GUIDANCE FOR
ASSESSMENT ONLY
TRAINEES
2015/2016
Contents
............................................................................................................................................. 1
Programme Goals ............................................................................................................. 4
The University Assessment Only Course Management Team ........................................... 4
Statutory Entry Requirements ............................................................................................ 5
Skills Tests..................................................................................................................... 5
DBS Checks .................................................................................................................. 5
The Assessment Only Route to QTS ................................................................................. 6
The Role of the School.......................................................................................................... 6
The Role of The University of Warwick ................................................................................. 9
Timetable ..................................................................................................................... 10
Documentation ............................................................................................................. 10
Absence and Punctuality ................................................................................................. 11
Foreseeable absence .................................................................................................. 11
Unexpected absence from or late arrival at University or School .................................. 11
Extended Absence ....................................................................................................... 11
Assessment by the Warwick Partnership ............................................................................ 12
Teachers’ Standards for Qualified Teacher Status (QTS) ................................................ 12
Part One Teaching: A teacher must: ............................................................................ 12
1 Set high expectations which inspire, motivate and challenge pupils .......................... 12
2 Promote good progress and outcomes by pupils....................................................... 12
3 Demonstrate good subject and curriculum knowledge .............................................. 13
4 Plan and teach well-structured lessons ..................................................................... 13
5 Adapt teaching to respond to the strengths and needs of all pupils ........................... 13
6 Make accurate and productive use of assessment .................................................... 13
7 Manage behaviour effectively to ensure a good and safe learning environment ........ 14
8 Fulfil wider professional responsibilities..................................................................... 14
Part Two: Personal and Professional Conduct ............................................................. 14
Professional Digital Portfolio (PDP) ................................................................................. 15
Subject Knowledge Audit (SKA) ...................................................................................... 15
University Resources....................................................................................................... 17
ICT Courses .................................................................................................................... 17
Careers Support .............................................................................................................. 17
Ways of Learning, Ways of Teaching – some guidance for your development ................ 18
Your Feedback ................................................................................................................ 20
Why is feedback collected? .......................................................................................... 20
What happens to the feedback?................................................................................... 20
What constitutes useful feedback? ............................................................................... 20
Wider Professional Responsibilities .................................................................................... 22
Personal, Social and Health Education (PSHE) ............................................................... 22
Administrative procedures ............................................................................................ 23
School policy and practice ........................................................................................... 23
Equality and Diversity ...................................................................................................... 24
Aims of the Policy ........................................................................................................ 24
University Policies, Guidelines, Schemes and Action Plans ......................................... 26
Dignity at Work and Study Policy ................................................................................. 26
Health and Safety ........................................................................................................ 27
A4.2 Complaints........................................................................................................... 30
Programme Goals
At Warwick, we are committed to providing full and dedicated support for our trainees. We
will strive to ensure that you are offered the opportunity to demonstrate effectiveness in
the following areas

promoting the educational achievement of all pupils and a respect for their diverse
cultural, religious and ethnic backgrounds;

possession of a secure subject knowledge base and the pedagogy to impact pupils’
progress through effective teaching and learning

the ability to plan and teach in order to maximise pupils’ attainment

the ICT skills to support planning, teaching and administration;

the ability to assess, record and monitor the outcomes of learning in the context of
school and national priorities

an understanding of the critically important processes of reflection and enquiry in
dealing with professional issues

an understanding of the role of a teacher in relation to meeting the demands of pupils,
parents, governors and the wider community.
The University Assessment Only Course Management Team
Project Manager – Assessment
Only
Emma Sephton
Head of Primary Assessment
Only
Dr. Des Hewitt
Head of Secondary Assessment
Only
General Queries and Support
Georgina Newton
G.C.Newton@warwick.ac.uk
02476
574419
CPE Student
Services Team
cpecurrentstudents@warwick.ac.uk
WA0.01
4
Statutory Entry Requirements
Skills Tests
All Trainees must successfully complete the national Professional Skills Tests prior to
starting the course in order to be recommended for full Qualified Teacher Status. The
tests are available to be taken online. Please note that these are national tests, set,
managed and marked externally. The Professional Skills Tests can be booked online via the
Pearson VUE testing website:
https://www1.pearsonvue.com/testtaker/signin/SignInPage/TDAENTRYTESTS.
Further information on the Professional Skills Tests is available from
skillstests@pearson.com.
DBS Checks
All Trainees working in schools are required to have a completed Enhanced Disclosure
Barring Service (DBS) check before being permitted to work with young or vulnerable
people. This should already be in place within the school. The University will need to check
that it is current and valid.
5
The Assessment Only Route to QTS
Throughout the course, each Trainee will be supported by at least three members of staff.
Two Mentors will be assigned by the School, the Professional Mentor (PM) to support with
professional matters and the Subject Mentor (SM), who will provide guidance on subjectspecific issues. The University will supply a Teaching Fellow (TF) who performs assessment
visits to the Trainee at school.
The Role of the School
During their time at the Base School, all AO Trainees will build the foundations of strong
classroom practice, gaining competence in the key areas of planning, preparation and
subject pedagogy. There is the opportunity to introduce Trainees to the practice of teaching
and learning, both within secondary education in general and in the context of the Base
School.
An AO candidate will naturally have the required understanding of the context of The Base
School but in case any of this is missing, the following checklist of information should be
used:

School brochure / prospectus

Copies of relevant school policies, particularly those relating to behaviour, child
protection/safeguarding

Staff list with departmental staff highlighted

Departmental handbook and policies (e.g. assessment)

Schemes for Learning (for the classes that the Trainee will teach over the placement)

Information about the school’s VLE

Copies of textbooks and school resources that Trainees can access

Class lists and IEPs for each the Trainee’s classes
6
Professional Mentors co-ordinate Trainees’ work in the school and arrange a programme
of experience which offers opportunities to explore whole-school or cross-curricular themes
in detail.
The role of the Professional Mentor:

Select an appropriately qualified and experienced teacher to act as Subject Mentor (SM)

Facilitate SMs protection of time to complete weekly lesson observations and mentoring
meetings

Monitor the SM’s work, for the benefit of Trainees and pupils – for example, ensuring that
lesson observations, feedback and weekly mentor meetings are taking place

Manage, monitor and moderate the work of the team of Subject Mentors, including their
feedback and judgements where more than one Assessment Only Trainee is present.

Arrange Trainees' general introduction to the school and a programme of meetings and
training sessions to target whole-school issues where these have not already been
covered by the Trainee’s experience in the school

Maintain regular and timely contact with Trainees and Subject Mentors throughout the
Assessment Only route

Manage and monitor the progress of Trainees and ensure that the relevant assessment
profiles and Assessment Point (AP) forms are completed appropriately and on time
7
Subject Mentors have a more focused and specific responsibility. They play a leading role
in working with Trainees on the teaching of their specialist subject, providing information on
school policy and pedagogical practice, and providing feedback to Trainees based on
classroom observations. Subject Mentors play a key role in learning conversations and take
the leading role in assessing Trainees’ competence as a classroom teacher, using the
Teaching Standards and the Warwick Assessment Descriptors.
The Subject Mentor will support in the following ways:
Knowledge and Understanding
 Be aware of what constitutes good and outstanding teaching and learning and be able to
communicate this to Trainees (see Warwick Assessment Descriptors)

Be aware of what constitutes excellent mentoring practice

Be familiar with the Teachers’ Standards and use them in the assessment of the Trainee
and completion of the appropriate profiles
Roles and Responsibilities

Arrange a Trainee’s induction into the department and access to appropriate
departmental resources where this is not already covered by the Trainee’s experience in
the school

Arrange the Trainee’s teaching timetable ensuring an appropriate range of opportunities,
including Post-16, SEN, ICT, PSHE etc. where required

Conduct a timetabled weekly Subject Mentor and Trainee meeting of approximately one
hour in length where progress is discussed and Specific, Measurable, Achievable,
Realistic and Time-related targets are set

Arrange weekly observation of Trainee’s teaching, conducted by SM or an appropriately
briefed classroom teacher; this should include a full lesson observation with written and
oral feedback

Maintain a training record containing all documentation related to the Trainees’ progress
i.e. observation forms, logs of weekly meetings etc

Work with the Trainee in a constructive, sensitive way, with the aim of developing his/her
professional competence and confidence in reflective practice

Complete an Assessment Point (AP) form 5 working days before Teaching Fellow
observation visits
8
The Role of The University of Warwick
The role of the Teaching Fellow (TF)
The functions of this role are:

To perform 3 assessment visits to the Trainee at the school
1. An observation visit
a. This involves a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by professional
feedback and target-setting.
2. An observation visit
a. This involves a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by professional
feedback and target-setting.
3. An observation visit
a. This should involve a joint observation between the Teaching Fellow and the
Professional/Subject Mentor/Class Teacher followed by feedback which
summarises progress made throughout the training and strengths to be
prioritised in the PDP. It should also identify areas where the Trainee will
focus efforts to improve further during the NQT year.
o
Teaching Fellow Carries out assessment of Trainee’s PDP (Professional Digital
Portfolio)
o
Final assessment and recommendation for QTS
9
Timetable
A Trainee’s timetable should take into account the need to include:

pastoral attachment

PSHE group

SEN context/setting within the school

whole class responsibility

a range of abilities and key stages, including post-16 where possible

a regular weekly Mentor/Trainee meeting

access to computer and data projector or wider ICT in a proportion of the lessons
The complete timetable should be available to Trainees before they start taking over
classes.
Documentation
The following supporting documentation should be used:



Lesson Observation Form
Log of Weekly Mentor-Trainee Meetings
AP Forms by the required deadlines
The AP forms will provide a summative record of achievement both in the form of grading
criteria and the comments of both Mentors and Teaching Fellows. The Mentor-Trainee
Weekly Meeting Records will be used more formatively for you to set targets and record
appropriate actions. You will be fully involved in both these processes, contributing to the
dialogue and documenting their agreement. This target setting with a weekly review at the
next mentor meeting should be based on evaluations and lesson observations and closely
linked to the Standards.
10
Absence and Punctuality
You should follow these procedures for the respective types of absence. Full attendance is
required and will be monitored.
Foreseeable absence
If you know you are going to require time off – whether to attend a graduation ceremony, an
important family event, interview or medical appointment – you must obtain permission in
advance

Follow the school’s absence policy and give as much notice as possible
Unexpected absence from or late arrival at University or School
On those occasions when you are suddenly ill or have a severe transport problem, you will
need to contact the school’s absence line, following the school’s guidance.
If absence from school is unavoidable, the following steps MUST be taken:

Notify the school as soon as possible following school guidance. It is a most
important part of professional etiquette to ensure that fellow teachers have prompt
information of a colleague’s absence.
It is essential that arrangements for teaching are not upset by the unexplained absence of
any trainee.
See also
http://www2.warwick.ac.uk/services/academicoffice/quality/categories/attendance/sickness/.
See also Student Support, http://www2.warwick.ac.uk/services/student-support-services.
Extended Absence
If illness persists for more than seven days the University will need to see a medical
certificate. In exceptional circumstances special arrangements may be needed if the illness
means that a temporary withdrawal from the course or an extended period of sick leave is
needed.
The school will inform the University of attendance along with other assessment information.
11
Assessment by the Warwick Partnership
Teachers’ Standards for Qualified Teacher Status (QTS)
The recommendation for the award of qualified teacher status and registration with the NCTL
is made by The University. No teacher may begin their induction period until they have met
all of the Standards and been recommended for QTS.
Preamble: Teachers make the education of their pupils their first concern, and are
accountable for achieving the highest possible Standards in work and conduct. Teachers
act with honesty and integrity; have strong subject knowledge, keep their knowledge and
skills as teachers up-to-date and are self-critical; forge positive professional relationships;
and work with parents in the best interests of their pupils.
Those recommended for the award of QTS should meet all aspects of the preamble
and all Standards in Parts One and Two.
Part One Teaching: A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
 Establish a safe and stimulating environment for pupils, rooted in mutual respect.
 Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
 Demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils.
2 Promote good progress and outcomes by pupils
 Be accountable for pupils’ attainment, progress and outcomes.
 Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on
these.
 Guide pupils to reflect on the progress they have made and their emerging needs.
 Demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching.
 Encourage pupils to take a responsible and conscientious attitude to their own work and
study.
12
3 Demonstrate good subject and curriculum knowledge
 Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and
maintain pupils’ interest in the subject, and address misunderstandings.
 Demonstrate a critical understanding of developments in the subject and curriculum
areas, and promote the value of scholarship.
 Demonstrate an understanding of and take responsibility for promoting high Standards of
literacy, articulacy and the correct use of Standard English, whatever the teacher’s
specialist subject.
 If teaching early reading, demonstrate a clear understanding of systematic synthetic
phonics
 If teaching early mathematics, demonstrate a clear understanding of appropriate
teaching strategies.
4 Plan and teach well-structured lessons
 Impart knowledge and develop understanding through effective use of lesson time.
 Promote a love of learning and children’s intellectual curiosity.
 Set homework and plan other out-of-class activities to consolidate and extend the
knowledge and understanding pupils have acquired.
 Reflect systematically on the effectiveness of lessons and approaches to teaching.
 Contribute to the design and provision of an engaging curriculum within the relevant
subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
 Know when and how to differentiate appropriately, using approaches which enable pupils
to be taught effectively.
 Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,
and how best to overcome these.
 Demonstrate an awareness of the physical, social and intellectual development of
children, and know how to adapt teaching to support pupils’ education at different stages
of development
 Have a clear understanding of the needs of all pupils, including: those with special
educational needs; those of high ability; those with English as an additional language;
those with disabilities; and be able to use and evaluate distinctive teaching approaches
to engage and support them.
6 Make accurate and productive use of assessment
 Know and understand how to assess the relevant subject and curriculum areas,
including statutory assessment requirements.
 Make use of formative and summative assessment to secure pupils’ progress.
 Use relevant data to monitor progress, set targets, and plan subsequent lessons.
 Give pupils regular feedback, both orally and through accurate marking, and encourage
pupils to respond to the feedback.
13
7 Manage behaviour effectively to ensure a good and safe learning environment
 Have clear rules and routines for behaviour in classrooms, and take responsibility for
promoting good and courteous behaviour both in classrooms and around the School, in
accordance with the school’s behaviour policy.
 Have high expectations of behaviour, and establish a framework for discipline with a
range of strategies, using praise, sanctions and rewards consistently and fairly.
 Manage classes effectively, using approaches which are appropriate to pupils’ needs in
order to involve and motivate them.
 Maintain good relationships with pupils, exercise appropriate authority, and act decisively
when necessary.
8 Fulfil wider professional responsibilities
 Make a positive contribution to the wider life and ethos of the school.
 Develop effective professional relationships with colleagues, knowing how and when to
draw on advice and specialist support.
 Deploy support staff effectively.
 Take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues.
 Communicate effectively with parents with regard to pupils’ achievements and wellbeing.
Part Two: Personal and Professional Conduct
A teacher is expected to demonstrate consistently high standards of Professional and
Personal conduct. The following statements define the behaviour and attitudes that 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:
o Treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position.
o Having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions.
o Showing tolerance of and respect for the rights of others.
o Not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs.
o Ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices
of the school in which they teach, and maintain high standards in their own attendance
and punctuality.
 Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
14
N.B. From 2014/15 all Trainees aspiring to be awarded with Grade 1 or 2 outcomes, must
demonstrate excellent levels of professional and personal conduct throughout the year and
across all placements.
Professional Digital Portfolio (PDP)
The key to achieving Qualified Teacher Status (QTS) lies in the successful mapping of
where and how teaching has demonstrated competence against the Teachers’ Standards.
This is a multi-dimensional process that requires continuous professional reflection, resulting
in a shared dialogue between the Trainee and their Teaching Fellow and acting as a final
Viva against which progress is judged. The component parts of this learning conversation
are indicated below, with the overarching conduit for this process being the Professional
Digital Portfolio, or PDP.
The PDP is a record of a Trainee’s progress towards the Standards for QTS and
development as a teacher. Completion of the PDP is a requirement for the AO route to QTS
at Warwick and provides key information for the final assessment. Trainees are responsible
throughout the duration of the programme for its maintenance and for ensuring that the
evidence is available when required for Mentors and Tutors. This is available as a CPD
record for 3 years after completion of the course.
Professional Digital Portfolio
Reflective Statements
Evidence
A personal reflection on each of the
Standards, analysing the development of
your own progression, with reference to the
evidence contained in the PDP
Such as lesson plans, lesson evaluations,
observation forms, schemes of work,
examples of pupil work, resources, email
conversations, written statements, etc.
Subject Knowledge Audit (SKA)
The initial SKA begins the process of assessing a Trainee’s own strengths and areas for
development that can be worked on throughout the course. The audits will be used to help
identify next steps for development.
The audits should be completed as follows and form part of the discussion about proficiency
in Standard 3 with the Subject Mentor and Teaching Fellow.
15
Initial Subject Knowledge Audit:
Linking your Degree Knowledge with the Curriculum
Name:
Degree Title (e.g. B.A. Hons. English and Media Studies) :
University:
Degree Class:
Year Awarded:
Further Degree Or Post Graduate Award (If Appropriate):
Field Of Study:
Year Awarded:
A Levels, Grades and Years awarded:
What were the main areas covered by your
degree course?
Be as detailed as possible, include detail of theoretical /
practical balance (where appropriate) and state the
percentage of the degree. Divide your list into the relevant
years of study and include details about any dissertation
or extended essay topics, if appropriate. You could use
your degree transcript)
Which areas of the programmes of study does
your degree experience relate to? Which do
you need more information about?
Explore the programmes of study of your subject syllabus
and highlight any alignment to the first column.
This can be focused around different key stages as
appropriate.
Briefly outline any other recent experience that might be relevant to your QTS assessment (e.g.
voluntary experience in schools, youth work, out-of-hours clubs, tutoring, DfE awards etc.)
16
University Resources
All Trainees on the AO route to QTS have access to the facilities at The University of
Warwick. There are many facilities which will be of sporting, cultural, gastronomic and social
interest. Here are a few highlights:
Library
The main library on central campus contains specialist books and periodicals for a wide
range of disciplines, as well as Government publications. Most education books can be
found on the fourth floor of the library and most education journals can be found on the fifth
floor of the library. Books that are in heavy demand are placed in the Student Reserve
Collection (SRC), for short loan or are placed in The Learning Grid for reference use only.
There are a number of useful e-journals, and on-line databases, including The British
Education Index, which can be accessed via the Library web pages. Trainees are likely to
make extensive use of the collections for assignments and wider reading as well as for
lesson planning.
Whilst the key purpose of the AO route to QTS is to develop classroom effectiveness, it is
clear from our model of teaching as a research-based profession that the University library
has much to contribute to a professional’s body of work, including PDP.
The Learning Grid, within the library is also a focal resource for supporting learners in the
use of digital multi-media for teaching. It provides a wireless network, capacity for up to
10,000 reference-use student texts and careers resources. A wide range of equipment is
available, including scanners and document visualisers through to electronic whiteboards,
video-editing facilities, networked PCs and video cameras with playback capability, etc.
These facilities encompass study environments ranging from formal presentation rooms,
which can be booked online, to soft seating and breakout spaces.
Access to The Learning Grid is by University Card only. Users with mobility concerns will
have independent access to both floors of The Learning Grid.
ICT Courses
To develop ICT skills at any level from basic, introductory courses upwards, IT Services
publishes an annual guide to Information and Computing Services, including both self-study
packages and taught courses. The 2015-16 guide is available on the IT Services page of
www.warwick.ac.uk.
Careers Support
Careers support is available through the University Careers Advisor. It is advisable to check
the website for latest workshops, advice and availability.
17
Ways of Learning, Ways of Teaching – some guidance for your
development
Learning something new is often difficult. Learning to teach is no different; you will need to
develop new ways of thinking about your subject if you are to communicate it to pupils; you
will have to learn to manage your own time; you will need to learn to work independently in
your own classroom but within the framework of national and school policies. You will, in
short, be both a teacher and a learner during your initial professional education – and if you
find that frequently confusing and overwhelming, you should not be too surprised!
During this year, you will be presented with various opportunities to learn to teach. One
obvious distinction is between the two sites of your learning: in the University and in the
school. Although you will learn in both places, you will learn different things in different ways
in each. It will help you to organise your thinking and your own development this year if you
are clear about the differences and the similarities between the two.

In the school you will have direct access to observation of pupils as they learn and
teachers as they teach. You will be able to try out ideas in practice in classrooms. You
will be able to talk to experienced teachers – and pupils – about what works and what is
less effective. In these ways, your learning in schools will complement what you learn in
the University.
Another important distinction is between different ways of learning. You will already be
fairly expert learners: in your degree you will have used books, journals, lectures, seminars,
experiments, videos and so on. Those of you who have been in employment will have
developed other learning skills. On this course, you can expect to encounter some of these
again, but you will also find yourself learning in different ways. You will need to become used
to learning by observing what goes on in classrooms, not passively but actively, questioning
what you see and trying to work out how what you see affects your own teaching. You will
need to become used to learning by reading and listening, not to collect information, but as
a basis for acting – thinking about how what you read affects the classrooms you work in
and the teaching you want to do. You will learn by discussing your ideas with fellow
Trainees, with pupils, with teachers and with tutors. You will learn through evaluation: your
own evaluations of what pupils learn (or don’t) in your lessons and the feedback you get
from observers. And, of course, you will learn by doing: by practising teaching routines,
either in the University, teaching your peers, or in school, teaching pupils.
18
You will find that you accommodate yourself to this course more quickly if you have a clear
idea about the ways you can learn in different settings:
In the School, might include:
Ways of Learning
By observing
Observing experienced teachers Observing pupils and
classes
By reading and
listening
Reading policy documents
Reading pupils’ work
By discussing
Discussing lessons and school policies with colleagues
Through evaluation
Your evaluations of each lesson and series of lessons
you plan and teach; feedback on your lessons observed
by others. Mentor meetings
By doing
Teaching and support-teaching
However, you will also learn by teaching. There is a good deal of media discussion of
teaching. Most of it uses simplistic divisions: between “setting” and “mixed ability”, between
“traditional” and “progressive”, between “whole class” and “small group”.
You need to collect examples of different teaching and learning strategies and consider their
effectiveness. You need to ask classroom teachers and tutors why they teach in particular
ways and why pupils learn as they do. You need to be prepared to try out a variety of
teaching styles, and be willing to start to consider why some things work and not others. As
a developing professional, you will need to be active and enquiring in your use of teaching
and learning methods. You may find it helpful to keep a notebook of different teaching and
learning ideas, always making evaluative comments on their success. This focus on how to
teach – or on what is called “pedagogy” – is a critical aspect of the work of a trainee teacher.
19
Your Feedback
At the end of your course, you will be asked to give your views in evaluation of various
aspects of the programme. This feedback will be of great value to future AO candidates and
will help to shape the programme in future years.
Why is feedback collected?
The University, like most modern organisations, is committed to continuous improvement.
This means that we are constantly looking for ways to improve the learning experience we
provide for our Trainees. We can only do this if you let us know your reactions to our
courses – not only to identify problems so that members of staff can take steps to eliminate
them, but also to learn about the things you find helpful, so that we can disseminate best
practice in teaching and learning throughout the Centre for Professional Education.
What happens to the feedback?
The feedback for each aspect of the course will first be read by the staff most directly
involved in its delivery. It will then be summarised by the Subject Studies and Reflective
Practice Co-ordinators or Head of Secondary Teacher Education as part of the University’s
Annual Review process. The CPE Management Team will take your comments into account
in planning for next year's courses and your views on school placements will inform the
Centre's selection of placements, as well as providing feedback to the schools themselves.
The Annual Course Reviews will be considered by all staff in the Centre, external examiners
and by the University’s Graduate Studies Committee of the Board of the Faculty of Social
Studies, to identify positive features and any areas for improvement.
So, feedback you provide forms an essential input into our quality improvement process,
helping to create a better teaching and learning environment for yourselves and future
generations of trainees.
What constitutes useful feedback?
You are accustomed to being on the receiving end of feedback when your work is returned
with comments from the marker. For those training to be teachers, you will quickly
understand the importance of framing feedback in ways which support, rather than hinder,
development. If you think about what you do – and don't – like as feedback on your work,
you will be in a good position to provide helpful feedback on modules and courses. Here are
some points to start you thinking:
 Be specific – be constructive: For example, a single comment: 'I didn't like this
essay' is not very helpful, since it gives no guidance as to what was wrong with it. In
the same way, just saying that you did not like a session or course does not give any
indication to the leader as to what steps s/he should take to improve things. Was the
20
pace too slow? Too fast? Did you find it hard to see the relevance of the material?
Make good use of opportunities for open-ended comments to explain these points.
 Mention the positive as well as the negative: It is always good to know what you
got right, and discouraging to read comments on your work which only mention what
was wrong with it. So, when you comment on an aspect of the course, try to mention
any features which you particularly enjoyed or found helpful. It is often easy to
overlook the positive, and overly negative feedback can make anyone defensive.
 Be honest with yourself: We often talk about 'teaching and learning' to show that
the educational process requires participation from two people – the teacher and the
Trainee. You cannot expect to get full benefit from a module if you simply attend
lectures and do the assessment – you need to do the additional reading, participate
fully in seminar discussions, etc. So before you indicate that you did not get much out
of a course, ask yourself honestly what you put in. The same, of course, applies to
school placements.
 Try to separate personality from content: During your time at Warwick, many
different members of staff may teach you. It would be surprising if you liked all of
them equally as people, or if there weren't some who had habits and mannerisms
which irritate you! But try to keep your reaction to Lecturers' and Mentors'
personalities separate from your reaction to their teaching. It is possible for you to
regard someone as a total pain but still get a lot out of their teaching.
 Be considerate: Teaching Fellows and Mentors are people with feelings, just like
Trainees. Sometimes you may need to be critical of aspects of a course, but you
should try always to offer criticism in a sensitive way. Comments such as 'X is the
worst tutor I've ever had' are neither useful nor constructive; but equally, neither are
comments such as ‘Y is the best tutor I’ve ever had’.
 Be conscientious: Please complete all the feedback slots you are given. If we only
get a small number of forms returned, then we may well get a biased idea of Trainees'
views – and that idea may not coincide with yours. So don't lose your opportunity to
be heard!
 Be professional: Feedback is a critical part of the teaching and learning process.
This means that it needs to be focused on both areas of strength and areas for
development.
21
Wider Professional Responsibilities
Personal, Social and Health Education (PSHE)
You are training this year as a subject specialist; your focus is on developing the skills,
knowledge and capacities you need to teach your own subject well. However, the
development of your capacity to meet pupils’ needs, and the development of your
professional skills and understanding as a new teacher in the twenty-first century also
demands some attention to the ways in which schools:
 Provide for the needs of individual pupils.
 Attend to pupils’ emotional and affective needs.
 Relate what happens in schools to pupils’ wider development outside school.
There is a great deal of current work in this area in schools. Schools have always provided
tutorial support for pupils – usually through a form tutor who combines administrative duties
(checking the register, monitoring attendance, managing interpersonal relationships in the
group) and some pastoral functions (acting as first point of contact for home in case of
concerns, acting as a first point of contact for other staff who have concerns, teaching a
tutorial or personal and social education course). Many schools are now developing their
work in this area for a number of reasons:
 The first is to do with what has been described as the ‘new’ curriculum agenda, focused
on personal, social and health education (PSHE) and Citizenship. There is widespread
concern about levels of smoking amongst adolescents, levels of teenage pregnancy and,
more widely, poor attitudes to education amongst a minority of teenagers.
 The second is to do with a renewed focus on attainment and the process of targetsetting/coaching/mentoring to improve individual learners’ attainments. All schools are
now required to have systems which support target-setting and many of these involve
asking teachers to work with individuals or small groups of pupils to set curriculum and
learning targets for the next few weeks, months or year. This frequently involves teachers
identifying those things which are preventing pupils from learning, and this in turn
demands a focus on home circumstances and other life cycle elements which affect
learning.
For these reasons, we have identified PSHE as an aspect of your learning which you need to
focus on. It is important to emphasise that we are not seeking to train you as a pastoral
specialist nor as a specialist or semi-specialist teacher of PSHE. The justification for PSHE
in schools is that it raises attainment by focusing on pupils’ self-esteem and those aspects
which might prevent them learning (“barriers to learning”). To focus on it during your PGCE
year is a way of alerting you, as a subject teacher, to your pupils’ wider needs as learners.
You will encounter PSHE elements through three main routes:
 As an aspect of your subject-based work. You will need to ask, continually, why it is that
some pupils find some elements of your subject interesting, easy or accessible and not
others; you will need to consider the wider issues of learning – the spiritual, moral, social,
personal and cultural – which your subject raises. You will need not only to consider
teaching strategies in your subject but ways in which it relates to pupils’ wider
development.
22
 As an element of school placement. Over the course of the programme we expect that
you will have the opportunity to develop a range of experience in personal and social
education and pastoral care. You will need, throughout, to be aware of both the
institutional framework in which you work (how PSHE is organised, who is responsible for
home-school liaison and so on) and the ethical framework in which teachers respond to
pupils’ needs.
We draw a distinction above between administrative and tutorial tasks. Both are important.
Over the year, you need to acquire a range of experience, which means that by the end of
the year you can make an effective contribution as a tutor to pupils’ work. However, if you
are aware of the range of experiences available, it will help you to plan effectively.
Administrative procedures
 Observe procedures and practice at morning and afternoon registration.

Find out how lateness and absence are recorded and monitored.

Observe the taking of the register: how is it done?

Look at the way attendance is recorded.

Try to read a sample of absence notes: how do they inform your understanding of the
pupils?

Find out how the school communicates with home (letters, day book).

How does the school check that communications are received?

How are parental views noted?

How does the school communicate pupils’ achievement to home? How often?

How is pupil achievement – however described – acknowledged?

Observe and carry out procedures and practice at morning registration

Take some responsibility for monitoring lateness and absence.

Take a register.

Read a sample of absence notes: how do they inform your understanding of learners?

Attend a parental consultation session.
School policy and practice
 What does the school see as its aims in PSHE and Citizenship?

What changes have been made in PSHE and Citizenship over the last year?

What changes are planned in PSHE and Citizenship over the next year?
23
Equality and Diversity
The University’s written Commitment to Equality and Diversity, as expressed in the “Single
Equality Scheme” and distributed to all staff and students, states:
“The University of Warwick, recognising the value of sustaining and advancing a safe and
welcoming learning environment, strives to treat both employees and students with respect
and dignity, treat them fairly with regards to all assessments, choices and procedures, and to
give them encouragement to reach their full potential. Therefore the University strives to
treat all its members, and visitors, fairly and aims to eliminate unjustifiable discrimination on
the grounds of gender, race, nationality, ethnic or national origin, political beliefs, religious
beliefs or practices, disability, marital status, family circumstances, sexual orientation, spent
criminal convictions, age or any other inappropriate ground.”
The University of Warwick is proud of its diverse community of staff, students and visitors,
and is committed to maintaining its excellent record in teaching and research by ensuring
there is equality of opportunity for all, fostered in an environment of mutual respect and
dignity. The achievement of equality of opportunity is central to our mission as a Higher
Education Institution and as an employer. Our commitment is not simply limited to meeting
legislative requirements but we endeavour to be a leader in the field of equality and diversity.
The promotion of Equality and Diversity concerns all of us and is the responsibility of all
members of the University’s community. As members of this community, it is expected that
we will contribute to ensuring that the University of Warwick continues to be a safe,
welcoming and productive environment.
Aims of the Policy
There are four broad reasons for ensuring the implementation of the Single Equality
Scheme:

The belief in Equality and Diversity principles.

The fit with other aspects of University strategy, such as the over-riding need to
recruit and retain the best staff; and increasing evidence that good practice in
Equality and Diversity will play an active part in supporting the University’s teaching
and research mission by improving staff commitment.

Retention and business effectiveness and the increasing statutory obligations on the
University stemming from recent and forthcoming Equality and Diversity legislation.
Everyone who seeks to be an employee, is an existing employee, or a student of or visitor to
the University, is entitled to be treated in a fair an appropriate manner irrespective of:

Race/ethnicity/nationality

Gender

Colour

Religion

Disability

Age
24

Sexual Orientation

Marital status

Caring responsibilities

Socio-economic status
25
This list is intended to be illustrative and is not exhaustive.
We embrace and celebrate the richness brought to the University by the diverse population
of staff and students and will not tolerate discrimination, harassment or victimisation of any
form.
We recognise that, despite our best intentions and efforts, circumstances may arise which
are not consistent with the aims of the policy and we are committed in the event of such
circumstances arising to take action.
University Policies, Guidelines, Schemes and Action Plans
The University’s website gives comprehensive guidance on policies and procedures,
including:

Single Equality Scheme.

Single Equality Action Plan.

Equality and Diversity leaflet.

Disability Policy for Staff and Students.

Frequently Asked Questions about Disability.

Gender Reassignment Policy.

Dignity at Work and Study Policy for Staff and Students.

Frequently Asked Questions about Religion or Belief.

Frequently Asked Questions about Sexual Orientation.
Further
details
can
be
found
http://www2.warwick.ac.uk/services/equalops
on
the
University’s
website
Dignity at Work and Study Policy
(See: http://www2.warwick.ac.uk/insite/topic/healthsafety/welfare/harassment/)
Warwick considers all forms of harassment as totally unacceptable and offers support to
trainees and staff subjected to it. The University is also prepared to take disciplinary action
against offenders. Harassment is unwanted, unsolicited or unwelcome behaviour or
language that is offensive or intimidating to the recipient. This includes conduct which
makes the recipient feel threatened or humiliated as a result of his or her gender, skin
colour, race, ethnic or national origin, religious belief, sexual orientation, disability or other
personal characteristic.
26
at
Trainees are advised to seek advice or help if needed from the University’s Programme
Director and Counselling Service, Advice and Welfare Services, Welfare and Equal
Opportunities Officer, and the Chaplaincy.
Health and Safety
The Centre for Professional Education organises Trainees’ placements in line with the
University’s “Student Placements – Health and Safety Policy Guidance” document.
During a placement, we would expect our Trainees to prove to be effective, safe and reliable
individuals. However, you are under the school’s control and that, therefore, the statutory
duty of care and consequent liabilities rest with your placement school.
As the Trainees’ placement provider, the University expects the school to treat you in the
same way as other employees with regards to your health, safety and welfare. The
University also expects that, as placement provider, the school will:

Provide Trainees with an induction in workplace health and safety arrangements,
including fire precautions for specific activities and situation.

Include Trainees in the risk assessment programme so far as it is relevant to their
activities.

Provide appropriate instruction and training in working practices and in the particular
control measures identified in the risk assessments.

Provide on-going supervision and training for Trainees in the performance of their duties.

Have a system of recording and investigating accidents and incidents, including ‘near
misses’.

The school must notify the University of any work-related accidents; untoward incidents
or health problems involving Trainees.
If there are special circumstances for particular trainees, the University, in cooperation with
the Placement School, will undertake a detailed risk assessment prior to the placement.
PGCE Core and School Direct Training Trainee teachers in school are not employees of the
school or LA and thus cannot carry legal responsibility for the safety of pupils with whom you
work. Equally you do not have the right to administer sanctions such as detentions to pupils,
nor to contact parents. All contact of this nature should be under the direct supervision of a
qualified teacher. The legal status of Trainee Teachers is that you are visitors to the School.
However, Trainee teachers are training to take on the legal responsibility of teachers and,
therefore, need to have experience of taking sole responsibility for a class under the direct or
indirect supervision of a qualified teacher, as well as having opportunities to experience
teachers’ wider professional role. In practice this means that, at an appropriate point in the
placement, you need to be visibly in charge of the class, but with the qualified teacher who is
27
responsible for the class readily at hand. The stage at which this is appropriate will depend
on:

Your competence and stage of development.

The nature of the class.

The assessment of risk in the physical environment from, for example, science
equipment or practical activities.
You should always know how to access the support of senior staff; where a risk assessment
suggests that this support may be needed quickly, help should be positioned appropriately.
You do, however, have a general responsibility while on placement for the safety of yourself
and others.
Visiting Teaching Fellows from the University have a similar legal status, even though they
are qualified teachers. When a visiting Teaching Fellow is observing a Trainee teacher’s
lesson we recommend that the Subject Mentor or class teacher observes the lesson as well,
so that a three-way conversation about the lesson can take place between the Trainee
Teacher and the observers. If this is not possible then the same arrangements for
supervision of the lesson should apply as if the Teaching Fellow were not present.
For any queries about health and safety on placements, please contact the CPE Team in the
first instance.
28
Additional Quality Assurance Procedures and Review Mechanisms
External Examiners
A panel of external examiners, together with a chief external examiner, examines written
assignments and also observes teaching of a sample of around 25 Trainees and conduct
group interviews with a sample of another 15 to 20 trainees. Their informal feedback and
formal reports address standards of written assignments and marking, standards of practical
teaching and accuracy of assessment as well as trainees’ views on the quality of their
experience on the course.
All formal reports from external examiners are considered by the Deputy Vice Chancellor
and by the Centre for Professional Development’s Quality and Standards Committee (QSC).
The Deputy Head of Secondary Teacher Education prepares departmental responses to the
reports which are then considered by the University and forwarded to the external
examiners.
Ofsted Inspections
As well as receiving formal reports on courses inspected we also minute informal feedback
sessions, including sharing of good practice from other providers identified in published
reports and through discussions at Ofsted/NCTL events.
Trainee Evaluations


All Trainees complete on-line evaluations of the programmes when applicable
throughout the year.
At the end of the course all Trainees complete an overall evaluation which asks how well
the course has prepared them for certain aspects of their role as a teacher. These
questions parallel those used by the NCTL in their Exit and NQT surveys.
Evaluations by Schools
The CPE team asks for an evaluation from each school that has received Trainees at the
end of each placement. Questions are asked about the quality of Mentor training and
support materials, the level of administrative support provided and the partnership
arrangements.
Evaluations of the school placements are analysed and considered by the Secondary
Partnership Evaluation Committee. They are disseminated to course tutors and the Student
Services team who use the results to inform choice of placements (Core PGCE only), in
collaboration with academic staff. Trainees’ evaluations of school placements are fed back
to schools annually and are the subject of discussion between the school’s Professional
Mentor and the University Teaching Fellow for the school
Warwick and NCTL NQT Surveys
Towards the end of each academic year we request an evaluation from each NQT who
finished their course with us the previous summer and from the Headteacher at the school
where they were employed. The questions address the preparedness of the NQT for various
aspects of their role in school. The detailed returns from Warwick NQTs as part of the
NCTL’s NQT survey are also analysed.
NCTL Performance Profiles
These allow the Head of Secondary Teacher Education and subject co-ordinators to
compare performance on key measurable indicators with a benchmark group of similar
providers, with the whole sector and the West Midlands region.
Ofsted Trainee questionnaire
From September 2012, Ofsted introduced an on-line questionnaire which Trainees can
complete at any time to give their views on their training. These results will be shared with
the University.
Complaints
Any complaints should be made to:
The Director, c/o Adam Boddison
By Mail
By Email
Centre for Professional Education
c/o A.D.Boddison@warwick.ac.uk
University of Warwick
Westwood Campus
By Telephone
Canley,
c/o 02476 524 412
Coventry
CV4 7AL