72 • Developing strategies for teaching:
• pupils with special educational needs (SEN) • pupils with English as an additional language (EAL) • more able pupils (G & T) • team teaching with other NQTs/colleagues with particular expertise • Personal enquiry and reading; researching websites, observation, discussion etc. • Studying for an accredited qualification • Gaining experience of pastoral duties/form tutor role • Improving generic aspects of teaching e.g. AfL, creativity, thinking skills, Social and Emotional Aspects of Learning (SEAL), equal opportunities, diversity etc • Participating in planning and delivering INSET
• Establishing networking groups with other NQTs or visiting/liaising with other schools • Reading pupils’ previous records and reports • Analysing marking and record keeping systems in order to improve their own • Moderation/standardisation meetings • Planning a lesson based on the thorough assessment of pieces of work • Shadow a meeting with outside agencies, e.g. social workers, speech therapists, educational psychologist, etc • Gaining experience in managing Support Staff • Looking at resources in school, such as computer software • Liaising with exam boards • Helping to arrange offsite visits.
THE INDUCTION TUTOR
• Planning/organising special events, for example school fetes or curriculum days
75 Registration with the General Teaching Council (GTC) NB: forms to be completed and registered by the NQT • forms found at www.gtce.org.uk/ publications/registr_appn0709/ • forms should be returned as soon as possible after appointment to: The General Teaching Council For England, Registration Helpdesk, Victoria Square House, Victoria Square, Birmingham, B2 4AJ
Notification to the Local Authority (the ‘Appropriate Body’)
• Forms found at www.bucksgfl.org.uk/nqt • Once completed should be returned for the attention of Isabel Hall or Simon Lockwood, School Improvement Service, 3rd Floor, County Hall, Walton Street, Aylesbury, HP20 1UK. Alternatively please email firstname.lastname@example.org or email@example.com NB: This form requires the NQT’s GTCE Teacher Reference Number. This form also triggers funding for the following financial year.
NQT Induction Package and Course Booking Form • If you wish to purchase this package or book any courses, forms can be found on at www.bucksgfl.org.uk/nqt • Completed forms should be returned as soon as possible to Hazel David, Workforce Development Team, 4th Floor, County Hall, Aylesbury, HP20 1UZ
Assessment forms All three forms need to be returned to Isabel Hall or Simon Lockwood at the above address • Assessment form 1 – for a full-time NQT starting in September by the end of the autumn term • Assessment form 2 – for a full-time NQT starting in September by the end of the spring term • Assessment form 3 – for a full-time NQT starting in September by the end of the summer term
Completing the forms First and Second Assessment forms should be completed in full during your meetings. It is important to ensure that the assessment procedures used to make the judgements are: • fair – involving more than one observer / assessor as appropriate • rigorous – using TDA standards • transparent – all relevant parties have viewed and agreed the comments It is especially important to: • Include the Teacher Reference number of the NQT as the GTCE will not issue an induction certificate without it • Sign and date the form (NQT and Induction Tutor) • Reference against the core standards so that we (the LA) can confidently recommend to the GTCE that the NQT has successfully completed induction • Allow the NQT to make comment in the space provided on the form • Send the reports to Isabel Hall / Simon Lockwood within 10 working days of each summative assessment meeting
The assessment forms can be signed electronically, providing the procedure for this is agreed between the institution and the Appropriate Body, and that when the institution forwards the form to the Appropriate Body it is copied to the NQT.
• We would encourage Headteachers and senior leaders to use this in a variety of ways and not just as a pro-forma for a single lesson observation: • an auditing framework that focuses on particular aspects of learning • an audit tool that builds up over time using the same form, with future observations focussing on areas for development
When will we receive the induction certificate?
• a self-evaluation tool for teachers and other adults
Once we have received all three assessment reports, we will:
• a framework to evaluate whole school learning for subject and senior leaders
• enter this information on to our central spreadsheet
• established criteria to enable the school to identify and recognise ‘outstanding’ learning
• send the information to the GTCE to confirm the NQT has successfully met the Induction Standards
• a scaffold to provide a basis for professional dialogue as part of performance management
• send both the Headteacher and the NQT a letter to inform them that we have forwarded the recommendation of successful completion to the GTCE (if you do not receive this letter please contact us as it is likely that we have not received the final assessment reports) Once the GTCE has confirmed the final result they will issue a certificate directly to the NQT at the contact address they hold. Therefore it is essential that NQTs keep their contact details with the GTCE as accurate and up-to-date as possible.
How to use the ‘Guidance on Evaluating the Quality of Learning’ We have become increasingly aware that the WIGT is no longer appropriate for the evaluation of learning and teaching in schools. In particular, OfSTED and other National Forums have embraced the importance of learning rather than teaching. This document is a development of the WIGT by trying to reflect the increased focus on learning: it should be used as an audit tool, rather than a tick sheet.
Guidance on Evaluating the Quality of Learning
Learning is planned so that appropriate tasks are identified to meet the learning needs of individual pupils.
Teaching is flexible and responsive to a large majority of pupils’ learning needs and the progress they are making
Differentiation allows almost all pupils to make good practice
The majority of pupils make satisfactory progress with a minority of pupils making good progress in relation to the learning objective
A large majority of pupils make good progress in relation to the learning objective / success criteria
Most pupils make good progress, in relation to the learning objective / success criteria
Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary
Progress is regularly reviewed, during the lesson, with pupils e.g. prior to the next stage of the task
Most pupils independently identify and take their next steps in learning to make good progress
Tasks are qualitatively different rather than merely longer
Lesson plans make reference to personalised tasks for different groups of learners
A minority of pupils are involved in planning based on an understanding of their own learning needs
Conditions for learning
Displays exemplify a positive attitude to learning
Displays reflect the learning process as well as the content and the expectations for pupils learning and pupils use them to support their learning
Displays are interactive and developmental, in that pupils are required to respond and react to them
Teaching uses a range of approaches that ensure all pupils take an active part in their learning
Although skills taught are determined by the teacher, pupils take the leading role in deciding the context
There is a supportive atmosphere that allows pupils to make and learn from mistakes
Most pupils understand how the learning relates to key concepts and skills they are developing
• a structure to support the writing of the School Development Plan and CPD needs • an aide memoir to clarify progression for the quality of learning • a pro forma that can be used to support lesson observations. Observers could use it to identify an overall judgement which mostly fits the criteria – bearing in mind that not all strands would necessarily be present in a single lesson Information for this guidance has been taken from the latest OfSTED, DfE, QCA and National Strategy. A possible form for use in observing lessons can be found on www.bucksgfl.org.uk/nqt
learning environment There is an expectation on the part of teachers that all pupils will take an routines active part in learning and behaviours Prior learning
The learning process is valued by pupils
The NQT should as normal sign the assessment form to confirm that he or she is aware of the contents of the form.
Learning objectives and success criteria
Talking for learning
Most pupils know what Most pupils have a clear they have to do and some understanding of what have an understanding of they are trying to learn what they are trying to learn
Most pupils are confidently able to discuss their learning using appropriate terminology
Learning objectives and outcomes are clear and appropriately challenging and teaching is well focused.
The teacher explains the learning objectives and success criteria and checks pupils’ understanding
The teacher provides opportunities for pupils to explore and create the objectives and success criteria
Success criteria are focused on learning and shared with all pupils
Teachers evaluate and refine their own success criteria with most pupils
Most pupils are involved in designing success criteria and encouraged to self / peer assess according to these
Teachers use specific strategies to provide opportunities for discussions related to learning (whole class, group or paired). There is an appropriate balance between teacher and pupil talk
Teachers use skilful questioning, appropriate resources and engaging activities to ensure that in paired or group discussions most pupils contribute and learn from each other. Pupils have time to think about their answers
A minority of pupils initiate and lead whole class discussions; group discussions are self determined and governed
In whole class discussion, almost all pupils listen to others. The majority are confident to contribute and talk about their work.
The majority of pupils talk as part of their learning and about their learning.
The majority of pupils independently talk and reflect on their learning
Questioning Teachers make regular Pupils’ responses to key use of open and closed questions are used to questioning, in all parts of inform further discussions the lesson to check pupils’ progress, achievement and understanding
Outstanding^l Pupils ask their own questions as well as valuing and listening to each others comments
Working together, engagement, application and concentration
Most pupils can work together, are engaged in learning and not easily distracted. Staff and pupils treat each other with respect
In whole class, group or paired discussions most pupils develop their thinking and learn from each other. They are eager to learn and work well
A minority of pupils are confident to take risks by sharing partially formed thinking or constructively challenging others.
Support for learning
All pupils know what support is available to them and make use of it
Most pupils have strategies that enable them to independently access support from a variety of sources
A minority of pupils are pro-active in taking responsibility for their own learning
Teachers monitor pupils’ work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.
Teachers listen to, observe and question groups if pupils during lessons in order to reshape tasks and explanations to improve learning
Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning
All pupils are informed about their progress and how to improve through marking and dialogue with adults
All pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress
All pupils understand in detail how to improve their work and are consistently supported in doing so e.g. through the use of success criteria
Learning is effectively reviewed in the plenary
Insights from day-to-day strategies inform planning and teaching within a learning activity or lesson, for the next lesson and the next phase of learning
There is planned time for teachers and peers to review progress against success criteria and provide oral feedback to pupils, who then act upon it
81 Review the Quality of Learning
Teachers differentiate targets for different groups and all pupils know their curricular targets
All pupils are supported to understand the steps towards the curricular target through teacher feedback, both oral and written
Almost all pupils are able to articulate their success against their curricular targets
Teachers review progress against targets and let pupils know how they are doing
Teacher and pupil review progress against targets
Teachers and pupils use evidence to evaluate progress together and to define the next steps
35%-49% - Minority 51%-64% - Majority pupils 65%-79% - Large majority 80%-90% - most pupils 97%+ almost all pupils
A lesson is inadequate if one or more of the following is present: • Most pupils, or a significant specific minority of pupils, make less than satisfactory progress, whether this is due to unsatisfactory progress, whether this is due to unsatisfactory teaching or the impact of bad behaviour • Pupils overall behaviour or attitudes are unsatisfactory, and the tone of the lesson does not support the development of pupils’ personal qualities, or the health and safety of the pupil is endangered • The teaching is unsatisfactory. This will cause the pupils’ progress to be unsatisfactory, but occasionally progress will be satisfactory in spite of the teaching due to the good attitudes of the pupils Unsatisfactory teaching is likely to have one or more of the following: • Weak knowledge of the curriculum leading to inaccurate teaching and low demands on pupils
Conditions for learning ethos, attitudes, learning environment routines and behaviour Prior learning
Learning objectives and success criteria
Talk for learning
Working together, engagement, application and concentration
• Work badly matched to the pupils’ starting points • Ineffective classroom management of behaviour
Support for learning
• Too many pupils fail to work effectively unless closely directed by an adult and give up easily • Pupils doe not enjoy the activities provided, which is reflected in poor completion of tasks across a range of subjects
• Methods which are poorly geared to the learning objectives or fail to gain the interest and commitment of the pupils • Inadequate use of resources, including assistants and the time available • Assessment takes too little account of the pupils’ prior learning or their understanding of tasks and is not used effectively to help them improve
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