Faculty of Social Science & Public Policy
Department for Education & Professional Studies
PGCE / School Direct 2015/16
Professional
Development
Profile
Contents
INTRODUCTION .................................................................................................. 3
PURPOSE OF THE PROFILE ..................................................................................... 3
SETTING SMART TARGETS ................................................................................... 4
INITIAL AUDITS ................................................................................................... 5
SELF-ASSESSMENTS ............................................................................................. 5
MENTOR WEEKLY MEETING RECORD ..................................................................... 5
Preparation for mentor meetings: ............................................................... 5
During mentor meetings: ............................................................................ 6
PROFESSIONAL COORDINATING MENTOR MEETING RECORD ....................................... 7
PERSONAL TUTOR MEETING RECORD ..................................................................... 8
PERSONAL TUTOR VISITS ...................................................................................... 8
NON-TEACHING HALF DAY ................................................................................... 9
PRESENTATION AND STRUCTURE ............................................................................ 9
EVIDENCE .......................................................................................................... 9
PDP SUBMISSION ............................................................................................. 12
TEACHER’S STANDARDS ..................................................................................... 13
GRADE DESCRIPTORS FOR PROFESSIONAL PRACTICE REPORTS (PPR) .......................... 16
2
Introduction
The Professional Development Profile (PDP) forms part of the assessment for the Professional Practice in
Education module (6SSEP003), which covers the teaching practice part of the PGCE course, and for
which you complete placements in two different secondary schools.
In order to complete the PGCE course successfully and to be awarded Qualified Teacher Status, each
trainee is required to show evidence that they have met all the Teachers’ Standards. This Professional
Development Profile (PDP) is your record of evidence for meeting these Standards. At the end of the
course, each trainee’s personal tutor will consider all the evidence and decide whether to recommend
to the PGCE Assessment Sub-Board that the trainee has met all the Standards and should be awarded
QTS.
Purpose of the Profile
The PDP is intended to be used for:

identifying strategy and action to be taken;

monitoring progress towards the teachers’ standards;

checking and recording evidence for meeting teachers’ standards;

monitoring progress in subject and ICT knowledge;

recording the trainee’s self-assessment of meeting teachers’ standards;

recording evidence in lesson observation reports;

recording the content of the weekly meetings between mentor and PGCE trainee;

recording the content of the meetings between personal tutor and PGCE trainee;

recording the content of the meeting between the Studying Policy and Professional Practice
tutor and PGCE trainee;

recording evidence for teachers’ standards demonstrated in the major written assignments;

recording evidence for teachers’ standards demonstrated in any subject assignments;

informing the completion of Professional Practice Reports (PPRs)
The PDP should include all reports on the trainee’s progress. The trainee is responsible for ensuring the
inclusion of each report in the PDP (these include the Professional Practice Report (PPR) tutorials, lesson
3
observations and school visits by personal tutors) and for keeping the PDP up to date. It should be taken
to each private meeting with the mentor, Professional Co-ordinating Mentor (PCM) and personal tutor,
but should also always be available for themselves, teachers and tutors to consult.
The PDP has pages for recording each weekly meeting between mentor and trainee, noting progress
made and the agreed targets and actions. It also has pages for recording individual or group tutorials
with the personal tutor, and the overall progress and targets set on each of the personal tutor’s two
lesson observation visits.
Evidence is a crucial component in the assessment of a trainee’s progress and in the final award of the
PGCE and recommendation for QTS. At any point in the course, the trainee’s current position as
recorded in the PDP is the basis for setting targets and action plans with deadline dates for meeting
these. Future assessments are informed by evidence of the meeting (or partial meeting) of the targets
and further targets and action plans are discussed and set.
Setting SMART Targets
When setting targets, you will be more likely to achieve these if you apply the SMART structure. SMART
stands for:

Specific

Measurable

Achievable

Realistic

Time-constrained
There is lots of literature online about how to write SMART targets, for example the advice on this
webpage: http://topachievement.com/smart.html.
4
Initial Audits
The first thing you need to do is to complete the Previous Experience Audit form. This will provide the
initial evidence for identifying some of your first targets. You will also complete a Subject Knowledge
audit as part of your subject sessions.
Self-assessments
There are four copies of a self-assessment form on which you are required to record your own
assessment of your progress and new targets in the light of the Teachers’ Standards. You should make
sure that you include references in support of the comments you make. On each copy of the form is a
date by which it should be handed to your College tutor, or to your school mentor, after which it will
be used as the basis for discussion of your progress, during a tutorial, also as a contribution towards the
writing of Professional Practice Reports (PPRs). You should make sure that the form is placed in this
Portfolio when your College tutor and mentor have been able to add their comments.
Mentor Weekly Meeting Record
The PDP contains a Mentor and Trainee Weekly Meeting Record page for each week of the course for
which the majority of time is spent in school. These should be completed each week, with some parts
written before the meeting and others during it, and with both mentor and trainee signing it. It is very
important that this ongoing record of progress is available for you to consult to remind you of progress
and targets, and for teachers and tutors who are helping you meet these and monitoring your progress.
Preparation for mentor meetings:
The weekly meeting between you and your mentor is the occasion when the Profile is discussed most. It
should form the basis for the agenda at these meetings, although other matters will clearly need to be
discussed too.
You need to prepare for the meeting by:
1. Selecting issues and Standards from earlier weeks for which you now have evidence,
describing this briefly and having the evidence available for the meeting;
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2. Making sure that summaries of evidence for meeting Standards, gathered during the week,
are briefly recorded in the Teachers’ Standards - Evidence Summary, more fully in the Self
Assessment and/or the Mentor Meeting Record. Each week you must identify some
Standards on which you have made progress;
3. Suggesting some areas for development and action and dates by which they will be
completed, by:
o Selecting issues that have arisen in lesson observation forms which need addressing
immediately;
o Thinking of detailed plans for action in your next lesson(s);
o Identifying targets that you are likely to be able to meet in the work planned for the
next few weeks;
o Checking which Standards you have not yet had the opportunity to demonstrate any
evidence for meeting, and thinking of suitable opportunities you could ask your
mentor about facilitating;
4. Noting any other issues you wish to discuss at the meeting;
5. Writing down how your non-teaching half day has been/will be spent on a school-related
activity e.g., ‘visited school X’, ‘marking at school’, ‘at museum Y planning a visit’.
Before the meeting, mentors may well have new targets in mind based on:

their own observations;

discussion with colleagues;

checking of lesson observation forms, or,

Monitoring of progress by checking the Profile or Professional Practice File.
They may wish to write these new targets onto the Weekly Meeting Record at the meeting, or they may
prefer you to do so.
During mentor meetings:
At each meeting you should discuss and record outcomes. This process should involve reviewing
progress on earlier matters and on the Teachers’ Standards, and setting future areas for development,
strategies and proposed action. The focus of the meetings should be on supporting and recognising your
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overall progress towards the Standards rather than on a detailed discussion of lessons you have taught.
Lesson planning and evaluation details should be discussed on a more regular basis with the class
teachers. However, you should draw upon your planning, teaching and assessing in identifying progress
and future steps. You may wish to record confidential points on a separate sheet.
Your PDP will be an important input for this meeting. Both you and your mentor will need to refer to it
regularly to check progress, for example on planning sequences of lessons, planning into lessons
questions for assessing pupils’ progress, and evaluating lessons and using this to improve teaching
effectiveness. Other evidence will be the lesson evaluation forms completed by teachers, tutors or
fellow trainees who have observed your lessons and looked at your plans and pupil assessment.
Both you and your mentor may have ideas for action which you wish to discuss and agree at the
meeting. You may also make timetabling or curriculum arrangements for these, such as by agreeing
topics to teach, teachers to observe, a different class to take for one topic or time to access ICT
resources.
Each week, you and your mentor should monitor your progress on the Standards by discussing any new
evidence you have gathered or your mentor or other teachers have observed. Be sure to check with
your mentor that the evidence you are listing is appropriate. A particular aspect of the Standards you
should monitor regularly is your knowledge of the National Curriculum and understanding of the
subject, informed by your lesson preparation and any subject difficulties you experience.
During the meeting, you and your mentor should make decisions about your progress and achievements
commenting on this in Section 1. Where this progress represents evidence towards meeting a Standard,
you should also note the Standard (a brief description of the relevant part as well as the code is usually
clearer for your later reference). At the meeting, points which you agree need addressing, and action
you propose to take with dates, should be described. It is important that you identify realistic and
specific points of action so that you are clear how to make progress; if in any doubt after a weekly
meeting, ensure you discuss and write down clear action points at the following meeting.
Professional Coordinating Mentor Meeting Record
Your Professional Co-ordinating Mentor (PCM) may wish to monitor your progress on section 8 of the
7
Teachers’ Standards:‘Fulfil Wider Professional Responsibilities’, and arrange meetings for this purpose.
Be sure to include outcomes from these meetings in your Mentor and Trainee Weekly Meeting Record
for that week.
Personal Tutor Meeting Record
There are timetabled tutorials for you to meet with your personal tutor, to discuss each of the PPR
reports and additional tutorials to discuss your progress on the Standards (one of which is combined
with discussion of your SSA assessment). For each tutorial, you or your tutor should record the points
discussed and targets set on the Personal Tutor and PGCE Trainee Meeting Record forms or in the
‘Matters arising’ section at the end of the Self-Assessment forms. You may prefer to record confidential
issues elsewhere.
At the tutorials with your College tutor, the references to Teachers’ Standards in your Profile will form a
key part of the discussion, so that your personal tutor can obtain an overview of your progress and set
targets. It is important for you to discuss with your personal tutor whether you are claiming too much or
too little progress on the Standards as it will take you some time to become aware of the expected
demand for meeting each one. At the PPR3 tutorial the PDP will be an important source of evidence to
inform your personal tutor’s decision whether to recommend to the Assessment Sub-Board that you
have met all of the Teachers’ Standards.
Personal Tutor Visits
Your personal tutor will normally visit you twice, once in SE1 and once in SE2. On these occasions your
PDP should be available so that you can discuss your overall progress. Your tutor can give advice and
guidance based on seeing your PDP, lesson, marked pupils’ work, records of pupils’ progress and PDP.
You can record the general points discussed and targets set, on the Personal Tutor and PGCE Trainee
Meeting Record forms; the lesson-specific comments and targets will be recorded by your tutor on your
lesson evaluation forms.
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Non-Teaching Half Day
Each week you are entitled to spend one half-day not teaching or planning, though this time may be
spread out through the week rather than taken in one block. Be sure to list how you spend this time in
the PDP. Your mentor, PCM and personal tutor will want to see that you have used this appropriately for
school-related activities, such as observing at another school, expanding your subject knowledge, or
broadening your experience of observations of good subject teaching and assessing in a range of
schools.
Presentation and Structure
You will probably need to create a separate folder to hold the evidence to support your claims in the
PDP, as there will be a substantial amount of paperwork by the end of the year. Your Subject Director
will explain how they wish you to prepare this. Usually people choose to set out their folders in order of
the Teachers’ Standards, hence you would have 8 sections with supporting evidence included behind
each. It can be useful to have the Standard printed on the dividers to remind you of what should be in it.
The ‘Standards Index’ pages near the front of the folder should be filled in so that for each Standard the
type of evidence and its location is noted. It is your responsibility to keep the your PDP and files up to
date and to take them to each meeting with your Mentor, Professional Co-ordinating Mentor (PCM) and
Personal Tutor.
Evidence
The evidence for achievement of the Teachers’ Standards can be varied, but will often come from:

Lesson preparation (sequence planning, thoughts about topics, discussion of resources,
discussion with TAs, technicians, etc.)

Lesson evaluations

Observations of your lessons by mentors and tutors

Pupils’ work and comments made by them

PPR1, 2 and 3

Primary school placement

Post-16 experience

College lectures, taught sessions and seminars
9

INSET and/or professional studies sessions in school

Record of mentor meetings and tutorials in PDP file. Note that there is no reason why you
cannot ask your mentor to comment on a specific area if you are having difficulty getting
evidence. Also, you can ask any teacher to focus on an area for a lesson observation.

Subject knowledge audits

Other documents that indicate, for example, that you have been involved in parents’
evenings, educational visits or extracurricular activities.
The evidence needs to be described sufficiently well and concisely for your Mentor, PCM and Personal
Tutor and an External Examiner to understand how it contributes to the Standard without looking at
other documents. A reference to a lesson such as ‘year 7, March 3rd’ is insufficient, but a reference to a
Lesson Observation report would be sufficient. It is particularly important that, when your SE2 mentor
first meets you and read your Profile, they are able to understand the evidence for your progress until
then.
One piece of evidence can be used to support up to three Standards (for example a lesson observation
that references a number of Standards). The easiest way is to photocopy the piece and highlight the
area(s) that relate to the specific standard so an External Examiner can easily identify it as evidence. It is
also possible to include one copy of the observation form under the most relevant TS and then refer to it
under other Standards. It may be that you refer to evidence outside the PDP itself, for example to a
scheme of work or collection of resources in your teaching files, that it is not possible to physically
include within the PDP itself. This can be done by having a photocopy of the first page and a note
written on it.
The PDP must include at least the following:

A class list and seating plans;

Your assessment record of each pupil’s strengths, weaknesses and progress (this requires
more than just a table of marks or grades; it must indicate specific knowledge, skills,
concepts, errors and misconceptions), any IEPs for your pupils, any comments on pupils;

Outline plans for sequences of lessons including links to the National Curriculum, and
sections of schemes of work or examination syllabuses you are teaching or team-teaching;
10

Your detailed plan for each lesson including pupils’ learning objectives, and how you will
teach and assess these. If possible, a copy of material you used for the lesson (e.g. exercise or
passage from a book) and homework, with answers and mark schemes where appropriate;

Copies of all assessment you have used, whether school tests or your own diagnostic
assessments, with answers and mark schemes;

Your evaluation of every lesson including pupils’ achievement of learning objectives and
referring to specific instances or pupils, accompanied by suggestions for improvement in
future lessons;

A few copies of assessed pupils’ work, selected to show your progress in providing
constructive focused feedback and targets which you follow up;

All written evaluations of your lessons by teachers, tutors and trainees;

A record of the work you are doing with your tutor group and in PSHE. This should be in the
form of a week-by-week account of tutorial lessons and of issues that arise or incidents that
occur. It should also include the plans for any PSHE lessons you give or team-teach along with
evaluations of these lessons.
The PDP may also include some of the following:

Notes of lessons you observe;

Materials and ideas for activities which you did not use;

Records or minutes of meetings you attend e.g. department, year;

A record of the further professional responsibilities you undertake or participate in along
with some comment on your role and your effectiveness in that role;

A record of extra-curricular activities you have been involved in;

Further samples of pupils’ work.
It is a good idea to keep a separate file containing:

School prospectus

Staff handbook

Departmental handbook

School policies

Departmental schemes of work
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
Syllabuses and papers for tests and examinations
Evidence from Assignments
The two major written assignments on the PGCE course, the SSA and SER, have self-assessment forms
on which you can make a claim to have provided evidence for meeting each of the listed Standards, by
completion of aspects of the assignment. You should describe that evidence on the form. The marker of
your work will review these and sign off on those they agree you have evidenced within the assignment.
The supported evidence should be referred to on Profile pages, for example by just writing ‘SSA’ in each
appropriate cell and placing a copy of the Standards-related page of the SSA assessment sheet into the
back of the PDP.
If your subject assignments have an assessment sheet indicating evidence you have demonstrated, treat
these in the same way as the major written assignments, for example by writing ‘English assignment 3’
in the relevant cell(s) and placing the assessment sheet into the back of the Profile. Otherwise write the
evidence into the cell, for example ‘selected CD-ROM extracts for English assignment 3’.
PDP Submission
You will be required to submit your PDP and teaching files at the end of the course in order that your
Personal Tutor and Subject Director can confirm that you have met all of the Teachers’ Standards. Most
subjects will require you to submit your files on the Tutorial 6/File Submission date, Friday 3rd June
2016. However some subjects may have a different deadline and you will be notified of this if so. You
may also be asked to make final changes to your files after this point, as all teaching files will be
secondarily reviewed by our External Examiners on the Assessment Board date, Thursday 13th June.
Please ensure you collect your files from your Subject Director at the end of the course, as limited
storage capacity means that we cannot keep these at the College.
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Teacher’s Standards
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 ONE: TEACHING
A teacher must:
1.
Set high expectations which inspire, motivate and challenge pupils



2.
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.
Promote good progress and outcomes by pupils





3.
be accountable for pupils’ attainment, progress and outcomes
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.
Demonstrate good subject and curriculum knowledge





4.
have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
demonstrate an understanding of and take responsibility for promoting high standards of
literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist
subject
if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
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
13



5.
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).
Adapt teaching to respond to the strengths and needs of all pupils




6.
know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and
how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils’ education at different stages of development
have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches to engage and support them.
Make accurate and productive use of assessment




7.
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.
Manage behaviour effectively to ensure a good and safe learning environment




8.
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with the
school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school
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



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.
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 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.

15
Grade Descriptors for Professional Practice Reports (PPR)
The descriptors here are provided as a support to mentors when assessing the overall performance of trainees at PPR2 and PPR3, and are also intended to support trainees
in self-assessment and can be used in the setting of targets for improvement. They describe aspects of trainee teachers who are fulfilling the Teachers’ Standards at a level
beyond the minimum level required to attain a pass on the programme. Mentors are asked to use a ‘best fit’ model when reaching a final judgement.
Standard
Trainees meeting the Standards at a higher level
Trainees meeting Standards beyond the minimum
level
Trainees meeting Standards at the minimum level
TS1 – Setting
high
expectations

Planning and teaching clearly takes account
of the needs of the full range of individuals
and different groups within classes, regularly
setting high expectations for learners, and
showing some creativity and originality.

Planning and teaching clearly takes account of
the needs of the full range of individuals and
different groups within classes, normally setting
high expectations for learners.

Awareness of the need to take account of the
range of groups and individuals within classes
TS2 –
Promoting
good progress

Consistently demonstrate in their planning
the use of strategies to encourage pupils’
progress
Over time, the majority of pupils make very
good progress, and reflecting on this progress
and pupils’ prior knowledge informs future
planning and teaching.
Demonstrate strong knowledge of their
subject and the curriculum, and strong
pedagogic knowledge that allows them to
engage pupils in their lessons.
They show a strong commitment to keeping
up to date with subject and curriculum
developments, and identify their own areas
for subject knowledge development.
Planning and teaching include a range of
carefully chosen activities setting high
expectations for learners, and showing some
creativity and originality.
They are able to reflect critically on the
strengths and areas for development within
their own planning and teaching.

Consistently demonstrate in their planning the
use of strategies to encourage pupils’ progress
Over time, the majority of pupils make good
progress, and reflecting on this progress and
pupils’ prior knowledge informs future planning
and teaching.

Demonstrate the use of strategies to encourage
progress
Over time, pupils in their classes make progress
Demonstrate sound knowledge of their subject
and the curriculum, and pedagogic knowledge
that allows them to engage pupils in their
lessons.
They show a commitment to keeping up to date
with subject and curriculum developments, and
identify their own areas for subject knowledge
development.
Planning and teaching include well chosen
strategies, normally setting high expectations
for learners.
They are able to reflect on the strengths and
areas for development within their own
planning and teaching


TS3 – Subject
Knowledge


TS4 – Planning
and teaching
well-structured
lessons











Demonstrate sufficient subject and curriculum
knowledge to plan and teach lessons
They recognise the need to stay up to date with
subject and curriculum developments
Can plan to use a range of teaching strategies
They can identify some areas for development
within their planning and teaching
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TS5 –
Responding to
pupils’ needs


TS6 Assessment



TS7 –
Managing
behaviour

TS8 – Wider
professional
contribution





Planning and teaching clearly takes account
of the needs of the full range of individuals
and different groups within classes
They are able to regularly make effective
interventions within lessons to encourage
pupil progress.
Make very effective use of a range of
assessment strategies within their lessons
and to inform planning.
They use formative and summative
assessment and feedback strategies
effectively so that good pupil progress is
supported and so that pupils know what they
need to do to improve.
They are confident in the use of schoolbased, and where appropriate national,
systems for the assessment of pupils’ work
and can use data meaningfully in planning for
progression.
A wide range of approaches to behaviour
management ensures that a safe and
purposeful learning environment is the norm.

Planning and teaching clearly takes account of
the needs of the full range of individuals and
different groups within classes
They are able to make effective interventions
within lessons to encourage pupil progress.

Make effective use of a range of assessment
strategies within their lessons and to inform
planning.
They use formative and summative assessment
and feedback strategies so that good pupil
progress is supported and so that pupils know
what they need to do to improve.
They are confident in the use of school-based,
and where appropriate national, systems for
the assessment of pupils’ work and can use
data meaningfully in planning for progression.



A range of approaches to behaviour
management ensures that a safe and
purposeful learning environment is the norm.

Approaches to behaviour management ensure
that a safe and purposeful learning
environment is the norm.
They are proactive in seeking out
opportunities to contribute in a significant
way to the wider life and ethos of the school.
They build strong professional relationships
and work collaboratively with colleagues on a
regular basis.
They can deploy support staff in their lessons
and seek advice from relevant professionals
in relation to pupils with individual needs.
They seek out opportunities to develop their
own professional learning and respond
positively to the feedback they receive.
They have shown they can communicate
effectively with parents and carers.

They take opportunities to contribute to the
wider life and ethos of the school.
They build effective professional relationships
with colleagues and work well collaboratively
when required to do so.
They can deploy support staff in their lessons
and seek advice from relevant professionals in
relation to pupils with individual needs.
They value the feedback they receive from
more experienced colleagues, using it to
develop their own teaching further.
They have shown they can communicate
effectively with parents and carers.

They can contribute to the wider life and ethos
of the school
They can build professional relationships with
colleagues and have the skills to work
collaboratively
They can deploy support staff and seek advice
on individual pupils’ needs
They can act on feedback from more
experienced colleagues
They can communicate with parents and carers














Awareness of the need to take account of the
range of groups and individuals within classes
They can intervene in lessons to encourage
progress
Use a range of assessment strategies
Can support pupil progress through offering
feedback
They can use school, and where appropriate
national, systems for assessment of pupils’
work and are aware of the use of data in the
planning process
17
Previous Experience Audit
Teaching, youth work and other relevant experience (e.g., management, sporting, musical, Duke of
Edinburgh Award)
Please provide dates and brief details (e.g., age range, type of work, subject and attainment level in the
case of teaching)
Dates
Type of work
Age range
Further details
Other
Suggestions for using and building on experience
18
Teachers’ Standards
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 ONE: Teaching
1. Set high expectations which inspire, motivate and challenge
pupils
Evidence Source and Date

establish a safe and stimulating environment for pupils,
rooted in mutual respect
 set goals that stretch and challenge pupils of all
backgrounds, abilities and dispositions
 demonstrate consistently the positive attitudes, values
and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and
outcomes
 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 the relevant subject(s) and
curriculum areas, foster and maintain pupils’ interest in
the subject, and address misunderstandings
demonstrate a critical understanding of developments in
the subject and curriculum areas, and promote the value
of scholarship
demonstrate an understanding of and take responsibility
for promoting high standards of literacy, articulacy and
the correct use of standard English, whatever the
teacher’s specialist subject
if teaching early reading, demonstrate a clear
understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear
understanding of appropriate teaching strategies.
19
4.
Plan and teach well structured lessons

impart knowledge and develop understanding through
effective use of lesson time
 promote a love of learning and children’s intellectual
curiosity
 set homework and plan other out-of-class activities to
consolidate and extend the knowledge and
understanding pupils have acquired
 reflect systematically on the effectiveness of lessons and
approaches to teaching
 contribute to the design and provision of an engaging
curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all
pupils

know when and how to differentiate appropriately, using
approaches which enable pupils to be taught effectively
 have a secure understanding of how a range of factors
can inhibit pupils’ ability to learn, and how best to
overcome these
 demonstrate an awareness of the physical, social and
intellectual development of children, and know how to
adapt teaching to support pupils’ education at different
stages of development
 have a clear understanding of the needs of all pupils,
including those with special educational needs; those of
high ability; those with English as an additional language;
those with disabilities; and be able to use and evaluate
distinctive teaching approaches to engage and support
them.
6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject
and curriculum areas, including statutory assessment
requirements
 make use of formative and summative assessment to
secure pupils’ progress
 use relevant data to monitor progress, set targets, and
plan subsequent lessons
 give pupils regular feedback, both orally and through
accurate marking, and encourage pupils to respond to
the feedback.
7. Manage behaviour effectively to ensure a good and
safe learning environment

have clear rules and routines for behaviour in classrooms,
20
and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in
accordance with the school’s behaviour policy
 have high expectations of behaviour, and establish a
framework for discipline with a range of strategies, using
praise, sanctions and rewards consistently and fairly
 manage classes effectively, using approaches which are
appropriate to pupils’ needs in order to involve and
motivate them
 maintain good relationships with pupils, exercise
appropriate authority, and act decisively when necessary.
8. 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.
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 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.

21
First Self-Assessment - for Tutorial 2
Copy to be handed to College Tutor on 2nd November 2015
Name ………………………………………………………………………….. Date ………………………………………
What I have learned and begun to think about?
Links to Standards
What I have made some progress on?
Links to Standards
22
What I need to develop?
Links to Standards
23
Standards - Trainee Self-Assessment for PPR1
Copy to be handed to mentor on 6th January 2016
Name ………………………………………………………….
Date ………………………………………………
Teachers’ Standards
Comments
Evidence
24
Standards - Trainee Self-Assessment for PPR2
Copy to be handed to mentor on 9th March 2016
Name ………………………………………………………… Date.……………………………………………
Teachers’ Standards
Comments
Evidence
25
Standards - Trainee Self-Assessment for PPR3
Copy to be handed to mentor on 4th May 2016
Name………………………………………………………… Date…………………………………………………………
Teachers’ Standards: Part One: Teaching
Comments
Evidence
26
Personal Tutor and Trainee Meeting Record
Tutorial 1: Interview Tasks and SK Audit - 18th September 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of interview tasks and prior experience
Points in which progress has been made [reference Teachers’ Standards]
Points which need to be addressed [reference Teachers’ Standards]
Suggested strategies and action to be taken
Personal tutor………………………………………………… Trainee …………………………………………………..
27
Mentor and Trainee Meeting Record
SE1; week beginning 28th September 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Issues from prior experience and Tutorial 1 used to personalise training programme in school
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
28
Mentor and Trainee Meeting Record
SE1; week beginning 5th October 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ………………………………………………..
Date ……………………………
Issues from prior experience and Tutorial 1 used to personalise training programme in school
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half-day was spent
Initials: Mentor....................................................
Trainee....................................................
29
Mentor and Trainee Meeting Record
SE1; week beginning 12th October 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ……………………………………………..
Date …………………………..
Issues from prior experience and Tutorial 1 used to personalise training programme in school
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
30
Mentor and Trainee Meeting Record
SE1; week beginning 19th October 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Issues from prior experience and Tutorial 1 used to personalise training programme in school
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
31
Personal Tutor and Trainee Meeting Record
Tutorial 2: SE1 and SK audit 2nd November 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of previous tutorial recommendations
Points in which progress has been made [reference teachers’ standards]
Points which need to be addressed [reference teachers’ standards]
Suggested strategies and action to be taken
Initials: Mentor....................................................
Trainee....................................................
32
Mentor and Trainee Meeting Record
SE1; week beginning 2nd November 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
33
Mentor and Trainee Meeting Record
SE1; week beginning 9th November 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
34
Mentor and Trainee Meeting Record
SE1; week beginning 16th November 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week.
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review.
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
35
Mentor and Trainee Meeting Record
SE1; week beginning 23rd November 2015
Mentor and King's Personal Tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
36
Mentor and Trainee Meeting Record
SE1; week beginning 30th November 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor.............................................
Trainee....................................................
37
Mentor and Trainee Meeting Record
SE1; week beginning 7th December 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week.
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review.
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
38
Mentor and Trainee Meeting Record
SE1; week beginning 14th December 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week.
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review.
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
39
Mentor and Trainee Meeting Record
SE1; week beginning 4th January 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review.
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
40
Mentor and Trainee Meeting Record
SE1; week beginning 11th January 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
41
Mentor and Trainee Meeting Record
SE1; week beginning 18th January 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review.
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
42
Mentor and Trainee Meeting Record
SE1; week beginning 25th January 2015
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials: Mentor....................................................
Trainee....................................................
43
Personal Tutor and Trainee Meeting Record
Tutorial 3: PPR1 and SK Audit - 9th February 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee………………………………………………………………………….. Date…………………………………………..
Review of previous tutorial recommendations
Points in which progress has been made [reference teachers’ standards]
Points which need to be addressed [reference teachers’ standards]
Suggested strategies and action to be taken
Personal Tutor ................................................... Trainee .....................................................
44
Mentor and Trainee Meeting Record
SE2; week beginning 22nd February 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from PPR1
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
45
Mentor and Trainee Meeting Record
SE2; week beginning 29th February 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
46
Personal Tutor and Trainee Meeting Record
Tutorial 4: SSA and SE2 - 4th March 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of previous tutorial recommendations
Points in which progress has been made [reference teachers’ standards]
Points which need to be addressed [reference teachers’ standards]
Suggested strategies and action to be taken
Personal Tutor ....................................................... Trainee .....................................................
47
Mentor and Trainee Meeting Record
SE2; week beginning 7th March 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week.
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
48
Mentor and Trainee Meeting Record
SE2; week beginning 14th March 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
49
Mentor and Trainee Meeting Record
SE2; week beginning 21st March 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
50
Personal Tutor and Trainee Meeting Record
Tutorial 5: PPR2 and Teachers’ Standards – 11th April 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee……………………………………………………………… Date………………………………….
Review of previous tutorial recommendations
Points in which progress has been made [reference teachers’ standards]
Points which need to be addressed [reference teachers’ standards]
Suggested strategies and action to be taken
Initials: Personal Tutor........................................
Trainee................................................
51
Mentor and Trainee Meeting Record
SE2; week beginning 11th April 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
52
Mentor and Trainee Meeting Record
SE2; week beginning 18th April 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
53
Mentor and Trainee Meeting Record
SE2; week beginning 25th April 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
54
Mentor and Trainee Meeting Record
SE2; week beginning 2nd May 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week and PPR2
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
55
Mentor and Trainee Meeting Record
SE2; week beginning 9th May 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
56
Mentor and Trainee Meeting Record
SE2; week beginning 16th May 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of issues from previous week
Standards on which significant progress has been made (must be completed each week)
Agreed focus, with reference to the relevant standards, strategies to be tried out and dates for
review
Other issues arising from last week’s lessons which were discussed
Other issues relating to next week’s lessons which were discussed
Record of other personal or professional issues and reflections discussed
How non-teaching half day was spent
Initials:
Mentor....................................................
Trainee....................................................
57
Personal Tutor and Trainee Meeting Record
Tutorial 6: SER and Destination – 3rd June 2016
Mentor and King's personal tutor may wish to keep a copy.
Trainee ............................................................................. Date ..................................
Review of previous Tutorial recommendations
Points in which progress has been made [reference Teachers’ standards]
Points which need to be addressed [reference Teachers’ standards]
Suggested strategies and action to be taken
Personal tutor ........................................................ Trainee .....................................................
58
Personal Tutor and Trainee Meeting Record
Tutorial 7: PPR3 - 15th June 2016
Mentor and King's Personal Tutor may wish to keep a copy.
Trainee
Date .......................................................
Check PPR3 complete and ready for Internal and External Examiners
Review of the PPR3 and the final indicative grade
Review of the year and considering the issues to be addressed in the NQT year
Consideration of completion of MA in the next three years
Personal tutor ........................................................ Trainee .....................................................
59