Meeting the standards
Examples of evidence
Meeting the Standards
• Make sure that you are familiar with the
Standards
• Can you demonstrate that you have
achieved them?
• Which Standards do you need to develop?
• These are your responsibility
Basic principles
• Try not to use the same lesson observation sheet too
many times for different sources of evidence
• Citing different observers will give a wider opinion of
your teaching
• Policies must be highlighted/annotated to show you
have read them
• Do not forget your own evaluations of your teaching
• Finally, use your imagination. You will be surprised
what you can use when you think about it
1 Set high expectations which inspire,
motivate and challenge pupils
• Lesson observation
– Constructive relationships with children
– Positive role model
• Targets set/achieved for children (tracking
sheets from own classes)
• Health and safety sheet for a trip to a visit to
the zoo (out of school contexts)
2 Promote good progress and
outcomes by pupils
• Lesson observation
• Lesson plan (plenaries – assessing learning at
the end of the lesson)
• INA assignment
• INSET attended (AfL, data use in schools)
• School marking policy
• Weekly training sheets
• Using tracking data from own classes
3 Demonstrate good subject and
curriculum knowledge
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Lesson observation (self-produced lesson w/s)
INA assignment
University lectures
University audits (e.g. phonics, science quizzes)
Skills tests (confirmatory letter from TA)
INSET (using IWB)
4 Plan and teach well structured lessons
• Lesson observation
– Recap previous work
– Cross references to other Standards concerning
assessment
• Lesson plan
– Children’s use of ICT in lessons
– Learning materials you have designed
– Homework set
• Medium term plan (especially one you have
helped create)
4 Plan and teach well structured
lessons (CONT.)
• Examples of children’s homework (scanned
pupils' work)
• Photocopied child’s homework diary
• School homework policy
• Weekly training sheets
• Mark book with levels from previous topics
5 Adapt teaching to respond to the
strengths and needs of all pupils
• Lesson observation/plan (e.g. food diary with
cultural differentiation)
• letter to SENCO telling her about a problem
child
• INA assignment
• Agenda from an INSET session
• Class teacher expectations (policy document)
• SEN code of practice for the school
6 Make accurate and productive use
of assessment
• Lesson observation (differentiated tasks and
materials)
• Weekly training sheets
• Moderation meeting
• Mark book
• Tracking records
• Assessment assignment,
• INSET attended
6 Make accurate and productive use
of assessment (CONT.)
• INA assignment
• School marking policy
7 Manage behaviour effectively to ensure
a good and safe learning environment
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Lesson observation
Lesson plan (TA directions)
Weekly training sheets
Ground rules sheet given to children
8 Fulfil wider professional
responsibilities
• Lesson observation
– Good communication skills
– Liaison with TA and class teacher
• Weekly training sheets
• Statement from mentor about attending
parent's evening,
• Letter/Risk assessment for a school trip
• Evidence of team teaching
8 Fulfil wider professional
responsibilities (CONT.)
• INSET attended
• Record of meeting with PCM or headteacher
Mentors and link tutors
• Mentors will observe you teaching, using Brunel
template, once a week
• White copy → trainee
• Green copy → link tutor
• Pink copy → mentor
• Link tutors will usually make two visits during SSE1. Their
role is to:
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Review progress
Set appropriate targets
Assess trainee with mentor
Moderate across the Partnership
Weekly Training Sheet (p.38)
• Brief report to summarise training
experience
• Complete prior to weekly meeting with
mentor
• Reflect on this training and address targets
• Example Weekly training sheet (handbook
p.168)
Profile of Progress
• Assessment point three weeks into each SSE and at the end of
each SSE
• Prior to this, you need to complete the self-assessment
section
• Helps to identify areas of strength and those to develop in the
remaining weeks
• Meet with mentor to discuss and mentor will complete
relevant section
• Complete
– Targets
– Strengths and distinctiveness
• If there are areas of concern, your mentor will contact your
link tutor and complete an action plan to support you in
meeting the Standards
Progress towards QTS standards (3 strands)
Amber light
Green light
Satisfactory
Unsatisfactory progress
Cause for concern has been raised by the school at the interim point.
Meeting between class teacher and/ or Link-tutor followed by
meeting with student.
Action plan drawn up with time limits.
Review progress against action plan targets.
Proceed with course
Green light
Red light
Satisfactory
Unsatisfactory progress made
Proceed with
course
N.B.
A ‘cause for concern’ can be
triggered at any point during
your training.
See PG Cert regulations for
further guidance. These are
available on Blackboard.
This flowchart will be discussed
during your preparation lecture.
1. Formal letter from course leader confirming that you are not
making satisfactory progress towards meeting the Standards
despite support.
2. Exam Board meeting to determine the next stage through
formal University Procedures.
3. Letter to Trainee notifying him/her of Exam Board decision.
End of Block School Experience
• Joint assessment against the standards
• Reflective Statement (self-evaluation)- around 500 words
(p.158)
• ICT audit (p.159)
• Evaluation of Placement (p.161)
• Phonics tracker (p. 154)
• Keep copies!! You will be required to provide your
personal tutor with copies during debriefing tutorials and
copies will be in your Profile of Professional Development
Learn from past students
• Be enthusiastic and committed and you will earn the respect of
the staff
• Teachers are very busy people - be sensitive to when you ask for
their time
• Be reasonably self critical and accept advice from experienced
staff
• Use your initiative and be pro-active. Teachers will not have all
the answers and you have a degree of responsibility yourself
• Ensure that you abide by the school and University rules of
confidentiality and expectations (data protection- pupil names
(assignments); photographs- seek permission from the school; do
not discuss the school or staff inappropriately)
• Keep referring to the standards to ensure that you are covering
all of them
You are not alone!!
• Discussion board on U-Link
• Please pass on your mentor’s email address
for regular email updates
• Natalie will be available until 7pm every
Tuesday
• Teachers’ Fair
Good Luck and Enjoy!!