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School of Education and Professional Studies
PSET Education and Training
Placement Handbook Part 2
Mid-end course Tasks, Reviews and Documentation
2019-20
Contents Page
Task 5 Differentiation 3
Task 6 – Embedding Maths and English 5
Task 7 – Equality and Diversity 5
Review 2 mid-course 6
Review 3 –Exit 10
Mentor Review of Progress 14
Summative Profile 17
Appendix 1 - Professional Standards 21
Appendix 2 - Cause for Concern 22
Appendix 3 – The Equality Act 2010 26
Appendix 4 - Criteria to support the assessment 27 of teaching against the Professional StandardsGuidance on developing your on-going Action Plan 36
2
Task 5 - Differentiation
During your observations of lessons focus on how and when tutors differentiate learning to suit
individual students’ requirements. Record this for at least five lessons to provide an overview of a
range of differentiation strategies (Professional Standards 1, 2, 3, 4, 5, 6)
Strategies to look out for could include:
Different levels of questioning and use of vocabulary (straightforward, complex, and technical).
Differentiation by task, e.g. a range of tasks to suit individual needs leading to the same
outcome.
Differentiation by outcome, e.g. one task, but with different outcomes, e.g. pass, merit,
distinction levels of work produced.
Differentiation by resource, e.g. use of different media, technology, etc. to support ‘traditional’
use of textbooks.
Differentiation by support, e.g. support from tutor, learning support staff, ICT resources.
Differentiation by learning objectives – these should be apparent on lesson plans, e.g. ‘less
able students will be able to …………………., all students will be able to
……………………………, more able students will be able to ………………………..
Tutors’ awareness of students’ learning styles.
Tutors’ awareness of their own teaching styles and adapting them to meet students’ needs,
e.g. using resources and activities that suit visual, auditory and kinaesthetic learning styles.
Grouping, e.g. different abilities working together, same abilities working together
3
This list is not exhaustive – you may observe different strategies and a range of approaches to
differentiation. A grid is provided overleaf for you to record your observations.
Differentiation Strategy Comments
Questioning and use of vocabulary
By task
By outcome
By resource
By support
By learning objectives
Learning styles
Teaching styles
Grouping
Other
4
Task 6 – Embedding Maths and English
Students in FE are required to study Maths and English and or Functional Skills. Discuss with your
mentor:
How the placement delivers maths and English e.g. are they integrated into the main
course programme, or in addition to the course (discrete lessons)?
How students’ Maths and English levels are determined, e.g. are students’ Key Skills
assessed on entry to the course?
If a student has difficulties with the development of their Maths and English, what support (if any)
is in place to help them? (Professional Standards 6, 16, 20)
Task 7 – Equality and Diversity
The Ofsted grading for an outstanding teacher states that the trainee:
“Diversity: Fully exploits opportunities to promote equality and diversity”
“Inclusivity: Demonstrates clear links between outcomes, approaches and assessment strategies that
integrate innovative approaches to social and cultural diversity.”
How do lessons support this and how does your department promote equality and diversity? This
will include aspects of differentiation in lesson planning but also how the Equality Act 2010 is
interpreted and applied (Professional Standards 5, 11, 14, 18)
(500 words)
5
Review 2 – Mid
Present below your self-grading against each standard and the evidence to support it.
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
Standard Evidence and location / link tutor comment Self
Grade
1 Reflect on what works best in
your teaching and learning to
meet the diverse needs of
learners
Evidence:
Tutor:
2 Evaluate and challenge your
practice, values and beliefs
Evidence:
Tutor:
3 Inspire, motivate and raise
aspirations of learners through
your enthusiasm and
knowledge
Evidence:
Tutor:
4 Be creative and innovative in
selecting and adapting
strategies to help learners to
learn
Evidence
*
Tutor:
6
5 Value and promote social and
cultural diversity, equality of
opportunity and inclusion
Evidence:
Tutor:
6 Build positive and collaborative
relationships with colleagues
and learners
Evidence
Tutor:
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
Standard Description and location of evidence Grade
7 Maintain and update
knowledge of your subject
and/or vocational area
Evidence
Tutor:
8 Maintain and update your
knowledge of educational
research to develop evidence-
based practice
Evidence:
Tutor:
9 Apply theoretical
understanding of effective
practice in teaching, learning
and assessment drawing on
research and other evidence
Evidence:
Tutor:
10 Evaluate your practice with
others and assess its impact
on learning
Evidence:
Tutor:
11 Manage and promote positive
learner behaviour
Evidence:
Tutor:
7
12 Understand the teaching and
professional role and your
responsibilities
Evidence:
Tutor:
Professional Skills
Develop your expertise and skills to ensure the best outcomes for learners
Standard Description and location of evidence Grade
13 Motivate and inspire learners
to promote achievement and
develop their skills to enable
progression
Evidence:
Tutor:
14 Plan and deliver effective
learning programmes for
diverse groups or individuals in
a safe and inclusive
environment
Evidence:
Tutor:
15 Promote the benefits of
technology and support
learners in its use
Evidence:
Tutor:
16 Address the mathematics and
English needs of learners and
work creatively to overcome
individual barriers to learning
Evidence:
Tutor
17 Enable learners to share
responsibility for their own
learning and assessment,
setting goals that stretch and
challenge
Evidence:
Tutor:
18 Apply appropriate and fair
methods of assessment and
provide constructive and timely
Evidence:
Tutor:
8
feedback to support
progression and achievement
19 Maintain and update your
teaching and training expertise
and vocational skills through
collaboration with employers
Evidence:
Tutor:
20 Contribute to organisational
development and quality
improvement through
collaboration with others
Evidence:
Tutor:
Link tutor comments on self-grading:
Overall grade (by the link tutor):
Target Setting: Review 2
The trainee should aim to develop against each standard with those identified below as a priority.
Standard Target By when
9
10
Review 3 – Exit
Present below your self-grading against each standard and the evidence to support it.
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
Standard Evidence and location / link tutor comment Self
Grade
1 Reflect on what works best in
your teaching and learning to
meet the diverse needs of
learners
Evidence:
Tutor:
2 Evaluate and challenge your
practice, values and beliefs
Evidence:
Tutor:
3 Inspire, motivate and raise
aspirations of learners through
your enthusiasm and
knowledge
Evidence:
Tutor:
4 Be creative and innovative in
selecting and adapting
strategies to help learners to
learn
Evidence
*
Tutor:
5 Value and promote social and
cultural diversity, equality of
Evidence:
11
opportunity and inclusion Tutor:
6 Build positive and collaborative
relationships with colleagues
and learners
Evidence
Tutor:
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
Standard Description and location of evidence Grade
7 Maintain and update
knowledge of your subject
and/or vocational area
Evidence
Tutor:
8 Maintain and update your
knowledge of educational
research to develop evidence-
based practice
Evidence:
Tutor:
9 Apply theoretical
understanding of effective
practice in teaching, learning
and assessment drawing on
research and other evidence
Evidence:
Tutor:
10 Evaluate your practice with
others and assess its impact
on learning
Evidence:
Tutor:
11 Manage and promote positive
learner behaviour
Evidenc
Tutor:
12 Understand the teaching and
professional role and your
Evidence:
Tutor:
12
responsibilities
Professional Skills
Develop your expertise and skills to ensure the best outcomes for learners
Standard Description and location of evidence Grade
13 Motivate and inspire learners
to promote achievement and
develop their skills to enable
progression
Evidence:
Tutor:
14 Plan and deliver effective
learning programmes for
diverse groups or individuals in
a safe and inclusive
environment
Evidence:
Tutor:
15 Promote the benefits of
technology and support
learners in its use
Evidence:
Tutor:
16 Address the mathematics and
English needs of learners and
work creatively to overcome
individual barriers to learning
Evidence:
Tutor
17 Enable learners to share
responsibility for their own
learning and assessment,
setting goals that stretch and
challenge
Evidence:
Tutor:
18 Apply appropriate and fair
methods of assessment and
provide constructive and timely
feedback to support
progression and achievement
Evidence:
Tutor:
13
19 Maintain and update your
teaching and training expertise
and vocational skills through
collaboration with employers
Evidence:
Tutor:
20 Contribute to organisational
development and quality
improvement through
collaboration with others
Evidence:
Tutor:
Link tutor comments on self-grading:
Overall grade (by the link tutor):
Target Setting: Review 3
The trainee should aim to develop against each standard with those identified below as a priority.
Standard Target By when
14
Mentor Review of Progress
Trainee: Specialism:
Mentor: Date:
Introduction
The purpose of the review is to summarise the progress of the trainee from the mentor’s
perspective. It is expected that the process of review involves dialogue and allows the trainee to
contribute and demonstrate their achievements. The final record should represent the mentor’s
views.
Evidence for the review
The evidence for your review should draw on the follow sources
The trainees
observations
reflections on observations
action planning for professional development
feedback from colleagues
feedback from students
any additional evidence in the PPD portfolio
The review should consider all aspects of professional practice including aspects such as team
working, curriculum development, subject knowledge as well as teaching.
Assessment Criteria
The Professional Standards for Teachers in the Education and Training Sector are the criteria
against which progress is measured, drawing on your professional judgement.
Link to Professional Standards with elaboration.
15
Further guidance is available in the document “Criteria to support the holistic assessment of
teaching against the Professional Standards”.
Summary of professional attributes
Please summarise strengths and areas for development
Summary of strengths
Planning, including developing curriculum and resources.
Teaching and Learning strategies which engage and motivate.
Use of assessment.
Managing Learners and the environment
Any additional areas.
16
Summary of areas for development
Please make specific comment on the trainee’s achievements and progress in regards to the
following
17
SUMMATIVE PROFILE
The purpose of the summative profile is to draw on the evidence you have produced during your
teaching practice, feedback on observations, mentor meetings, reflections, peer discussions,
shadowing etc. to come up with ideas on how you can continue to develop your practice now that
your initial teacher training qualification is coming to an end. The focus should be on how you can
continue to develop the positive impact you will have on teaching and learning.
Certificate and PG Dip in Education and Training
Name…………………………………………… Date……………. Specialist Subject……………………………..
The grades awarded are:
1= outstanding, 2 = good, 3 = satisfactory, 4 = Emerging
The following table explains this a little more:
Outstanding - 1 Good - 2 Satisfactory – 3
Teaching
Practice
Evidence:
feedback and
reflections on
lesson
observations
PDP portfolio
Teach lessons that are
mostly good with some
characteristics of
outstanding lessons
All students learning the
intended outcomes that
are expressed in a
differentiated way to
provide challenge
Inclusive and show
appropriate support
techniques for those
learners that need them
Sensitive to social and
cultural diversity
High quality questioning
techniques
Teach lessons that are
always satisfactory with
some characteristics of
good lessons
All learners participate
and are sufficiently
challenged so maintain
interest through
motivating teaching
techniques
Uses subject knowledge
to enhance teaching and
learning
Use appropriate
formative assessment to
improve achievement
Understands how barriers
Teach lessons that are
satisfactory with more
limited but adequate
range of strategies
Write clear learning
outcomes but needs to
further develop
differentiated outcomes
and techniques to
achieve them
Can sequence lessons
appropriately
Appropriate, clear
documentation used
Secure subject
knowledge
Can respond to
18
Demonstrate depth of
subject knowledge
Make links with other
subjects and wider context
Detailed and coherent
planning
monitoring documentation
that shows understanding
of needs of learners and
flexible response to
individual needs
Reflects critically on
feedback and can
demonstrate ability to
create SMART objectives
for own progress and acts
promptly upon them with
obvious improvements
to learning such as low
levels of literacy and
numeracy can be
overcome in their own
context and starting to
put appropriate strategies
in place
Clear lesson planning
that shows underpinning
knowledge of a range of
factors to take into
account e.g. ECM,
embedding functional
skills etc.
Can reflect on own
abilities and create an
action plan to improve
performance and act
upon it
Can sequence lessons
and provide explanation
questions
Developing assessment
techniques, particularly
formative ones
Understands barriers to
learning
Demonstrates basic
ability to reflect and plan
for improvement
If trainees are not achieving “satisfactory” evidence and academically they average below 40%
( 50% at PG Dip level) then they will be graded 4: not yet achieved standards
Overall the purpose of this is to show the distance you have travelled whilst on the course. The
focus of how you write your evidence should be the IMPACT on teaching and training you have
had and will continue to have.
19
I
What have you learnt in your modules that has specifically impacted on your teaching?
– focus on 3 things in detail
What else has had an impact on your development as a teacher? E.g. mentor, peers,
research, other teachers etc.
20
How will you continue to update your professional practice after this course- based on
feedback from both academic work and observations?
What have you done in your teaching that has impacted the learning of your learners?
Do you think you do the following and how will you continue to do this once you are
employed? Answer yes or no and where possible give an example:
1. Set high expectations to inspire and motivate
2. Promote good progress in your learners
3. Demonstrate good subject knowledge
4. Plan and teach well-structured lessons
5. Adapt teaching to respond to all your learners
6. Make accurate use of assessment
7. Manage the behaviour of your learners effectively
21
Appendix 1 - Professional Standards
As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:
22
Appendix 2-Cause for concern
PROCEDURES TO BE FOLLOWED WHERE A TRAINEE IS EXPERIENCING SIGNIFICANT DIFFICULTIES DURING PLACEMENT
1. Where significant difficulties with the placement are identified a second observation should be
arranged as soon as possible.
2. The areas of concern must be clearly identified with the trainee as early as possible in the
placement, both verbally, through a meeting with mentor, and in writing. Appropriate guidance
and support should be provided to enable the trainee to make progress with the areas of concern.
The link tutor should also be informed and made aware of the issues and can advise on the
completion a Cause for Concern Form.
3. If the trainee continues to have significant difficulties and fails to adequately address the areas of
concern, the link tutor should be contacted and asked to make a visit as soon as possible. The
link tutor should observe and talk to the trainee and discuss the situation with the mentor and in
certain cases, the manager of the department. Following this, an Action Plan should be drawn
up using the proforma provided [two weeks is allowed for the AP targets to be met and an interim
review date may be set].
4. If the trainee is placed on an Action Plan, the Link Tutor will visit at the end of the two weeks
period to decide whether the Standards required have been met. After this visit an appropriate
course of action can then be determined in the best interests of both the placement and trainee.
Failure to meet the AP targets normally results in a failed placement and the trainee is withdrawn
from placement.
In an emergency situation, where the placement judges that the learners are at serious risk, or if
there is a breakdown of relationships, an immediate decision can be made to withdraw the trainee
from the classroom. The link tutor and the course tutor should be informed immediately and a visit to
the placement will be made a soon as possible to discuss and implement an appropriate course of
action.
Placement Cause for Concern Documentation
Trainee Teacher:
Link Tutor:
Course and Placement:
Name of Placement:
Concern raised by:
Date:
Initial concern:
Significant concern:
Medical Concern
Personal Concern
Nature of concern: Professionalism
Attendance / Punctuality
Prolonged Absence
Classroom Performance
Placement advice 24
Actions Required When By whom
Placement signature: Dated
Link Tutor signature: Dated
Student signature: Dated
Placement advice 25
Action Plan to Address Significant Areas of Weakness Against Standards
Name of Trainee: Course and/or Year Group: Date: Review Date:
Name of College/school
Level of Group Taught:
Name of Mentor:
Name of Link Tutor:
Area of Weakness against Standards
Required Action[s]
Additional Support [from School and College]:
Lesson observations / interim review date:
Trainee signature: ............................................................................. Date: …………
Link Tutor: ........................................................................................Date: …………………..
Placement advice 26
Appendix 3 – The Equality Act 2010- protected characteristics
Placement advice 27
Appendix 4 - Criteria to support the holistic assessment of teaching against the Professional Standards
These descriptors are based on The Professional Standards for Teachers and trainers in Education and Training-England (2014).
The descriptors will be used to:
support tutorials and meetings with mentors by providing benchmarks against which current levels of achievement can be agreed and future targets for improvement can be set
support trainee self-assessment and reflection by helping them to identify their own strengths and areas for development formally assess the quality of a trainee’s teaching against the Professional Standards at defined points throughout the course (all
judgements should be made on a best fit basis, using a range of evidence, including input from mentors and placement providers).
Professional Standard
Grade 1: Excellent Grade 2: Good Grade 3: Adequate Grade 4: Emerging Insufficient
evidence
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training1. Reflect on what
works best in your teaching and learning to meet the diverse needs of learners.
On-going insightful reflection ensures that the trainee is consistently challenging and developing their practice to ensure that all learners are treated equally and make excellent progress.
Frequent thoughtful reflection is used to develop and adapt teaching to ensure that all learners are treated equally and make good progress.
Some considered reflection on practice ensures that the needs of most learners are met most of the time and that learners have access to equal opportunities.
There is evidence of some reflection on practice but its impact on learners and the teaching choices made are not always evident. Not all learners have equal opportunities all the time.
Insufficient
evidence to make a judgement.
2. Evaluate and challenge your practice, values and beliefs.
The trainee consistently questions, evaluates and critiques their position and their practice. They actively engage with areas that are pertinent to the wider
The trainee questions and evaluates their position and their practice. They demonstrate engagement with areas that are pertinent to the wider educational
The trainee sometimes questions and explores their role and their practice. They demonstrate an understanding of some key, current educational topics. They are
The trainee demonstrates some capacity to explore their role and practice. They are aware of some key, current educational topics. They are able to discuss
Insufficient
evidence to make a judgement.
educational field. They regularly discuss and share their perspectives and are keen to learn from others.
field. They discuss and share their perspectives and are willing to learn from others.
able to discuss these topics in detail and recognise that they can learn from others.
these topics and sometimes demonstrate that they can learn from others.
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge.
Teaching and learning are characterised by enthusiasm and passion for the subject area. This fully engages and captures the interest of learners so that they are motivated and challenged. Consistently clear, integrated links are made between the subject and other areas and to prior and future learning. Learners recognise and can articulate the importance of their learning to their wider development.
Teaching and learning are characterised by enthusiasm for the subject area. This engages learners so that they become fully involved in lessons. Clear, integrated links are made between the subject and other areas, links to prior and future learning are made. Learners are able to discuss the importance of their learning to their wider development.
Teaching and learning are characterised by a positive approach to the subject area. Most learners are engaged most of the time. Clear links are made between the subject and other areas, links to prior and future learning are made. Learners broadly recognise the importance of their learning to their wider development.
Teaching demonstrates a broadly positive approach to the subject area. Some learners are engaged some of the time but this is inconsistent and limited. General comments linking to future or prior learning but these are not specific enough or integrated. Learners are unclear as to the wider purpose of their learning.
Insufficient
evidence to make a judgement.
4. Be creative and innovative in selecting and adapting strategies to help learners learn.
Consistently makes use of creative and original resources and strategies. Demonstrates flexibility, adaptability, changes pace, approach and teaching in response to learners.
Often makes use of creative and original resources and strategies. Demonstrates flexibility/ adaptability that takes account of the progress made by learners through the use of a range of well-chosen teaching strategies and varied pace.
Manages the learning environment and resources to enable learners to make progress. Sometimes shows flexibility to take account of learner progress; uses a variety of teaching strategies, matches pace to learning.
The management of the learning environment and resources does not enable all learners to make progress. Seldom demonstrates flexibility/ adaptability; sometimes matches their teaching to learners’ progress. Pace is not always appropriate.
Insufficient
evidence to make a judgement.
5. Value and promote social and cultural diversity, equality of opportunity and inclusion.
Consistently and highly effectively encourages all learners to develop a deep understanding of diversity and its impact. Situations are approached from a wide range of stand-points taking account of varying beliefs in a
Consistently and effectively encourages most learners to develop an understanding of diversity and its impact. Situations are approached from a range of stand-points taking account of varying beliefs. Actively seeks ways
Encourages learners to develop an understanding of diversity and its impact. Situations are approached from different stand-points taking account of varying beliefs. Ways to include most learners in most activities are sought.
Tries to help learners to develop an understanding of diversity and its impact but this is not always successful or effective. Situations are approached from different perspectives but this is often unconvincing. Tries to
Insufficient
evidence to make a judgement.
Placement advice 29
sensitive and embedded manner. Actively seeks ways to include all learners in all activities.
to include most learners in all activities most of the time.
include some learners in activities some of the time.
6. Build positive and collaborative relationships with colleagues and learners.
Works effectively and consistently as part of a broader team and understands the value and importance of working and learning from others. Contributes to that team in a highly effective way. Builds and maintains excellent working relationships with colleagues and learners participating fully and engaging in a range of activities at the placement.
Works effectively as part of a broader team, understands the importance of working with and learning from others. Contributes to that team in a positive way. Builds and maintains good working relationships with colleagues and learners and participates in the wider activities of the placement provider.
Works as part of a broader team and understands the importance of working with and learning from others. Builds and maintains solid working relationships with colleagues and learners participating and engaging with the placement setting beyond the classroom.
Some attempt is made to work as part of a broader team but the value of this is not always fully appreciated. Maintains some form of working relationships with colleagues and learners but this is not always solid. Opportunities to become involved in the wider activities of the placement settings are not taken.
Insufficient
evidence to make a judgement.
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
7. Maintain and update knowledge of your subject and/ or vocational area.
Understands the need to, and is committed to, constantly updating and developing subject specialist knowledge and knowledge of the education sector. Is proactive in finding and engaging with a broad range of CPD opportunities and actively collaborates with colleagues in a highly effective way to expand knowledge and understanding.
Understands the need to constantly update and develop subject specialist knowledge and knowledge of the education sector. Is positive in engaging with a range of CPD opportunities that are offered and collaborates effectively with colleagues to expand knowledge and understanding.
Recognises the need to update and develop subject specialist knowledge and knowledge of the education sector. Engages with CPD opportunities when they are provided and will sometimes work effectively with colleagues to expand knowledge and understanding.
Is aware of the need to update and develop subject specialist knowledge and knowledge of the education sector but does not act on this. Will engage with some CPD opportunities when they are explicitly provided but does not use these to their full advantage. Will occasionally work with colleagues to expand knowledge and
Insufficient
evidence to make a judgement.
Placement advice 30
understanding but this area requires development.
8. Maintain and update your knowledge of educational research to develop evidence-based practice.
Demonstrates high and sustained levels of engagement with suitable professional and educational literature. Maintains a detailed and developed understanding of changes to the specific subject area, the sector and the individual placement setting. Application to practice is highly effective and demonstrates a deep understanding.
Demonstrates detailed levels of engagement with suitable professional and educational literature. Maintains a good overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. Application to practice is effective and demonstrates a thoughtful understanding.
Demonstrates detailed levels of engagement with suitable professional and educational literature. Maintains a good overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. There is some clear application to practice that demonstrates a solid understanding.
Demonstrates an awareness of suitable professional and educational literature. Maintains some overview and understanding of changes to the specific subject area and/or the sector and/or the individual placement setting. There is limited application to practice that demonstrates some understanding.
Insufficient
evidence to make a judgement.
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence.
There is a consistent and developed engagement with educational research and literature. Engagement with theory results in its considered and thoughtful application to practice to develop the breadth and range of teaching approaches. There is evidence of considered and developed reflection and evaluation made in relation to theoretical understanding.
There is a consistent and measured engagement with educational research and literature. Engagement with theory results in its some examples of thoughtful application to practice to develop teaching approaches. There is evidence of considered reflection and evaluation made in relation to theoretical understanding.
There is a solid engagement with educational research and literature. Engagement with theory results in some level of application to practice to develop teaching approaches. There is evidence of some reflection and evaluation made in relation to theoretical understanding.
There is evidence of some attempts to engage with educational research and literature. There is some limited application of theory to practice to help develop some aspects of classroom practice. There is some limited evidence of reflection and evaluation made in relation to theory.
Insufficient
evidence to make a judgement.
10. Evaluate your practice with others and assess its impact on learning.
Works in a highly effective and sustained way with others to reflect on and assess practice. Works collaboratively in a proactive and enthusiastic way to trial, improve and develop
Works in an effective and consistent way with others to reflect on and assess practice. Works collaboratively in a positive and adaptable way to trial, improve and develop
Works well with others to reflect on and assess practice. Is prepared to work collaboratively in a positive way to trial, improve and develop approaches and practice.
Has demonstrated some evidence of the ability to work with others to reflect on and assess practice. There are limited attempts to improve and develop approaches and practice by
Insufficient
evidence to make a judgement.
Placement advice 31
approaches and practice. approaches and practice. working collaboratively with others.
11. Manage and promote positive learner behaviour.
Consistently has exceptionally high expectations of learning, engagement and behaviour. Acts as an exemplary role model and explicitly models in a very effective way. Manages the learning environment in a highly effective way to create a positive and proactive learning environment and develop autonomy and skills in learners.
Has high expectations of learning, engagement and behaviour. Acts as a good role model and actively models effectively. Manages the learning environment in an effective way to create a very positive learning environment that supports the development of autonomy and skills in learners.
Usually maintains high expectations of learning, engagement and behaviour. Acts as a good role model. Manages the learning environment to create a positive learning environment that often supports the development of autonomy and/ or skills in learners.
There is some evidence that expectations of learning, engagement and behaviour are sometimes appropriate. An attempt to act as a good role model but this is not always effective. Some attempt to manage the learning environment to create a positive learning environment.
Insufficient
evidence to make a judgement.
12. Understand the teaching and professional role and your responsibilities.
Demonstrates a clear and developed understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Maintains excellent and detailed levels of current knowledge linked to statutory frameworks, policy, curriculum, assessments, and institutional requirements.
Demonstrates a clear understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Maintains levels of current knowledge linked to statutory frameworks, policy, curriculum, assessments, and institutional requirements.
Demonstrates some understanding of the roles and responsibilities of a teaching role and its professional responsibilities. Works towards maintaining levels of current knowledge linked to some aspects of: statutory frameworks; policy; curriculum and assessments; institutional requirements.
There is evidence of some limited understanding of the roles and professional responsibilities of a teacher. There is some evidence of working towards maintaining a limited understanding of some aspects of: statutory frameworks; policy; curriculum and assessments; institutional requirements.
Insufficient
evidence to make a judgement.
Professional skills
Develop your expertise and skills to ensure the best outcomes for learners
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression.
Motivates and enthuses learners, developing their subject specific knowledge, independence and employability skills in a positive and integrated way. Accurately and sensitively identifies and builds on
Motivates learners, developing their subject specific knowledge, independence and employability skills in a clear and recognisable way. Identifies and builds on strengths whilst supporting
Helps learners to develop their subject specific knowledge, independence and employability skills. Identifies and builds on some strengths whilst supporting and developing some weaknesses through appropriate target
Helps learners to develop some limited aspects of their subject specific knowledge, independence and employability skills. Evidence that there is some attempt to build on some strengths whilst supporting and
Insufficient
evidence to make a judgement.
Placement advice 32
strengths whilst supporting and developing weaknesses through highly effective target setting so that learners achieve highly and make excellent progress. Consistently highlights and develops transferable skills and encourages learners to recognise and apply these to a range of different contexts.
and developing weaknesses through effective target setting so that learners achieve well and make good progress. Helps to develop transferable skills and encourages learners to recognise and apply these to different contexts.
setting so that learners achieve and make expected levels of progress. Takes some opportunities to develop some transferable skills and encourages learners to recognise these.
developing some weaknesses through limited target setting so that some learners make some progress. Takes some opportunities to identify some transferable skills.
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.
Actively and consistently promotes equality and diversity through the creation of safe and very positive learning environments. A sensitive recognition of the needs of individual learners; learning is very effectively personalised to meet these varying needs. Ensures that all learners are included and actively involved in the learning process at all times.
Promotes equality and diversity through the creation of safe and positive learning environments. Recognises the needs of individual learners; learning is personalised to meet these varying needs. Ensures that all learners are included and actively involved in the learning process most of the time.
Is aware of equality and diversity and this is evident in teaching through the creation of safe and generally positive learning environments. There is some identification of the needs of individual learners; learning is sometimes personalised to meet these needs. Ensures that most learners are included and actively involved in the learning process some of the time.
There is some awareness of equality and diversity. There is some attempt to ensure learning environments are positive and safe. There is some recognition of the needs of individual learners; learning is occasionally personalised to meet these needs. Makes some limited attempts to include most learners in some activities.
Insufficient
evidence to make a judgement.
15. Promote the benefits of technology and support learners in its use.
Integrates technology very effectively to enhance, vary and support learning and teaching. Highly effective use of technology to ensure that resources are produced and presented to the highest standards; that data tracking is accurate and reliable and that communications are professional and effective. Consistently updates and
Integrates technology to enhance, vary and support learning and teaching. Often effective use of technology to ensure that resources are produced and presented to a good standard; that data tracking is accurate and that communications are professional. Is prepared to frequently update and improve skills and supports
Sometimes uses technology to enhance, vary and support learning and teaching. Sometimes uses technology to ensure that resources are produced and well presented; that data tracking is accurate and that communications are professional. Sometimes updates and improves skills, may suggests that learners to do the same.
There are some limited attempts to use technology to enhance, vary and support learning and teaching. Evidence of the limited use of technology to help create resources; track data or aid communication. Some limited attempts to update and improve skills.
Insufficient
evidence to make a judgement.
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improves skills and supports and encourages learners to do the same.
learners to do the same.
16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning.
Embeds literacy and numeracy skills consistently and in highly effective ways. Has a detailed and developed understanding of the skills underpinning these areas and is able to develop these skills effectively in learners. Has very high expectations of all learners at all times to ensure that literacy and numeracy are developed effectively and consistently.
Forefronts and highlights literacy and numeracy skills consistently and ensures that they are addressed well in teaching. Has a good understanding of the skills underpinning these areas and is able to support the development of these skills in learners. Has high expectations of all learners to ensure that literacy and numeracy are a clear focus and developed consistently.
Identifies some literacy and numeracy skills and ensures that they are explicitly addressed in teaching. Has some awareness and understanding of the skills underpinning these areas and is able to support the development of these skills in learners. Expects accuracy in learners to ensure that literacy and numeracy are a clear focus and developed consistently.
Identifies some literacy and numeracy skills though there is limited explicit teaching of these areas. There is some awareness of the broad skills underpinning these areas but knowledge is brief and inaccurate. Expects some accuracy in learners but this is not consistently applied or challenged.
Insufficient
evidence to make a judgement.
17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.
Very high expectations are set for all learners at all times. Targets set for learners are aspirational and consistently provide stretch and challenge and demonstrate personalisation where appropriate. All learners are actively engaged in the learning process at all times. Actively develops the skills in learners to enable them to identify their own strengths and areas for development and act upon these autonomously.
Frequently has high expectations for all learners most of the time. Sets challenging targets that encourage stretch in learners and are personalised where appropriate. Learners are actively engaged in the learning process most of the time. Helps to develop the skills in learners to enable them to identify their own strengths and areas for development and act upon these.
Has suitable expectations of learners. Sometimes sets challenging targets that encourage stretch in learners and are sometimes personalised where appropriate. Learners are often engaged in the learning process. Encourages learners to identify their own strengths and areas for development.
Tries to have suitable expectations though these are frequently lower than they should be. Sometimes sets targets that are effective. Makes some attempts to engage learners in the learning process.
Insufficient
evidence to make a judgement.
18. Apply appropriate and fair methods of assessment and provide
Has a detailed and developed understanding of assessment and its impact on the progress of learners. Assessment is
Has a detailed understanding of assessment and its impact on the progress of learners.
Has a solid understanding of assessment and its impact on the progress of learners. Assessment opportunities are
Has some limited understanding of assessment and its impact on the progress of learners.
Insufficient
evidence to make a
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constructive and timely feedback to support progression and achievement.
used in highly effective and varied ways to inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is focused, precise, considered and constructive. Assessments are highly effective, considered and appropriate for the context.
Assessment is frequently used in effective ways to inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is often precise, considered and constructive. Assessments are usually effective, considered and appropriate for the context.
provided that may help inform future teaching, ensure effective personalisation of learning and to set appropriate targets. Verbal and written feedback is adequate but could be more precise. Assessments are usually appropriate for the context.
Limited assessment opportunities are provided that may help inform future teaching, ensure some personalisation of learning and to set targets that are sometimes appropriate. Verbal and written feedback is given but lacks development. Assessments are carried out but are rarely appropriate for the context.
judgement.
19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers.
Works collaboratively with others, in a highly positive and constructive way to improve and build upon professional skills. Actively engages with and contributes to wider CPD opportunities. Develops highly effective working relationships with employers, appropriate professional bodies and the wider community and uses the insight and knowledge gained through these to make effective improvements to practice and challenge professional perceptions.
Works collaboratively with others, in a positive way to improve and build upon professional skills. Engages with and contributes to wider CPD opportunities. Develops effective working relationships with employers, appropriate professional bodies and the wider community and uses the insight and knowledge gained through these to improve practice.
Works collaboratively with others to improve and build upon professional skills. Engages with wider CPD opportunities. Develops solid working relationships with employers, appropriate professional bodies and the wider community and uses these to improve practice.
Makes some attempt to work collaboratively with others to improve. There is evidence of limited engagement with wider CPD opportunities. There is some limited attempt to develop appropriate working relationships with employers or appropriate professional bodies or the wider community.
Insufficient
evidence to make a judgement.
20. Contribute to organisational development and quality improvement through collaboration with others.
Actively and positively works with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. Actively and positively executes and contributes to the quality
Works positively with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. Adheres accurately and contributes to the quality assurance
Works solidly with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. This working may require some detailed direction. Adheres to some of the quality assurance processes
Attempts to work with colleagues to implement, improve and develop the systems, structures and approaches of the organisation. This working will require detailed direction. Attempts to
Insufficient
evidence to make a judgement.
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assurance processes in place. Engages with learners and the organisation in highly effective ways to actively improve the quality of delivery, teaching, learning, relationships and other activities.
processes in place. Engages with learners and the organisation in effective ways to contribute to and improve the quality of delivery, teaching, learning, relationships and other activities.
in place with direction and guidance. Engages with learners and the organisation to contribute to and improve the quality of delivery and/or teaching and/ or learning and/or relationships and/ or other activities.
adhere to some of the quality assurance processes thought this is likely to require significant direction and monitoring. Makes some limited attempts to engage with learners and the organisation in ways that could potentially contribute to and improve the quality of delivery or teaching or learning or relationships or other activities.
Guidance on developing your on-going ePPD Action Plan.
Below are examples of Action Plan entries. These entries and the format are offered as guidance rather than as a prescription.
You can vary the format and style as long as it fulfils the function that this form does. Your tutor can offer further guidance on
this. There are some important principles
Date all entries You can use abbreviations or acronyms but provide a key
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Sources: Indicate the supporting sources; where the idea/development point/strategy etc has or will come from. Sources of evidence of your development in relation to the development point should also be referenced (e.g. An observation report or resource you have developed). Any additional documents can be included in an appendix section of the ePPD.
Review progress: Include updates at any point during your development to track progress. Development points can be identified by yourself, your mentor or your tutor. Do address all action points major and minor.
After investigation and discussion it may be apparent that little change in practice is needed, but this process of confirming practice needs evidencing.
The action plan needs to be continuously available to your mentor and tutor to support your development. As such it needs to be up to date and uploaded to your e-PPD . This should be viewable at all mentor or tutor meetings and observations. A hard copy should be provided by the trainee in the physical teaching file. .
The competencies in the observation form should be used to frame (although not confine) development points, these competencies are derived from the teaching standards (ETF) and this allows you to track and evidence you progress against these standards.
The form should be RAG rated (red, amber, green) to illustrate the extent to which action points are met:
Requires action Getting there Fulfilled
Example of Action Plan Entries. Key : App – Appendix, Obs – Observation
Development Point Sources Actions Sources Review Sources RAG
Rating
3.11.14 Peer
Assessment in level
3 Art and Design
Obs 1 3.11.14 Develop some
methods of peer
assessment using
Geoff Petty –
web site.
Research
10.11.14 Introduced group critique
using adapted BTEC assessment
criteria as template
App 1
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templates. Critique in
Art classes. 13.12.14 Mentor happy with
approach but made some
suggestions to alter the template
12.1.14 Discussed progress and
success of new template, mentor to
share with rest of the team.
App 2
Obs 2
Mentor
Meet 3
12.1.15
Behaviour
Management
Mentor
Meet 3
12.1.15 Develop new
ways to control entry to
class room/start of
session and allocating
groups/pairs.
Behaviour
Managemen
t Books and
Web sites
e.g. Vizard,
Rogers.
Peer
observation
with XX
1.2.15 Peer obs with XX, lots of
useful ideas seen and discussed.
Will implement new group
strategies with level 2.
20.2.15 Much improved behaviour
with level 2, new strategies effective
but will refine after advice for tutor.
Peer
obs 2
Obs 3
A note on the source of development points: In the first example the development point (peer assessment) comes from the
first tutor observation form, the second (Behaviour Management) from the record of a meeting with the mentor. Development
points can arise anytime during the training and are not necessarily as a result of an observation. For example the trainee might
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be having a particular issue with the behaviour of one class prompting a discussion with the mentor and/or tutor. This then leads
to development and an entry on the action plan.
ePPD Action Plan
An updated version of this document needs to be uploaded to Wordpress. Please also have a physical copy of the plan at the
front of your teaching file.
Action points need to be RAG rated
Requires action Getting there Fulfilled
Teaching Practice Action Plan (Action points derived from reflections following observations).
Development Point Sources Actions Sources Review Sources RAG
Rating
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Placement Handbook Review Action Plan (transfer these action points from the entry, midway and exit review in your
Placement Handbook)
Development Point Sources Actions Sources Review Sources
Needs Analysis Action Plan (transfer action points from the Needs Analysis document)
Development Point Sources Actions Sources Review Sources
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