` Preparation Days: Tuesday 3rd November – Wednesday 4th November Block Placement: Thursday 5th November – Friday 4th December and Monday 14th December - Friday 18th December 1 The Core PGCE Primary and Early Years Partners’ Intranet Explore the Partners’ Intranet for placement resources, training information, dates, conference resources, examples of completed forms, ‘how to’ minivideos and much more! This site is regularly updated to reflect the most current resources. This page is password protected. The password is shared at Mentor and Class Teacher Training; alternatively contact the Partnership staff at Partnership@warwick.ac.uk or your Link Tutor. 2 PP2 QUICK REFERENCE PLACEMENT GUIDE CONTENTS 1. CONTACTS and CALENDAR ........................................................ 4 2. PROFESSIONAL GUIDANCE ........................................................ 5 3. THE TEACHING FILE AND PLACEMENT DOCUMENTATION ........ 9 4. WEEKLY GUIDANCE FOR PP2................................................... 13 5. ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’ STANDARDS ............................................................................ 21 6. THE TEACHERS’ STANDARDS (2013): GUIDANCE ON USING THE WARWICK ASSESSMENT DESCRIPTORS ................................... 25 The content of this guide was correct at the time of printing. Any changes in Government policy or University procedures affecting the guide will be notified if required. 3 1. CONTACTS AND CALENDAR University Contacts: Partnership Leigh Capener Partnership Development Officer: Email: l.capener@warwick.ac.uk 024 765 23824 Mark Christensen M.Christensen@warwick.ac.uk 024 761 51368 Professional Support Services Gabrielle Bennett G.Bennett.1@warwick.ac.uk 02476 523373 Reception: Email: cpe@warwick.ac.uk 02476 523801 Website: http://www2.warwick.ac.uk/fac/soc/cpe/ Fax: 024 7657 2638 Key Dates for PP2 w/b Mon 2.11.15 9.11.15 PP2 (2) 16.11.15 PP2 (3) 23.11.15 INTERIM PROFILE DUE (13)) 30.11.15 PP2 (5) 7.12.15 14.12.15 Tue Wed PP2 (1) Preparation Days Thurs Fri Notes Mentors to return Interim Profile to LINK TUTOR by Monday 23rd November for consideration at the INTERIM REVIEW Meeting. University-based training PP2 (6) FINAL PROFILE DUE (13) Please return Final Profile to LINK TUTOR and lesson observations, and mentor meeting logs to the Student Services Team by Thursday 17th December. School Mentors and Class Teachers are expected to use this Placement Guide in association with the University’s “Reference Guide for Training in Primary Schools and Early Years Settings which is available on the University’s website at: http://warwick.ac.uk/primary-mentor the Teachers’ Standards (DfE, 2013) and Initial teacher training (ITT) criteria (DfE, 2015). 4 2. PROFESSIONAL GUIDANCE The Preamble and Part Two of the Teachers’ Standards are of paramount importance and your performance in these areas is assessed continuously throughout the course and especially whilst on school placement. The 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. 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: 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. To meet the Teachers’ Standards and uphold schools’ expectations of professionalism, you must ensure that you: make children your first concern and work consistently to be the ‘best teacher you can be’ show your school a copy of your University of Warwick Vetting Check form (which gives your DBS Enhanced Disclosure number and date) and photo ID documentation; safeguard children’s well-being – see specific guidance overleaf; are appropriately and professionally dressed; Maintain high standards of attendance and always notify the school, the University Absence Line and your Link Tutor of any absence in good time; Arrive in school/remain in school to ensure that you are well-prepared for the day ahead/next day; have read, understand and follow all school policies, practices and procedures; keep your placement file and pupil records up-to-date and always available in school/setting for your class teacher, Mentor or Link Tutor to view; keep your Training Plan up-to-date and always available in school/setting for your class teacher, Mentor or Link Tutor to view; plan lessons in advance and check initial lesson plans with class teacher/Mentor and as required thereafter; 5 evaluate lessons promptly to inform future planning and next steps for pupils and improve teaching; always treat pupils with dignity and respect; build positive, professional relationships with your colleagues in school; promote equality of opportunity at all times; promote fundamental British values do not express personal beliefs and show tolerance and respect for the faiths and beliefs of others take responsibility for your own professional development by: o Engaging in professional dialogue with teaching colleagues/your Mentor, responding to guidance given in order to support your professional development and ensure that you offer the best possible experiences for pupils; o Completing the weekly record of your Mentor meeting (in your Training Plan); o Regularly reviewing your targets and progress towards meeting these; o monitoring your progress against the Teachers’ Standards and Warwick Assessment Descriptors and discussing this progress with your Mentor and Link Tutor so that you are clear about the ‘next steps’. o Keeping your Training Plan up-to-date log your weekly lesson observation grade online so that the University is able to monitor your progress: http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/monitoring/ At any point, if you find that you are unable to meet any of the above criteria, you need to seek support from one or more of the following sources: School Mentor University Personal Tutor University Programme Leader C.M.Glavina@warwick.ac.uk University Lead Link Tutor S.Crosson@warwick.ac.uk University Student Support Services http://www2.warwick.ac.uk/services/studentsupport-services/ 6 Safeguarding Safeguarding is everyone’s responsibility. As a priority you must ensure that you: (a) know who the Designated Safeguarding Lead (DSL) is; (b) have a copy of the school’s/setting’s Child Protection/Safeguarding policy in your teaching folder; (c) have read and understood the school’s/setting’s Child Protection and Safeguarding policy; (d) have signed a copy of the school’s ‘Staff Behaviour Policy’ or ‘Code of Conduct’ and keep this in your teaching folder; (e) implement these policies/codes. What to do if a child makes a disclosure • All disclosures must be taken seriously. It is of vital importance that if a child discloses experience of abuse or mistreatment, you listen carefully to the child disclosing: • Take him or her seriously • Don't judge • Ask open, non-leading questions – You are allowed to ask ‘TED’ questions – Tell me, Explain, Describe • Don't promise to keep it secret • Tell him or her, if you can, what you will do next • Check you have got their details • Carefully record the conversation as soon as possible and keep the record in a secure place. What to do if you observe signs of potential abuse or mistreatment If you observe injuries or behaviours in children you should: • ask open questions about any injuries you observe • note what the child says in response • carefully record your observations as soon as possible • and keep the record in a secure place. Don’t share the information with anyone else. Go straight to the Designated Safeguarding Lead (DSL). If the allegation is against the DSL go to the Head or the DS Governor. The piece of information you have may be the piece of the jigsaw that makes everything clear and may safeguard a child’s life. For further information see: http://www2.warwick.ac.uk/fac/soc/cpe/current/safeguarding/ 7 8 3. THE TEACHING FILE AND PLACEMENT DOCUMENTATION A. The Teaching File Trainees must set up and maintain a well-organised teaching placement file in which to store their planning, evaluations, record-keeping and training information. All documentation must be maintained in printed form AND the file must available in school every day of the placement to enable ease of access for those supporting the trainee’s professional development i.e. Mentors, class teachers and Link Tutors. To support organisation, a file checklist is available at the end of this section. B. Planning Proformas (TS 4) On this first PP2 placement, it is recommended that trainees use the University of Warwick planning and evaluation formats for all activities and lessons. This is because: The University proformas ensure that trainees focus on the key elements which underpin beginning trainees’ effective planning and pupils’ learning; The University proformas contain carefully worded prompts, designed to scaffold and develop the beginning trainees’ understanding of planning, assessment and evaluation; The level of detail required on these plans offers a degree of accountability to schools, so that schools are aware of trainee’s thought processes and how they intend to meet the needs of the pupils; it also allows schools to review and support the planning/assessment/evaluation process to develop trainees’ skills and better meet the needs of the school’s pupils. The University understands that the standard 3-part lesson, as on the planning proforma, is not the only structure for a lesson. However, it does offer a good starting point for beginning trainees, many of who can find the process of learning to plan both challenging and timeconsuming. As trainees gain experience, competence and confidence, then they will be able (with the support of class teachers and mentors) to begin to adapt the proforma to meet the needs of a range of learning intentions, pupils and contexts in order to promote learning. All proformas are available electronically so the boxes can be expanded where necessary or the planning format altered to suit the particular learning intention, pupils and context. All proformas are available at the following address: http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential Forms’) C. Assessment of pupils’ learning (TS 2 & 6) The focus for this first placement is upon day-to-day, formative assessment for learning, which includes: setting clear objectives setting clear success criteria which break down the objective and enable children to see how to be successful. ensuring that objectives and success criteria are shared with and understood by pupils; 9 assessment of achievement against learning objectives and success criteria by the teacher ; building into the lesson plan clear questions or focused points for observation to support teacher assessment; assessment of achievement against learning objectives and success criteria by pupils through peer and self-assessment; appropriate oral and written (where appropriate) feedback and marking to learning objectives, consistent with school policy; encouraging pupils to take responsibility for their own learning; and, crucially, use of assessment information to inform planning/intervene to promote learning. D. Evaluation (TS 4 & 8) Evaluation is a key skill which enables professionals to be able to develop their own practice and this is reflected in two of the Teachers’ Standards (TS 4 and 8). At this stage, trainees will be learning to reflect upon and evaluate their own practice and this process will be supported by feedback from and discussion with class teachers, mentors and link tutors. They should use the assessment/evaluation proforma at the end of the Warwick Lesson Plan. Trainees should: - ensure that they annotate their plans, indicating any changes made as they taught. - explicitly assess and record pupils’ learning against their lesson objectives (see also section 6. Assessment) - evaluate the impact of their teaching on the progress and learning of their pupils They should be analytical in this self-evaluation process, avoiding description and focusing on specific elements of their practice which promoted learning and progress and specific aspects which could be improved to further promote progression e.g. clarity of explanations, teaching strategies/resources, questioning skills, pace, appropriateness of differentiation, depth of planning, behaviour management, accuracy of subject knowledge etc. E. Record-Keeping (TS 2 & 6) Record-keeping offers evidence (to the class teacher/Mentor and Link Tutor) of the trainee’s assessment skills. It provides the trainee with information to inform planning and can offer evidence to all of pupil progress. The trainee is expected to keep records of: (a) Pupils’ achievements against learning objectives - on PP2 you should keep records of achievement for ALL pupils that you teach - these records should be used to inform your planning so that you are able to promote pupil progress (b) Pupils’ personal development, behaviour and welfare - on PP2 you should keep records of personal development, behaviour and welfare for a minimum of 6 pupils that you teach (though you may keep records for more or all) 10 - the enhanced knowledge of pupils contained in these records should be used to inform your planning so that it is personalised to meet the needs of the individual and promote pupil progress NB. The trainee must ensure the confidentiality of record-keeping and follow school guidance and policy. Guidance on record-keeping formats Remember that, ‘assessment’ is making a judgement, for example the child knows or does not know something / can or cannot do something; ‘record-keeping’ is writing down or noting this judgement in some way. There is no one way in which to keep records and trainees should explore the recordkeeping used in school. Some examples of methods of record-keeping are: - Marking against objectives (samples of marked work/annotated work) Post-it notes of observations Annotated photos (check school policy on photos) Lesson evaluations which reflect upon pupils’ learning University record-keeping sheets School record-keeping sheets University TA planning sheets. Trainees should not record the same information twice, so where the trainee uses a recordkeeping sheet, this can replace the assessment section on the lesson evaluation. In this case, trainees should cross-reference from the lesson evaluation to the relevant recordkeeping sheet. A range of record-keeping formats is available to download from the Partners’ Intranet. You may use these forms as given, adapt for your own purposes or use formats suggested by the school. To enable customised use or adaptation, the proformas are available electronically: http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential Forms’) Reflection on assessment and record-keeping. Assessment and record-keeping should enable the trainee to: • talk knowledgeably about pupils’ learning and the implications of this for the next steps/lesson • talk knowledgeably about pupils’ personal development, behaviour and welfare and the implications of this for the next steps/lesson. • Recognise the impact of teaching on pupils’ progress Try different approaches to record-keeping and be prepared to evaluate their use in terms of their manageability and their usefulness. You might ask yourself: How long do they take to complete? When and how do I use the data that I record? 11 Checklist for Teaching Placement File Divider Heading Lesson/Activity plans with copy of the plan and weekly plan for any observer and any associated resources Plans for Teaching Assistant(s) Training Plan (Completed) Lesson Observation Forms Warwick Assessment Descriptors (highlighted to indicate your attainment and progress) Timetable identifying what and when you are teaching each week Class Lists including groupings/sets for different areas of learning/ subjects (EY only) Plan of your Indoor and outdoor learning areas IEPs/EHCs etc. TODAY PROFESSIONAL DEVELOPMENT TIMETABLES CLASSROOM MANAGEMENT AND ROUTINES PRIMARY EARLY YEARS Divided into Subjects Areas CURRICULUM PLANS Organised by subjects or Areas of Learning Contents Medium-term/weekly plans (provided by school) Lesson plans with Evaluations in date order and any associated resources For the first half of the placement divide plans into the 7 areas of learning (whilst a plan may be broadly crosscurricular, divide according to your main learning intention); include any associated resources Weekly plans, where appropriate, by date Day-to-day records of pupils’ attainment against lesson/activity objectives e.g. record-keeping sheets, TA planning sheets, ‘post-it’ notes, samples of marked work/annotated work against objectives ASSESSMENT FOR/OF LEARNING INFORMATION ABOUT THE SCHOOL TRAINING TASKS Records of pupils’ personal development, well-being and behaviours. Pupils’ targets and information about prior learning and achievement (Provided by school) (EY only) Observations including reference to Characteristics of Effective Learning Any key policies e.g. safeguarding/behaviour/assessment/marking policies etc. Evidence of tasks (handwritten notes are acceptable) NB. The last two sections may be placed in a separate file if necessary. 12 4. WEEKLY GUIDANCE FOR PP2 GUIDANCE for MENTORS and CLASS TEACHERS This information and guidance is intended to support Mentors in maximising the progress of their trainees and in doing so, offer the best provision possible to the pupils of the school which has agreed to train the trainee. Trainees’ prior experiences PP2 Early Years. The Early Years course qualifies trainees to teach across the 3-7 age range. Thus their course includes a substantive placement in both phases. Prior to this placement, these trainees have completed a 1 week observational placement (PP1) and a 5-day Serial placement which aims to allow trainees to apply university-based training to school-based practice. The Early Years course has introduced the EYFS and the seven areas of learning and development. Initially, nurseries are expected to provide the medium term plans and the weekly plans for all trainees. PP2 Primary. The Primary course qualifies trainees to teach across the 5-11 age range. Thus their course includes substantive placements in both Key Stages. Prior to this placement, these trainees have completed a 1 week observational placement (PP1) and a 4-day Serial placement which aims to allow trainees to apply university-based training to school-based practice. The Primary course has introduced the core subjects of Maths, English and Science; at this stage trainees are not generally expected to teach outside these subjects on PP2. They might take on additional responsibilities, for example, bringing in the class from break/taking the class into assembly, reading a story to the class, taking the register etc. . Required Planning and Teaching on PP2 All trainees are expected to build up to teaching 55-60% of the timetable by the end of the placement. During non-teaching time, they might: - observe learning and teaching (class teacher/other colleagues) - complete training tasks - carry out planning, preparation and assessment - support the class teacher/pupils. Planning: Given the early stage of the course and the significant variability between schools, ALL trainees will require significant support with planning and it is anticipated that schools will involve trainees in their joint planning processes. Following this support, trainees should develop/write up plans for those sessions they are teaching and subsequently assess children’s learning and evaluate each session using the University proformas. Individual needs: all trainees will vary in terms of their previous experiences and their confidence and competence in a particular age phase. Therefore it is important that Mentors and Class teachers, in consultation with trainees, use their judgement and interpret the guidance given below to ensure that their trainees build up to their 55-60% teaching responsibility as appropriate to the individual trainee. Guidance for Paired Placements Where primary trainees are paired, they might take on additional responsibilities, for example, bringing in the class from break/taking the class into assembly, reading a story to the class, taking the register etc. They might also teach some foundation subjects, in areas where they feel more confident, however schools should be aware that they are unlikely to have have received universitybased training in these subjects at this point in their programme. 13 The Role of the Class Teacher The class teacher acts as a critical supportive colleague for the trainee Before the placement The class teacher will: have attended the CT /Mentor Professional Development & Placement Briefing OR have accessed the online training materials; know the name of the trainee, and the dates of the placement Preparation training days The class teacher will: have a copy of the Placement Guide; share with the trainee specific class info e.g., timetables, class lists, groups, routines etc. ; ensure that the trainee is aware of individual needs e.g. in relation to pupils’ physical and mental health, SEND, EAL, G&T etc.; share assessment data and records to enable the trainee to plan appropriately; share copies of long/medium plans/overviews and short term weekly/daily plans; ensure that the trainee is aware of pupils eligible for pupil premium funding and relevant interventions; ON preparation days, encourage the trainee to establish themselves as an authority figure, for example, by: reading a story to the class, taking the register, bringing the children in from break etc;. ensure appropriate timetabling of PPA time so that the trainee and class teacher are able to undertake shared/supported planning together. During Placement The class teacher will: undertake shared, guided planning, with trainee, gradually reducing support so that the trainee learns to plan independently; ensure the trainee is clear about his/her planning responsibilities; offer support and informal feedback e.g. with lesson delivery, classroom management, lesson evaluation etc.; liaise with Mentor; role model good/outstanding professional practice to the trainee, including behaviour management and practice in assessment and monitoring pupil progress; in consultation with the mentor, ensure an appropriate timetable for the trainee; facilitate the trainee’s completion of training tasks; notify the trainee and mentor of any difficulties that arise on the placement as early as possible, so that these can be swiftly addressed; where requested by the mentor, undertake a formal written observation of the trainee’s teaching, recording this on the observation proforma (provided in triplicate) and providing verbal feedback. Ensure clear targets are set and linked to the appropriate Teachers’ Standards. 14 The Role of the Mentor As a minimum, all trainees should be observed teaching once per week and should have a weekly meeting with the Mentor. Weekly Lesson Observation All trainees should have a formal lesson observation once per week, that is, an observation of his/her teaching which is recorded on the triplicate lesson observation forms (copies provided) with a formative feedback discussion after the lesson and developmental targetsetting linked to the Teachers’ Standards. Observations are usually undertaken by the Mentor, however, observations may be undertaken by colleagues where this is felt to be more appropriate e.g. subject leads might observe teaching of the trainee’s specialism or of phonics. All trainees should be observed teaching phonics using the Phonics Observation Form (triplicate copy provided/additional e-copies available online: http://warwick.ac.uk/primarymentor (Follow ‘Essential Forms’). The Mentor should undertake a joint observation with the Link Tutor during the placement. Weekly Mentor Meeting Each trainee should have a weekly meeting with the Mentor, to: - review progress against the Teachers’ Standards/Warwick Assessment Descriptors (WADs) - review the trainee’s teaching file (planning, assessment and record-keeping, evaluation) - set new targets to further development; - agree actions to meet identified training needs The trainee will take responsibility for recording the meeting in the trainee’s Training Plan, which the Mentor should initial. Where the school/setting is hosting more than one trainee, Mentor meetings can be conducted with all trainees together. However, it may be appropriate to offer a separate, short meeting where trainees indicate that they wish to discuss something in private. Below is a set of week-by-week prompts which give ideas for key foci for discussion, observation and action. Mentors are encouraged to interpret the guidance flexibly to fit the context of the placement and a trainee’s individual needs. 15 Week by week guides for Early Years and Primary Mentors Before the Placement I/the class teachers have attended the CT /Mentor Professional Development & Placement Briefing OR have accessed the online training materials The trainees are placed in classes with a good role model and where they will be well-supported; Where the Mentor and Class Teacher are the same person, an additional ‘supporting’ colleague has been identified; I have organised an induction programme for the preparation training days; I have an up-to-date Reference Guide for Training in Schools / Early Years Settings, see: http://warwick.ac.uk/primary-mentor (Follow ‘Handbooks and Reference Guide’;) I and the class teachers have copies of the Placement Guide; I know who the University Link Tutor is and how I can contact him/her. Week 1 and Preparation days: Tuesday 3rd – Wednesday 4th November Keep in good contact with the Link Tutor throughout the placement and contact the Link Tutor promptly with any concerns or queries. 1. Inform trainee of timing of weekly mentor meeting; 2. Arrange induction to school, staff and class, including a tour of the school and fire regulations and procedures; 3. Clarify safeguarding/child protection procedures and personnel; 4. Ensure that trainees have signed the staff code of conduct and have a copy in their files; 5. Arrange access to relevant school policies (including safeguarding, behaviour, assessment and feedback); 6. Read the trainee’s Training Plan, which includes their initial PP2 Targets and begin to arrange a training programme to support the trainee’s professional development so they are able to support effective pupil progress; 7. Ask trainees to share their school-based training tasks and agree steps to complete these; 8. Ensure that trainee(s) have relevant information about: - individual needs e.g. SEND, medical, physical and mental health, G&T, EAL etc.; - pupils eligible for pupil premium funding and associated targeted interventions; - assessment information about pupils (e.g. age-related achievements) and pupils’ individual targets; 9. Provide information about the curriculum being taught for the period of the placement; 10. Arrange access to timetables and long/medium term plans; 11. Ensure trainees know where resources and equipment are located and how they may access them; 12. Clarify the expectations for the trainee’s planning/teaching for second half of this week and the second week of the block placement; ensure that the trainee has GUIDED JOINT PLANNING with the CLASS TEACHER; 13. Arrange for trainee to work with groups, getting to know the pupils; 14. Encourage trainee to undertake activities which help to establish them as an authority figure e.g. reading a story to the class, bringing children in from lunchtime, taking the register etc. End of Week 1: Thursday 5th – Friday 6th November For the second half of this week, trainees may start on tasks outlined for week 2. 16 WEEK 2: Monday 9th – Friday 13th November EARLY YEARS: Plan/teach some adult-directed sessions and support child-initiated learning in the learning environment PRIMARY: Build up to planning/teaching whole lessons across the core subjects (and MFL if specialist) (for around 30% of the timetable) Suggested foci for week 2 and weekly observation and Mentor Meeting. 1. Discuss trainee’s progress with the class teacher 2. Offer support and constructive feedback on the trainee’s: - behavior management and classroom presence; - promoting learning behaviours and a ‘climate for learning’; - planning and assessment skills e.g. setting clear objectives, translating these into success criteria, key questions for assessment; - evaluations of teaching and developing awareness of the impact of their teaching on pupil progress; - record keeping and how to use this information to inform planning. 3. Review the initial PP2 targets in the trainee’s Training Plan, and set new targets as appropriate. 4. Arrange for the trainee to undertake focused observations of other teachers depending upon trainee’s individual needs. 5. Monitor/support completion of school-based training tasks. 6. Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS to enable pupil progress; 7. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching and Primary trainees have a clear build up to teaching whole lessons. 8. Ensure that a date has been agreed for the joint observation with the link tutor; WEEK 3: Monday 17th – Friday 21st November EARLY YEARS: Plan/teach some adult-directed sessions and begin to plan related activities to support child-initiated learning in the learning environment. PRIMARY: Individual trainees: Plan/teach a series of whole class lessons for English OR mathematics and science (and MFL if specialist). Paired trainees: Each trainee takes responsibility for planning/teaching either English OR Maths and trainees share the teaching of science (and MFL if specialist) (for around 35-40% of the timetable) Suggested foci for week 3 and weekly observation and Mentor Meeting 1. Offer support and constructive feedback on the trainee’s: - developing behavior management, classroom presence, promotion of learning behaviours and a ‘learning climate’; - planning and assessment skills e.g. translating objectives into success criteria, key questions for assessment, and in particular evidencing in their planning how and where they are adapting plans in response to assessment information from the previous lesson; - evaluations of teaching and developing awareness of the impact of their teaching on pupil progress; - developing record keeping, including records of personal development, behaviour and welfare for a minimum of 6 pupils; help trainees understand how broader information about pupils can help personalise teaching and promote progress; - deployment of TA in all phases of the lesson; 2. Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange training/observations etc. to meet needs as required; 3. Ensure that trainees undertake GUIDED JOINT PLANNING with their CLASS TEACHERS; 4. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching and Primary trainees are teaching a series of whole lessons in maths OR English. 5. Review the trainee’s progress against the Warwick Assessment Descriptors (WADs) and complete the Interim Profile with the class teacher and trainee. Although this might seem an early stage to complete this assessment, please bear in mind the formative nature of this document. Its key purpose is to sum up the trainees’ early progress and identify clear ‘next steps’ to maximise progress by the end of the placement. The Interim Profile is available to download from http://warwick.ac.uk/primary-mentor (Follow ‘Essential Forms’). Please email the completed Interim Profile to your LINK TUTOR and ensure that the trainee has a copy. 17 WEEK 4: Monday 24th – Friday 28th November EARLY YEARS: Plan/teach an increasing amount of adult-directed sessions and related activities to support childinitiated learning in the learning environment PRIMARY: Individual trainees: Plan/teach all maths OR English and a mix of the remaining core subjects (and MFL if specialist). Paired trainees: share the responsibility for planning ALL the core subject teaching for the week. (for around 45-50% of the timetable) Suggested foci for week 4 and weekly observation and Mentor Meeting 1. 2. 3. 4. Discuss trainee’s progress with the class teacher. Offer support and constructive feedback on the trainee’s: developing understanding of behavior management across age phases/key stages; developing ability to motivate pupils and sustain pupils engagement in learning; assessment skills e.g. evidencing how assessment information from one lesson informs planning/teaching in the next lesson; record-keeping; developing range of assessment strategies; developing understanding of self and peer assessment developing understanding of how to support pupils with individual needs in their class and overcome barriers to learning; deployment of TA in all phases of the lesson to promote learning; Review targets in the trainee’s Training Plan and Interim Profile and agree new targets as appropriate. Arrange training/observations etc. to meet needs as required; Ensure that trainees undertake JOINT PLANNING with their CLASS TEACHERS to enable pupil progress; where appropriate, trainees may begin to develop some independence in planning in areas of greater confidence. 5. Ensure that trainees (including paired trainees) are clear about their responsibilities for planning and teaching and Primary trainees continue to teach series of whole lessons in maths OR English. 6. Monitor/support completion of school-based training tasks. WEEK 5: Monday 1st – Friday 5th December EARLY YEARS: With support, plan a weekly plan (covering the seven areas of learning and development) from observations and discussions with other practitioners of children’s previous learning. This will incorporate adultdirected sessions and planning for other related activities and for other practitioners, in areas of the learning environment that will support and develop child-initiated play and learning. PRIMARY: Individual trainees: Plan/teach a week’s lessons for English AND mathematics and science. Paired trainees: Paired trainees: share the responsibility for planning ALL the core subject teaching for the week plus some foundation subjects as appropriate (for around 55-60% of the timetable) Suggested foci for week 5 and weekly observation and Mentor Meeting 1. Offer support and constructive feedback on the trainee’s: - ability to motivate pupils and sustain pupils’ engagement in learning, considering any pupils for whom this might have been more challenging and why; - assessment skills e.g. implementation of pupil self and peer assessment , understanding/implementation of school’s approach to target-setting, assessing within the lesson to adapt teaching in progress; - ability to use their knowledge of pupils (e.g. see record-keeping) to implement and evaluate strategies to overcome barriers to learning; 2. 3. Review targets in the trainee’s Training Plan and agree new targets as appropriate. Arrange training/observations etc. to meet needs as required; Ensure that trainees undertake joint planning with their class teachers to enable pupil progress and assess extent to which they are developing confidence/some independence in planning 4. Monitor/support completion of school-based training tasks. 5. Review the trainee’s progress against the Warwick Assessment Descriptors (WADs). Towards the end of the week, complete a draft of the Final Profile (available to download from http://warwick.ac.uk/primary-mentor Follow ‘Essential Forms’) and discuss with the class teacher and trainee. Whilst the profile is due to be submitted in WEEK 6, completing a draft at this stage may assist with identifying the trainee’s timetable and training plan when they return to school, after a week in the University, for Week 6 of their placement. 6. Discuss appropriate activities for Week 6, when the trainee returns to school following the university-based week. 18 Monday 8th – Friday 12th December : University-based Week Week 6: Monday 15th – Friday 19th December: ‘The Wider Life of the School’ Suggested foci for weeks 6 and Weekly observation and Mentor Meeting 1. Trainees should support the timetable in their classes as appropriate, recognising that the timetable is likely to be more flexible at this time of year. 2. Advise trainees on how they can be involved in the ‘wider life of the school’ (TS8) during this week. 3. Where the draft Final Profile identified particular needs, support trainees in meeting these needs; 4. Complete the Final Profile in consultation with the trainee and class teacher; 5. Email a copy of the Final Profile to the Link Tutor 6. Ensure that the trainee has a copy of his/her final profile. 7. Return Lesson observation forms to the Student Services Team by the end of the placement. 8. Please complete the online placement evaluation form: http://warwick.ac.uk/primary-mentor (Follow ‘Evaluations’) Your feedback is much appreciated, and where patterns in feedback emerge, is used to adapt course provision and documentation. Thanks you for supporting Warwick trainees. 19 20 5. ASSESSMENT OF TRAINEES AGAINST THE TEACHERS’ STANDARDS Maximising the progress of trainees Processes are in place which aim to ensure that all trainees maximise their progress over each placement and over the course of their PGCE. These include ensuring that: there are clear expectations for all parties; regular meetings are held according to the guidelines; targets are negotiated, agreed, set and monitored; progress against the Teachers’ Standards and Warwick Assessment Descriptors is formatively monitored; and appropriate and regular feedback is given. Consistent assessment of trainees across placements is essential in maximising the progress of trainees. Formative assessment and self-assessment using the Warwick Assessment Descriptors is, therefore, an integral part of the assessment process ensuring that trainees are completely aware of their strengths and areas for development and the appropriate actions they might take. Summative reviews of trainees’ achievement take place at the interim and end point of every placement. Clear expectations of progress are also established as follows: Desirable Achievement and Progress PP2 (Interim) PP2 (Final) PP3 (Interim) PP3 (Final) PP4 (Interim) PP4 (Final) Best-fit achievement at: ‘Working Towards’ level or above; a mix of grades WT & 3. Best-fit achievement at: ‘Requires Improvement’ level or above; a mix of grades 3 & 2. Best-fit achievement at: ‘Requires Improvement’ level or above; a mix of grades 3 & 2. Best-fit achievement at: ‘Good’ level or above; a mix of grades 2 & 1 Best-fit achievement at: ‘Good’ level or above; a mix of grades 2 & 1 Achievement at: ‘Outstanding’ level. Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Minimum Achievement and Progress PP2 (Interim) PP2 (Final) PP3 (Interim) PP3 (Final) PP4 (Interim) PP4 (Final) Best-fit achievement at: ‘Working Towards’ level; Largely WT grades. Achievement at: ‘Requires Improvement’ level; a mix of grades WT & 3. Achievement at: ‘Requires Improvement’ level; a mix of grades WT & 3. Achievement at: ‘Requires Improvement’, a mix of grades 3 and 2; or ‘Good’ level. Achievement at: ‘Requires Improvement’, a mix of grades 3 and 2; or ‘Good’ level. Achievement at: ‘Good’ or ‘Outstanding’ level. Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 Trainee’s practice is consistent with Preamble/Part 2 21 Trainees failing to make ‘Minimum progress’ or ‘causing concern’ Prompt Intervention Concerns about a trainee’s performance are usually identifiable at an early stage, allowing prompt intervention by the school, notification of the Link Tutor and coordinated support from both school and university leading to successful outcomes. A ‘Cause for Concern’ grade is identified where: - a trainee is failing to make progress despite the support offered; - where there are serious concerns about the trainee’s performance with reference to the Teachers’ Standards and particularly with reference to the Preamble and Part 2 (for example: negative impact on pupil progress; inappropriate professional behaviour of trainees by not following professional policies and procedures of the setting; or insufficient regard for the safety and safeguarding of pupils). Any trainee causing concern does not, of course, reflect negatively on a particular teacher, mentor or school training programme. Having monitoring processes in place provides a robust means of providing prompt intervention to promote a trainee’s progress and assure quality. There is a clear process in place for Communication of ‘Cause for Concern’ – see below. Figure 1: Communication process for ‘Cause for Concern’. Formal Monitoring Points Where progress concerns are identified by the mentor and Link Tutor, they will be formally monitored/documented at Interim and Final Placement Review Meetings. The following steps will be taken: (a) Trainees will be informed in writing to ensure that they understand the need for action and support (‘Progress’ letter); (b) Additional support will be provided to help trainees re-establish appropriate progress. The support will vary depending on the point of identification, so that, Support during a placement is likely to include: - an action plan drawn up in consultation with the trainee, link tutor and mentor - additional focused training and support from school; - additional support from the University link tutor; - pastoral support by the trainee’s personal tutor; Support at final (end) point of a placement is likely to include: - relevant Further Professional Training provided by the University; - pastoral support by the trainee’s personal tutor. 22 Additional guidance for supporting trainees failing to make ‘expected progress’ or ‘causing concern’ For the small minority of trainees whose progress falls below expectations, self-assessment can be at variance with the assessment of Mentors and tutors. ‘Weaker’ and failing trainees sometimes locate their problems outside of themselves, displaying reluctance to accept any responsibility for their difficulties. In these cases, the requirements for openness, honesty and regularity in assessment and for a secure evidence base are even more important. There are a number of reasons why trainees may be experiencing difficulties; these vary considerably, both in complexity and severity. It is often possible in these circumstances to put in place support mechanisms which ultimately can lead to success Some general principles apply: prompt intervention is important; it allows difficulties to be dealt with at an early stage and may prevent potential problems from escalating; University tutors and Student Services Team should be alerted as soon as possible where problems are identified (see Communication Process on previous page) to allow a coordinated approach to be planned; thereafter, all parties should be kept informed of developments. A quick response to such information is to be expected from both University and school-based staff; ‘weaker’ trainees who struggle with tasks which others take in their stride often benefit from a ‘small steps’ approach, which analyses tasks into their component parts, enabling these trainees to move towards their ultimate objective more gradually; this usually requires a weekly ACTION PLAN with carefully graduated targets, clearly specified actions, and progress meetings (download Action Plan from the Mentors’ Portal: http://www2.warwick.ac.uk/fac/soc/cpe/pintra/ey_primary_mentor_portal/ (follow ‘Essential Documentation’) detailed and thorough record keeping is essential; records should specify dates, times, purposes and outcomes of meetings, trainee performance, and behaviour, provision offered, or made, etc. Detailed records are crucial either as evidence demonstrating progress, or to support ‘Cause for Concern’ decisions if that is the recommendation at the end of the placement; where trainees have been impervious to advice and guidance, Mentors should not be afraid to instruct the trainee. 23 24 6. THE TEACHERS’ STANDARDS (2013): GUIDANCE ON USING THE WARWICK ASSESSMENT DESCRIPTORS Guidance for Use (July 2015) The statements in the DFE Teachers’ Standards set out the expectations for Qualified Teacher Status (QTS) for all teachers, however these Standards must be interpreted according to ‘role and context’ (DfE, 2013, p.3). The Warwick Assessment Descriptors set out what can be expected according to the role and context of a trainee teacher at the point of achieving QTS. In order to achieve continued improvement in the quality of teaching, the target is to achieve good (grade 2) or outstanding (grade 1) outcomes by the end of ITT. Whilst the published Teachers’ Standards are not graded, for the purposes of accurate assessment and in the context of the inspection of ITE, providers are required to grade trainees. The additional statements provided here in relation to Part One of the Teachers’ Standards set out typical characteristics of the practice of trainees deemed to be good (grade 2), or of those who achieve the standards at an outstanding level (grade 1). Good and outstanding achievement is a relative judgement and will be based on an assessment of the available evidence to decide which descriptor provides the best fit and will take into account the setting and context of the school experiences in which the training has taken place. Part Two of the Teachers’ Standards relates to personal and professional conduct. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they follow all trainees are expected to demonstrate high professional standards from the outset. For that reason the guidance on the standards in Part Two is not graded. This document is intended to be used formatively throughout each placement by mentors and link tutors in discussion with trainees. As well as deciding which statement (from grades ‘WT’ to 1) best describe a trainee’s performance across each strand and standard at that point in time, the discussion should also identify ‘next steps’ so that the trainee’s progress is maximised. To support this process, each facing page contains ‘learning questions’ and lists possible sources of evidence to support this formative discussion. The document will also support decision-making about summative grades at the interim and final stage of each placement. THESE ASSESSMENT DESCRIPTORS ARE REGULARLY REVISED IN CONSULTATION WITH THE WARWICK PARTNERSHIP. THE LATEST REVISION REFLECTS FEEDBACK FROM THE OFSTED INSPECTION OF THE WARWICK PARTNERSHIP IN 2015. PARTNERSHIP COLLEAGUES ARE THANKED FOR THEIR VALUABLE FEEDBACK AND CONTRIBUTIONS 25 LEARNING QUESTIONS PREAMBLE SOURCES OF EVIDENCE For example…. How do you: show your commitment to your pupils and teaching? show that you are accountable for achieving high standards in your own work and conduct? respond to guidance from your class teacher and/or mentor feel that you have been able to respond to previous targets? set out to establish respectful relationships with colleagues and parents? Trainee’s conduct : - they are keen to respond to guidance and feedback and accept responsibility for making changes to their own practice - they plan, prepare and teach to the best of their ability, and to a generally consistent standard; - they are well prepared for lessons including researching relevant subject knowledge - they make an effort to build positive relationships with colleagues and parents Lesson plans: with annotated evaluations/changes/assessments. Lesson evaluations: with honest reflections Mentor meetings logs: completed by trainee and showing a response to previous targets Lesson observations: which note good subject knowledge and organisation. 1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS LEARNING QUESTIONS SOURCES OF EVIDENCE For example…. How do you: show your awareness of the school health and safety policy? How is this reflected in your planning? use the classroom environment to support your learners? motivate or enthuse pupils? ensure tasks are relevant end engaging? set meaningful and challenging targets for pupils? act as a positive role model in class and in the wider school? encourage all pupils to participate fully in their learning? create relationships with pupils based on mutual respect? Lesson observations which note: - Challenging objectives - appropriate actions to minimise health and safety risks; - appropriate behavioural expectations clearly set - enthusiasm. - Trainee challenges inappropriate behaviour/comments (sexist, racist, homophobic etc.) Lesson plans: where appropriate including risk assessment. Resources: planned to engage and stimulate Activities: relevant to pupil experience Lesson evaluations: reflecting on : Learning environment, classroom management strategies, differentiation Assessment records which show evidence of progress over time for individual pupils. Professional development programme (SENCO, EAL,TAs etc) 26 PREAMBLE Teachers’ Standards DfE 2013 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. The trainee awarded QTS demonstrates as a minimum that he/she: makes the education of their pupils their first concern, and is accountable for achieving the highest possible standards in work and conduct.acts with honesty and integrity; has strong subject knowledge, keeps their knowledge and skills as a teacher up-to-date and is selfcritical; forges positive professional relationships; and works with parents in the best interests of their pupils. 1. SET HIGH EXPECTATIONS WHICH INSPIRE, MOTIVATE AND CHALLENGE PUPILS DfE Teachers’ Standards establish a safe and stimulating environment for pupils, rooted in mutual respect ‘Not Yet Meeting’ the Standard 3 ‘Requires Improvement’ 2 ‘Good’ 1 ‘Outstanding’ Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: is developing the ability to create a stimulating environment; motivating and inspire some learners to engage in learning. can create a stimulating environment, motivating and inspiring most learners to engage in learning. generally creates a stimulating environment, motivating and inspiring most learners to engage in learning. generally creates a stimulating environment which generates high levels of enthusiasm, participation and commitment to learning. consistently manages the learning environment and resources to ensure the emotional and physical safety of learners. is highly pro-active in managing the learning environment and resources to ensure the emotional and physical safety of learners. e.g. displays, working walls, accessible well-organised resources etc. is developing the ability to manage can manage the learning environment and the learning environment and resources to ensure the emotional and resources to ensure the emotional physical safety of learners. Some support and physical safety of learners. may still be required. 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. is developing mutually respectful has developed mutually respectful has a developing rapport with learners relationships between themselves relationships between themselves and and pupils. pupils. understands the need to set can set appropriately challenging generally sets appropriately challenging appropriately challenging expectations for all pupils, believing that all expectations for all pupils, believing that expectations for all pupils; learners have the potential to make progress. all learners have the potential to make Is developing the willingness to Some support may still be required. progress. believe that all learners have the potential to make progress. can demonstrate the positive consistently demonstrates the positive consistently demonstrates the positive attitudes, values and behaviour they attitudes, values and behaviour they expect attitudes, values and behaviour they expect of learners, but this may not of learners in their class expect of learners around the wider always be consistent. school. E.g. They demonstrate: enthusiasm for working with children and young people and for teaching and learning; respectful language, courtesy and good manners. 27 Has established a rapport with learners consistently sets appropriately challenging expectations for all pupils, across the range of lessons/subjects taught believing that all learners have the potential to make progress. Is proactive in consistently demonstrating the positive attitudes, values and behaviour they expect of learners around the wider school. e.g. explicitly models or teaches appropriate behaviours, actions, responses. 2 PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS SOURCES OF EVIDENCE LEARNING QUESTIONS For example…. In what ways are teachers accountable for pupils’ attainment and progress? In what ways can a teacher make an impact on pupils’ attainment and progress? How do you use age-related expectations for pupil achievement and progress in your planning? How might you evaluate the impact that you are having on pupils’ learning within your lessons? How might you evaluate the impact that you are having on the learning of groups of pupils within your lessons? How might you evaluate the impact that you are having on pupils’ learning over time? How might you evaluate the impact that you are having on the learning of groups of pupils over time? Can you explain the impact you have had on pupils’ achievements on this placement? Discussion with the trainee which shows an understanding of: - how teachers and schools are accountable for pupil progress - age-related expectations of achievement and progress - an awareness of the impact they have upon pupil progress - an awareness of the effect of different learning approaches and strategies, in relation to learning theories, and their fitness for purpose Planning which shows: - Annotations which reflect the use of assessment data to inform/change subsequent lessons; - An awareness of prior learning - clear development of ideas across a lesson and from one lesson to the next Lesson evaluations showing: - Identification of pupils’ progress against learning objectives - Reflection upon pupils’ progress and the trainee’s impact upon this; - Reflection upon pupils’ progress and implications identified for the next lesson What information do you need in order to be able to plan for progression? How do you sequence activities to secure this? Can you explain how you have planned for progression? How do you use assessment information to move pupils’ learning forward? How are particular learning objectives set? How are they linked to prior learning? How do you evaluate whether pupils have met the learning objective? How do you guide learners to reflect on their own progress? Lesson observations which note: - Links with prior learning/next steps identified - clear introduction to and development of ideas; - that children have learned and made progress within a lesson Assessment and Record-Keeping What learning theories are you aware of? - effective feedback/observations/marking which demonstrates pupils’ How are these learning theories applied in the classroom? progress over time e.g. over a series of lessons What strategies have you used to scaffold learning effectively? records of pupils’ progress/achievements With reference to learning theories, why have you selected a particular - regular reviewing of pupils’ targets to inform future planning teaching/learning approach or strategy, and how has this promoted learning? - evidence of effective feedback 28 2. PROMOTE GOOD PROGRESS AND OUTCOMES BY PUPILS DfE Teachers’ Standards ‘Not Yet Meeting’ the Standard . The trainee ‘not yet meeting’ the Standard demonstrates that he/she: be accountable for attainment, progress and outcomes of the pupils 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 3 ‘Requires Improvement’ Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: 2 ‘Good’ The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: 1 ‘Outstanding’ The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: understands how teachers are accountable for the attainment, progress and outcomes of pupils needs support to recognise how their practice impacts upon pupil progress and outcomes. is aware of the impact that they have on pupils’ attainment, progress and outcomes, and accepts responsibility for this. Even with support, the trainee has a very limited impact on pupil progress. With appropriate support, contributes over time to some groups of pupils making expected progress. Some support is still required to ensure that short and medium term planning and teaching demonstrate an understanding of, and provision for, pupil progression that builds on learners’ capabilities, and prior knowledge. requires support to ensure that short and medium term planning and teaching demonstrates an understanding of, and provision for, pupil progression that builds on learners’ capabilities, interests and prior knowledge. with support is developing the ability to incorporate into lessons opportunities for learners to evaluate their achievement with support, is developing the ability to guide pupils in reflecting on their learning and identifying their progress and emerging learning needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching can engage in a mentor-led discussion about how effective teaching and learning strategies are informed by an understanding of how pupils learn encourage pupils to take a responsible and conscientious attitude to their own work and study. with support, is developing the ability to manage teaching and learning activities which encourage independent and autonomous learning gives examples of the impact that they have on pupils’ attainment, progress and outcomes, and accept responsibility for this. With appropriate support, contributes over time to groups of pupils making expected progress. can explain how their short and medium term planning and teaching demonstrate provision for pupil progression across a sequence of lessons that builds on learners’ capabilities, and prior knowledge. Can incorporate into lessons opportunities for learners to evaluate their achievement which therefore improves their performance. Understands school’s system of personal target-setting and implements this system in their teaching gives a variety of examples of the impact that they have on pupils’ attainment, progress and outcomes, and accept responsibility for this. With appropriate support, contributes over time to groups of pupils making at least good progress. can explain, across a range of lessons/subjects, how their short and medium term planning and teaching clearly identifies provision for pupil progression across a sequence of lessons that builds on learners’ capabilities, and prior knowledge. Regularly incorporate into lessons opportunities for learners to evaluate their achievement which therefore improves their performance. consistently manages teaching and learning activities which encourage independent and autonomous learning. Is proactive in implementing strategies which promote independent and autonomous learning. Can incorporate into lessons, opportunities for learners to evaluate their achievement e.g. incorporate opportunities for self and peer assessment against learning objectives/success criteria. with guidance from experienced teachers, Understands school’s system of targetcan review progress and guide pupils in setting and can give examples of how they reflecting on their learning; identifying their have implemented this system in their progress and emerging learning needs. E.g. teaching with a positive impact on knows children’s personal targets; can help learning the child to review targets and next step. is able to explain how effective teaching and learning strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. Can manage teaching and learning activities which encourage independent and autonomous learning. e.g. supporting pupils to develop resilience and confidence; promoting independence via accessible resources, working walls, helpsheets, writing frames etc. 29 LEARNING QUESTIONS For example…. 3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE SOURCES OF EVIDENCE Discussion with the trainee which shows: - A willingness to undertake the necessary research to ensure sound subject knowledge - An understanding of the relevant curricula/frameworks for planning What steps do you take to ensure that your subject knowledge is secure? Why is it important to have secure subject knowledge? How do you use the relevant frameworks/curricula when planning? How do you select appropriate activities/approaches for teaching? Planning which: In what ways is your pedagogy /practice related to the phase in which you are - demonstrates a sufficiently secure grasp of the concepts, ideas and teaching? principles to be taught How do you help pupils to understand the relevance and value of what they - reference to the relevant school curriculum for the age range taught are learning? - Identification of potential misconceptions and misunderstandings How do you encourage pupils to engage critically with their learning of the - Identifies the value/relevance of what is to be learned subject? - identification of opportunities to reinforce literacy, articulacy and How does this foster appreciation of the subject? standard English across the curriculum How do you identify opportunities, or capitalise upon opportunities to promote high standards in literacy, articulacy and standard English? How do you adapt your language and expectations to meet the needs of all learners? Lesson evaluations which note: - pupil misunderstanding and misconceptions and steps take/to be taken to address these - reflection on the trainee’s subject knowledge. How do you use appropriate vocabulary for developing mathematic understanding? Lesson observations which note: - a sufficiently secure grasp of the concepts, ideas and principles to be taught - the trainee’s ability to deal with misconceptions and misunderstandings either within the lesson, or in subsequent lessons - pedagogy appropriate to the subject matter and pupils - enhanced motivation because pupils understand the relevance/value of what they are learning - the trainee’s ability to model and promote high standards in literacy, articulacy standard English and where appropriate, phonics and number Phonics specific questions: How do you: - understand and systematically plan for progress in SSP? - explain the role of phonics in the teaching of reading? - articulate phonemes accurately? - make links between discrete phonics and language use in other subjects? 30 3. DEMONSTRATE GOOD SUBJECT AND CURRICULUM KNOWLEDGE DfE Teachers’ Standards 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 ‘Not Yet Meeting’ the Standard 3 ‘Requires Improvement’ 2 ‘Good’ 1 ‘Outstanding’ Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: has a secure knowledge and understanding of the relevant subjects/curriculum for the age phase in which they are training to teach; and can use this knowledge Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: is developing secure knowledge and understanding of the subjects/curriculum taught for the age phase in which they are training to teach... ...requires support to use this knowledge to develop learners’ understanding and skills and address pupils’ misconceptions and misunderstandings. …in their planning to develop learners’ understanding and skills and address pupils’ misconceptions and misunderstandings. requires support to recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and when prompted shows the ability and readiness to do so. recognises the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and shows the ability and readiness to do so. With support can help pupils to understand the value of learning Can help pupils to understand the value of learning. has a good knowledge and understanding of the relevant subjects/curriculum for the age phase in which they are training to teach; and can use this knowledge …consistently in their planning to develop learners’ understanding/skills and address misconceptions/misunderstandings. ..to develop the reading, writing, communication and mathematical skills of pupils they teach. as for grade 3; in addition, implementing innovations to improve their practice. has a strong knowledge and understanding of the relevant subjects/curriculum for the age phase in which they are training to teach; and can use this knowledge as for grade 2; in addition, the trainee can use this knowledge as opportunities arise within a lesson in order to maximise learning. to effectively teach reading, writing, communication and mathematical skills to enhance the progress of pupils. as grade 2; in addition, engaging in evaluative dialogue about the impact on learning of the innovations implemented. e.g. implements new approaches/strategies identified by the school or trainee; implements outcomes of school-based staff training in which they have participated. Is able to plan a range of opportunities which help pupils to understand the value of learning. Takes every opportunity to help pupils understand the value of learning. e.g. both planned and incidental opportunities E.g. relating learning to real-life contexts or the world of work promoting life aspirations; or preparing outcomes for real audiences. 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 With much help, is able to understand how to understands the need to promote high standards As for grade 3; in addition this will be promote high standards of communication, of communication, reading and writing and across an increasing proportion of the reading and writing and mathematics. mathematics, and sometimes builds into their curriculum Requires support to build into their teaching teaching appropriate opportunities to support appropriate opportunities to support the the development of these areas. development of these areas if teaching early reading: is developing secure if teaching early reading: demonstrates secure if teaching early reading: As for 3; in knowledge and understanding of the principles knowledge and understanding of the principles addition confidently and competently and practices of teaching and assessing and practices of teaching and assessing reading teaches and manages all elements of the reading and writing, including the use of and writing, including the use of systematic phonics lesson. systematic synthetic phonics. Requires support synthetic phonics, to be able to apply this to apply this effectively across the specific age effectively across the specific age phases they are training to teach phases they are training to teach. For definition and further information see: ‘Systematic Synthetic Phonics in ITT: Guidance and Support Materials’ 31 As for grade 3; in addition this will be evident across the trainee’s practice. if teaching early reading: As for 2; in addition confidently and competently utilises appropriate incidental opportunities during teaching across a range of curriculum contexts to apply principles of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. NB. ‘Early mathematics’ refers to mathematics throughout the early years AND primary age range. LEARNING QUESTIONS For example…. In relation to early years OR primary mathematics: Is developing understanding of the principles and practices of teaching and assessing early mathematics. Requires support to apply this effectively across the specific age phases they are training to teach. In relation to early years OR primary mathematics: will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to early years OR primary mathematics: As for 3; in addition confidently teaches and manages all elements of the mathematics lesson. In relation to early years OR primary mathematics: As for 2; in addition utilises appropriate incidental opportunities during teaching across a range of curriculum contexts to apply principles of mathematics. 4. PLAN AND TEACH WELL-STRUCTURED LESSONS SOURCES OF EVIDENCE How do you set clear, challenging and differentiated learning objectives? How do your lessons make effective use of time? How do you ensure that your lessons have sufficient time for all phases of the lesson? How do you ensure that what you plan meets the needs of all children? How do you manage transitions effectively? What constitutes an effective plenary? How do you know your pupils have understood what you have communicated to them? How do you explain key content clearly and make it accessible to all abilities? How will you check pupils’ knowledge and understanding during the course of a lesson? How do you communicate enthusiasm for what is being learned? How do you know that you have aroused pupils’ curiosity? How do you plan and deliver an imaginative/creative lesson? How do you know that pupils are engaged in learning in all stages of the lesson? How do you know that pupils are making progress in all stages of the lesson? How have you used ICT effectively to enable learners or enhance learning? How do you reflect on the strengths and areas for development of your lesson? How does this reflection inform subsequent planning? 32 Planning which: - sets challenging objectives based on prior assessments; - has a clear structure - is sufficiently detailed - seek to relate to/incorporate pupils’ interests; Lesson observations which note: - enthusiasm for what is being taught/learned - a clearly structured, well-paced lesson - questioning which builds on answers given and where pupils are asked to explain their thinking and reflect upon their learning; - effective plenaries; - effective transition management - clear explanations and use of appropriate vocabulary - appropriate teaching and learning strategies and resources - use of ICT (where appropriate) to support/enhance learning Lesson evaluations which: - identify strengths and areas for development - reflect upon pupil outcomes - clearly feed into future practice 4. PLAN AND TEACH WELL STRUCTURED LESSONS DfE Teachers’ Standards 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 ‘Not Yet Meeting’ the Standard 2 ‘Good’ 1 ‘Outstanding’ Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: 3 ‘Requires Improvement’ Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: Requires support to plan appropriately structured lessons and to set clear and/or challenging learning objectives. Is beginning to develop pace, however lessons tend to run out of time, e.g. plenaries are omitted, or task time is reduced by lengthy introductions. can plan appropriately structured lessons with clear and challenging learning objectives, some support may be required. teaches appropriately structured and paced lessons which make effective use of lesson time to promote learning . e.g. using introductions, mental/oral starters, plenaries. generally plans appropriately structured lessons with clear and challenging learning objectives as for grade 3, however, this is achieved at all stages of the lesson. e.g. using mini-plenaries/adapting teaching within lessons to promote learning. consistently plans appropriately structured lessons with clear and challenging learning objectives As for grade 2, however, this is achieved consistently across a range of lessons. Is beginning to use subject specific language accurately Is beginning to adapt their language to suit the learners they teach introducing new ideas with developing clarity. adapts their language to suit the learners they teach introducing new ideas and concepts clearly. As for grade 3; in addition language is well-matched to learners’ needs Understands how homework or other out of class work can sustain learners’ progress, consolidate learning and with help, can design and set appropriate tasks Understands how homework or other out of class work can sustain learners’ progress, consolidate learning and can design and set appropriate tasks Understands how homework or other out of class work can sustain learners’ progress, consolidate learning and can design and set appropriate and engaging tasks ………………………………………………….uses subject specific language accurately………………………………………………………………………. uses exceptionally clear and carefully structured language when introducing new ideas and concepts which is consistently matched to the full range of learners needs. With support is able to teach lessons teaches lessons which engage pupils, arouse The trainee teaches well, engaging The trainee teaches exceptionally which engage pupils, arouse their curiosity their curiosity and promote learning through pupils, arousing their curiosity and well, engaging pupils, arousing and/or promote learning . Is familiar with employing, a range of approaches to learning, promoting learning through employing, their curiosity and promoting different approaches to learning and a strategies and resources a range of carefully matched learning through employing, a range of strategies and resources but approaches to learning range of often imaginative and requires support to use effectively. /strategies/resources to great effect. creative approaches to learning /strategies/resources to great effect. e.g. approaches to learning such as interactive, practical, enactive, didactic, visual, auditory, kinaesthetic; strategies such as partner talk, modelling, explanation, demonstration, questioning; and resources such as ICT, puppets, games, visual resources, artefacts Requires support to use appropriate ICT to Uses ICT, as appropriate, to support their uses a range of ICT resources, as uses a range of ICT resources, support their teaching, pupils’ learning. teaching, and pupils’ learning. appropriate, to support their teaching, which clearly enhance their pupils’ learning. teaching and pupils’ learning. TS 4 continued over 33 As for grade 2; in addition recognising that the intended audience is both parent and child e.g. provides clear written instructions/a worked example etc. 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). Requires high levels of support to reflect reflects upon the effectiveness of lessons and upon the effectiveness of lessons and approaches to learning to inform future planning, approaches to learning to inform future teaching and learning; seeks advice from planning, teaching and learning; and is colleagues on how to improve, and acts beginning to seek advice from colleagues appropriately on written and oral feedback and on how to improve; tries to act targets. appropriately on written and oral feedback and targets. e.g. respond to targets set by colleagues e.g. on lesson observation proforma, report. Requires support to work collaboratively working collaboratively with more experienced with more experienced colleagues; colleagues, can contribute to the planning and requires support to contribute to the development of an engaging curriculum. planning and development of an engaging curriculum. As for grade 3; in addition, evaluation is systematic and reviews impact on learners. They use well-focused short- and longer-term developmental targets to improve their practice. working collaboratively with more experienced colleagues, can proactively contribute to the planning and development of an engaging curriculum. As for grade 3; in addition reflects critically enabling them to analyse, evaluate and improve their own practice, judging its impact on all groups of learners. working collaboratively with more experienced colleagues, can actively contribute creative ideas to the planning and development of an engaging curriculum. 5. ADAPT TEACHING TO RESPOND TO THE STRENGTH AND NEEDS OF ALL PUPILS LEARNING QUESTIONS SOURCES OF EVIDENCE For example…. Planning which: - demonstrates an attempt to meet the needs of all learners - identifies individuals or groups which need specific provision or differentiation - identifies strategies or approaches to differentiation How does your planning take account of different needs and strengths of learners? How does your planning refer to individual and group learning needs? What differentiation strategies have you found to be most effective and why? How do you know if your differentiation strategies have been effective? In what ways do the resources you create/select promote inclusion? How do you organise pupil groupings to promote inclusion? How do you challenge the most able pupils in a particular subject? How do you support the least able pupils in a particular subject? Lesson evaluations which: - evaluate the strategies used - reflect upon the outcomes of individuals and groups Lesson observations which note: - an inclusive approach to all learners - resources selected to promote inclusion (culture/gender etc) - management of pupil groupings to support inclusion; - support for individuals who are struggling; - strategies to extend and challenge high attaining pupils How do you identify any barriers to learning? How do you use this information in your planning and teaching? How do you cater for any specific individual needs (e.g. SEND/IEPs, G&T, EAL, pupil premium, underperforming groups) to support pupil progress? Discussion with the trainee which shows: - awareness of specialist staff/provision - awareness of child development - an inclusive approach to teaching and learning - awareness of barriers to learning and strategies to overcome barriers How do you devise age appropriate teaching and learning strategies? Why are these particularly appropriate for the children you are teaching? 34 5. ADAPT TEACHING TO RESPOND TO THE STRENGTHS AND NEEDS OF ALL PUPILS DfE Teachers’ Standards ‘Not Yet Meeting’ the Standard 3 ‘Requires Improvement’ Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: can recognise the different needs and strengths of all learners and can differentiate appropriately by matching learning activities to individual need. recognises the different needs and strengths of all learners and usually differentiates appropriately by matching learning activities to individual need can use and evaluate distinctive teaching approaches which engage and support them. generally uses and evaluates distinctive and carefully-matched teaching approaches which engage and support them. As for grade 3; in addition the trainee explains how/why the teaching and learning experiences are developmentally-appropriate, can evaluate their effectiveness; and demonstrate phase expertise. know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Recognises some of the different needs and strengths of learners and with support can differentiate appropriately by matching learning activities to individual needs for these learners have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Has a developing understanding of some factors that are potential barriers to achievement and is beginning to understand how experienced teachers use a range of strategies to reduce these barriers. 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. Has a developing understanding of distinctive needs, for example, those with: special educational needs; high ability; English as an additional language; and disabilities. Requires support to evaluate distinctive teaching approaches which engage and support them. 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 For the age range they are training to teach, has a developing awareness of how children and young people develop and with support can devise developmentally-appropriate teaching and learning experiences 2 ‘Good’ 1 ‘Outstanding’ Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: recognises the different needs and strengths of all learners and consistently differentiates appropriately by matching learning activities to individual need across the range of lessons/subjects taught is aware of a range of factors that are has a clear recognition of how to as for grade 2, however, this is potential barriers to achievement and deal with any potential barriers to achieved consistently, across a understands how experienced teachers learning through deploying wellrange of lessons/subjects; Understands the causes of low use a range of strategies to reduce targeted interventions; achievement; challenges and understands how to challenge and these barriers. They begin to deploy motivates pupils/learners where motivate pupils/learners where these strategies themselves, with attainment is low and uses effective attainment is low and uses advice from experienced teachers and strategies to support strategies to support support staff. underperforming groups underperforming groups has a clear understanding of distinctive needs, for example those: with special educational needs; with high ability; with English as an additional language; with disabilities; from underperforming groups; eligible for the pupil premium. For the age range they are training to teach, shows an awareness of how children and young people develop and is able to devise developmentallyappropriate teaching and learning experiences e.g. activities, resources, expectations and language are well matched to the pupils’ age/stage of development. 35 as for grade 2, however, this is achieved across the range of lessons/subjects taught. As for grade 2; however, demonstrates phase expertise across a range of lessons/subjects /areas of learning/groups of learners. LEARNING QUESTIONS 6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT SOURCES OF EVIDENCE For example…. How do you plan assessment opportunities into your lesson? How do you plan what you will assess, when you will assess and how you will assess? What range of formative assessment strategies do you use and why? How will you use on-going assessment during lessons to move learning on? How do you identify which pupils have achieved the learning objectives and which might not have? How do you use assessment information to inform future planning? How have you implemented the school’s assessment and marking policy? How do you give appropriate verbal feedback to learners which promotes learning? How does focussed and regular marking support pupil progress? How do pupils have the opportunity to engage with/respond to marking comments? How do you encourage pupils to be partners in the assessment of their learning? How have/might you demonstrate effective use of peer assessment? Explain when you have been able to use success criteria effectively to promote learning. What range of assessment records do you keep and why? How useful and manageable do you find these records? Under what circumstances do you refer back to these records? Explain your awareness of the school’s use of national benchmarks e.g. APP/NC level descriptions. How do you make use of the pupils’ targets in your planning and teaching? In what ways have you contributed to pupil target-setting? How do you set targets which are challenging and achievable? Planning which: - indicates what will be assessed, when and how - indicates appropriate questioning to assess understanding - indicates the role of teaching assistants in assessment - provides opportunities for pupils to reflect upon marking and assessment feedback from previous lesson - builds upon pupils’ targets Lesson evaluations which: - reflect on pupils’ learning outcomes - effectiveness of assessment strategies - identify implications for subsequent lessons Lesson observations which comment on: The teaching of skills and terminology required for formal assessment; the use of question and answer techniques to gauge learning; pupils being asked to explain the thinking behind their answers; pupils being given formative feedback in both verbal and written form; marking, testing and plenaries being used to obtain data on pupil progress; learners reflecting on success criteria/learning and setting/reviewing targets; trainee listening to pupil answers and encourages and presents new challenges. Record-keeping which demonstrates pupils’ progress over time e.g. over a series of lessons: - shows regular and timely marking - appropriate formative marking feedback - assesses pupil learning against lesson objectives - shows that assessment is undertaken regularly and records are kept up-to-date. - Identifies ‘next steps’ in learning and implications for subsequent lessons - regular reviewing of pupils’ targets to inform future planning - evidence of effective feedback Explain your awareness of statutory assessment requirements. 36 6. MAKE ACCURATE AND PRODUCTIVE USE OF ASSESSMENT DfE Teachers’ Standards 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. ‘Not Yet Meeting’ the Standard Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: 3 ‘Requires Improvement’ 2 ‘Good’ Over time, the trainee contributes to some groups of Over time, the trainee contributes to groups of pupils making expected progress. Trainee requires pupils making at least expected progress. The targeted support to become ‘Good’. The trainee trainee achieving the standards at a ‘good’ level awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: demonstrates these characteristics: for the age phase in which they are training to teach, has a secure understanding of: 1 ‘Outstanding’ Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: for the age phase in which they are training to teach, has a developing understanding of: - the statutory assessment requirements for the relevant subjects/curricula continuous assessment and summative tests, examinations and assessment arrangements; - how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress - the statutory assessment requirements for the relevant subjects/curricula; - how schools/settings use national and/or local benchmarks to assess achievement, set targets and monitor progress And with support, is developing the And with support can make broadly accurate And can make broadly accurate assessments And can make accurate assessments against ability to make assessments against assessments against national benchmarks. against national benchmarks. national benchmarks. national benchmarks. Has a developing understanding of the Can set assessment criteria which link to the learning Sets clear and accurate assessment criteria which Makes effective use of clear and accurate purposes of a limited range of objective break down the objective and enable children to assessment criteria to maximise learning. assessment strategies to assess pupil identifies assessment opportunities and strategies in see how to be successful. consistently plans and uses a wide range of progress; requires support to set their planning and uses a limited range of identifies assessment opportunities and strategies strategies, to systematically and effectively assess assessment criteria linked to objectives. assessment strategies to check learners’ in their planning and uses an increasing range of learners’ understanding throughout lessons, understanding in their lessons. strategies to check learners’ understanding anticipating where intervention may be needed throughout lessons and adapt teaching within and doing so with notable impact on the quality of the lesson to promote learning. learning. Strategies: e.g. key questions, instant marking on work/oral feedback, mini-whiteboard responses, observation of skills, listening to peer or teacher-pupil dialogue, self/peer assessment, marking grids… Adapting teaching e.g. alternative explanation, mini-plenary/plenaries to address issue, changed level of challenge, change of activity, adapted groupings, Is beginning to keep records of keeps records of attainment and uses assessment keeps a range of records of attainment and keeps a range of records of attainment and uses attainment and is beginning to use information formatively to plan future lessons. uses assessment information formatively to adapt assessment information systematically to adapt assessment information formatively to Pupils’ prior learning is identified on plans and is future lessons/teaching in an increasing range of future lessons in a wide range of ways to promote plan future lessons. used to guide planning. ways to promote progress. progress. The link between prior learning and planned The link between prior learning and planned actions actions can be clearly identified on lesson plans. can be consistently identified on lesson plans. Has a developing understanding of how Uses pupil records to monitor progress and can Uses pupil records to monitor progress over time, Uses pupil records to monitor progress of assessment data is used to monitor identify where pupils may be making less progress. identifying where individuals make less progress, individuals and groups (e.g. SEN/EAL/PP ) over progress. Begins to deploy intervention strategies with advice and deploying well-targeted interventions to time. Plans and implements effective interventions from experienced staff. enable pupil progress. to promote the progress of individuals/groups. Trainees must use own, and where applicable, schools’ records to monitor progress. Where appropriate trainees may contribute to schools monitoring and tracking processes, attend/contribute to pupil progress meetings etc. With support can monitor, review and with some support from experienced teachers, can Understands school’s system of personal targetUnderstands school’s system of target-setting and set targets/next steps review progress and guide pupils in reflecting on setting and can give examples of how they have can give examples of how they have implemented their learning; identifying their progress and implemented this system in their teaching this system in their teaching with an impact on emerging learning needs E.g. knows the children’s (cross-reference with TS2) learning personal targets; can help the child to review his/her (cross-reference with TS2) target and next steps (cross-reference with TS2) Is beginning to understand the value of provides pupils with regular, constructive provides pupils with regular, constructive They consistently provide pupils with, personalised feedback to pupils but requires support oral/written feedback which helps them to make oral/written feedback and helps them to make developmental oral/written feedback which to provide regular, constructive progress. They are able to encourage pupils to progress which targets further improvement. accurately targets further improvement oral/written feedback which helps pupils respond to feedback. Opportunities are provided for pupils to respond Opportunities are provided for pupils to engage to make progress. to feedback to secure progresswith feedback to secure rapid progress. 37 7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT LEARNING QUESTIONS SOURCES OF EVIDENCE For example…. Planning which: - Shows awareness of potential behavioural issues What steps do you take to minimise poor behaviour arising in the first place? - Show strategies planned to minimise behavioural issues (e.g. seating To what extent are pupils involved and motivated within your lessons? planned for pair/group work; use of support staff; discussion of How do you consider classroom management issues when selecting activities expectations etc); and resources and organising groups? How do you communicate behavioural expectations to pupils? Lesson evaluations which: What daily routines do you use to minimise disruption? - analyse behaviour problems and evaluate strategies - recognise behaviour strategies which promoted a calm and purposeful To what extent do you the use the school’s behaviour policy? atmosphere How do you identify the main behaviour challenges in your teaching? Lesson observations which note: What are you doing to address these? - an awareness of the whole class and behaviour How do you use and justify a variety of behaviour management strategies? - use of school behaviour policies and procedures; To what extent have you established consistent and effective systems? - use of a range of behaviour management strategies at a range of levels What areas still need development? graded to the problem; What strategies have you used to establish good relationships with pupils? - communication of high expectations of behaviour How have these been successful? - the avoidance of confrontation and being drawn into arguments when To what extent do you use positive reinforcement to promote a positive disciplining pupils; classroom ethos? - varying style, tone and language depending on audience; What challenging incidents have you experienced and are you able to learn - use of non-verbal communication; from these? - effective management of transitions; How do you know when and who you might seek additional support from in - promotion of a positive and purposeful working environment managing (challenging) behaviour? Record-keeping which: How do you promote good behaviour around the school? - record sanctions and rewards What strategies do you use to promote independent behaviour management? Discussion with the trainee which shows awareness of: - specialist staff/provision e.g. SENCO - reasons why pupils and/or specific individuals misbehave - a range of strategies - the importance of promoting positive pupil relationships 38 7. MANAGE BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT DfE Teachers’ Standards ‘Not Yet Meeting’ the Standard 1 ‘Outstanding’ Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: Recognises that well-planned and Recognises and is accountable for the Reflects upon and evaluates the impact of effectively managed lessons which engage impact of their own planning and their own planning and teaching on the and motivate pupils, contribute to teaching on the behaviour and learning of behaviour and learning of the pupils in successful behaviour management and the pupils in their class. their class, and can adapt their practice to learning. promote learning behaviours. understands how barriers to learning can impact on pupil behaviour and, working alongside experienced teachers/support staff, can (where appropriate) apply strategies to address these. where relevant, understands when to seek where relevant, proactively seeks where relevant, proactively seeks additional additional support in addressing the needs additional support in addressing the needs support in addressing the needs of pupils of pupils where significantly challenging of pupils where significantly challenging where significantly challenging behaviour is behaviour is demonstrated. behaviour is demonstrated demonstrated and where appropriate implements strategies. In accordance with the school’s/setting’s In accordance with the school’s/setting’s In accordance with the school’s/setting’s behaviour policy: behaviour policy: behaviour policy: - establishes clear rules and routines, - establishes clear rules and routines, - establishes clear rules and routines, exercising appropriate authority to exercising appropriate authority to exercising appropriate authority to manage manage behaviour positively. manage learners’ behaviour in a way learners’ behaviour consistently in a way which promotes self control and which promotes self control and independence independence takes responsibility for promoting good and courteous behaviour both in classrooms and around the school/setting. manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Requires support to implement well-planned and effectively managed lessons which engage and motivate pupils, is beginning to recognise that such strategies contribute to successful behaviour management. Has a developing understanding of how barriers to learning can impact on pupil behaviour Where relevant, requires prompting to recognise when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. 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 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary In accordance with the school’s/setting’s behaviour policy: - Requires support to establish clear rules and routines, exercise appropriate authority to manage behaviour positively. 2 ‘Good’ Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: 3 ‘Requires Improvement’ Requires prompting to take responsibility for promoting good and courteous behaviour both in classrooms and around the school/setting Is beginning to have high expectations of behaviour, but requires support to establish a framework for discipline which uses praise, sanctions and rewards consistently and fairly. Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: has high expectations of behaviour, and establishes a framework for discipline which uses a range of strategies (praise, sanctions and rewards) consistently and fairly. has high expectations of behaviour, and establishes a framework for discipline which evaluates and develops a range of strategies (praise, sanctions and rewards) and implements these consistently and fairly. Understands the need for and is beginning to promote mutually respectful relationships between trainee and pupils (cross-reference with TS1) has developed mutually respectful relationships between trainee and pupils (cross-reference with TS1) has a developing rapport with learners (cross-reference with TS1) has high expectations of behaviour, and establishes a framework for discipline which evaluates and develops a range of strategies (praise, sanctions and rewards) and implements these consistently, fairly and in a way which promotes the flow of the lesson. Has established a rapport with learners(cross-reference with TS1) Requires support to create a good and safe learning environment where learners respond promptly to teachers’ direction and work cooperatively with each other As a result of the above , they are able to create a good and safe learning environment where learners respond promptly to teachers’ direction and work cooperatively with each other As a result of the above, they manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual As a result of the above, they manage behaviour very effectively , creating an excellent climate for learning, where learners display very high levels of engagement, courtesy, collaboration and cooperation 39 LEARNING QUESTIONS For example…. 8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES SOURCES OF EVIDENCE Trainee’s conduct : - which shows engagement in the wider life of the school - positive feedback from colleagues about the trainee’s conduct around school - positive feedback from colleagues about the trainee’s ability to establish positive relationships - positive feedback from colleagues about the trainee’s ability to work in teams and contribute appropriately Beyond your classroom practice, how have you contributed to the wider school community? With whom do you feel you have established effective professional relationships? How have you established these relationships? How have you used staff expertise in the school to support you? Give examples of your ability to work collaboratively with colleagues. How successfully have you integrated into staff teams and established positive working relationships with colleagues, including those with specific responsibility areas? Planning which show: - appropriate deployment of teaching assistants/other adults - annotations as a result of previous evaluation/assessments In what ways have you been able to deploy support staff to support learning and teaching? Lesson evaluations which: - evaluate appropriate use of teaching assistants/other adults - reflect upon steps taken in response to previous evaluations, coaching and feedback. What action have you taken to improve your teaching? What action have you taken in response to feedback from mentoring and coaching? What professional development targets have you identified? Lesson observations Mentor Meeting Logs which : - recognise participation in the wider life of the school - responsiveness to previous targets - consultation with pastoral staff and SENCO to better understand the pupils they teach; team teaching; contribution to the success of the paired placement; understanding of the needs of the pupils in the class and the ability to direct support staff to work with pupils as appropriate. How have you engaged parents in their child’s learning? 40 8. FULFIL WIDER PROFESSIONAL RESPONSIBILITIES DfE Teachers’ Standards 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 well-being. ‘Not Yet Meeting’ the Standard Over time, the trainee has a very limited impact on pupil progress. The trainee ‘not yet meeting’ the Standard demonstrates that he/she: 3 ‘Requires Improvement’ 2 ‘Good’ Over time, the trainee contributes to some groups of pupils making expected progress. Trainee requires targeted support to become ‘Good’. The trainee awarded QTS at the ‘requires improvement’ level demonstrates these characteristics: Over time, the trainee contributes to groups of pupils making at least expected progress. The trainee achieving the standards at a ‘good’ level demonstrates these characteristics: 1 ‘Outstanding’ Over time, the trainee contributes to groups of pupils making at least good progress. The trainee achieving the standards at an ‘outstanding’ level demonstrates these characteristics: Is beginning to understand the need for teachers to Is beginning to make a positive contribution is proactive in making positive contribution to is proactive and makes a significant make a positive contribution to the wider life and to the wider life and ethos of the setting. the wider life and ethos of the setting contribution to the wider life and ethos ethos of the setting and contributes when of their institution e.g. implements a prompted. new extra-curricular activity, amongst other things E.g. participation in extra-curricular activities; supporting an experienced colleague on playground duty; attending staff meetings or staff training sessions. Is beginning to establish effective professional can establish effective professional Is proactive in establishing effective Is proactive in establishing effective relationships with colleagues and is developing the relationships with colleagues and has the professional relationships with colleagues and professional relationships with skills required to work collaboratively. skills required to work collaboratively. is able to contribute constructively to colleagues and consistently contributes teamwork constructively to teamwork Has a developing understanding of the roles of understands the roles of colleagues with specific responsibilities and know when/how to draw on advice and specialist support colleagues with specific responsibilities (where applicable), requires support to liaise with, direct and deploy support staff enabling them to facilitate learning and teaching. Requires support to take responsibility for improving teaching, and even with support, struggles to identify subsequent or on-going personal professional development targets Tries to act appropriately on written and oral feedback and targets.(cross-reference with T4); Requires support to recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and when prompted shows the ability and readiness to do so (see TS 3). Is developing understanding of the importance of good communication between home and school With guidance can communicate appropriately, verbally and in writing with parents/carers with regard to learners’ achievements and well-being. (where applicable), liaises with, directs and deploys support staff enabling them to facilitate learning and teaching. (where applicable), liaises with, directs and (where applicable), liaises with, directs deploys support staff as appropriate in all and deploys support staff in all phases phases of the lesson and in an increasing of the lesson and in an extended range range of ways which promotes learning of ways which maximises learning e.g. plans to deploy the TA with a range of ability groups; or for a range of roles such as teaching, assessing, enabling access; or works with TA to model practice or provide feedback in plenary etc. takes responsibility for improving teaching, takes responsibility for improving teaching, As ‘grade 2’; in addition they identify and with support, they are able to identify and independently identifies subsequent or opportunities to address and meet subsequent or ongoing personal professional ongoing personal professional development these targets. development targets targets. acts appropriately on written and oral feedback and targets(cross-reference with T4); recognising the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development, showing the ability and readiness to do so (cross-reference with T3). recognises the importance of good communication between home and school/setting with regard to pupils’ achievements and well-being. can communicate effectively, verbally and in writing with parents/carers with regard to learners’ achievements and well-being. As for 3; in addition the trainee is beginning As for 3; however the trainee is to take responsibility for communicating with proactive in promoting effective parents in an appropriate manner, to support communication with parents which pupils’ learning/well-being. supports pupil learning/well- being. E.g. liaising at the start/end of the school day; managing written communications between home/school; writing mock reports, letters/newsletters to parents, homework communication, certificates of achievement, parents’ evening. 41 LEARNING QUESTIONS PART TWO: PERSONAL AND PROFESSIONAL CONDUCT SOURCES OF EVIDENCE For example…. How do you: understand and practise the professional duties and responsibilities set out in the statutory frameworks within which teachers must work? conduct yourself in an appropriately professional manner in the school/setting? ensure that you arrive in the school and/or classroom in good time to prepare? demonstrate your commitment to caring for/safeguarding all learners in order to realise their potential? demonstrate your commitment to respect and tolerance for those pupils with different backgrounds, faiths and beliefs? show your commitment to implementing the policies and practices of the school/setting? demonstrate the positive values and behaviour expected from staff and pupils in the school/setting? ensure your personal beliefs are communicated appropriately to pupils? challenge inappropriate behaviour/comments that may take place in other parts of the school building/grounds? Trainee’s conduct: is respectful of pupils, colleagues and the school/setting is punctual and well-presented is professional at all times, in all situations, with all stakeholders challenges inappropriate behaviour/comments: bullying, sexist, racist, homophobic Part two: Personal and professional conduct The trainee must: 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: 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. uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school/setting, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position - having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - 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 and by beginning to develop learners’ wider understanding and appreciation of social and cultural diversity - ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. have proper and professional regard for the ethos, policies and practices of the school/setting in which they teach, sharing in the collective responsibility for the implementation of policies in the workplace and maintaining high standards in their own attendance and punctuality. understand and always act within, the statutory frameworks which set out their professional duties and responsibilities. Mentor Meeting Logs which : identify appropriate professional behaviour outlined above Discussion with the trainee which shows awareness of: commitment to demonstrating respect and tolerance for those pupils with different backgrounds, faiths and beliefs knowledge of and commitment to implement the workplace policies and practices of the school/setting 42 LESSON ASSESSMENT DESCRIPTORS Notes on use: NOT YET MET RI GOOD OUTSTANDING These criteria should be used in conjunction with the Warwick Assessment Descriptors which will provide extension and exemplification of the criteria listed below. Trainees do not need to meet all the statements within a particular grade and alternatively schools may identify other relevant criteria. A ‘best-fit’ approach should be taken. Requires support to identify strategies/ Engagement resources; some learners engaged Beginning to develop pace, Lesson Structure and though lesson may run out of time Pace Some clarity of explanation/ instruction; Explanations some language adapted to & Language suit learners Some accuracy of SK; requires development. Subject Knowledge Autonomous learning Meeting needs of All Little/no evidence of the promotion of independent learning. Developing understanding of barriers to learning Requires support to set assessment criteria linked to objectives. developing understanding of purpose of assessment strategies Assessment and pupil progress Little/no evidence of self/peer assessment Requires support to Behaviour Management exercise appropriate (In accordance with the school’s/ setting’s behaviour policy) Management of other adults Impact on Learning* authority to manage behaviour positively Beginning to promote mutually respectful trainee - pupil relationships Some evidence that learners respond promptly to teachers’ direction and work cooperatively May not plan for/deploy support staff to enable learning and teaching. Learning not evident Limited range of strategies/resources; most learners engaged Range of strategies /resources carefully matched to learners needs; learners are motivated and engaged Effective use of lesson time in most stages of the lesson Range of (often) imaginative and creative strategies/resources: high levels of enthusiasm, participation and commitment to learning Effective use of lesson time in all stages of the lesson New concepts/ instruction clearly explained; adapts language to suit learners Accurate SK used to: develop learners’ understanding; and to address misconceptions. New concepts/instruction clearly explained; language well-matched to learners’ needs Exceptionally clear and carefully structured language; matched to the full range of learners needs. Accurate SK used in all phases of lesson to: develop learners’ understanding; and address misconceptions, promoting learning. Encourages independent learning. Uses strategies which encourage independent learning in all phases of the lesson Plans/deploys well-targeted interventions to overcome potential barriers to learning Accurate SK used in all phases of lesson to: develop learners’ understanding; and address misconceptions, anticipated and arising during the lesson, promoting learning Proactively implements strategies which promote independent s learning in all phases of the lesson Plans/deploys well-targeted interventions to overcome potential barriers to learning for a range of pupil needs Makes effective use of clear and accurate assessment criteria to maximise learning. Lesson pace appropriate; Deploys a limited range of strategies to overcome barriers to learning Can set assessment criteria which link to the learning objective Identifies assessment opportunities and strategies in their planning and uses a limited range of assessment strategies to check learners’ understanding in their lessons. Learners evaluate their achievement Sets clear and accurate assessment criteria which break down the objective and enable children to see how to be successful. Identifies assessment opportunities and strategies in their planning and uses an increasing range of strategies to check learners’ understanding throughout lessons and adapt teaching within the lesson to promote learning. Learners evaluate their achievement against success criteria to improve performance over time. Implements the school’s/own system of personal target-setting in their teaching Plans and uses a wide range of strategies, to systematically and effectively assess learners’ understanding throughout the lesson, anticipating where intervention may be needed and doing so with notable impact on the quality of learning. Learners to evaluate their achievement against success criteria which improves their performance within the lesson. Implements the school’s/own system of personal target-setting in their teaching with a noticeable impact on learning Manage learners’ behaviour consistently in a way which promotes self control and independence Exercises appropriate authority to manage behaviour positively. Manages learners’ behaviour largely in a way which promotes self control and independence Mutually respectful trainee - pupil relationships Learners respond promptly to teachers’ direction and work cooperatively Deploys support staff enabling learning and teaching. Has a developing rapport with learners An established rapport with learners Learners demonstrate positive attitudes towards teacher, learning and others; lesson flows smoothly Deploys support staff as appropriate in all phases of the lesson and in an increasing range of ways which promotes learning Learners display very high levels of engagement, courtesy, collaboration and cooperation Most learners make progress. All learners make progress. Some learners make progress. 43 Deploys support staff, in all phases of the lesson and in an extended range of ways which maximises learning