SECONDARY
2011-12
DIAGNOSTIC PLACEMENT REPORT
Due: Monday 12 December
School...................................................
Student Name..................................
Subject …….…
This report is to be completed by the subject mentor. It should be written following a
mentoring meeting during which the student and mentor discuss the student's selfevaluation based on the ‘Meeting the Standards Grid’. Student teachers will complete
their ‘Meeting the Standards Grid’ during the week beginning 5th December in time for
this meeting. The Subject Mentor should write the report based on their judgement of the
student's progress during the DP based on the full range of practice evidence observed
and discussed over the course of the diagnostic placement.
We ask Subject Mentors to comment upon any particular strengths and achievements
under each QTS sub heading. It is expected that school colleagues will have more
observations and advice to contribute in some parts than in others.
The final section under each of the main headings (i.e. Professional Attributes,
Professional Knowledge and Understanding and Professional Skills) outlines Priorities for
Development and will be used to set targets for the Long Placement. The report is
automatically passed to the student teacher’s new school to inform the transition between
the Diagnostic and Long Placements.
We recommend that this form is completed electronically and then emailed to Frances
Cook (frances.cook@newcastle.ac.uk)
Attainment Profile Summary (please fill in after completing the report)
Attribute
1A
1B
2A
2B
3A
3B
Outcome (circle/highlight)
Potential to be
Outstanding
Potential to be
Outstanding
Exceeding the
Standards
Exceeding the
Standards
Meeting the Standards
Potential to be
Outstanding
Potential to be
Outstanding
Potential to be
Outstanding
Exceeding the
Standards
Exceeding the
Standards
Exceeding the
Standards
Meeting the Standards
Potential to be
Outstanding
Exceeding the
Standards
Meeting the Standards
Meeting the Standards
Meeting the Standards
Meeting the Standards
Not Meeting the
Standards
Not Meeting the
Standards
Not Meeting the
Standards
Not Meeting the
Standards
Not Meeting the
Standards
Not Meeting the
Standards
1. Professional Attributes
1A. Relationships with learners and young people, Frameworks,
Communicating and working with others Q1-6
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
1B. Personal professional development Q7-9
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
Professional Attributes – priorities for development
1.
2. Professional Knowledge and Understanding
2A. Teaching and learning, Assessment and monitoring, Subjects and
curriculum, Literacy, numeracy and ICT Q10-17
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
2B. Achievement and diversity, Health and well-being Q18-21
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
Professional Knowledge and Understanding – priorities for development
1.
3. Professional Skills
3A. Planning, Teaching, Assessing, monitoring and giving feedback,
Reviewing teaching and learning Q22-29
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
3B. Learning environment, Team working and collaboration Q30-33
‘Meeting the Standards Grid’ Outcome (please highlight):
Potential to be Outstanding
Exceeding the Standards
Meeting the Standards
Not Meeting the Standards
Particular strengths and achievements
Professional Skills – priorities for development
1.
MENTOR REVIEW QUESTIONS
Attendance and Punctuality – Please comment
Please add any further comments that you feel would be appropriate, as information
from this report will be used to inform and support the student’s first reference.
MENTOR’S SIGNATURE
(Name if e mailed)
PROFESSIONAL TUTOR’S SIGNATURE
STUDENT’S SIGNATURE
(Name if e mailed)
DATE
(Name if e mailed)
The completed report should be sent to Frances Cook, Acting PGCE Secondary
Secretary, School of Education, Communication and Language Sciences, University of
Newcastle upon Tyne, King George VI Building, Queen Victoria Road, Newcastle upon
Tyne, NE1 7RU
Fax: 0191 222 6546
Email frances.cook@newcastle.ac.uk by 12 December.
The student and mentor should retain copies for their files. A copy of the
completed document will be forwarded to the Long Placement school.
All Secondary PGCE documentation is also available on our website at
http://www.ncl.ac.uk/ecls/secpgcepart/