PPrrooffeessssiioonnaall LLeeaarrnniinngg PPllaann · Training School Training School mentor Second School Second School mentor . 2 2018-2019 . 3 ... start of each school placement

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Primary School Direct Programme

PPrrooffeessssiioonnaall LLeeaarrnniinngg

PPllaann

Trainee Name Lead School Training School

Training School mentor Second School

Second School mentor

2

2018-2019

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University of Reading

Primary School Direct Programme

Professional Learning Plan

Contents Section A Personal profile and school information

Personal Statement, Identification of Initial Needs and Curriculum Vitae

The School Profile – Main Training School

The School Profile – Second School

Record of teaching during training programme

Induction

Section B Record of school-based tasks and behaviour log

School-based tasks (compulsory)

Focused teaching and observations

School-based tasks (menu)

Behaviour log

Section C Record of subject knowledge audits

Phonics

SPaG

Mathematics

Computing

Section D Weekly planning of the programme

Planning an individualised training programme

Weekly plan

Reviews of progress

Section E Tutor and mentor assessments

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Introduction

The purpose of this Professional Learning Plan (PLP) is plan your individualised programme, based on your

prior experience, the training opportunities available to you and the ITT compliance criteria. It will become

the core of your evidence that you have met the requirements of the course. You should use it on a weekly

basis for discussion with your mentors (main and second school), and with your university tutor and ITT co-

ordinator.

In your PLP you will keep:

information about yourself and your main and second schools;

a record of teaching during the training programme;

a record of your school-based tasks and behaviour log;

results of audits and skills tests;

your weekly plan agreed by you and your mentor at weekly mentor meetings;

tutor and mentor assessments including scheduled mentor reports and joint observation forms.

Mentors and trainees need to ensure that the programme provided addresses all the areas of the Standards and that a system is developed to monitor this coverage. You should not have a separate ‘evidence’ file – all the evidence required to demonstrate you have met the Standards will be contained in the PLP, Teaching Files, Subject Knowledge Development File and Reflective Journal.

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Section A Personal profile and school information

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Personal Statement, Identification of Initial Needs and Curriculum Vitae

Personal Statement Insert your Personal Statement after this cover sheet.

Identification of Initial Needs Insert the form you filled in to identify your initial needs here. As you begin to plan your training programme with your mentor you should ensure that your plan is personalised to address all these needs.

Curriculum Vitae Insert your most recent CV. Make sure this includes all your experience up to the day you start the programme.

Records of Skills Tests Insert here the printout you received indicating that you had passed the skills tests in English and Numeracy.

Targets for NQT year At the end of your training year put your NQT Needs form here. You can share your whole PLP with your NQT mentor so that your targets are addressed and there is continuity in your professional development.

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The School Profile – Main Training School

School: Number of pupils on roll: Age range: Number of classes: Average size of classes: Number of teaching staff: Number of support staff: Type of school: infant / junior / primary / middle / special / other Designation of school: LA / grant maintained / independent / church affiliated / other

Ethos of Main Training School

How would you characterise the overall ethos of the school? How does the ethos influence the learning environment?

School rules: outline what they are.

How are pupils made familiar with the rules?

How does the school foster links with the community e.g. contact with parents, local industry, outside agencies such as health, police, social services?

How are principles of inclusion made explicit in the school?

Any further notes on particular characteristics of your main training school.

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The School Profile – Second School

School: Number of pupils on roll: Age range: Number of classes: Average size of classes: Number of teaching staff: Number of support staff: Type of school: infant / junior / primary / middle / special / other Designation of school: LA / grant maintained / independent / church affiliated / other

Ethos of Second School

How would you characterise the overall ethos of the school? How does the ethos influence the learning environment?

School rules: outline what they are.

How are pupils made familiar with the rules?

How does the school foster links with the community e.g. contact with parents, local industry, outside agencies such as health, police, social services?

How are principles of inclusion made explicit in the school?

Any further notes on particular characteristics of your main training school.

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Record of teaching during training programme

Statutory requirements All the experiences below are required if your training is to be compliant with the DfE requirements and recommended for the award of QTS.

Your training programme must span at least four year groups. Substantial sustained teaching experiences within two different year groups (60% and 80% blocks). Each block of teaching must last for at least 6 weeks and your teaching file for each block must provide evidence that you have addressed all the Teachers’ Standards. *RPTs in SEND settings should include the focus (eg type of need), age-related year groups and neurotypical age range of children in each teaching block

Year group / Focus* Dates: Length of block:

Year group / Focus* Dates: Length of block:

Second school placement

Name of school Year group / Focus* Dates

Observation and group teaching in other age ranges before and after the one for which you are training (recommendation of 2 days in each) The following chart gives an indication of where these visits must be spent:

Training focus Visits required

EYFS and KS1 (3 – 7 yr olds) 2 days in a setting for 2 & 3 year olds and 2 days in KS2

KS1 and KS2 (5 – 11 yr olds) 2 days in EYFS and 2 days in KS3

Year group / Focus* Dates Learning activities undertaken

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Record of teaching in different year groups Record in the table below the lessons you observe and teach in different year groups including the blocks identified above. Make sure you have taught and observed across a span of at least four different year groups. **RPTs based in SEN settings should enter experiences under chronological age, however include a note on the neurotypical age and particular need of the children in their class.

Year group / Focus** Observations made Lessons taught

Foundation Stage 1 (Nursery)

Foundation Stage 2 (Reception)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Visit to an SEND setting Whilst not compulsory to meet DfE requirements, we believe that all RPTs would benefit from spending time in an SEND setting. We recommend that RPTs spend a minimum of one and preferably two or more days in such a setting, and record their experience below.

School Dates of visit Focus (nature of need catered for within the school)

Observations/experience

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Induction

Please initial and date each box to confirm that the key school policies have been received and discussed, and ensure you know the name of the Designated Safeguarding Lead in both your main and second training schools.

Main training school Second school

Health and Safely policy

Data Protection policy

Social media policy

Behaviour policy

Safeguarding and Child protection policy (including Prevent)

The Designated Safeguarding Lead is:

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Section B Record of school-based tasks and behaviour log

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School-based tasks (compulsory) These tasks are compulsory for all RPTs. You should plan them carefully with your mentor to ensure they take place at the most appropriate time for you within your training year. Many tasks will be addressed during the autumn term or second school placement. Some may need to be revisited – for example you will need to carry out task 4 for each new class you teach. Tasks are organised into three broad categories (please note these overlap and all tasks will contribute to your progress in meeting the Teachers’ Standards): A: Tasks to help you become familiar with your school context, curriculum and ethos B: Tasks to assess, plan for and teach the specific class C: Tasks that contribute to your wider professional development

Teachers’ Standard

What you are asked to do How – notes (add your own notes on how this will work in your own context)

Deadline Date(s) carried out and location(s) of evidence

A1 TS7 TS8 Part 2 TS6

Read the school prospectus and key policies, including those stated within the induction list in Part A.

There is no need to photocopy the policies for your file. When reading, note how the policies might influence the way you work within the school and file in your teaching file.

Within 2 weeks of start of each school placement

B1 TS2 Talk with the class teacher about the range of children’s learning within the class. Look at examples of children’s work, summative assessments and any other records the teacher has.

Make detailed notes and file in your teaching file.

Each time you move to a new class

B2 TS7 Observe behaviour management strategies that your class teacher uses. Find out about basic organisation, rules and routines within the class and complete your behaviour log in the PLP

Ensure this forms a focus for discussion within your mentor meetings


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B3 TS5 Talk with the class teacher about children with specific needs and how these are addressed within the class. How does the SENCO support the pupils and the teacher?

Make brief notes on these children and file in your teaching file.


B4 TS1 TS7

Identify a child in your class whose learning and/or engagement puzzles you. Observe that child over the course of one session and note what strategies the teacher uses to support this child.

Make notes and file in your teaching file. During the autumn term – then as necessary

C1 TS8 Arrange to observe the role of a TA in the class. Talk with the TA about how s/he perceives her/his role.

Ask your mentor to arrange a time when you can talk out of class to the TA you have observed. Write up your notes of your observation and discussion and file in your PLP.

30th November 2018

C2 Part Two Accompany a teacher on playground duty. Observe three focus children during playtime.

Make notes in your PLP. By April 2019

C3 TS7 Prepare a poster to show in a visual and creative way the behaviour management policy of your training school

Link this with your behaviour log. Ensure behaviour management remains a regular focus of your mentor meetings. Send a copy to your academic tutor to go on Blackboard and file a copy in your SKPD file.

To present in central training 14th December 2018

C4 TS5 Identify one or more children who are learning through EAL. Carry out a focused observation and note how their needs are accommodated.

File notes on this in your PLP. By April 2019

C5 TS6 Sit alongside your class teacher as s/he marks/assesses children’s work. Ask them to explain what they are recording and why and how this will be used to plan next steps. Try marking one or two pieces of work yourself and share with the class teacher.

Photocopy two annotated examples of your own marking/assessment and put in your teaching file.

By 13th February 2018

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C6 TS6 Prepare a handout (one side of A4) to show how your training school addresses formative and summative assessment to present in central training.

Identify the key issues with your mentor before creating the handout. File in your PLP and send to your Academic tutor.

To present in central training 13th February 2018

C7 TS8 Attend a parents’ evening. Be involved in the preparation and discussions as appropriate and agreed with your mentor.

Within the 60% and 80% block discuss with your mentor your role in meeting formally and informally with parents

Within 60% and 80% block

C8 TS3 TS4

Create a three-part bibliography which comprises:

All sorts of texts which can be used in the classroom to support the teaching and learning of literacy and enhance the pleasure of reading. These may include books of all genres, e-books, films, graphic texts and web-based resources

Books and resources which can be used to support the teaching and learning of Mathematics

Books and resources which can be used to support the teaching and learning of Science

There should be at least 5 for English and mathematics (3 for science) by the end of the first term and 10 for English and mathematics, 5 for science by the end of your training. File in your SKPD file.

Throughout training year

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School-based tasks: Focused Teaching and Observations Teaching Standard 3.4: the teaching of early reading (applies across the primary age-range)

Task Teaching / observation Notes / comments Timescale Date(s) carried out and location(s) of

evidence

1 Observe six phonics lessons – each one at a different level. File your observation notes in your teaching file

Before end of 60% block

2 Read to and with the whole class at least once a week Talk with the class teacher about the choice of text, drawing on your bibliography. Record the books read and the responses of the children in your teaching file

Throughout

3 Observe an experienced teacher teaching a reading lesson and discuss with the teacher the school’s approach to the teaching of reading and resources available.

Also plan in time to discuss the school’s reading policy. File in your SKD file.


4 Teach phonics lessons daily to a small group of children for a minimum of two weeks and ideally four. Keep detailed records to show the children’s progress.

File your plans, evaluations and records in your teaching file.


5 Talk with the class teacher and/or English co-ordinator about the teaching of spelling in the class and how it relates to phonic teaching.

File your notes in your SKD file. Before end of 60% block

6 Teach a spelling lesson and identify in your plan the phonic knowledge on which the lesson is based.

File your plan and evaluation in your teaching file.


7 Identify a child in your class who is reading at the expected level. Hear that child read and talk about the text for approx. 5- 10 minutes every day for around 4 weeks. Keep detailed records of the child’s development as a reader.

Identify the child through discussion with the class teacher. Review the child’s progress with your mentor at regular intervals during the term. File your records in your teaching

Before end of second-school placement

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file.

8 Carry out a miscue analysis with the same child to establish which key skills/strategies s/he is using to decode. Seek permission to audio record this task and annotate the miscues using a photocopy of the text.

Ask the class teacher to help you select an appropriate text which the child will be able to access at an ‘instructional’ level

During the autumn term

NB Whilst in their main training school, trainees in the SEND sector should discuss with their mentor how phonics is taught in their school, and identify and observe an effective teacher of phonics. The more specific phonics tasks should be adapted and carried out during the second-school placement as appropriate.

Teaching Standard 3.5: the teaching of early Mathematics (applies across the primary age-range)

Task Teaching / observation Notes / comments Timescale Date(s) carried out and location(s) of

evidence

1 Look at the school’s mathematics policy and any separate policy for calculation.

File your notes in your SKD file. During the autumn term

2 Review any textbooks / schemes used to support the teaching of mathematics throughout the school.


3 Observe an experienced teacher teaching a calculation lesson and discuss with her/him the school’s approach to the teaching of calculation and the models, images and practical resources used.


4 Plan and carry out a series of lessons where you are teaching number or calculation.

Ask your mentor or the mathematics co-ordinator to observe you and give written feedback. File evidence in your teaching file.


5 Identify a child in your class who would benefit from support in Mathematics. Work with this child at least twice a week during the chosen term. Keep detailed records showing the impact of your teaching on the child’s mathematical

Review the child’s progress with your mentor at regular intervals during the term. File your records in your teaching


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development. file.

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School-based tasks: menu This menu of school-based tasks is designed to support you in personalising the training programme to your own particular needs, context and prior experience. All provide valuable learning opportunities and are drawn from many years’ experience of effective initial teacher training. You must carry out a minimum of four, and as many as are deemed appropriate through discussions between yourself, your mentor and your tutor. Tasks are organised into three broad categories (please note these overlap and all tasks will contribute to your progress in meeting the Teachers’ Standards): A: Tasks to help you become familiar with your school context, curriculum and ethos B: Tasks to assess, plan for and teach the specific class (there are no optional tasks in the menu for this category) C: Tasks that contribute to your wider professional development Blank rows are available at the end of the table for you to add any further tasks as agreed with your mentor.


What you are asked to do How – notes (add your own notes on how this will work in your own context)

Deadline Date(s) carried out and location(s) of evidence

Menu A1

TS1 Go on a tour of the school, guided by a pair of children from your class. As well as using this opportunity to find your way around the school if you do not already know it, take the opportunity to discover the children’s perspective.

File notes in your PLP. Within two weeks of relevant placement

Menu A2

TS8, Part Two

Meet with the head teacher to discuss the ethos of the school.

File notes in your PLP.

Menu C1

TS1 Find three examples of effective displays / learning walls from different year groups in the school. Photograph them and annotate them

Ask permission of the teachers. Do not include photographs of children. File the annotated photographs in your teaching file.

Menu C2

TS8, TS5 Talk to the SENCO and discuss their role and the provision for SEND in the school.

Write up your notes of the meeting and file in your PLP.

Links to central training on 28th September 2018

Menu TS8, Part Sex and relationships education File notes in your SKD file.

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C3 Two Access and read this document: http://www.sexeducationforum.org.uk/media/28306/SRE-the-evidence-March-2015.pdf Carry out one (or more) of the following:

Observe a sex and relationships lesson and write notes on an observation proforma

Arrange to speak to a KS2 teacher about sex and relationships education

Teach a SRE lesson, once your relationship with a class is well-established

Menu C4

TS3 Primary Languages Make arrangements to speak to the leader/coordinator for Primary Languages and find out how it is taught. Arrange to observe Primary Languages teaching.

File notes in your SKD file. Links to central training on 13th February 2019

Menu C5

As per agreed focus; TS4.4/8.4

Reviewing practice (optional but strongly recommended) Make a 5 minute recording of yourself teaching. Watch and make notes with regard to your current targets. For example, consider:

The balance of utterances (do you dominate the conversation or do you give the children appropriate opportunities for their contributions?)

Your body language

The nature of your questions (open or closed)

The quality of discourse

Discuss your notes with your mentor, identify areas for development and devise targets accordingly. Incorporate notes into your weekly PLP.

Menu C6

TS8, Part 2

Plan and lead an assembly. Make brief notes on the logistical and organisational challenges involved.

Identify an opportunity and discuss the theme and purpose of the assembly. File your notes in your SKD file.

Menu C7

TS4, TS8 Plan a school trip. With your mentor’s support, plan a school visit, field-work or outdoor activity. You should ensure that the risk assessment is conducted in accordance with school policy.

File notes in your SKD file.

Menu As per Visit to another trainee File notes in your SKD file.

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C8 agreed focus; TS4.4/8.4

Arrange to spend a half day with a fellow trainee in their school. You could include a lesson observation.

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Behaviour Log

Teachers’ Standard 7 sets out the requirement for all trainees and qualified teachers to ‘manage behaviour effectively to ensure a good and safe learning environment’. Your training programme must encompass the following key elements:

1. Observation of excellent practice 2. Practice (with focused feedback) 3. Review (assisted by regular discussion with expert coaches and mentors)

The purpose of this log is to cross-reference to your training and experiences of behaviour management. Use the indicators below as a starting point. Routines

Routines which enable teachers to communicate shared values and behaviours

Routines to start and end lessons

Routines for in-class transitions e.g. bringing pupils to silence, refocusing on the teacher

Setting clear expectations of individual, paired and group work

Using pace to optimise focus and behaviour

Punctuality and planning

Resources ready and prepared

Well planned lessons addressing individual needs

Physical layout of the classroom

Expectations modelled and reinforced

Rewards and sanctions

Following-up on expectations by recording events Relationships

Building personalised and meaningful relationships with pupils

Using age-appropriate language

Understanding impact of school context on behaviour

Understand how SEND affects behaviour

The psychology of motivation

Positive communication and relationships with parents

How to speak to parents and gain their support

Working with families

Understanding yourself – regulating emotions, keeping calm and patient, acting professionally, displaying confidence and enthusiasm, working with others

Responses

Using praise and rewards

Correcting misbehaviour early

Positive language – body language, voice tone, language choice

Using teacher radar

Scripted and practiced reactions

Informal interventions

Choosing when to respond and when to ignore

Handling confrontation

Using sanctions positively

Having restorative conversations

Reacting to misbehaviour in public areas

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Autumn Term Record your experiences in relation to behaviour management during this term, based on the outline above. Give the date and where the evidence is located.

Routines Responses Relationships

Central training

School-based training e.g. staff meeting, INSET

Mentor meeting discussion

Focussed observations of experienced teachers

Focussed written feedback on your teaching

Reflective journal (eg a review of a critical incident)

In the table below rate the degree to which you feel capable of carrying out each aspect of behaviour management. For each statement circle the number which best represents how you feel (if you feel very confident circle 7)

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How confident are you that you can effectively:

At the start of the term

At the end of the term

set routines to start and end lessons

1 2 3 4 5 6 7 1 2 3 4 5 6 7

manage pupils entering the classroom efficiently

1 2 3 4 5 6 7 1 2 3 4 5 6 7

get the attention of the class

1 2 3 4 5 6 7 1 2 3 4 5 6 7

teach and enforce your rules with the class

1 2 3 4 5 6 7 1 2 3 4 5 6 7

maintain appropriate noise levels

1 2 3 4 5 6 7 1 2 3 4 5 6 7

manage transitions between:

carpet and tables whole class to group work

1 2 3 4 5 6 7 1 2 3 4 5 6 7

finish the lesson and discharge pupils to home / play

1 2 3 4 5 6 7 1 2 3 4 5 6 7

manage pupils with behaviour difficulties

1 2 3 4 5 6 7 1 2 3 4 5 6 7

Trainee Comments Targets for Spring Term

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Second-school placement Record your experiences in relation to behaviour management during your second-school placement, based on the outline above. Focus particularly on what you have done to address your targets from the end of the Autumn Term. Give the date and where the evidence is located.


Central training






In the table below rate the degree to which you feel capable of carrying out each aspect of behaviour management. For each statement circle the number which best represents how you feel (if you feel very confident circle 7)

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At the end of the second school placement


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7



1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7

Trainee Comments Targets for rest of the training programme

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60% block and/or summer term (optional – use to be agreed by mentor and RPT) Record your experiences in relation to behaviour management during this period, based on the outline above. Focus particularly on how you addressed your targets at the end of the second school placement. Give the date and where the evidence is located.


Central training






All RPTs: In the table below rate the degree to which you feel capable of carrying out each aspect of behaviour management. For each statement circle the number which best represents how you feel (if you feel very confident circle 7)

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At the end of the training programme


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7



1 2 3 4 5 6 7


1 2 3 4 5 6 7


1 2 3 4 5 6 7

Trainee Comments Targets for NQT year

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Section C Record of Subject Knowledge audits

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Insert copies of all your completed audits here.

Phonics

Percentage mark obtained in Phonics audit 1:

Targets from Phonics audit 1:

Date addressed

Evidence

Percentage mark from Phonics audit 2:

Targets from Phonics audit 2:

Date addressed

Evidence

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Spelling and Grammar Targets from review of National Curriculum glossary

Date addressed

Evidence

Result of Key Stage 2 SPaG test:

Targets from SPaG test

Date addressed

Evidence

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Mathematics Targets from Mathematics audit

Date addressed

Evidence

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Computing Skills At the start of each term, using the table below, log the level of your knowledge and skill in IT by putting a number in the appropriate box. 1: I am unable to do this 2: I can do this if someone helps me 3: I can do this without help 4: I can show other people how to do this.

Can you... Term 1 Term

2

Term

3

Import graphic images into text documents?

Use a computer to create graphs, charts and diagrams?

Use a computer to manipulate numerical information (spreadsheets)?

Use a computer sort and select information (databases)?

Use presentation software such as PowerPoint or Prezi?

Access information on the Internet using advanced searches?

Burn and copy CDs and DVDs?

Use standard audio equipment (e.g. microphones, playback devices)?

Use a digital camera and standard digital video in conjunction with a

computer?

Use computer software to edit digital video?

Use the computerised library catalogue?

Use an interactive whiteboard?

Use of simple programming software e.g. Kodu/Scratch

Use online blogs, message boards and social media appropriately

Stay safe online (understand the importance, identify risks etc.)

Program a device to follow simple instructions e.g. Beebot/roamers

Targets for Autumn Term Date and location of evidence

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Targets for Spring Term Date and location of evidence

Targets for Summer Term Date and location of evidence

Targets for NQT year

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Section D

Weekly Planning of the Programme

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Planning an individualised training programme The following two pages are the core of your training programme and you should complete them for every week

of your training.

They enable you to plan your focused training activities for the week in relation to the Teachers’ Standards. Training

activities are likely to include:

observing an experienced teacher with a clear focus

observing learners with a clear focus

talking with senior members of staff, governors or subject leaders

talking with children

reading school policies

reading government documentation

developing personal subject knowledge

teaching children

working with small groups of children

preparing for teaching

sitting in on meetings as an observer e.g. with parents, outside agencies, school leaders etc.

participating in meetings

The planning pages will not include everything you do during a week in school but should identify those aspects of

training to which you are paying particular attention during that week.

It is expected that these pages will be the focus at your weekly mentor meetings and will provide a record of the

cycle of planning and evaluating. Your mentor will support you with this but it is your responsibility to keep the plan

up-to-date and your university tutor will begin at these pages when they visit. It is the hub of your individual training

programme.

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PLAN and EVALUATION FOR WEEK BEGINNING: _____________________________

At your weekly mentor meeting discuss with your mentor how you will address the key training issues you will have identified for yourself. When you plan

activities, decide what sort of evidence you will need and how you could record evidence for the related standards. In the subsequent meeting, complete the

evaluation section then plan your next steps.

Professional focus: aspects discussed in mentor meeting


Training activities: what will happen to address this focus? Who will do what?

Evaluation: What did I learn? Take forward into next week?

Where have I filed the evidence of my learning?

A

B

C

Date of mentor meeting

Any additional notes (record in brief any issues discussed/addressed that have not led to a training opportunity this week)

RPT Signature

Mentor Signature

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Observations: Record below observations made of you by experienced teachers (two observations per week)

Date Year group

Lesson Teacher Agreed observation focus

Record below any observations you make of experienced teachers - in addition to any observations above under ‘Activities’. Cross reference to any extended notes.

Reflection In your reflective journal write about your own professional development this week. Consider all that has influenced your learning (observations, teaching, conversations, reading, central training, etc.) and trace this week’s journey towards being a teacher. Include a critical incident of the week: this may be a highlight, tricky moment or lightbulb moment.

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Reviews of progress and reflections on professional development

At the end of each half term you are required to monitor your progress, drawing on the documentation you have

developed over the half term since the last review:

Reflective journal

PLP

Teaching files

Subject knowledge development file

It is expected that your review will draw mainly on your reflective journal, and will be a synthesis of your learning during the half term – although you might also reflect on constraints and difficulties. You may take just one ‘critical incident’ to analyse as an example of your current understanding or you may write broadly drawing together the threads which have emerged. Your review should be no longer than one side of A4, should be evaluative and reflective rather than merely descriptive, and should be uploaded to Gradecentre on Blackboard for review by Catherine (group A) or Ali (group B) before you begin the next half term.

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Section E Tutor and Mentor

Assessments

In this section insert:

The records, including the written feedback, of the joint observations by your mentor and university tutor (other written feedbacks of observations of your teaching should be filed next to the appropriate planning and evaluation in your teaching file);

Your copy of the ‘Formative assessment against the standards’ document to show your level of achievement as a result of feedback and discussion in mentor meetings (use a different colour for each term) and use this to identify your targets for further progression;

A printout of your mentor report after each reporting point.

Documents

PPrrooffeessssiioonnaall LLeeaarrnniinngg PPllaann · Training School Training School mentor Second School Second School mentor . 2 2018-2019 . 3 ... start of each school placement