University of Warwick: Centre for Lifelong Learning
ITE (LLS) Lifelong Learning Sector
Provider: -----------College
Trainee
T1
Course/ Certificate in Teaching in LLS
year of
DTLLS year 1 (start date
)
study
Pen portrait written by the trainee’s tutor. It is informed by the trainee’s files, tutorial
records and 2 meetings with the trainee’s mentor.
1
T1’s current level of achievement is Competent (Grade 3)
Current
Level of
achieveme
nt
2
The
trainee’s
starting
points and
potential.
Background prior to ITE
T1 entered the programme straight from University where he graduated with a
degree in…
T1 moved into teaching as a Key Skills tutor at ABC, as a result of
encouragement from his mother [the Managing Director] when a position
became vacant.
His initial assessments showed that he was competent at L2 literacy, numeracy
and ICT.
Insert any other initial assessment findings.
Strengths and development needs identified and early learning aims or targets
set at the start.
At the start of the programme the tutor was concerned about the trainee’s
seeming lack of commitment to the course and his career. He showed a lack of
interest in the class, and on his first observation a lack of enthusiasm for
teaching. Discussion with his mentor revealed that the trainee did not feel he
needed the study skills aspects being covered at the start of the programme;
and since he had not been actively seeking this type of employment when he
started, he was still settling into the role.
T1’s motivation and participation in class improved almost immediately
following a tutorial arranged to discuss the above issues.
3
The
trainee’s
progress
The trainee’s progress on the programme, targets and improvement.
The targets set for T1 at his initial review were ............................... and the new
targets are ...............
T1’s progress towards these targets is ....................................
T1 delivers key skills in a workshop format. Learners do not attend on a
regular basis and he does not know who will be there from week to week. He
has been asked to keep a record of work and to set targets for each learner
each week.
The trainee has started to do this, but he is not yet consistent. His tutor has
been working to ensure that he does this consistently and systematically.
The trainee needs to broaden his range of teaching.
He has therefore been asked to arrange a session teaching a whole group. He
will now be teaching a study skills session on the ILM course that his mentor
teaches on.
T1’s engagement with the programme has greatly improved. He was asked by
his tutor to help facilitate a lesson on numeracy with the DTLLS group, which
he did willingly and competently. His second observation also showed a big
improvement and he seems to be taking his role far more seriously.
T1 has no problem writing academically and is achieving ..................in his
assignments. He has a healthy competition going with a colleague who is also
studying for DTLLs and he is keen to improve his grades!
Discussion with his mentor confirmed significant improvements in T1’s work
and contribution at his workplace. He has applied to be a Special Constable
alongside his current role. T1 has also just received a grade one following a
peer observation. Whilst on the surface this is a great achievement the tutor
questions whether this is an accurate judgement and is working to ensure that
the trainee retains his motivation to improve.
What are his current targets?
5 final
(target)
grade?
At his recent Teaching Progress Review T1 was set a target of good (by the
end of year 1 or the end of the programme?) this is seen as a realistic goal.