Accredited Provider Initial Teacher Training SCITT ... · Accredited Provider Initial Teacher Training SCITT Training Calendar Handbook Contents ... Esher Sixth Form College

Accredited Provider

Initial Teacher Training

SCITT Training Calendar

Handbook Contents

Teach Independent Course Overview 2

Year One Internal Training Programme 2

Preparation for Year Two 4

George Abbot SCITT Mission Statement and Welcome 6

Teach Independent Training Calendar 8

Professional Studies 11

George Abbot Training Website 11

Roles and Responsibilities 12

Mentor Checklist 17

Mentor Meetings 19

Tracking Trainee Progress and Assessment 21

SCITT Trainee Portfolio 24

Awarding QTS 25

Evidencing the Teachers’ Standards 26

Other Documentation to be Completed 29

Pre Course/Phase 1 Tasks 31

Passing and Failing the Course 34

Initiating a Cause for Concern 35

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Teach Independent

Course Overview

Teach Independent differs from a traditional QTS / QTS and PGCE course as it has been tailored to suit the needs of the

Independent Sector. The two-year programme begins in the September of Year 1 when Trainees may begin teaching as

unqualified teachers on an internal training programme arranged by their main placement (employing) school. The QTS

/ QTS and PGCE course accredited by George Abbot SCITT begins in the June of Year 1, and concludes with a graduation

ceremony in the July of Year 2.

Benefits to the Trainee Trainees can be fully integrated into the life of the main placement school during Year 1

Focus can be given to policies and procedures specific to the Independent Sector

Assignment deadlines are worked around holiday periods

Trainees are able to focus on the development of their teaching without the need to provide a portfolio of

evidence of meeting the Teachers’ Standards

Trainees are able to fully experience the profession before undertaking the professional qualification

Benefits to the School Trainees may be assigned a 50-90% teaching timetable in Year 1

Trainees may be given full pastoral and co-curricular responsibilities

Focus can be given to policies and procedures specific to the Independent Sector

Minor placement takes place in the Summer Term when examination classes have left and may utilise the first

few weeks of the Independent Sector summer holiday

Professional Studies Programme is run as a series of twilight sessions therefore reducing time away from school

Trainees embarking on Year 2 will have had a year of teaching experience and will therefore be making an

informed decision about entering the profession

Schools have control over the content and delivery of the Year 1 programme and the support of a Lead School

Year 1 Internal Training Programme

Organisation and Delivery Main placement schools are free to choose when and how training will be given. Training may run during protected

non-contact time; as a series of lunchtime/twilight sessions; as whole-day INSET; or as a combination of the above.

Schools are encouraged to draw upon the expertise of their existing staff to deliver the programme wherever possible.

Where a skills gap is identified, the Lead School will offer support in making alternative arrangements. External training

such as this will carry an additional cost, negotiated on a case by case basis. The Lead School Coordinator will seek

opportunities for participating schools to open their training to external candidates. Where reciprocal training visits are

made, additional costs will be waived.

Training Content Schools offering the Year 1 course will be required to appoint a Professional Tutor who will design and oversee the

training programme with the support of the Lead School Coordinator. The programme should run from September to

May and be submitted to the Lead School Coordinator by the end of the preceding summer term.

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Compulsory content:

Child Protection and Cyber Safety

Health and Safety

Behaviour management

Lesson planning

Introduction to SEND (one day visit to an SEN school to be provided by George Abbot SCITT)

Differentiation

Pupil tracking/data

Assessment

The role of a pastoral Tutor

Numeracy across the curriculum

Literacy across the curriculum

English as an additional language

Introduction to the teaching standards

Social, moral, spiritual, cultural development

Transition between key stages

How to observe lessons

Communicating with parents

Assessment for Learning

KS2 and KS5 Curriculum and teaching (where these sessions cannot be provided in the major placement

schools, visits to a Primary School and a Sixth Form College can be provided by George Abbot SCITT).

Suggested additional content:

How to undertake meaningful reflection

Presentation skills

Library induction

Report writing

Managing difficult conversations with pupils

Time management

Stress management

Trips and Visits

How to write a scheme of work

ICT in the classroom

Independent Learning

Exploring Learning Theories e.g. Blooms Taxonomy

English as an Additional Language (option for school visit to be offered by George Abbot SCITT)

Personnel

Lead School Coordinator

The Lead School Coordinator will support the Professional Tutor in devising an appropriate Year 1 internal training

programme. He/she will review the training proposal and seek opportunities for participating schools to pool resources.

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Professional Tutor

All participating schools will be required to appoint a Year 1 Professional Tutor to oversee the first year of training.

(Please see page 14 for details regarding the role of Year 2 Professional Tutor.) The Year 1 Professional Tutor should

design and facilitate a training programme and manage the internal Trainee support and administration structures.

He/she will be supported by the Lead School Coordinator and encouraged to meet annually with Professional Tutors

from other participating institutions.

Mentors

Best practice would suggest that Trainees are allocated both a Subject Mentor and a School Mentor and given

weekly/fortnightly protected meeting slots in addition to weekly formal observations. The role of the Year 2 Mentor is

outlined on page 17 and may be used as guidance.

It is also suggested that Mentors would support Trainees in arranging regular observations of colleagues’ teaching.

Mentor training can be provided by George Abbot SCITT at the beginning of Year 1 at an additional cost if desired.

Compulsory Mentor training takes place at the end of Year 1 for all those undertaking Year 2 Mentoring responsibilities.

Paperwork It is the responsibility of the Year 1 Professional Tutor to devise an appropriate internal mechanism for ensuring good

practice between Mentors and Trainees. Sample Year 2 paperwork will be provided and may be drawn upon if desired.

All documents remain the intellectual property of George Abbot SCITT and permission should be sought before changes

are made.

Preparation for Year 2 The decision on whether Trainees will continue to Year 2 should be made in the Spring Term of Year 1. The process for

progression is as follows:

February

Apply for QTS Skills Tests in

Numeracy and Literacy

Submit application form through

UCAS

March

Interview day

Provide George Abbot SCITT with

personal documentation

April/May

Begin familiarisation with Teaching

Standards

Undertake Subject Knowledge Audit

Begin Pre-course Tasks

June (see Training Calendar for full

details)

Course begins with three-day

induction

Minor Placement commences

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Entry Requirements

In order for a Trainee to be accepted on the accredited programme in Year 2 they must meet the minimum entry

requirements which are as follows:

1. A UK Honours degree with 2:2 or above or equivalent.

2. GCSE Maths and English with Grade C or above

3. Any overseas qualifications must be certified by NARIC to confirm equivalency to the above.

QTS Skills Tests

It is a requirement that Trainees must have completed their QTS Skills Tests before commencing the accredited course

in June. These should be booked through: www.skillstestbooking.com.

There can be a long waiting time for available test dates, so bookings should be made at the earliest opportunity.

Trainees who fail the tests three times are required to wait two years before they can apply again. Failure to pass will

prevent Trainees from progressing to Year 2.

UCAS Application

Trainees are required to apply through: www.ucas.com/ucas/teacher-training.

They should provide a short personal statement and seek two professional references (ideally the Year 1 Mentor and

Year 1 Professional Tutor).

Interview Day

Trainees will be required to attend an interview day at George Abbot SCTITT towards the end of the Spring Term. On

this day they will:

Complete a Child Protection questionnaire

Deliver a twenty minute ‘lesson’ on a topic of their choice to a group of unknown pupils (details of age and

ability published in advance)

Complete a one hour GCSE level exam paper in their subject

Prepare and deliver a presentation on an unknown topic to the interview panel (all materials provided on the

day)

Undertake a panel interview with representatives from George Abbot SCITT (to include the ITT Assessor)

Where there are multiple Trainees from a single centre, interviews may take place at the main placement school.

Pre-course Tasks and Subject Knowledge Audit

Details of the Pre-course Tasks are given in the Assignment Handbook. The Professional Tutor may arrange for some of

the material to be covered as part of the Year 1 training programme.

Please see page 22 for explanation of the Subject Knowledge Audit.

http://www.skillstestbooking.com/

http://www.ucas.com/ucas/teacher-training

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George Abbot School Centred Initial Teacher Training

Mission Statement Our mission is to deliver an outstanding school-led initial teacher training programme, integrated with Teaching School

expertise, that engages schools in the Partnership in leading the training of high calibre recruits to the teaching

profession in Surrey.

Aims of George Abbot SCITT

Under the leadership of George Abbot SCITT, the partnership aims to:

Deliver a high quality, school-led secondary initial teacher education programme.

Inspire Trainees to reach the highest standards of education practice in order to be effective qualified teachers,

enabling children to be successful lifelong learners.

Attract and recruit excellent Trainees to meet national and local need, and particularly from under-represented

groups.

Support the recruitment and retention of high calibre school teachers in Surrey.

Equip newly qualified teachers with exceptional competence in meeting the needs of children with SEN.

Equip newly qualified teachers with exceptional competence in behaviour management techniques.

Raise the expectation and capability of schools within the Partnership as high quality providers of school-led

initial teacher education.

Develop high quality training, Mentoring and assessment expertise in schools in the Partnership.

Lead the national move towards school centred initial teacher training.

The Partnership of Schools

We have a wide range of Surrey schools in our secondary partnership. All the main placement schools are graded as

‘Good’ or ‘Outstanding’ by Ofsted. They include schools designated as ‘Teaching Schools’ in recognition of their

excellent staff training and development programmes.

George Abbot School, Guildford, Surrey – an 11-18 Teaching School

West Hill Special School , Leatherhead, Surrey – an 11-16 Teaching School

Esher Church of England High School, Esher, Surrey

Guildford County School, Guildford, Surrey

Woking High School, Woking, Surrey

Winston Churchill School, Woking, Surrey

Woolmer Hill School, Haslemere, Surrey

Heathside School, Weybridge, Surrey

Hinchley Wood School, Esher, Surrey

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Tomlinscote School

Christs College, Guildford, Surrey

The Priory, Dorking

Therfield, Leatherhead

Blenheim High School, Epsom,

The Royal Grammar School, Guildford

St Johns School, Leatherhead

Additional experience may be drawn from other local educational settings including:

Esher Sixth Form College

Kings College, Guildford

Boxgrove Primary School, Guildford

The Heathland School, Hounslow

Upton Grammar School

Welcome

The SCITT Leadership Team would like to welcome Trainees, Mentors and all other colleagues who support the School

Centred Initial Teacher Training Programme.

To the Trainees, we hope you enjoy what is a challenging but enjoyable year. The

information in this handbook should help you to understand some of the detail of the year

and how your Mentor and others involved in the Programme operate.

To the Mentors, thank you for agreeing to undertake the role of being a Mentor on the School Centred Initial Teacher

Training Programme. We hope you enjoy the experience and gain a great deal from the process of working with a

Trainee teacher. Passing on the expertise that you have to a Trainee takes time and patience. Becoming a teacher and

reaching QTS is a difficult process and Mentors play a fundamental role supporting this. Many people, when

considering becoming a Mentor, ask what the job might involve. The Roles and Responsibilities section addresses this

and should help colleagues understand exactly what is expected from this complex role.

Communication is vital and a weekly bulletin sheet is produced via e-mail and published on the George Abbot Training

website www.georgeabbottraining.co.uk for all stakeholders, especially Trainees, Mentors and Professional Tutors. This

bulletin will remind all parties of the weekly focus and communicate important dates and information so it is essential it

is read.

http://www.georgeabbottraining.co.uk/


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Scaffold

Phase

MAY/JUNE JULY/AUGUST SEPTEMBER OCTOBER

ITT ASSESSOR Attend meetings with the SCITT Leadership Team Undertake the Initial Visit in the Main Placement School and review the Individual Training Plan Undertake a formal assessment of the Trainee (inc. observation of lesson & debrief, meeting with Trainee and Mentor) in the Minor School Experience and check lesson plans to ensure Trainee can reduce full planning on return to main school. Provide feedback to the SCITT Leadership Team

Joint Assessor meeting with SCITT Leadership Team Review Phase 1 profile from Minor Experience School Mentor Review Mentor Meeting notes every 3 weeks and maintain regular contact with the Trainee and Mentor tracking progress

Review Mentor Meeting notes every 3 weeks and maintain regular contact with the Trainee and Mentor tracking progress Review Portfolio Support completion of, and Review Phase 1 Profile. Make contact with Main School Experience Mentor and Trainee and arrange an observation between 12th and 16th October. Feedback to SCITT Leadership Team

PROFESSIONAL

TUTOR

Liaise with the SCITT management team to ensure all Trainees have completed Subject Audits Minor School Experience Professional Tutor Liaise with Trainee and Main School Experience Professional Tutor to agree days for Minor School Experience to meet programme requirements.Arrange programme of induction to include school policies, procedures and child protection training

Complete a formal observation of Trainee Meet with the ITT Assessor during their ’Initial Visit. Review Phase 1 profile from Minor Experience School Mentor

Review and sign the completed Phase 1 Profile by the 15th October Report any concerns to the SCITT Leadership Team

MENTOR Main School Experience Mentors Meet with Trainee prior to the course starting Complete a Subject Audit with the Trainee and write an Individual Training Plan for June - October to address any issues identified. Discuss Phase 1 tasks and Minor School Experience objectives with the Trainee. Attend Mentor training Meet with the ITT Assessor at the initial visit Undertake one formal lesson observation of the Trainee per week & start weekly Mentor meetings Minor School Experience Mentors Induct Trainee into the department Review the Minor School Experience Objectives document with the Individual Training Programme Arrange a timetable of observations and teaching to increase gradually as the placement progresses to meet the minimum criteria set out by GA SCITT Meet with the ITT Assessor during their visit and undertake paired observation

Minor School Experience Mentors Complete the Phase 1 Profile and send to the Main School Experience Mentor and the SCITT Main School Experience Mentors Support PGCE Trainee with written part of Assignment 1

Main School Experience Mentors Review the Phase 1 profile from the Minor School Experience Mentor and use it to update ITP if relevant. Draw up a teaching/ observation timetable Attend the twilight Mentor Training session One formal observation of the Trainee to be completed each week Support Trainee with preparation for Assignment 1 presentation. Discuss SKE agendas with Trainees in the weekly Mentor meeting prior to session taking place.

Main School Experience Mentors Continue to carry out weekly observations Meet with the ITT Assessor during the first assessment visit and undertake paired observation and debrief, and moderate judgements Refer to the Minor School Experience Mentor’s Phase 1 Profile comments when completing the Phase 1 Profile including the Individual Training Plan for Nov – Jan (Deadline 15th October) Complete the End of Phase Evaluation Form (Deadline 15th October). Discuss SKE agendas with Trainees in the Weekly Mentor Meeting prior to session taking place.

TRAINEE Complete Skills Tests and attend 3 day induction Complete Subject Audits (some additions may be required to link the audits to your school’s curriculum) Discuss Subject Audits, Individual Training Plan and Phase 1 tasks with your Mentor Complete Minor School Experience Objectives Undertake experience in your Minor School Experience 2 days per week, 15 days in total. Start to collect evidence for the Phase 1 Portfolio in line with the checklist provided. Submit Mentor meeting notes to your Assessor every 3 weeks Use formal lesson plans and full evaluations for all lessons taught in Minor School Experience

Complete Phase 1 tasks Undertake any additional tasks set by the Mentor. Continue to undertake experience in your Minor School Experience Prepare for Assignment 1 presentation and PGCE Trainees complete Assignment 1 part 2 written Assignment Submit Mentor Meeting notes to your Assessor every 3 weeks Complete Minor School Experience evaluation

Submit Assignment 1 part 2 Deadline 23rd September Review Phase 1 Profile from Minor School Experience with Mentor Use 5 minute lesson plans (or agreed alternative) for all lessons taught and formal plans and evaluations for observed lessons Attend weekly Mentor Meetings and twilight Professional Studies Sessions Continue to collect evidence for portfolio If appropriate visit Kingston University to enrol for PGCE and tour facilities Prepare for Assignment 1 presentation Submit Mentor Meeting notes to Assessor

Use 5 minute lesson plans (or agreed alternative) for all lessons taught and formal plans for observed lessons Attend scheduled twilight Professional Studies Sessions Complete formal observation undertaken by ITT Assessor between 12th and 16th October By 15th October submit the:- Portfolio to Assessor Phase 1 profile to Assessor & SCITT leadership Phase 1 Evaluation to SCITT leadership Phase 1 updated Subject Audits to the ITT Assessor and Lead Subject Mentor Deliver presentation for Assignment 1 on 7th October Begin Assignment 1 part 3 during half term break

LEAD SUBJECT

MENTOR

Support PGCE Trainee with Assignment 1 Review Subject Audits to inform future training needsPlan to organise 6 hours of subject enhancement opportunities for the Autumn Term. (Deadline for completion 20th November )

Support Trainee with preparation for Assignment 1 presentation. Send agendas and materials to Trainees, Mentors and SCITT Course Facilitator at least 1 week prior to sessions taking place

Facilitate 6 hours Subject Enhancement Training by 20th November Send agendas and materials to Trainees, Mentors and SCITT Course Facilitator at least 1 week prior to sessions taking place


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Refine Phase NOVEMBER DECEMBER JANUARY

ITT ASSESSOR Contact Trainee and Mentor to address any concerns identified in the Phase 1 Profile Attend SCITT Leadership Team Meeting

Undertake a formal observation of the Trainee (observation should take place 11th– 22nd January) Support completion of Phase 2 Profile. Feedback to SCITT Leadership Team

Provide support to the Mentor and Trainee throughout the training period Make regular contact with the Trainee, tracking their progress

Review Mentor Meeting notes at least every 3 weeks

PROFESSIONAL TUTOR (PT)

Ensure any areas for concern are addressed in the Individual Training Plan

Carry out one formal observation of the Trainee

Attend TERMLY Strategic Board Management Meetings Monitor progress of Trainees and support Mentors with their role

Feedback any concerns to the SCITT Leadership Team in a timely manner (especially those requiring additional intervention/s)

MENTORS Ensure any areas for concern are addressed in the Individual Training Plan Support Trainee with Assignment 1 part 3

Take part in the moderation of observation judgements at the ITT Assessor visit. Prepare Phase 2 Profile for submission by 5th Feb

Meet with the Trainee once a week for a formal Mentor Meeting and provide support for Assignments Undertake at least one formal graded lesson observation of the Trainee per week

Discuss SKE agendas with Trainees in the Weekly Mentor Meeting prior to session taking place. Read the weekly update emails and refer to checklist within the Handbook

Feedback any concerns to the school based Professional Tutor, Assessor and/or SCITT Leadership Team in a timely manner

TRAINEE Complete Assignment 1 part 3 Deadline 25th November Continue to collect evidence for Phase 2 Portfolio

Begin Assignment 2 part 1 during Christmas Break Continue to collect evidence for Phase 2 Portfolio

Complete and Submit Assignment 2 part 1 Deadline 20th January Prepare for ITT Assessor visit Complete Phase 2 Profile & submit by 5th February Submit Phase 2 Portfolio by 5th February Begin Assignment 2 part 2

Attend twilight Professional Studies Sessions Use 5 minute lesson plans or agreed alternative for all lessons taught and formal plans and evaluations for observed lessons

Continue to observe some lessons within and outside department Read the weekly update emails

Feedback any concerns to Mentor, Assessor and/or SCITT Leadership Team in a timely manner

LEAD SUBJECT MENTOR

Review Subject Audits to inform future training needs for Phase 2 Support Trainee with Assignment 1 part 3

Organise 6 hours of Subject Enhancement Opportunities and send agendas and materials to Mentors, Trainees and SCITT Course Facilitator at least 1 week prior to sessions taking place Feedback any concerns or additional suggested further professional development actions to be taken to Mentor, Assessor and/or SCITT Leadership Team in a timely manner

Provide Trainee with support for Assignments


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Embed Phase FEB MARCH APRIL MAY

ITT ASSESSOR Review Phase 2 Profile and Portfolio Feedback Trainee progress to SCITT Leadership Team

Additional support/observations for Trainees graded below requirement for the award of QTS

Undertake the last formal observation of the Trainee w/c 25th April

Make recommendations to the Exam Board Review Portfolio by 20th May for moderation by the exam board

Provide support to the Mentor and Trainee throughout the training period Make regular contact with the Trainee, tracking their progress

Review Mentor Meeting notes at least every 3 weeks Feedback any concerns to the SCITT Leadership Team in a timely manner (especially for those Trainees requiring additional intervention/s)

PROFESSIONAL TUTOR

Undertake one formal lesson observation of Trainee Review and sign the Phase 3 Profile.

Meet with the ITT Assessor when they visit w/c 25th April

Invited to attend Graduation Ceremony’ 1st July

Attend TERMLY Strategic Board Management Meetings Monitor progress of Trainees and support Mentors with their role

Feedback any concerns to the SCITT Leadership Team in a timely manner (especially for those Trainees requiring additional intervention/s)

MENTOR Ensure Profile is complete by 5th February Submit End of Phase Evaluations by 5th February

Complete the ITP including either an Enrichment Programme or Support Plan

Moderate judgements with the ITT Assessor when they visit

Submit the Phase 3 Profile May 11th Invited to attend Graduation Ceremony’ 1st July

Meet with the Trainee once a week for a formal Mentor meeting and provide support with Assignments Undertake at least one formal graded lesson observation of the Trainee per week

Read the weekly email updates and refer to checklist within the Handbook Feedback any concerns to the school based Professional Tutor, Assessor and/or SCITT Leadership Team in a timely manner (especially for those Trainees requiring additional intervention/s)

TRAINEE Submit Phase 2 Profile by 5th February Submit Phase 2 Portfolio by 5th February Submit End of Phase Evaluations by 5th February QTS route - Consistently achieve a minimum grade 3 or above throughout and across all TPS PGCE - Consistently achieve an average grade 2 or above throughout and across all TPS Begin Assignment 3 Proposal for PGCE Submit Assignment 2:2 Deadline 22nd February

Undertake support plan, if appropriate, to reach required minimum grade consistently Submit Assignment 3 Proposal Deadline 16th March

Collate documentation for the Portfolio against checklist provided Undertake Enrichment Programme or support plan as appropriate Prepare for final Formal observation undertaken by ITT Assessor (w/c 25th April) Complete Assignment 3

Complete and Submit Assignment 3 Deadline 4th May Submit Phase 3 Profile by May 11th Submit all documentation requested and portfolios to the Assessor for May 11th Attend Graduation Ceremony 1st July

Attend Professional Studies sessions on a Wednesday where appropriate Use 5 minute lesson plans or agreed alternative for all lessons taught and formal plans and evaluations for observed lessons

Continue to observe lessons within and outside department Read the weekly email updates

Feedback any concerns to Mentor, Assessor and/or SCITT Leadership Team in a timely manner

LEAD SUBJECT MENTOR

Review Subject Audits to inform future training needs for Phase 3 The Trainee should have very few areas which require ‘needs to improve’

Deliver 6 hours of Subject Enhancement Opportunities by May 6th

Review Subject Audits and Evaluations for the next cohort Deliver additional Subject Enhancement to those Trainees identified on support plans

Invited to attend Graduation Ceremony 1st July

Organise 6 hours of Subject Enhancement Opportunities and send agendas and materials to Mentors, Trainees and SCITT Course Facilitator at least 1 week prior to sessions taking place Feedback any concerns or additional suggested further professional development actions to be taken to Mentor, Assessor and/or SCITT Leadership Team in a timely manner.

Provide Trainee with support for Assignments

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Professional Studies – for Teach Independent

Teach Independent Professional Studies Sessions will be delivered on

a regular basis to support practical learning. There will be an

intensive induction programme held over 3 days at the start of the

Year 2. This will be followed by a programme of core twilight

sessions spread across the academic year. Sessions are led by

practising teachers and experts in various fields.

Should you be unable to attend a core twilight session due to illness you must contact the SCITT Course

Facilitator by 8am on the day in question. If Trainees wish to be excused from a session for any reason other

than illness they need to write to their Professional Tutor to formally request permission; requests will be

considered on their individual merits.

George Abbot Training Website – Trainee and Mentor Area

All Trainees and Mentors will need to visit www.georgeabbottraining.co.uk and register for a username and

password. Please allow 48 hours for your details to become active. All past Bulletins, the Handbook, key

paperwork and details of Professional Studies Sessions will be available online.

You will also see there is a Forum Area so should you have any experiences to share or if you need any advice on

dealing with specific issues, such as classroom management or planning, you can discuss with other Trainees and

Mentors.

Please note – this area is strictly for the use of George Abbot SCITT Trainees and Mentors; under no

circumstances should you share your login details with other members of staff in your schools or any schools

outside the partnership. Your membership to the area will be cancelled in the event of any misuse of the

resources provided. All documentation/resources are the Intellectual Property of George Abbot SCITT.

http://www.google.co.uk/url?sa=i&rct=j&q=build+skills&source=images&cd=&cad=rja&docid=XIKgDfmaDhkKDM&tbnid=JEy4TaANRAR5CM:&ved=0CAUQjRw&url=http://bookjewel.edublogs.org/2008/09/06/%E2%80%98ah-ha%E2%80%99-moments-and-what-to-do-with-them/&ei=VX7NUdiBGe6d0wXEloF4&bvm=bv.48572450,d.ZGU&psig=AFQjCNF9jH2tcx_E6O8QNbgfX6PgtSjF6g&ust=1372508008444941

http://www.georgeabbottraining.co.uk/

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Roles and Responsibilities

The Role of the Director of Initial Teacher Training:

To ensure that the SCITT Leadership Team are complying with legal requirements in all Partner Schools

and that policies and procedures are evaluated against latest guidance.

To give advice to Trainees, Mentors and to the Operational Lead for Initial Teacher Training.

To monitor the Mentoring and other training activities that takes place in partner schools.

To review all quality assurance activities

To ensure that all stakeholders are meeting the requirements of the Partnership agreements.

The Role of the Operational Lead/Assistant Operational Lead:

To monitor and support the Trainees

To provide Mentor support and training

Liaison with the Professional Tutors, ITT assessors and External Consultants

Liaison with Kingston University about the PGCE

To co-ordinate the Subject Knowledge Enhancement programme

To co-ordinate trainee induction and year 2 Professional Studies Sessions

To review and update the SCITT paperwork used during the programme

The Role of the ITT Course Facilitator and Administration Team:

To act as first point of contact for all Trainees, Mentors, ITT Assessors and Professional Tutors.

To ensure all information on the website is up to date and to monitor the Trainee Forum.

To ensure all Trainee paperwork is submitted on time and stored in Trainee Electronic folders.

To produce the Weekly Bulletin and ensure all stakeholders are informed of any upcoming key events.

To act as first point of contact for all accreditation issues and delegate actions to an appropriate

member of the Leadership Team..

To maintain accurate records with regard to all aspects of a Trainee’s recruitment, employment, training

and assessment and advise the Operational Lead ITT of any change in status and/or anomalies.

To ensure that the NCTL DMS database is accurately updated.

The Role of the ITT Assessors:

Arrange an initial meeting with Mentor, Trainee and Professional Tutor in Main School Experience in

Phase 1 and subsequently complete and return the Initial Meeting Checklist to the Operational Lead for

ITT.

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Observe the Trainee teaching in the Minor School Experience in the first half of Phase 1 and in the Main

School Experience in the second half of Phase 1.

Depending on outcomes additional visits may be required should the Trainee be deemed as

inadequate/or in need of additional support at any point in the programme.

Observations should take place in partnership with the Trainee’s Mentor to allow for a discussion and

moderation of Ofsted gradings to take place. The Assessor will initially observe the debrief offered by

the Mentor prior to contributing to this process.

Observe the Trainee teaching in each subsequent Phase - Phase 2 November – January and Phase 3

February-June.

At each meeting with the Trainee the ITT Assesssor should track their progress against the Teachers’

Standards and inform the Operational Lead ITT of any issues.

Maintain regular contact with the Trainee and the Mentor, monitoring the Trainee’s progress.

At the end of each Phase the ITT Assessor will review the Subject Knowledge Audit, Termly Profiles and

Evidence Portfolio to monitor progress against the Teachers’ Standards.

Ensure the CPD provision outlined in the updated Individual Training Plan (ITP) enables the Trainee to

meet their targets at the highest level.

Mark Assignments and attend moderation meetings (or other moderation activities) for those Trainees

undertaking the QTS only programme.

Attend termly meetings with the Operational Lead for Initial Teacher Training.

Liaise with the Trainee, Mentor and Lead Subject Mentor to track progress of Subject Knowledge

Enhancement training throughout the training year.

Review a sample of Mentor Meeting notes (3 weekly) and to ensure they are taking place as identified in

the Handbook and provide feedback to the Mentor and Operational Lead for Initial Teacher Training.

Be a point of reference for the final assessment against the Teachers’ Standards.

Provide employment references for their Trainees.

Complete an evaluation report on the training experience of their assigned Trainees to provide evidence

for the further development of the SCITT programme.

Director of ITT – Ms. Lyndsay Cameron [email protected] - 01483 888070 Operational Lead– Ms Anna Gifford [email protected] - 01483 888047 Asst. Operational Lead – Mr Alastair White [email protected] – 01483 888047 ITT Course Facilitator – Mrs Lynsey Filby [email protected] – 01483 888070 ITT Lead Assessor – Mrs Jane Sherlock [email protected]

mailto:[email protected]





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The Role of the Partner School Professional Tutor:

To provide a subject Mentor to meet once a week with the Trainee.

To provide the subject Mentor with support in order that they can carry out their role effectively

To oversee and assure the quality and consistency of the Trainee’s timetable, formal observations, and

termly reviews.

To provide opportunities for the Trainee to take part in any school based training. Give details of

Directed Time Meetings / Inset / other training opportunities.

To ensure that the Trainee is released for Professional Studies Sessions and other training requirements.

To ensure that Mentors are free to meet with, and observe with, the ITT Assessor on planned

partnership school visits and to attend Mentor training.

To attend training provided by the SCITT Leadership Team to enhance the role of the partner school.

To observe the Trainee teaching at least once per term.

To meet with Trainees regularly to check that all processes are being followed and anticipated progress

is being made.

To meet with Mentors regularly to check that all processes are being followed and anticipated progress

is being made.

The Role of the Lead Subject Mentor:

Liaise with the Operational Lead for ITT, subject Mentors and Trainees to assess Subject Enhancement

Development need in their subject area.

To provide a list of subject specific resources / software / recommended reading etc for teaching and

learning in their area.

To plan, organise and deliver at least 6 hours of Subject Enhancement opportunities per term for

Trainees in their subject area.

To provide any materials developed to the ITT Course Facilitator.

To provide support for Trainees with their Assignments if necessary.

Complete an annual review of Subject Audits to ensure they are up to date with curriculum changes.

Write a short report evaluating the year including strengths/successes and areas for further

development in Subject Knowledge and Pedagogy.

The Role of the Trainee:

To be proactive as an adult learner and take responsibility for their own development.

To participate fully in their training department and experience schools.

To complete all SCITT programme paperwork such as Lesson Plans, Lesson Evaluations, Subject Audits,

Weekly Training Sheets, End of Phase Evaluations, Reading and Research Log etc.

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To assess and record pupils’ progress in line with experience school policies.

To participate fully in weekly planned meetings to discuss lesson observations, planning, progress, and

to set targets.

To record the Weekly Meeting using the Weekly Mentor Meeting Sheet.

To keep organised files throughout the year and collate evidence for their Portfolio.

To participate fully in the pastoral system of their experience school/s.

To observe other colleagues across the curriculum throughout the year and record these reflections.

To attend and participate in weekly Professional Studies and all other training days organised by the

SCITT Leadership Team.

To attend and participate in all Inset, Directed Time, Parents Evenings and other experience school

training opportunities.

Trainees should be given at least one opportunity to observe experienced colleagues every week with a specific

focus to be decided in the Weekly Mentor Meeting.

Where possible / appropriate, observation should be a time for Trainees to;

speak to pupils about their work, look at books, folders, marking etc;

look at homework diaries and other school documentation;

consider systems of rewards and sanctions;

reflect on the pressures on pupils at school;

analyse different teaching and learning styles;

examine beginnings and endings of lessons and transitions between activities;

think about how teachers give instructions and explanations;

look at the arrangement of the room, seating plans etc;

examine Behaviour for Learning (BfL) strategies;

consider use of board work, questioning techniques, ICT etc;

see how pupils with Special Educational Needs, Visual Impairments etc are accommodated in the

classroom.

explore how Assessment for Learning (AfL) is used to maximise pupils learning progress

Particular areas identified nationally by Ofsted for specific focus include;

Planning - especially clear, concrete learning objectives, differentiation and assessment for learning. Trainees’

planning must make clear reference to National Curriculum and Subject specifications.

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Evaluation should focus on whether learning objectives were achieved and if learning gains were made

by all pupils. This should be used to inform planning. Often Trainees will only reflect on their role in the

lesson and organisation of activities. Trainees’ evaluations of lessons must focus primarily on the impact

of their teaching on pupils’ learning and not on organisational matters. Have pupils made progress?

Monitoring, assessment and recording of pupils’ progress. Trainees should undertake

assessment/marking alongside an experienced teacher using level descriptors, syllabus mark schemes,

assessment criteria, data etc. as appropriate and should be involved in moderation and standardisation.

Using local and national statistical information to evaluate the effectiveness of their teaching, to monitor

the progress of those they teach and to raise levels of attainment.

Understanding provision for pupils in the keys stages immediately preceding and beyond those for which

the they are being trained. The importance of the educational journey.

Working with pupils with Special Educational Needs. The impact of their teaching on pupils’ learning.

Trainees’ successful use of a range of Behaviour for Learning strategies. The impact of their teaching on

pupils’ learning.

Considering child development and how the different stages of development impacts upon practice in

the classroom.

The Role of the External Consultant:

To observe each of the Trainees teach at least once in any new partner organisation (in conjunction with

with Mentor as a joint observation)

To quality assure a sample of Mentor meetings, Lead Subject Mentor Subject Knowledge Enhancement

Days and Professional Studies Sessions across the Teach Independent Partnership and to provide advice

to the Mentors, Assessors, Session Leaders and the Operational Lead for ITT.

To conduct additional observations and reviews of Trainee progress as required by the Director of ITT,

and in particular as part of any Cause for Concern or ‘Getting to Good’ process.

The Role of the External Examiner:

The primary role of the External Examiner is:

to assist the SCITT in ensuring that the standards of Trainee performance are comparable with similar

programmes offered by other providers and consistent with national standards;

to assist the SCITT in ensuring that its assessment is valid and the procedures and arrangements for

assessment and recommendation for Qualified Teacher Status (QTS) are sound and are conducted

rigorously, fairly, reliably and consistently.

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The Mentor

Year 2 Mentor Checklist

Prior to Course Start

Attend Mentor Training

At the start of the programme

Induction into department procedures, schemes of work, resources, syllabi, photocopying, computer passwords and logins

Whererelevant the Trainee should be included in the school’s new staff/ NQT programme.

Organise the Trainee’s timetable – an individual programme based on the professional needs of the Trainee which should allow time for observation and other professional development activities.

Help the Trainee to organise a programme of lesson observations to identify good practice across the school. Where possible, these observations should concentrate on the Trainee’s weekly focus or an issue of concern to the Trainee.

Oversee record keeping and paperwork, such as, Lesson Observation Sheets, Weekly Mentor Meeting Sheets (on-going).

Complete the Subject Knowlege Audit in collaboration with Trainee.

Teaching & Learning

Approval of the Trainee’s lesson plans for formally observed lessons.

Overseeing the assessment and recording of pupils’ progress in line with school policies.

To complete (or delegate to an appropriate member of staff in partnership with the Professional Tutor) a weekly, formal lesson observation using one of the agreed SCITT Lesson Observation Pro-Formas.

From this, give the Trainee appropriate feedback and set targets for the future.

Mentor meetings (Phases 1, 2 and 3)

To meet with the Trainee weekly for one hour. This meeting should have a focus matched to one or more of the Teachers’ Standards and include a discussion of lesson observations, planning, pedagogy, progress, and subject knowledge. Mentors should ensure that the Trainee fills in the Weekly Mentor Meeting Sheet. Targets should be set and agreed actions followed up. This meeting must be recorded .

Be aware of the topics under discussion in the twlilight Professional Studies Sessions and provide preparatory / follow up discussion, where appropriate.

To identify the subject specific training needs of the Trainee in the weekly Mentor meeting and highlight how these are going to be addressed on the Weekly Mentor Meeting Sheet.

Ensure the Trainee is keeping well-organised records of their teaching and training activities. It is fundamental that these records are cross-referenced to the Teachers’ Standards for QTS. Periodically (at least mid way through each Phase) check Trainee’s files which should be available at all times.

Phase 1

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Make sure the Trainee engages in the pastoral system across 2 Key Stages and attends some assemblies.

Complete an End of Phase Evaluation

Ensure the completion of the Subject Audit and Phase 1 Profile Mentors should be available to; Meet with the ITT Assessor in June. This is to ensure that the placement is running smoothly for both the Mentor and the Trainee. Observe and meet with the ITT Assessor on planned school visits.

In addition to the Mentor responsibilities outlined in Phase 1, in Phase 2

Organise the Trainee’s timetable and make such changes as are indicated in response to the Assessment Point.

Make sure the Trainee engages in the pastoral system for the Key Stage that they did not engage with in Phase 1 and attends some assemblies.

Complete an End of Phase Evaluation, Subject Audit and Phase 2 Profile.

Phase 2

(Nov – Jan)

In addition to the Mentor responsibilities outlined in Phase 2, in Phase 3

Organise the Trainee’s timetable and make such changes as are indicated as a response to the assessment point at both Key Stages. Complete an End of Year Evaluation, Subject Audit and Phase 3 Profile. We hope that you can join us to celebrate with the Trainees at their Awards Evening

Phase 3

(Feb-May)

Please note the SCITT Leadership Team may require both Trainees and Mentors to undertake additional tasks or

responsibilities dependant on individual needs.

It is important for all concerned to understand the difference between mentoring a trainee on a university based

programme and mentoring on a school centred route.

The SCITT Mentor plays a more crucial role. It is their responsibility, in conjunction with the Operational Lead

for Initial Teacher Training, to ensure that the trainee gains sufficient training in their subject area. It is,

therefore, imperative that the weekly meeting takes place and that this is away from distraction of both staff

and pupils. Issues relating to subject knowledge need to be highlighted early so that appropriate action can be

taken by the Trainee, Mentor, Lead Subject Mentor and Professional Tutor. The SCITT Leadership Team should

be informed if there are outstanding issues that need to be addressed. These meetings also need to be formally

recorded on every occasion. As far as classroom activities are concerned, previous Trainees have suggested that

the following are appropriate ways of working which have benefited them enormously:

Observation by the Trainee within and outside their subject

Joint planning of tasks by Trainee and Mentor

Team teaching – whole or parts of lessons

Shadowing a pupil or member of teaching / support staff

Working with individuals or small groups

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The Weekly Mentor Meeting

Trainees learn a great deal simply by watching Mentors and colleagues carrying out their jobs in the classroom

and around the school. In addition, the Weekly Mentor Meeting enables a Trainee to reflect on what they have

done during the week and to plan for the week ahead. Each of these meetings should also include some time

looking at subject knowledge issues, the impact of training activities, setting targets and time spent on the areas

listed below.

The Weekly Mentor Meeting Records must be kept and will be required as evidence when SCITT staff visit

experience schools. These are used as a critical part of the evidence required for assessment. Pro formas are

provided for the purpose. The Lesson Observation Schedule should be completed in the Mentor Meeting to

track across standards and to support balanced target setting.

Assessors will require a sample of these to be sent through to them at least once every three weeks, particularly

in Phase 1, to help to monitor the Trainees progress and to provide further context to their visits.

Areas of focus for weekly Mentor meetings

Mentors should please note the following points:

All of the areas on the following page will need to be addressed during the course. The only exception to this is

where the Mentor and the Operational Lead for Initial Teacher Training have decided the standard is already

met when completing the Initial Needs Assessment. In this case, the Trainee must have appropriate evidence

for their portfolio. This should be drawn from recent, relevant experience prior to starting the course.

It is likely that many of these topics will be addressed repeatedly throughout the year, whilst others may be

grouped together for a single discussion or set as a piece of research.

Many activities and discussions will result in evidence being added to the Trainee’s portfolio.

Many activities and discussions may be matched to one or more specific and identified standards.

The emphasis should be on what the Trainee has learned and how this has impacted on their own practice.

The key questions Mentors need to consider repeatedly are:

Is the Trainee making progress?

How do I know?

Can this be maintained?

Is it in line with the Trainee’s potential?

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When engaging in a training activity the Key Questions Trainees need to consider are:

What do I know now / already?

What do I need to know?

What have I learned?

What will I now do with that learning? – the impact.

Mentor Activities / Discussions

planning individual lessons;

planning a sequence of lessons / varying use of SOW / creativity;

writing SOW;

personalised learning;

behaviour for learning;

designing a lesson plan / timing;

taking responsibility for their own professional development;

identifying learning outcomes;

setting homework;

monitoring and assessment;

using data;

use of level descriptors;

assessment / planning cycle;

record keeping;

differentiation;

working with more / less able pupils;

working with pupils with behavioural, emotional or social difficulties;

working with EAL pupils;

equal opportunities / needs of pupils e.g. boys/girls or different ethnic groups setting a focus for lesson

observations – looking at good practice;

use of subject specific resources – selecting and writing;

organising a learning environment;

working with colleagues;

Health and Safety;

ensuring a secure subject knowledge, use of QCA, National Curriculum etc;

developing a range of appropriate teaching strategies, including ICT;

evaluating their lessons;

evaluating their progress;

target setting;

time management and work / life balance;

researching / completing Assignments;

reviewing the Trainee’s Portfolio and Reading and Research Log.

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Tracking Trainee Progress and Assessment

How a Trainee’s Progress is Tracked and Assessed

There are essentially 3 main assessment points throughout the academic year which track the progress and targets

of the Trainee.

School Formal lesson observations undertaken each week – Mentor or colleague

Professional Tutor lesson observation/meetings termly

Input from Colleagues

Mentor Weekly Meetings

George Abbot SCITT Initial Meeting with Assessor assigned to Trainee

ITT Assessor observations/meetings – track progress, moderate findings, discuss

any concerns, set targets

Review the completion of assessment point documentation including profiles

Review Assignments to check Trainee’s understanding of the topics

Director of Teaching School and/or External Consultant observation/s

Key Assessment Points

Assessment Point Date Documentation required (in addition to teaching/standards

portfolio)

Induction June Subject Audits

Start Phase 1 Tasks

*1 December Phase 1 Profile, including Individual Training Plan (ITP) (and at

end of Minor Experience)*

Subject Audit updated

Phase 2 teaching timetable if amended

End of Phase Evaluation

2 March Phase 2 Profile including ITP

Subject Audit updated

Phase 3 timetable if amended

End of Phase Evaluation

Updated Phase 2 Profile

3 May Term 3 Profile, including Career Entry Development Profile

Subject Audit

End of Year Evaluation

Post Training Enrichment (or support) Plan

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The Subject Knowledge Audit

Each Trainee must complete a Subject Knowledge Audit the start of Phase 1 which will be reviewed with their

Mentor as part of the induction process. This involves using the KS3 National Curriculum and GCSE specifications for

their main teaching subject to identify areas of strength and areas for development in relation to the Trainee’s

subject knowledge. Any areas for development should be built into the Phase 1, 2 and 3 Profiles. The Audit should

also take into account any relevant experience obtained previously. This Audit is reviewed and updated at 3 further

assessment points to record progress. This will provide the Lead Subject Mentor with critical information in

preparation for the Subject Enhancement opportunities.

Phase Profile

Each Trainee must complete a Profile at the end of Phase 1, 2 and 3. This Profile should be completed as a

collaboration between the Mentor and Trainee. The Profile encourages Mentors and Trainees to reflect on how they

are working towards meeting the Teachers’ Standards. All Teachers’ Standards must be met consistently by Phase 3.

The Trainee characteristic descriptor levels should be used to assess progress against the George Abbot 4 point

scale. Grade 1 – Consistenly exceeds the Teacher Standards over time (high performance); Grade 2 –

Exceeds the Teacher Standards; Grade 3 – Exceeds some aspects of the Teacher Standards; Grade 4 –

Does not meet the Teacher Standards.

Evidence should be provided as to how the Trainee is meeting each standard. The quality of evidence should support

the grading being given. Once this has been decided upon, clear targets should be discussed, agreed and set. These

targets will need to be considered when completing the Individual Training Plan section within this document.

The Individual Training Plan should include school based CPD available to the Trainee, lesson observations to be

undertaken with a focus, training to be attended and Professional Studies Sessions provided which will support the

particular target to be met. This document will need to be reviewed and signed by the Mentor. Particular attention

should be given to section 2 which looks at the Personal and Professional Conduct of a Trainee. Any concerns related

to this section must be raised, as a matter of urgency, with the Trainee and the SCITT Leadership Team and the

Profile should not be signed off.

The Individual Training Plan within the Profile forms an important part of the induction process providing

personalised provision from the outset. Mentors and Trainees are required to review the Subject Knowledge Audit

to aid the selection of appropriate pre-course/Phase 1 tasks to facilitate the Trainee’s preparation for the

Programme and identify Teachers Standards initial targets for providing optimum personalised CPD from the outset.

The Individual Training Plan is then updated at each Assessment Point. Here, the classes taught are identified

together with the other components of the training, such as Mentor Meetings, Professional Studies, Assignments,

Inset and observations by the SCITT Leadership Team.

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Activities which the partner school has identified should also be included, for example – school based induction,

subject moderation meetings, school based Inset, pastoral team meetings and directed time. At each assessment

point a review meeting is held between the Trainee and the Mentor where areas of strength are recorded together

with areas for development over the next Phase. This, in turn, will feed into the next Phase’s Individual Training

Plan. The ITT Assessor will look at the Initial Individual Training Plan and discuss it with the Trainee during June and

at each assessment point. This will be reviewed by the SCITT leadership team (exemplar initial training plan will be

provided).

Updates of each of these documents are required by the ITT Course Administrator at each assessment point. Copies

should be sent in digital form to [email protected] and to the ITT Assessor to review (deadlines for

these are included in the calendar).

The Role of the Portfolio

The Portfolio is designed to underpin and evidence the understanding and delivery of the Teachers’ Standards. All of

the listed documents on Page 25 will provide useful evidence within the Portfolio and are a requirement. The

Portfolio of Evidence forms the starting point, and a very significant part of the evidence, for the assessment of the

Trainee.

All of the above documents are available from the ITT Course Facilitator. A memory stick will be provided for each

Trainee which is loaded with all the required paperwork templates and pro formas will be available for download on

the George Abbot Training website.

The Minor School Experience (usually completed in June prior to Major Placement)

All Trainee teachers are required to gain teaching experience in at least two schools. The George Abbot SCITT

requirement is that Trainees undertake a significant Minor School Experience in Phase 1. The Minor Experience

School should provide a contrasting environment from the Main School and allow the Trainee to encounter different

learning opportunities. In May, all Trainees will need to liaise with their Minor Placement Mentors and their Main

Placement Professional Tutor to negotiate 2 days per week (not Wednesdays) to attend the Minor Placement School

for a total of 12 days (2 days Minor School Experience is included within the Induction Programme in June). All

Trainees must email the Lead Assessor with details of their minor placement by June 1st. During this experience

Trainees will be expected to formally, and fully plan, and evaluate all lessons that they teach (including part and

team taught lessons). A full observation schedule of colleagues should be in place and these must be recorded.


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SCITT Trainee Portfolio Section ONE

Au

tum

n

Term

Profile

Subject Audit Key Stage 3

Subject Audit Key Stage 4

Individual Training Plan

SCITT Assessor End of Phase Reports and Observation

Spri

ng

Term

Updated Profile including Minor School Experience

Updated Subject Audit Key Stage 3


Updated Individual Training Plan


Sum

me

r

Term

Updated Profile



Updated Individual Training Plan


Section TWO

Au

tum

n t

erm

Formal Observation Log

Sample of graded weekly observations (resources, seating plans & evaluations)

Sample of evaluation of other teaching inc. for BfL at KS3

Sample of Weekly Mentor Meeting notes

Sample of marked work for KS3

Reading & research log

Reflective Journal and Phase 1 evaluation

Assignment/s and Pre-Course Tasks

Wider Professional Role

Spri

ng

Term



Sample of evaluation of other teaching inc. for BfL at KS4


Sample of marked work for KS4

Updated Reading & Research Log

Reflective Journal and Phase 2 evaluation

Assignment/s and Pre-Course Tasks


Sum

me

r




Sample of marked work for KS3 and 4

Updated Reading & Research Log

Reflective journal and Phase 3 Evaluation

Assignment/s and Pre Course Tasks


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Awarding QTS

When awarding QTS the SCITT Leadership Team will consider;

Successful completion of all three Profiles which, by Phase 3, should demonstrate that the Trainee is meeting

the Teachers’ Standards consistently to at least a Grade 3 (QTS) and Grade 2 (PCGE).

Trainees must keep a Teaching File which comprises all the teaching materials used on a daily basis. This file

can be used to source examples for the Portfolio and should include information on specific classes, subjects

and year groups including;

o Lesson plans (The minimum requirement in the Major School Experience 1 full formally planned

per week + all other lessons using ‘5 minute lesson plan’ or agreed alternative. In the Minor School

Experience all taught lessons should be planned using the full lesson plan.)

o Schemes of work

o Lesson evaluations (minimum requirement is for all lessons in the minor placement to be formally

evaluated and 1 lesson per week formally evaluated in the Main placement)

o Information and data on individual pupils, classes and year groups, including annotated seating

plans for all classes taught.

Mentor and school based Professional Tutor’s judgements/ lesson observation gradings;

ITT Assessor’s lesson observations, gradings and report;

The Director of Teaching School’s and/or External Consultant’s observations, gradings and report;

Progress made by the Trainee and their ability to act on advice and targets set;

His/her professional conduct with all parties;

Completed Portfolio, including weekly Mentor meetings reports, personal reflective reports and Assignments

Attendance at all agreed Professional Studies sessions.

A minimum of 95% programme attendance over the training period.

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Evidencing the Teachers’ Standards

Guidance for Mentors and Trainees when completing the Phase 1, 2 & 3 Profiles. Reference may be made to

the following;

TPS part 2

Personal & Professional

Conduct

Witness Statement from PT/Mentor

The following should be considered;

Punctuality

Dress Code

Professional communication with colleagues/pupils/parents

Meeting of deadlines

Lesson observations

Evidence of acting upon advice given. Mentor Meeting Records and the Term Profile

should reflect that the Trainee is making progress throughout the year. The Trainee is

working to their potential and is being proactive seeking out opportunities to further

improve/ develop areas of weakness (standard 8)

TPS part 1 Teaching

Standard 1 A detailed commentary which reflects this standard within several lesson observations

Lesson plans which demonstrate an awareness of school policies and objectives which

challenge and motivate

Referral notes in pupil planners/letters/emails to parents regarding behaviour and/or

work issues

Attendance at the Professional Studies sessions, Behaviour Management,

Differentiation. Impact of these sessions need to be observed

Liaison with preceding Key Stage

Standard 2

Cross reference to Standard

4.

Lesson plans which take account of pupils’ prior learning. Reference is made to the

Department’s scheme of work, National Curriculum or exam board specification.

Detailed commentaries within lesson observations which comment on pupil progress.

The commentary should reflect on the effectiveness of the activities delivered which

allow for pupils to make progress, reflect on their work and set targets for improvement.

Evidence of promoting Social & Emotional Development, through planned Form Tutor

activities or through out of class activities.

The successful completion of Assignment 1 (Providing for learning)

Attendance to Professional Studies sessions which include; AFL and Pastoral

Responsibilities. Impact of these sessions need to be observed

Reading & Research Log

Standard 3 The completion of Subject Knowledge Audits and progress being made to strengthen key

areas.

Lead Subject Mentor training

Completion of a GCSE paper

Detailed commentaries within lesson observations which demonstrate secure subject

knowledge and comment on their ability to effectively teach the topic, inspiring pupils

and answering subject related questions.

Observation of effective use of questioning e.g. using Blooms Taxonomy, use of key

terms and spelling tests to improve literacy

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Examples of annotated marked work which checks pupil’s SPG

The successful completion of Assignments 1 and 2

Reading & Research Log

Visits to a Primary School

Standard 4 Lesson plans and lesson observations which demonstrate the various elements of this

standard

Trainee Self Evaluation Records

Mentor Meeting Records

Setting of appropriate homework tasks which extend and consolidate learning. This may

be using the school’s VLE

Attendance at Professional Studies session on; Sharing Best Practice(ICT focus) Impact of

these sessions need to be observed

Standard 5 Annotated seating plans which show an awareness of pupils’ needs and attainment data

Lesson plans which make reference to; different groups of pupils and their needs,

strategies to be undertaken to support and challenge these pupils, the effective

deployment of a Teaching Assistant (if applicable) and a range of teaching styles and

activities pitched appropriately

Differentiated resources

Interview with the school’s Youth worker (if applicable) and or Pastoral Leader to

investigate factors which inhibit a pupil’s ability to learn. Discuss strategies on how best

to overcome these.

Attendance at Professional Studies session on; Working with Children in Challenging

Environments, SEND, Learning Theory and Differentiation, Sharing Best Practice. Impact

of these sessions need to be observed.

Standard 6

Cross reference to standard

2

With support of the Mentor, HoD or class teacher, examples of marked work (included

within the portfolio for each term). Levels or grades should be given and clear guidance

on how to progress.

Attendance and participation at Department Moderation Days

Attendance to exam board courses

The planning stage reflects the use of staTutory assessment or other relevant subject

assessment criteria

Lesson plans and observations demonstrate the effective use of AFL strategies

Evidence of participation in target setting days, or other occasions where pupils are

given information on their levels and on how to progress

Attendance at Professional Studies session on AFL & Using Local and National Data and

Marking – Assessment of Pupil Progress. Impact of these sessions need to be observed

Standard 7

Cross reference to standard

1

Lesson plans identify individuals or points within the lesson when behaviour may be of

concern. Strategies should be suggested in accordance with the school’s Behaviour

Management Policy.

Observation feedback provides confirmation that behaviour is managed effectively and

good learning is in place

Rewards & Sanctions are being used. Evidence of application of school Behaviour policy

either through referrals, emails or other communication that demonstrates

implementation. Examples include; use of incident slips, notes in student planners,

phone calls home.

Evidence of good Form Tutor practice where planned Form time activities have a

behaviour focus

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Attendance at the Professional Studies sessions, Behaviour Management,

Differentiation. Impact of these sessions need to be observed

Attendance to whole school CPD or external courses which focus on this area

Completion of a group presentation on Behaviour Management

Lesson observations undertaken by the Trainee of experienced colleagues focusing on

Behaviour Management strategies

Filming of a lesson. Review with Mentor and address any Behaviour Management issues

by trialling different strategies

Reading literature on this area and sharing ideas with the Department

Standard 8 Evidence of the Trainee working as a good and supportive colleague as part of the

curricular and/or year group team

Evidence of acting upon advice given. Mentor Meeting Records and the Term Profile

should reflect that the Trainee is making progress throughout the year. The Trainee is

working to their potential and is being proactive seeking out opportunities to further

improve/ develop areas of weakness

With support of the Mentor, evidence of communication via phone/email/pupil

planner/reports that given information on their child’s progress and/or well being

Attendance at Professional Studies session which include liaison with other KS. Impact of

these sessions need to be observed

Group Research and Presentation

Completion of the CEDP

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Other Documentation to be completed

Lesson Plans

It is important that there is a consistent approach to lesson planning and evaluation and, therefore, the

SCITT Lesson Planning and Evaluation Sheets should be used for this purpose. Trainees should make and

keep a lesson plan for every lesson taught in a separate file. As a minimum 1 per week must be using the

full formal lesson planning sheet and 50% of all other lessons must use at least the ‘5 minute lesson plan’

or the employing schools own documentation.

The Key Questions are;

What do I want pupils to learn?

How they will learn?

How will I know that they have?

What will I do next?

Lesson Evaluation Sheets

The Evaluation Sheet enables the Trainee to begin thinking about what went well during the lesson and to

plan for improvement. In the Major Placement only formally observed lessons need to be evaluated using

the George Abbot Lesson Evaluation Sheets. Even when the lesson went well Trainees must continually

reflect on their pedagogy and different /alternative ways they could teach a topic. HOW to teach rather

than WHAT to teach.

In the Minor Placement it is expected that all taught lessons are evaluated using the Lesson Evaluation

Sheets provided.

Observation Sheets (of the Trainee’s teaching)

Observation sheets must be written up after the lesson has been seen and should be focused on the main

areas of the Teachers’ Standards, and in particular pupils learning experiences. The Professional Tutor must

ensure that all of the staff who are likely to observe the Trainee have access to this documentation.

Trainees and Mentors/Observers may agree to a specific Teachers’ Standards focus for a particular

observation.

It is a requirement that a minimum of ONE formal lesson observation will be completed and written up

each week by the Mentor, or another teacher delegated by the Profesional Tutor.

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Observation of Colleagues Forms (by the Trainee)

In Phase 1 Trainees should complete the detailed observation sheet reflecting on the good practice seen. In

Phase 2 and 3 the shorter observation sheet by standards should be used. Observation by the Trainee may

be focused on the main areas of the Teachers’ Standards or may concentrate on a specific element of

teaching and learning.

End of Phase Evaluation and Reflective Journal

These must be completed by the trainee at the end of each Phase and sent electronically to Lynsey Filby

[email protected]. These evaluations allow us to track personalised training and ensure

trainees are receiving the support they need in their placement school.

Reading and Research Log

This document will need to be regularly updated throughout the training year and submitted with the

portfolio.

Post Assessment Enrichment Training Plan

This document is submitted with the Final Assessment documentation in May and should detail any

activities the Trainee plans to carry out in the second half of the Summer Term to further develop their

professional skills.

Teacher Standards

A copy of the full teacher standards is included in the Appendicies for reference.


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Pre-Course/Phase 1 Tasks

Additional pre course/Phase 1 tasks for Trainees may be agreed with their Mentor as part of the

induction process providing individual personalised learning for each Trainee.

Task 1 - Subject knowledge and the National Curriculum(reviewed during induction) particularly

important for those Trainees whose main school experience is within the independent sector.

It may be some while since you have used your subject knowledge. You will be required to complete a

Subject Audit against National Curriculum and GCSE criteria. As a way of preparing for this please complete

the two following activities;

1. Research the National Curriculum. Try to include;

The history and development of National Curriculum and its impact on curriculum models,

including current National Curriculum (5-16), Religious Education (5-18) and Sex Education (11-18)

Statutory Assessment at each Key Stage

What you consider the key priorities and key challenges for the delivery of the National Curriculum

in your subject

How the National Curriculum may impact on the delivery of your subject

How the National Curriculum may impact on the assessment of learning in your subject

You should give your sources and list them in your Reading and Research Log.

2. Complete an appropriate GCSE paper for your subject. The paper must be the Examination board used

for your subject, at your Major Placement school. Attempt to answer the examination paper and give to

your Mentor for marking at the beginning of the course. Please state which Examination board and paper

you selected.

Examination websites are:

edexcel.org.uk aqa.org.uk ocr.org.uk

Recommended reading / research:

Schagen S & Kerr D 1999 Bridging the Gap?: the NC and progression from primary to secondary school

www.qca.org.uk (The Qualifications and Curriculum Authority)

www.nc.uk.net (The National Curriculum)

www.curriculumonline.gov.uk (The National Curriculum)

Teaching the National ICT Strategy : Furlonger and Haywood; David Fulton (2004)

In addition to this Mentors should advise Trainees of any texts and/or curriculum based reading and

research in preparation for September.

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Task 2 – Reading and Research Log

Throughout the SCITT Programme you will be required to complete a Reading and Research Log to detail

the activities you have undertaken to support your subject knowledge and pedagogy and your wider

professional practice. This can be done in a format which suits you but should be updated on a regular

basis. For example;

Name of resource Key learning points Impact on practice

‘Learning and

Teaching in

Secondary

Schools’ Viv Ellis.

Third Edition.

Chapter 2 – Learning Styles.

Useful information on

theories of learning,

including Kolb and Gardner’s

multiple intelligences.

Used the ideas to focus on students and their learning in a

lesson taught by my HoD. Began to ascertain their

preferred learning styles. Good strategies to build in my

next lesson plan. Show lesson plan to Mentor at meeting

on Thursday. Create resources to go with lesson plan to

encompass students’ different learning styles.

Task 3 – Public Perception of Teachers and Schools Collect any articles or make notes from news items regarding teachers, teaching and schools. Consider the

impact of this and how the profession is perceived by the public. This will feed into your induction.

Task 4 – The New Educational Landscape

With a change of government there has been radical change in policy in relation to education. Research the

following:

New Types of Schools – Free Schools; Academies; Faith Schools; Teaching Schools; Technical

Academies; Trust Schools

Qualification Reform – New GCSE and ‘A’ level curricula and assessment, linear examinations

Changes to KS3 Curriculum

The English Baccalaureate (EBacc)

Functional Skills and GCSEs

14 – 16 provision

‘Wolf Report’ 14-19 Educational Provision

Pupil Premium

Recommended reading / research:

Oral statement by Michael Gove on education reform June 2013

David Laws - written ministerial statement on school funding reforms June 2013

Michael Gove - What does it mean to be an educated person? May 2013

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Task 5 – The Primary Curriculum

It is fundamental that secondary practitioners have a good understanding of Key Stages 1 and 2 so that

they have knowledge of what and how pupils have learned when they begin their secondary education.

Provide a short report to highlight the importance of these recent reviews and changes to the primary

curricula.

The Rose Report and Early Reading (especially the searchlights model)

www.standards.dcsf.gov.uk/phonics/rosereview

The Williams review of mathematics www.standards.dcsf.gov.uk/primary/mathematicsreview

Modern Foreign Languages in primary schools.

The new Primary Curriculum for September 2014 onwards.

Task 6 – The KS5 curriculum

It is fundamental that secondary practitioners have a good understanding of Key Stage 5 so that they have

knowledge of what and how pupils will be required to undertake post Key Stage 4.

Provide a short report to highlight the importance of these recent reviews and changes to the requirements

and curricular for pupils aged 16+.

Other areas to consider

Teachers also have rights and responsibilities, such as those contained in the 2003 national agreement

‘Raising Standards and Tackling Workload’. Teachers’ work in schools is supported by various structures and

systems, including policies, codes and practices. Many of these will have been devised by local authorities,

schools and other organisations as a result of statutory requirements or guidance. Others will have been

created to reflect a particular mission or ethos. Teachers understand, support and enact these policies

collectively and consistently in their practice.Try to find out about the areas listed above. You need to be

aware of relevant aspects of the law, including;

The legal framework relating to professional conduct and teachers’ conditions of service

The extent of teachers’ professional rights and responsibilities

Specific areas such as equality, health and safety, special educational needs, child protection and

teacher employment.

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Passing and Failing the Course

It is important that everyone involved in the partnership is aware that:

The final decision as to whether each Trainee is awarded QTS is taken at the end of the course and is a

decision of the Examination Board of George Abbot SCITT. The final judgement depends on an overview of

all the evidence relevant to the Trainee’s programme.

Failing Trainees

Although we hope that these cases will be relatively rare, they are the ones which cause school-based

Mentors the most concern and where clear guidelines for action are needed.

It is important that everyone involved in the partnership recognises that all Trainees have rights under the

regulations of George Abbot SCITT. In any case where there is a possibility of failure it is crucial that correct

procedures are followed. It is fundamental that Mentors communicate any concerns, however small, to the

SCITT Leadership Team immediately they arise, rather than hoping they will rectify themselves or waiting

until it becomes a larger concern. Completion of Subject Audit and Phase Profile documents should allow

Mentors and Trainees to identify any areas of weakness and to build in targets for improvement. Again,

concerns arising from these documents should be communicated to the SCITT Leadership Team at the

earliest opportunity.

Communicating a Cause for Concern

What is a Cause for Concern?

There may be occasions in school when the performance of a Trainee is such that additional action is

required beyond the normal systems of support and assessment. In such cases Mentors, the Operational

Lead ITT and/or the Director of ITT are required to set in motion the Cause for Concern process. A Cause

for Concern form should be initiated in cases of:

Lack of progress A Trainee is considered to be failing, or is judged to be in danger of failing, to meet the required Teachers’ Standards for the particular Phase of the course. Such cases may be resolvable if action is taken early enough.

Lack of professionalism For example: punctuality, dress, lack of self-critical awareness, inability or unwillingness to accept professional criticism, difficult relationships with staff, and so on.

Professional misconduct The Trainee is considered to be behaving in a way which is professionally unacceptable.

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Initiating a Cause for Concern

The purpose of initiating a Cause for Concern is to make certain that the Trainee is aware of the concerns at

the earliest possible stage in order that an appropriate supportive action plan can be agreed in partnership

with the Trainee. Often, teaching skills have to be learnt and some Trainees who make a slow start can

become very effective teachers given the time to develop their skills and confidence. It is far better to

report a concern which then disappears than to wait for a week or so hoping for an improvement which

does not materialise. In such cases it may be too late to make an effective intervention.

PT/MENTOR/ITT ASSESSOR/KINGSTON UNIVERSITY

EXPRESS CONCERN

SCITT LEADERSHIP TEAM TO INVESTIGATE

DECISION TO INITIATE CAUSE FOR CONCERN AND COMPLETION OF RELEVANT PAPERWORK

BY MENTOR, ITT ASSESSOR AND SCITT LEADERSHIP TEAM

MEETING BETWEEN SCITT LEADERSHIP TEAM, ITT ASSESSOR AND

TRAINEE

ADDITIONAL SUPPORT PUT IN PLACE

REVIEW MEETING DATE AGREED

TARGETS SET

DIRECTOR OF TEACHING SCHOOL/EXTERNAL CONSULTANT MAY BE ASKED TO CARRY OUT

AN OBSERVATION

REVIEW MEETING

SUCCESSFUL OUTCOME TRAINEE DECIDES TO

WITHDRAW FROM

PROGRAMME

TRAINEE REFERRED TO REVIEW

PANEL

WITHDRAWAL OF PLACEMENT BY SCITT LEADERSHIP

TEAM – DEFINED AS FAILURE TO MEET TPS

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Where a genuine cause for concern has been established there will be an opportunity for the Trainee

teacher to participate in finding ways in which to remedy identified shortcomings and improve

performance. The kinds of actions which may be appropriate include:

ensuring the Trainee receives consistent guidance about action to be taken. Weaker Trainees often

have difficulty in choosing the best approaches from a number of options suggested;

ensuring the teaching load is appropriate for the current situation;

ensuring classes being taught are appropriate for the current situation;

arranging for the Trainee to work alongside an experienced teacher in a support role. For example,

leading specific sections of the lesson in order to allow them to work to their strengths and hence

develop successful practice;

arranging for the Trainee to work with a teacher to provide support for specific pupils who will

benefit from additional support or extension activities;

providing extra support in developing the Trainee’s subject knowledge;

arranging for additional, focused observation perhaps outside as well as inside the department in

order to develop the Trainee’s understanding of good teaching in practice;

setting clear and unambiguous short-term achievable targets.

The Subject Mentor/Professional Tutor/ITT Assessor/Kingston University Tutor/Operational Lead for ITT

should instigate the Cause for Concern process.

The instigator should start by contacting the Operational Lead ITT who will provide a Cause for Concern

form for completion. The Trainee will then be formally notified that the process has been started.

Withdrawing the School Placement

If the process described above is followed through it will only be in rare cases that a school should feel

unable to continue to support the Trainee in their placement and this should never happen without prior

communication and the Cause for Concern procedure being thoroughly pursued. If the SCITT Leadership

Team make the decision to withdraw the training place at any point, having followed the processes

described above, this will be recorded as a course failure.

The only exception to this would be in the extremely rare case of a Trainee acting in such a way that it was

impossible for the school to permit them to continue. This would include extreme instances such as the

Trainee hitting a pupil or professional misconduct. In such cases the SCITT Leadership Team may terminate

the Trainee’s course without the possibility of a restarting once the facts have been made clear. This will

be recorded as a course failure for the Trainee.

In all cases, it is essential that the SCITT Leadership Team is involved from the outset and appropriate

discussion takes place between the Leadership Team, Mentor and Trainee. In some cases, it is possible for

the Leadership Team to extend a Trainee’s programme to enable successful completion of the course.

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For information

A decision by the SCITT leadership team to fail a Trainee means that the Trainee will be ineligible to embark

on any future ITT programme or teach as a Qualified Teacher.

A decision by a Trainee to withdraw from the ITT programme at any stage means that the Trainee will be

eligible to embark on ITT programmes in the future. However they are required to declare that they have

previously been registered on such a programme. In these circumstances the SCITT Leadership Team is

likely to be approached by the new ITT provider for information as to the reasons for the Trainee’s

withdrawal from the programme.

Documents

Accredited Provider Initial Teacher Training SCITT ... · Accredited Provider Initial Teacher Training SCITT Training Calendar Handbook Contents ... Esher Sixth Form College