Primary Initial Teacher Education
Personalised Training Plan
2015/2016
University of Warwick
Personalised Training Plan 15-16
Route
EYITT
Core 3-7
Core 5-11
School Direct 3-7
School Direct 5-11
Assessment Only
Trainee’s Name
Alliance Lead school
(if applicable)
Specialism (if
applicable)
Personal Tutor
1
Contents
Introduction ...................................................................................................................................................................... 1
Pen portrait ....................................................................................................................................................................... 2
Subject knowledge audits & action plan ....................................................................................................................... 3
Longitudinal log of training schools/settings .................................................................................................................... 4
Teachers’ standards progress log ..................................................................................................................................... 6
Introduction to short-term weekly targets and mentor meetings ................................................................................... 7
Training needs and weekly mentor meetings for Autumn Term...................................................................................... 8
Training needs and weekly mentor meetings for Spring Term....................................................................................... 11
Training needs and weekly mentor meetings for Summer Term ................................................................................... 14
Additional training log..................................................................................................................................................... 18
NQT/ end of year action plan.......................................................................................................................................... 19
Introduction
It is a requirement that you maintain a Training Plan throughout your training year.
Aims of the training plan:

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To encourage trainee self-management of their professional development;
To enable trainees to identify, track and make explicit short term development targets at the start of placements
along with ongoing weekly development targets;
To facilitate mentor engagement with short-term target setting and the degree to which trainees make progress
against these targets;
To record additional training and professional development which takes place outside of placement
What the trainee will do:
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Keep the training plan up to date and available for the mentor and University staff to view at all times;
Take the responsibility for setting targets and recording details of progress;
Communicate and engage with mentors on a weekly basis and ensure that weekly mentor meetings and
observations are recorded in the training plan;
Highlight to the mentor, person tutor and link tutor in a constructive manner if any aspects of the training plan
have not been completed appropriately.
What the mentor will do:
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
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Meet with the trainee on a weekly basis during training placements to review training and complete the relevant
weekly meeting update;
Discuss the initial and weekly short-term development targets and details of progress, which mentors should
record in the weekly mentor meetings section of the training plan;
Highlight to the trainee and link tutor in a constructive manner if any aspects of the training plan have not been
completed appropriately.
What the University will do:
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University Subject and Personal tutors will engage with the training plan in meetings with the trainee and in
University taught sessions to ensure that it is being used effectively, challenging the trainee where this is not the
case:
University link tutors will engage with the training plan in placement visits to ensure that it is being used
effectively, challenging the trainee where this is not the case:
University staff will signpost any causes for concern in relation to the completion of the training plan with the
appropriate programme leader.
A good training plan must include up-to-date, professionally presented and professionally reflective:
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Pen portrait with relevant personal and professional experiences
Targets identified at your interview
Subject Knowledge audits and action plans as appropriate
Consideration of termly and termly assessment profiles and targets
Notes of your weekly meetings with your School Professional Mentor and your Class Teacher and / or your
University Link Tutor
Notes from any professional development training and course attended
The training plan will be maintained mostly in paper form, but there will be sections which can be completed
electronically (available from the start of the year). This will be explained by your tutors.
1
Pen portrait
In the spaces below, provide a ‘picture’ of yourself which, during the early stages of your training, will help both
university and school-based colleagues to get to know you and your professional needs more easily.
Complete electronically and copy/paste relevant information to e-PDP Personal Details page and letters to schools.
You should seek to include the following:
Pen portrait
 A few details about your academic background e.g. Degree subject and subject interests;
 Personal skills, e.g. linked to the National Curriculum or general classroom activities (computing, arts, music,
sports, etc.)
 Initial thoughts on your strengths and areas for development in relation to subject knowledge (personal and
pedagogical) and the Teachers’ Standards

Personal goals and aspirations for this year and beyond.
Pre-course experience in schools and educational settings


Information if relevant about your work or work experiences including skills gained
A brief résumé of your recent experiences in school or working with children
2
Subject knowledge audits & action plan
SUBJECT AUDIT SCORES / ACTIONS
English
Maths
Science
Wider
curriculum and
experiences
TARGETS
FROM
INTERVIEW
Term 1
Term 2
Term 3
Actions to feed
into CEDP:
3
See: and
PLACEMENT
TYPE
DATES
OFSTED GRADE
e.g.
placement,
serial and
miniplacements
NOTABLE FEATURES*
DATE OF LAST
OFSTED
SCHOOL/SETTING NAME
MENTOR
LINK TUTOR
AGE GROUP
Longitudinal log of training schools/settings
%
EAL
%
SEN
%
FSM
ADDITONAL NOTES
including key issues from Ofsted report e.g. about progress and
attainment
http://www.education.gov.uk/schools/performance/index.html and http://www.ofsted.gov.uk/schools/for-parents-and-carers/find-school-inspection-report
4
See: and
PLACEMENT
TYPE
DATES
OFSTED GRADE
e.g.
placement,
serial and
miniplacements
NOTABLE FEATURES*
DATE OF LAST
OFSTED
SCHOOL/SETTING NAME
MENTOR
LINK TUTOR
AGE GROUP
Longitudinal log of training schools/settings
%
EAL
%
SEN
%
FSM
ADDITONAL NOTES
including key issues from Ofsted report e.g. about progress and
attainment
http://www.education.gov.uk/schools/performance/index.html and http://www.ofsted.gov.uk/schools/for-parents-and-carers/find-school-inspection-report
5
Teachers’ standards progress log
TEACHERS’
STANDARDS
Initial selfassessment
INTERIM
PROFILE
IP1
FINAL
PROFILE
AP1
INTERIM
PROFILE
IP2
FINAL
PROFILE
AP2
INTERIM
PROFILE
IP3
FINAL
PROFILE
AP3
THE PREAMBLE
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
1. SET HIGH
EXPECTATIONS
WHICH INSPIRE,
MOTIVATE AND
CHALLENGE PUPILS
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
2 . PROMOTE GOOD
PROGRESS AND
OUTCOMES BY PUPILS
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
3. DEMONSTRATE
GOOD SUBJECT AND
CURRICULUM
KNOWLEDGE
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
4. PLAN AND TEACH
WELL STRUCTURED
LESSONS
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
5. ADAPT TEACHING
TO RESPOND TO THE
STRENGTHS AND
NEEDS OF ALL PUPILS
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
6. MAKE ACCURATE
AND PRODUCTIVE USE
OF ASSESSMENT
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
7. MANAGE
BEHAVIOUR
EFFECTIVELY TO
ENSURE A GOOD AND
SAFE LEARNING
ENVIRONMENT
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
8. FULFIL WIDER
PROFESSIONAL
RESPONSIBILITIES
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
WT 3 2 1
4321
PART TWO:
PERSONAL AND
PROFESSIONAL
CONDUCT
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
NO/YES
6
Introduction to short-term weekly targets and mentor meetings
Initial training needs:
These will be identified by trainees based upon:
 Audits,
 Previous school reports,
 Self-evaluation of progress towards meeting the Teachers’ Standards and
 Coverage of the EYFS/National Curriculum.
They will be agreed with the Personal Tutor prior to each placement and shared with the Mentor,
Class Teacher and Link Tutor to enable support and monitoring. (use bullet points)
Short-term development targets:
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New training needs will be identified by the trainee as the placement progresses and will be
added in the training plan below.
The trainee’s professional needs will be informed by lesson observations, evaluations and the
ongoing professional with mentors, class teachers and other professionals in school.
Targets may be carried forward across weeks and terms, but trainees should always consider
with their mentors, what actions they will undertake to progress against the Teacher Standards.
Mentor should sign the final column when targets are met.
Weekly mentor meetings should include the following:
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Review of progress towards current targets:
Review of progress:
Review of planning/assessment/record-keeping/evaluations in school file:
Focus for discussion (see guidance in week-by week section of guides)
Identification of new targets – to inform weekly short-term targets
7
Date /Week
commencing
Training needs and weekly mentor meetings for Autumn Term
Initial short-term developmental
targets identified on placement
by trainee
Specific actions to address
target [including school-based
training experiences & relevant
standard]
Target
met/evaluation
TS 7: establish a clear framework
for classroom behaviour to
promote learning
TS 1: Establish high expectations
and demonstrate positive values
to promote a climate for learning
TS 6: Assess and record pupils’
attainment against the lesson
objectives and use this to inform
planning pupil progress
8
WEEK 1
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 2
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 3
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee

Specific actions

Specific actions

Specific actions
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
9
WEEK 4
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 5
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 6
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee

Specific actions

Specific actions

Specific actions
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
Please add further rows for short-term development targets and weekly mentor meetings as appropriate
10
Training needs and weekly mentor meetings for Spring Term
Week
Initial short-term
commencing developmental targets
Date
identified on placement by
trainee
Specific actions to address
target [including school-based
training experiences &
relevant standards
Target
met/evaluation
11
WEEK 1
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 2
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 3
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee

Specific actions

Specific actions

Specific actions
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
12
WEEK 4
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 5
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 6
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 7

Specific actions

Specific actions

lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Specific actions
Evidence initialled by
mentor/trainee
Specific actions
Evidence initialled by
mentor/trainee
Record of weekly mentor meeting

lesson observation carried out by mentor
Weekly short-term developmental targets set by
trainee
Please add further rows for short-term development targets and weekly mentor meetings as appropriate
13
Training needs and weekly mentor meetings for Summer Term
Date
Initial short-term developmental
targets identified on placement by
trainee
Specific actions to address
target [including schoolbased training experiences
& relevant standard]
Target
met/evaluation
14
WEEK 1
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 2
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 3
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee

Specific actions

Specific actions

Specific actions
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
15
WEEK 4
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 5
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 6
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee

Specific actions

Specific actions

Specific actions
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
16
WEEK 7
Record of weekly mentor meeting
Weekly short-term developmental targets set by
trainee
WEEK 8

Specific actions
Weekly short-term developmental targets set by
trainee
Evidence initialled by
mentor/trainee

Record of weekly mentor meeting
Specific actions
lesson observation carried out by mentor
lesson observation carried out by mentor
Evidence initialled by
mentor/trainee
Please add further rows for short-term development targets and weekly mentor meetings as appropriate
17
Additional training log
Log of further professional training in university or personalised provision/support
Please add additional sheets as necessary
18
NQT/ end of year action plan
Guidance for completion:
- Identify targets which link to areas for further professional development as in Q 3 above; your final profile and any discussions with your Induction
Mentor in your new school
- Ensure targets are clear, focused, achievable and linked to the Teachers’ Standards
- Identify actions that you can take to achieve the target (actions might be further developed in discussion with your NQT Induction Mentor)
- Identify a review date e.g. some targets may be completed over the Summer vacation in preparation for your first post, others might be completed
in the first half term or term etc.
- At termly review points, evaluate outcomes with your NQT Induction Mentor
Name:
Teachers’
Standard
NQT Induction Mentor:
School:
Target
Actions to achieve target
Suggested
Review Date
Outcomes at Termly Review points
Short-term developmental targets to be addressed prior to September in preparation for NQT Year
End of first
week of
term
Longer-term developmental targets
End of first
half term
End of first
half term.
19