map skills
Year group: 7                         Observer: Mr Smith

Selected focus from the Learning Focuses for Agendas : Managing distribution, use and collection of resources (part Q30)

         DETAILS OF INTENTIONS                                           OBSERVATIONS ON FOCUS
               by trainee                                                       by tutor
                                                                          Tick acceptable when just
Stand at front of class.                                                 indicating that an action
                                                                          happened
Stop class.
                                                                  already quiet
Wait for quiet.
Praise for work in lesson.                                       “OK yr 7 well done, you‟ve worked really well in
                                                                 today‟s lesson”
Explain we are going to pack up.
                                                                 ?             Don’t know if that happened, (couldn’t
Ask for:                          Bracket indicates
                                                                               keep up!) or was it just a heading for
                                  comments refer
Foundation text books,            to both of these
                                                                               what happened next
Scrap paper,                      intentions
                                                                 Listed in different order
Folders
to be piled neatly at the end     of each row.                                This doesn’t really matter but trainee might want
                                                                              to evaluate why they changed order
Indicate which end of the row.
                                                                 You did this before list above. Said “this” end.
Say class should also pack up their own things
and sit down when finished.                                      Not done                      This doesn’t really matter either but
                                    But actually was mentioned                                 trainee might want to evaluate why they
                                    after class had started to                                 gave this instruction first
                                    pack away


Give 60 second time to do this.                                  “I think about 60 seconds should do it”
                                                                                 This turned it into a competition! Interesting
Say, ‘Start now.’ In energetic tone.                             “Go”            to debate use of competition in education
                                                                                 during supervisory conference
Monitor from the front and encourage                             You remind and add “sit down when you‟ve
individuals or rows.
                                                                 finished”

Give time reminder if necessary.                                 X
                                                                 “Row 2 doing well, row 1 nearly there, 3 neat
                           Another example of use of             stacks, row 2, row 3, row 5 well done”
                           competition
                                                                                           This isn’t verbatim but gives accurate
                                                                                           sense of what was said so doesn’t
                                                                                           affect trainee’s ability to evaluate
Praise class when task is completed.
                                                                 Brilliant!

REMEMBER:
Observations on the agenda form should be descriptive, not evaluative. Please write evaluative comments on a
separate sheet of paper and retain for later discussion.
The trainee should evaluate the agenda BEFORE receiving feedback.
The annotated agenda is to be kept by the trainee for use in a supervisory conference.




                                                             31
                                             GRADUATE SCHOOL OF EDUCATION
                                             LESSON OBSERVATION FORM



Trainee:                                        Observer:                 Class:

School:                                         Area of Learning/Topic:   Date:
                                                                          Time:

PROGRESS TOWARDS THE STANDARDS: AREAS OF STRENGTH AND AREAS FOR DEVELOPMENT
Professional attributes
Relationships with children/young people
   have high expectations
   model positive attitudes and behaviour

Professional knowledge and understanding
Subject knowledge and related pedagogy
   National Curriculum/National
    Strategies/Early Learning Goals
Safeguarding/supporting pupils‟ well-being
Professional skills
Planning
   Progression/effective learning sequences
    (within/between lessons)
   Opportunities for pupils to develop literacy,
    numeracy and ICT skills
   Out of class work (e.g. homework)
Teaching
   Range of strategies and resources:
    taking account of diversity;
    promoting equality and inclusion
   Building on prior knowledge
   Matching language to learners:
    effective explanations, questioning,
    discussion, plenaries
   Managing whole class/group/individual
    learning; modifying teaching to suit the
    stage of the lesson
Assessing, monitoring and feedback
   Effective range of strategies
   Giving constructive feedback
   Supporting pupils‟ self-reflection
Learning environment
   Purposeful and safe
   Clear framework for behaviour
Working with colleagues to support learning


POINTS FOR DISCUSSION AND REFLECTION WITH REGARD TO:

Planning and
expectations


Teaching




Pupils’ learning




                                                            32
                                        GRADUATE SCHOOL OF EDUCATION
                                        LESSON OBSERVATION NOTES




 Trainee:                                        Date:                            Class:
 School:                                         Time:                            Topic
 Lesson Plan
     Learning objectives and outcomes                                Opportunities for assessment
     Teaching strategies                                             Opportunities for differentiation
     Pupil activities                                                Pupil progress

 Timing




Behaviour                Range of                Appropriate               Opportunities for     Develops
 management              questioning              Language                 discussion            thinking skills
Positive reinforcement   Open      Closed         Clear explanations       reflection            enquiring / predicting,
Use of voice             Differentiated           Modelling                active involvement    problem solving
Waiting for quiet        Supplementary            Timing / pace            addressing            pupil independence
Remind off task pupil    Probing / challenging                             misconceptions
Scanning the class       Responses extend
                         thinking
 Observer:




                                                         33
                                  GRADUATE SCHOOL OF EDUCATION
                                  WEEKLY DEVELOPMENT MEETING RECORD

                                  Trainee Name ……………………………………………………….



Use this sheet to record the principal outcomes/feedback from your weekly meeting with your Principal Subject Tutor (PST)
and to record your weekly targets. The weekly meeting with your PST should be as subject-specific as possible,
developing your understanding of how the Standards for the Award of QTS operate in your subject. This record does
not need to be lengthy or detailed: it does need to be focused and purposeful and it should be completed collaboratively
during the Weekly Development Meeting. Your PST should sign this as an agreed record of your meeting. Keep this record
in your Individual Development Portfolio.


REVIEW OF EVIDENCE OF ACHIEVEMENT:
Please read first any Action Plans or UVT Visit Records developed since last week’s meeting. Then review whether the
targets set on the previous week’s Weekly Development Meeting Record have been achieved or need carrying forward.




OUTCOMES OF DISCUSSION:
Focus of discussion: with reference to the Standards for the Award of QTS




WEEKLY DEVELOPMENT TARGET/S:
Please note the target/s (with reference to the Standards for the Award of QTS)




Please note how the target/s will be achieved




Demonstrations to be arranged for the week:                                                    Lesson & Date
1
2
Agenda focuses for the week:
1
2
Lesson observation using proforma (teacher observing trainee):




Signed: ……………………………………………………….. (Principal Subject Tutor) Date: ……………………………




                                                           34
                                        GRADUATE SCHOOL OF EDUCATION

                                        ACTION PLAN 3
                                        This Action Plan should be completed collaboratively during the Supervisory
                                        Conference by the Mentor and trainee, using Teaching Files and the Individual
                                        Development Portfolio (particularly agendas, evaluations and Weekly
                                        Development Meeting records). Account should be taken of further needs
                                        identified on Formative Report 2.




REVIEW OF EVIDENCE OF ACHIEVEMENT:
Please read first the Weekly Development Meeting Records and UVT Visit Records developed since the start of term. Then
review whether the targets set have been achieved or need carrying forward.




KEY POINTS FROM MENTOR/TRAINEE DISCUSSION:




MONTHLY DEVELOPMENT TARGET/S: (including further development identified on Formative Report 2)
Please note the target/s below (with reference to the Standards for the Award of QTS)




Please note below how the target/s will be achieved




Signed Trainee ………………………………                 Mentor …………………………….                  Date …………




                                                            35
(Whilst we don‟t claim perfection this is a good example!)
Example of completed Action Plan 3
                          GRADUATE SCHOOL OF EDUCATION
                          ACTION PLAN 3
                                       This action plan should be completed collaboratively during the supervisory
                                       conference by the Mentor and trainee, using teaching files and the Individual
                                       Development Portfolio (particularly agendas, evaluations and weekly development
                                       meeting records). Account should be taken of further needs identified on
                                       Formative Report 2.




REVIEW OF EVIDENCE OF ACHIEVEMENT:
Please read first the Weekly Development Meeting Records and UVT Visit Records developed since the last Supervisory
Conference. Then review whether the targets set on the previous Action Plan have been achieved or need carrying
forward.

Completed targets
   Scheme of Work completed for year 9
   Have observed and begun to implement the school’s discipline policies to support my own behaviour management
   Developed resources using ICT to support YR10’s coursework
   Managing the electronic register in all my classes


Targets to carry forward
   Taking all of year 7s lessons: now need to move into taking full lessons with YR9 and YR10


Other achievements
   Contributed to a form assembly
   Participating in extra-curricular football



KEY POINTS FROM MENTOR/TRAINEE DISCUSSION
   (Agendas and evaluations have shown that) Consistent use of the school’s discipline policy has helped my own
    behaviour management.
   As a result of agendas I am consciously trying to use positive language in managing behaviour instead of nagging
    and making negative remarks.
   Developed confidence in the use of ICT in the classroom including use of PPT and IWBs.
   Increase my familiarity with IWBs and I want to investigate the possibility of joining some school IWB training
    organized for the end of term
   Need to think more about differentiation. This will also involve me thinking about using assessment strategies.
   Begin using plenaries to assess learning.


MONTHLY DEVELOPMENT TARGET/S:
Please note the target/s below (with reference to the Standards for the Award of QTS)
Q25 (c) : Effective use of plenaries
Q26 (a): Begin to make effective use of a range of assessment, monitoring and recording strategies
Q26 (b): Begin to assess the learning needs of individuals
Please note below how the target/s will be achieved
Q26 (a), (b)
  Discuss the range of learning needs and abilities in Year 9 with PST
  Look at the SOW with the PST I have written for YR9 and amend any activities where I now see differentiation would
   be appropriate
 Teach the SOW with particular attention to differentiation
Q25 ( c)
   Plan with my PST to watch plenaries being used in lessons. I am aware that plenaries may be used at points other
    than the end of lessons.
   Begin, with my PST, to include plenaries in my lessons specifically to assess learning at key points.
   Plan for observation/ agenda opportunities related to plenaries




Signed Trainee ………………………………                      Mentor …………………………….            Date …………




                                                             36
                                                         GRADUATE SCHOOL OF EDUCATION
                                                       PGCE Programmes
                                          REFLECTION ON ACHIEVEMENT AND PROGRESS
                                                  FOR FORMATIVE REPORT 2:
                                                    BEGINNING PRACTICE


Name:                                                                                    Date:


BEGINNING PRACTICE In the Beginning Practice phase trainees should continue to demonstrate the expectations of
the Anticipating Practice phase
Professional Attributes (Q2,6,7a) in the Beginning Practice phase will be evidenced through engagement with the
first school placement, by being punctual and following stated procedures for absence, and through completion on time
of all required tasks and activities (Q2). The trainee will have demonstrated a positive attitude and an ability to form
relationships (Q2) and work collaboratively with school teachers, through shared planning and teaching of episodes,
and attendance at departmental or school meetings (Q6). The trainee will have shown a commitment to their own
professional development by maintaining their IDP efficiently and by reflecting on teaching episodes and agendas
(Q7a).
Professional Knowledge and Understanding (Q14,15) in the Beginning Practice phase will be evidenced through
sound subject knowledge in teaching episodes, and appropriate choices of activities and tasks, with support from the
class teacher (Q14). The trainee will have some understanding of curricula, syllabuses and frameworks (Q15).
Professional Skills (Q22,25a,25d,30) in the Beginning Practice phase will be characterised by managing early
experiences of planning and teaching (Q25d). The trainee will have planned and taught episodes in some lessons, and
demonstrated an initial understanding of learning objectives (Q22), structuring teaching episodes, selecting resources
and beginning to establish a purposeful learning environment (Q25a,25d,30). These first experiences of teaching will
be evidenced in a teaching file with class lists, prior assessment and SEN data, episode plans and resources, annotated
agendas and in feedback from observing teachers and other colleagues.

In the spaces below, record the location of evidence of your achievement of the elements of the profile descriptor. At the
end of each section, reflect on your progress in these elements and look ahead to your development in the next phase of
the PGCE programme. Where lesson plans, lesson observation feedback or annotated agendas are used as
evidence, you must identify and log specific documents that can be seen in your files.

Professional attributes
Q2       engagement with the first school placement



Q2       being punctual and following stated procedures for absence



Q2       completion on time of all required tasks and activities


Q2       demonstrate a positive attitude and an ability to form relationships


Q6       work collaboratively with school teachers, through shared planning and teaching of episodes, and attendance
         at departmental or school meetings



Q7a      commitment to their own professional development by maintaining their IDP efficiently and by reflecting on
         teaching episodes and agendas




Reflection:




                                                             37
Professional knowledge and understanding
Q14     sound subject knowledge in teaching episodes




Q14     appropriate choices of activities and tasks, with support from the class teacher




Q15     some understanding of curricula, syllabuses and frameworks




Reflection:




Professional skills
Q25d    managed early experiences of teaching




Q22     planned and taught episodes in some lessons with initial understanding of learning objectives



Q25a    structuring teaching episodes




Q25a    selecting resources




Q30     beginning to establish a purposeful learning environment




Reflection:




Additional evidence of achievement:
 QTS Standard                                                    Location




                                                            38
Example of completed RAP 2
                                                         GRADUATE SCHOOL OF EDUCATION
                                                        PGCE Programmes
                                            REFLECTION ON ACHIEVEMENT AND PROGRESS
                                                    FOR FORMATIVE REPORT 2:
                                                      BEGINNING PRACTICE
Name:                                                                                   Date:
In the spaces below, record the location of evidence of your achievement of the elements of the profile descriptor. At the
end of each section, reflect on your progress in these elements and look ahead to your development in the next phase of
the PGCE programme. Where lesson plans, lesson observation feedback or annotated agendas are used as
evidence, you must identify and log specific documents that can be seen in your files.


BEGINNING PRACTICE In the Beginning Practice phase trainees should continue to demonstrate the expectations of
the Anticipating Practice phase
Professional Attributes (Q2,6,7a) in the Beginning Practice phase will be evidenced through engagement with the
first school placement, by being punctual and following stated procedures for absence, and through completion on time
of all required tasks and activities (Q2). The trainee will have demonstrated a positive attitude and an ability to form
relationships (Q2) and work collaboratively with school teachers, through shared planning and teaching of episodes,
and attendance at departmental or school meetings (Q6). The trainee will have shown a commitment to their own
professional development by maintaining their IDP efficiently and by reflecting on teaching episodes and agendas
(Q7a).
Professional Knowledge and Understanding (Q14,15) in the Beginning Practice phase will be evidenced through
sound subject knowledge in teaching episodes, and appropriate choices of activities and tasks, with support from the
class teacher (Q14). The trainee will have some understanding of curricula, syllabuses and frameworks (Q15).
Professional Skills (Q22,25a,25d,30) in the Beginning Practice phase will be characterised by managing early
experiences of planning and teaching (Q25d). The trainee will have planned and taught episodes in some lessons, and
demonstrated an initial understanding of learning objectives (Q22), structuring teaching episodes, selecting resources
and beginning to establish a purposeful learning environment (Q25a,25d,30). These first experiences of teaching will
be evidenced in a teaching file with class lists, prior assessment and SEN data, episode plans and resources, annotated
agendas and in feedback from observing teachers and other colleagues.
Professional attributes
Q2       engagement with the first school placement
          attended staff development morning
          attended and took minutes at department meeting 07.01.09 (copy in school file 1)
          have read the school handbook and discussed the behaviour management policy with my head of year
          assisted at the 6th form open evening 12.01.09
Q2       being punctual and following stated procedures for absence
          I have been on time and not absent. The UVT visit record and QA record (IDP) confirm this
Q2       completion on time of all required tasks and activities
          My episode plans have been shown to my PST well in advance of the lesson
          I’ve started the reading and have booked a discussion with the SENCO for the SEN task
Q2       demonstrate a positive attitude and an ability to form relationships
          I hope I’ve done this, as I’m really enjoying my time here so far and seem to be getting on well with all the
             department
          I’ve got seating plans for all my classes and am beginning to be able to greet some of them in the corridor
             by name.
          I know all the names of pupils in my tutor group
Q6       work collaboratively with school teachers, through shared planning and teaching of episodes, and attendance
         at departmental or school meetings
          WDMs include lots of joint planning
          Lesson plans for all classes show shared teaching (teaching files for all years see specific examples 7P
             08.01.09; 7Q 09.01.09 and 10R 13.01.09)
Q7a      commitment to their own professional development by maintaining their IDP efficiently and by reflecting on
         teaching episodes and agendas
          IDP file is in order (UVT visit confirms this see record sheet in IDP)
          I’ve evaluated all episodes so far, some in detail (11R, 15.01.09) and some briefly indicating what I need to
             remember to do next time (9S 14.01.09)
          Agendas completed and evaluated (all in IDP)

Reflection:
I’ve been very impressed by the professionalism of all the staff I’ve met so far and it has clearly shown me what is
expected of me both here at this school and as a teacher in general. I’ve seen and tried to model the way in which Sue
Jenkins talks to pupils as it seems to me to be an excellent example of how to respect them as people but also how to
make sure that they respect others and her by doing as she asks. I’ve thought a lot about how ‘under the spotlight’ a
teacher is when they are in the classroom and how important it is to be well prepared, organised and ‘tidy’. I am still
very nervous and sometimes I think the pupils know that by my voice but I’m trying to ‘act’ being calm and Tom has
said that he’s seen an improvement in this already. I’m finding it difficult to reflect critically on everything I do but am
using the Framework for Dialogue about Teaching to help me think about different aspects of each lesson and this is
beginning to be useful. I’m amazed at the number of meetings that teachers are expected to go to and so have revised
my social calendar to make sure I can attend all necessary and still fit in all the planning and preparation required. I
might have underestimated how tiring teaching is, but I’m loving it!




                                                              39
Professional knowledge and understanding
Q14      sound subject knowledge in teaching episodes
          Detailed background notes on topics I’m feeling ‘weak’ on are in appropriate year file (see notes on Hajj
            in year 8 file and Wheel of Life diagram in yr 9 file)
          Extracts from text books other than those used in class (photocopied pages in yr 8 and 10 files under
            ‘additional resources’)
          Action plan 2 detailed some additional reading which I have done (notes in Uni file/subject knowledge)
Q14      appropriate choices of activities and tasks, with support from the class teacher
          Lesson plans : 7P 15.01.09; 8K 22.01.09 10G 17.01.09; (in year group files)
          Created resources for yr 8 ‘Id-ul- Adha’ which Sue and Tom have both used in their lessons as well (Yr8
            teaching file)
Q15      some understanding of curricula, syllabuses and frameworks
          Copy of SoW for each class in teaching files
          Selected appropriate lesson objectives from SoW for all classes (all lesson plans in appropriate yr file)
          Have read the exam syllabus for year 10 and online link is now in ‘my favourites’
          Have looked at sample exam questions and answers to gain understanding about level and detail required
            (copies in teaching files)
          WDM record (IDP 23.01.09) evidences discussion about development of pupils’ literacy links to the yr 7
            and 8 SoW

Reflection:
I’m beginning to be able to work out how what I know about a subject needs to be sorted into ‘bite sized’ chunks for
some classes, particularly after I tried to cram in too much content with a year 7 class. This was much better the
following lesson as I thought more about how they could learn for themselves rather than how I could force feed them!
I was really nervous about teaching Islam and Buddhism as they are ‘new’ to me so even though I concentrated on
them during last term at Uni I know I’ve still got a lot to learn, but at least I feel more than one page ahead now! I’ve
borrowed a couple of Tom’s books to do some reading over half term. I was really pleased when Sue and Tom used
my resources and am looking forward to creating others that are shareable. I’ve begun to develop an on-line resource
that all of us will use with all year 7 classes that will form part of an assessment on Islam.
I’m aware that I’m still using the text book too much but as I feel more confident in my subject knowledge this should
(and will) reduce!

Professional skills
Q25d     managed early experiences of teaching
          Taken responsibility for planning and teaching longer episodes in all classes except 10 Z. (Yr files all
             lesson plans)
          Episodes have generally gone well (lesson obs for 7H 15.01.09, 10 A 16.01.09)
          Am developing stronger classroom presence (lesson obs 7H 15.01.09, 9P 15.01.09 and WDM (19.01.09)
Q22      planned and taught episodes in some lessons with initial understanding of learning objectives
          Agenda 3 (14.01.09 in IDP) was about clarifying learning objective to the class
          Lesson plans (eg: 7H 15.01.09; 9P 15.01.09)
Q25a     structuring teaching episodes
          Lesson plans 7J (09.01.09) and 8H (11.01.09) and 10A (16.01.09) were for longer episodes with two or
             three different activities in them
Q25a     selecting resources
          Q14 above provides some of this evidence
          Used Channel 4 TV programme on Hajj
          Shared resources with Amy (PGCE RE on placement at Southfield) for Tibetan Buddhism lesson
Q30      beginning to establish a purposeful learning environment
          Using school behaviour management policy (lesson obs 8H 11.01.09)
          Following Tom and Sue’s routines for start and end of lessons (agenda 4 15.01.09 IDP)
          Watched 2 Teachers’ TV clips on behaviour management (links in ‘my favourites’)

Reflection:
There seems to be just so much to think about when planning each session, and its taking me ages, but the
framework for Dialogue is useful for this as well as for evaluation and I try to make sure that I think at least in passing
about each of the hexagons in all my planning. The lesson I planned using this in real detail went well and so I’m
hoping to become so familiar with it that it becomes second nature. The ‘research’ hexagon is always a bit of a
stumbling block as time to read articles seems so short, so it’s a good reminder. I’m also going to go back to one of
the texts recommended by my uni tutor: Wright, A., & Brandom, A. (2000) Learning to Teach Religious Education in
the Secondary School, as I think this will help my theory-practice links now that I’ve had more teaching experience. I
need to use ‘The Hive’ more to share resources and ideas with others on the course so that I can manage my time
better and I’m beginning to realise that not every resource has to be a brand new one!
I’m also aware that I’m so focussed on what I’m doing that sometimes I forget to think carefully enough about what
the pupils are learning but Sue and I are working on this with weekly targets.
Planning for the whole range of abilities in the classroom is something that I’m only just starting to think about but
know that I need to get to grips with this quickly otherwise I’m likely to ‘lose’ some pupils, particularly in 10Z and so
working more closely with the TAs is going to be important here.
Additional evidence of achievement:
  QTS Standard                                                     Location
Q32                   Notes on draft plans for new SoW for yr 9 from department meeting in school file 1
Q21a                  Notes from Prof Studies session on safeguarding young people school file 1




                                                              40
       Formative Report 2
                                              GRADUATE SCHOOL OF EDUCATION                        YOUR SCHOOL ITEC
                                                Secondary PGCE 2010/11                           SHOULD RETURN THIS
                                                 FORMATIVE REPORT 2:                             BY FRIDAY 28 JANUARY
                                                                                                         2011
                                                 BEGINNING PRACTICE                             PLEASE DO NOT SEND VIA
                                                                                                        TRAINEE

Trainee name:                                          School:                                  Subject:
PST:                                           Mentor:                                   UVT:
  This report cannot be completed until the trainee’s progress has been discussed with the PST and the trainee, and evidence in
  training files has been verified. Discussion with the trainee, based on the trainee’s written Reflection on Achievement and
  Progress, and scrutiny of the evidence should occur as the key process of the January Supervisory Conference. Action Plan 3
  should develop targets linked to the areas for further development noted below. You may find it helpful to highlight the
  statements which the trainee has achieved.

   BEGINNING PRACTICE In the Beginning Practice phase trainees should continue to demonstrate the expectations of
   the Anticipating Practice phase.
   Professional Attributes (Q2, 6, 7a) in the Beginning Practice phase will be evidenced through engagement with the
   first school placement, by being punctual and following stated procedures for absence, and through completion on time
   of all required tasks and activities (Q2). The trainee will have demonstrated a positive attitude and an ability to form
   relationships (Q2) and work collaboratively with school teachers, through shared planning and teaching of episodes,
   and attendance at departmental or school meetings (Q6). The trainee will have shown a commitment to their own
   professional development by maintaining their IDP efficiently and by reflecting on teaching episodes and agendas
   (Q7a).
   Professional Knowledge and Understanding (Q14, 15) in the Beginning Practice phase will be evidenced through
   sound subject knowledge in teaching episodes, and appropriate choices of activities and tasks, with support from the
   class teacher (Q14). The trainee will have some understanding of curricula, syllabuses and frameworks (Q15).
   Professional Skills (Q22, 25a, 25d, 30) in the Beginning Practice phase will be characterised by managing early
   experiences of planning and teaching (Q25d). The trainee will have planned and taught episodes in some lessons, and
   demonstrated an initial understanding of learning objectives (Q22), structuring teaching episodes, selecting resources
   and beginning to establish a purposeful learning environment (Q25a,25d,30). These first experiences of teaching will
   be evidenced in a teaching file with class lists, prior assessment and SEN data, episode plans and resources, annotated
   agendas and in feedback from observing teachers and other colleagues.

    Please tick this box to confirm that this report has been made after consultations with the PST and after checking
         the trainee’s files, and that it has been discussed with the trainee.

   Please tick the statement below applicable to the trainee’s progress at this stage.
        The trainee has met all of the expectations of the Beginning Practice phase
        The trainee is making satisfactory progress within the expectations of the Beginning Practice phase
        The trainee has not met the expectations of the Beginning Practice phase which raises a cause for concern in the
         areas noted for further development above. A Cause for Concern Letter, with Action Plan, has been given to the
         trainee.

   Areas of strength in relation to the Beginning Practice Profile




   Areas of further development in relation to the Beginning Practice Profile




   Number of days' absence during the Spring Term up to the completion of
   this report on …………………….. (date)




                                                                    41
 Building a Profile

 Based on the trainee’s Reflection on Achievement and Progress and your conversations during the
 supervisory conferences please indicate which of the following statements best describes the trainee’s
 ability to reflect on and explain their rationale for their teaching:
     The trainee’s reflections indicate many characteristics of an outstanding trainee
     The trainee’s reflections indicate many characteristics of a good trainee
     The trainee’s reflections indicate a satisfactory trainee
     The trainee’s reflections are inadequate

 In consultation with the PST, please indicate which of the following statements best describes the
 trainee’s performance in lessons:
     The trainee teaches lessons that are mostly good and often show outstanding characteristics
     The trainee teaches lessons that are never less than satisfactory but often good or better
     The trainee teaches consistently satisfactory lessons
     The trainee’s performance is inadequate


Signed                          Signed ...............…...........   Signed ...............…...........   Signed ……………
...............……..........
                                                                                                          Date ……………….
                                Date ............………………              Date ............………………
Date ............………………..

Trainee (before Report leaves   Mentor (before Report leaves          PST (before Report leaves           University Tutor (on return to
school)                         school)                               school)                             ITEPO)

  Please send to ITE Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road, EXETER,
                        EX1 2LU by FRIDAY 28 JANUARY 2011                Fax No 01392 724788




                                                                     42
       Formative Report 4

                                                    GRADUATE SCHOOL OF EDUCATION                                    YOUR SCHOOL ITEC
                                                         Secondary PGCE                                               SHOULD RETURN
                                                      FORMATIVE REPORT 4:                                            THIS BY FRIDAY 27
                                                                                                                         MAY 2011
                                                    DEVELOPING INDEPENDENCE                                        PLEASE DO NOT SEND
                                                                                                                        VIA TRAINEE

Trainee name:                                               School:                                           Subject:
PST:                                                Mentor:                                           UVT:

  This report cannot be completed until the trainee‟s progress has been discussed with the PST and the trainee, and evidence in training files has
  been verified. Discussion with the trainee, based on the trainee‟s written Critical Reflection, and scrutiny of the evidence should occur as the key
  process of the May Supervisory Conference. Action Plan 6 should develop targets linked to the areas for further development noted below. You
  may find it helpful to highlight the statements which the trainee has achieved.

   DEVELOPING INDEPENDENCE In the Developing Independence phase trainees should continue to demonstrate the expectations of
   the previous phases and achievement of this phase means achievement of the Standards for the Award of QTS.
   Professional Attributes (Q1, 2, 4, 8) in the Developing Independence phase will be evidenced through maintaining high professional
   expectations, demonstrated in efficient personal organisation and time-keeping and contributions to the school as a community (Q2), and
   high expectations of the learners they teach (Q1). The trainee will recognise and the importance of effective communication with parents
   and carers (Q4). A willingness to adapt and innovate will be evident both in teaching and in the contribution to the school community
   (Q8).
   Professional Knowledge and Understanding (Q10, 11, 13, 14, 15, 16, 19, 20) in the Developing Independence phase will be
   demonstrated through planning, teaching and assessing for classes in all relevant key stages (Q10,11), and will be underpinned by good
   subject and pedagogic knowledge (Q14) and a secure knowledge of all relevant curricula, frameworks and initiatives (Q15). The trainee
   will know how to provide support for vulnerable pupils, or those with special needs or EAL (Q19,20). The trainee will know how to
   personalise learning and provide opportunities for all learners to achieve their potential (Q10). The trainee will understand how data can
   be used to inform planning for learning, to evaluate the effectiveness of their teaching, to monitor progress of those they teach and to
   raise levels of attainment (Q13). S/he will be familiar with the summative assessment demands of the relevant curriculum and/or
   examination syllabuses (Q11). The trainee will have passed the QTS Skills Tests (Q16).
   Professional Skills (Q22, 23, 24, 25, 26, 27, 28, 31, 32, 33) in the Developing Independence phase will be evidenced by medium term
   planning and teaching (Q22) which shows evidence of personalised learning, taking account of diversity and equality (Q25a). In the
   classroom, a clear framework for behaviour management (Q31) will permit high quality interactions, will build on prior knowledge (Q25b)
   and support pupils‟ reflections on their learning (Q28). The trainee will make appropriate use of e-learning (Q25a), develop pupils‟
   conceptual understanding through effective explanations, questioning and discussion (Q25b,c); they will use a range of individual, group
   and whole class work as appropriate within the lesson or sequence of lessons (Q25d) and will design opportunities for developing pupils‟
   literacy, numeracy and ICT (Q23), and for out-of-school learning experiences (Q24). The trainee will work constructively as a team
   member (Q32) and will ensure the appropriate involvement of other adults in the classroom (Q33). The trainee will have evidence of
   using a range of assessment practices, will have established an effective monitoring and record-keeping system (Q26a) and will have
   evidence of providing appropriate feedback (Q27). They will have evidence of using assessment outcomes to set challenging learning
   objectives (Q26b).


    Please tick this box to confirm that this report has been made after consultations with the PST and after checking
         the trainee’s files, and that it has been discussed with the trainee.

   Please tick the statement below applicable to the trainee’s progress at this stage.
   ACHIEVEMENT OF THIS PHASE MEANS ACHIEVEMENT OF THE STANDARDS FOR THE
   AWARD OF QTS.
         The trainee has met all the expectations of the Developing Independence phase and an extension and enrichment
          plan is in place
         It is anticipated that the trainee will meet all the expectations of the Developing Independence phase by June 17 th
          providing they continue to make progress and provide evidence for those standards detailed in the ‘areas for
          further development’ on this report.
         The trainee has not met the expectations of the Developing Independence phase which raises a cause for concern
          in the areas noted for further development below. A Cause for Concern Letter and an Action Plan has been given
          to the trainee.

   If there is a current Cause for Concern letter in place (or just issued) please confirm whether they have met all the
   standards noted in the area of further development on the FR3 and/or associated Cause for Concern action plan.

   YES / NO

   If NO please specify which still remain from FR3:




                                                                          43
Areas of strength in relation to the Developing Independence Profile




                                                                                                                                    Cont.


Areas of further development in relation to the Developing Independence Profile




Number of days' absence during the Summer Term up to the completion of
this report on …………………….. (date)




Building a Profile

Based on the trainee’s Reflection on Achievement and Progress and your conversations during the
supervisory conferences please indicate which of the following statements best describes the trainee’s
ability to reflect on and explain their rationale for their teaching:
    The trainee’s reflections indicate many characteristics of an outstanding trainee
    The trainee’s reflections indicate many characteristics of a good trainee
    The trainee’s reflections indicate a satisfactory trainee
    The trainee’s reflections are inadequate

In consultation with the PST, please indicate which of the following statements best describes the
trainee’s performance in lessons:
    The trainee teaches lessons that are mostly good and often show outstanding characteristics
    The trainee teaches lessons that are never less than satisfactory but often good or better
    The trainee teaches consistently satisfactory lessons
    The trainee’s performance is inadequate




Signed                          Signed ...............…...........   Signed ...............…...........   Signed ……………
...............……..........
                                                                                                          Date ……………….
                                Date ............………………              Date ............………………
Date ............………………..
Trainee (before Report leaves   Mentor (before Report leaves         PST (before Report leaves            University Tutor (on return to
school)                         school)                              school)                              ITEPO)

Please send to ITE Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road EXETER, EX1
                              2LU by FRIDAY 27 May 2011            Fax No 01392 724788


 Please complete the enrichment and extension plan overleaf if the trainee has met the
 expectations of the Developing Independence phase.

                                                                     44
                         Extension and Enrichment Plan
                                                          Trainee Name:______________________
                                                          _______________________
 If a trainee has met all the expectations of the Developing Independence phase please
Other Formative Reports available at www.ex.ac.uk/education/partnership_with_schools
 complete this form to show what is planned to promote continuing development for the remainder of
 the placement.
 Enrichment should be instead of not, in addition to their workload. It is expected that trainees reduce
                                   SCHOOL OF EDUCATION AND LIFELONG LEARNING
                                   10 hours per week and that enrichment activities make up 5 hours.
 their teaching commitments to EXTENSION AND ENRICHMENT PLAN
 For trainees undertaking enrichment activities in another school, or on the Special School Placement
 they will have no commitment to your school for the period of their placement elsewhere, which should
 be for no more than a week unless it is part of the Special Schools Placement in which case it will be
 for two all the
Copies of weeks formative reports are available on the web at www.exeter.ac.uk/education/pages.php?id=345
 Trainees may, of course, decide to pursue enrichment activities whilst continuing to teach all or the
 majority of their classes. It is also expected that they continue to complete agendas, although the
 nature of these should reflect the higher level skills they are refining in line with the programme
 handbook details for ‘Agendas in the Developing Independence phase’.



Extension: Please indicate the standards where the trainee will consolidate and/or extend their practice
and what is planned to facilitate this.
Standard




Enrichment activities (optional): Please indicate any areas that the trainee is going to explore above
and beyond normal teaching experiences and how this will be arranged.




                                                     45
                         GRADUATE SCHOOL OF EDUCATION
                         Primary and Secondary PGCE
                         CAUSE FOR CONCERN LETTER



Trainee:                            School:                       Subject:
PST:                                Mentor:                       UVT:


Date:


Dear


Cause for Concern on Progress towards the Standards for the Award of QTS
This letter is to signal our concern about your present progress on the PGCE programme, and to
support you in addressing identified needs. Our concern is due to the following:


   Absence of more than 10 days from the programme;
   Failure to meet deadlines for university directed tasks or assignments
   Insufficient progress towards meeting the Standards for this stage of the course
   Professional engagement with the course
(please tick as applicable)


We are concerned that this puts you at risk of failing to achieve the standards necessary for the
Award of QTS, and we hope that this letter, and the actions you take as a consequence, will
enable you to succeed.


Your University tutor will discuss this with you, following discussion with the school, if appropriate,
and will draw up an Action Plan to identify what action you should take to strengthen your
position.


Please sign one copy of this letter and return it to your Mentor, in the case of school-based work,
or your University tutor, in the case of university-based work.


Yours sincerely


...........................................…………………... (Mentor)


…………….....…............................................. (University Visiting Tutor)



I have received this letter and participated in writing the Action Plan


Signed      …………………………………………… (Trainee)




                                                                                       continued



                                                       46
                          GRADUATE SCHOOL OF EDUCATION
                          Primary and Secondary PGCE
                          CAUSE FOR CONCERN ACTION PLAN


Please make sure you list all areas which the trainee needs to address in order to meet
the QTS Standards.

Cause for Concern




SMART Targets                                                                Date
                                                                             target
(Specific, Measurable, Achievable, Realistic, Time-Related)                  achieved




                                                              47
Final Summative Report
                                     GRADUATE SCHOOL OF EDUCATION
                                        Secondary PGCE 2010/11                          PLEASE RETURN TO
                                                                                              ITEPO
                                     FINAL SUMMATIVE REPORT                              BY 17 JUNE 2011




Trainee:                              School:                                Subject:

PST:                                  Mentor:                                UVT:



The trainee must be working consistently and comfortably in the Developing Independence Phase,
supported by evidence in the IDP and Teaching Files.


 Please tick this box to confirm that you have checked the trainee’s Individual
    Development Portfolio and Teaching Files for evidence



(please tick the appropriate box)


   The trainee has met all the standards.

   The trainee has not met the standards listed below:




If the only QTS Standard not achieved is Q16 please indicate the top statement above;
the University will check the Skills Tests.




Please ensure that the trainee’s CEDP details their strengths and areas for further development



 Signed ...............…….........      Signed ...............…...........   Signed ...............…...........
 Date ............………………                Date ............………………..            Date ............………………

 Trainee                                Mentor                               University Tutor (on return
                                                                             to ITEPO)
 (before Report leaves school)          (before Report leaves school)




Please send to ITE Partnership Office, University of Exeter, Graduate School of Education,
Heavitree Road, EXETER, EX1 2LU by FRIDAY 17 JUNE 2011
                                   Fax No 01392 724788

                                                        48
                                     FREQUENTLY ASKED QUESTIONS

We hope that this will help you but PLEASE feel free to contact the ITE Partnership Office if anything is unclear
or you have another question not covered here.

How much time will this take?
The Principal Subject Tutor (PST) should set aside an hour a week for a meeting with the trainee and the mentor
needs to commit to three supervisory conferences a term which will last at least an hour. However it has to be
said that these are minimum time commitments; much time is taken up with questions, between lesson chat,
finding resources to help - but think of the advantages and the resources trainees will be creating for you to use!

Who can I ask for support? I don’t like bothering the University
There may be people in your own school who have experience of working with the University of Exeter who you
could go to for support and of course the PST, mentor and ITE Coordinator (ITEC) will all be involved. However,
PLEASE contact the University for any advice or help you need. The trainee’s University Visiting Tutor (UVT) will
be easily contactable via email and the Partnership Office are available at the end of the phone (01392 724841).
It is much better to ask than to let a problem develop.

What can I do if my trainee is not making progress?
First of all identify the areas of weakness with the trainee using the profile descriptors and the standards. This
will help you to identify ways to help the trainee move forward. It is very important to involve the trainee in this.
Please make sure that the trainee knows what s/he needs to do to improve and discuss this with the other staff
working with them. Please contact the UVT. Issuing a ‘Cause for Concern’ letter is a very good way of making
sure that everyone is aware of the issues and how to put them right. This MUST be done in consultation with the
mentor and the UVT. Please don’t delay in doing this. It doesn’t mean that the trainee is failing, just not quite
reaching the appropriate level.

It’s not easy to persuade the rest of the department to follow the model
It is your responsibility (PST and ITEC) to make sure that all staff working with University of Exeter trainees
follow the Exeter model. This is part of the Partnership agreement (Memorandum of Understanding) between
your school and the University. It is important so that all trainees have equal opportunity to succeed and ensures
the Quality Assurance of our courses. We believe that the model allows trainees to make progress in an
incremental way which both challenges but also avoids facing them with too much too soon. We hope that you
are able to persuade your colleagues of this, otherwise we would ask that you restrict the trainee’s classes to
those where s/he will have the support of teachers who follow the model.

Surely they should take whole lessons from the start?
The idea of episodes is that the trainee can make progress and build confidence as they go along. We feel that
this also ensures the quality of education received by the pupils: they are being taught confidently and with the
security and discipline of their usual teacher until the trainee has gained the skills required for the complex art of
teaching whole lessons to a whole class. Of course even from the beginning the trainee should always be
working alongside the experienced teacher and wherever possible be involved in class activities – for example
working with small groups.

Trainees tell me they are allowed to work at the university/home when they have free lessons.
We expect trainees to follow the same protocols as any teachers in the school. We would expect them to be in
school during the course of the school day unless you have given them permission to go to the university (for
example to fetch a resource). This is a very occasional occurrence! It is of course important that they have
somewhere to work in school and access to computer facilities.

Is all this paperwork really necessary?
Yes! The paperwork ensures that the trainee and the school know what has been achieved, what evidence there
is of this and what still needs to be done to reach the standards. It also helps the trainee to become a reflective
practitioner. This course is an assessed course and the paperwork enables you to make the formative and
summative judgements required. The responsibility for ensuring the paperwork is up to date lies with the trainee.
Some trainees may need prompting to do this on a regular basis.

Do I have to be in the classroom all the time?
During practical lessons, such as science, PE, and D&T, yes. In other subjects it may be that during the
Developing Independence phase, you feel confident to leave them for a short while. However they should be
able to call upon you easily if there is a problem and of course you will need to be there for lesson observation,
demonstrations and agendas. The trainee should never be left alone as a ‘supply’ teacher.

If the usual class teacher is absent and there is a cover teacher present can the trainee teach a practical
lesson e.g. PE, Science, D&T?
No! Not unless the cover teacher is a subject specialist in that curriculum area.


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What meetings should trainees attend in school?
Everything that you would expect a member of the department to attend (including Parents’ evenings) as well as
those Professional Studies sessions arranged specifically for them.

Do trainees need any special facilities in school?
No. They need the same facilities that you would provide for any teacher: somewhere to work, access to the
staffroom for friendship and coffee; somewhere to keep their teaching files and folders; computer and internet
access for lesson planning and research. Nothing special - just the same as other teachers!

My trainee is always photocopying and there simply isn’t enough money in the departmental budget.
What should I do?
Ensure that your school makes some of the placement money available to the department to cover trainee
photocopying. Then it’s a case of teaching the trainee to live within the same budgetary constraints as the rest of
the staff. They will need help to think about using OHTs or PowerPoint rather than printing 30 copies of a
worksheet, or in using handback worksheets rather than handouts. Nevertheless trainees should be providing
stimulating and engaging resources to enhance their teaching and pupils’ learning and this might mean
accepting some financial implications. They will probably wish to share the resources they create with the
department as you share yours with them.
Should trainees be involved in extra-curricular activities?
Trainees have much to offer to the life of the whole school: they often bring many skills. It can be rewarding and
beneficial for trainees to become involved in extra-curricular activities but this should never be at the expense of
their classroom teaching and planning commitments.

My trainee wants to teach more than the recommended classes and I think this is a good idea too.
The training process is not just about time in the classroom. The trainee also needs time to plan, observe and
reflect on their work. It is crucial to allow time for this, particularly in the latter stages of training. At the end of the
training process it may be appropriate for some trainees to teach up to 15 hours but we would not recommend
this for all trainees.

Why does the Mentor fill in the Formative Reports when it is the PST that sees how the trainee is doing?
The assessment of the trainee is based on evidence presented by the trainee in conjunction with their Critical
reflection and interrogated by the Mentor and so the Mentor, who doesn’t see the trainee teach, is more able to
make this objective judgement. The Mentor will, however, talk with the PST about the content of the Formative
Report.

Do I need to tell the University if the trainee has not passed their QTS Skills tests?
Please do all you can to encourage the trainee to keep trying with the skills tests, however when it comes to the
Final Summative Report you can ignore them altogether as the University will check which of them have been
successfully completed.


                                        INFREQUENTLY ASKED QUESTIONS!

My trainee is not acting in a professional manner.
Many of the standards involve professional attributes, so we will have to be involved in training for
professionalism. There is further advice on how to go about this, with examples, on the web at
http://www.education.ex.ac.uk/pages.php?id=343

My trainee is involved in an allegation of abuse
Please tell the ITEC coordinator and phone the Partnership Director on 01392 724717 immediately. Take the
same immediate action as you would for a member of staff. Guidelines can be found on the web at
http://www.education.ex.ac.uk/pages.php?id=343




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