Form C: Professional Practice Profile 1 or 2
Trainee:
Subject:
Curriculum Tutor:
School:
Professional Tutor:
Mentor:
As a partnership we expect that: all teachers should make the education of their pupils their first professional concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers should 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 Professional Practice Profile (PPP) is the central report used to record a trainee’s progress during professional practice. Although submitted as a summative
report, the profile also serves as a focal point for formative assessment and should be completed after discussion with the trainee, engagement with their
reflections and an examination of their supporting evidence. Tutors are asked to assess the trainee’s development against DfE (2012) Teachers’ Standards
using the prompt questions/grading descriptors in the main ITE handbook (Appendix X). These describe the minimum standard that can be expected of a trainee
teacher (a PASS), as well as descriptions of achievements at a “good” (MERIT) or a “higher” level (DISTINCTION). Identifying inadequate achievement indicates
a FAIL in the assessment of professional practice. It is a strict expectation this would be preceded with dialogue with the University and the
establishment of additional support.
Instructions: Trainees are expected to complete Part 1 – auditing their evidence of the Teachers’ Standards, reflecting upon their development and
considering the impact their teaching has had on pupil progress. School based tutors are asked to complete Part 2 by recording lesson observation outcomes,
providing an overall recommendation to the ITE examination board as a “best fit” (below) as well as a grade for each of the Teachers’ Standards using grading
descriptors in the ITE handbook (Appendix X). To support the trainee’s progression, areas of strength and targets for development should also be identified. To
complete the process the PPP should be signed by all parties, with the school and trainee keeping a copy for their records – a copy should be returned to the
University (details on page 3).
Summary of Progress and Recommendations
Number of lesson observations which were graded as:
Outstanding
Good
Requires improvement
Inadequate
Days absent - illness:
Days absent - other (e.g. interviews):
The school’s recommendation to the Initial Teacher Education Examination Board is that based on expected performance of a
beginning teacher against the Teachers’ Standards (DfE, 2012) this trainee:
Passes this professional practice with DISTINCTION (mostly higher grades) - This higher level achievement is an overall judgment
describing indicative additional features of practice characteristic of a trainee performance at that level within this setting and context.
Passes this professional practice with MERIT (mostly good grades) – This good achievement is an overall judgment describing indicative
additional features of practice characteristic of a trainee performance at that level within this setting and context.
PASSES this professional practice (mostly minimum requirement grades) - They have demonstrated, sometimes with support,
achievement of the standards. They have personal and pedagogical aspirations that will be met through ongoing professional development.
FAILS this professional practice (inadequate grades) - This indicates that despite opportunities and support, the trainee has made
insufficient progress and achievement is inadequate within context. They have therefore not met minimum expectations.
Please
tick
Part 1 – To be completed by the trainee prior to discussion with mentor
Audit of evidence
Teachers’ Standard
Nature of evidence – What is it? Try an
identify a minimum of three but no more
than five examples.
When did it
happen?
Where can evidence
be found? (which
file?)
1. Set high expectations which inspire, motivate
and challenge pupils
2. Promote good progress and outcomes by
pupils
3. Demonstrate good subject and curriculum
knowledge
4. Plan and teach well-structured lessons
5. Adapt teaching to respond to the strengths and
needs of all pupils
6. Make accurate and productive use of
assessment
7. Manage behaviour effectively to ensure a good
and safe learning environment
8. Fulfill wider professional responsibilities
Part B – Personal and professional conduct
Reflection on progress against the Teachers’ Standards
This should be written as a reflective narrative making reference (where relevant to evidence listed above). Please write in prose
and do not exceed 500 words.
Reflection on pupil progress
Please reflect upon your role in supporting the learning of your pupils and the progress they have made in response to your
teaching and associated interventions. Please write in prose and do not exceed 250 words.
Part 2 – To be completed by school based tutors
Summary of progress against the Teachers’ Standards
Please grade each standard based upon the trainee’s own evidence base and your ongoing assessment during
the professional practice by ticking the appropriate cell. Grading descriptors can be found in Appendix X (pp. 117
– 137) in the main ITE handbook.
1. Set high expectations which inspire, motivate and challenge pupils
- establish a safe and stimulating environment for pupils, rooted in mutual respect
- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils
- be accountable for attainment, progress and outcomes of the pupils
- plan teaching to build on pupils’ capabilities and prior knowledge
- guide pupils to reflect on the progress they have made and their emerging needs
- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
- encourage pupils to take a responsible and conscientious attitude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
- have a secure knowledge of relevant subject(s) and curriculum, foster and maintain pupils’ interest, and address misunderstandings
- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
- demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject
- if teaching early reading/mathematics, demonstrate a clear understanding of systematic synthetic phonics/appropriate teaching strategies
4. Plan and teach well-structured lessons
- impart knowledge and develop understanding through effective use of lesson time
- promote a love of learning and children’s intellectual curiosity
- set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
- reflect systematically on the effectiveness of lessons and approaches to teaching
- contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
- demonstrate awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’
education at different stages of development
- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with EAL;
those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
6. Make accurate and productive use of assessment
- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
- make use of formative and summative assessment to secure pupils’ progress
- use relevant data to monitor progress, set targets, and plan subsequent lessons
- give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in
classrooms and around the school, in accordance with the school’s behaviour policy
- have high expectations of behaviour, establish a framework for discipline with a range of strategies, using praise, sanctions & rewards consistently & fairly
- manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
- maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. Fulfill wider professional responsibilities
- make a positive contribution to the wider life and ethos of the school
- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
- deploy support staff effectively
- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
- communicate effectively with parents with regard to pupils’ achievements and well-being.
Distinction
Merit
Pass
Fail
Mentor Formative Feedback
Overall Comment (e.g. planning, professionalism, subject knowledge, overall contribution to department as well as impact on pupil progress):
PROGRESS/STRENGTHS – Please identify three strengths or areas of progress (linked to Teachers’ Standards)
1.
2.
3.
AREAS FOR DEVELOPMENT – Please identify three targets with suggestions on ways to address them (i.e. What and How?)
1.
2.
3.
Professional Tutor’s Formative Feedback
Overall Comment (e.g. participation in Professional Studies, contribution to the school, extra-curricular activities, responsiveness to
feedback):
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT. The trainee has demonstrated consistently high standards of personal and
professional conduct. They have proved trustworthy, tolerant and respectful of others. They have consistently demonstrated proper
professional regard for the ethos, policies and practices of the school and maintained high standards in their own attendance and punctuality.
They have an understanding of, and always acts within, the statutory frameworks which set out their professional duties. - PASS/ FAIL (Please
circle or delete as appropriate)
Trainee’s signature: …………………………………………………………………… Date discussed with Mentor ……………………………
Mentor’s signature: …………………………………………………………….
Date forwarded to Professional Tutor ……………….
Professional Tutor’s signature: …………………………………………… Date sent to University & copied to trainee & Mentor………
Upon completion the PPP should reach the Course Co-ordinator by 11th December 2015 (PPP1) and 18th March 2016 (PPP2). Our preference is for the
completion of electronic copies, emailed from a work email address to ite@sussex.ac.uk . If you are submitting this form electronically please note that
in the absence of a signature the emailing of this application constitutes personal validation of details including by all those copied in as cosignatories. Alternatively the form can be sent to the School of Education and Social Work, Essex House, University of Sussex, Falmer, BN1 9QQ .