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Primary Postgraduate Certificate in Education Mentor Handbook 2016-2017

University of East London Cass School of Education & Communities

www.uel.ac.uk/education

Cass School of Education & Communities UEL Stratford Campus Water Lane, London E15 4LZ Email: [email protected] Phone: 020 8223 2152

http://www.uel.ac.uk/education

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CONTENTS

Part 1: Fulfilling your role as a mentor

Contacts .............................................................................................................................................................. 2

Introduction ........................................................................................................................................................ 4

UEL Mentor Framework ..................................................................................................................................... 5

UEL Mentor Training Stages and dates for 2016-2017....................................................................................... 7

Stages of Mentoring & Trainee Development.................................................................... ............................... 8

Types of School Based Training and mentor expectations.............................................. ................................ 10

Advice to Mentors on Lesson Observation and Debriefing .............................................................................. 12

Course Structure ............................................................................................................................................... 14

Part 2: Documentation and procedures

Assessing Trainee Progress... ............................................................................................................................ 15

Making Judgments about Trainee Attainment.................................................................. ............................. 18

Observation pro formas.................................................................................................... .............................. 36

Trainee progress ............................................................................................................................................... 42

Cause for Concern Guidance & pro forma ....................................................................................................... 44

Trainee Professional Development Action Plan ............................................................................................... 46

Trainee entitlement .......................................................................................................................................... 47

School Based Training Plans for the PGCE Year ................................................................................................ 53

Overview and Checklist of SBT Tasks ................................................................................................................ 79

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PART 1: FULFILLING YOUR ROLE AS A MENTOR

HOW TO CONTACT US

Cass School of Education and Communities UEL Stratford Campus

Water Lane LONDON E15 4LZ

The Hub Helpdesk

Term Time 08:30 – 19:00 Mon – Fri; Sat 09:00 – 17:00

Outside Term Time 09:00 – 15:00 Mon - Fri

Internet: http://www.uel.ac.uk/study/courses/pgce-prim.htm

Partnership Team

Name Role Email Telephone

Rose White English, Partnership Coordinator, Professional Tutor

[email protected] 020 8223 2220

Saranna Maynard Primary Programme Placement Officer [email protected] 020 8223 2152

Administrative Staff


Asif Ali Admissions Officer [email protected] 020 8223 2832

Academic Staff/Professional Tutors


Amelia Albert Modern Languages, Module Leader – PR6200, Professional Tutor


Daniel Ayres English, Module Leader -PR7310, Professional Tutor


Chris Dalladay Music, Professional Tutor


Emma Day P.E., Mathematics, Module Leader - PR6200, Professional Tutor


Julie Gariazzo Programme Leader, Science, SEN&D, Module leader PR6300 & PE7001, Professional Tutor


http://www.uel.ac.uk/study/courses/pgce-prim.htm

mailto:[email protected]








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Vanessa Griffith History, Professional Tutor

[email protected]

Nasima Hassan Religious Education, Module Leader - PR6100, Professional Tutor


Elicia Lewis Geography, Philosophy for Children, Professional Tutor


Ruksana Mohammed Early Years, Art, Professional Tutor


Fran Paffard

Early Years, Philosophy for Children, Module Leader - PR7400, Professional Tutor


Chris Tyrrell Mathematics, PE, Module Leader - PR6500, Professional Tutor


Gurmit Uppal Computing, P.E. Module leader PE7001, Professional Tutor









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INTRODUCTION

The Mentor Handbook This handbook aims to give additional advice and exemplification to school-based mentors who are working with trainee teachers in partnership with the UEL Primary Team. It complements information that is already available in the Primary PGCE Programme Handbook and

Contacting Us

Contact details of individual tutors can be found on pages 2-3. Please contact us if you need advice or if there is a problem.

School-based Mentors

Your role is as a school-based mentor. This involves understanding and supporting the process of professional growth of the trainee teacher. In order to do this effectively you will develop further a wide range of knowledge and abilities. The diversity of the role and the individual nature of trainer/trainee relationships mean that you have to make professional judgements about what is best for the development of your trainee at any particular time. An important aspect of your role is the ability to liaise with other colleagues and tutors in directing trainees to undertake tasks and in providing them with school experiences which will effectively promote their professional development.

Skills

The following is a list of recommended skills for those working with trainees. This list of skills is not comprehensive, but may be useful as a guide for consideration:

reflection on own practice;

breaking down teaching into manageable components;

observing;

describing and analysing teaching;

negotiating goals;

building self-esteem;

offering constructive criticism;

listening (empathetic and active);

counselling (support and challenge);

giving feedback;

writing reports;

resolving conflict effectively.

Trainee entitlement UEL’s Primary PGCE programme documentation indicates that trainees are entitled to certain opportunities and experiences as part of their school-based training. These are listed in the Trainee entitlement on school based-training form on pages 49-50. We are keen for mentors to use this document to support their own professional development and provide a basis for school/UEL evaluation of ITE provision across the partnership. Please return the completed form to the professional tutor at the end of each block of school-based training. This informs our programme evaluation, and enables us to identify opportunities to support your professional development and school improvement.

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UEL Mentor Training Framework

Commonality without uniformity for all providers of initial teacher education, CPD and leadership development

Why have a mentor training framework?

This mentor development framework has been written in response to the government implementation plan (‘Training our next generation of outstanding teachers’ DfE 2011), where the responsibility for training and development of teachers will be placed within the school context. A framework provides the basis for commonality without uniformity, and a shared view of the progression of achievement in the role. In this way mentoring as an activity can be recognized by both individuals and senior leaders, and a minimum standard of expectation and achievement can be set across a diverse range of settings and context.

What does the framework aim to achieve?

A key function of this framework is to provide consistency and coherence for mentor training and development across providers and sectors. It is designed to structure provision that is relevant to individual contexts and future needs. The framework is equally applicable in all mentoring situations including: ITE, NQTs, RQTs, middle leadership and leadership.

What are the benefits of the framework?

The framework highlights the complexity of developing as an effective mentor and the ways in which mentoring knowledge and practice are different from teaching knowledge and practice. Key quality indicators are identified at each stage of development along with examples of indicative training activities. In order to support career progression through the appraisal process, and raise the profile of mentoring, the framework has been organised into three stages. Stages 2 and 3 are linked to the option of Masters’ level accreditation.

How will the framework be quality assured? Teaching Schools, collegiates, consortia and SCITTs can develop specific quality criteria, in relation to the framework, that are fit for purpose in their context, and thereby give appropriate recognition at each stage. The Cass School of Education and Communities at UEL will also use the framework. Who developed the framework? The framework has been developed by experienced mentors working from foundation stage to key stage 5, across a range of boroughs. Hazel Hatch - Bullers Wood, Bromley Lorraine Jones – Five Elms, Barking and Dagenham Jennifer Pearce – Five Elms, Barking and Dagenham Karin Davies – Valence Primary School, Barking and Dagenham

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Suggestions for training at each stage

Stage 1 Stage 2 Stage 3

Ability to give feedback appropriately to the stage of development of the mentee

The ability to move from being directive to being reflective appropriate to the stage of development of the mentee Demonstrate an openness to new ideas and ability to critically review them

Demonstrate a deeper understanding of a range of feedback strategies The ability to use a range of reflective strategies that provides a high level of challenge To make modelling of practice explicit (explain why as well as how)

An ability to support and develop other mentors A capacity to mentor in a wider range of contexts Engagement with current literature and research in field of mentoring and coaching to inform role and practice

Developing observation and feedback skills

Activities based on case studies to explore issues around feedback

Look at stages of development of the mentee across a year in relation to the mentor role

Knowing how to seek appropriate support for challenging mentoring situations

Familiarisation and practice of recording and reporting requirements

Developing observation and feedback with a focus on asking challenging questions

Activities based on case studies to explore different approaches to feedback

Familiarisation with, and practise of, a range of strategies for development through reflection

Provide an understanding of explicit modelling and opportunities to practice explaining the why as well as the how

Update of recording and reporting requirements

Triangulated and moderated observation and feedback to mentees

Opportunities to shadow, observe, collaborate with colleagues mentoring in other contexts

Opportunities to access and critically discuss relevant literature and research

Using research to inform practice and practice to critique research

Provide appropriate support for challenging mentoring situations

To be involved in the review and revision of recording and reporting requirements

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UEL Mentor Training Mentor training at UEL will address the learning outcomes and include the suggested training activities outlined in this mentor training framework. Training at stages 2 and 3 can be linked to the submission of a portfolio which is equivalent to 30 Masters level credits on entry to a Masters level postgraduate programme. Portfolio activities will draw directly upon school based mentoring activity and experience and will be supported by a UEL tutor. In order to make a claim for credit you will need to enrol on a Masters level module at UEL as part of one of the following awards:

Postgraduate Certificate(60 credits ) comprising a mentor training related claim and one M level module

Postgraduate Diploma (120 credits) comprising up 2 mentor training related claims and 2 M level modules OR one mentor training related claim and three M level modules.

MA (180 Credits) comprising postgraduate diploma plus a dissertation. UEL mentor training dates Stage 1: Saturday 17th September 2016 – half day Saturday 21st January 2017 – half day Saturday 22nd April 2017 – half day Stage 2: Saturday 15th October 2016 – half day Saturday 28th January 2017 – half day Saturday 21st May 2017– half day HOW TO BOOK For Stage 1 or Stage 2 training please contact: Saranna Maynard - [email protected] Tel: 020 8223 2152 For Stage 3 enquiries and booking please contact: John Macklin [email protected] Tel: 020 8223 3336



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STAGES OF MENTORING AND TRAINEE DEVELOPMENT

Without the support of the Mentor, trainees can easily find themselves at a loss as to how to move forward in their teaching. This plateau effect can affect all trainees. If an approach works, it will often be used again uncritically and they may fail to come up with alternative strategies. If something doesn't work then the idea may be abandoned wholesale instead of improved upon. Either way the trainee will end up with a limited range of ideas and strategies. A key role of the Mentor is to deploy various strategies at the appropriate time to move the trainee on. The model below (adapted from Furlong and Maynard 1995) is flexible and not always sequential: often stages will co-exist and can vary according to the year group being taught, levels of subject knowledge and the trainee's confidence. For example, on the PGCE programme, the beginning of the second school experience may require a return to the induction phase.

1. Induction Phase Focus of trainee learning Mentoring role Key mentoring strategies

Rules and routines Establishing authority

Model Trainee observation Small group work Collaborative teaching focused on rules and routines

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2. Collaborative Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

QTS Teachers’ Standards Model Trainee observation Systematic observation and feedback on trainee's performance Mentor facilitates reflection-on-action

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3. Supervised Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

Understanding student learning Developing effective teaching

Critical friend Systematic observation and feedback on trainee's performance Re-examination of lesson planning

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4. Independent Teaching Phase Focus of trainee learning Mentoring role Key mentoring strategies

Investigating the grounds for practice

Co-enquirer Partnership teaching Partnership supervision

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Extensive research shows that trainees pass through a number of stages of development. The main stages which have been identified are 1. Induction Phase During the first few visits to a class, trainees find it difficult to ‘see’ what is going on. They often assume either that teaching is straightforward or are overwhelmed by the complexities of what they observe. Trainees find it useful if they are allowed to carry out focused observations of experienced teachers. 2. Collaborative Teaching Phase The joint planning and teaching of a lesson by the Mentor and trainee at the early stages of training enables the trainee to gain access to the knowledge and experience of the Mentor in a controlled and supportive way. The trainee will be preoccupied at this stage with the development of his or her own performance as a teacher. We recommend that a trainee starts off by planning collaboratively a defined section of a lesson e.g. a starter, a plenary or introduction of a new skill or piece of knowledge. This should be followed by debriefing on how the teaching of their part of the lesson went. At this point the Mentor can best help by focusing on specific aspects of the development of the Teachers’ Standards for QTS. A summary of the Teachers’ Standards is included below (pages 15-32), mapping the Teachers’ Standards (2012) against the Professional Standards for Teachers (2007). Trainees have said that regular monitoring and feedback sessions are essential at this stage to ensure that good progress is made. 3. Supervised Teaching Phase Once trainees have gained sufficient confidence in lessons to ‘act like a teacher’, they are able to turn their attention away from their own performance and focus on the content of their lessons in terms of what their pupils are actually learning. This middle stage is crucial to the development of the trainee. Trainees at this stage have usually managed to find a method which works for them and are unwilling to try out new strategies. Occasionally too, trainees still believe that they must tell the pupil everything in order to transmit their knowledge to the receptive pupil. The challenge for the Mentor at this stage is to move the trainee on from ‘acting like a teacher’ to ‘thinking like a teacher’.

4. Independent Teaching Phase There will be a number of trainees who reach a stage towards the end of their second school experience when they will know the pupils in their class well and realise how different they are as learners. They will start to understand the principle of differentiation and will have a clear understanding of the nature of assessment and how regular feedback and target setting provides the basis for adopting a differentiated approach to teaching. The Mentor may be able to work alongside the trainee in the development of resources or teaching strategies or to direct the trainee to observe teachers in other year groups where differentiated learning is practised. As the trainee makes progress the role of the Mentor will also change. The diagram earlier in this booklet summarises the stages of development of the trainee alongside the changing role of the Mentors.

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Types of School Based Training UEL works in partnership with schools and supports three different types of school based training. These are:

Pupil Progress

Class teaching and Management

Final Block – taking on the full teacher role Pupil progress placements focus on ensuring that trainees are equipped to work effectively with groups of children. The focus is on specific interventions, questioning and personalisation to secure effective pupil progress. Trainees are placed either in pairs or threes. Class teaching and management training plans focus on gradually taking over the role of the whole class teacher with a particular focus on building confidence and competence in whole class elements. Trainees are placed either individually or in pairs. The final block focuses on drawing together whole class teaching and learning and ensuring the progress of all pupils in the class. Trainees are placed either individually or in pairs. Rose White [email protected] for further details.

Mentoring during a Pupil Progress Placement Mentoring will take place throughout the day as the class teacher remains in the class and provides on-going verbal feedback to the trainee on how effectively he or she is supporting the progress of groups and the class as a whole. This feedback is given as and when appropriate, and trainees will appreciate that this may not be at a regular time. Mentors should give verbal feedback on any previously identified focus but also on other areas of the lesson which are praiseworthy or of concern. Trainees take responsibility for recording any feedback that is given to them throughout the day/week. Trainees are asked to refer to the Teachers’ Standards when making a note of verbal feedback and refer to the grade criteria. The school- based training plan outlines the progression that the trainees should make and the increasing responsibility they should take throughout the course of the placement. Written observations may be carried out if the mentor and trainee feel this would be helpful/practicable. The mentor will review plans for the group activity and provide verbal or written feedback on the quality and effectiveness of these.

Mentoring during a Class Teaching and Management Placement

Timetabled weekly Mentoring Sessions should take place. Scheduled meetings should be equivalent to 45mins -1 hour. The content of these sessions will be based on the Training plan. Within the meeting, time should be given to:

time-tabling observations and agreeing the focus;

assessing the progress towards the Teachers’ Standards;

reviewing planning, teaching, monitoring and assessments that have taken place;

reviewing lesson evaluations;

planning for tasks and activities that follow on from observations and targets;

reviewing outstanding targets


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The session should not be used solely to give feedback; it should be viewed as a tutorial opportunity. Trainees complete their own Professional Development Action Plan, and the mentor may ask to see this as part of this tutorial to ensure targets are appropriate. Trainees need regular assessment of, and feedback on, their teaching. Formative assessment occurs when the Mentor assesses the competence of a trainee against the Teachers’ Standards, discussing or offering strategies to improve and develop classroom skills. This approach is most effective when the trainee teaches and the Mentor observes the teaching. Following this the Mentor and trainee discuss the observed teaching. As a result of this discussion, targets are set with the trainee. Mentors should observe each trainee three times per week: English: 20 minute observation, once per week OR

15 minute phonics observation where the trainee is training in the EYFS or KS1 Maths: 20 minute observation, once per week Other subject/area: 20 minute observation, once per week (with a subject knowledge or pedagogy

focus) Observers should give feedback against the Teachers’ Standards and the relevant grade criteria above. They should address the identified focus for observation but also other areas of the lesson which are praiseworthy or of concern. Any grades noted on the weekly summary sheet should be given only after the mentor has considered a wide range of evidence from the trainee (in particular pupils’ progress, evidence of assessment, subject knowledge etc). Grades for individual lessons are not required.

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ADVICE TO MENTORS ON LESSON OBSERVATION AND DEBRIEFING

When establishing the focus of the observation it is necessary to take account of the trainee's overall progress and level of confidence. In the first weeks in school, for example, they tend to be consumed with concerns of discipline and control. However, this would need to be linked to comments on the learning activities which the trainee has identified on the lesson plan as trainees sometimes do not realise that the activities they have planned have an impact on behaviour. It would, therefore, be unproductive to focus on other issues to the exclusion of their concerns. As the trainee becomes more experienced the focus should move on from classroom management and focus on the learning of the pupils.

DEBRIEFING THE TRAINEE AFTER THE LESSON

The following advice complements the guidelines set out in the School Experience Handbook. Focus on:

the trainee’s successes or achievements; one way of starting is by asking the trainee what he or she was pleased with in the lesson;

the actions taken by the trainee to achieve those successes, e.g. 'I noticed that everyone managed to do the experiment. How did you get that to happen?’

the trainee's reasons for taking the action he or she did, e.g. ‘Can you tell me why you asked the groups to report back in that way?’

the conditions, circumstances, etc, that led to the trainee making a decision to take a particular action, e.g. ‘You said that they had had enough of the reading, and so you moved on to the questions. How did you know that they’d had enough; how could you tell?’

Ask open questions In the discussion or follow-up interview you can help the trainee to talk about the ordinary, everyday things that he or she usually takes for granted. Never be afraid of saying, 'Could you tell me a little more about that?' For example:

Mentor: ‘You said that you were pleased because the noise level was just right. Can you tell me how you judged that it was right?’

Trainee: ‘It’s a balance, isn’t it? The atmosphere is there, but the work is there as well. I was happy with the balance today. It’s personal, hard to say.’

Don't ask your questions in a generalised way You are more likely to get answers of interest to you if you relate your questions to the particular lesson observed, e.g. ‘How did you manage to get Patrick and Clare to work?' rather than, ‘What do you do to persuade unwilling pupils to work?’ Stick to the point The role of the Mentor is to seek information from the trainee. This means asking them questions about what was observed in the particular lesson observed, rather than discussing how the Mentor would have delivered the lesson.

Be sensitive to possible anxiety of the trainee, particularly in the way questions are asked For instance, a closed question, which invites a yes/no answer, does not help a respondent to give an informative reply. More importantly, it may also convey implications of what the teacher should or should not

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have done and so have undertones of criticism. A question such as, 'Did you have a lesson plan?' would tend to put any trainee on the defensive.

Don't test your own ideas and assumptions about what was observed in the lesson Rather than, for example, 'Did you cut short the question and answer session because you felt they were beginning to get confused?’ a more open and helpful question would ask: ‘Can you tell me why you cut short the question and answer session?’ Never ask, 'why didn't you.....?' This is almost guaranteed to lead the trainee to justify their teaching rather than to reveal their thinking. A successful discussion is one in which:

the trainee does most of the talking;

the trainee explains her/his actions but does not feel the need to justify them;

the questions are rooted in the observed lesson;

the focus is on what went well in the lesson;

the Mentor learns much more than they could have done simply from observing the lesson. Do not avoid negative feedback or focusing on things which didn’t go well in the lesson. It is sometimes tempting to avoid tackling unsatisfactory work but it is necessary to do so in order to give the trainee an opportunity to improve.

Setting Targets Ensure that targets are SMART (Specific, Measurable, Achievable, Realistic, Time Limited) linking clearly to the Teachers’ Standards. Discussing the lesson Give a clear, unambiguous assessment of the lesson observed.

Set clear targets for improving the situation (see above).

Ask the trainee to sign and date the copy of your observation notes and give them a copy.

Keep notes of any other things you have said, advice you have given and how you have tried to help.

Keep all concerned with the training informed about how the trainee is getting on with your class/group. It is especially important to alert the ITT Co-ordinator and the UEL Tutor as early as possible if the trainee is not making required progress or likely to fail. The ITT Co-ordinator/Mentor will advise the UEL Tutor immediately as part of the ‘Not making required progress’ procedures and action can be taken. (The Partnership has a duty to give a written warning and targets so that the trainee has a chance to rectify the situation).

Clarity is paramount – if you have asked a trainee to change the way they do something, get them to explain in their own words what you want them to do so you know that they have understood. If the trainee defends their point of view/actions, avoid becoming confrontational. Try to see it from their point of view. Show that you will consider what they have said but illustrate with evidence from your observation notes. (If the trainee does not have the same view of the lesson as you, sometimes video debriefing can help.) The most difficult problems arise when the trainee does not recognise that they are not succeeding. In these cases you must be firm and clear in your records.

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UEL COURSE STRUCTURE 2016/17 PROVIDER NAME: University of East London

PHASE: Primary

COURSE TYPE: School Direct Tuition Led and Core PGCE

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UEL Training Days Rev Interim SBT review day (Trainees in University)

Major Holidays First School Experience

b/h Bank Holidays Secondary School Experience

R Reading/Private Study Final School Experience

School or Direct Study PWR Week

PP Prep – Please note Early Years Trainees will not be in schools on Monday 19th September or Monday 26th September as they will be visiting an EYFS setting

PP Prep

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1 Assessing Trainee Progress

1.1.1 Assessment Judgements The key factor in judging the quality of teaching over time is the impact teaching has on the quality of learning of pupils/learners. (‘Initial teacher education inspection handbook’, March 2015, Paragraph 125). Assessment will be informed by evidenced, professional judgements which are accurate and rigorous. Judgements need to be based on the quality of trainees’ teaching overall and reflect their impact on pupil progress and learning over time. When making judgements, the full range of evidence will be used, including observation evidence, planning, discussions with mentors, trainees and pupils, pupils’ responses in lessons and in their work books, the quality and impact of your marking and feedback, your assessment and planning records and evidence of your own and your pupils’ progress and learning over time.

1.1.2 Grading Criteria It is essential that trainees and all involved in the assessment process, fully understand and can explain how UEL assessment guidance and criteria are applied to ensure accuracy and consistency. All those assessing trainees must use their professional judgement when making and agreeing decisions focusing on the quality of trainees’ teaching overall. All borderline cases must be reviewed, taking into account all relevant evidence and with additional moderation as required. Outstanding (1) Trainees demonstrate excellent practice in the majority of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. For a trainee’s final grading to be 1:

pupil progress and learning over time must be good or better than expected;

a minimum of five Standards graded 1 overall or

four Standards graded 1 overall but many features of other Standards also graded 1 (utilising assessment against the sub-headings);

all other Standards graded 2 (utilising assessment against the sub-headings);

no grade 3 or 4 for any Standard.

TS2 must be grade 1.

Good (2) Trainees demonstrate excellent practice in some of the standards for teaching and all related to their personal and professional conduct. Much of the quality of trainees’ teaching over time is good; some is outstanding. For a trainee’s final grading to be 2:*

pupil progress and learning over time must be at least as expected;

at least five Standards graded 2 overall;

any grade 3 Standards must be scrutinised and would require grade 2 features (utilising assessment against the sub-headings);

no grade 4 for any Standard.

* Careful consideration must be given where all of the trainee’s teaching is grade 2 but he/she has few/no grade 1 aspects; he/she is likely to be grade 2 overall. The final judgement should be agreed following discussion with the UEL tutor. There should be close scrutiny of any grade 3 and grade 1 aspects.

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Requires improvement (3) Trainees meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of trainees’ teaching over time requires improvement as it is not yet good. For a trainee’s final grading to be 3:

pupil progress and learning over time is not always as expected;

most Standards graded 3 overall;

no grade 4 for any Standard.

A trainee can be judged to have exceed(ed) the minimum if he/she has evidenced features of good practice in some aspects of the Teachers’ Standards with no grade 4s. Any trainee in this category (grade 3) needs to be considered as a cause for concern as early as possible. As soon as a potential grade 3 trainee is identified, the relevant supervising staff must be alerted and immediate intervention, including sharply focused short and longer term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded; weekly updates should be maintained. The intervention to secure progress to grade 2 (good) may continue beyond the end of the initial training programme and into the NQT year. Additional moderation and tracking of progress against targets is essential. Inadequate (4) Trainees fail to meet the minimum level of practice expected of teachers as defined in the Teachers’ Standards by the end of their training. The quality of trainees’ teaching over time is weak such that it contributes to pupils/learners or groups of pupils/learners making inadequate progress. As soon as a potential grade 4 trainee is identified, the Cause for concern procedures should be instigated. UEL must be alerted and immediate intervention, including sharply focused short and longer term targets for the trainee, should be agreed. Explicit training actions should be defined, monitored and recorded; weekly updates should be maintained. Additional moderation and rigorous documentation are essential.

1.1.3 Cause for Concern The decision that a trainee is Cause for Concern normally follows the accumulation by the trainee of persistent minor weaknesses. This decision is recorded on the Cause for concern pro forma. Any issue that has been identified consistently without evidence of progress or development, and any issue that has not been addressed successfully after observation, discussion and support, may lead to a decision of likely to fail.

1.1.4 Likely to Fail If a trainee is not making required progress towards the Teachers’ Standards for the stage of the programme, it may become necessary for them to be given notice of Likely to Fail by the UEL tutor or the Head of Primary ITE. This lists Teachers’ Standards that the trainee is not meeting or making satisfactory progress towards and gives the trainee specific targets that he/she is required to meet consistently from the time that notice is given.

If a trainee is subject to the Likely to Fail process, he/she should inform the Head of Teacher Education immediately in writing of any mitigating circumstances that the trainee identifies as affecting progress – i.e. any circumstances that are different from when the programme began and which affect work and progress towards the Standards. The identification of any such circumstances will not further jeopardise the trainee’s position: the mitigating circumstances provide the context under which the trainee is training and enable those assessing to take these into account where applicable. Trainees would need to provide appropriate evidence if required, e.g. a medical certificate. Normally within one week of notice of Likely to Fail, there is a Standards Assessment. An External Examiner and/or the Head of Primary ITE/Associate Dean/moderating tutor will:

observe the trainee’s teaching;

ask the trainee about their teaching and preparation;

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consider all the evidence of their having met targets consistently since notice of Likely to Fail.

The assessor will review evidence from the trainee’s files which must be complete and up to date. The assessor will consider evidence from the school-based ITT co-ordinator, mentor and UEL tutor about the trainee’s work in the school, including information about practice which has not formally been recorded for lesson feedback purposes. This Standards Assessment is judged on a pass/fail basis. Trainees will be notified of the result as soon as possible. A failed Standards Assessment leads to the termination of studies for the trainee.

1.1.5 Termination of School-Based Training

Where the placement school is considering the termination of a trainee’s block of school-based training, a panel convenes to discuss the circumstances and establish a clear rationale for any termination, where termination is identified as an appropriate outcome. Termination of school-based training is appropriate where:

a) the trainee demonstrates that he/she is not benefiting from the programme and making the requisite progress to the achievement of the Teachers’ Standards; or

b) a pattern of unauthorised non-attendance at school jeopardises trainee progress; or

c) in the tutor’s, mentor’s and External Examiner’s view, the trainee is unsuited to teaching; or

d) the trainee jeopardises the learning, well-being, safety, or other interests of children in his/her care; or

e) the trainee has omitted material information or provided untrue or incomplete information, in order to gain entry to the programme or falsifies results, references or reports either prior to the start or during the programme.

The panel includes at least one school representative and one UEL representative. Where the decision of the panel is to terminate the trainee’s block of school-based training, the rationale for the decision is communicated clearly to the trainee in writing. If a trainee’s school-based training is terminated by the school for any reason (see a-e above), a Standards Assessment is triggered. Under such circumstances, it will not be possible to observe additional teaching. The Standards Assessment will therefore take place at UEL and on the basis of the evidence already available.

18

Making judgements about trainee attainment

2 Teachers’ Standards, Part One: Teaching grade descriptors

Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015); column headings

reproduce the overall outcome criterion.

1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Standard sub-headings Outstanding (1):

Much of the quality of

trainees’ teaching over time

is outstanding and never less

than consistently good.

Good (2):


trainees’ teaching over

time is good; some is

outstanding.

Requires improvement (3) -

meeting the Standard:

The quality of trainees’

teaching over time requires

improvement as it is not yet

good.

Trainees need targeted

advice to be good.

Inadequate (4):

Trainees fail to meet the

minimum level of practice.

a establish a safe and

stimulating

environment for pupils,

rooted in mutual

respect

Consistently uses

innovative strategies to

establish a safe and

stimulating environment

for pupils, rooted in mutual

respect, which motivates

and inspires pupils to learn

and enjoy the subject.

Uses a range of strategies

to establish a safe

environment which, much

of the time, is stimulating

and rooted in mutual

respect.

Is able to establish a safe

and stimulating

environment for pupils,

rooted in mutual respect.

Is unable to establish a

safe and stimulating

environment for pupils.

b set goals that stretch

and challenge pupils of

all backgrounds,

abilities and

dispositions

Consistently sets goals

that stretch, challenge

and motivate pupils.

use effective strategies to

support the learning and

progress of

underperforming groups.

Sets goals that stretch,

challenge and motivate

pupils.

use strategies to support

the learning and

progress of


Is able to set goals that

stretch and challenge

pupils of all backgrounds,

abilities and dispositions.

Is unable to set goals that

stretch and challenge

pupils of all backgrounds,

abilities and dispositions.

c demonstrate

consistently the

positive attitudes,

values and behaviour

which are expected of

pupils.

Consistently and effectively

demonstrates and models

the positive attitudes,

values and behaviour which

are expected of pupils.

Consistently demonstrates

and models the positive

attitudes, values and

behaviour which are

expected of pupils.

Is able to demonstrate

consistently the positive


behaviour which are

expected of pupils.

Is unable to demonstrate

consistently the positive


behaviour which are

expected of pupils.

19

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.






Good (2):




outstanding.






good.


advice to be good.

Inadequate (4):



a be accountable for

pupils’ attainment,

progress and outcomes

Is consistently accountable

for pupils’ attainment,

progress and outcomes.

Is accountable for pupils’

attainment, progress and

outcomes

Is able to take

accountability for pupils’


outcomes.

Is unable to take

accountability for pupils’


outcomes.

b be aware of pupils’

capabilities and their

prior knowledge, and

plan teaching to build

on these

Has a detailed

understanding of the

pupils’ capabilities and

their prior knowledge.

demonstrate through

their planning and

teaching that their

pupils, including those

who are disabled and

those who have special

educational needs, make

good progress.

Has a good


pupils’ capabilities and

their prior knowledge.

assess pupils’

achievement and plan

and teach lessons that

enable pupils, including

those who are disabled

and those who have

special educational

needs, to make at least

expected progress.

Is aware of pupils’

capabilities and their prior

knowledge, and plans

teaching to build on these.


an awareness of pupils’

capabilities and their prior

knowledge, and is unable

to plan teaching to build

on these.

c guide pupils to reflect

on the progress they

have made and their

emerging needs

Pupils are consistently

offered high quality

intervention and feedback

which enables them to

identify the progress they

have made and understand

what they need to do to

improve.

Pupils are offered

intervention and feedback

which, much of the time,

enables them to identify

the progress they have

made and understand

what they need to do to

improve.

Is able to guide pupils to

reflect on the progress they

have made and their

emerging needs.

Is unable to guide pupils

to reflect on the progress

they have made and their

emerging needs.

20






Good (2):




outstanding.






good.


advice to be good.

Inadequate (4):



d demonstrate

knowledge and

understanding of how

pupils learn and how

this impacts on

teaching

Is consistently and

effectively able to use

knowledge and


pupils learn to improve

their teaching.

Much of the time makes

good use of knowledge and


pupils learn to inform their

teaching.

Is able to demonstrate

knowledge and


pupils learn and how this

impacts on teaching.


knowledge and


pupils learn and how this

impacts on teaching.

e encourage pupils to

take a responsible and

conscientious attitude

to their own work and

study.


encourages pupils, by

setting specific high

expectations, to take a

responsible and

conscientious attitude to

work and study.

Much of the time

encourages pupils, to take

a responsible and


work and study by setting

expectations.

Is able to encourage pupils

to take a responsible and


their own work and study.

Is unable to encourage

pupils to take a

responsible and


their own work and study.

21

3. Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and

address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use

of standard English, whatever the teacher’s specialist subject

if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary)

if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary)






Good (2):




outstanding.






good.


advice to be good.

Inadequate (4):



a have a secure

knowledge of the

relevant subject(s) and

curriculum areas, foster

and maintain pupils’

interest in the subject,

and address

misunderstandings

Consistently teach

exceptionally well,

demonstrating:

- strong subject and

curriculum knowledge;

- phase expertise.

Is confident to work within

the current and new

curriculum.

Demonstrates the ability

to address

misunderstandings and

maintain pupils’ interest.

teach well,

demonstrating:

- good subject and

curriculum knowledge;

- phase expertise.

Works within the current

and new curriculum

arrangements.

Much of the time

demonstrates the ability

to address

misunderstandings and

maintain pupils’ interest.

Has a secure knowledge of

the relevant subject(s) and

curriculum areas, fosters

and maintains pupils’

interest in the subject, and

addresses

misunderstandings.

Does not have a secure

knowledge of the relevant

subject(s) and curriculum

areas, does not foster and

maintain pupils’ interest in

the subject, and does not

address

misunderstandings.

b demonstrate a critical

understanding of

developments in the

subject and curriculum

areas, and promote the

value of scholarship

Effectively demonstrates

consistent and critical

understanding of

developments in the


areas.

Consistently and

effectively promotes the

value of scholarship.

Demonstrates, much of

the time, critical

understanding of

developments in the


areas.

Much of the time

promotes the value of

scholarship.

Is able to demonstrate a

critical understanding of

developments in the


areas, and promotes the

value of scholarship.

Is unable to demonstrate a

critical understanding of

developments in the


areas, and does not

promote the value of

scholarship.

22






Good (2):




outstanding.






good.


advice to be good.

Inadequate (4):



c demonstrate an

understanding of and

take responsibility for

promoting high

standards of literacy,

articulacy and the

correct use of standard

English, whatever the

teacher’s specialist

subject


a thorough understanding

of how to teach reading,

writing, communication …

effectively to enhance the

progress of pupils they

teach.


an understanding of and

takes responsibility for

promoting high standards

of literacy, articulacy and

the correct use of

Standard English, whatever

the teacher’s specialist.

Demonstrates a good


to develop the reading,

writing, communication

… skills of the pupils

they teach.

Much of their teaching

demonstrates an

understanding of and


promoting high

standards of literacy,

articulacy and the correct

use of Standard English,

whatever the teacher’s

specialist subject.

Is able to demonstrate an

understanding of and take

responsibility for



the correct use of standard


teacher’s specialist subject.


an understanding of and




the correct use of standard


teacher’s specialist

subject.

d if teaching early

reading, demonstrate a

clear understanding of

systematic synthetic

phonics

(primary)

Trainee can teach early

reading, systematic

synthetic phonics,

communication and

language development …

confidently and

competently so that

pupils make good or

better than expected

progress.

Consistently

demonstrates a thorough

understanding of the role

of systematic synthetic

phonics in the teaching

of early reading.

Trainee can teach early

reading, systematic

synthetic phonics,

communication and

language development

… with increasing

confidence and

competence so that

pupils make at least

expected progress.

Demonstrates a good


role of systematic

synthetic phonics in the

teaching of early

reading.

Is able to, if teaching early




phonics.

Is unable to, if teaching

early




phonics.

23






Good (2):




outstanding.






good.


advice to be good.

Inadequate (4):



e if teaching early*

mathematics,

demonstrate a clear

understanding of

appropriate teaching

strategies.

(primary)

* The current ‘Initial

teacher education

inspection handbook’

frequently replaces

‘early’ with ‘primary’.

Trainee can teach

primary mathematics …

confidently and

competently so that

pupils make good or

better than expected

progress.

Consistently

demonstrates a thorough

understanding of


strategies for the

teaching of early

mathematics.

Trainee can teach

primary mathematics …

with increasing

confidence and

competence so that

pupils make at least

expected progress.

Demonstrates a good

understanding of

strategies for the

teaching of early

mathematics.

Is able to, if teaching early

mathematics, demonstrate

a clear understanding of


strategies.

Is unable to, if teaching

early* mathematics,

demonstrate a clear

understanding of


strategies.

24

4. Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have

acquired

reflect systematically on the effectiveness of lessons and approaches to teaching

contribute to the design and provision of an engaging curriculum within the relevant subject area(s).




time is outstanding and

never less than

consistently good.

Good (2):




outstanding.

Requires improvement

(3) -meeting the Standard:


teaching over time

requires improvement as

it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

a impart knowledge

and develop

understanding

through effective use

of lesson time

Consistently and

effectively imparts

knowledge and develops

understanding through

using lesson time to

great effect.

Much of the time

imparts knowledge and

develops understanding

through using lesson

time to good effect.

Is able to impart

knowledge and develop


effective use of lesson

time.

Is unable to impart

knowledge and develop


effective use of lesson

time.

b promote a love of

learning and

children’s intellectual

curiosity

Consistently and

effectively promotes a

love of learning and


curiosity.

Much of the time

promotes a love of

learning and children’s

intellectual curiosity.

Is able to promote a love

of learning and


curiosity.

Is unable to promote a

love of learning and


curiosity.

c set homework and

plan other out-of-

class activities to

consolidate and

extend the

knowledge and

understanding pupils

have acquired

Consistently and

effectively plans

differentiated,

purposeful

homework/out-of-class

activities that

consolidates and

extends existing

knowledge and

understanding.

Much of the time plans

differentiated

homework/out-of-class

activities that

consolidates and

extends existing

knowledge and

understanding.

Is able to set homework

and plan other out-of-

class activities to

consolidate and extend

the knowledge and


have acquired.

Is unable to set

homework and plan

other out-of-class

activities to consolidate

and extend the

knowledge and


have acquired.

25





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

d reflect systematically

on the effectiveness of

lessons and

approaches to teaching

Is systematically and

critically reflective in

analysing, evaluating and

improving their practice

(paraphrased).

Is able to accurately

judge the effectiveness of

their lessons and impact

on all groups of pupils.

Is systematically able to

reflect in order to

improve their practice.

Is able to judge the

effectiveness of their

lessons and impact on

all groups of pupils.

Is able to reflect

systematically on the

effectiveness of lessons

and approaches to

teaching.

Is unable to reflect

systematically on the

effectiveness of lessons

and approaches to

teaching.

e contribute to the

design and provision of

an engaging curriculum

within the relevant

subject area(s).

Consistently makes

effective contributions to

the design and provision of

an engaging curriculum

within the relevant subject

area(s).

Makes good contributions

to the design and

provision of an engaging

curriculum within the

relevant subject area(s).

Is able to contribute to the

design and provision of an

engaging curriculum within

the relevant subject area(s).

Is unable to contribute to

the design and provision

of an engaging curriculum

within the relevant subject

area(s).

26

5. Adapt teaching to respond to the strengths and needs of all pupils

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to

support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those

with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches

to engage and support them.





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

a know when and how to

differentiate

appropriately, using

approaches which

enable pupils to be

taught effectively


differentiates appropriately

using timely approaches

which enable pupils to be

taught effectively.

Much of the time

differentiates

appropriately using

approaches which enable

pupils to be taught

effectively.

Knows when and how to

differentiate appropriately,

using approaches which

enable pupils to be taught

effectively.

Does not know when and

how to differentiate

appropriately.

b have a secure

understanding of how a

range of factors can

inhibit pupils’ ability to

learn, and how best to

overcome these

understand the causes of

low achievement; challenge

and motivate pupils where

attainment is low; and use

effective strategies to

support underperforming

groups.

understand how to


pupils where attainment is

low and use strategies to

support underperforming

groups.

Has a secure understanding

of how a range of factors

can inhibit pupils’ ability to

learn, and how best to

overcome these.

Does not have a secure

understanding of how a

range of factors can inhibit

pupils’ ability to learn, and

how best to overcome

these.

c demonstrate an

awareness of the physical,

social and intellectual

development of children,

and know how to adapt

teaching to support

pupils’ education at

different stages of

development


demonstrates clear awareness

of the physical, social and

intellectual development of

children, and effectively

adapts teaching to support

pupils’ education at different

stages of development.

Demonstrates an awareness

of the physical, social and

intellectual development of

pupils and, much of the time,

adapts teaching to support

pupils’ education at different

stages of development.

Is able to demonstrate an



development of children, and

knows how to adapt teaching

to support pupils’ education at

different stages of

development.

Is unable to demonstrate an



development of children, and

does not know how to adapt

teaching to support pupils’

education at different stages

of development.

27





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

d have a clear


needs of all pupils,

including those with

special educational

needs; those of high

ability; those with

English as an additional

language; those with

disabilities; and be able

to use and evaluate

distinctive teaching

approaches to engage

and support them.

Consistently and

effectively evaluates and

adapts teaching to meet

the needs of all pupils,


special educational

needs, high ability

(including Gifted and

Talented), English as an

additional language,

disabilities and pupils

eligible for the pupil

premium (including Free

School Meals).


pupils where attainment

is low; and use effective

strategies to support


Consistently and

effectively uses and

evaluates distinctive

teaching approaches to

engage and support

pupils.

Much of the time

evaluates and adapts

teaching to support all

pupils, including those

with special educational

needs, high ability

(including Gifted and

Talented), English as an

additional language,

disabilities and pupils

eligible for the pupil

premium (including

Free School Meals).

understand how to


pupils where attainment

is low and use

strategies to support

underperforming

groups.

Much of the time uses

and evaluates


approaches to engage

and support pupils.

Has a clear understanding

of the needs of all pupils,

including those with special

educational needs; those of

high ability; those with

English as an additional

language; those with

disabilities; and is able to

use and evaluate distinctive

teaching approaches to

engage and support them.

Does not have a clear


needs of all pupils,


special educational needs;

those of high ability; those

with English as an

additional language; those

with disabilities; and is not

able to use and evaluate


approaches to engage and

support them.

28

6. Make accurate and productive use of assessment

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’ progress

use relevant data to monitor progress, set targets, and plan subsequent lessons

give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

a know and understand

how to assess the

relevant subject and

curriculum areas,

including statutory

assessment

requirements

accurately assess

achievement and

attainment in relevant


areas, including statutory

assessment requirements,

using new curricula …

examinations and

assessment arrangements.

assess pupils’

achievement in the

relevant subject and

curriculum areas,

including statutory

assessment requirements.

Knows and understands

how to assess the relevant


areas, including statutory

assessment requirements.

Does not know and

understand how to assess

the relevant subject and

curriculum areas, including

statutory assessment

requirements.

b make use of formative

and summative

assessment to secure

pupils’ progress


uses formative, continuous

assessment and summative

tests to great effect to

secure progress for all

pupils, through a sequence

of lessons over time.

Much of the time uses

formative, continuous

assessment and

summative tests to secure

progress through a

sequence of lessons over

time.

Is able to make use of

formative and summative


pupils’ progress.

Is unable to make use of

formative and summative


pupils’ progress.

29





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

c use relevant data to

monitor progress, set

targets, and plan

subsequent lessons

Consistently and

effectively uses a range

of relevant data,

including school progress

data, to monitor pupil

progress and learning

over time.

Records of pupil progress

and learning and

attainment are accurate

and up-to-date and used

to inform future planning

and target setting.

Uses a range of relevant

data including school

progress data to

monitor pupil progress

and learning over time.

Records of pupil

progress and learning

and attainment are

accurate and up-to-date

and, much of the time,

are used to inform

future planning and

target setting.

Is able to use relevant data

to monitor progress, set

targets, and plan

subsequent lessons.

Is unable to use relevant

data to monitor progress,

set targets, and plan

subsequent lessons.

d give pupils regular

feedback, both orally

and through accurate

marking, and

encourage pupils to

respond to the

feedback.

Consistently uses a range

of effective methods to

give pupils regular and

constructive feedback

and the opportunity to

respond to it.

Accurate and timely

marking and oral

feedback contributes to

pupil progress and

learning over time.

Uses a range of

methods to give pupils

regular feedback and

the opportunity to

respond to it.

Accurate and regular

marking and oral

feedback contributes to

pupil progress and

learning over time.

Is able to give pupils

regular feedback, both

orally and through accurate

marking, and encourages

pupils to respond to the

feedback.

Is unable to give pupils

regular feedback, both

orally and through

accurate marking, and

does not encourage pupils

to respond to the

feedback.

30

7. Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour in

classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and

rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary.





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

a have clear rules and

routines for behaviour in

classrooms, and take

responsibility for

promoting good and

courteous behaviour in

classrooms and around

the school, in

accordance with the

school’s behaviour

policy

In accordance with the

school’s behaviour policy:


and has the knowledge,

understanding and skills

to promote and manage

behaviour effectively and

create an excellent climate

for learning;

actively encourages pupils

to behave well in the

classroom and around the

school and display high

levels of courtesy and co-

operation;

can effectively tackle

bullying, including cyber

and prejudice-based (and

homophobic) bullying.

In accordance with the

school’s behaviour policy:


and is able to promote

and manage behaviour

in the classroom well to

ensure a good and safe

learning environment;

encourages pupils to

behave well in the

classroom and around

the school and display

good levels of courtesy

and co-operation;

is able to tackle bullying,

including cyber and

prejudice-based (and

homophobic) bullying.

Has clear rules and routines

for behaviour in classrooms,

and takes responsibility for

promoting good and


classrooms and around the

school, in accordance with

the school’s behaviour

policy.

Does not have clear rules

and routines for behaviour

in classrooms, and does not


promoting good and


classrooms and around the

school, in accordance with

the school’s behaviour

policy.

31





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

b have high expectations

of behaviour, and

establish a framework

for discipline with a

range of strategies,

using praise, sanctions

and rewards consistently

and fairly

Consistently sustains high

expectations of behaviour.

Establishes and maintains

or applies the school’s

framework for discipline

consistently and fairly,

using a wide range of

effective strategies.

Sustains high

expectations of

behaviour.

Establishes and

maintains or applies the

school’s framework for

discipline, using a range

of strategies.

Has high expectations of

behaviour, and establishes a

framework for discipline with

a range of strategies, using

praise, sanctions and

rewards consistently and

fairly.

Does not have high

expectations of behaviour,

and does not establish a

framework for discipline

with a range of strategies.

c manage classes

effectively, using

approaches which are

appropriate to pupils’

needs in order to involve

and motivate them

Consistently manages a

high level of pupil

motivation and involvement

using a range of effective

approaches appropriate to

the pupils’ needs.

Manages a good level of

pupil motivation and

involvement using a range

of approaches appropriate

to the pupils’ needs.

Is able to manage classes

effectively, using approaches

which are appropriate to

pupils’ needs in order to

involve and motivate them.

Is unable to manage classes

effectively.

d maintain good

relationships with

pupils, exercising

appropriate authority,

and act decisively

when necessary.

Consistently

demonstrates strong and

effective relationships

with pupils exercising


and acts decisively when

necessary.

Demonstrates good

relationships with

pupils and exercises


and acts decisively

when necessary.

Is able to maintain good

relationships with pupils,

exercising appropriate

authority, and acts

decisively when necessary.

Is unable to maintain

good relationships with

pupils, does not exercise

appropriate authority

and/or act decisively

when necessary.

32

8. Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from

colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

a make a positive

contribution to the wider

life and ethos of the

school

Is consistently proactive and

makes a positive

contribution to the wider life

and ethos of the school.

Is proactive and makes a

positive contribution to the

wider life and ethos of the

school.

Is able to make a positive



Is unable to make a positive



b develop effective

professional

relationships with

colleagues, knowing

how and when to draw

on advice and specialist

support

Professional relationships

with colleagues are

consistently effective.

Consistently and

effectively consults with

colleagues as appropriate,

knowing when and how to

draw on their advice and

specialist support.

Professional

relationships with

colleagues are good.

Consults with colleagues

as appropriate, knowing

when and how to draw

on their advice and

specialist support.

Is able to develop effective

professional relationships

with colleagues, knowing

how and when to draw on

advice and specialist

support.

Is unable to develop

effective professional

relationships with

colleagues, and does not

know how and when to draw

on advice and specialist

support.

c deploy support staff

effectively


deploys support staff to

maximise the learning of

pupils.

Deploys support staff

effectively to support the

learning of pupils.

Is able to deploy support

staff effectively.

Is unable to deploy support

staff.

33





never less than

consistently good.

Good (2):




outstanding.




teaching over time


it is not yet good.


advice to be good.

Inadequate (4):


minimum level of

practice.

d take responsibility for

improving teaching

through appropriate

professional

development,

responding to advice

and feedback from

colleagues

Is consistently proactive in

taking full responsibility

for improving their own

teaching through

professional development.

Effectively uses the advice

and guidance offered by

colleagues to secure

improvements in practice.

Takes responsibility for

improving their own

teaching through

professional

development.

Respects and responds

to the advice and

guidance offered by

colleagues.

Is able to take responsibility

for improving teaching

through appropriate

professional development,

responding to advice and

feedback from colleagues.

Is unable to take

responsibility for improving

teaching through

appropriate professional

development, and is unable

to respond to advice and

feedback from colleagues.

e communicate effectively

with parents with regard

to pupils’ achievements

and well-being.

Proactively and consistently

communicates effectively

with parents and carers

about pupils’ achievements

and well-being.

Communicates effectively

with parents and carers

about pupils’ achievements

and well-being.

Is able to communicate

effectively with parents with

regard to pupils’

achievements and well-

being.

Is unable to communicate

effectively with parents with

regard to pupils’

achievements and well-

being.

34

Part Two: Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

i Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupil’s well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including: democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Does the trainee have a commitment to upholding the high standards of the teaching profession, within and outside school?

Does the trainee develop appropriate professional relationships with colleagues and pupils?

Is the trainee able to safeguard pupils’ well-being, in accordance with statutory provisions?

Does the trainee understand that schools are required to develop pupils’ wider understanding of social and cultural diversity, tolerance for others and respect for different faiths and beliefs, in line with the maintenance of fundamental British values?*

Does the trainee understand the challenges of teaching in modern British schools? *

Is the trainee aware of the Prevent strategy and its implications? *

Does the trainee understand the responsibility teachers hold in relation to the expression of personal beliefs and the impact these could have on pupils and their consequent actions?*

Does the trainee understand and adhere to the school’s and provider’s VLE/internet safety policy, including the safe and responsible use of social media?

35

Teachers’ Standard: Part Two descriptor

Scope Key questions Consistently high standards

Cause for concern

ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times.

The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc.

The trainee is punctual for school, lessons, meetings, etc.

The trainee always informs the school/colleagues of reasons for any non-attendance involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy.

The trainee’s language and dress are highly professional and in line with school policy.

Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times?

Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school?

Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits?

iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks.

The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding.

The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality.

Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document?

Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?

* Note: Maintained schools have obligations under Section 78 of the Education Act 2002 to provide a broad and balanced curriculum, to

promote SMSC (Spiritual, Moral, Social and Cultural awareness), and the mental and physical development of pupils at the school and of society.

The emphasis is placed on actively promoting Fundamental British Values.

Pupils are expected to have knowledge and understanding about freedom to choose and hold other faiths and beliefs which are protected in

law and an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated and

should not be the cause of prejudicial or discriminatory behaviour.

- 36 -

Copyright © 2016 University of East London Cass School of Education and Communities.

All rights reserved. Unauthorised use NOT permitted.

CASS SCHOOL OF EDUCATION AND COMMUNITIES

Lesson Observation Feedback Form

Trainee’s Name: Date:

School: Subject:

Class/Year Group: Number in Class:

Lesson Theme: Lesson Time:

Observer: Joint Observer:

Focus for observation:

1. Lesson Observation Running Commentary

This section is for use during the observation as a commentary on the lesson.

2. Lesson Observation Summary of Key Features

Strengths and what went well? (What did the trainee do to impact on pupils’ learning?)

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Even better if? (What could the trainee have done to improve the quality of teaching and learning further?)

Impact of teaching on pupil progress over time

Is the teacher aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these?

To what extent do pupils make progress over time?

Is pupil progress at expected levels?

Does the teacher have a positive impact on the outcome of pupils’ progress?

Outline the key points of discussion and refer to significant evidence that has informed judgments in this area. (For example - pupils’ verbal contributions, pupil group work, written work scrutiny, quality and impact of marking, planning, observation, pupil performance, differentiated learning for all pupils, interpersonal skills, creativity, impact of student teacher’s questioning, decision making)

3. Post Observation Feedback

Teachers’ Standards TS1: high expectations TS2: good progress and outcomes TS3: good subject knowledge TS4: planning and teaching well-structured lessons TS5: response to pupils’ strengths and needs TS6: accurate and productive use of assessment TS7: effective behaviour management TS8: fulfil wider professional responsibilities Pt2: high standards of personal and professional conduct Up to 3 Agreed Targets (cross referenced to the Teachers’ Standards above. Please also note any required related

actions for the trainee and others that arise from the targets set):

Date: Observer’s Signature: Trainee’s Signature:

- 38 -



Lesson observers may wish to use the following exemplar checklist to support the identification of the trainee’s strengths and areas to develop, and for the setting of targets arising from the observation feedback. (This checklist can be added to with further prompts as required)

TS1: High expectations

Sets high expectations☐ Establishes safe environment promoting good pupil progress and behaviour ☐ Has high expectations

of all pupils☐ Sets challenging objectives☐ LOs match assessment criteria ☐ LOs match pupils needs☐

TS2: Good pupil progress and outcomes

Uses assessment of pupils’ capabilities, knowledge and understanding to plan lessons☐ Ensures all learners make at least

good progress in lessons/over time☐ Builds on, consolidates and extends pupils’ capabilities, prior knowledge and

understanding ☐ Understands the physical, social, emotional, learning needs of pupils☐ Guides pupils to reflect on their

progress and their learning needs☐

TS3: Good subject knowledge

Shows accurate & secure subject knowledge ☐ Shows accurate & secure curriculum knowledge ☐ Knows how pupils learn

☐ Takes account of factors affecting learning☐ Stimulates and maintains pupils’ interest and curiosity ☐ Plans appropriate

resources well matched to needs ☐ Promotes high standards of literacy and communication ☐

TS4: Plans and teaches well-structured lessons

Plans well-structured lessons that use time and resources effectively ☐ Promotes interest, motivation and curiosity ☐ Sets

clear and challenging homework tasks ☐Reflects on learning and teaching ☐ Uses pupil assessment data to extend pupils’

capabilities, knowledge, skills and understanding ☐ Plans lessons using reflection on teaching ☐ Uses questioning and

discussion to promote learning ☐ Uses resources, visual prompts and displays as a teaching tool ☐

TS5: Responds to all pupils’ strengths and needs

Differentiates appropriately ☐ Is aware of potential barriers to learning with an understanding of the needs of all pupils,

including those with SEN, EAL and those with disabilities ☐ Sets learning objectives that stretch and challenge all pupils ☐

Pitches activities at the right level to challenge pupils of different abilities ☐

TS6: Accurate/productive use of assessment

Uses a range of monitoring and assessment strategies ☐ Makes accurate and productive use of assessment data to promote

good pupil progress and learning ☐ Uses AfL strategies to enable effective differentiation of work ☐ Uses questioning

effectively to gauge pupils’ understanding ☐ Shows high quality of dialogue and oral feedback ☐ Is alert to pupils’ lack of

understanding during lesson ☐ Displays and uses key questions appropriately ☐ Pupils have targets and know what they

mean ☐ Pupils know what to do to achieve targets ☐ Involves pupils in assessing their own learning & progress ☐ Gives

regular accurate feedback in marking ☐Identifies strengths and diagnoses next steps to improvement ☐

TS7: Effective behaviour management

Maintains a purposeful learning environment ☐ Manages pupil behaviour effectively and appropriately ☐ Involves and

motivates pupils Has clear rules and routines and high expectations of behaviour ☐ Has sufficiently high expectations of

behaviour ☐ Maintains positive relationships with pupils ☐ Exercises appropriate authority ☐ Acts decisively when necessary

☐

TS8: Fulfils wider professional responsibilities

Acts as a positive role model ☐ Contributes to school life beyond lessons ☐ Works effectively with colleagues ☐ ☐ Deploys

support staff effectively Is well organised, manages own time☐ Seeks help and advice from others ☐ Acts on advice to

secure improvement ☐ Reflects on own practice ☐ Communicates effectively with parents/carers ☐

- 39 -



Phonics Observation Checklist Whilst observing the phonics session reflect on how well the trainee is:

revisiting and consolidating earlier learning, including revision of ‘tricky’ (exception) words

enunciating individual phonemes clearly and accurately to provide an effective model for children

demonstrating how to blend the sounds in words, in order, all through the word

demonstrating how to segment words into their individual sounds to spell them

setting sufficiently high expectations

teaching at a sufficiently fast pace to ensure good coverage of phonic knowledge in line with the school’s

programme

praising children specifically and reinforcing learning

using multi-sensory approaches, including mnemonics, to support and consolidate learning

reinforcing the application of phonic knowledge and skills in reading and spelling words

ensuring that all children are actively participating and making progress

identifying the children that may be struggling or have not grasped something

making the best use of resources, including any other adults in the classroom

using teaching time so that every minute of the lesson counts.

Mathematics Observation Checklist

Whilst observing the maths session reflect on how well the trainee is:

providing opportunities for pupils to fluently recall knowledge (building on prior knowledge)

providing opportunities for pupils to develop conceptual understanding

providing opportunities for pupils to build confidence in problem solving and investigative skills

making use of assessment within lessons (including use of AfL)

monitoring pupil understanding (leading to monitoring each pupil’s understanding

- 40 -



Report for School Based Training: 1 / 2 / 3 Summary of progression in reaching the Teachers’ Standards Trainee name

Mentor name School & year group:

1. Set high expectations which inspire, motivate and challenge pupils Grade

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers’ Standards)

2. Promote good progress and outcomes by pupils Grade


3. Demonstrate good subject and curriculum knowledge Grade

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers’ Standards

4. Plan and teach well structured lessons Grade


5. Adapt teaching to respond to the strengths and needs of all pupils Grade


6. Make accurate and productive use of assessment Grade


7. Manage behaviour effectively to ensure a good and safe learning environment Grade


- 41 -



8. Fulfil wider professional responsibilities Grade


Mathematics Grade


English (including phonics) Grade


OVERALL GRADE AND COMMENTS (Mentor) Grade


ADDITIONAL COMMENTS (TRAINEE)


ADDITIONAL COMMENTS (PROFESSIONAL TUTOR)


Developmental Targets for the next block of School Based Training.

TS Please suggest targets for next block of School Based Training/CEDP All targets should be SMART – Specific, Measurable, Achievable, Relevant and Time-related

Mentor Signature:

Date:

Trainee Signature:

Date:

Tutor Signature:

Date:

- 42 -



Trainee Progress during the Programme Trainees are in training and therefore as part of their learning will adapt their practice in the light of reflection, mentoring, and professional dialogue.

Cause for Concern The decision that a trainee is a cause for concern normally follows the accumulation by the trainee of persistent minor weaknesses. This decision is recorded on the Cause for Concern pro forma. Any issue that has been identified consistently without evidence of progress or development, and any issue that has been addressed unsuccessfully following observation, discussion and support, may lead to a decision of likely to fail.

Likely to fail If a trainee is not making required progress towards the Teachers’ Standards for the stage of the programme, it may become necessary for them to be given notice of Likely to Fail by the UEL tutor or the Programme Leader. This Teachers’ Standards that the trainee is not meeting or making satisfactory progress towards and gives the trainee specific targets that he/she is required to meet consistently from the time that notice is given. If a trainee is subject to the Likely to Fail process, he/she should inform the Programme Leader immediately in writing of any mitigating circumstances that they feel are affecting progress – i.e. any circumstances that are different from when the programme began and which affect work and progress towards the Standards. This does not go against the trainee in any way – it is so that we know the context under which the trainee is training and it enables those assessing to take these into account where applicable. Trainees would need to provide evidence if required, e.g. a medical certificate. Normally within one week of notice of Likely to Fail, there will be a Standards Assessment. An External Examiner and/or the Programme Leader/Associate Dean/moderating tutor will:

observe the trainee’s teaching;

ask the trainee about their teaching and preparation;

consider all the evidence of their having met targets consistently since notice of Likely to Fail. The assessment will review evidence from the trainee’s files which must be complete and up to date. It will consider evidence from the ITT co-ordinator, mentor and UEL tutor about the trainee’s work in the school including information about practice which has not formally been recorded for lesson feedback purposes. This Standards Assessment is judged on a pass/fail basis. Trainees will be notified of the result as soon as possible. A failed Standards Assessment leads to the termination of studies for the trainee.

Termination of School-Based Training Where the placement school is considering the termination of a trainee’s block of school-based training, a panel convenes to discuss the circumstances and establish a clear rationale for any termination, where termination is identified as an appropriate outcome. Termination of school-based training is appropriate where a) the trainee demonstrates that he/she is not benefiting from the programme and making the

requisite progress to the achievement of the Teachers’ Standards; or b) a pattern of unauthorised non-attendance at school jeopardises trainee progress; or c) in the tutor’s, mentor’s and External Examiner’s view, the trainee is unsuited to teaching; or d) the trainee jeopardises the learning, well-being, safety, or other interests of children in

his/her care; or

- 43 -



e) the trainee has omitted material information or provided untrue or incomplete information, in order to gain entry to the programme or falsifies results, references or reports either prior to the start or during the programme.

The panel includes at least one school representative and one UEL representative. Where the decision of the panel is to terminate the trainee’s block of school-based training, the rationale for the decision is communicated clearly to the trainee in writing. If a trainee’s school-based training is terminated by the school for any reason (see a-e above), a Standards Assessment is triggered. Under such circumstances, it will not be possible to observe additional teaching. The Standards Assessment will therefore take place at UEL and on the basis of the evidence already available.

Termination of Studies The Programme Leader, in consultation with the relevant mentor and professional tutor and with the involvement of the external examiner, may terminate at any time the studies of any trainee who: f) demonstrates that he/she is not benefiting from the programme and making the requisite progress

to the achievement of the Teachers’ Standards; g) this also includes a pattern of non-attendance at school and/or at UEL taught sessions; or h) demonstrates that, in the tutor’s, mentor’s and External Examiner’s view, s/he is unsuited to

teaching; or i) jeopardises the learning, well-being, safety, or other interests of children in his/her care; or j) has omitted material information or provided untrue or incomplete information, in order to gain entry

to the programme or falsifies results, references or reports either prior to the start or during the programme.

Furthermore, we may terminate a trainee’s studies if they are deemed unsuitable to join the teaching profession as a result of information provided including:

failure to submit a completed CRB form and/or a completed Health Questionnaire to UEL by the date required;

information on the Suitability Form;

as a result of the DBS Enhanced Disclosure; or

as the result of information coming to light about behaviour that is not deemed compatible with the teaching profession (see Trainee Behaviour and Actions above).

The termination of studies shall be reported to the next meeting of the Assessment Board.

Sustaining effective working relationships Trainees and mentors work together to secure effective pupil progress in the class. Mentors provide feedback to enable trainees to make progress in their own practice. Feedback will often be positive but weaknesses in practice will also be identified by mentors and tutors. Openness and resilience are attributes which trainees need to possess or quickly develop. Sometimes, however, the relationship between a mentor and trainee can become strained. Where this is the case, the mentor and/or trainee should contact the school-based ITT coordinator and UEL tutor. A meeting will be arranged between the mentor and trainee, supported by the ITT coordinator and/or the UEL tutor, where concerns can be aired in as neutral a context as possible. Strategies to resolve or mollify any difficulties will be discussed, and steps put into place. In most cases these will serve to resolve any concerns. However, where an unproductive relationship continues, and where it is clear that the issues are not associated with grounds for the termination of the trainee's placement (see above), the trainee will continue the block of school-based training in an alternative class or school, as appropriate.

- 44 -



Cause for Concern Process

Step 1 At the earliest opportunity, the mentor discusses the concerns with the trainee. The mentor should ensure that he/she listens

respectfully to the trainee to gain a full understanding of his/her perceptions.

UEL tutor informed which potentially triggers an additional visit.

At the weekly progress and review meeting: review and agree targets which are focused explicitly on areas for improvement, with a

timescale of normally two weeks to the review point, and agree actions and success criteria.

There should be a maximum of three targets.

The trainee is informed of the cause for concern and the issues that must be addressed.

The concerns, targets and actions for the trainee, mentor and UEL tutor are recorded.

Step 2 Review targets using the full range of evidence.

If sufficient progress has been made by the trainee, normal training routines continue.

If insufficient progress has been made, proceed to Step 3.

Step 3 Programme leadership informed.

Joint observation and review meeting normally with the mentor and UEL tutor.

UEL tutor moderates the evidence with the mentor to confirm whether there is a need for an ongoing cause for concern. If so, a formal

meeting with the partnership tutor, mentor and trainee takes place to agree the cause for concern and set revised targets.

A period of normally two to four weeks is set for the trainee to focus on the cause for concern targets.

Explicit actions for the trainee, mentor and UEL tutor are agreed as part of the cause for concern action plan.

All observations and meetings should focus on the cause for concern targets.

UEL tutor provides a copy of the targets and related training plan which is centrally logged with UEL.

Step 4 Formal review of targets, using the full range of evidence, by the trainee, mentor and UEL tutor.

There are three possible outcomes from the formal review:

i). if sufficient progress has been made, the cause for concern ends and the normal training routines continue;

ii). if limited progress has been made, the partnership tutor, mentor and trainee review the issues, revise the targets and the cause

for concern is extended;

iii). if all of the targets have not been met and progress has not been made, the trainee fails the placement. Proceed to Step 5.

Step 5 A Standards Assessment takes place.

The trainee meets with his/her tutor(s) and the appropriate record re a failed cause for concern is completed.

The trainee is informed of his/her right of appeal (resit).

An exit interview record is completed if the trainee declines the right of appeal (resit).

A formal letter is sent to the trainee with a copy to the UEL tutor.

A de-brief meeting takes place with the relevant school personnel, leading to a report of arising issues and actions.

Step 6 The final decision is confirmed by the Assessment Board.

- 45 -



CASS SCHOOL OF EDUCATION & COMMUNITIES

CAUSE FOR CONCERN (CFC) FORM

Trainee Mentor

School ITT Co-ordinator

Year group UEL Tutor

A. Form initiated by Role

B. Nature of CFC

Evidence for CFC

C. Agreed action and deadlines

Signature of Mentor/ ITT Co-ordinator Date

Signature of UEL Tutor Date

D. I understand that if these targets are not effectively addressed, I may fail to meet the Teachers’ Standards for the recommendation of Qualified Teacher Status. Signature of Trainee Teacher Date

E. Monitoring of progress on agreed action Signature Date

F. Conclusion of process Signature Date

Copies of form to: Trainee Teacher | ITT Co-ordinator | Mentor | UEL Tutor

- 46 -



Professional Development Action Plan (PDAP)

Trainee Name:

Target for development (SMART)

Link to Teachers’ Standards

Target set – By Who? When?

How will you meet this target? (Bulleted actions/resources)

Achieved by ?

Review/ evaluation

Develop more extensive range of behaviour management strategies

TS1, TS7 Professional tutor, SBT1;

SBT1 summary report Refer to Bill Rogers, Discuss with professional tutor before start of SBT2; Refer to resources on UEL Plus – links to Behaviour4learning; Identify 3 new strategies to use at the start of SBT2;

Request feedback on behaviour

strategies from mentor in SBT2, weeks

3-4.

3:02:16 Feeling much more

confident about my behaviour management. Need to continue to work on positive praise throughout the lesson.

- 47 -

CASS SCHOOL OF EDUCATION & COMMUNITIES Trainee entitlement on school-based training This form is to be completed by the school-based trainer (mentor) and signed by UEL visiting tutor for each block of school-based training. It has been designed to support mentor professional development and school/UEL evaluation of ITE provision across the partnership. It describes 3 levels of mentor/school provision. Entitlement lists key activities that all schools are expected to engage in. Entitlement Plus develops these activities further. Enhanced Entitlement normally applies to experienced mentors and schools that have long established and high quality ITE practices embedded in school policy and procedures.

Mentor’s name:

Trainee’s name:

School:

School-based training:

1 2 3 (please circle)

Tutor:

Date:

Entitlement (E) Mentor - please record any of the following: examples of mentor/school activities, any questions to raise with tutor or comments/ feedback for UEL programme development

Tutor signature/date

Welcoming, open and receptive ethos; trainee provided with appropriate school induction

Induction to whole class teaching

Access to resources

Weekly focused observations using UEL pro forma & summary sheet linked to standards (debrief within 24 hours of observation)

SMART targets linked to standards and monitored for progress in next observation or summary sheet

Weekly training meeting (up to1hr equivalent) arranged by trainee/s and mentor in collaboration. For example:

Support in planning, teaching & assessment

Monitoring & feedback on planning and assessment (including marking)

Arranging opportunities for focused trainee observations of practice identified by the school as ‘good’ to ‘outstanding’

Arranging opportunities to fulfil UEL school experience requirements and tasks

Support in national ITE & UEL priorities

Activities through which the judgement of trainee performance is moderated. This may include joint mentor/tutor observations or joint ITT co-ordinator/mentor observations

Graded and moderated SBT report

Trained mentor or mentor working with a trained mentor (if appropriate, record date and provider of stage 1 mentor training)

- 48 -

CASS SCHOOL OF EDUCATION & COMMUNITIES Trainee entitlement on SBT- Continuation sheet

Entitlement Plus (EP) Mentor Tutor signature/date

Opportunities to engage in constructive, critical reflection integrating theory & practice e.g. using video clips, joint observation of others

Opportunities to observe, across the school, a range of practice identified as ‘good’ to ‘outstanding’

Regular opportunities for trainees to articulate and evaluate own practice and identify professional learning needs

Written and verbal feedback that focuses on pupils’ learning, achievements and progress in specific subject areas or aspects of learning

Personalised assessment appropriate to individual trainee’s level of experience

Negotiated, challenging and precise targets set and monitored that support trainees’ critical reflection and understanding of how to improve

Opportunities for trainees to discuss and raise questions on school approaches to learning and teaching

Experienced and well supported mentor (where appropriate include date/provider of stage 2 mentor training)

Enhanced Entitlement (EE) Mentor Tutor signature/date

High quality personalised structured training programme through liaison with mentor & ITT co-ordinator

Opportunities to engage in educational debate

Opportunities to collaborate in a range of contexts

High quality written feedback & targets

Opportunities to develop specific subject knowledge according to individual need

Very high level of school commitment & involvement in partnership:

ITE practices firmly embedded in school improvement policies and procedures

Shared, whole school approach to ITE

All staff know and understand standards

Mentors/ITT co-ordinator involved in partnership working parties & cluster groups

School contributes to programme evaluation and review meetings

School contributes to programme development

Opportunities for trained mentors to support professional development of new mentors

- 49 -

Weekly Progress Summary (SBT)

To be completed by the mentor together with the trainee teacher

1. Pupil Progress

What evidence do you have that you have impacted on pupil progress? (Please provide clear evidence for your judgement below. Consider your evidence bundle and pupil progress successes over the past week and present the outcomes below)

What will you do to improve the progress of your pupils over the next week? (You might want to consider specific groups e.g. EAL, SEND, G&T in the judgements you are forming)

2. Trainee Progress

What evidence do you have that you are meeting your current targets/ target grade? (see previous targets) (You may wish to consider logging specific training activities/ evidence undertaken during the previous week. This may also include Reading /

Research carried out this week to support your training activities.)

Standards tracker updated YES / NO PDAP updated YES / NO Reflective journal updated YES / NO Progress with SBT tasks YES / NO

Log of Observations & Mentor Meeting(s)

Date

Observation/Meeting By/with Whom?

Week: Date:

Name: Subject:

- 50 -

1. Targets

Agreed targets for the coming week (Targets should be SMART, fit for purpose, trainee and pupil progress driven and written using the language of the Standards and grade descriptors. Trainees should add targets to PDAP once agreed.)

TS reference

Training activities to support progress towards targets (How are you going to meet your targets?)

1. 2. 3.

2. Attendance Record

Time of arrival at school (8am or before)

Time of departure (4.30pm or later)

Signed (class teacher/mentor)

Monday

Tuesday

Wednesday

Thursday

Friday

Absences and Reason (including reasons for later arrivals or early departures).

Report any absence to UEL via: https://www.surveymonkey.co.uk/r/reportpgceabsence

Use for grades if there is sufficient evidence:

TS1 TS2 TS3 TS4

TS5 TS6 TS7 TS8

Making required progress Cause for concern Likely to fail

Signed by Mentor

Signed by Trainee

Date

https://www.surveymonkey.co.uk/r/reportpgceabsence

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Appendix S – End of SBT Report Form

Report for School Based Training: 1 / 2 / 3 Summary of progression in reaching the Teachers’ Standards Trainee name: Mentor name:

School & year group:

1. Set high expectations which inspire, motivate and challenge pupils Grade


2. Promote good progress and outcomes by pupils Grade


3. Demonstrate good subject and curriculum knowledge Grade


4. Plan and teach well structured lessons Grade


5. Adapt teaching to respond to the strengths and needs of all pupils Grade


6. Make accurate and productive use of assessment Grade


7. Manage behaviour effectively to ensure a good and safe learning environment Grade


8. Fulfil wider professional responsibilities Grade


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Mathematics Grade


English (including phonics) Grade


OVERALL GRADE AND COMMENTS (Mentor) Grade


Developmental Targets for the next block of School Based Training (Mentor & Trainee)

Please suggest targets for next block of School Based Training/CEDP. (Targets should be SMART – Specific, Measurable, Achievable, Relevant & Time-related)

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School-Based Training (SBT) week-by-week Plans

SBT 1 – Induction Days & Pupil Progress Focus Placement

Focus of SBT: Pupil

progress (1)

Orientation to a school setting and completion of induction tasks

Working collaboratively

Becoming familiar with a range of approaches to assessment, planning and teaching

Becoming familiar with a range of classroom and behaviour management techniques

Developing strategies to support pupil progress (groups and individual pupils)

Developing strategies to support personalisation and differentiation of learning/teaching

Developing assessment strategies for individual and group assessment

Demonstrating appropriate expectations of learning and behaviour

Beginning to take responsibility for your professional development through identifying aspects of teaching requiring development

Seeking out and acting on advice

Planning group activities in line with class learning outcomes

Using subject knowledge to answer pupils’ questions with confidence

During this block of school-based training you will be addressing all of the Teachers’ Standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of qualified teacher status (QTS).

Making required progress

You are making the required progress if within the context of this week’s requirements (for example):

You are professional, e.g. punctual, attend every day or have a good reason for absence, are prepared for lessons, polite to staff members/pupils etc.

Your paperwork is up-to-date and sufficiently detailed, e.g. daily planning, assessments, observations etc.

You plan and prepare sufficiently for each group you are responsible for.

You take the appropriate level of responsibility for teaching and learning.

You assess children’s learning effectively and use this information to inform your planning, e.g. to provide different levels of challenge to meet the children’s learning needs.

You show commitment to collaboration and cooperative working, e.g. you negotiate appropriately with your collaborative partner and other colleagues regarding the use of shared resources.

You act on advice and feedback.

School-based training plan: Pupil progress 1 (SBT1)

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“Teachers who plan and teach dynamic, stimulating lessons based on sound assessment and excellent subject knowledge are likely to experience fewer difficulties with behaviour” (Teaching Agency, 2012). However, in order to address the difficulties that do arise, you need to implement a clear system for behaviour management. This will complement the behaviour management systems of the class teacher and (where possible) your collaborative partner.

You are contributing fully to the life of the school, for example attending all staff meetings, INSET, joining in planning meetings, taking part in whole-school projects, doing playground duty (with the class teacher), attending review meetings, running clubs, attending pupil progress meetings, attending assemblies as required by school, attending open evenings.

If you fail to meet one or more of these minimum requirements, you are a cause for concern.

Preparation time including

Preparation, Planning &

Assessment (PPA)

Throughout the year, trainees need the equivalent of 30 minutes a day for non-contact time. This is for lesson evaluations, monitoring and assessment, tasks, and observing in other classes. In addition to non-contact time, trainees need PPA time, which can be taken at the same time as the class teacher or at a different time, as considered appropriate by the placement school. With collaborative placements it would be supportive for trainees to have PPA time together.

N.B. PE and outdoor play

Throughout the year, trainees must have a qualified teacher present for all PE lessons and when supervising outdoor play. If you are working in the Early Years Foundation Stage, a qualified teacher does not need to be present when you are supervising outdoor learning.

Contacting the placement

school and your

professional tutor before

training starts

Contact your placement school by telephone (nominate one trainee to do this on behalf of all of you).

Contact your professional tutor by email to introduce yourself and share your e-portfolio secret URL.

Set up your files and update your e-portfolio according to the guidance given.

Review and update your Professional Development Action Plan (PDAP) & Standards Tracker.

PP (1): roles and

responsibilities

Trainee’s role Mentor’s role Professional tutor’s role

On-going tasks

Using the UEL observation pro forma, record verbal feedback & set targets; take account of written mentor feedback where provided; provide a weekly summary of progress (drawing on feedback and targets).

Identify and exploit opportunities to extend knowledge and understanding in your Primary with Route (PWR) area/subject. Seek out and observe ‘good practice’ across the school.

Plan how and when tasks can be completed by the trainee. Facilitate opportunities to observe PWR ‘good practice’.

Provide models of effective practice.

Identify English and maths focus groups (up to 6 children in each group) for trainee to work with; provide up-to-date assessment material.

Facilitate the trainee’s PPA time and non-contact time (30 minutes a day in addition to PPA).

Monitor trainee’s planning, giving constructive feedback as appropriate. Sign and return plans to the trainee.

Observe the trainee teaching (3 x 20 mins observations, including phonics and maths per week)

Prepare and support the mentor in their role.

Liaise with the mentor, the ITT co-ordinator and the other senior staff within the school.

Monitor the appropriateness and quality of school-based training.

Respond promptly to enquiries from mentors and trainees.

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Complete relevant subject, module or SBT tasks (See Overview Checklist of SBT Tasks)

Observers should give written or verbal feedback against the Teachers’ Standards and the relevant grade criteria above, using the appropriate pro forma. They should address the identified focus for observation but also other areas of the lesson which are praiseworthy or of concern.

Discuss and moderate the trainee’s summary of weekly progress.

Moderate trainee’s end of SBT report and sign.

Be aware of the trainee’s Primary with Route. Identify opportunities for trainees to work with groups in their chosen area/subject.

Ensure robust Quality Assurance systems.

Monitor the trainee’s progress.

Ensure trainee is on track with any directed or module tasks.

Week/Date Weekly planning and teaching expectations (Trainee’s role)

Mentor’s role Professional tutor’s role

Orientation/ Induction Days: 19th, 20th, 26th &

27th September & 3rd & 4th October

NB: Induction activities

will be in your placement school, but not necessarily your

placement class.

In negotiation with the ITT coordinator or your class teacher arrange to carry out the following induction activities:

School policy analysis

Behaviour management strategies task

English Induction day tasks

Maths Induction day tasks Collect relevant information to your SBT class and pupil progress groups. (See ‘Target-setting, recording and monitoring pupil progress’ task for further guidance)

The mentor should ensure that the trainee is properly inducted into the school. This may include:

Providing general contextual information about the class and the school;

Arranging a tour of the school;

Providing access to key policy documents (electronic versions if available) including the Behaviour, Teaching and Learning, Safeguarding, and Assessment Policies;

Sharing the school/class’s weekly timetable with the trainee and provide information regarding general school practices, e.g. assembly;

Arranging for the trainee to observe teaching in different curricular areas and age groups (as required by tasks);

Enabling trainees to look at class records and children’s work.

To respond to initial introductory communications from SBT1 trainees and comment on e-portfolios. To hold pre-placement tutorials on the 12th October at UEL with SBT1 trainees to discuss completion of induction tasks and preparation for the SBT1 block placement.

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Week 1-2 w/c 17th October w/c 31st October

In negotiation with the class teacher, identify English and maths focus groups (up to 6 children in each group). (If your placements is in the Early Years look at the corresponding subject area in Development Matters - http://www.early-education.org.uk/development-matters. You are likely to be tracking individuals rather than a group.) Record the focus pupils’ current achievement. Identify any current targets. Work with your focus group/s to develop familiarity with their strengths, needs and interests. Become familiar with any specific special educational needs – you will need to consult with the class teacher about access to individual education plans (IEPs) or Education Health and Care Plans (EHCP) and provision mapping. (See the ‘Target-setting, recording and monitoring pupil progress’ task for further guidance)

By the end of week 1 and continuing throughout week 2 you should be leading group activities every day with your focus group/s linking to the class teacher’s whole class planning. Assess group progress using the Daily Formative Assessment pro forma.

Where another adult is leading whole class input, you still have a key role in supporting pupil progress and whole class engagement. Ensure you are clear about your role at these times – you will not be expected to simply observe: you will be required to work with pupils and intervene to support pupil progress.

Where there are opportunities for you to lead whole class input, negotiate these

To enable the trainee to support pupil progress effectively:

Introduce trainees to school / class planning and give trainees planning information.

Identify focus group/s; provide current attainment levels/targets; provide access to provision mapping where appropriate.

Have high expectations about the proactive role of trainees during whole class input.

To support trainee progress:

Provide feedback (verbal or written) on trainee’s teaching and support for pupil progress.

Work with the trainee to timetable teaching for the remainder of the block of SBT.

Where possible, provide opportunities for the trainee to gain whole class experience.

Moderate one summary form at the end of week 2, focusing on the trainee’s positive attitudes (TS1), developing awareness of pupils’ capabilities (TS2), developing subject and curriculum knowledge (TS3), capacity to encourage pupils (TS6), understanding of the school’s routines for behaviour in classrooms (TS7), and effective professional relationships with colleagues and pupils (TS8)

To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

http://www.early-education.org.uk/development-matters

http://www.early-education.org.uk/development-matters

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with the class teacher. Start with simple routines, e.g. taking the register or taking a class into assembly and progress to activities like story telling, running the mental maths starter, a quiz, game or action song planned by your class teacher. Aim to lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

Using the UEL observation pro forma, record verbal feedback & set targets; take account of written mentor feedback where provided; provide a weekly summary of progress (drawing on feedback and targets). Begin to plan activities and resources for your group/s for weeks 3-8

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Week 3 w/c 7th November

Plan using the UEL planning pro forma, and teach your focus group/s. Ensure that:

plans refer to specific pupils and targets;

assessment focuses on pupil progress against set targets;

marking follows school procedure and addresses specific learning outcomes;

resources are planned and created to support the needs of the group/s;

plans/ teaching is evaluated, next steps for each pupil are identified and addressed in the subsequent plan .

In addition negotiate opportunities for whole class input where possible. Identify opportunities to participate in whole school projects. Using the UEL observation pro forma, record verbal feedback & set targets; take account of written mentor feedback where provided; provide a weekly summary of progress (drawing on feedback and targets, using the summary form).





Work with the trainee to timetable teaching for the remainder of the block of SBT.


Moderate one summary form at the end of the week, focusing on the trainee’s positive attitudes (TS1), developing awareness of pupils’ capabilities (TS2), developing subject and curriculum knowledge (TS3), capacity to encourage pupils (TS6), understanding of the school’s routines for behaviour in classrooms (TS7), and effective professional relationships with colleagues and pupils (TS8)

Enable the trainee to work with focus groups as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility

During the course of the placement

Carry out two observations of each trainee, including where practicable one joint observation with each mentor.

Discuss trainee progress with the trainee – this will include feedback from observed practice.

During the second visit, support the trainee with reporting on pupil progress.

Observe, where practicable, the mentor giving post-observation feedback and provide feedback to the mentor on this.

Discuss trainee progress with mentor.

Collate grades for each trainee (by end of week 4 and end of SBT1) and communicate these to UEL.

Check weekly summary forms and records of verbal feedback

Check trainee Standards Tracker and PDAP to ensure appropriateness of evidence and target setting.

Facilitate meetings between mentors.

Facilitate CPD opportunities for placement schools.

Facilitate collaborative working and discussions between trainees.

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Provide advice to mentors on supporting trainee progress.

Provide Quality Assurance of trainee experience.

The mentor should inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required.

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Week 4

w/c 14th November

(18th November –

Review Day at UEL)







It may be necessary to adjust or re-set targets – pupils may have made accelerated progress. Ensure that you are familiar with whole school assessment procedures and can contribute to these.

In addition negotiate opportunities for whole class input where possible. Identify opportunities to participate in whole school projects. Using the UEL observation pro forma, record verbal feedback & set targets; take account of written mentor feedback where provided; provide a weekly summary of progress (drawing on feedback and targets, using the summary form).

As Week 3. In addition: Show trainee where interim pupil progress is recorded (e.g. assessment/tracking sheets, etc). Support trainee with setting new targets as appropriate. The mentor should inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required.

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Week 5-6

w/c 21st November 28th November







It may be necessary to adjust or re-set targets – pupils may have made accelerated progress. Ensure that you are familiar with whole school assessment procedures and can contribute to these. Mark the work of an additional group in order to broaden your understanding of the different attainment ranges that pupils are working at. (This is in addition to your focus group marking.)

Negotiate opportunities for whole class input where possible. Identify opportunities to participate in whole school projects. Using the UEL observation pro forma, record verbal feedback & set targets; take account of written mentor feedback where provided; provide a weekly summary of progress (drawing on feedback and targets, using the summary form).




Identify an additional group for trainee to mark work.

Show trainee where interim pupil progress is recorded (e.g. APP sheets, etc). Support trainee with setting new targets as appropriate.



Moderate one summary form at the end of the week, focusing on the trainee’s positive attitudes (TS1), developing awareness of pupils’ capabilities (TS2), developing subject and curriculum knowledge (TS3), capacity to encourage pupils (TS6), understanding of the school’s routines for behaviour in classrooms (TS7), and effective professional relationships with colleagues and pupils (TS8)

Enable the trainee to work with focus groups as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility.

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Week 7-8

w/c

5th December & 12th December

As Weeks 5-6. In addition: Negotiate further opportunities for whole class input, including the teaching of whole lessons, where possible. Identify opportunities to participate in whole school projects. Prepare to report (in the form of a pupil progress meeting) to the class teacher and tutor on the progress of each of the pupils in your focus group/s. (See the ‘Target-setting, recording and monitoring pupil progress’ task for further guidance) Draft the end of SBT1 report and discuss progress, targets and grading with your mentor. This report and pupil progress evidence will need to ready for your final tutorial. Attend post-SBT tutorial (week 8 or post-placement)

As Weeks 5-6. In addition: Discuss with trainee how you would prefer information on pupil progress to be presented. It is suggested that a pupil progress meeting is held, allowing the trainee to outline, discuss and evidence pupil progress. The trainee will need to report back on pupil progress to both the mentor and tutor - this can be done collaboratively or in two separate meetings. Support trainee with assessment and judgement making, using whole school system/s.

Moderate the end of SBT1 report, agree grades with the trainee and professional tutor and sign report. Refer to the Trainee Attainment guidance (Mentor Handbook/Assessment Toolkit).

Hold end of SBT tutorial with each trainee (including a pupil progress meeting).

Collect, discuss and comment on end of SBT Report.

Collate grades for each trainee (by end of week 8) and communicate these to UEL.



Act as a referee for the trainee.

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SBT2 – Whole Class Teaching & Management

Focus of SBT: Class teaching &

management

Orientation to a school setting

Working collaboratively

Becoming familiar with a range of approaches to assessment, planning and teaching

Becoming familiar with a range of classroom and behaviour management techniques

Developing strategies to support differentiation of learning/teaching

Developing assessment strategies

Demonstrating appropriate expectations of learning and behaviour

Beginning to take responsibility for your professional development through identifying aspects of teaching requiring development

Seeking out and acting on advice

Lesson planning

Using subject knowledge to answer pupils’ questions with confidence




You are professional, e.g. punctual, attend every day or have a good reason for absence, are prepared for lessons, polite to staff members/pupils etc.

Your paperwork and e-portfolio is up-to-date and sufficiently detailed, e.g. daily planning, assessments, observations etc.

You submit your plans in advance of teaching and in a time-frame agreed with your mentor (usually at least 24 hours prior to teaching).

You teach the required number of sessions when asked to do so (unless there has been a change to the class’s usual timetable).

You show commitment to collaboration and cooperative working, e.g. you negotiate appropriately with your collaborative partner and other colleagues regarding the use of shared resources.


You assess pupils’ learning effectively and use this information to inform your planning, e.g. to provide different levels of challenge to meet the pupils’ learning needs.

“Teachers who plan and teach dynamic, stimulating lessons based on sound assessment and excellent subject knowledge are likely to experience fewer difficulties with behaviour” (Teaching Agency, 2012). However, in order to address the difficulties that do arise, you need to implement a clear system for behaviour management. This will complement the behaviour management systems of the class teacher and (where possible) your collaborative partner.

School-based training plan (SBT2): Class Teaching and Management

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If you fail to meet one or more of these minimum requirements, you are not making the required progress.

Preparation time including Preparation,

Planning & Assessment (PPA)

Throughout the year, trainees need the equivalent of 30 minutes a day for non-contact time. This is for lesson evaluations, monitoring and assessment, tasks and observing in other classes. In addition to non-contact time, trainees need PPA time, which can be taken at the same time as the class teacher or at a different time, as considered appropriate by the placement school. With collaborative placements it would be supportive for trainees to have PPA time together.



Contacting the placement school

and your professional tutor

before training starts


Contact your professional tutor by email. (All trainees need to do this.) Share your e-portfolio URL with your professional tutor.

In consultation with your professional tutor, arrange a time when it is convenient for all trainees placed at a particular school to meet for an initial group tutorial - this will take place at school.

Update your SBT file and e-portfolio documents.

Review and update your Professional Development Action Plan (PDAP) and Standards Tracker (ST)

SBT2: Roles and responsibilities

Trainee’s role Mentor’s role Professional tutor’s role

On-going tasks Complete relevant subject, module or SBT tasks (See Overview Checklist of SBT Tasks).

Maintain up-to-date professional documents in your SBT file and on your e-portfolio.

Provide a detailed weekly progress summary of progress (drawing on feedback and targets) for mentor approval.

Evaluate your teaching – ensure you adapt planning in response to your evaluation.

Demonstrate commitment to the wider life of the school.

Collate Evidence Bundle for PE7001 module.

Plan (with the trainee) how and when tasks can be completed.


Enable trainees to assess a small group each day.

Facilitate the trainee’s PPA time and non-contact time (30 minutes a day in addition to PPA).


Observe the trainee teaching (from week 3). o English: 20 minute observation, once per

week OR 15 minute phonics observation where the trainee is training in the EYFS or KS1

o Maths: 20 minute observation, once per week

o Other subject/area: 20 minute observation, once per week (with a subject knowledge or pedagogy focus)







Carry out at least one joint observation with the mentor.

Moderate and provide feedback on trainee’s end of SBT report and sign.

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Observers should give feedback against the Teachers’ Standards and the relevant grade criteria above, using the appropriate pro forma. Individual lessons should NOT be graded, however, mentors can grade trainees against teaching standards at the weekly summary meetings (progress summary pro forma) if they feel there is enough evidence to do so. They should address the identified focus for observation but also other praiseworthy or concerning aspects of practice.

Discuss and moderate the trainee’s weekly progress summary.

Moderate, grade and provide feedback on trainee’s end of SBT report and sign.

Week Weekly planning and teaching expectations (Trainee’s role)


Week 1

W/b 23rd January

Work with small groups working from class teacher’s plans. Assess a small group daily using the Group Formative Assessment pro forma.

By the end of week 1 you should be leading a short class or group activity daily. Start with simple routines, e.g. taking the register or taking a class into assembly and progress to activities like storytelling, a quiz, game or action song planned by your class teacher. Aim to lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

Working with your mentor, timetable your teaching and task completion for the remainder of the block of SBT.

The mentor should ensure that the trainee is properly inducted into the school. This may include:

Providing general contextual information about the class and the school;

Arranging a tour of the school;

Providing access to key policy documents (electronic versions where possible) including the Behaviour, Teaching and Learning, Safeguarding, and Assessment Policies;

Sharing the school/class’s weekly timetable with the trainee and provide information regarding general school practices, e.g. assembly;

Arranging for the trainee to observe teaching in different curricular areas and age groups;

Enabling trainees to look at class records and children’s work;

Facilitating and negotiating access to curriculum leaders and resources, as appropriate;

To respond to initial introductory communications from SBT2 trainees and check-portfolios. To facilitate an initial individual/group tutorial for trainees in school. To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

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Week 2

W/b 30th January

Teach using the teacher’s plan, annotated with additional detail you may need (e.g. specific questions, strategies, resources, transitions, grouping, etc.). You could use the UEL planning pro forma to record this additional detail. KS1/KS2

Teach one whole class English or mathematics starter.

In addition, teach one whole class English or mathematics full lesson.

EYFS

Teach one adult led focus activity.

Lead one whole class literacy or mathematics based carpet session.

During the rest of your contact time, continue to work with small groups working from class teacher’s plans. Assess a small group daily using the Group Formative Assessment pro forma. Also continue to lead whole class routines and transitions.

Throughout weeks 1 and 2, your focus is to develop an understanding of how behaviour is

managed effectively in the class.

Introducing trainees to school / class planning and give trainees planning information;

Working with the trainee to timetable teaching for the remainder of the block of SBT.

Moderate and sign one summary form at the end of week 2, focusing on the trainee’s positive attitudes (TS1), developing awareness of pupils’ capabilities (TS2), developing subject and curriculum knowledge (TS3), capacity to encourage pupils (TS6), understanding of the school’s routines for behaviour in classrooms (TS7), and effective professional relationships with colleagues and pupils (TS8)

Week 3

W/b 6th February

(10th

February – Review Day at UEL)

Plan (using the UEL planning pro forma and following guidance from your class teacher) and teach: KS1/KS2

Plan and teach four whole class full lessons in English or Maths. (Including planning for additional adults.)

EYFS

Plan and teach four different adult led focus activities (indoor or outdoor).

Plan and teach four whole class literacy or mathematics carpet (N.B. whole class and focus activities may or may not be linked.)

Enable the trainee to teach the lesson/session as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility

Observe the trainee three times and provide timely written feedback.

Moderate and sign one progress summary form at the end of week.

Consider the Trainee Entitlement Form (in the Mentor Handbook).



Observe where practicable the mentor giving post-observation feedback and provide feedback to the mentor on this.

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Manage transitions to and from child initiated activities during one session.

In addition, work with groups of children for the rest of each day using the class teacher’s plans. You must assess a small group daily using the Group Formative assessment pro forma.

By the end of this week the trainee should be planning (with guidance) and teaching whole class lessons


Collate grades for each trainee (by end of week 4 and end of SBT2) and communicate these to UEL.








Check on task files and e-portfolios.

Provide guidance on PE7001 Evidence Bundle

The mentor should inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required.

Week 4

W/b 20th February

Plan (using the UEL planning pro forma and following guidance from your class teacher) and teach: KS1/KS2

Plan and teach five whole class full lessons in English or Maths. (Including planning for additional adults.)

Plan and teach one whole class full lesson in a foundation subject area. (Including planning for additional adults.)

EYFS

Plan and teach five different adult led focus activities (indoor or outdoor).

Plan and teach five whole class carpet sessions, including planning for additional adults. (N.B. whole class and focus activities may or may not be linked.)

Manage transitions to and from child initiated activities during at least two sessions.

In addition work with groups of children for the rest of each day using class teacher’s plans. You must assess a small group daily using the Group Formative assessment pro forma.

Enable the trainee to teach the lessons/sessions as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility



By the end of this week the trainee should be planning (with guidance) and teaching whole class lessons The mentor should inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits will be required

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Week 5

W/b 27th February

Plan (using the UEL planning pro forma) and teach: KS1/KS2

Plan and teach at least eight whole class full lessons; at least four of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

EYFS


Plan and teach five whole class carpet sessions, including planning for additional adults.

Manage transitions to and from child initiated activities, at least once each day.

Increase responsibility for planning and preparing for additional learning opportunities (indoor and outdoor), including setting up the learning environment and directing additional adults.


Enable the trainee to teach the lessons/sessions as indicated. Use professional judgement to decide whether the trainee is ready to take more responsibility



Where trainees require additional support and are teaching fewer than eight lessons/sessions, enable them to plan and teach parts of lessons/sessions focusing on areas of practice for development in order to gain competence/ confidence for whole lessons/sessions. Inform the professional tutor.

By the end of this week the trainee should be planning (showing initiative and increasing independence) and teaching at least eight whole class lessons.

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Week 6

W/b 6th March


Plan and teach at least ten whole class full lessons; at least five of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

As part of the teaching requirements for this week, trainees should gain experience of leading teaching, routines, transitions, behaviour management, deployment of additional adults and communication with parents for at least one whole morning or afternoon at some point during this week.

EYFS


Plan and teach at least five whole class carpet sessions, including planning for additional adults.

Manage transitions to and from child initiated activities at least once each day.


Lead teaching, routines, transitions, behaviour management, deployment of additional adults and communications with parents for one whole morning and one whole afternoon at some point during this week.


Enable the trainee to teach the lessons/sessions as indicated.


Moderate and sign one summary form at the end of week.

By the end of these weeks the trainee should be planning and teaching at least ten whole class lessons.

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Week 7

W/b 13th March

Plan (using the UEL planning pro forma) and teach:

KS1/KS2

Plan and teach at least twelve whole class full lessons; at least six of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

As part of the teaching requirements for this week, trainees should gain experience of leading teaching, routines, transitions, behaviour management, deployment of additional adults and communication with parents for at least one whole morning and one whole afternoon at some point during this week.

EYFS



Manage transitions to and from child initiated activities at least once each day.

Increase responsibility for planning and preparation for additional learning opportunities (indoor and outdoor), including setting up the learning environment and directing additional adults.

Lead teaching, routines, transitions, behaviour management, deployment of additional adults and communications with parents for two whole mornings and two whole afternoons at some point during this week.

In addition work with groups of children for the rest of each day using class teacher’s plans. You must assess a small group daily using the Daily Formative assessment pro forma.

Collate the PE7001 evidence bundle and write an accompanying commentary to identify how your skills against each Teachers’ Standard have enabled you to support pupil progress and identify your strengths and development areas.

Draft the end of SBT2 report to prepare for your final tutorial.

Enable the trainee to teach the lessons/sessions as indicated.


Moderate the end of SBT report and agree grades with the trainee and professional tutor. Refer to the Trainee Attainment guidance (Mentor Handbook).

Complete the Trainee Entitlement Form and return to the Professional Tutor.

By the end of these weeks the trainee should be planning and teaching at least twelve whole class lessons.

Hold post-SBT tutorial with each trainee.

Check and provide feedback on PE7001 evidence bundle

Check progress on tasks.



Collect end of SBT Report – Add tutor comment.

Collate grades for each trainee (by end of week 7) and communicate these to UEL.

Act as a referee for the trainee.

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SBT3– Further Developing the Full Teaching Roles and Responsibilities

Focus - SBT3 The focus of this practice is on you taking full responsibility as a class teacher. This includes:

Setting high expectations which inspire, challenge, and motivate pupils (TS1);

Promoting good progress and outcomes by pupils (TS2);

Demonstrating good subject and curriculum knowledge (TS3);

Planning and teaching well-structured lessons (TS4);

Adapting teaching to respond to the strengths and needs of all pupils (TS5);

Making accurate and productive use of assessment (TS6);

Managing behaviour effectively to ensure a good and safe learning environment (TS7);

Fulfilling wider professional responsibilities (TS8)




You are professional, e.g. punctual, attend every day or have a good reason for absence, are prepared for lessons, polite to staff members/pupils, etc.

Your paperwork and e-portfolio is up-to-date and sufficiently detailed, e.g. daily planning, assessments, observations etc.

You submit your plans to your mentor sufficiently in advance of delivering your lesson (usually at least 24 hours prior to teaching).

You are prepared to teach as and when agreed.

You show commitment to collaboration and cooperative working, e.g. you negotiate appropriately with your colleagues regarding the use of shared resources.


You assess children’s learning effectively and use this information to inform your planning, e.g. to provide different levels of challenge to meet the children’s learning needs.

“Teachers who plan and teach dynamic, stimulating lessons based on sound assessment and excellent subject knowledge are likely to experience fewer difficulties with behaviour” (Teaching Agency, 2012). However, in order to address the difficulties that do arise,

School-based (SBT3) Training Plan: Full Teaching Roles & Responsibilities

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you need to implement a clear system for behaviour management. This will complement the behaviour management systems of the class teacher.


If you fail to meet one or more of these minimum requirements, you are not making the required progress. Preparation time

including Preparation, Planning &

Assessment (PPA)

Throughout the year, trainees need the equivalent of 30 minutes a day for non-contact time. This is for lesson evaluations, monitoring and assessment, tasks, and observing in other classes. In addition to non-contact time, trainees need PPA time, which can be taken at the same time as the class teacher or at a different time, as considered appropriate by the placement school. With collaborative placements it would be supportive for trainees to have PPA time together.



Contacting the placement school

before training starts.

Contacting your

professional tutor.


Contact your professional tutor by email. (All trainees need to do this.) Share your e-portfolio URL with your professional tutor.

In consultation with your professional tutor, arrange a time when it is convenient for all trainees placed at a particular school to meet for an initial tutorial - this will take place at school.

Update your SBT file and e-portfolio documents.

Review and update your Professional Development Action Plan (PDAP) and Standards Tracker (ST)

SBT3: Roles and responsibilities

Trainee Mentor Tutor

On-going tasks Complete relevant subject, module or SBT tasks (See Overview Checklist of SBT Tasks

Maintain up-to-date professional documents in your SBT file and on your e-portfolio.

Provide a detailed weekly progress summary of progress (drawing on feedback and targets) for mentor approval.

Evaluate your teaching – ensure you adapt planning in response to your evaluation.

Demonstrate commitment to the wider life of the school.

Ensure attendance and time-keeping shows commitment and professionalism.


Enable trainees to assess a small group each day, where appropriate.

Facilitate the trainee’s PPA time and non contact time (30 minutes a day in addition to PPA).

Be aware of the trainee’s Primary with Route. Identify opportunities for trainees to work with groups in their chosen area/subject.


Observe the trainee teaching o English: 20 minute observation, once per

week OR 15 minute phonics observation where the trainee is training in the EYFS or KS1

o Maths: 20 minute observation, once per week







Carry out at least one joint observation with the mentor.

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o Other subject/area: 20 minute observation, once per week (with a subject knowledge or pedagogy focus)

Observers should give feedback against the Teachers’ Standards and the relevant grade criteria above, using the appropriate pro forma. Individual lessons should NOT be graded however, mentors can grade trainees against teaching standards at the weekly summary meetings (progress summary pro forma) if they feel there is enough evidence to do so. They should address the identified focus for observation but also other praiseworthy or concerning aspects of practice.

Discuss and moderate the trainee’s weekly progress summary.

Moderate, grade and provide feedback on trainee’s end of SBT report and sign.

Moderate and provide feedback on trainee’s end of SBT report and sign.

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Week/Date Daily Planning and teaching expectation (Trainee’s role)


Week 1

W/b 24th April

Work with small groups working from the class teacher’s plans. Assess a small group daily using the Daily Formative Assessment pro forma.

Lead short class activities each day. Start with simple routines, e.g. taking the register or taking the class into assembly and progress to activities like storytelling, running the mental maths starter, a quiz, game or action song planned by your class teacher. Lead some transitions during lessons or between lessons, e.g. moving pupils from the carpet to groups/tables.

KS1 & KS2 - Teach one whole class lesson, on Thursday and Friday using the teacher’s plan

which you have annotated with additional detail you may need (e.g. specific questions, strategies, resources, transitions, grouping, etc.). You could use the UEL planning pro forma to record this additional detail.

EYFS - Teach either a whole class activity or manage two or three groups simultaneously on Thursday and Friday using the teacher’s plans.

In addition work with groups of children for the rest of the

day using class teacher’s plans. You will assess a small group each day using the Daily Formative assessment pro forma. Identify your focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task.

The mentor should ensure that the trainee is properly inducted into the school. This may include

Providing general contextual information about the class and the school (this may be during the induction visit)

Arranging a tour of the school (this may be during the induction visit)

Providing access to key policy documents including the Behaviour, Teaching and Learning and Assessment Policies (this may be during the induction visit)

Sharing the school/class’ weekly timetable with the trainee and providing information regarding general school practices, e.g. assembly

Arranging for the trainee to observe teaching in different curricular areas in your own and other classes

Enabling trainees to look at class records, children’s work and IEPs

Facilitating and negotiating a meeting with the SEN and EAL co-ordinator

Facilitating and negotiating access to curriculum leaders and resources, as appropriate

Introducing trainees to school / class planning and give trainees planning information

Working with the trainee to timetable teaching for the remainder

of the block of SBT.

Support the trainee in identifying a focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task

By the end of this week, the trainee will have taught two lessons using your plans.

To facilitate an initial individual/group tutorial for trainees. This tutorial will take place in school. To liaise with the mentor and support the mentor in understanding and applying UEL procedures.

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Week 2

W/b 2nd May

Plan (using the UEL planning pro forma and following guidance from your class teacher) and teach:

KS1/KS2

Plan and teach five whole class full lessons in English or Maths. (Including planning for additional adults.)

EYFS


Plan and teach five whole class literacy or mathematics carpet (N.B. whole class and focus activities may or may not be linked.)

Manage transitions to and from child initiated activities during two sessions.

In addition: work with groups of children for the rest of the

day using the class teacher’s plans; ensure that you assess the children’s learning and are able to provide feedback to the teacher (you could use the Daily Formative Assessment pro forma to do this). By the end of week 2 you will have identified your focus group for the ‘SBT3 Assessing and Reporting on Pupil Progress’ task and completed initial assessment data gathering and pen portraits.

In addition to the ongoing weekly tasks:

Develop the trainee’s confidence to take on the increased planning and teaching role during weeks 3-4 (including sharing medium term planning and developing understanding of weekly planning). The trainee should work

with small groups under your direction for the remainder of the contact time.

Enable the trainee to plan for other adults.


Moderate and sign one weekly summary form at the end of week.

Individual lessons should NOT be graded however, mentors can grade trainees against teaching standards at the weekly summary meetings if they feel there is enough evidence to do so.

By the end of this week the trainee should be planning and teaching whole class lessons.

Inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time.



Observe where practicable the mentor giving post-observation feedback and provide feedback to the mentor on this.


Check trainees’ Standards Trackers and PDAPs to ensure appropriateness of evidence and target setting.

Check and provide feedback on SBT tasks and e-portfolio documents.






The mentor should inform the Professional Tutor if there are any concerns with any individual trainee’s progress at any time. Under these circumstances additional tutor visits may be required.

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Week 3

W/b 8th May


Plan and teach at least ten whole class full lessons; at least five of these lessons should be English or Maths. (Including planning for additional adults.) Ensure that you have gained experience in planning whole class lessons in a range of subjects during the course of this placement.

EYFS



Manage transitions to and from child initiated activities, at least once each day.


In addition: work with groups of children for the rest of the

day using the class teacher’s plans; ensure that you assess the children’s learning and are able to provide feedback to the teacher (you could use the Daily Formative Assessment pro forma to do this). Trainees will also need to continue to monitor, track and evidence progress of pupils in their focus group.

In addition to the ongoing weekly tasks

Develop the trainee’s confidence to take on the full planning and teaching role from beginning of week 4 (including sharing medium term planning and developing understanding of weekly planning). The trainee should work

with small groups under your direction for the remainder of the contact time.

Enable the trainee to plan for other adults.


Moderate and sign one summary form at the end of week.

By the end of this week the trainee should be planning and teaching for approximately 50% of the week.


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Week 4 – 8

15th May – 23rd June (excluding

half-term)

(26th May –

Review Day at UEL)

KS1 & KS2: Take on the full planning and teaching role

of your class teacher. EYFS: Take over all the planning and teaching that your

class teacher would normally plan and deliver. This may include all planning for both indoor and outdoor areas, focus activities and the roles of other staff. This may differ slightly according to your setting and may need to be adjusted in negotiation with your mentor/ professional tutor. NB the full planning and teaching role includes assessment of all pupils’ learning (including marking), planning and teaching across the curriculum (including a medium term plan if required), planning for additional adults, target setting for individual pupils/groups, setting homework (all these in line with the placement school’s guidance and class teacher’s practice), and taking part in the wider life of the school

(including attending staff meetings, inset days, and other training events). Planning ahead for week 4 or 5 onwards:

With the agreement of your mentor and professional tutor move to weekly planning (using the school’s planning templates) for maths and English, and unit planning (or equivalent) in the foundation subjects. Trainees should play an active role in contributing to and leading year group planning.

Trainees need to continue to show how they are assessing pupils’ learning using the group assessment form or the school’s approach to assessment and record keeping. In addition, trainees will need to continue to monitor, track and evidence progress of pupils in their focus group.

In addition to the on-going weekly tasks

Enable the trainee to take on the full planning and teaching role apart from PPA time and the equivalent of half an hour each day non-contact time.

Support trainee in understanding how the school uses assessment data to monitor pupil progress.

Observe the trainee three times each week and provide timely written feedback.

Moderate and sign one weekly summary form at the end of each

week.

By the end of Week 4, the trainee will have taken on full responsibility for the class.


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During Week 7 & 8

All Trainees - Continue to demonstrate the full planning and teaching role of your class teacher.

In preparation for final tutorials, trainees should:

Report back on pupil progress of focus children in the form of written reports (using the school’s report writing template).

Draft the end of SBT3 report to prepare for your final tutorial.

Complete Standards Tracker (this represents successful completion of PR6300).

Consider and record targets for your NQT year (Career Entry Development Profile).

Ensure you have completed the NQT Employment survey and the End of Programme Evaluation survey.

Ensure you are fully prepared for your final tutorial during week 7 or 8.

During week 8, in negotiation with your class teacher/mentor, arrange handing back of responsibility for planning and teaching for next week onwards.

Negotiate handing back of responsibility for planning and teaching.

Moderate the end of SBT3 report and agree grades with the trainee and professional tutor. Refer to the Grade Descriptors to

support your judgements.

Hold end of SBT3 tutorial with each trainee.

Collect end of SBT3 report and provide tutor comment.

Check remaining tasks and sign Standards Tracker

Discuss pupil progress reports

Discuss targets for NQT year,

Ensure Employment and End of PGCE surveys have been completed.

Submit final grades to the Primary PGCE administrator.

Act as a referee for the trainee (updating the reference)

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3 Overview & Checklist of all SBT Tasks

SBT Task/Documents

Ongoing Standards Tracker

Ongoing PDAP

Ongoing Reflective Journal

Ongoing Maintaining an up-to-date E-Portfolio

Ongoing Wider life of the school log

Ongoing Evidence of teaching across the curriculum

Ongoing Weekly Progress Summaries

SBT1 Induction Maths Induction Tasks

SBT1 Induction English Induction Tasks

SBT1 Induction School Policy Analysis

SBT1 Induction/ Placement

Understanding and Planning for Positive Behaviour

SBT1 Placement

Target-setting, recording and monitoring pupil progress task

SBT1 Placement

Observe Physical Education

SBT1 Placement

Evidence of ongoing formative assessment

SBT1 Placement

PR7400 or PR7310 Module Assessment.

SBT1 Placement

PR6500 Module Assessment

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SBT Task/Documents

SBT2 Placement

School Policy Analysis (complete again if in new school setting)

SBT2 Placement

Understanding and Planning for Positive Behaviour - See Guidance

SBT2 Placement

PE7001 Module Assessment

SBT2 Placement

Evidence of planning for additional adults

SBT2 Placement


SBT2 Placement

Inclusive Practice task

PWR Week PWR Week Guidance Attendance Sheet (See PWR subject specific guidance)

SBT3 Placement

School Policy Analysis (complete again if in new school setting)

SBT3 Placement

Understanding and Planning for Positive Behaviour - See Guidance

SBT3 Placement

Reporting on Pupil Progress Task

SBT3 Placement

Evidence of planning for additional adults

SBT3 Placement


SBT3 Placement

Career Entry Development Profile (CEDP)