Qualified TeacherStatus(QTS)

EvidenceAnisah Hasan

Introduction

You need to fulfil these standards in order to pass this year.

GTCE Professional Code for Teachers; Provide evidence; Expectations of teachers; 33 standards which may overlap. Not enough to just add evidence – you

must justify why you are adding the evidence.

If you have your QTS

standards – please take them out!

Firstly...

Each group should have an envelope and a brain storm sheet.

Write one piece of evidence you think you can upload for this standard.

It should be different from others on the table!

Reference: http://www.tda.gov.uk/trainee-teacher/qts-standards.aspx

Attributes

Q1 – High expectations of young people.

Lesson observation feedback and evaluations.

Lesson plans – Showing acknowledgement of SEN pupils and other individuals.

A report/testimonial on general contribution to ICT clubs.

Use of information in pupil reports and progress checks to set pupil targets.

Records of conversations with parents/carers/pupils and reflective comments. e.g Called home for behaviour

Q2 – Positive values, attitudes and behaviour expected.

Lesson plans and observation feedback which highlights learning, behaviour and relationship issues.

Evaluations of lessons showing how conflicts are resolved.

Use of school and personal rewards systems. Photographs of classroom displays. Evidence of punctuality, time management,

personal organisation and reliability. Letters or cards from parents or pupils.

Q3a – Professional duties.

Annotation of school policies (e.g. Health and safety, Equal Opportunities, SEN)

Personalised notes on Child Protection Safeguarding Children, Anti-Bullying and issues of “Disclosure”.

Out of school trip organisation procedure.

Notes on fire evacuation procedure. Awareness of role of Governing body.

Q3b – Policies & Practices of the workplace.

Lesson plans showing awareness of health & safety.

Contributions to extra-curricular activities. Annotation and implementation of school

policies (e.g. Health and safety, Equal Opportunities, SEN, Child protection/Safeguarding, Anti-Bullying) and reflective notes.

Personal, Social and Health Education (PSHE) work on stereotyping, bullying and harassment.

Q4 + Q5 – Communicate effectively.

Communication whilst observing lessons (Feedback).

Notes home to parents. Notes from observing/contributing to Parents

Evening or review meeting. Evidence of working with TAs, HLTAs,

technicians, librarian, teaching staff, contact with social workers, Educational Welfare officers, School Nurse Educational Psychologist and other Children’s Services professionals.

Q6 – Commitment.

Testimonial from mentor, head of department, TA, etc to show good working relationships with colleagues.

Preparation of resources / units of work with colleagues.

Contributions to work experience visits. Team teaching. Contributions to extra-curricular activities. Minutes of meeting (e.g. Department/year

group) describing your specific contributions and how you have collaborated with colleagues.

Q7a – Reflect & Improve.

Lesson evaluations, observation feedback sheets, tutor meeting logs.

Extracts from your reflective log. Examples of research or resources to

help improve teaching and learning. Subject knowledge audit.

Q7b – Identify priorities.

Completion of career entry and development profile (CEDP)

Q8-Creative & Critical approach.

Personal teaching reflection Lesson evaluations, observation

feedback sheets, tutor meeting logs. Notes and reflections from discussions

with colleagues. Examples of research from e.g. subject

associations, QCA, TES, etc to help improve teaching and learning.

Research for assignments.

Q9 – Be reflective.

Reflective log entries. Lesson evaluations, observation

feedback sheets, tutor meeting logs. Notes and reflections from discussions

with colleagues. Trainee Practice Reports. Testimonial from mentors.

Knowledge & Understanding

Q10 – Knowledge & Understanding.

Lesson plans, evaluation and observation feedback Effective questioning technique as demonstrated in lesson

observations. Selection and delivery of appropriate curriculum content

and differentiated tasks. Assignments. Use of Behaviour Policy and Behaviour Plans for individual

pupils. Personalised annotations and notations to

presentation/workshop training on Behaviour Management handouts.

Pupil seating plans with evaluation and justification. Exploration of pupils’ learning styles/intelligences and

implementation of this information in lesson planning.

Q11 – Assessment requirements.

Annotated National Curriculum subject handbook.

Contributions to moderation of coursework.

Evidence of use of levels at KS3. Lesson plans – use of assessment. Assignments related to assessment.

Q12 – Range of approaches.

Lesson plans, evaluation and observation feedback.

Evidence of use of Assessment for Learning (AFL) techniques.

Formative marking of pupils’ work. Evidence of oral assessment and feedback. Coursework marking and moderation. Peer assessment opportunities in lesson

plan / observation. Target Setting.

Q13 – Using statistics.

Lesson plans, evaluation and observation feedback.

Use of prior attainment data in lesson planning. (SATs results, reading and maths scores, pupils’ learning styles)

Use of targets for pupils/groups. Records of assessment in mark book.

Q14 – Secure knowledge & Understanding.

Subject knowledge audit. Lesson plans, observation feedback,

evaluations. Evidence from question and answer sessions. Marking of pupils’ work and feedback. Long and medium term planning. Annotated handouts from training courses. Subject specific qualification certificates. Evidence of awareness and use of the

National Strategy approaches in teaching.

Q15 – National Curriculum.

Observation feedback, evaluations. Evidence in planning of National

Curriculum general teaching requirements (inclusion, use of language, use of ICT, health and safety).

Evidence in planning to show how National Strategy approaches, materials and resources are used in subject teaching.

Q16 – Skills tests

Copies of certificates obtained from test centre when tests are passed.

Numeracy, Literacy & ICT. ICT till April. Online practice tests; http://www.tda.gov.uk/trainee-teacher/

qts-skills-tests.aspx

Q17 – Support teaching.

Lesson plans, evaluations, observation feedback.

Records of pupils’ progress. Use of the internet, digital cameras,

PowerPoint presentations, interactive whiteboard.

Contribution to school intranet (units of work, homework, for pupils to access).

Preparation of appropriate resources using literacy and/or numeracy skills.

Database work – use of spreadsheets.

Q18 – Development of children.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Selection of relevant topics for lesson content. Notes from discussion with SENCO about e.g.

autism, ADHD, Dyslexia, Asperger’s Syndrome Awareness of issues facing children from a

variety of backgrounds and/cultures – English as an Additional Language (EAL) policy, working with EAL co-ordinators, differentiated objectives, worksheets, etc.

Annotated handouts from EAL training session.

Q19 – Personalisation for SEN & EAL

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Working alongside EAL&SEN assistants. Notes from meetings with EAL

coordinator and reflection/implications. Completed tasks or notes from EAL

training sessions. Assignments.

Q20 – Role of colleagues.

Lesson plans involving colleagues. Annotated SEN Code of Practice and

SEN policy. Evidence of working with TAs, HLTAs,

EAL coordinator. Assignments.

Q21a – Current issues.

Certificate from Safeguarding/Child protection training.

Annotated School Child Protection documentation

Accident reports, issues of ‘disclosure’ and reflections.

Out of school trip organisations procedure. Personalised annotations of the ‘Every Child

Matters’ agenda Personalised annotations of the ‘Children’s

Act’.

Q21b – Personal Circumstances.

Evidence of contact with form tutors, HODs, HOYs, SENCO.

Evidence of working with TAs and support teachers in lessons.

Use of SEN data for individual pupils. Personalised annotations of the ‘Every

Child Matters’ agenda. Personalised annotations of the

‘Children’s Act’.

Skills

Q22 – Plan for progression.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Target setting for pupils. Schemes / units of work – medium term

plans. Annotated National Curriculum for KS2,

KS3, KS4 showing progression within a topic / area and reflection.

Q23 – Design Opportunities.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Schemes / units of work – medium term plans

Resources and reflection.

Q24 – Plan homework.

Lesson plans that take homework into consideration.

Observation feedback, evaluations, logs of tutor meetings.

Evidence of extension work for pupils, e.g. research tasks and evaluation.

Examples of marked homework tasks and evaluation of effectiveness of activity.

Q25a – Teaching strategies.

Lesson plans involving teaching a mixed ability group.

Observation feedback, evaluations, logs of tutor meetings.

Evidence of differentiation by task, resource and/or outcome.

Use of prior attainment and SEN data. Evidence of variety of teaching strategies in

lessons. Evidence of pace and purpose in lessons. Effective and safe use of resources.

Q25b – Prior Knowledge.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Evidence of appropriate activities to allow pupils to apply what they have learnt.

Starter activities.

Q25c – Adapt for learners.

Lesson plans taking into account the mixed ability classes.

Logs of tutor meetings. Observation feedback Evaluations of your lesson.

Q25d – Manage learning.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Use of individual and group research tasks.

Effective use of behavioural management strategies.

Evidence of time management within lessons.

Q26a – Effective use of strategies.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Marked tests and feedback. Peer assessment tasks and evaluation. Target setting. Evidence of effective use of questioning. Examples of pupil self-assessment sheets. Use of plenary session.

Q26b – Assess learning needs.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Evaluations which specifically link the assessment of pupils’ learning with learning objectives for future lessons.

Target Setting. Use of knowledge of pupils’ learning

styles to set differentiated and challenging work.

Q27 – Provide feedback.

Lesson observation feedback, evaluations, logs of tutor meetings

Marking of pupils’ work. Contributions to progress checks.

Q28 – Support & Guide learners.

Lesson observation feedback, evaluations, logs of tutor meetings

Effective use of questioning. Use of plenary sessions. Evidence of pupils using their own

learning logs.

Q29 – Evaluate & Modify.

Lesson evaluations, observation feedback, logs of tutor meetings.

Reflective journal. Pupil questionnaires Assignments.

Q30+Q31 – Safe learning environment.

Lesson plans, observation feedback, evaluations, logs of tutor meetings.

Evidence of good working relationships with pupils. Evidence of implementation of school Behavioural

Policy. Individual behaviour plans. Pupil seating plans with evaluation and

justification. Academic trips – evidence of assisting with these

and associated reflections. Evidence of having classroom displays.

Q32+Q33 – Team work.

Feedback for lessons with TA, HLTA, Language Assistant or Technician support.

Evidence of corporate planning, team teaching and contribution to departmental meetings.

Open your envelopes to see the suggestions – see if your suggestions were similar. To the ones required.

QTS Deadlines Phase 1+2By when Evidence Related to which

Standards/cluster of Standards

September 27th 2011

Degree certificate & outline of degree contentSubject knowledge audit (1)Courses attended & relevant certificates gainedTarget setting for phase 1Beginning of IDPTrainee profile for placement 1

Q14Q14, SKAQ14Q7a, TARQ7a, IDPQ7a, PRO

October 28th 2011

Phase 1 tasksAssignment 0Practice poster (14 – 19 pathways)Phase 1 report formTarget setting phase 2aSubject knowledge audit (2)

As appropriateQ14Q15Q7a, PRFQ7a, TARQ14, SKA

January 3rd 2012

Phase 2a tasksSkills testsSubject Pedagogy module (blue) component 1(poster)Phase 2a report formTarget setting for Phase 2bSubject knowledge audit (3)IDP (1)PGM007 (LTA) component 1

As appropriateQ16Q14Q7, PRFQ7a, TARQ7a, SKAQ14, IDPQ7a, Planning As appropriate

QTS Deadlines Phase 3By when Evidence Related to which

Standards/cluster of StandardsFebruary 10th 2012 Phase 2b tasks

Series of Observational Analysis sheets from placement 1Weekly meetings sheets Phase 2b report formIDP (2)Target Setting for phase 3 (interim)Summative reflective form (Placement 2)

As appropriate Q9Q9Q7a, PRFQ7a, IDPQ7a, TARPersonal Professional Development

April 9th 2012 Phase 3 Interim tasksEssential Experience Log (appendices PGM100 module)IDP (3)Conference Power Points & associated notes Phase 3 Interim report formSubject Knowledge Audit (4)Target Setting for final part of phase 3

As appropriateThe Professional Context Q7a, IDPRelevant clustersQ7a, IDPQ14, SKAQ7a, TAR

June 4th 2012 All evidence to be presented for assessment as a summative document:Ensure that the following are also included:Phase 3 Final tasksSubject Pedagogy module component 2Phase 3 final report formSubject knowledge audit (5)ICT auditSummative reflective form (Placement 2)CEDPPhase 3 tasks

As appropriateQ14Q7a, PRFQ14, SKAQ7aPersonal Professional DevelopmentQ7b

QTS in terms of PhasesPhase 1 Phase 2a Phase 2b Phase 3

Q1 Q4 Q5 Q7B

Q2 Q10 Q6 Q8

Q3A + Q3B Q22 Q11 Q12

Q7A Q29 Q17 Q13

Q9 Q20 Q16

Q14 Q21B Q19

Q15 Q25C Q23

Q18 Q25D Q24

Q21A Q26A Q28

Q25A +Q25B Q26B Q32

Q30 Q27 Q33

Q31

Forms to be aware of...

Daily Weekly Phase Other

Lesson Plans Weekly reflection – Selected few

Summary reflection phase form

Unit of work

Resources Weekly tutor meeting (Q7a)

End of phase reports (Q7)

Certificates

Lesson Self Evaluation

Phase targets(Q7a + TAR)

ICT Audit

Mentor/Teacher evaluation(3 Days – 1 per week, 5 Days – 2 per week)

Subject knowledge audit (Q7a)

School training

Phase tasks Experience Log

IDP – update of QTS

(Q14)

QTS Standards Rap

http://www.youtube.com/watch?v=UD_5ZpkbY_Y

Any Questions?