Scitt course mentor handbook 2013 14

The Kemnal Academies Trust

School Centred Initial Teacher Training

Mentor Handbook 2013-14

Be Inspired

Be Innovative

Be Involved

In partnership with

“Be the best you can be ‌

.

CONTENTS MENTOR HANDBOOK Section 1 – Introduction to the Course, Aims, Structure, Roles and Responsibilities Section 2 – The Role of the Mentor Section 3 — The TKAT SCITT Programme Section 4 – Monitoring and Assessment Session 5 — Quality Assurance

Section 1 –

Introduction, Aims, Structure, Roles and Responsibilities

      

Introduction to the TKAT SCITT Scheme Aims and Objectives The Partnership Schools Organisation Structure TKAT Contacts Roles and Responsibilities Useful Contacts

Introduction “The primary purpose of TKAT is to ensure that every TKAT student achieves the highest possible levels of attainment within an appropriate learning environment... the ethos (of TKAT) is that all the Academies will work collaboratively, to enable students and staff to flourish and grow...” (TKAT Aims and Objectives) As a SCITT provider, our purpose and practice is an apprenticeship model underpinned by the above aims. It shares the Government’s ambitions “to match the best performing countries in the world in the quality of teachers it recruits” (Training our Next Generation of Outstanding Teachers. DfE. Nov 2011)

It will operate within the teaching school framework and take responsibility for: 

assessing the needs of trainee teachers and ensuring appropriate provision to meet them



ensuring that all trainee teachers observe outstanding teaching, and undertake detailed discussion and reflection



managing a range of high-quality, school-based training experiences and professional development activities (including those at Master’s level) into which trainee teachers will be fully integrated



encouraging greater involvement in ITT across the alliance by showing how supporting trainee teachers can contribute to pupil learning, professional and leadership development for teachers, and supporting our partner schools in improving the quality of their ITT provision



ensuring all teaching staff working with trainee teachers across the alliance provide high-quality, school-based tutoring and coaching, including the provision of appropriate training and on-going support linked to other coaching and mentoring roles and are helped to use these roles to develop their own practice



assessing trainees against the qualified teacher status standards



demonstrating a clear commitment and capacity to respond to local, regional and national priorities in training



making a long-term commitment within the alliance to training an agreed number of trainee teachers and providing substantial school experience opportunities for people interested in becoming teachers



working strategically with an accredited provider* on the management and leadership of the ITT partnership and on the selection and recruitment of high-quality trainee teachers *Canterbury Christ Church University

Initial Teacher Training will fit seamlessly into the Trust’s Teaching School remit and aim “to improve each year the Trust schools’ attainment at key stages 2, 4 and 5 by more than the national average, and to reduce the achievement gap for FSM or LAC pupils by more than the national average improvement. Also, to show an improvement in schools in the Trust by virtue of Ofsted judgements for teaching and learning that is greater than the national average improvement”.

John Atkins CBE Founder member of TKAT and Executive Chairman

TKAT School Centred Initial Teacher Training From apprenticeship to mastery

Aims and Goals To provide high quality initial teacher training within a Teaching School framework scheme, which prepares trainees to meet the Professional Standards for Qualified Teacher Status by ensuring they:       

have a consistent and high quality experience based on exposure to truly outstanding practice are capable of delivering consistently good or outstanding lessons are an integral part of the continuation and development of an excellent learning experience for students experience a programme which is appropriate to their individual needs and supports and challenges them to excel and offers future leadership possibilities are reflective practitioners who are able to meet the professional challenges facing them in their early years of teaching have a holistic understanding of the operation of the school as an organisation and their role within it are competent in the performance of all other duties required of newly qualified teachers

To ensure that all participating schools have access to: 



a network of outstanding classroom practitioners and outstanding leaders professional development opportunities to improve their skills, knowledge and understanding an ethos which focuses resolutely on raising pupil achievement

Rationale The TKAT SCITT scheme will serve to support the principles and practice outlined in the government’s publication “Training our Next Generation of Teachers”.

Teaching School Ethos, Partnership and Experience TKAT has a proven track record of improving schools, raising student attainment, improving teaching and learning and developing staff. As a successful academy chain with a remit to improve other schools/ academies, TKAT welcomes its accreditation as a Teaching School and embraces its role to: “lead the school system in training and developing outstanding teachers (including) both the development of existing teachers through peer-to-peer training, coaching and mentoring and also supporting the training of new teachers. All teaching schools will undertake these core roles, along with school-to-school support.”

Training with The Kemnal Academies Trust (TKAT) </body>

The primary purpose of The Kemnal Academies Trust (TKAT) is to ensure that every TKAT student achieves the highest possible levels of attainment and achievement within an appropriate learning environment.

TKAT comprises a number of academies, both primary and secondary in Essex, Kent, Medway, Bromley, Bexley, Surrey, West Sussex and Hampshire. While each Academy operates independently through its Local Governing Body, the ethos is that all the Academies will work collaboratively, to enable students and staff to flourish.

TKAT academies all share the values of maximising high attainment and creating excellent opportunities for staff and students striving to achieve excellence. All of our staff are valued as professionals, creating an ethos in which the students can thrive.

As a Teaching School, our professional development is highly regarded and valued by all members of the TKAT. We are working in conjunction with Canterbury Christchurch University in order to achieve high standards for our ITT programme and we have a number of highly skilled and highly trained facilitators who are developing CPD opportunities across the Trust schools.

We will develop all aspects of the Teaching Schools agenda so that our Academies share in the training and development of all staff at all levels.

Each Academy works collaboratively with the other Academies run by TKAT, sharing resources, knowledge and best practice to:



achieve consistently high standards of learning and teaching for all students;



optimise opportunities for students;



improve key aspects of performance;

Composition of partnership The SCITT programme comprises of the following schools: 

Debden Park High School, Essex



Kemnal Technology College, Bromley



King Harold School, Essex



Orchards Academy, Kent



The Rainham School for Girls, Medway



Welling School, Bexley



Cleve Park, Bexley



Hylands School, Chelmsford

Organisation

Sevenoaks Way Sidcup, Kent DA14 5AA

The Head Office of TKAT SCITT is:

The Atkins Centre Kemnal Technology College

The Lead School for the scheme is;

Key Contacts PHOTO

Jo Yates

Jo Fogg

Programme Manager

SCITT Course Administrator

0208 418 1227

0208 269 8300

jyates@dphs-tkat.org

Jo Fogg jo.fogg@tkat.org

PHOTO PHOTO

Craig Channell

Rob Higgins

Programme Manager

Director of Initial Teacher Training

0208 269 8300

0208 269 8300

Organisational Structure of SCITT The Organisational Structure of SCITT will reflect the regional structure of the Trust and be appropriate to local circumstances. An example of the Essex structure would be:

TKAT DLMT Board

Director of ITT

Programme Manager

Lead Subject Tutors

Professional Mentor DPHS

Professional Mentor KH

Professional Mentor

DP

DP

Hylands

Mentor

Mentor

Mentor

Trainees

Trainees

Trainees

Roles and Responsibilities Role

Director

Programme Manager

Professional Mentors

Mentors

Lead Subject Tutors

Roles and Responsibilities Overall responsibility for ITT Programme, satisfying the requirements of the TTA, OFSTED and the DfEE Lead 2 week Induction Coordinate and lead Professional Studies Programme Lead Termly Board Meetings Lead Subject Tutor training and termly meetings QA work of Professional Mentors QA work of Lead Subject Mentors QA work of ITT administrative staff QA PS Sessions Setting assignments Oversee programme handbooks Advertising Lead application and interview process Organise summer taster days Coordinate SCITT Programme in and across schools Support and contribute to two week induction QA work of Mentors in School QA Observations Conduct half termly review meetings Supporting research for assignments Moderation of assignments Support and organise learning experiences for trainees in school Follow up and contribute to the Professional Studies programme Update Leadership team with traineeâ&#x20AC;&#x2122;s progress and needs Involvement with application and interview process Attend yearly training Follow mentoring programme QA work of Trainees Weekly Observation of trainees Complete termly reports Follow up and extend Subject Knowledge training Guiding, supporting, assisting trainee Marking and grading assignment Attend board meetings Attend termly training meetings for subject mentors QA work of Mentors with Professional mentor Submit training plans to director Liaise with mentors to support and personalise trainee subject knowledge development Termly observations of trainees Tracking traineesâ&#x20AC;&#x2122; subject knowledge Set termly SK targets Ensure session notes are kept and built upon in a Subject Knowledge file

Accountable to

Board

Director

Professional Mentor

Director

Course Administrator

Budget Administration Secretarial tasks Advertising

Director and Board

Trainees

Excellent attendance and punctuality Adhere to school code of conduct, policies and procedures Complete research written assignments Support colleagues positively and sensitively Attend staff meetings and parent meetings Become involved in the life of the school

Mentor Professional Mentor Director

Useful Contacts Professional Mentors Name

School

Contact

Johanna Yates

Debden Park High School jyates@dphs-tkat.org

Lynda Metcalfe

Kemnal Technology College

lmetcalfe@ktc-tkat.org

Ruth Rundle

King Harold School

rrundle@kha-tkat.org

Sue Harris

Welling School

harriss@welling.bexley.sch.uk

Helen Desson

Orchards Academy

hdesson@orchards-tkat.org

Tom Thorpe

Hylands School

Thorpet.hs@hylands.essexvle.com

Jenny Gordon

Cleeve Park

Gordon@cleevepark.bexley.sch.uk

Myra Amor

Rainham School for Girls

mamor@rsg.org.uk

Lead Subject Tutors Name

Subject

Kate Fordham Rebecca Heather

School

Contact

Debden Park High School

kfordham@dphs-tkat.org

English

rheather@dphs-tkat.org

Rachel Lyne

rlyne@dphs-tkat.org

Kuban Narain

Maths

Debden Park / King Harold

knarain@dphs-tkat.org

Suzy Bishop

Science

Rainham

sbishop@rsg.org.uk

KTC

zloveridge@ktc-tkat.org

Zoe Loveridge Sarah Granger

MFL

Debden Park High School

sgranger@dphs-tkat.org

Sarah Cardy

History

Debden Park High School

scardy@dphs-tkat.org

Jonathan Saunders Meg Arden

jsaunders@dphs-tkat.org Geography

Debden Park High School

marden@rsg.org.uk

Section 2 – The Role of the Mentor

        

Overview of the Mentor’s role Mentor Meetings The Journal Timetabling Observations Feedback Termly Reports Monitoring Attendance Attendance and Absence

The Role of the Mentor

The school-based mentor is central to the development and success of the trainee. It is the responsibility of the mentor to support and guide the trainee in all areas of the course, and to act as a critical friend, encouraging the trainee to become a competent, reflective practitioner.

In short, the mentor should be “someone whose hindsight can become the trainee’s foresight.”

School-based mentors will meet with trainees for one hour per week. They will meet in a place where they will not be disturbed and they will discuss: 

Aspects of teaching and learning



Implementing strategies from the GPS Session



Pupil issues



School issues



Progress towards assignment research



Progress towards the Standards



Subject Knowledge development

The main focus of the meeting should be teaching and learning, an opportunity for trainees to share lesson plans and lesson ideas with their mentor, in advance of their teaching. Prior to the meeting, trainees will complete their journal, documenting their progress and experiences retrospectively. Mentors are expected to reflect on the trainees’ comments and offer suggestions for moving forward in the areas identified.

The next page provides an example of how a trainee will fill in their journal and the comments a mentor might make.

In addition to the weekly meeting, mentors are also expected to: 

Be a role model



Observe the trainee formally every week and feedback within 24 hours



Check lesson planning



Agree new targets for the week ahead



Check on the development of evidence in the Standards File and Subject Knowledge File



Regularly check the marking of books and assessments



Complete termly reports



Raise any concerns to the Professional Mentor promptly so trainees are supported

The ‘Learning Journal’ and the ‘Reflective Practitioner’

The Learning Journal is at the heart of the TKAT SCITT training programme. It is the core document which trainees will use on a daily basis to record their pedagogical reflections, practical successes, personal challenges and developmental targets.

The Learning Journal will form the foundation of the weekly mentor meeting and evidence the professional dialogues that take place every week in the trainees’ learning journey.

By evidencing developmental targets against the Teaching Standards, progress will be clearly visible in the Learning Journal. Every week, the mentor session will begin with a review of the previous targets set; they will be discussed, monitored and reflected upon; if they are not met, they will simply carry forward into the week ahead. To embed good practice, prompt questions are provided relating to the theme of the Professional Studies sessions; they are included to support the learning gained to enable the mentor to support you in transferring the pedagogical theory and practical strategies into your own teaching practice.

Chronologically organised, this working document will also enable both the trainee and mentor to be organised. Key documents, including audits and self-reflections, appear chronologically in the journal for ease of completion.

Being Reflective When reflecting on their teaching practice, trainees must start with the positives first and then move to areas for development. They need to be encouraged to always begin by asking themselves: 

What went well today/ this week?



What would they do in hindsight to make the outcome even better?



What will they do to improve this strategy/ skill/ lesson next time?

In order to be successful in their pedagogical reflection they need to record: 

What they have read or experienced this week?



What they have learnt from the reading or experience?



How you will they use this learning in your role as a teacher?

Overleaf is an example of how the Journal may be completed.

An example of how a trainee may complete the journal ...

15th Oct

Review and Reflect

Reminders

Personal Reflection on Teaching Practice and previous targets

Formal

6c– I have used the NC criteria to level my learning objectives

observation

Active learning Strategies

this week and following my observation on 26/10, I have also attempted to annotate the learning objectives for students. This worked particularly well with Yr 9 as it made the purpose clear and pupils were engaged from the start.

2b/4a– I have successfully managed to plan two lessons at a

Behaviour for learning presentation

Assignment 1 research

Subject knowledge audit

Planning ahead for teaching and assessment

Key Questions

What active learning strategies have you planned for?

What behaviour management strategies have you used?

Have you reviewed the curriculum map?

Have you looked at schemes of work for the next half term?

time this week, I noticed that it made my planning quicker and easier to complete. Even though I still tweaked the second lesson it still felt like it built on the learning of the first and by planning in pairs , it helped me teach the lesson faster as it was more imperative to consolidate the skill by the end of the lesson because I knew what I wanted to teach next.

6d I was able to use questioning more effectively to link the learning between the two lessons and really challenge and build on pupils’ understanding of the criteria taught.

Personal Reflection on Subject/Pedagogical Development and previous targets

2d- Following the PD session on learning styles, I have completed a learning questionnaire with Yr 7 where most of the boys came out as kinaesthetic learners. Researching this further, I found a study on Kagan group work strategies that involved lots of movement. I have planned a lesson to incorporate this into the scheme next week to see if the boys are more engaged.

7b In the learning walk I completed with my PM I also observed that lots of staff use positive, rather than negative language to engage students—much like the Bill Rogers’ theory.

8d I have reviewed the curriculum map and have begun researching some twentieth century poetry .

An example of mentor comments completed during mentoring period...

Moving Forward Mentor Comments

Targets & Standards

Your learning objectives are much clearer

6b Colour code

this week. To move forward, perhaps consider

l.o.s and reflect

colour coding them red, amber, green in line with the traffic light policy. RH and IT use this well so aim to observe them too.,

on them mid lesson using traffic lights

Your planning has been smoother too. Have

2e use pupils to

you thought about adding key questions to

write the

flips that arise at the end of a lesson for the start of the next? These could be your starting point for measuring progress,

questions at the end of a lesson to measure learning in the next one

Mentor Comments

Targets & Standards

Have you considered putting information

2d Make

outside the classroom to encourage move-

engaging boys a

ment?

focus of your next learning walk

Short timings for activities also work well for boys and recording information on charts, Look back at your notes on Bloom’s questioning techniques.. Type justification and evaluative questions on your flips to challenge learners.

2c Aim to include Bloom’s higher order questioning techniques in every lesson next week

Begin every lesson by praising what you enjoyed about the last—see how it affects the

7b Begin every

learning environment,

lesson with praise in your introduction

Timetabling

Terms 1 and 2—A Placement In terms 1 and 2, trainees will have a 30% timetable in their specialist subject and must teach across Key Stage 3. (this is a minimum of 5-6 hours over 4 days: Monday/ Tuesday/ Thursday/ Friday— Wednesdays are General Professional Studies days and trainees will not be in school.

After the initial Induction, trainees will spend weeks 1 and 2 of the programme observing the classes they will take over. They will experience a gradual introduction to teaching, decided upon by the School Mentor and if necessary, the Professional Mentor.

All trainees will teach a lesson by week 3; all trainees will teach their full 30% by the end of term one.

Trainees must continue to observe other lessons throughout terms 1-4, including Key Stage 4 lessons. Ideally, most of the observations will be of classes they will be taking over during the course of the year. Trainees should, where possible, see fewer classes for all of their lessons rather than lots of odd classes.

Term 3—B Placement

Trainees will spend the whole of term 3 (6 weeks) at their B Placement school. Here, trainees will begin teaching Key Stage 4 classes and they will teach up to 60 % of a teaching timetable (10 hours per week) Trainees will observe for the first week of their B Placement; School Mentors can reduce or increase this observation period in discussion with the Professional Mentor.

During the B Placement experience, trainees are expected to observe a range of lessons to broaden their subject knowledge and teaching experience; they should also teach different classes to their A Placement school, especially when classes are set by ability.

Trainees will visit their B Placement school at the end of term 1.

Terms 4 and 5 —A Placement Trainees will return to their A Placement school for term 4 where they will continue teaching a 60% timetable; in term 5 their hours can increase up to 75% (12 hours per week) Trainees must teach a Key Stage 4 class at this stage of the programme.

Key Calendar Dates Term 1

Term 2 M

T

W

T

F

9/9

I

SA/I

SA/I

SA/I

I

4/11

SA

SA

16/9

I

I

I

I

I

11/11

SA

23/9

SA

SA

GPS

SA

SA

18/11

30/9

SA

SA

GPS

SA

SA

7/10

SA

SA

GPS

SA

14/10 SA

SA

GPS

21/10 SA

SA

GPS

M

T

W

T

F

GPS

SA

SA

SA

GPS

SA

SA

SA

SA

GPS

SA

SA

25/11

SA

SA

GPS

SA

SA

SA

2/12

SA

SA

GPS

SA

SA

SA

SA

9/12

SA

SA

GPS

SA

SA

SA

SA

16/12

SA

SB

GPS

SA

SA

T

F

Term 4

Term 3 M

T

W

T

F

M

T

W

6/1

SB

SB

GPS

SB

SB

24/2

PP

PP

PP

PP

PP

13/1

SB

SB

GPS

SB

SB

3/3

SA

SA

GPS

SA

SA

20/1

SB

SB

GPS

SB

SB

10/3

SA

SA

GPS

SA

SA

27/1

SB

SB

GPS

SB

SB

17/3

SA

SA

GPS

SA

SA

3/2

SB

SB

GPS

SB

SB

24/3

SA

SA

GPS

SA

SA

10/2

SB

SB

GPS

SB

SB

31/3

SA

SA

GPS

SA

SA

T

F

Term 5

Term 6 M

T

W

T

F

M

T

W

21/4

SA

SA

GPS

SA

SA

2/6

SA

SA

GPS

SA

SA

28/4

SA

SA

GPS

SA

SA

9/6

SA

SA

GPS

SA

SA

5/5

SA

SA

GPS

SA

SA

16/6

SA

SA

GPS

SA

SA

12/5

SA

SA

GPS

SA

SA

19/5

SA

SA

GPS

SA

SA

I—Induction Period SA—School A Placement SB—School B Placement GPS—General Professional Studies GPS—General Professional Studies with afternoon Subject Studies PP—Primary Placement Green— Termly Report Week

Observations Mentors are expected to observe trainees formally, once per week for KS3 and then KS4, using the pro forma overleaf. For each observation, mentors must: 1.

Provide a timed commentary of the lesson, commenting on strengths and suggestions for development Time 9.00

Commentary of events Clear evidence of routines, pupils took sheet from you on arrival and began starter task immediately

9.08

Instructions are clear. Learning objectives are shared and outcomes agreed.

2.

Points for discussion Rather than use this as a settling activity, can you differentiate the starter so pupils are challenged on different levels?

Do pupils need to copy all 3 objectives down or could they just write the ones they are aiming to achieve?

Outline where Teaching Standards have been effectively met, using the strengths and areas for development boxes, providing a clear explanation of HOW they have been met.

Standard

Strengths of Lesson

Areas to target

1

Set high expectations which inspire, motivate and challenge pupils

A

Positive start. Lots of praise. Pupils

When pupils talk over you,

were motivated immediately cre-

model the listening skills you

ating a purposeful learning envi-

expect by waiting for silence.

ronment. This was sustained un-

Recap you rules before moving

til the end of the lesson. Well

on. Try to deal with persistent

done!

offenders on a one to one basis

Standard

c

rather than reprimanding the whole class for the behaviour of one or two students.

2

Promote good progress and outcomes by pupils Make sure that every student engages with the peer assessment. Stress the importance of learning from each other, using the criteria and giving each other feedback.

c

3.

Provide an overall summary of the lesson.

(From term 3 onwards, judgements can be made in this box also using a continuum arrow to indicate the lesson judgement against Ofsted criteria) Time

Commentary of Events

Points for Discussion

Summary of Comments

A secure lesson. Your questioning has really developed and you used a range of open and targeted questions today. A strong start with some engaging activities.

Your movement around the room gave you more presence. Most pupils made progress today. Well done

Expectations for formal lesson observations Trainees are expected to provide a full plan for every lesson they teach, however, in a formal observation, they fill in what their previous targets were so you can comment on their progress towards this target and the Standards it covers.

Mentors are expected to feedback a formal lesson observation ideally, the same day and definitely within 24 hours of the lesson being seen.

Mentors can use the same observation form for informal observations, they may just comment on part of the lesson, rather than the whole lesson and have a smaller focus. These observations do not need such formal feedback, a chat after the lesson with some formative advice is adequate.

Lesson Observation Feedback There are 5 areas to cover when feeding back on a formal lesson observation:

1.

Strengths

2.

Possibilities

3.

Issues

4.

Reflections

5.

Targets

1. Strengths At the start of the lesson observation feedback, ask the teacher what was their opinion of the lesson. Keep questions targeted to enable them to identify their strengths Eg. What did I enjoy about your starter activity?

How could I see that pupils were engaged when you modelled the first skill?

What stage of the lesson do you think I noticed your questioning develop to target high achievers?

2. Possibilities Ask the trainee if there are any areas they can identify that may could have given them a different outcome. Again, direct their thinking by focusing on key parts of the lesson.

Eg. I really enjoyed the pupil responses to Pythagorasâ&#x20AC;&#x2122; theory. What could you do next time to ensure lower ability pupils could also engage with this task?

3. Issues Encourage trainees to reflect on any areas of their practice that has room for improvement. Offer practical advice and immediate opportunities to help them develop in these areas and gain a wider skills-base.

Eg. Using assessment criteria in a pupil-friendly way was your target from last term. In order to improve your understanding and confidence, have you considered observing another teacher prepare a class for a writing assessment? Could you use refer to the key words on the wall and make them a teaching tool, even put them on desks?

4. Reflections (connect between past and future teaching) Encourage trainees to make connections between key features such as the last time they did a similar activity, or a previous lesson with the same class. Use open questions to allow trainees to comment on their progress and make links between this current lesson, with past lessons and even future lessons.

Eg. How does this lesson compare to the last time you used group work?

Were the class receptive to this rule when you taught them last week?

Can you give me an example which demonstrates the change in attitude of this group of pupils?

Targets Your feedback should end with a summary of the positive parts of the lesson, linking skills to the Teaching Standards. Three areas should then be identified, discussed and agreed as targets. Trainees are not expected to meet these targets every week but they are expected to show progress in these areas over a reasonable period of time. In cases where targets are repeated, practical solutions need to be recorded by the trainee in the journal. Trainees should be involved in the setting of targets, but ultimately, the final decision sits with the mentor.

Eg. In order to move forward with this class, can you identify 2 areas where you would like to feel more confident with your delivery?

Based on the points we have just discussed, what do you think we ought to prioritise as a target for your questioning?

After Christmas, a formal Ofsted judgement will be given alongside the targets.

Professional Mentor Observations

The Professional Mentor will also observe the trainee once every term, towards the end of the term before writing the final comments on the termly report. This observation will carry an Ofsted judgement.

The Professional Mentor can do additional observations and is expected to carry out a joint observation with the school mentors to ensure consistency.

Termly Reports In the penultimate week of each term, mentors are expected to complete a Termly Progress Report which summarises the trainee’s progress towards each standard. The report process has 3 stages: Stage 1: Trainee Self Reflection In advance of the progress meeting, the trainee will highlight the Teaching Standards using red, amber, green to indicate where they feel their strengths and areas of development are towards meeting each Teaching Standard; they will record their overall judgement in the T (Trainee) column. 

Red will identify standards that have not yet been sufficiently addressed or achieved



Amber will identify areas where trainees are making adequate progress towards achieving the standard



Green* will identify areas where trainees are making good progress towards achieving the standard and have a range of experience and evidence to prove this achievement.

* Green cannot be awarded in term 1 and would only be awarded in exceptional cases in term 2

Stage 2: Trainee Self Reflection Using their journals to reflect over the term, trainees will record the areas they think they need to develop in their progress towards meeting the Standards.

Stage 3: Mentor Comment on Targets In the progress meeting, mentors will discuss the trainee’s targets for development and offer guidance to enable the trainee to meet the targets over the coming term. These suggestions need to be summarised and completed in the final column.

Mentors will also review the Standards Files and Subject Knowledge Files and review the RAG with the trainee, putting their judgement in the M (Mentor) column before agreeing a final judgement in the A (agreed) column.

Stage 4: Professional Mentor Summary Comments Finally, the Professional Mentor will check the termly report and write a summary of achievements and areas for development once they have checked the journal, observed a lesson and reviewed the Standards’ Files. The Professional Mentor will make a summative judgement about the standard of the lesson and will comment if they feel the trainee is making the expected progress for each stage of the course. They will complete a tick box to confirm that folders have been checked and will identify from the full review one standard that is a strength and one standard that needs to be targeted to summarise the term. This information will be kept internally by the SCITT team.

A copy of the report will kept by the trainee in their journal, the Professional Mentor is responsible for emailing the report to the ITT Director.

Below is an example of how part of the report might look for one standard.

Targets

Mentor Comments

(trainee completes with

(mentor writes suggest-

the mentor)

ed strategies to indicate HOW trainees might meet the targets )

1

A. To be more consistent in my approach to rules and routines, in particular, at the ends of lessons, insisting that students

You will need to restate your expectations at the start of each lesson next term. Perhaps display your rules on the wall?

leave the room in a tidy state

Include instructions on your flips to

and

remind yourself to be persistent.

orderly manner.

B. I need to differentiate my

Meet the Maths subject leader to

learning objectives and learning

discuss KS3 objectives. They use a

outcomes to accommodate the

range of techniques to differentiate

able students in my Yr 9 class

and challenge different levels of ability.

Consider colour coding and use of traffic lights.

C. I need to liaise with parents over persistent behaviour Issues and put some pupils on report next term .

subject

Refer regularly to the school policy.

Phone calls are important and equally, you need to warn persistent offenders that subject report in the next stage. Call parents of pupils on subject report to share the concerns and targets set.

Termly Reports In the penultimate week of each term, mentors are expected to complete a Termly Progress Report which summarises the trainee’s progress towards each standard. The report process has 3 stages: Stage 1: Trainee Self Reflection In advance of the progress meeting, the trainee will highlight the Teaching Standards using red, amber, green to indicate where they feel their strengths and areas of development are towards meeting each Teaching Standard; they will record their overall judgement in the T (Trainee) column. 

Red will identify standards that have not yet been sufficiently addressed or achieved



Amber will identify areas where trainees are making adequate progress towards achieving the standard



Green* will identify areas where trainees are making good progress towards achieving the standard and have a range of experience and evidence to prove this achievement.

* Green cannot be awarded in term 1 and would only be awarded in exceptional cases in term 2

Stage 2: Trainee Self Reflection Using their journals to reflect over the term, trainees will record the areas they think they need to develop in their progress towards meeting the Standards.

Stage 3: Mentor Comment on Targets In the progress meeting, mentors will discuss the trainee’s targets for development and offer guidance to enable the trainee to meet the targets over the coming term. These suggestions need to be summarised and completed in the final column.

Mentors will also review the Standards Files and Subject Knowledge Files and review the RAG with the trainee, putting their judgement in the M (Mentor) column before agreeing a final judgement in the A (agreed) column.

Stage 4: Professional Mentor Summary Comments Finally, the Professional Mentor will check the termly report and write a summary of achievements and areas for development once they have checked the journal, observed a lesson and reviewed the Standards’ Files. The Professional Mentor will make a summative judgement about the standard of the lesson and will comment if they feel the trainee is making the expected progress for each stage of the course.

A copy of the report will kept by the trainee in their journal, the Professional Mentor is responsible for emailing the report to the ITT Director.

Note: The end of placement report is the same but will require a judgement using the ITT Ofsted criteria.

Below is an example of how part of the report might look for one standard.

Targets

Mentor Comments

(trainee completes with

(mentor writes suggest-

the mentor)

ed strategies to indicate HOW trainees might meet the targets )

1

A. To be more consistent in my approach to rules and routines, in particular, at the ends of lessons, insisting that students

You will need to restate your expectations at the start of each lesson next term. Perhaps display your rules on the wall?

leave the room in a tidy state

Include instructions on your flips to

and

remind yourself to be persistent.

orderly manner.

B. I need to differentiate my

Meet the Maths subject leader to

learning objectives and learning

discuss KS3 objectives. They use a

outcomes to accommodate the

range of techniques to differentiate

able students in my Yr 9 class

and challenge different levels of ability.

Consider colour coding and use of traffic lights.

C. I need to liaise with parents over persistent behaviour Issues and put some pupils on report next term .

subject

Refer regularly to the school policy.

Phone calls are important and equally, you need to warn persistent offenders that subject report in the next stage. Call parents of pupils on subject report to share the concerns and targets set.

Monitoring Attendance

It is the role of the school mentor to register the attendance each day of their trainee and to maintain a record of their attendance. If a trainee is absent, they should report this as soon as possible to their Professional Mentor via email and copy in the scheme administrator, Jo Fogg, on: Jo.Fogg@thekemnalacademiestrust.org Please use the register below to monitor attendance for the year.

Attendance Register

Date 23/9 30/9 7/10 14/10 21/10

4/11 11/11 18/11 25/11 2/12 11/12 18/12

Mon

Tues

Weds

Thurs

Fri

Date 6/1 13/1 20/1 27/1 3/2 10/2

24/2 3/3 10/3 17/3 24/3 31/3

21/4 28/4 5/5 12/5 19/5

2/6 9/6 16/6

Mon

Tues

Weds

Thurs

Fri

Attendance and Absence Trainees will be expected to be in school for the full school day.

General Professional Studies sessions are held each Wednesday morning at Debden Park High School and will run from 9.00am to 12.00 midday. In addition, Subject Studies sessions will occur alternate Wednesdays again at Debden Park High school or another TKAT school . These Subject Specific sessions will run from 1pm until 4pm and 1.30-4.30 if trainees are required to travel between venues from morning to afternoon.

These sessions are an integral part of the course and it is both important and expected that trainees will attend on time all sessions in both the General Professional Studies and Subject Studies sessions.

If trainees know of absence in advance, either from a school placement or from Professional Studies sessions, they are expected to give as much notice as possible to their Professional Mentor and, when relevant, have work organised, set well beforehand and discussed with their Mentor. Any planned absence should be arranged to give minimal disruption to the school and in all cases agreement must be sought from the senior mentor.

Should trainees be unable to attend on any particular day due to illness or any other personal circumstances, they should ensure that the school is notified as early as possible on the day in question. If they are absent from Professional Studies trainees should inform the TKAT SCITT course administrator on the day in question.

When contacting the Professional Mentor at school the trainee is responsible for reporting the following information: - the nature of the illness and its likely duration; - any work matter that needs attention during the absence, such as setting work - the first day of illness; - if the absence results from an accident at work, this should be reported immediately, together with details to whom the accident was initially reported.

A self-certification form (available from the placement school) must be provided from the fourth calendar day and thereafter to cover up to and including the seventh calendar day of absence. A fit note will be required from the eighth calendar day onwards.

Prolonged or repeated absence could result in failure to satisfy the course requirements and/or the Teaching Agencies requirements for the duration of Initial Teacher Training programmes and hence failure of trainee to successfully complete a course leading to Qualified Teacher status.

Section 3 – The TKAT SCITT Programme

        

Overview of the TKAT SCITT programme The subjects offered and age range Trainee Entitlement The Journal School Support and Mentoring The Induction Programme SCITT Training programme 2013-2014 TKAT Website Resources Professional and Subject Studies Programme and reading lists – delivered in partnership with Canterbury Christ Church University

Overview of the course The TKAT SCITT Programme is designed in a cyclical structure to ensure that trainees have many opportunities to embed the key skills necessary to become excellent teachers and to meet the government expectations outlined in the 2012 Teachersâ&#x20AC;&#x2122; Standards.

The course begins with a two week induction programme; the purpose is to provide every trainee with a foundation knowledge base and skills base to prepare them for separating into their A placement schools where they will observe good and outstanding practice in preparation for beginning teaching.

The General Professional Studies programme is at the heart of the TKAT SCITT course. Trainees have specific weekly foci to prepare them in advance of each session. Professional studies sessions will plant the pedagogical seeds of learning and provide practical strategies for use in the classroom. In addition, the weekly mentoring programme and the two-weekly subject training programme will ensure trainees have maximum opportunities to embed the theoretic and practical skills in their classroom and reflect upon their progress made with experienced, professional guidance.

Lead Subject Tutors will deliver the subject specific training which has a large focus on reflective and collaborative learning. Classroom challenges will be set up to ensure trainees exploit every opportunity to secure their knowledge and to share teaching experiences throughout their learning journey.

Trainees will complete a weekly journal to log their learning journey for the whole course. Journals will reflect on all aspects of the programme including: weekly teaching plans and reflections; mentoring advice and target-setting; personal reflections and action plans.

Presentations will also be a key feature of the reflective process. Trainees will share practical examples of applying theory to the classroom in subject and school groups.

The assessment structures are also characterised by the cyclical nature of the course. Trainees will complete three assignments and one action research project following stages of development within the professional studies programme. Trainees will draw on their own experiences for each assignment, weaving independent research with an analytical discussion of their practical experiences.

The Action Research Project provides an opportunity for trainees to independently explore a pedagogical area of personal interest within a generic theme set by the programme and personalised with the Professional Mentor. It will prepare them to take responsibility for their own professional development as the course comes to an end. The final presentation alongside this will enable trainees to evaluate their complete learning journey and show a holistic understanding of the SCITT programme.

It will be a celebration of their achievements, highlighting their progress made, future targets and aspirations for the beginning of their careers.

The subjects in which training is offered and the age range The partnership currently offers Initial Teacher Training in the following subject areas all at the 11-19 Secondary age range        

Mathematics English Modern Foreign Languages Physics Chemistry Biology History Geography

These subject areas have been chosen because:    

Ofsted indicate they are strengths within the partnership schools the TKAT partnerships Teaching School Status provides access to high levels of experience and expertise in all these subject areas beyond that of many other schools. a national shortage supply exists in mathematics and science

recent changes to the curriculum to include an English Baccalaureate will require additional teachers in History, Geography and Modern Foreign Languages

The Trainee Entitlement The TKAT partnership is committed to providing all its Trainees with a high quality training experience through making the following provision:            

a coherent learning experience within the Partnership opportunities to develop as a member of the teaching profession status within school and involvement in aspects of school life access to a variety of practice and teaching experience opportunities to observe and be observed while teaching support from a school based Mentor with a minimum of a one hour meeting each week support from other staff as necessary including Lead Subject mentor and Professional Mentor support from Canterbury Christ Church University quality time and privacy for mentoring support in reviewing the trainee teacher's progress and in personal action planning regularly access to subject specialists/tutors auditing and supporting the development of appropriate subject knowledge to a high standard. full access to Canterbury Christ Church University Library via the SCITT website

The ‘Learning Journal’ The Learning Journal is at the heart of the TKAT SCITT training programme. It is the core document which trainees will use on a daily basis to record their pedagogical reflections, practical successes, personal challenges and developmental targets.

The Learning Journal will form the foundation of the weekly mentor meeting and evidence the weekly professional dialogues.

By evidencing developmental targets against the Teaching Standards, progress will be clearly visible in the Learning Journal. Every week, the mentor session will begin with a review of previous targets set, they will be discussed, monitored and reflected upon; if they are not met, they will simply carry forward into the week ahead. To embed good practice, prompt questions are provided relating to the theme of the General Professional Studies sessions; they are included to support the learning gained to enable the mentor to support trainees in transferring the pedagogical theory and practical strategies into their own teaching practice.

School Support and Mentoring Trainees will all have a school based mentor who will meet with them for one hour every week to support the trainee in their placement school. In addition, mentors will complete one formal observation per week; observation feedback must take place within 24 hours.

The aim of the mentor meeting is to support the trainee’s lesson planning, and help them to reflect upon and embed the skills taught through the Professional Studies Sessions. Each term mentors are also expected to comment on the trainee’s evidence to show progress towards meeting the Teaching Standards.

In this process, Mentors are expected to scrutinise the termly evidence collected by trainees to show they are working towards meeting each standard, each term. The Teaching Standards are also reviewed formally via the Termly Progress Report which is kept in the Journal and by completing a ‘RAG’ exercise. Evidence towards the standards should be clearly identified and recorded in the Subject Knowledge and Standards Files.

For example, to show trainees are meeting Standard 4:

Plan and teach well structured lessons Their evidence may consist of:  A lesson plan with timings made clear  Lesson evaluation, commenting on the use of time  Highlighted comments from an observer relating to the use of time  References to pages in the journal where time has been discussed and reflected

upon

General Professional Studies Sessions General Professional Development Sessions will run weekly at a Kemnal Academies Trust School. In 2012-13 the majority will take place at Debden Park High School.

Every Wednesday morning, trainees will be expected to attend generic Professional Studies sessions that will develop their understanding of the pedagogical theory and codes of practice required for teaching. In addition, they will experience a range of practical teaching skills and strategies for use in the classroom. The training course follows a cyclical structure with ‘self reflection’ at the heart of trainees’ development. They will be expected to read in advance of sessions, complete practical tasks and share the experience of these tasks with their peers.

Subject Specific Studies Every two weeks, trainees will attend Subject Specific Mentoring Sessions run by their Lead Subject Tutor. These sessions will run in the afternoon and will take place in a Kemnal Academies Trust School. Subject Specific Development sessions will compliment the GPD Sessions but will focus specifically on building trainee’s subject knowledge in line with the pedagogical theory and/ or practical classroom skills explored.

The Lead Subject Tutor will also complete a Subject Knowledge Audit with trainees who are responsible for updating it throughout the year to meet the requirements to be a teacher.

Evidence towards building trainees’ subject knowledge will be kept in a separate Subject Knowledge File. Subject Specific targets will be reviewed termly.

The Lead Subject Tutor sessions will provide trainees with time to plan and work collaboratively and creatively with other trainees, creating a network of support. In addition, there will be a ‘subject blogging page’ via the TKAT website where trainees will be able to get live support from their Lead Subject Tutors to further support their teaching and learning.

TKAT SCITT Training Plan Overleaf is the TKAT training plan. Below is an explanation of the heading to explain the structure.

Weekly Focus– This is the theme for the weekly GPS training Mentoring Focus– These are the areas that should be discussed in the school mentoring hour to support the GPS programme Professional Studies (am)– This is the theme of the morning session for the week Subject Studies (pm)– This is the theme for the fortnightly session lead by the Lead Subject Tutor Standards– These are the standards that are addressed through the various foci for the week Evidence– If the programme is followed succinctly, there should be evidence in each of the suggested areas for the week

Training Programme

Introduction to the TKAT Website Resources for Trainees The TKAT website has a trainee log-in section that contains resources for trainees to support all aspects of the programme as well as providing an interactive section with the facility to share information and to post assignment and project work for assessment.

The staff and trainee section of the website, which requires a log-in, contains the following information:

Course calendar



Handbook



Next General Professional Studies session details and requirements



Next Subject Specific session details and requirements



Assessment information



Trainee Journal



Teaching Standards



School contact details and maps

These documents will be regularly reviewed and updated and should be treated as the latest versions.

Trainees will also find in this section details of the next GPS and Subject Studies sessions. This will provide them with an outline of the session, the people delivering it and any pre-session tasks that need to be completed by trainees prior to attendance. It is important these tasks are undertaken by all trainees prior to the session in order to ensure that they get maximum benefit. As many will involve small team activities it is also important that trainees are prepared in this way to ensure that they are able to contribute effectively and not be dependent on others who have prepared.

In the interactive section of the web-site, which again requires trainees to log-in, they will find the following sections: 

GPS resources drop-box



Subject knowledge resources drop-box



Assignment drop box.



Subject Blogs—one for each subject (English, Maths, Science, MFL, Humanities)



CCCU resource link

The drop boxes for GPS and Subject Knowledge sessions are where the speakers will place all the resources for their sessions including any articles to be read, other resources to support pre and post session tasks and suggested further development activities.

The assignment drop box is where all trainees are required to post their assignments by the deadlines stated in the assessment calendar from where the assessor will collect and mark.

The subject blog pages are managed by the Lead Subject Tutors for each subject area and prove a resource for Trainees to share information and ideas with their LST, for example to support assignment writing or Subject Knowledge session tasks. LST will be on-line each week to answer trainees’ questions at a time to be agreed.

Finally, there is a link to the CCCU library for more general resources on teaching and learning. Further information about this resource will be provided in the induction programme.

Recommended Reading Lists Course Texts 

Learning to Teach in the Secondary School – A Companion to School Experience. Capel,S. Leask,M. and Turner,T. Edition 5. 2009. Routledge.

English



English Teaching in the Secondary Classroom: Linking Theory & Practice 3 rd Edition, Mike Fleming & David Stevens, David Fulton Publishers.



100+ ideas for teaching English, Angella Cooze, continuum



English Grammar for Dummies , Lesley J. Ward & Geraldine Woods, Wiley. UK Edition.

Maths Course books 

Ollerton,M.(2009) Mathematics Teacher’s Handbook. London:continuum books



Rindaldi,N,J.(2013) The Maths Teacher’s Toolbox. Maryland: Rowman & Littlefield Educatio

Recommended Reading 

Boaler,J. (2010) The Elephant in the classroom, helping Children Learn and Love Maths, London : Souvenir Press Ltd.



Clarke, S. (2005) Formative assessment in the secondary classroom, London: Hodder Murray



Haggarty,L. (2002) Aspects of Teaching Secondary Mathematics, Perspectives on Practice, London : RoutledgeFalmer



Haggarty,L. (2002) Teaching Mathematics in a Secondary school, a reader, London : RoutledgeFalmer



Hodgen, J. & William,D. (2006) Mathematics inside the black box, London : GL Assessment

History Learning to Teach History in the Secondary School - Terry Haydn, James Arthur, Martin Hunt



Routeledge Farmer

0-415-25340-3

Revise Edexcel: Edexcel GCSE History B Schools History Project Revision Guide by Kirsty Taylor



Geography 

GCSE Geography Revision Guide by Richard Parsons



KS Geography Complete Revision & Practice by Richard Parsons



Learning to Teach Geography in a Secondary School - £24.99 978 – 0 – 415 – 43786 – 8 David Lambert and David Balderstove

MFL  

Edexcel GCSE French Revision guide ISBN: 978-1-4469-0347-6 Edexcel GCSE French Revision workbook ISBN: 978-1-4469-0334-6



The Modern Languages Teacher's Handbook (Continuum Education Handbooks) by Gill Ramage ISBN: 978-1441158604

 

Learning to Teach Modern Languages in the Secondary School: A Companion to School Experience by Norbert Pachler ISBN: 978-0415432412



Getting the Buggers into Languages by Amanda Barton ISBN: 978-0826489135

Science 

ASE Guide to Secondary Science Education ISBN 978 0 86357 428 3



ASE Guide to Research in Secondary Science Education ISBN 978 086357 429 0



GCSE Science and Additional Science – Collins – Edexcel 978007416042

Section 4 – Monitoring and Assessment

   



Programme of Progress Monitoring and Assessment against Teachers’ Standards 2012 overview Progress Monitoring and Assessment Calendar Modules, Action Research Project and Final Presentation Summary of key evidence collected to monitor and assess the achievement of Standards Standards Audit for the Programme

Programme of Progress Monitoring and Assessment against Teachers’ Standards 2012 The TKAT SCITT training programme has been designed to address the Teachers Standards in England which operate from September 2012. Each week of the programme details the course content and associated Standards to be addressed . The monitoring and assessment of trainee achievements links directly to this programme as detailed in the Assessment Calendar which each week records the evidence that is required to ensure that the standards are being monitored and achieved.

There are two main ways in which the evidence that Standards are being monitored and achieved. Firstly, through structured monitoring and assessment pro-formas designed to collect details of Standards achieved in important key areas, for example, lesson observations and lesson planning. These sheets also state the Standards to be monitored and assessed, reinforcing the details provided in the course programme. Whilst these pro-formas are important, a key skill for all successful teachers is their ability to become reflective practitioners as part of their everyday work. Therefore the second way evidence of the Standards will be collected on the TKAT SCITT scheme is through the trainees’ weekly reflective comments in their Journals and through their Termly Progress Reviews. Both of these documents are monitored by Mentors who are responsible for identifying areas for development and associated targets. In addition, the trainees on this programme are also responsible for collecting much of the evidence to show that they have achieved the standards for themselves. For example, through keeping their own Standards File where they select and reflect upon the evidence from their work, this demonstrates their achievement towards the Standards. Likewise, they are also responsible for keeping a Subject Knowledge File which shows their development and achievement in this key area too. All of this again is supported and monitored by their mentors and Lead Subject Tutors.

Every week trainees must also plan and deliver at least one lesson, for Key Stage 3 and 4, which is formatively discussed and assessed by their Mentor. They then have a lesson observation by their mentor each week, again formatively discussed with areas for development identified and targeted. This evidence is then placed in their Standards File. The Standards Files are summatively assessed every term as part of the Termly Review process. Professional Mentors are also responsible for termly checking of the Standards’ Files as part of the scheme’s QA process.

Finally, each term, the trainee completes a self review in the Termly Progress Report where they ‘RAG’ their progress towards meeting the Standards and set targets to move forward in each area. The Mentor also completes the ‘RAG’ judgements and agrees a final grading with trainees before commenting on the target in the Termly Progress Report and providing advice to support the trainee in the upcoming term. This report is checked by the Professional Mentor who will celebrate the achievements and agree the targets for the following term as the final part to this report.

To reflect the importance that trainees develop a good understanding of the pedagogy of effective teaching and learning and to support their continuing professional development, they also complete four assignments as detailed later in this section.

Three of the assignments are written assignments in key areas of teaching and learning with the fourth being an action research project to equip trainees with the valuable skills to be able to investigate and evaluate objectively any interventions that they undertake in the classroom. For each assignment, small group tutorials are used to develop analytical and evaluative skills; in addition, Lead Subject Tutors can mark drafts of assignments for feedback. Assignments are usually formatively assessed by Lead Subject Tutors before being submitted to the external examiner from CCCU for summative assessment, except for one level 6 assignment which is summatively assessed by the LSTs. Finally, at the end of the course, the trainee makes a Final Review Presentation reviewing and reflecting on their learning journey throughout the course.

The Assessment Calendar below indicates the nature, pattern and timing of the assessments undertaken, both formative and summative, both throughout and at the end of the course. This includes the two formal school placement assessments and the four assignment assessments. For those on the PGCE with Masters credits programme, these assessed elements are assessed at Level 7 and contribute 20 Master credits each. There are two formal assessment categories for the award of Qualified Teacher Status, which are Pass or Fail again using the same assessed elements as described above.

In terms of progress monitoring and feedback, trainees will receive weekly formative feedback in discussion with their mentors. Other staff, for example the Lead Subject Tutors, will also regularly monitor progress and provide formative feedback. In addition, each term there is a designated summative assessment week where all judgments made will be against the two assessment categories above. This will provide all trainees with clear, regular and formal written feedback on their performance throughout the course.

Any trainee who is deemed to have failed at any of the interim summative termly assessment points will move into the informal conduct and competence procedure as detailed in the policy section of this handbook. This is to ensure that they receive the appropriate further support to assist them in reaching the required Standards. The procedure states "We believe that the object of any conduct or competence procedure should be to encourage improvement in a trainee or other stakeholder’s conduct, attendance or performance. Whenever a trainee or other stakeholder’s behaviour or competence falls below our requirements, the Partnership will try to resolve the situation by fair and reasonable means. At all times, we will endeavour to display a consistent, fair and equitable approach towards conduct and competence and issues."

Assessment Calendar 2013/2014 Week No Induct1

Assessment Activity

Formative/ Summative

Record Form Code

Journal reflections completed and discussed with Mentor

F

J

Ind 2

First Reflections Presentation Journal reflections completed and discussed with Mentor

F F

PFF J

1

Subject Knowledge Audit Journal reflections completed and discussed with Mentor

F F

SKA J

2

Journal reflections completed and discussed with Mentor

F

J

3

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

F F

J

Journal reflections completed and discussed with Mentor

F

LP/F TOL/F J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F F

J

4

5

Lesson planning and formal observation Assignment 1 Formative feedback by Professional Mentor LST Subject Knowledge Review Termly Progress Report (Term 1) including trainee self-review

6

END TERM 1 – AUTUMN TERM BREAK Deadline for submission of Assignment 1 Journal reflections completed and discussed with Mentor Lesson planning and formal observation

7

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

8

Journal reflections completed and discussed with Mentor Lesson planning and formal observation Standards’ Files Review

9

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

10

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

11

Journal reflections completed and discussed with Mentor Lesson planning and formal observation

F F S

F F

LP/F TOL/F SKA TPR

J LP/F TOL/F

S

F F

J

F F

J

F

LP/F TOL/F

LP/F TOL/F J

F F F

J

F F F

J

F F S

J

F F

J

LP/F TOL/F

LP/F TOL/F

LP/F TOL/F

End of School Placement Report 12

Journal reflections completed and discussed with Mentor Lesson planning and formal observation Standards’ Files Review Termly Progress Report (End of School Placement Report) END TERM 2 - CHRISTMAS BREAK

F S

LP/F TOL/F J TPR

Week No

Assessment Activity

Formative/

Record Form Code

Summative Second Placement Commences 13

14

15

16

17

18

Deadline for submission of Assignment 2

S

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Termly Progress Report (End of School Placement Assessment and Report)

S

TPR

END TERM 3 â&#x20AC;&#x201C; SPRING TERM BREAK Return to First Placement 19

PRIMARY OBSERVATION WEEK

F

J

20

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Review meeting to discuss progress from B Placement. Trainee to review self audit of skills. No formal progress report due.

F

SKA

21

22

23

24

END TERM 4 â&#x20AC;&#x201C; EASTER BREAK

Week No

Assessment Activity

25

Deadline for submission of Action Research Project

S

J

Journal reflections completed and discussed with Mentor

F

LP/F TOL/F

Lesson planning and formal observation

F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Termly Progress Report (Term 5) and End of Placement Assessment

S

26

27

28

29

Formative/ Summative

Record Form Code

END OF TERM 5 – SUMMER TERM BREAK 30

31

32

Deadline for submission of Assignment 3

S

Review of Standards and Subject Knowledge Files and Journals Tracking by Mentors and QA monitoring of sample by Professional Mentors Trainee summative course evaluation form completed

S

Journal reflections completed and discussed with Mentor

F

J

Lesson planning and formal observation

F

LP/F TOL/F

Subject Knowledge – Summative Assessment End of School Placement Report Final ‘My Teaching’ Review Presentations

S S S

END OF COURSE 34

QA Panel review of year. Collation of areas identified for improvement.

Writing Development Plan for 2014/2015

Any Trainee who is deemed to have failed at any of the interim summative termly assessment points will move into the informal conduct and competence procedure as detailed in the policy section of this handbook. This is to ensure that they receive the appropriate further support to assist them in reaching the required standards .

The Written Modules, Action Research Projects and Final Presentation Trainees complete 3 assignments and one action research project. The focus of the assignments remain the same to ensure coverage of key pedagogical areas associated with the Standards. However, titles of the assignments vary from year to year to ensure they reflect current issues and practice.

The action research project title has a specified theme but the actual title is agreed between the trainee and their mentor and should reflect the traineeâ&#x20AC;&#x2122;s development interests and the needs of the host school. The aim here is to provide the trainee with the opportunity to undertake a more independent and in depth investigation and to provide practice using the action research methodology as part of their professional development.

In addition, the journal is worth 40 level 6 credits; it is imperative that the reflection is thorough, detailed and thoughts are cross-referenced to show progress over the course of the year. It is checked weekly by the mentor and termly by the Professional Mentor and Lead Subject Tutor.

Finally, the trainee makes a final presentation reviewing and reflecting on the key aspects of their progress over the course.

Summary of Modules

ASSIGNMENTS Code

Focus

2013/2014 Titles

Length

AS1

Behaviour for Learning

Explore a range of behaviour for learning strategies you have researched and tried.

Evaluate the effectiveness of these strategies in promoting student learning and comment on how you might modify them to improve their efficacy.

4000

Describe a successful teaching strategy you have observed and then adapted for your own use. Evaluate its impact on learners and consider how you might develop and improve it.

4000

Explore the strategies you have used in your school to support a student with a particular learning need to access the curriculum.

Evaluate their effectiveness and consider what further improvement you might make.

4000

Professional Studies Module

AS2

Teaching and Learning

Curriculum Studies Module 1 AS4

SEN

Curriculum Studies Module 2

Level 7

MA

Assessment

Credits 20

Formatively

Words

assessed by Mentor and Professional Mentor.

Summatively assessed by CCCU

6

Formatively

Words

assessed by Mentor and Professional Mentor.

Summatively assessed by Lead Subject Tutor

Words

Formatively 7

20

assessed by Mentor and Professional Mentor.

Summatively assessed by CCCU

ACTION RESEARCH PROJECT Code

Focus

2013/2014 Titles

Length

AS3 (AR)

Transition

To be agreed with Mentor, Lead Subject Mentor and host school

4000

Level

MA

Assessment

Credits Primary to Secondary

words

CCCU assessed 7

20

Enhanced Studies Module

Key Evidence of Standards Overview Below is a summary of the evidence collected to monitor and assess the achievement of Standards.

Code J

Title Trainee Learning Journal

Evidence/Purpose/Comment The Journal is organised chronologically week by week, containing all trainee collected evidence of experience and reflection and standards referenced. Trainees will reflect on their experiences each week and mentors will comment on progress made and set clear, achievable progress. Comments should be cross-referenced from week to week.

TPR

Termly Progress Report

There are four of these throughout the course which involves trainees reflecting on their progress towards the standards using a red, amber, green coding system before meeting with their mentor to review progress and agree targets and action points for the coming term.

Trainees are expected to refer to their Termly Progress Report throughout the term and cross-reference it to their standards.

SF

Standards File

In this file, the trainee tracks the Standards they have achieved.

This evidence is a selection of trainees’ work as part of a teacher’s role such as schemes of work, lesson plans, form tutoring, registers, communication with parents, extra curricular activities etc. The aim of the SF is to ensure all of the Teachers’ Standards have been evidenced. This file is authenticated by the school mentor.

STF

Standards Tracking Form

This forms part of the Standards File where the trainee logs their experience and achievement against the Standards. It is monitored and verified by the mentor and Professional Mentor termly.

SKF

Subject Knowledge File

This file evidences the trainees’ record of subject knowledge development; it is monitored and verified by the mentor and Lead Subject Tutor. The evidence would include Subject Studies session notes, CPD sessions attended etc.

TOT

Teacher Observations by Trainees

These are kept in trainees’ Standards File

LP/F

Lesson Plans - Formative

Referenced against Standards. Kept in Trainee Standards file

CEF/F

Trainee Course Evaluation Form Formative

This is completed termly by the trainee, forming part of QA processes

CEF/S

Trainees Course Evaluation - Summative

This is completed by the trainee in the final term and forming part of the QA processes

2. Progress Monitoring forms completed by mentors and discussed with trainees

Code

Title

Evidence/Purpose/Comment

LP/F

Lesson Plans - Formative

These are referenced against the Standards. Areas for development are recorded. A copy is given to trainees for their Standards File.

TOL/F

Trainee Observation Lessons Formative

This is used weekly by mentors to observe trainee lessons with references against the Standards. Copies are given to trainees for their Standards File after discussion.

SKA

Subject Knowledge Monitoring with development targets for Trainee

This is completed each term by Lead Subject Tutors to monitor trainees’ subject knowledge development and set targets. Copies are given to trainees for their Subject Knowledge File.

STF

Standards Tracking Form

This forms part of the Standards File where trainees log experiences and achievements against the Standards.

This is monitored and verified by the mentor and Lead Subject Tutor termly and a sample is also moderated against the Standards file by the Professional Mentor and CCCU moderator.

3. Evaluation Forms completed by staff and discussed with Trainees

Code TPR

Title Termly Progress report

Evidence/Purpose/Comment This is a summary report of trainees’ overall progress. It is completed by trainees, mentors and Professional Mentors against the Standards. Trainees agree targets and copies are kept by trainees in their Standards Folder.

FAS

Final Assessment Summary

This document is used to judge the final grade of the trainee against ITT criteria. Mentors will review the Standards’ Files against this criteria and also use the trainee’s 10 best observations from February-June to make a final judgement on their achievements at the end of the course

FRP

Final Review Presentations

Assessed by a panel consisting of Professional Mentor(s), ITT / CPD director, CCCU ITT manager and Headteacher.

Standardsâ&#x20AC;&#x2122; Audit

SCITT PROGRAMME STANDARDS AUDIT A Teacher must:Code 1 1a

PART ONE: TEACHING Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect

Weeks’ addressed

2,8,10,11,12,16,17,18,20,27,28,29,ID10

1b

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

2, 11,12,13, 16, 19,20,21,23,26,29

1c

2-34 (through formal observation)

2

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

Promote good progress and outcomes by pupils

2a

be accountable for pupils’ attainment, progress and outcomes

ID6, 1,6,8,9,13,21,27 and 2-34 (through formal observation)

2b

plan teaching to build on pupils' capabilities and prior knowledge

ID8, 1,6,10,22,29

2c

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

ID8, 6,10,15,17,18,20,21, 22

2d

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

6,9,12,15,18,20,26

2e

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

6,9,11,15,18,20,22,26

3

Demonstrate good subject and curriculum knowledge

3a

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

5,11, 12,13, 15,23,25,28,31,32

3b

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

4,12,13,15,25

3c

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

5,7,9,13,14,18,19,20,21,22

3d

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

18

3e

if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

18

4

Plan and teach well structured lessons

4a

impart knowledge and develop understanding through effective use of lesson time

4b

promote a love of learning and children’s intellectual curiosity

4c

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

11,18,22,11

4d

reflect systematically on the effectiveness of lessons and approaches to teaching

5,11,13,14,15,16,17,18,19,20,21,22,23,24,25 ,26,27,28,29,30, 31,32 , ID6

4e

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

11,13,14,15,16,17,18,19,20,21,22,23,24,25,2 6,27,28,29,30, 31,32,33, ID6-7

ID6, 1,2,4, 8, 11,13,14, 15,16,17,18,19,20,21,22,23,24,25,26,27,28,2 9,30,31,32,33,34 4,11,13,14,15,16,17,18,20,21,22,23,26,27,29 ,30,31,32

5

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

5a

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

3,7,9,10,QQ,Q8,12,17,19,20,21,23,25,24,25 ,26,29

5b

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

3,7,9,10,11,16,17,19,20,21,23,24,25,26,29

5c

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

7,9,10,11,16,17,18,19,20,24,25,26,27,28,29

5d

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.

7,9,10,18, 20, 24, 25,26,27,28,

6

Make accurate and productive use of assessment

6a

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

3,4,6,11.13,14,17,22

6b

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

3,6,9,10,13,14,15,17,24,29

6c

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

3,6,7,11,13,14,15,17,22,29

6d

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

3,6,7,10,13,14,17,22

7

Manage behaviour effectively to ensure a good and safe learning environment

7a

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

1,2,8,4,10,11,13 ID9-10

7b

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

1,2,4,8,11,28, ID9

7c

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

1,2,4,5,28

7d

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

1,2,4,9,11,18,25

8

Fulfill wider professional responsibilities

8a

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

27,30,31,32

8b

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

18,20,21,26,28, ID1-5

8c

deploy support staff effectively

9

8d

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.

1,2,4,5,9,8,13,14,15,16,17,18,,20,212,22,23 ,24,25,26,27,28,29,30,31,32, ID2-4

SCITT PROGRAMME STANDARDS AUDIT

P2

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT 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 pupils’ 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.

Weeks’ addressed

P2b

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

1,5,10,13,14,18,23,28,29,30,31,32, ID1,ID8,ID10

P2c

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

ID1, ID8,ID10, 10,12,18,19,23,27,28, 30,31,32

P2a

5,10,12,18,19,23,27,28,30,31,32,ID8, ID10

Section 5 —Quality Assurance



Quality Assurance overview



Quality Assurance Procedures

QUALITY ASSURANCE Quality Assurance Overview Quality Assurance is considered by the TKAT Partnership to be a critical function in ensuring high quality sustainable provision of ITT and is therefore an integral part of all the provision we make. QA helps ensure high quality entrants to the profession and that trainees receive their entitlement to a first class experience.

Furthermore, effective QA ensures that the programme is responsive and capable to quickly identifying and addressing any issues arising; and also for continuous improvement each year through an informed strategic development planning process.

The Quality Assurance of the ITT - Provision and Procedures The ITT Programme

The overall ITT provision of the ITT programme is quality assured by the ITT Director who is responsible for the collection and analysis of quality assurance information and data from a range of sources, supported in each region by the Programme Managers. These sources include the extensive use of feedback from trainees both verbal and written; feedback (both formal and informal) from delivery staff including Professional Mentors, Lead Subject Tutors and Mentors as well as other teachers and support staff who work with trainees. In addition, the ITT Director, with their team of Programme Managers and Professional Mentors, will undertake regular direct observation of the provision on a regular basis. In addition, they will regularly and formally monitor trainee outcomes during the five QA review weeks scheduled in the QA Calendar. Finally, formal reports from inspections, our partners at CCCU and external QA consultants will be used to verify the judgements made by the ITT Director. Summaries of all these sources are made by the Director of ITT to produce a report for the TKAT Delivery, Leadership and Management Team three times per year including recommendations for improvement which are then incorporated into the ITT Development Plan.

General Professional Studies (GPS) and Subject Studies These elements of the programme are delivered in conjunction with Canterbury Christ Church University (CCCU) and will be subject to the Universities QA procedures and those described above as appropriate. The CCCU ITT manager working directly with the TKAT director of ITT will ensure QA procedures are implemented. Furthermore, their joint QA report on General Professional and Subject Specific Studies will form a separate section of the QA report to the TKAT Board three times per year.

The ITT Delivery Work of Trainees The quality of trainee’s work is monitored by the mentor. In terms of Subject Knowledge development, this is monitored by the Lead Subject Tutor for the trainee’s curriculum area in liaison with the Mentor.

Work of Mentors The quality of Mentors’ work is monitored by the Professional Mentor associated with the Mentor’s school. The process will be commensurate with the performance management process used in the school. The Professional Mentor will also liaise with the Lead Subject Mentor for the appropriate curriculum area.

Work of Lead Subject Tutors The quality of the Lead Subject Tutors’ work is monitored by ITT Director supported by the Programme Managers and in liaison with their appropriate school’s line manager so that the process can be integrated with their Performance Management process.

Work of Professional Mentors The quality of the Professional Mentor’s work is monitored by the ITT Director in liaison Head teacher of their school so that the process can be integrated with their Performance Management process.

Work of Administrative Staff The quality of the administrative staff work is monitored by the ITT Director supported by the Programme Managers.

The Selection of Trainees The selection of very highest calibre recruits to our SCITT programme is considered by TKAT to be an essential element in the success of the scheme. To facilitate this, a rigorous selection procedure has been devised which is in section 6 - Policy and Procedure. This procedure will be carefully Quality Assured formatively at each recruitment round and summatively at the end of each year by the recruitment and selection panel.

Quality Assurance Calendar 2013/2014 Date W/C 9/9

Week

23/9

Induct 1 Induct 2 1

30/9

2

7/10

3

14/10

4

21/10

5

4/11

6

11/11

7

18/11

8

25/11

9

2/12

10

9/12

11

16/12

12

16/9

Assessment Activity

QA Focus / Staff

Make administrative arrangement for QA round 1 commencing 6th November Send out QA self-review sheets to PMs with return date of 25th October Send out Trainee course review sheets with return date of 25th October END TERM 1 â&#x20AC;&#x201C; AUTUMN TERM BREAK

Course Administrator

Round 1 QA review

To ensure Trainees have settled into the course and that all arrangements made for them meet requirements.

To undertake QA of recruitment and induction processes.

Professional Mentors

PMs return all modified Self-Review Forms reflecting QA visit findings and discussions.

QA team collates outcomes of QA Round 1 and produces written reports on key strengths and areas for development found.

Professional Mentor meeting with QA feedback on the agenda.

Development Plan draft version modified for 2014-2015 including development points form QA review round 2 Make administrative arrangement for QA round 2 commencing 27th January.

END TERM 2 â&#x20AC;&#x201C; CHRISTMAS BREAK

Course Administrator Professional Mentors Course Administrator Trainees

Programme Manager QA Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers Course Administrator

Second Placement Commences 6/1

13

13/1

14

20/1

15

27/1

16

3/2

17

10/2

18

Send out QA self-review sheets to PMs with return date of 27th January.

Send out Trainee course review sheets with return date of 27thJanuary.

Course Administrator Professional Mentors Course Administrator Trainees

Round 2 QA Review

To review Trainees provision and progress on second placement.

END TERM 3 – SPRING TERM BREAK Return to First Placement 24/2

19

3/3

20

10/3

21

17/3

22

24/3

23

31/3

PMs return all modified Self-Review Forms from QA Round 2 reflecting QA visit findings and discussions.

QA team collates outcomes of QA Round 2 and produces written reports on key strengths and areas for development found.

Professional Mentor meeting with QA feedback on the agenda.

Development Plan draft version modified for 2014-2015 including development points form QA review round 2

Professional Mentors

24

Make administrative arrangement for QA round 3 commencing 12th May. END TERM 4 – EASTER BREAK

Course Administrator

21/4

25

28/4

26

Send out QA self-review sheets to PMs with return date of 5th May. Send out Trainee course review sheets with return date of 27thJanuary with return date of 5th May.

Course Administrator Professional Mentors Course Administrator Trainees

5/5

27

12/5

28

Round 3 QA Review

19/5

29

Review of course from perspective of all stakeholders.

Programme Manager QA Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers

TERM 5 - SUMMER HALF TERM BREAK 2/6

30

9/6

31

16/6

32

23/6

33

30/6

34

PMs return all modified Self-Review Forms from QA Round 3 reflecting QA visit findings and discussions.

QA team collates outcomes of QA Round 3 and produces written reports on key strengths and areas for development found.

Professional Mentor meeting with QA feedback on the agenda.

Development Plan final version written for 2014-2015 to include all areas for development identified in the QA reviews.

Development Plan presented at next TSSG meeting.

END TERM 6 – END OF COURSE QA weeks Assessment weeks

Professional Mentors Programme Manager QA Programme Manger QA Chairs Professional Mentors Director of ITT Programme managers