Faculty of Arts
Creative Industries
and Education
Department of Education
Modular Programme
For Initial Teacher Education
PGCE Secondary
Professional Development Portfolio
Academic Year 2013 – 2014
Trainee Name:
Subject Specialism:
Personal Tutor:
Professional Development Portfolio
Page
Section 1: Introduction
3
Section 2: Safeguarding and Child Protection Record of Training
4
Section 3: Trainee Progress Tracker
7
Section 4: Review Point Records
8
Section 5: Subject Mentor Meeting Log
9
Insert all your completed Logs at the end of your A Placement and at the end of
your B Placement.
10
Section 6: Lesson Observation Forms
Insert all your completed forms at the end of your A Placement and at the end of
your B Placement.
Section 7: Progress Report, Mid Point Report and Final Report
11
Insert your completed forms at the end of your A Placement and at the end of
your B Placement.
12
Section 8: Assignment Feedback Forms
Insert your copies of your assignment feedback forms as they become available.
Section 9: Subject Knowledge Profile and three completed Action Plans
13
Appendix 1: :Evidence of Progress form for Personal Tutor to draft Interim 14
reference
Appendix 2: Standard English
16
Appendix 3: Assessment Offences and Plagiarism Guidance
17
2
Section 1: Introduction
1. Introduction to your Professional Development Portfolio
A key part of your training and development as a teacher is the tracking of your
progress against the Teachers’ Standards (DfE, 2012) and the identification of the
evidence to support that progress.
Training to become a teacher can be extremely challenging; a former trainee described
her PGCE year at UWE as 'the hardest she had ever worked'. One of the factors that
contributes to the sense of challenge is the fact that the education environment is a very
dynamic one. The profession requires flexible, reflective and transformational teachers
who are willing and able to adopt a constructively critical approach to their ongoing
development. Your Professional Development Portfolio will be an important tool in the
management of your own development as a teacher.
You will be expected to use your PDP at regular points during the PGCE and to
complete a range of tasks that will allow you, your subject Group Tutor, your Personal
Tutor and your school based colleagues to support your development as a teacher.
Preparation Task
Set up an A4 ring binder file and label it Professional Development Portfolio. Place this
booklet in the file.
The Contents List provides a guide to the required maintenance of your PDP. You
should be assiduous in this maintenance so that the tracking of your progress is a
thorough and ongoing process.
3
Section 2: Safeguarding and Child Protection
Record of Training
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.


Teachers uphold public trust in the profession and maintain high standards of
ethics and behaviour, within and outside school, by: 

having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
Prior Knowledge and Experience
UWE Professional Development
Whole Cohort Lecture and Seminar: 11 September 2013
Key points to note for future action
Implementation plan
4
School/College Placement A: SPT or nominated person’s briefing
Date of briefing:
Key points to note for future action
Implementation plan
School/ College Placement B: SPT or nominated person’s briefing
Date of briefing:
Key points to note for future action
Implementation plan
5
Principles of conduct for trainees when working with children and young people
in professional practice placements.
These Principles of Conduct are adapted from the GTCE Code of Conduct and
Practice for Registered Teachers (2009).

Always place the safety, wellbeing and progress of children and young people first.

Understand the duty to safeguard children and young people.

Follow the placement’s child protection policies and procedures.

Establish and maintain appropriate relationships and professional boundaries with
children and young people.

Establish productive working relationships and collaborate with other professional
colleagues in the children’s workforce.

Take responsibility for understanding and complying with placement policies
relating to inclusion, access, bullying and equality of opportunity.

Promote opportunities to develop children and young people’s understanding,
appreciation of and respect for social and cultural diversity.

Demonstrate honesty and integrity in every aspect of work on the programme.

Uphold high standards of professional conduct with respect to full attendance,
punctuality, formal dress code and use of appropriate language.
Teachers’ work is underpinned by important values of public life, including:
selflessness; integrity; honesty; objectivity; accountability; openness; and leadership.
(Seven principles of public life, Nolan Committee, 1996)
6
Section 3:
Trainee Progress Tracker
Insert your TPT here
7
Section 4:
Review Point Records
(Insert your RP1 and RP 2 Forms here)
8
Section 5:
Subject Mentor Meeting Log
(Insert all your completed Logs at the end of
your A Placement and at the end of your B
Placement.)
9
Section 6:
Lesson Observation Forms
(Insert all your completed forms at the end of
your A Placement and at the end of your B
Placement.)
10
Section 7:
Progress Report, Mid Point
Report and Final Report.
(Insert your completed forms at the end of your
A Placement and at the end of your B
Placement.)
11
Section 8:
Assignment Feedback Forms.
(Insert your copies of your assignment feedback
forms as they become available.)
12
Section 9:
Subject Knowledge Profile and
three completed Action Plan.
(Please insert your SKP here with the selected Action
Plans. Please ensure they have been signed and
dated by your Group Tutor or Subject Mentor.)
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Appendix 1: Reference Form
This form is on blackboard: PGCE Secondary Overall
UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL
Department of Education
PGCE Secondary Programme
Evidence of Progress
Name:
The evidence recorded here will help your personal tutor to draft an interim reference, to be
discussed with you, for use in job applications. You should write a statement for each
section that records your progress on the programme to date, including particularly your
achievements, but also those aspects of your work that you are currently trying to develop.
Try to link your statements to concrete examples referring specifically to work related to
your Subject Knowledge for Teaching and Professional Development programme. For
those following the CLF/SD pathways you should make reference to your work on those
pathways too.
University/CLF/SD based part of the programme: Try to include comment on your contribution
to subject knowledge for Teaching and PD sessions, working relationships, listening and
speaking skills, teamwork, attendance and punctuality.
School based part of the programme: List main topics taught to different year groups
during your A placement. (You should also include reference to your knowledge of your
subject specialism for teaching related to the National Curriculum; GCSE/A level, ICT; your
ability to relate theory and practice.) You should also make reference to your other work with
pupils through attachment to a learning family or Tutor Group and your training in respect of
safeguarding and child protection.
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Independent study: Reference should be made to your work for assignments both at L3 and
Masters and directed study tasks on issues relevant to education, eg those related to
becoming a transformational professional teacher, special educational needs and disability
(SEND), behaviour management, equal opportunities.
Other comments: You should include here details of particular strengths, qualifications and/or
past experience that you think is helpful in enabling you to develop as a teacher. You might
also mention any relevant hobbies or interests and/or membership of any groups or
associations. List any extracurricular activities you helped with during your ‘A’ placement and
any out of school learning such as field trips, theatre visits etc.
Please pass completed form to your Personal Tutor by 31 January 2014
Signed: ...........................................................................
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Date: ......................................
Appendix 2: Standard written English
In order to gain Qualified Teacher Status (QTS) all of the written work which trainees
produce whilst on this course must comply with the conventions of Standard English
spelling, punctuation and sentence grammar. This work includes:  university assignments
 all of the writing which is produced whilst on placements, for example:
 marking of pupils’ work
 hand writing on the whiteboard
 worksheets and other resources
 reports which are sent to parents or colleagues
 any other communications with parents or outside agencies: letters, requests etc
 lesson plans
 records of pupils’ progress
 captions on displays of pupils’ work
 any other writing which will be in the public domain
All of the above are formal, public documents and, therefore, should be written in Standard
English. The trainee’s writing provides a model for pupils to emulate.
Trainees should, therefore, take time to proof read the accuracy of:
 spelling
 punctuation (e.g. use of apostrophes, semi-colon)
 sentence construction
For all assignments the following criterion always applies:

Trainees must use appropriately the conventions of written standard English.
If trainees fail to meet this requirement in the first assignment (Professional Development),
they will be expected to work independently, to improve the standard of their written
English.
Self-study materials are also available for any trainee who would appreciate support with
the technical accuracy of their writing.
Academic writing: referencing and avoiding plagiarism
The assignments which PGCE Secondary trainees submit should be written to a high
academic standard and take account of the University’s expectations of work at this
level.
Assignments should be written using the UWE Harvard system of referencing.
Comprehensive guidance can be found under the iSkillsZone on the UWE Library
Services website.
http://iskillzone.uwe.ac.uk/
Education Library Skills and Information (ELSI) also has a section on referencing that
may be useful, available at:
http://www.uwe.ac.uk/library/resources/educ/learningunits/elu/referencing.html
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Appendix 3: What is an assessment offence?
An assessment offence is committed where a student: cheats, colludes with another
student, plagiarises work or breaches an assessment regulation or procedure e.g.
exceeding word limits. These are serious offences which will lead to a formal
disciplinary process.
Word limits You are expected to keep within the word limit specified in assignment
briefs; however, you can be within 10% under or 10% over without a penalty. So for
an assignment that specifies a written component of 2000 words, the written
submission must be between 1800 words minimum and 2200 words maximum to
avoid penalty.
Where an assignment is a portfolio, including appendices, this 10% relates to the
written component only. For example, a portfolio including appendices representing
3000 words may have a written component of 2000 words and the appendices
equivalent to 1000 words. Therefore the written component must be
between 1800 words minimum and 2200 words maximum to avoid penalty.
What is plagiarism? To plagiarise is to take the ideas or words of another person
and pass them off as your own. You must acknowledge the sources of ideas and
word for word quotes you use in any written work or presentation.
“Plagiarism is passing off someone else’s work, whether intentionally or
unintentionally, as your own for your own benefit‟ (Caroll, 2002, p.8).
Caroll, J. (2002) A Handbook for Deterring Plagiarism in Higher Education. Oxford:
Oxford Centre for Staff and Learning Development 2002.
How can I avoid plagiarism?
Website help. Comprehensive guidance can be found under the Plagiarism section
of the iSkillsZone on the UWE Library Services website.
http://iskillzone.uwe.ac.uk/
Education Library Skills and Information (ELSI) also has a useful plagiarism section
available at:
http://www.uwe.ac.uk/library/resources/educ/learningunits/elu/plagiarism.html
Taking Notes. Make sure when you take notes that you keep a record of the book,
article or journal, i.e. Author, Year, Title, Place Published, Publisher name and the
pages you have used. Also, if you are copying from a book word for word, put the
copied section in quotation marks so that you know this when you return to the notes
at a later stage.
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