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					School-Based Training Pro-Forma
                       2010-11




                    Leeds Trinity University College
                                  Brownberrie Lane
                                           Horsforth
                                              Leeds
                                         LS18 5HD
                         www.leedstrinity.net/pgce
                                           This page intentionally blank




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Introduction
This pack contains pro-forma for use during Stages II and III of the PGCE course by trainees,
school-based tutors and link tutors.

WEEKLY SELF-EVALUATION AND TUTORIAL RECORD (PAGES 4-6)
Each week the SBT and trainee need to meet, review progress and set targets for the forthcoming
week of training. Each of these training tutorials should is recorded by the trainee and/or their
school-based tutor using section A of this form.

Trainees should evaluate their progress against these targets each week, informed by feedback
from school-based tutors. This weekly self-evaluation should be given to the school based subject
tutor 24 hours in advance of the next tutorial.

Other self-evaluation pro-forma can be found in the Training Development Profile (TDP):
    End-of-Stage Evaluation. This is completed by trainees, with support from school-based
       tutors, at the end of each stage and inform target setting at the start of the next stage.
    Interim Review. This is completed by trainees, with support from subject studies tutors, at
       the mid-point of Stages 2 and 3.

LESSON PLANNING AND UNIT OF WORK PLANNING SCHEDULES (PAGES 7-10)
Trainees should always make use of the lesson planning pro-forma within this pack when planning
lessons. Trainees are required to produce two kinds of lesson plan: the "gold-plated" version and
the "every-day" version. The "gold-plated" version will provide evidence of meeting Standards and
will be included in the SEB for assessment purposes. The "every-day" version will be a working
document used during training.

Trainees and tutors should note that the size of the boxes in the lesson planning pro-forma do not
indicate the amount of text that should be included. Trainees should adjust the heights and widths
to suit their own needs.

LESSON OBSERVATION AND PROMPT SHEET (PAGE 11-13)
There is one lesson observation schedule. A prompt sheet is provided to support observers when
writing comments.

WRITTEN TESTIMONY RECORD (PAGE 14)
Written testimony of trainee’s performance is a record either drafted by the trainee and annotated
and signed by the School Based Tutor or written and signed by the School Based Tutor. The
record describes and evaluates elements of a trainee’s performance in or outside of the classroom.

Written testimony of the trainee’s knowledge and understanding may be recorded by a school-
based tutor during or following a training tutorial of trainees’ answers to a series of questions
designed to evaluate knowledge and understanding;

SEB COVER SHEET (PAGE 15)
  The first page of the SEB should be the cover sheet which must be signed by the Subject
  School Based Tutor and/or Coordinator in the School.




      THESE PRO-FORMA ARE ALSO AVAILABLE AT www.leedstrinity.net/pgce



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       WEEKLY TUTORIAL RECORD AND SELF EVALUATION
PART A: RECORD OF TUTORIAL
To be completed during/after the tutorial by trainee and/or SBT.

A1. CONFIRMED TARGETS AND ACTION FOR FORTHCOMING WEEK
Targets should be informed by a review of
   1. Trainee’s self-evaluation
   2. Targets set previously for the trainee (see tutorial record from previous week)
   3. Items from the training programme (SBT Manual Section 6)

SCH related Quality of  Action to be taken to achieve target                       Review (to be
targets for performance                                                            completed
development to be                                                                  during next
            achieved                                                               tutorial)
            (S, Q, C
            level)
SS1a
(Subject
Knowledge)




SS




SS




PS




A2. ANY OTHER BUSINESS




SIGNED (Tutor):                                                    DATE:


SIGNED (Trainee):                                                  DATE:



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PART B. WEEKLY SELF-EVALUATION
To be completed by trainee and given to SBT at least 24 hours before tutorial.

B1. REVIEW OF THIS WEEK
Informed by:
      Your targets for this week
      Evaluation of Pupils’ Learning (written after every lesson)
      Written/oral feedback on your lessons
      Progress with your SEB
      Other feedback on planning, professional understanding etc

Area                     Achievements this week         Issues that need to be addressed
Professional
Frameworks,
Working with
Others,
Evaluating and
Improving (PS1,
PS2)

Relationships
with Young
People and
Achievement and
Diversity (PS3,
PS4)

Subject
Knowledge (SS1)




Planning and
Assessment
(SS2, SS3, SS4,
SS5)




Teaching and
Learning (SS6,
SS7, SS8)




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B2. SUGGESTED TARGETS FOR FORTHCOMING WEEK
Informed by your review of this week

 SCH              Suggested Target         Proposed Action     SBT Comments
                                                              (prior to tutorial)
SS




SS




SS




PS




B3. ANY OTHER ISSUES TO DISCUSS WITH SBT DURING TUTORIAL




SIGNED (Trainee):                                     DATE:


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                “GOLD-PLATED” LESSON PLAN PROFORMA
 The "gold-plated" lesson plan provides evidence of meeting Standards and should be included in
                                the SEB for assessment purposes.


FIRST SECTION: LESSON CONTEXT
Date:                         Time:                 Duration: 60mins          Location:

Class: include year           Mixed ability/Set:    Attainment Range:         Number of Pupils:
group                                               (Levels / Grades)         (Boy/Girl Ratio)

Provision for Special Pupils:
e.g. SEN; EAL; G & T pupils; normal range pupil who has been absent.

Role of Other Staff:


Significant features of Location: e.g. health & safety issues; temporary accommodation;
specialist space (e.g. Art Room)

Resources:




SECOND SECTION: LESSON PURPOSE
Lesson Reference: Reference to Unit and/or Scheme of work; reference to NC (KS3) or Exam
Specifications/Syllabus (KS4 and 16+).

Baseline: (Prior Learning on which the lesson will build)

Purpose of lesson:
(i.e. Increment Learning or Consolidate Learning or Review and Feedback or Assessment or Exam
Guidance).

Links: Possible contributions to the National Strategy or Key Skills (KS4 and 16+); Cross-
Curricular Themes; Functional Skills; Citizenship; PSHE; Careers Education; ICT.
Lesson Objective/s: (One or at most two) Stated as: know that…; understand how…; understand
why…; have the capability to… etc.

Intended Learning Outcomes:                        Monitoring against ILOs:

By the end of the lesson… (what you expect to      How and when monitoring for understanding
see, hear or read if your objective(s) have been   against ILOs and for potential errors and
fulfilled. Outcomes should be differentiated       misconceptions will take place; E.g. key
according to the range of attainment in the        questions to be asked at key points of the
class).                                            lesson

   All pupils (except some SEN pupils) will be
   able to…
   Most pupils will be able to….
   Some pupils will be able to…




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THIRD SECTION: ACTION SHEET
Timings        Starter Activity (if appropriate):



               Introduction: Including
                  links with prior teaching
                  key teaching points and pupil activities
                  objectives to be shared with pupils

               Development: Including
                 key teaching points and pupil activities in a sequence to support progression in
                 learning
                 key questions and explanations
                 monitoring strategies

               Plenary: Including
                 summary of key points
                 review of learning against objectives
                 monitor learning outcomes across the attainment range
                 monitor for the development of metacognition (where appropriate)
                 set the agenda for next lesson

Homework:




Contingency Planning:
  when teaching and tasks are under or over pitched
  when timing goes awry
  for special pupils
  if equipment fails




FOURTH SECTION:             EVALUATION OF PUPILS’ LEARNING

     What have the pupils learnt? Have the pupils met the ILOs? How is this known?
     How did the teaching structure and support the learning?
     What learning needs to be reinforced / revisited?
     What must be done in order to stay on track and realize the Unit of Work objectives?




             Text in italics is for guidance only and should not appear in final plans.

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                   “EVERYDAY” LESSON PLAN PROFORMA
Date:                        Time:                    Duration: 60mins        Location:

Class: include year group                             Number of Pupils: (Boy/Girl Ratio)

Provision for Special Pupils:
e.g. SEN; EAL; G & T pupils; normal range pupil who has been absent.

Resources:


Baseline: (Prior Learning on which the lesson will build)

Lesson Objective/s: (One or at most two) Stated as: know that…; understand how…; understand
why…; have the capability to… etc.

Intended Learning Outcomes:                            Monitoring against ILOs:

By the end of the lesson… (what you expect to          How and when monitoring for understanding
see, hear or read if your objective(s) have been       against ILOs and for potential errors and
fulfilled. Outcomes should be differentiated           misconceptions will take place.
according to the range of attainment in the
class).

   All pupils (except some SEN pupils) will be
   able to…
   Most pupils will be able to….
   Some pupils will be able to…

Timings:         Starter (if appropriate) and Introduction:
                   Link backward
                   Introduce topic/objectives

                 Development:
                   steps in pupils learning/pupil tasks and activities
                   Key questions/explanations/vocabulary

                 Plenary:
                   Summary/revisit objectives
                   Feedback: (pupils  teacher and teacher  pupils)
                   Link forward
Homework:


Evaluation of Pupils’ Learning:

     What have the pupils learnt? Have the pupils met the ILOs? How is this known?
     How did the teaching structure and support the learning?
     What learning needs to be reinforced / revisited?
     What must be done in order to stay on track and realize the Unit of Work objectives?


             Text in italics is for guidance only and should not appear in final plans.

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                                      UNIT OF WORK PLAN
   Trainees are requested when providing unit of work plans for assessment in all stages of the
  course to submit unit of work plans which provide information required under all of the headings
    listed below. Trainees may determine the layout but it is essential to provide all the data
                          requested for the specific headings as below.

1. UNIT OF WORK CONTEXT

1.1   Scheme of work: (Reference to PoS/AT (KS3) or Exam Specifications KS4/5)
1.2   Unit Number:              1.3 Unit Title:      1.4 Year Group:
1.5   Mixed Ability / Set X of Y:
1.6   Number and details of SEN/G&T/EAL pupils for whom unit objectives are appropriate:
1.7   Number and details of pupils for whom individualised arrangements must be made:
1.8   Number of lessons:        1.9 Total time allocated:


2. UNIT OBJECTIVES AND MODELS OF PROGRESSION

2.1      Baseline for Low Attainers at the start of the unit (prior attainment data).
2.2      Starting point for Higher Attainers at the beginning of the unit (prior attainment data).
2.3      Unit Objectives.
2.4      Stepping stones or progressional objectives from the baseline to unit objectives.
2.5      Stepping stones or progressional objectives between the starting point for Higher Attainers to unit
         objectives.
2.6      Frontier objectives (ie steps beyond the unit objectives; the next steps into the next unit of work;
         progression across units of work)


3. BREAKDOWN OF STEPS WITHIN THE UNIT
This analysis is of the steps in progression in pupils learning within the Unit Plan. A step might consist of
one or several lessons. Information provided for each step should include:

3.1 Progressional objective
3.2 Number and purpose of lessons within a step
3.3 Lesson objectives
3.4 Lesson focus and methods; provision for differentiation.
3.5 Opportunities to develop pupils’ learning of literacy, numeracy and ICT skills
3.6 Resource Implications
3.7 Anticipated or possible common errors and misconceptions that might appear within different steps.

3.8 Opportunities for learning in both school and out-of-school contexts, including planning for preparation of
     pupils for learning and specification of pupil activities within out-of-school contexts, and follow-up in-
     school consolidation/debriefing of learning.

3.9 Connection with Secondary National Strategy; Key Skills; other Subjects or Programmes (eg Citizenship;
     PSHE; Careers Education; work experience/work related learning); Functional Skills, PLTS; etc.


4. END OF UNIT ASSESSMENT

4.1 Assessment Approach
            locations: class and/or homework
            conditions: test and/or open book and/or individualised/group
            products – text and/or display and/or presentation
            test or task type
4.2 Timing and Duration
4.3     Fitness for purpose (how the assessment will test for all possible outcomes against each unit
        objective; how assessment methods and instruments will offer a fair test for all pupils)




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                                   LESSON OBSERVATION
TRAINEE :                                      ASSESSOR:
SCHOOL :                                       DATE:
CLASS:                                         NO. OF PUPILS:
TIME:                                          SUBJECT:


TARGET/S FOR OBSERVATION:                                                                   (SCH/s)

Please report on the nature and quality of achievement against the Standards.


INTRODUCTION (starter; sharing objectives; speed and efficiency in starting learning: feedback on
homework; use of monitoring data to inform lesson content; use of knowledge of pupils; strategies
for engaging pupils)


SCH




DEVELOPMENT (use of analogy in explanations; of targeted questions; coherence in use of
summaries and links; differentiation and challenge for pupils of differing attainment/needs; match of
teaching strategy to pupils and topic; response to pupils’ misunderstanding/misconceptions; nature
of pupils’ response to the lesson)


SCH




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SCH




PLENARY (gives/obtains feedback to/from pupils on attainment re objectives; challenging links to
prior and future learning)


SCH




STRENGTHS:                                       TARGETS FOR DEVELOPMENT:




SIGNED:                                          DATE:



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                   LESSON OBSERVATION PROMPT SHEET
                    May be used by observers as a prompt when observing trainees.

PS3 Relationships          PS3a
with Children and          Being a role model; demanding high standards
Your People                PS3b
                           Upholding policies relating to pupil welfare
                           PS3c
                           Effective use of behaviour management policy
                           PS3d
                           Using proactive behaviour management strategies
                           PS3e
                           Adapting behaviour management strategies for individuals and so fostering positive
                           relationships over the medium-term
PS4 Achievement            PS4b
and Diversity              Supporting pupils with particular needs
                           PS4c
                           Teaching inclusive lessons
SS1 Subject                SS1a
Knowledge                  Secure subject knowledge when teaching
                           SS1e
                           Using knowledge of subject and best practice to support conceptual learning
SS6 Monitoring,            SS6a
Marking and                Monitoring, and using this to inform teaching and learning
Feedback                   SS6c
                           Using AFL techniques to support pupils’ reflective learning
                           SS6d
                           Individualised monitoring and feedback
                           SS6e
                           Using personalised feedback and target to support learning and meta-cognition
SS7 Managing               SS7a
Activities,                Ensuring pupils are safe
Resources and              SS7b
Environment                Using a range of resources (including e-learning)
                           SS7c
                           Structuring lessons, avoiding dead-time and managing whole-class, group and individual
                           work
                           SS7d
                           Managing well-paced lessons so that pupils make progress
                           SS7e
                           Differentiating activities and resources so all learners make good progress
SS8 Teaching for           SS8a
Learning                   Communicate effectively in lessons
                           SS8b
                           Effective questioning
                           SS8c
                           Ensuring that pupils learn concepts and reflect on their own learning
                           SS8d
                           Differentiating communication
                           SS8e
                           Teaching engaging lessons in which pupils make good progress and discuss their learning




7b4e60f1-c395-4095-bc38-62872a447c82.doc                                                                            13
                            WRITTEN TESTIMONY RECORD
To be written by a school-based tutor as a report on a trainee’s performance and/or knowledge and
                                understanding against standards.

TRAINEE:                                               TUTOR:


TARGET SCH:                                                                               (SCH)

INDICATOR/S RECORD OF TESTIMONY
IN SCH
(a)(b) etc.




SIGNED:                                    POSITION:                     DATE:




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                                           SEB COVER SHEET
     To be signed by the trainee and school-based tutor and inserted as page one in each SEB

TRAINEE:                                           SUBJECT:

I have read the Leeds Trinity regulations on cheating and plagiarism and state that the
attached piece of work is my own and does not contain any unacknowledged work from any
other sources.

ADDITIONAL COMMENTS (IF NEEDED):




SIGNED (Trainee):                                                 DATE:




The evidence submitted in this SEB by this trainee accurately reflects the trainee's
performance by the end of the school placement.

ADDITIONAL COMMENTS (IF NEEDED):




SIGNED (SBT):                                                     DATE:



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