Placement information … · Web viewThe following tasks are to complete whilst on the start of their placement when you will be observing your mentor and learning about lesson

PSET Education and Training

Placement Handbook and

Trainee Record:

Guidelines and Tasks

2018

School of Teaching, Health and Care

ContentsIntroduction to the Placement Handbook.........................................................................3Pre-service Trainees........................................................................................................4Tasks whilst on placement...............................................................................................7

Task 1 - Induction whilst on placement.........................................................................................8

Task 2 – Lesson Observations......................................................................................................9

a) Observe the beginning, middle and the end of sessions.....................................................10

Analysing lessons....................................................................................................................11

Check list for the analysis of the beginning of a lesson...........................................................12

Check list for the analysis of the middle of a lesson................................................................13

Check list for the analysis of the end of a lesson.....................................................................14

b) The pace of a lesson...............................................................................................................15

c) Tutor’s Role..........................................................................................................................17

Example:.....................................................................................................................................17

d) Tutors’ Talk..........................................................................................................................18

This task requires you to consider closely how talk is used in the classroom to aid learning..18

e) Questioning..........................................................................................................................19

Task 3 - Planning Part Lessons and Assisting in Teaching...........................................20Task 4 – Assessment.....................................................................................................22Task 5 - Differentiation...................................................................................................27Task 6 – Embedding Maths and English........................................................................33Task 7 – Equality and Diversity......................................................................................33Mentor Review of Progress............................................................................................38Appendix 1 - Professional Standards.............................................................................46Appendix 2-Cause for concern.......................................................................................47Appendix 3 – The Equality Act 2010- protected characteristics.....................................51Appendix 4 - Criteria to support the holistic assessment of teaching against the Professional Standards.......................................................................................................................52

2

Introduction to the Placement Handbook

This guidance has been created from various sources including former trainees, experienced

mentors and staff on the Education and Training programmes.

The Placement Handbook contains tasks you will be expected to complete while on placement and these should be uploaded to your portfolio and will be signed off by your link tutor.

The tasks and guide have been designed to give you some idea of what is expected from you,

your mentor and your manager whilst on placement.

It follows the timeline that normally applies to a trainee who has been offered a place on their

course before June of the September start. There are always exceptions to the rule and these will

be discussed with you by the placement coordinator prior to the placement starting. Such

examples of exceptions include (but are not limited to):

Late acceptance to the course such as through clearing

A placement with an institution with its own strict staff induction rules i.e. Prison Education providers

Where a placement has been organised but the offer is withdrawn with minimum notice

Trainees not being able to commit to the dates and times offered by the placement.

A delay or issues arising from the trainees DBS (Disclosure and Barring Service – formally CRB) check

In most situations the trainee will be offered an alternative solution but this is not always

achievable by a certain date as there are circumstances beyond our control.

Course requirements

All trainees have to complete 100 hours of class contact where they are in sole charge of the

class, have planned the majority of the session, have created the resources and there are at least

6 learners (exceptions can be discussed in certain circumstances).

All trainees have to complete eight successful observations. Four are carried out by the teaching

team and four by the mentor.

For full time trainees this will be over the period October to May the following year. For part time

trainees this will be over an 18 month period.

All trainees are expected to provide the placement coordinator with a mini CV once they have

accepted their place on the course so that placement mangers can start to plan where the

trainee’s specialism can best be ultilised on their courses.

3

Pre-service Trainees

Meeting the Placement – prior to the course starting

The ideal situation is that once you have been offered a place on the course a meeting will be

organised for the trainee to visit the placement and meet key staff. The meeting would be an

opportunity for both parties to agree initial arrangements for the placement. Such things that could

be covered include; dates and times of the placement, courses to be taught, specialist knowledge

of the trainee and meeting the mentor.

Meeting the Placement – once the course starts

All trainees will meet the placement staff prior to their placement starting. For full time trainee this

is usually within the first three weeks of the course, for part time trainees this will be within the first

3 months of the course starting. This is where the details of the placement will be discussed. It is

expected that trainees will be willing to be flexible in their availability for teaching but that all efforts

will be made to reach a mutually agreed timetable that suits all parties.

Mentors

The mentoring process is very important for the development of trainee teachers and the mentor

allocated will have been through mentor training and will be an experienced teacher with a closely

matched subject specialism to that of the trainee.

The chart overleaf is a summary of the role of the mentor and trainee:

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Mentor Trainee

Support Placement Tasks Complete Placement Tasks

4 observations during the course Log their teaching hours

Provide timely, good quality verbal and

written feedback on observations.

Write up notes of mentor meetings

Check prior observation action plans to

ensure trainees are acting on advice

given from observers and not repeating

in consequent observations.

Write up an action plan and reflective

evaluation after each observation written

feedback received.

Send an electronic copy of observations

to the trainee and placement co-ordinator

Provide an observation folder before any

observation that contains all

observations, reflective evaluations and

action plans.

Provide electronic template of lesson

plan

Inform mentor of any absences hopefully

with as much notice as possible

Provide SOW, internet links, module

specifications of the subjects trainee will

be teaching

Prepare lessons and if necessary provide

the lesson plan for checking by the

mentor-prior to the lesson.

Sign the teaching hours logged by the

trainee

To mark formative and summative

assessments where relevant and provide

appropriate feedback

Have meetings with the trainee and try to

set targets

To keep accurate records of attendance

and assessment grades.

Inform trainee of timetable changes,

rooms changes etc.

To attend department meetings and

exam boards where appropriate or where

invited.

Help and advise as appropriate within

the limits of their authority

To be available for academic classes

from 3pm in the afternoon.

5

Provide registers and class lists for each

group the trainee is teaching.

To be flexible in their availability for

placement teaching wherever possible.

Inform their manager of the needs of the

trainee to get access to staff email, the

photocopier etc.

To inform mentor of annual holiday dates

or half-term breaks taken by their

establishment.

To contact the placement co-ordinator or

trainees course tutor asap of any issues

or concerns.

To inform mentor of any learning

difficulties they may have that may

impact their teaching or learners.

To inform mentor of observations booked

with the PCET team so that

standardisation/moderation activities can

be planned.

Be there! Do their best!

Expectations: Before the start of the placement trainees will discuss with either, their course tutor

or the placement coordinator, their expectations from the placement. This is in order to provide

practical and realistic advice about what normally happens in a placement. Some trainees have

an unrealistic idea of what the placement can and will provide in terms of support and resources.

Other trainees are not fully aware of what the placement will expect from them in terms of behavior

and attitudes. Some general advice is that most placements will expect trainees to:

Arrive well before their class starts and have all their lesson resources and photocopying

completed.

Dress appropriately according to their placements’ dress code

Attend regularly and advise as soon as possible if this is not possible. It is the responsibility

of the trainee to have the contact details for the placement and to find out polices for

absenteeism and illness.

A placement is not paid employment and it is unlikely that this will occur during the duration

of the placement. However, many trainees do gain employment once their placement is

complete by demonstrating their reliability, keenness and strengths whilst there. Remember

6

this is an opportunity for trainees to show their placement what a great employee they will

make in the future!

Display some confidence after the first few weeks in independently planning and preparing

lessons. Mentors and trainees mutually agree the process of taking over classes and this

does differ greatly between trainees but once trainee has been shown systems and

resources, they will be expected to do this within set timings and to be fully prepared at all

times.

Trainees need to remember that the mentor is usually a full time member of staff with a full

timetable and limited time allocated to meet with the trainee. Therefore it is important to

make best use of this time by being prepared and by completing requested work to

deadlines set. Mentors are usually extremely grateful for the opportunity to mentor as it has

many benefits for them. However, if the relationship between the mentor and trainee

reaches a point where the placement is not working out the placement coordinator on the

teaching team is there to act as mediator and make judgments if the placement should

continue. Trainees should feel confident that if there are issues in placement that they feel

are not being handled to their satisfaction that they have support and issues can be

resolved.

Tasks whilst on placement

The following tasks are to complete whilst on the start of their placement when you will be

observing your mentor and learning about lesson planning and teaching and learning activities. It

is suggested that trainees read all the tasks and then take this handbook to all observed sessions

to complete over a period of time.

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Task 1 - Induction whilst on placementDuring your time in the FE setting you need to ensure that you have access to and understand a

number of key documents and processes. Go through the checklist below with your mentor (or

relevant members of staff) to ensure you have all the information needed at the beginning of the

placement (Professional Standards 7, 12, 19, 20)

Information Seen/discussed/ got a copy of

Type and location of evidence

Meet the Head of Dept and Senior Staff

Philosophy and ethos of the school/college

Structure and management of the department

Department organization and timetable

Department equipment and resources

Roles and responsibilities of staff

Placement expectations of trainee teachers ( see Professional standards appendix1)

Curriculum policies

Departmental strategies

Departmental meetings

Structure of the day

Placement facilities/policies on use and access of audio-visual/ICT equipment/resources/photocopying

Placement safety and emergency procedures

Code of conduct/discipline strategies for students

( see Cause for concern documents appendix 2)

Placement equal opportunities policy ( see appendix 3 for Equality Act 2010 protected characteristics)

Extra-curricular opportunities

Assessment, recording and reporting policies/procedures (see Focus Task 6)

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Task 2 – Lesson Observations

Observing experienced tutors in the classroom, and talking to them about their lessons, is crucial

to developing your own skills. The following tasks will take you from a general overview of what

happens in the classroom, through to planning and delivering lessons yourself. Each stage has

been planned to develop your understanding of what teaching and learning in the classroom

environment is about (Professional Standards 1, 2, 6, 7, 10).

General lesson observations

Observe 5 sessions led by experienced tutors delivering a variety of lessons to students of

different ages and abilities. During about five lessons, make brief notes on the ‘focal points’

listed below and on the following task pages. Use the ‘what happened’ questions as prompts

for your comments and observations.

a) Observe the beginning, middle and the end of sessions

b) Pace of the session

c) The role of a teacher

d) Tutor’s talk

e) Questioning

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a) Observe the beginning, middle and the end of sessions

Focal point What happened? Comments

Planning What does the lesson plan consist of?

Classroom management

What techniques/strategies did the teacher use?

Seating pattern Was one used? Why?

Lesson start How was the lesson introduced? E.g. objectives, starter activity

Tutor/student talk How did people address each other? Was talking allowed?

Student behaviour Try not to use words like ‘good’ or ‘bad’, instead give a brief description of what you see.

Instructions to students

Were there any? Were they clear?

Management of resources

Think about organisation, safety, appropriateness.

Transitions How did the tutor move between activities and/or parts of the lesson?

Teaching styles The same or different?

Student grouping If students are grouped what is the rationale?

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Questioning/formative assessment

What form did this take? Did it happen?

Lesson ending/directed study

What happened at the end – plenary, summary, directed study given?

Analysing lessons

A well structured lesson contains three parts; a beginning, middle and end. The focus of

this task is for you to analyse the events which happen in each part of the lesson. Choose

three lessons and for each lesson select either, the beginning, middle or end as the main

focus for the lesson observation. Use the following checklists to record significant events.

The ‘three part lesson’ that you will probably encounter in a school setting may not be

termed as such in an FE setting, but nevertheless a ‘beginning’, ‘middle’ and ‘end’ should

be apparent in an effective lesson. In the light of this, adapt the checklists to suit your

circumstances.

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Check list for the analysis of the beginning of a lesson

Year group: Date:

Number of students: Course Title:

Ability: Lesson Topic:

Time: Learning objectives:

Number of support staff: Pre-requisite knowledge:

TIME TUTOR ACTIVITY Where did the tutor stand? What did the tutor say? Who did the tutor speak to? Were tutor expectations

about behaviour clear to the students?

How did the tutor gain students’ attention?

Tutor body language? What did the tutor do to:

o ensure all students were ready to start?

o check students were in correct places?

o take the register?o collect work?o distribute resources?o state lesson

objectives?o recall previous

knowledge?o check and assess

understanding? Any starter activities used? How were errors and

misconceptions handled? Closed questioning? Open questioning? What did the tutor do to

move to the main part of the lesson?

STUDENT ACTIVITY How did they enter the room? Did they have high expectations? Were they noisy? Did they speak to the tutor? Did they get books and equipment

from bags without fuss? How did the students respond to the

tutor’s actions? Did they want to start the lesson? Were all students:

o paying attention?o asking questions?o explaining own thinking?o giving examples of related

knowledge?o clarifying their understanding by

explanation or demonstration?o raising their own expectations?o understanding what to do?

What did the students do to move into the main part of the lesson?

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Check list for the analysis of the middle of a lesson

Year group: Date:





TIME TUTOR ACTIVITY

How did the tutor: Introduce the main part of

the lesson: instruct/demonstrate/explain /illustrate ideas and skills?

Check students are on task?

Keep an overview of student progress?

Work with students/groups? Assess understanding with

individual students/whole class?

Deal with errors and misconceptions?

Ensure students work without interruption?

Spend adequate time with students/groups?

Make clear to students what they need to prepare for the plenary session?

Insist that students work to a deadline for the completion of their work?

Monitor and check student behaviour?

Use appropriate classroom management strategies to ensure good lesson pace?

STUDENT ACTIVITY

Did the students: Work on the tasks individually/ in pairs/in groups? Work on newly introduced topics? Continue to work on ideas introduced

in previous lessons? Seek help from the tutor? Remain on task? Recall and use previous knowledge? Work collaboratively, helping each

other? Record in an appropriate way and at

an appropriate standard? Check the reasonableness of their

answers? Raise their expectations? Reach their full potential? Assess their achievement? Undertake work appropriate to their

various abilities?

Were there extension tasks for the more able students?

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Check list for the analysis of the end of a lesson

Year group: Date:





TIME TUTOR ACTIVITY

Did the tutor: Assess students’

understanding? Deal with errors and

misconceptions? Evaluate the overall

success of the lesson? Check learning objectives

achieved? Reinforce and consolidate

the main teaching points? Extend main teaching

activities? Discuss and set directed

study? Set targets for future

learning?

STUDENT ACTIVITY

Did the student: Explain their work to others? Demonstrate their work to others? Reflect on what they have learnt? Contribute by answering questions? Listen to other views and

approaches? Recognise own success however

small? Show a positive attitude? Raise their expectations? Take responsibility for directed study

tasks? Show sensitivity to other students’

lack of understanding? Make self assessments? Act sensibly, ready to be dismissed?

b) The pace of a lessonOrganising and managing the pace of a lesson effectively is an important skill. The aim of this

task, then, is to familiarise yourself with this aspect of class management and so assist you in

14

developing time management skills in lessons. In one lesson that you observe, focus your

attention on the pace of the lesson. Complete a tabulated plan to demonstrate the timing of tutor

and student activities (example provided overleaf).

On completion of this task, evaluate your own learning. What do you need to do to ensure that your lessons proceed at a suitable pace? Make a list of your ideas.

Timing Tutor Activity Timing Student ActivityLesson introduction Lesson introduction

Lesson development Lesson development

Lesson conclusion Lesson conclusion

Students’ Roles

15

Aspects to consider during different parts of the lesson are:Lesson Introduction:

Getting ready to start. Listening to instructions. Answering questions. Asking questions to clarify understanding. Listening and offering suggestions. Listening to requirement of their work and teacher expectations. Moving on in the lesson.

Lesson DevelopmentHow much time is spent on task? Are students aware that they may be:

Rushing without thinking? Taking too long due to lack of attention? Making a long job of a simple task? Working spasmodically? Not working logically and systematically to reach tutor expectations? Stuck and not progressing, etc?

Lesson Conclusion Are the students contributing to the plenary?

Did the students receive/record directed study tasks?

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c) Tutor’s RoleDuring the activities used in lessons by tutors, the tutors may adopt a variety of roles. This task

requires you to record examples of a tutor adopting different roles in two lessons. If possible select

different age groups and different learning experiences. Tabulate your observations and give

specific examples to illustrate the tutor’s role in each part of the lesson.

The roles could be:

Enabler - Facilitates the learning opportunities, which are the objectives of the lesson. Manager - Coordinates all class activities, organises resources, takes a register etc. Presenter - sets the scene, clarifies the processes involved and gives information. Advisor - Listens, suggests alternatives, and encourages. Observer - Studies the processes and gives feedback. Challenger - Comments critically on procedures and outcomes. Respondent - Answers questions. Evaluator - Assesses progress against learning objectives.

Tutors adopt these roles at different times. Is there a relationship between roles used, teaching strategies and the stage reached in a lesson?

Example:

Lesson part Role used Description

The Introduction Enabler

Manager

Evaluator

Clarified the lesson objectives

Organized distribution of text books

Asked questions to assess previous learning

The Development Advisor

Challenger

Suggested an alternative procedure

Asked open questions to encourage

students to think for themselves

The Conclusion Presenter

Evaluator

Enabler

Stressed the main learning points

Asked questions to assess learning

Explained homework requirements

17

d) Tutors’ TalkThis task requires you to consider closely how talk is used in the classroom to aid

learning.

1. Record some examples of what tutors actually say in the table below:

Gives information

Explains concepts/ideas

Probes understanding

Poses questions

Thinks aloud

Introduces new terms or vocabulary

Uses models, analogy or metaphor

Talks about learning knowledge

Talks about learning skills

Uses tone of voice

Displays enthusiasm

Displays other emotionse.g. disapproval

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e) QuestioningQuestioning is an important aspect of tutors’ talk. Record examples of teachers using questions

to: Require factual recall. Require an answer from student’s first-hand experience. Allow answers to be correct in their own terms. Ask questions that lead on to further investigations. Leave room for uncertainty? Consider how the questions are directed, e.g. At named students? At a group of

students? Open to the class or 'hands up’?

What did the teacher say?This is a ‘what type of question’?(see above list)

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Task 3 - Planning Part Lessons and Assisting in Teaching

You need to consult with your mentor and subject tutors about which lessons you are to plan part

of and to which classes you are to teach. The classes you teach should be selected from those

you will teach later on in the placement.

You should plan one introduction, one middle and one end for a lesson in your subject area.

Discuss with your mentor the format of the lesson planning template that you should use. Follow

college procedures in lesson planning. Refer to the appropriate sections of the qualification

specifications to help with the detail.

Write a short report on your planning for the three lesson parts. This should include the plans

themselves, your evaluations of your teaching and a summary of the comments made by the

subject tutor (Professional Standards 1, 2, 4, 6, 10, 12, 14, 15, 16, 17).

20

21

Task 4 – Assessment

You may teach students on a wide variety of different courses within your subject area. Students’

work on these courses may be assessed in different ways, e.g. internally marked assignments,

external tests (Professional Standards 1, 10, 15, 18, 19).

Find out about:

The assessment requirements of the courses you will teach on during your placement. What

are the coursework requirements? Are portfolios of coursework developed by the students?

How are assessment grades tracked and recorded? Who records them and where?

Statutory assessment and reporting requirements and the arrangements made by your

placement college to meet these requirements. Include information on Internal/External

Verification (IV/EV) procedures.

The format and preparation of reports to parents and/or students. This may depend on the age

of the student – check with college policy.

22

Review 1 – Entry

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

opportunity and inclusion

Evidence:

Tutor:

23

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

responsibilities

Evidence:

Tutor:

24

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

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:

19 Maintain and update your Evidence:

25

teaching and training expertise

and vocational skills through

collaboration with employers

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 1

The trainee should aim to develop against each standard with those identified below as a priority.

Standard Target By when

26

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

27

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

Review 2 – Mid

28





Grade




learners

Evidence:

Tutor:



Evidence:

Tutor:



your enthusiasm and

knowledge

Evidence:

Tutor:




learn

Evidence

*

Tutor:




Evidence:

Tutor:

29



and learners

Evidence

Tutor:







Evidence

Tutor:




based practice

Evidence:

Tutor:

9 Apply theoretical





Evidence:

Tutor:



on learning

Evidence:

Tutor:


learner behaviour

Evidenc

Tutor:



responsibilities

Evidence:

Tutor:

30

Professional Skills






progression

Evidence:

Tutor:





environment

Evidence:

Tutor:



learners in its use

Evidence:

Tutor:





Evidence:

Tutor





challenge

Evidence:

Tutor:




feedback to support


Evidence:

Tutor:


31




Tutor:



improvement through


Evidence:

Tutor:






32

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)

33

Review 3 – Exit





Grade




learners

Evidence:

Tutor:



Evidence:

Tutor:



your enthusiasm and

knowledge

Evidence:

Tutor:




learn

Evidence

*

Tutor:




Evidence:

Tutor:

34



and learners

Evidence

Tutor:







Evidence

Tutor:




based practice

Evidence:

Tutor:

9 Apply theoretical





Evidence:

Tutor:



on learning

Evidence:

Tutor:


learner behaviour

Evidenc

Tutor:



responsibilities

Evidence:

Tutor:

35

Professional Skills






progression

Evidence:

Tutor:





environment

Evidence:

Tutor:



learners in its use

Evidence:

Tutor:





Evidence:

Tutor





challenge

Evidence:

Tutor:




feedback to support


Evidence:

Tutor:


36




Tutor:



improvement through


Evidence:

Tutor:






37

Mentor Review of ProgressTrainee: 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.

Further guidance is available in the document “Criteria to support the holistic assessment of

teaching against the Professional Standards”.

38

http://www.et-foundation.co.uk/our-priorities/professional-standards/professional-standards-2014/

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.

Summary of areas for development

39

Please make specific comment on the trainee’s achievements and progress in regards to the

following

40

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


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


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

41

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.

42

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.

43

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

44

Appendix 1 - Professional Standards

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:

45

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 47

Actions Required When By whom

Placement signature: Dated

Link Tutor signature: Dated

Student signature: Dated

Placement advice 48

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 49

Appendix 3 – The Equality Act 2010- protected characteristics

Placement advice 50

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


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


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


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


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


Placement advice 52

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




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


Placement advice 53

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


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


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


Placement advice 54

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


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


Professional skills


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


Placement advice 55

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


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


Placement advice 56

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


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


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

Placement advice 57

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


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


Placement advice 58

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.

Placement advice 59

Documents

Placement information … · Web viewThe following tasks are to complete whilst on the start of their placement when you will be observing your mentor and learning about lesson