ACTION PLAN: To be used where a trainee requires additional support to meet at least ‘minimum achievement’.
Trainee:
School:
TARGET
Include reference to number of
and the language of the relevant
Teachers’ Standards and Warwick
Assessment Descriptors
TS 7 Using the school’s/setting’s
behaviour policy to:

establish clear rules and
routines,

exercising appropriate
authority to manage
behaviour positively


develop understanding of
some factors that are
potential barriers to
achievement a
begin to understand how
experienced teachers use a
range of strategies to reduce
these barriers
Link Tutor:
SPECIFIC ACTIONS TO MEET TARGET
1.
2.
3.
1.
2.
3.
4.
5.
Use clapping to gain attention of class and
wait until all pupils are paying attention
before continuing;;
Clearly communicate high expectations for
behaviour at the start of the session;
Ensure interactions with pupils are
consistently positive and provide specific,
positive feedback to acknowledge compliance;
Use reminder and yellow card system as
appropriate.
Action Plan Start
Date:
1. Children respond quickly; they stop and listen; make
eye contact with teacher; have empty hands; turn to
look when told.
2. When asked by observer, children are able to
explain expectations for behaviour.
3. Voice is clear, confident and with assertive tone;
open body language evident. Responses such as:
“Well done, I like the way you stopped quickly.”
4. Trainee knows strategies from BM policy; clearly
reminds pupils of required behaviour and makes
reference to yellow card when appropriate.
Look again at examples of the CT weekly plans
for core subjects to identify differing
expectations for groups/individuals and
different strategies for differentiation
including support;
Observe CT delivering lessons with focus to
identify how the tasks are explained to each
group and how groups are monitored by CT
Study school’s preferred assessment criteria
(APP for Lit and Num, NC levels for science) to
identify different expectations
Collaborative initial planning with CT final
lesson plan shared with CT the day prior to
delivery to discuss differentiation strategies
Implement observed strategies in own lessons
Review Date:
REVIEW of TARGET
DESIRED OUTCOMES
In collaboration with the trainee, how will the trainee
know that they have met the target?
Include specific, measureable actions to be
achieved over an identified time frame
4.
know when and how to
differentiate appropriately
Mentor:
- Include reference to the language of the relevant Teachers’ Standards and
Warwick Assessment Descriptors
- Include the source/s of evidence e. g. Mentor meetings, lesson
observations;
- Identify next target drawn from relevant Warwick Assessment Descriptors
Informal lesson obs: 26.11.13 employed a range of strategies including those
listed consistently and fairly leading to purposeful working environment in
lesson
Formal lesson obs: 28.11.13 used reminders and followed through with yellow
card for JP and used mini plenary to remind class of expectations
Next target: ensure effective management of resources supports successful
behaviour management.
Mentor Mtg 10.11.13 discussed observations and assessment criteria; now
has clear understanding of differences between levels and sub levels;
developing understanding of some factors that are potential barriers to
achievement.
Informal lesson Num obs 16.11.13 support with planning; now recognises
some of the different needs and strengths of learners; attempt to outline
tasks to groups, sent one to TA first. More effective strategies employed
including use of practical apparatus for LA group.
Formal lesson Lit obs 18.11.13 with support devised developmentallyappropriate teaching and learning experiences; learning activities to matched
individual needs; explanations of tasks more succinct.
Next target: in lesson evaluations evaluate distinctive teaching approaches
which engage and support individual learners
Minimum Achievement and Progress
PP2 Interim)
Best-fit achievement at:
‘Working Towards’ level;
Largely WT grades.
PP2 (Final)
PP3 (Interim)
Achievement at: ‘Requires
Improvement’ level;
a mix of grades WT & 3.
Achievement at: ‘Requires
Improvement’ level;
a mix of grades WT & 3.
PP3 (Final)
Achievement at: ‘Requires
Improvement’, a mix of grades 3
and 2; or ‘Good’ level.
PP4 (Interim)
Achievement at: ‘Requires
Improvement’, a mix of grades 3
and 2; or ‘Good’ level.
Trainee’s practice is consistent with Preamble/Part 2
NB. Electronic copies of this form, and a completed exemplar, are available to download from:
http://warwick.ac.uk/primary-mentor (Follow ‘Essential Forms’)
PP4 (Final)
Achievement at: ‘Good’
or ‘Outstanding’ level.