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PGCE

School-Based Training Manual 2011-12

Leeds Trinity University College Brownberrie Lane Horsforth Leeds LS18 5HD www.leedstrinity.net/pgce


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Contents 1

2

3 4

5

6

7

8

9

Introduction .............................................................................................................................. 5 1.1 Function of this Manual ..................................................................................................... 5 1.2 PGCE Course Aims .......................................................................................................... 5 Course Dates 2011/12 ............................................................................................................. 6 2.1 Course Overview .............................................................................................................. 6 2.2 Course Calendar 2011/12 ................................................................................................. 7 2.3 Centre Based Training during Stages II and III.................................................................. 8 Contacts .................................................................................................................................. 9 3.1 Contacting Us ................................................................................................................... 9 PGCE Training and Assessment............................................................................................ 10 4.1 National Standards ......................................................................................................... 10 4.2 Standards Cluster Headings ........................................................................................... 10 4.3 Indicators ........................................................................................................................ 11 School Based Training ........................................................................................................... 12 5.1 Placements in Partnership Schools................................................................................. 12 5.2 Overview of School-Based Training ................................................................................ 12 5.3 Serial Visits ..................................................................................................................... 13 5.4 Learning Opportunities.................................................................................................... 13 5.5 Teaching Timetables....................................................................................................... 14 5.6 Team Teaching ............................................................................................................... 15 Training Programmes ............................................................................................................ 16 6.1 Overview......................................................................................................................... 16 6.2 Framework Training Programme: Stage II ...................................................................... 17 6.3 Framework Training Programme: Stage III ..................................................................... 18 Training Tutorials ................................................................................................................... 19 7.1 The Self-Evaluation and Tutorial Process ....................................................................... 19 7.2 Tutorials .......................................................................................................................... 19 7.3 Target Setting ................................................................................................................. 20 Planning and Observing Lessons........................................................................................... 21 8.1 Lesson Planning ............................................................................................................. 21 8.2 Observing Lessons ......................................................................................................... 21 8.3 Using the Feedback Proforma ........................................................................................ 22 8.4 The Debriefing Session................................................................................................... 22 8.5 Other Observation Models .............................................................................................. 23 The Standardised Evidence Base (SEB) ................................................................................ 24 9.1 Background .................................................................................................................... 24 9.2 Collection of Evidence by Trainees ................................................................................. 24 9.3 Formative Assessment ................................................................................................... 25 9.4 Summative Assessment ................................................................................................. 25 9.5 Evidence relating to Age Phase ...................................................................................... 26

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10 Critical Thinking .................................................................................................................. 27 10.1 Introduction ..................................................................................................................... 27 10.2 The Training Development Profile ................................................................................... 27 10.3 The Post-Graduate Certificate ........................................................................................ 28 10.4 The Enrichment Fortnight ............................................................................................... 30 10.5 Possible Enrichment Enquiries ....................................................................................... 30 10.6 Outcomes from Enrichment Fortnight ............................................................................. 31 10.7 Planning the Enrichment Fortnight Enquiry ..................................................................... 31 11 Working with Weaker Trainees ........................................................................................... 33 11.1 Providing Additional Support ........................................................................................... 33 11.2 Individual Recovery Plans ............................................................................................... 33 12 Roles and Responsibilities ................................................................................................. 35 12.1 Trainees.......................................................................................................................... 35 12.2 The PGCE Code of Professional Conduct ...................................................................... 35 12.3 Expectations of the PGCE Code of Professional Conduct .............................................. 36 12.4 School Based Subject Tutors .......................................................................................... 37 12.5 Coordinating Tutors ........................................................................................................ 38 12.6 Link Tutors ...................................................................................................................... 39 12.7 Leeds Trinity Tutors ........................................................................................................ 39 12.8 Schools Partnership Manager ......................................................................................... 40 12.9 Head of Secondary Education ........................................................................................ 40 13 SEB: Detailed Requirements .............................................................................................. 41 SEB Section 1: Analytical Reports and Written Testimony ........................................................ 41 SEB Section 2: Self-Evaluation ................................................................................................. 45 SEB Section 3: Planning ........................................................................................................... 46 SEB Section 4: Assessment Instrument .................................................................................... 47 SEB Section 5: Marking, Analysis and Feedback ...................................................................... 48 SEB Section 6: Reports to Parents ............................................................................................ 49 SEB Section 7: Lesson Observations ........................................................................................ 50 14 SEB: Summary of Requirements ........................................................................................ 53 14.1 SCH Evidence Requirements by Indicator ...................................................................... 53 14.2 SCH Evidence Requirements by SEB Section ................................................................ 54 Appendix: Placement Final Report ................................................................................................ 55 Page 1: Practicalities ................................................................................................................. 55 Page 2: Age Phase ................................................................................................................... 55 Pages 3 to 14: Assessing against SCH ..................................................................................... 55 Pages 3 to 14: Comments and Targets ..................................................................................... 56 Page 15: Trainees in a Catholic School ..................................................................................... 56

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1 Introduction 1.1 Function of this Manual This is the second of two key documents covering the PGCE Course. The first is the Course Handbook that is issued to trainees at the start of the course and provides an overview of the course, training and assessment. This School-Based Training Manual provides detailed information on school-based training and assessment. It is designed for use by trainees, school-based tutors and college link tutors. This manual, together with other relevant documents can be found on the Leeds Trinity learning platform at www.leedstrinity.net/pgce

1.2 PGCE Course Aims All PGCE trainees are registered on both the Professional Graduate Certificate („PGC‟) and the Post-Graduate Certificate („PGCert‟) when they join Leeds Trinity University College. The general aims of the Professional Graduate Certificate of Education (PGCE) course are: i)

ii) iii)

iv)

to enable all trainees to foster the spiritual and moral development of learners; to equip trainees intending to work in Catholic secondary schools to sustain and to develop the ethos, values and practices particular to the Catholic education mission; to enable trainees to comply with the Standards and Requirements for Initial Teacher Training (DfES/TDA 06/07) and be eligible for the award of QTS; to ensure that NQTs are disposed and equipped to benefit from experience, to update subject and professional knowledge, and to take responsibility for their continuing professional development; to enable NQTs to evaluate their own professional practice and to interpret and translate changing education agenda so as to maximise the intellectual and personal development of the learners for whom they have professional responsibility.

The general aims of the Post Graduate Certificate of Education (PGCert) course are to enable PGCE students to acquire 30 credits at Masters‟ level during their PGCE course by being able to: i) ii) iii) iv) v) vi)

Identify their own professional development needs and plan, work towards, monitor and review personal learning goals Critically examine and reflect on their own professional practice Display knowledge and critical understanding of key theoretical frameworks in thinking critically about a chosen aspect of secondary education Analyse, critically reflect on and synthesise research findings and other evidence to inform their practice in thinking critically about secondary education Adopt a critical practitioner enquiry approach to develop their professional practice Reflect on and evaluate the impact of their learning on their professional practice

Following completion of 30 credits, all trainees will be able to complete a further 30 credits at Masters‟ level during their Induction Year.

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2 Course Dates 2011/12 2.1 Course Overview Dates

Schedule

Thu 1 Sep – Fri 25 Nov (12 wks)

Stage I – Centre Based Training

Half Term Reading Week is w/c 24 Oct

Professional Studies (4 hours per week) – Mon & Fri Focuses on PS1 – PS4 Subject Studies (12 hours per week) – Tue & Thu Focuses on SS1 – SS8 Critical Thinking (Lectures and Seminars) Catholic Education (elective) (2 hours per week) – Mon, Wed 10 serial visits to Stage II Schools (From Wed 28 Sep)

Mon 28 Nov 2011 – Fri 2 Mar 2012 (12 wks) Term dates (including Half Term break) are those of the placement school

Stage II –Training School Placement Teaching and training activities in Training School 5 days per week x 12 weeks 2 days training based in Leeds Trinity (19, 20 Jan) Submission of Stage II Standardised Evidence Base: Wed 29 Feb

w/c Mon 5 Mar w/c Mon 12 Mar (2 wks)

Stage II/III Transition

Mon 19 Mar – Wed 27 Jun (12 wks)

Stage III - Verification School Placement

Term dates (including Half Term break) are those of the placement school

2 Preparation/Reading Days (No Taught Sessions) (5, 6 Mar) 5 Serial Visits to Stage III School (7, 8, 9, 12, 13 Mar) 2 Centre-Based Training Days (15, 16 Mar)

Teaching and training activities 5 days per week x 12 weeks 2 days training based in Leeds Trinity (3, 4 May) Submission of Stage III Standardised Evidence Base : Wed 13 Jun Enrichment Thu 14 Jun 2012 – Wed 27 Jun 2012 Students meeting National Standards by Wed 13 June will complete school-based enrichment activities during the final two weeks of Stage III.

Thu 28 Jun & Fri 29 Jun

Preparation for induction as an NQT 2 Centre-Based Training Days Submission of Critical Thinking Assignment

Fri 13 Jul (6pm)

Award of Professional Graduate Certificate

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2.2 Course Calendar 2011/12 Thu 1 Sep 2011

PGCE Trainees Registration

Fri 2 Sep

Induction (9am) and Welcome Party (1pm)

Wed 28 Sep – Wed 23 Nov

Serial Visits to Stage II Schools (Wednesdays)

Tue 27 Sep

Training for NEW PGCE Co-ordinating Tutors (3-4pm) Training for ALL PGCE Co-ordinating Tutors (4-6pm)

Tue 11 Oct

Training for School-Based Subject Tutors (ALL Subjects) (4-6pm)

w/c Mon 24 Oct

Trainees‟ Reading Week

Tues 8 Nov

SPLG Steering Committee Meeting (4-6pm)

Wed 16 Nov

Serial Visit Reports to be returned to Leeds Trinity

Wed 23 Nov

PGCE Stage 1 Progress Panel (2-4.30pm)

Fri 25 Nov

PGCE Stage 1 Progress Board (11am)

Fri 25 Nov

End of Stage 1 Party (with Link Tutors) (2-3pm)

Mon 28 Nov

Stage II Training Placement Starts

Tue 10 Jan 2012 Mon 16 Jan

SPLG AGM Meeting (4-6pm) Stage II Interim Reports to be returned to Leeds Trinity

Thu 19 & Fri 20 Jan

Centre Based Training for Leeds Trinity PGCE Trainees

Tue 24 Jan

RE Conference (RE Trainees in College)

Tue 28 Feb

Training for ALL PGCE Co-ordinating Tutors (4-6pm)

Wed 29 Feb

Stage II Final Reports to be returned to Leeds Trinity

Wed 29 Feb

Centre Based Training for PGCE Trainees (Stage II SEB Deadline)

Fri 2 Mar

End of Stage II Training Placement

Mon 5 & Tue 6 Mar

Trainee Preparation/Reading Days

Tue 6 Mar

Training for School-Based Tutors (ALL Subjects) (4-6pm)

7, 8, 9, 12, 13 Mar

Trainees‟ Serial Visits to Stage III Verification School

Mon 12 Mar

Stage II Progress Panel (1-4:30pm)

Wed 14 Mar

Stage II Progress Board (11am)

Thu 15 & Fri 16 Mar

Centre Based Training for Leeds Trinity PGCE Trainees

Mon 19 Mar

Stage III Placement Starts

Wed 27 Mar

SPLG Steering Group Meeting (4-6pm)

Mon 30 Apr

Stage III Interim Reports to be returned to Leeds Trinity

Thu 3 & Fri 4 May

Centre Based Training for Leeds Trinity PGCE Trainees

Wed 13 Jun

Stage III Final Reports to be returned to Leeds Trinity

Wed 13 Jun

Centre Based Training for PGCE Trainees (Stage III SEB Deadline)

Thu 14 - Wed 27 Jun

Enrichment Experience

Mon 18 & Tue 19 Jun

Leeds Trinity PGCE External Moderation

Tue 19 Jun

School Based Tutors‟ Team Meeting (ALL Subjects) (4-6pm)

Wed 27 Jun

Fri 29 Jun 2012

End of Stage III Placement Centre Based Training for Leeds Trinity PGCE Trainees Submission of Critical Thinking Assignment End of PGCE Course

Mon 2 Jul Wed 4 Jul

Stage III Progress Panel (1-4:30pm) Professional Panel of Examiners (1-4:30pm)

Fri 6 Jul

Leeds Trinity Board of Examiners (11am)

Fri 6 Jul

SPLG Annual Review (1-4pm)

Fri 13 Jul

PGCE Certificate Ceremony (6:00pm onwards)

Thu 28 & Fri 29 Jun

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2.3 Centre Based Training during Stages II and III Stage II Interim Thu 19 Jan 9am – 6pm Fri 20 Jan 9am – 4pm

Stage II SEB Deadline Wed 29 Feb 9am – 4pm

Transition Thu 15 Mar 9am – 6pm Fri 16 Mar 9am – 4pm

Stage III Interim Thu 3 May 9am – 6pm

Professional Studies:  Job hunting; applying for a job; how to manage the job interview  Behaviour Management Subject Studies:  progress so far and targets for the second half of Stage II  consultation on Stage III School placements Critical Thinking:  Reflecting on school experiences and research: validity and generalisability Submission of Stage II SEB; Stage II/III Progression; Serial Visits to the Stage III School Professional Studies:  SEND and EAL Critical Thinking  TDP Reflections: Values and Beliefs with regards to Teaching and learning  ASSIGNMENT SUPPORT: Section 1 (End-of-Stage Evaluation) Professional Studies:  Behaviour Management Revisited Subject Studies:  Subject Knowledge Matters  Individualised target setting following the Stage II Report  Advice on job applications and interviews Critical Thinking:  Professional development planning  ASSIGNMENT SUPPORT: Section 2 (Mini-Literature Review; Methodology) Critical Thinking:  Guidance on Enrichment Fortnight  Changes in perspectives of teaching and learning; looking at critical incidents  ASSIGNMENT SUPPORT: Successfully completing the assignment.

Fri 4 May 9am – 4pm

Subject Studies:  progress so far and targets for the second half of Stage III  Advice on job applications and interviews  Enrichment: piloting ideas; ensuring enquiry is appropriate and well planned

Stage III SEB Deadline

Optional support sessions for the Numeracy, Literacy and ICT QTS Skills Tests. Submission of Stage III SEB; Stage III Assessment The Career Entry and Development Profile and the Induction Year Supply Agencies „Job Shop‟

Wed 13 Jun 9am – 4pm

End of Course Thu 28 Jun 9am – 6pm Fri 29 Jun 9am – 4pm

Critical Thinking:  Ways of Knowing – Shulman and Aristotle (Techne, Praxis, Phronesis)  TDP Reflections: formation of, and changes in professional identity  ASSIGNMENT SUPPORT: Section 3; Collating the assignment sections. Course Evaluation Submission of Critical Thinking Assignment (online via Moodle) Subject Studies:  Enrichment De-Briefing  Career Entry and Development Profiles and Careers Advice

Further details of all sessions will be published on www.leedstrinity.net/pgce PGCESBTManual1112v2

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3 Contacts 3.1 Contacting Us Staff

Room

Ext.

Mrs Anne Bean (Secondary Administrator for Schools Partnership)

AGB15

505

Ms Luule Priim (Secondary Administrator for Schools Partnership)

AGB15

506

Mrs Cheryl Thornton (Senior Administrator for Schools Partnership)

AGB15

122

Mrs Anne Trotter (Schools Partnership Manager)

AGB11

177

Mr Stephen Wilkinson (Head of Secondary Education)

SB51

260

Ms Catherine Bell (PGCE Mathematics Tutor

SB49

394

Ms Helen Bromley (PGCE RE Tutor)

SB16

595

Mr Ray Fletcher (PGCE Mathematics Tutor)

SB49

588

Ms Amanda Fulford (MA Education Tutor)

SB18

478

Mr Andrew Gilliland (PGCE Business Tutor)

SB17

410

Dr Valerie Harkness (PGCE MFL Tutor)

SB18

407

Ms Elizabeth McGuire (PGCE RE & Catholic Education Tutor)

SB16

594

Ms Michelle Oldfield (SCITT Manager)

SB19

596

Mr Andrew Pearce (MA Education Tutor)

SB18

433

Mrs Sue Shiels (PGCE Professional Studies Tutor)

SB19

593

Dr Claire Smith (PGCE History Tutor)

SB48

370

Mr Tom Wharton (PGCE English Tutor)

SB50

149

 @ 

when telephoning tutors, you should dial 0113 2837100 and then the extension number given above when prompted All Leeds Trinity Tutors can be contacted via their Leeds Trinity email address. These are of the form initial.surname@leedstrinity.ac.uk (e.g. s.wilkinson@leedstrinity.ac.uk) The fax number for the Education Partnership Office is 0113 2837 216

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4 PGCE Training and Assessment 4.1 National Standards This course is based on the requirements laid down in the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training (06/07). The new Professional Standards for Teachers in England provide a framework for career progression and define standards for  The award of Qualified teacher Status (QTS)  Teachers on the main pay scale (Core)  Teachers on the upper pay scale (Post Threshold teachers)  Excellent teachers (ETs)  Advanced skills teachers (ASTs) There are 33 QTS standards relating to the following areas: 1. Professional Attributes 2. Professional Knowledge and Understanding 3. Professional Skills These 33 standards are “the minimum legal requirement” for being eligible for recommendation for QTS and are provided in full in Appendix 3. Trainees must meet or exceed every one of these standards in order to gain QTS.

4.2 Standards Cluster Headings Leeds Trinity has clustered the QTS Standards into 12 standards cluster headings (SCH) to provide a framework for training and assessment during the course. These are summarised below and detailed in Appendix 2. PROFESSIONAL STUDIES (PS)

Relating to QTS Standards:

PS1 Professional Frameworks

Q3a, Q3b, Q15

PS2 Working with Others, Evaluating and Improving

Q4, Q5, Q6, Q7a, Q8, Q9, Q32

PS3 Relationships with Children and Young People

Q1, Q2, Q10, Q21a, Q21b, Q30, Q31

PS4 Achievement and Diversity

Q5, Q18, Q19, Q20, Q33

SUBJECT STUDIES (SS) SS1 Subject Knowledge

Q7a, Q14, Q15, Q22

SS2 Lesson Planning

Q22, Q23, Q24, Q26b

SS3 Medium Term Planning

Q22, Q23, Q24, Q26b, Q30

SS4 Summative Assessment

Q4, Q11, Q13, Q26a, Q27

SS5 Design and Use of Assessment

Q12; Q17, Q26a, Q27, Q29

SS6 Monitoring Marking and Feedback

Q12, Q26a, Q26b, Q27, Q28, Q29

SS7 Managing Activities, Resources and Environment Q4, Q17, Q25a, Q25d, Q30 SS8 Teaching for Learning

Q4, Q25b, Q25c, Q28

This framework supports structured, personalised training by providing a clear structure for target setting within and across different aspects of professional practice. For example, the inclusion of Q4 („communication‟) within a number of SCH facilitates the planning of more focussed training against the many different aspects of this standard.

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4.3 Indicators For each SCH, explicit „indicators‟ relating to the particular aspect of professional practice have been derived from the QTS Standards and related guidance. These indicators:  are described in terms of knowledge and understanding for Stage 1 centre-based training and assessment  are described in behavioural terms for Stages 2 and 3 to enable ease and transparency of assessment in both school contexts Each SCH comprises 5 indicators: (a), (b), and (c) are directly linked to the QTS Standards; (d) and (e) relate to expectations above and beyond the QTS standards. The extent to which the trainee meets the indicators for each SCH determines the assessment code for that SCH: Code Indicators

Description

C

All five indicators met.

National Standards exceeded to an extent typical of an NQT working towards the CORE Standards.

Q

Indicators (a), (b), (c) and (d) met.

National Standards exceeded.

S

Indicators (a), (b) and (c) met.

National Standards met. National Standards partially met and/or there is inconsistency in practice; competence unproven; marginal fail against Standards.

X

At least one of (a), (b), or (c) has only been partially met. At least one of (a), (b), or (c) has not been met.

N

At least one of (a), (b), or (c) has not been met.

No evidence of National Standards met for reasons beyond the control of the trainee.

U

National Standards have not been met.

Trainees are assessed against all 12 SCH throughout the course:

End Stage 1

Assessment of Knowledge and Understanding against the QTS Standards only. (i.e. assessment up to „S‟ level only)

Mid Stage 2

Formative Assessment of Performance against all SCH and Indicators

End Stage 2

Summative Assessment of Performance against all SCH and Indicators

Mid Stage 3

Formative Assessment of Performance against all SCH and Indicators

End Stage 3

Summative Assessment of Performance against all SCH and Indicators

At each assessment point the college-based or school-based tutor completes a report summarising the attainment profile and providing targets for the next cycle of training or for the Induction Year. This assessment and reporting system supports personalised target setting and training against and above the standards.

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5 School Based Training 5.1 Placements in Partnership Schools Subject studies tutors allocate trainees to subject departments in Leeds Trinity partnership schools. Leeds Trinity Tutors use information provided in the Notification of Circumstances pro-forma completed at interview and updated at Registration so that they can take into account the following factors when planning placements:  trainees‟ personal circumstances and preferences;  tutors‟ knowledge of school departments;  tutors‟ evaluation of trainees‟ professional needs. The allocation of trainees to the first placement school will be made by week 3 of Stage I. Trainees contact schools before their first Serial Visit to confirm arrangements. Trainees attach copies of their CV (on the PGCE proforma) and letter of introduction to this initial email to the schools. Trainees will be consulted over provisional allocations to the Stage III Verification School during the two days in Leeds Trinity in January and prior to the notification of schools during February.

5.2 Overview of School-Based Training Leeds Trinity School-Based Training consists of two 12 week training placements: 12 weeks in the Stage II Training School (normally preceded by 10 Serial Visits) 12 weeks in the Stage III Verification School (preceded by 5 Serial Visits) The aims and content of the training in each of the placements are provided below, together with framework training programmes. Trainees evaluate their own performance on a weekly basis, and these self-evaluations inform the training tutorials in schools. Training tutorials address issues raised by the trainee, whilst also covering the framework training programmes. It is important to note that these framework programmes only provide suggestions for training topics each week – individual programmes will be personalised for each trainee. These tools provide a framework for progression in the trainee‟s professional formation, allowing the school-based tutor to provide graduated support for the trainee from initial close monitoring and directed support to more open and indirect supervision toward the end of a placement. START OF PLACEMENT

STRATEGY

TARGET OUTCOME

  

Close monitoring Detailed direction Tutorials follow framework training programme

maintenance of confidence Establishment of classroom authority

END OF PLACEMENT GRADUATED SHIFT OF RESPONSIBILITY

 FROM SBT TO TRAINEE

  

Encouragement to autonomy Self-reflective Tutorials informed by trainee‟s self-evaluations, with some prompts to refine practice/ experiment

 

Independent practitioner Development of teaching approaches

This suggests that the school-based tutor must be flexible and responsive with regards to the training and support provided. Initially this can be seen as a mentoring role, but over time and as the trainee‟s expertise develops it may be appropriate to adopt more of a coaching model [Ref: National Coaching and Mentoring Framework, CUREE, DCSF].

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5.3 Serial Visits All trainees are required to undertake ten serial visits during Stage I in order to meet the requirements of Standards and Requirements for ITT 06/07: The first serial visit is on Wednesday 28 September 2011 7 further visits are made on Wednesdays: 5, 12, 19 October; 2, 9, 16, 23 November 2 additional visits are made during the weeks commencing 14 and 21 November. These visits are additional to the serial visits made on the Wednesdays of those weeks and should be agreed with both the school and the subject studies tutor. Although there is a degree of flexibility in the range of timing and sequence of activities undertaken during serial visits, all trainees must have completed the following before the start of Stage II School Based Training: 1. acquired and analysed a set of essential school documents with reference to whole school policies, systems and procedures 2. observed a number of lessons across a range of subjects with reference to issues of pupil engagement and behaviour 3. planned, delivered and evaluated at least one lesson in their subject area 4. compiled and written five short Professional Studies reports focussing on National Initiatives, Behaviour Management and Pastoral Care and Community Cohesion 5. observed a number of lessons within their own subject area, including those classes that they may teach during Stage II 6. negotiated and finalised teaching timetables Stage II Training Placement. Further details of the aims of, and activities to be undertaken during, Serial Visits are to be found in the Serial Visits Guidance Booklet, available at www.leedstrinity.net/pgce

5.4 Learning Opportunities It is essential that trainees have experience of working with pupils across the age and ability range for which they are being trained during both placements, ie Business Studies English History Mathematics Modern Foreign Languages (French, German, Spanish) RE

14-19 11-16 OR 11-18

The Partnership Policies concerning the experiences and opportunities of trainees include the following: 1. there should be training for and contact across the full age and ability range, including SEN, EAL and G + T pupils (with the caveat that trainees should not have sole responsibility for teaching classes that are so challenging as to pre-empt the possibility of competence development in respect of specified standards); 2. at least 80% of training and class contact should be specific to the subject for which a trainee is being trained; (for MFL trainees 80% of the timetable needs to be specific to the to the language in which they are being trained – other languages should only used to supplement their timetable); 3. trainees have opportunities to participate in the delivery of the courses/syllabuses relevant to their subject and age phase; 4. there are opportunities to act as a team member both within and outside the classroom (ref National Standards for ITT, 06/07: Q6; Q32; Q33); PGCESBTManual1112v2

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5. there are opportunities to work with and to direct non-teaching staff within and outside the classroom (ref National Standards for ITT, 06/07: Q6; Q32; Q33); 6. opportunities to contribute to parents‟ evenings (or equivalent) 7. there are opportunities to gain experience in form tutor and extra-classroom roles and responsibilities; 8. trainees have briefing in relation to contacts or liaison with feeder primary schools and the related mechanisms to ensure smooth and effective transition between schools and between key stages; 9. trainees have experience of school procedures for meeting Citizenship programmes of study and Secondary National Strategies and cross curricular links and dimension strategies; 10. trainees have opportunities to experience and debate school policies with respect to discipline for learning, bullying, liaison with parents and carers, inclusion of EAL, SEN and other special needs in education; Given the nature of school activities in the summer term, the second half of the Stage III Verification placement should afford trainees additional opportunities: 11. opportunities to participate in planning and delivery of learning in out of school contexts (e.g. field work, cultural visits, work experience); 12. participate in liaison meetings, transition activities for pupils moving from Key Stage 2 to Key Stage 3; KS3 to KS4, KS4 TO KS5 and to review with school based tutor the implications for continuity and progression in subject learning 13. participation in moderation meetings and undertake parallel marking exercises with end of year assessments /mark exam classes 14. participation in careers and/or „options‟ events 15. participation in end of term departmental reviews and target settings/forward planning 16. support out-of-school working activities e.g. work experience; field trips; cultural visits 17. participation in departmental/school in service/CPD activities e.g. in resource development; assessment; in teaching strategies through team teaching.

5.5 Teaching Timetables The induction into teaching within Stage II of the PGCE course is a gradual process. The recommendations concerning the subject teaching timetable in the Stage II Training School are:   

start at c.30% of a normal teaching workload of an NQT build gradually to 60% of a normal workload of an NQT; remain at this 60% maximum for no more than a 4 week period. The timetable should increase gradually in accordance with the progress made by the trainee and the possibilities offered by the curriculum area. reduce to 50% for the final few weeks

The teaching timetable in the Stage III Placement follows a similar pattern:   

start at c. 30% of a normal teaching workload of an NQT build quickly to 60% of a normal workload of an NQT reduce to an appropriate level during the enrichment fortnight

Given the reduced number of KS4 and Post-16 examination classes in the summer term, it is expected that trainees‟ timetables in Stage III of the course may include more opportunities for team-teaching and the teaching of subject-related, though not strictly subject-specific, lessons. It is important that the trainees‟ timetables and workload contains space to enable them to reflect, evaluate and improve their own practice with reference to targets set and agreed in Training Tutorials. Trainees are required to submit their timetable on the correct timetable pro-forma to the Education & Partnership Office no later than Friday of the first week of each school placement.

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5.6 Team Teaching Opportunities for trainees to observe and teach with experienced teachers and other trainees during a training placement can assist trainees to make connections between theory and practice; to reflect more constructively on their own practice; and to deepen their analysis of the connections between teaching and learning. Research evidence indicates that working with a shared group of teachers can accelerate the trainees progress in making connections between theory and practice; their capacity to distinguish between the management of a class and effective teaching approaches; to experiment with teaching strategies and to critically evaluate their impact on pupils learning. (Ref: National Research and Development Centre, 2007) When a pair (or more) trainees are placed in a department, teaching experiences should include team teaching where the responsibility for lessons is shared between two trainees, under the supervision of a qualified teacher. This could follow one, or a combination, of the approaches summarised below: 

Planning and Teaching Units. Following initial discussions with the school-based tutor, each trainee plans and delivers a Unit of Work over a sequence of lessons, with the other trainee acting as observer. It may be appropriate for trainees to teach units for which their subject knowledge is particularly strong and so „play to their strengths‟. Conversely, it may be appropriate for trainees to plan units for which they need to improve their subject knowledge.

Sharing lessons. The two trainees plan the lesson jointly and each delivers elements of the lesson.

Alternating lessons. Trainee A teaches the first lesson, trainee B observes; trainee B teaches the second lesson, trainee A observes etc.

Splitting classes. For example, for some lessons one trainee may withdraw a small group from the class to work intensively with them to support their progress towards target attainment levels. The school-based tutor and trainees will need to ensure that a teacher is available to support and observe both classes.

Teacher and Support Teacher. One trainee directs the lesson and the other trainee works with one or a group of pupils in a support role.

Obviously, when only one trainee is placed in a department, a qualified teacher can work collaboratively with the trainee in similar ways. This may be particularly useful when it is not convenient or desirable for a trainee to have sole responsibility for working with a particular year group - for example when pupils are approaching key assessment points and/or when there are fewer classes available for trainees at the end of the academic year.

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6 Training Programmes 6.1 Overview Training in each School Placement should average 3 hours per week:  1 hr Subject Tutorial provided by the Subject School Tutor for subject specific training.  1 hr Professional Studies Tutorial or Session managed and/or run by the Co-ordinating Tutor as part of the Professional Development Programme.  1 hr of time give for lesson observation feedback, advice regarding lesson plans etc.

6.1.1 Getting to Grips with the Basics (Stage 2) The first weeks of Stage II should focus on the basics of teaching and working as a teacher. Trainees should transfer and apply knowledge base from Stage I to:  master school policies, procedures, syllabuses, models of subject, practice;  become familiar with the ways in which pupils think and learn;  develop basic classroom skills in planning, organisation, communication and pupil management;  demonstrate understanding of professional roles and responsibilities in the school context;  develop professional habits of organisation of time, work and strategies in effective self evaluation

6.1.2 Developing Effective Teaching Strategies (Stage 2) Once trainees have „got to grips with the basics‟ Stage 2 training should progress on the development of effective teaching. The point at which this progression occurs depends on the needs of the trainee and the context of training. During this second cycle of training, trainees should:  address and remediate weaknesses in lesson planning and preparation, communication and behaviour management skills;  plan for and monitor of progression in pupils‟ learning;  begin to develop skills in use of teaching strategies and resources including the use of e-learning;  begin to develop practice with reference to inclusion and diversity, differentiation, cross curriculum policies and requirements;  begin to develop skills in design of assessment tasks and mark schemes  use monitoring and assessment data for record-keeping and report writing;  demonstrate collaborative skills in teaching teams  experience working with the difficult-to-teach  engage with out of class activities and the wider life of the school  deepen professional understanding through critical reflection and analysis and application of theory and research as well as experience

6.1.3 Transferring Competence; Developing Effective Learning Strategies (Stage 3) Stage 3 is designed to offer different and additional experiences for trainees. Trainees need time at the start of the Stage 3 placement to „find their feet‟, but after that should be able to demonstrate the transfer of competence fairly rapidly. Training then needs to focus more on learning, rather than teaching – with trainees developing their competence with regards to monitoring of learning, Assessment for Learning, inclusion and differentiation, personalised target setting etc. Trainees who progress well should be encouraged to experiment with creative ideas for learning activities and resources. Trainees should:  demonstrate transfer of competence to a new institutional context;  remediate weaknesses identified at the end of Stage II and show progression in the development of techniques to promote effective learning;  develop their practice so that individuals of differing attainment are challenged and make progress;  experiment with teaching strategies and resources in appropriate contexts, including the use of elearning, out-of-classroom contexts and cross-curricular projects  develop skills in design of assessment tasks and mark schemes  participate in school activities scheduled for summer term (e.g. curriculum enrichment days, primary liaison, work experience and visits; school and public examinations; departmental reviews)  critically reflect on their own practice and so identify developmental professional needs for their CEDP and the Induction year

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6.2 Framework Training Programme: Stage II WEEK

PROFESSIONALTRAINING

Serial Visits

PS1: School policies, routines, procedures; mission statements and ethos. School responses to recent reforms and initiatives (including 14-19 Diploma) PS3: Discipline for Learning Policies.

1

PS3: Behaviour management with differing classes/ages. PS3: School policies for bullying and harassment etc.

2

PS3: Form/Personal tutor roles and responsibilities; pastoral care, coaching and mentoring

3 4

PS1: Whole school curriculum links and dimensions; Secondary National Strategy; Citizenship, Numeracy; Literacy; ICT PS2: Team-Working with teachers; classroom assistants; School Chaplain; SENCO; other professionals.

5

Review of evidence for Interim Report

6

PS1, PS4: Pupil intake characteristics; Policies and procedures for SEN, EAL and G + T. Every Child Matters Agenda; Extended School Services

7

Applying for the first teaching post

11

SS4: Assessment for public examinations; Reporting to Parents and Carers, Parents Evenings PS4: Policies for grouping; inclusion; diversity and differentiation SS7: Out of school learning; School visits, retreats and residentials; Completion of final report.

12

Preparation for transition to Stage 3 Verification School

8 9 10

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SUBJECT TRAINING Making best use of lesson observation Teaching the first lesson SS2: Lesson planning; 3 part lessons and plenaries SS1: Preparing for Stage II – subject knowledge issues. SS7: Preparing for Stage II – availability of subject resources, including e-learning Organisation of files; planning for Standardised Evidence Base SS3: Medium Term Planning; design & use of objectives; planning for progression. SS1: Subject Knowledge and Curriculum review and preparation for teaching SS7: Classroom organisation; organization of pupils; lesson structure and pace; motivation of pupils; evaluation and use of resources; Maintenance of on task behaviour with pupils of differing motivation, age, attainment SS8: Communication Skills: questions and explanations; using pupils‟ answers; use of targeted questions; open and closed questions; use of analogies; subject specific vocabulary; plenaries SS6, SS1: Lesson development: the key ideas/pupil tasks; key questions; day to day monitoring; designing homework; pupils‟ common mistakes and misconceptions Review of evidence for Interim Report: Evaluation of Unit of Work: planning and teaching, Subject Knowledge Review; SS6: Record keeping; using monitoring data, Assessment for formative purposes; Assessment for Learning; developing pupils‟ meta-cognitive strategies Review of Interim Report and targets for the next stage of training; SS3, SS5: Planning for progression within and across schemes of work and age phase; use of prior assessment data; literacy & numeracy; design of assessment tasks and mark schemes SS7, SS8: Whole class/group teaching; ensuring participation of all pupils; social cohesion, educational inclusion SS8: Responding to pupils differing learning needs; target setting; match of pupil tasks to objectives; provision of challenge for pupils of differing attainment SS7, SS8: Range of teaching strategies; use of e-learning and of other learning contexts Completion of final report. Targets for Stage 3 Verification School. Completion of professional obligations in Stage 2 School

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6.3 Framework Training Programme: Stage III WEEK

PROFESSIONAL LEARNING OPPORTUNITIES

Serial Visits

PS1, PS3: School policies, routines, procedures, mission statements and ethos; Pastoral care systems and discipline for learning policies. School responses to recent reforms and initiatives (including 14-19 Diploma)

1

2

PS3: Pastoral care systems and discipline for learning policies; Form/Personal tutor roles and responsibilities; pastoral care, coaching and mentoring PS3: Pupil intake characteristics, school expectations, Liaison with feeder schools; Transition from Year 6 to Year 7; KS3/KS4; KS4/KS5; issues of continuity and progression

3

SS7: Out of school learning; School visits, retreats and residentials;

4

PS2: Team-Working with teachers; classroom assistants; School Chaplain; SENCO; other professionals.

5

Review of evidence for Interim Report

6 7 8 9 10 11 12

PS4: Policies for grouping; inclusion; diversity and differentiation Advice on job applications (if appropriate) GTCE and professional associations, LEA and external agencies PS2: School and departmental curriculum review; planning for the next academic cycle; Review of Standardised Evidence Base Completion of final report. Induction Year; Being an NQT

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SUBJECT TRAINING Review of profile from Stages 1 and 2; targets for development; Planning for Standardised Evidence Base Lesson observation SS3: Scheme of Work review, Medium term planning SS7: Use of resources SS1: Subject knowledge and curriculum review SS2: Lesson planning; Review of evidence of transfer of competence in lesson planning and class management; targets for progression in development of trainee competence. Agree on schedule for final stages of evidence collection, and strategies and contexts for experimentation where appropriate SS7: Class management and lesson organisation. Maintenance of on task behaviour with pupils of differing motivation, age, attainment. SS7: Whole class/group teaching; design of own resources; use of e-learning and of other learning contexts PS4, SS8: Trainee analysis of pupils learning needs and responses in classes taught; strategies for offering appropriate challenge to pupils of differing attainment. Managing Progression in learning for pupils of differing attainment in mixed ability classes. Review of evidence for Interim Report: Evaluation of Unit of Work: planning and teaching, Subject Knowledge Review; SS7, SS8: Engaging lessons; adapting lesson structure, learning activities and resources to motivate pupils to do difficult tasks; involving pupils in the assessment process SS5: Assessment for formative and summative purposes; design and use of assessment instruments and mark schemes SS4: Recording & using assessment data, Moderation of coursework, Setting and marking end of year assessments; reporting to parents Review of Standardised Evidence Base Completion of final report. Traineeâ€&#x;s priorities for CEDP in the Induction year. Completion of responsibilities re record keeping and transfer of classes to usual teacher

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7 Training Tutorials 7.1 The Self-Evaluation and Tutorial Process The weekly subject training cycle comprises three key steps:

1. Tutorial and Target-Setting. Targets are agreed by the trainee and schoolbased subject tutor during a training tutorial each week. These targets are informed by a review of the trainee‟s practice and evidence from the previous week or previous stage of training. The agreed targets are recorded by the trainee during or after the tutorial and shared with other teachers who may observe the trainee during the week. 2. Collection of evidence: a. Planning, Preparation, Teaching and Assessment. During the week, the trainee will plan lessons, produce resources, teach lessons and mark pupils‟ work. Feedback from lesson observations and from the review of their written planning, resources, assessment etc. by teachers should be reviewed, organised and filed by the trainee for possible inclusion in the Standardised Evidence Base. b. Evaluation of Pupils‟ Learning. After every lesson, trainees must complete the evaluation of pupils‟ learning at the bottom of their lesson plan. This evaluation should be informed by monitoring data from the lesson and any relevant observation feedback. c. Other tasks. To provide evidence against the Professional Standards trainees are required to complete several other tasks for review by school-based tutors and inclusion in the Standardised Evidence Base. 3. Weekly Self Evaluation. Every week, the trainee must complete a weekly self-evaluation in order to recognise progress and identify possible issues for discussion at the weekly training tutorial. This should be informed by the evidence of their progress they have collected during the week. A copy of the completed weekly self-evaluation must be given to the Subject Tutor at least 24 hours before each weekly tutorial.

The weekly self-evaluation and tutorial record sheet is structured to reflect these steps. It should be completed by the trainee, with input from the tutor, and signed by both. For this training cycle to work effectively, it is important that:  Trainee and tutor have discussed the self-evaluation and tutorial process and how it is to operate during the training placement. In particular, trainees need to know how and when to give/send their self-evaluations to the school-based tutor.  Tutorials are built into the trainee‟s timetable so that tutors and trainees are clear when training is to take place each week.  Other (host) teachers who work with the trainee are made aware of the trainee‟s progress and their targets for the next week.

7.2 Tutorials The tutorial discussion should address one or two SCH, including at least one as identified by the trainee in their weekly self evaluation. Tutorials should not focus solely on oral and written PGCESBTManual1112v2

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feedback from lesson observations and should include a regular review of the evidence collected by trainees. Weekly tutorials by the School-Based Subject Tutor entail managing a balancing act between:  providing support and encouragement  reviewing specific weekly episodes and evidence of a trainee‟s competence including observation of lessons; planning of lessons/units of work; worksheets, assessment tasks and mark schemes, marking of pupils work  providing practical guidance linked to general principles of professional practice  setting precise targets and deadlines for review  reviewing a trainee's progress so as to provide an overview of trainee development and to support the momentum of overall development, not simply provide “reactive support” It is important that feedback in Tutorials maintains the critical balance between:  confirmation of achievements and targets for development;  feedback on previously set targets and setting new ones;  maintaining trainees‟ morale and confidence and being clear and constructive about areas for development;  maintaining an overview of trainees‟ developmental needs and evidence against all 12 SCH and prioritising and selecting at any one time the areas for focus. In reviewing the outcomes of the training activities and evidence for the Standardised Evidence Base, it is essential to establish what trainees actually learnt from each exercise and the depth of generalisability of trainees‟ insights. The weekly self-evaluation and tutorial records form part of the evidence base to be used for both formative and summative assessment of the trainee. Therefore it is essential to keep a record of what the trainee learnt during the tutorial and not merely a record of the agenda discussed. This record should be written by the trainee, but must be signed by both the trainee and the SchoolBased Tutor. It is recommended that both trainee and school-based tutor keep copies of these tutorial records.

7.3 Target Setting Achieving QTS is about professional development and progression - not the simplistic accruing of evidence for a portfolio. All trainees need honest and formative feedback as to their progress, with a constructive balance of strengths and areas for development. Strong trainees must be encouraged to develop further, with challenging targets, so that they become excellent practitioners. Target Setting needs to be both short term: detailed, practical, specific and long term: related to the overall quality of teaching, and the level of attainment of the trainee. Early intervention is vital for weak trainees: weaknesses should be identified and recorded in writing - with appropriate support, effective and clearly defined action planning, clear timescales and rigorous monitoring and evaluation. Precise written targets are essential. Trainees must be proactively involved in target setting. Thus, tutorial sessions should entail constructive dialogue between tutor and trainee. The indicators for each SCH for School-Based Training should provide the focus for setting targets. Identified, agreed targets should be realistic, achievable and measurable (referenced to SCH), with a timescale for achievement. Targets and action to be taken must be recorded on the Tutorial Record.

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8 Planning and Observing Lessons 8.1 Lesson Planning Trainees are required to produce two kinds of Lesson Plan: the "gold-plated" version and the "every-day" version according to the guidelines below. The "gold-plated" version will provide evidence of meeting Standards and will be used for summative assessment purposes. The "everyday" version will be a working document used during training. Trainees are required to: a) use the "every-day-version" for the lesson to be planned, taught and evaluated during the serial visits to the Stage II Training School; b) use the "every-day version" for most lessons during School-based Training in both placements. c) produce a minimum of 4 "gold-plated-versions" (covering at least two Key Stages) during each placement. These gold-plated lesson plans are required as essential evidence in the standardised evidence (SEB) required in both schools. Before the lesson the school-based tutor needs to check the lesson plan („every-day‟ or „goldplated‟) to ensure that objectives and ILOs are clear and appropriate for the class, that the lesson has a sound structure, and that tasks and resources have been well chosen to ensure that there are opportunities for active pupil engagement. Written Feedback (in the form of annotations) on planning is particularly helpful to trainees in clarifying how their planning can be improved. To facilitate this checking and feedback process, school-based tutors and trainees need to agree clear deadlines and procedures for the submission and return of lesson plans.

8.2 Observing Lessons It is Partnership Policy that trainees receive written feedback at least once a week on their classroom performance. It is important that trainees receive feedback on their teaching with as many classes as possible and on their teaching of pupils in each Key Stage in which they are working. This means that many teachers may observe a particular trainee, including the subject school-based tutor, the coordinating tutor and other “host” teachers. It will be necessary for Subject School Based Tutors to liaise with colleagues who observe trainees teach (“host teachers”) with reference to:  the weekly target focus for observation ie which selected SCH are the focus that week and which targets have been currently set for trainee development.  collection and copying of written feedback so that : o the Subject Tutor has data for the weekly tutorial and for formative and summative assessment o the trainee has copies of all written lesson feedback each week The trainee being observed is responsible for providing the observer with a lesson plan, a suggested focus for observation (based on the agreed targets for that week) and a blank lesson observation proforma. During the observation the observer should:  Try to sit in an unobtrusive area in the room.  Try to avoid making any facial expressions whilst the trainee is teaching!  If the student is monitoring individual or group work, try to follow these procedures whilst also remaining as unobtrusive as possible.  Try to record positives wherever possible providing detail of specific examples of these in relation to the focus SCH  Identify a few areas in which the student needs to develop, providing examples to illustrate as appropriate. PGCESBTManual1112v2

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8.3 Using the Feedback Proforma Written feedback on classroom performance in any one week could focus on:  Subject knowledge issues (SS1)  Lesson planning, objectives, structure and teaching strategies, pupil tasks (SS2)  Management of behaviour (PS3)  Lesson organisation timing; management of resources (SS7)  Pupil management and involvement of all pupils (SS7)  Class communication skills (SS8)  Monitoring and feedback (SS6)  Impact on pupils‟ learning (SS8)  Pupil engagement (SS8) Written feedback should:  relate to target SCH and related indicators;  include feedback on targets set at a previous tutorial/stage of training and comment on trainees‟ progress (both with reference to personal targets and to the trainees‟ expected progress at this stage of training);  comment on the impact of trainee's teaching strategies on pupils‟ learning  include at the end a balanced summary of strengths and specific targets for development (standards related)  descriptions and evaluations of trainees‟ achievements as well as identification of areas of weakness and for development;  be selective in the quantity of targets set for development;  include advice and guidelines for action where appropriate to support trainee development. The Lesson Observation pro-forma is provided in the School-Based Training Pro-forma pack. There is one pro-forma and several prompt sheets to focus and support the observer.

8.4 The Debriefing Session The debriefing session following a lesson observation needs to planned in order to make effective use of the minimal time, and to ensure that the trainee recognises it as a worthwhile learning opportunity. Key points for debriefing sessions are:   

 

If possible, meet the same day, preferably as soon after the lesson as is possible so that details are fresh in everybody‟s mind. Sit somewhere quiet and private but comfortable with a table and some refreshment to make the atmosphere as relaxed as possible. Allow the trainee to give his/her own verbal evaluation first. This: o Allows a release of tension, allowing the trainee to listen afterwards. o Gives the observer an insight into what the trainee really understood. o Allows the observer to adjust their comments appropriately. o Encourages the trainee to focus on positive aspects of their progress and on pupils‟ learning. Next verbally give good points of the lesson using the word „I‟ rather than „you‟. This o Helps to encourage the trainee. o Ensures the observer doesn‟t forget to mention the good points of the lesson. o Improves the trainee‟s receptivity to criticisms. o Indicates that it is the observer‟s opinion and not a cosmetic judgement. Aim to only discuss the previously agreed focus for the observation using focused questioning allowing the trainee an opportunity to respond and to defend actions. Celebrate successes identifying what the trainee has done well providing specific examples but drawing out how these could be developed further.

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 

Select a maximum of three areas which the trainee needs to develop. This is a manageable number on which the trainee can focus. Other points of improvement can come later. Recap the good points of the observation / appraisal and summarise learning.

In order to promote the trainee‟s self-reflection it can be useful to:  Allow the student to make their own brief written evaluation of pupils‟ learning and their own learning and developmental needs before the meeting.  During the feedback, encourage the student to set his/her own focus for future observations and analysis at the same time ensuring that the standards are covered. After the debriefing session it is essential that the observer communicates the feedback to the trainee and to the subject tutor by provide a copy of the observation to the trainee and the subject tutor. It may also be useful if the observer can provide examples of and identify further learning opportunities for the trainee (e.g. identifying which resources / materials could be used in future lessons, which teachers to observe, any books / writing on the specific areas discussed, etc) either to the trainee or to their subject tutor so that these can be discussed in the weekly tutorial.

8.5 Other Observation Models Different models of observation and feedback are available, allowing for flexibility with regards to school circumstance and trainee need: 

Joint Observation of teaching by subject tutor and coordinating tutor and possible observation of debriefing by coordinating tutor. This can support the subject tutor and inform moderation of the training and assessment process.

Cross Mentoring – two Teacher Tutors from different subjects observe trainee from other subject, either individually or jointly i.e.: History Teacher Tutor

History Trainee

Maths Teacher Tutor

Maths Trainee

This has three possible benefits: 1. subject specialists can often focus on subject specific issues and the wider picture 2. encourages the subject tutors to see standards of trainees in other subject areas i.e. planning, delivery, management , knowledge and understanding etc 3. provides useful opportunities for staff continuing professional development 

Using video in training. This can effectively support trainees‟ self-reflection and targetsetting, particularly when the tutor and trainee watch the video together.

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9 The Standardised Evidence Base (SEB) 9.1 Background During Stages II and III training and assessment will take place for all 12 SCH. Assessment requirements for both stages consists of a standardised evidence base (SEB) – a file of testimony, documentary evidence and lesson observations, clearly indexed against the SCH indicators by the trainee. The SEB is used for: Formative assessment. Trainees should collect evidence for their SEB each week as part of the regular training process. This evidence should be regularly reviewed by the trainee and the school-based tutors to support formative assessment, feedback and target-setting during tutorials. Summative assessment. At the end of each placement, the evidence in the SEB is reviewed by the school-based tutor, in discussion with the trainee, to inform summative assessment against the Professional Standards. The SEB must be available for the Link Tutor to see on their final visit to the placement school. Moderation Purposes. Link Tutors make use of the SEB, together with the Final Report from that stage, to make judgements with regards to the validity and reliability of assessment across departments and schools. The External Examiner carefully reviews the Stage II and Stage III SEBs of all borderline/fail trainees when making final decisions about gaining the PGCE and QTS at the end of the course. The SEB Requirements later in this SBT Manual provide details of the evidence required for each indicator of each SCH, so ensuring comparability of evidence across subjects and schools and supporting reliability of assessment. The SEB requirements clearly specify a minimum set of essential documents required in order to avoid the production of unnecessary paperwork and reduce the assessment load on trainees and tutors.

9.2 Collection of Evidence by Trainees During school-based training trainees should keep working files in order to organise their work and support them with the process of reviewing and identifying appropriate evidence for their standardised evidence base. It is recommended that trainees organize the evidence in two sets of files: one related to teaching, and one for training. Trainees should note that these files may be reviewed by School Based Tutors and Link Tutors in order to monitor trainees‟ progress and training needs. In addition, the External Examiner and Moderators may wish to review these files if they observe and/or meet that particular trainee. Teaching Files

Training Files

Trainees should have a file for each class taught. Each of these files should contain:  class lists, notes on SEN pupils etc.  lesson plans (including completed evaluation of pupils‟ learning)  unit/s of work, teaching resources used/developed/adapted  records of assessment, assessment instruments, mark schemes

Trainees should have one file for professional training, containing:  Copies of school policies etc.  a copy of the school training programme  materials from the professional studies tutorials

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Trainees should have another file for subject training, containing:  Weekly Self-evaluations and tutorial records  copies of the written feedback from lesson observations  materials from subject training tutorials  notes/records generated from training activities

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9.3 Formative Assessment The standardised evidence base consists of seven sections, each comprising different types of documentary evidence derived during the school-based training placement: 1. Reports written by the trainee to identify and analyse school policies, and written testimony of the trainees‟ performance and/or understanding relating to these policies 2. Trainees‟ self-evaluations, tutorial records and „running record‟ 3. Unit of Work and Lesson plans written by the trainee during the placement 4. An assessment instrument designed by the trainee and used with a class 5. Samples of the trainee‟s marking of pupils‟ work 6. Reports to parents written by the trainee in line with school procedures 7. Observations of the trainee teaching Trainees are responsible for compiling the SEB on a week-by-week basis from the evidence in their teaching and training files. As the placement progresses, trainees need to select appropriate evidence from the files and add it to their nascent SEB. This process is designed to support trainees with their ability to evaluate evidence of their performance and so reflect on their own practice. As such, it is essential that trainees make effective use of the indicators for each SCH when evaluating the evidence they add to their SEB. Full details of the evidence to be collected and presented for each section of the SEB are provided in the SEB Requirements section of this manual. Trainees may use the pro-forma from the SEB Requirement section as cover sheets for each section of their file, checking off evidence as they add it to their SEB. Evidence requirements for each SCH are also summarised in the SBT Placement Final Report, provided as an appendix to this manual. School-based tutors can use this throughout the placement – reviewing evidence in the SEB as it is added by the trainee and recording assessment judgement against the SCH on the relevant page/s. These two parallel processes support formative assessment and target-setting throughout the placement and also aim to reduce the assessment burden on both school-based tutors and trainees. Most of the evidence in the SEB will be generated from training sessions and from planning, teaching and assessing. However, there are a number of tasks that require special attention and planning:     

Unit of Work (SS3) Parallel Marking (SS4) Assessment Instrument (SS5) Running Record (SS1, SS6) Reports to Parents (SS4)

Trainees are advised to discuss and plan the completion of these tasks with school based tutors within the first couple of weeks of the school placement.

9.4 Summative Assessment At the end of each placement, the school-based tutor needs to complete, or finish completing, the placement Final Report. This summative assessment is informed by the formative assessment that has taken place throughout the placement and, most importantly, by the evidence contained in the SEB at the time when the report is finalised. Throughout the placement trainees will have been used to receiving feedback on their evidence and then revising or adding additional elements to their SEB. In contrast to this, for the final PGCESBTManual1112v2

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summative assessment to be valid, it is essential that trainees are aware of the date for final submission of the SEB to the school-based tutor and understand that no evidence can be revised or added after this date. The complete process is summarised below: 1. Trainees must agree with school-based tutors the deadline for submitting the finalised SEB to school-based tutors so that they can write the Final Report. 2. Trainees finish compiling their SEB prior to submission to the school-based tutor. Trainees should note: o SEBs must be labelled with FULL NAME, SUBJECT, YEAR OF TRAINING and STAGE on both the front cover and the spine. o Trainees must ensure that all evidence (including observations) is indexed against the relevant SCH and that this indexing is clear. o Trainees must sign a SEB Submission Sheet before submitting it to their school-based tutor. This signature confirms that the SEB contains the traineesâ€&#x; unaided work and that all observations and written testimony have been signed by school-based tutors. 3. Tutors need to countersign the SEB Submission Sheet after reviewing the completed SEB. This signature confirms that the SEB accurately reflects the traineeâ€&#x;s achievement at the conclusion of school-based training. (Therefore evidence cannot be included in the SEB after that deadline and before the SEB is submitted to Leeds Trinity.) 4. Trainees retrieve their SEB and two copies of the Final Report from the SBT. One copy of the Final Report needs to be included inside the SEB. The other copy of the Final Report should be taken by the trainee to the next placement school. 5. The school submits the original Final Report to Leeds Trinity by the published deadline. 6. The trainee submits their SEB (containing one copy of the Final Report) to Leeds Trinity by the deadline. Trainees should note: o Deadlines for the collection of the SEB at the end of each Stage are examination deadlines and cannot be extended. o As with all other summative assessment material, SEBs are held by Leeds Trinity for 13 months after the completion of the course.

9.5 Evidence relating to Age Phase With the exception of Business Studies, trainees will be qualified on course completion to teach pupils either for 11-16 or for 11-18. The decision as to whether a trainee is qualified to teach pupils 11-16 or 11-18 will be taken in July by the final Board of Examiners on the basis of evidence relating to the quantity of successful experience teaching post 16 within a school. In order to qualify for an 11-18 age-phase recommendation during a placement, a trainee must: 1. have met or exceeded all National Standards [i.e. gained an S code for all 12 SCH] 2. have demonstrated appropriate and secure subject knowledge at the Post-16 level [i.e. Post-16 evidence for SS1(a)] 3. have had sustained and successful experience of planning, preparing and teaching lessons to 16-18 examination pupils over a period of at least 4 weeks; [i.e. Post-16 evidence for SS2 and SS8]; 4. have the proven competence to assess progress, provide feedback to and set targets for 16-18 examination students [i.e. Post-16 evidence for SS6(a) and SS6(b)]; 5. have the proven competence to mark and grade papers and coursework in conformity with the procedures and criteria issued by public examination boards [i.e. Post-16 evidence for SS4(a)]. PGCESBTManual1112v2

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10 Critical Thinking 10.1 Introduction The Secondary PGCE provides a training and assessment framework for trainees‟ professional formation so that they can meet or exceed the Professional Standards (TDA, 06/07) and gain QTS. This framework also supports trainees‟ developing criticality so that the course aims can be realised... ... at the Professional Level: Enabling trainees to become NQTs who are able “to evaluate their own professional practice and to interpret and translate changing education agenda so as to maximise the intellectual and personal development of learners.” ... at the Post-Graduate Level: Enabling trainees to become NQTs who are able “to critically examine and reflect on their own professional practice and, adopting a practitioner enquiry approach and making use of their critical understanding of key theoretical frameworks, research findings and other evidence, can then evaluate the impact of their learning on their professional practice and the development of learners.” The weekly self-evaluation and tutorial process supports the trainee‟s ability to critically reflect on their own progress, make best use of feedback from school-based tutors and so enhance their own practice and improve the learning of their pupils. Furthermore, this process also supports trainees‟ developing understanding of their own professional identity and their critical understanding of teaching and learning.

10.2 The Training Development Profile Throughout the course trainees are required to identify and examine their beliefs and views on teaching and learning critically. They are encouraged to develop an open attitude towards and a rich perspective of their growing professional identity. The Training Development Profile is a tool to prompt the review of this developing awareness and understanding at certain key points during the course. Trainees add to their Development Profile as they progress through the PGCE course. At key points throughout the course, trainees complete a self-evaluation of both subject knowledge and professional development. These summative self-evaluations are uploaded to www.leedstrinity.net/pgce so that trainees and tutors can access and review them in follow-up tutorials. Each self-evaluation provides a „snapshot‟ of the individual trainee‟s understanding about themselves as teacher and of teaching and learning that can then be reviewed later by the trainee as they progress through the course. The Training and Development Profile documents provide essential evidence against a number of standards. As such, elements of the profile will need to be submitted as part of the Standardised Evidence Base (the evidence portfolio used to inform assessment of school-based training). This process of self-evaluation, review and action is intended to help trainees:  Provide evidence against the relevant SCH and Professional Standards (PS2: Q7; Q8; Q9)  Improve their ability to identify targets and priorities for the next cycle of training and/or the next stage of their professional development  Learn, and learn how to learn, during the course  Improve their skills of critical self-reflection and thinking and so support their Masters level learning;  Prepare for the writing of the Career Entry and Development Profile (CEDP) at the end of the course and for similar processes during the Induction Year. Ten TDP review points have been identified. The first review point is the PGCE Interview, after which targets relating to subject knowledge and school experience are communicated to successful applicants by Leeds Trinity. Progress against these targets is reviewed and new targets PGCESBTManual1112v2

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are set during the Pre-Course Evening in July, at the start of Stage I and just before the start of Stage II. Later review points take place during the PGCE course. Review Point 4. End of Stage I

5.

Start of Stage II

6.

Half Way Through Stage II

7.

End of Stage II

8.

Start of Stage III

9.

Half Way Through Stage III

10.

End of Course

Activity and Outcome Subject Knowledge (SS1) Re-Assessment and Review  Identification of Subject Knowledge Targets for Stage II Review of Stage I Attainment Profile with Leeds Trinity Tutor  Identification of Priorities and Targets for Stage II Training Review of Priorities and Targets for Stage II with School-Based Tutors Review of Subject Knowledge Targets with School-Based Tutors  Personalised Targets and Programme for Stage II Training Review of Progress with School-Based Tutor  Stage II Interim Report Review of Stage II Interim Report with Leeds Trinity Tutor  Identification of Priorities and Targets for second half of Stage II Review of Progress with School-Based Tutor  End of Stage Self Evaluation  Stage II Final Report Review with Leeds Trinity Tutor  Identification of Priorities and Targets for Stage III  Identification of Subject Knowledge Targets for Stage III Review of Priorities and Targets for Stage III with School-Based Tutors Review of Subject Knowledge Targets with School-Based Tutors  Personalised Targets and Programme for Stage II Training Review of Progress with School-Based Tutor  Stage III Interim Report Review of Stage III Interim Report with Leeds Trinity Tutor  Identification of Priorities and Targets for second half of Stage III Review of Progress with School-Based Tutor  End of Stage Self Evaluation  Stage III Final Report  Draft Career Entry and Development Profile (CEDP) Review with Leeds Trinity Tutor  Identification of Priorities and Targets for the Induction Year  Finalised CEDP

10.3 The Post-Graduate Certificate 10.3.1 Overview To gain a Post-Graduate Certificate (PGCert) trainees need to gain 60 credits at Masters level. The PGCert at Leeds Trinity has two 30 credit modules: 1. Critical Thinking in Secondary Education (SEDM1173); and 2. EITHER Behaviour Management (SEDM1023); OR Developing Professional Practice (SEDM1123) All Leeds Trinity PGCE trainees complete the first Critical Thinking module as they work towards gaining their Professional Graduate Certificate during their nine months course. The second module is completed during the Induction Year – the first year of teaching. Those trainees who successfully pass these modules, will start their teaching careers with a nationally recognised Post-Graduate Certificate, and 60 credits towards a full Masters degree in Education. Successful completion of both modules is necessary to obtain the PGCert. However, trainees can gain 30 Masters‟ level credits by passing either module.

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10.3.2 Content The main aim of the Critical Thinking module is to begin to think critically about the nature, integrity and application of educational theory and research. In particular, the module considers what research in and on education is; how it differs from other forms of social research, and why. Trainees consider the problems of meaning and interpretation in educational research and how to take account of factors such as inference, context and generalisation. In appraising educational research of all kinds, the module seeks to analyse how genuinely and apparently inconsistent research findings may arise. The module then considers professional contexts, and in the light of individual school and classroom priorities, analyses the extent to which research findings can or should be applied. Trainees evaluate what counts as a valid test of theory and of how it is possible for inferences to be drawn from everyday classroom data. In analysing the ways in which educational theory and research may be used to inform understanding of teaching and learning, trainees are required to use and interrogate evidence from practitioners, policy, and research and scholarship.

10.3.3 Delivery and Assessment Delivery of taught input is integrated into PGCE Subject Studies and Professional Studies sessions and is supported by a small number of core sessions delivered during all stages of the PGCE course. The module assignment is carefully structured so that trainees‟ work towards the Professional Standards supports and informs each section of the assignment. This aims to ensure that the Masters level component of the PGCE is coherent with the Professional level programme and that trainees‟ knowledge and understanding at both levels supports their teaching and the learning of their pupils. The assignment is comprised of three main sections: 1. An introductory section in which trainees discuss the rationale for their choice of enquiry. This is informed by the Stage II End-of-Stage Evaluation. (c. 1000 words) 2. A planning section in which trainees explain how they are going to undertake their enquiry. It should include reference to how their planning, and the subsequent carrying out of the enquiry, was informed by the trainees‟ experiences and by the mini literature review they complete. This supports and is supported by the Enrichment Enquiry Proposal. (c. 3000 words) 3. Analysis and conclusions in which trainees discuss the main findings and key issues from the enquiry, including any identified outcomes for the placement school or department. Trainees are also expected to discuss how their enquiry has impacted upon their professional practice and on their critical understanding of teachers, teaching and learning. This is informed by the Stage III End-of-Stage Evaluation and trainees‟ work during the Enrichment Fortnight. (c. 2000 words)

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10.4 The Enrichment Fortnight For most trainees the Stage III 12-week placement consists of ten weeks of training and assessment against national standards followed by two weeks of „enrichment‟. This will allow trainees who have met the standards by Week 10 of the placement to gain additional opportunities to think critically about teaching and learning and so develop their practice. Trainees will be based in their Stage 3 schools during the Enrichment Fortnight. They will continue to teach lessons and develop their teaching, though the timetable may be reduced to accommodate the enrichment enquiry they are completing. If there is any possibility of a trainee not successfully completing the Stage 3 placement or the PGCE course, they will be advised to extend their Stage 3 training placement into the Enrichment Fortnight. This will give a little more time to those trainees who have not met the standards by Week 10 of Stage 3. Assessment of these trainees will take place at the end of the 12 weeks – that is, the final deadline for their Stage 3 reports and SEB will be Thursday 28 June 2012.

10.5 Possible Enrichment Enquiries For many trainees the Enrichment Fortnight will be very similar to the preceding weeks of Stage 3 training, but without the assessment against the standards. Trainees remain in schools and remain teaching classes, but have more opportunities to experiment with their teaching and to critically reflect on their own practice, and that of others. Most enrichment activities will follow from priorities identified at the end of Stage II or during Stage III of the PGCE course. For example: Identified Priority

Example Enrichment Enquiries

SS1 – Subject Knowledge

  

SS2, SS3 – Planning

  

SS4, SS5 – Assessment and Reporting

 

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Plan and deliver lessons that further develop an aspect of the trainee‟s subject knowledge. For instance, MFL trainees may wish to develop further their teaching of another language; History trainees may wish to gain additional experience of teaching Humanities based lessons. Develop and/or enhance cross-curricular teaching and learning. For instance, Business trainees may want to develop cross-curricular materials to support the delivery of Enterprise Education etc. Investigate the contribution of their subject to the knowledge and understanding of other cultures. Work with teachers responsible for primary-secondary liaison to develop possible activities and resources for visits to feeder primary schools. For instance, music trainees may wish to work together to visit feeder primary schools to support the delivery of a “music day”. Work with the department to develop e-learning materials to enhance the teaching of a Unit of Work. Develop resources and activities for learning in out-of-school contexts. For instance, develop a learning resource pack to support out-of-school learning at a local museum. Work with other trainees and/or teachers from other subject areas to develop a cross-curricular resource or event. Design and trial particular assessment instrument/s. Work with the department to develop materials to support home-school communication and partnership.

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Identified Priority

Example Enrichment Enquiries

SS6 – Assessment for Learning

 

SS7, SS8 Teaching

 

Develop peer-assessment resources and activities for a group of students, evaluating carefully the outcomes with regards to metacognitive awareness. Experiment with different types of plenary, evaluating carefully the observed outcomes with regards to the pupils‟ meta-cognitive awareness. Observe other teachers and make use of this observation to further develop the trainee‟s use of questioning as a tool to support AFL and PLTS. Research and develop possible activities to support students‟ Personal, Learning and Thinking Skills (PLTS).

PS1, PS2 – Professional Frameworks

 

Develop materials and activities to support “student-voice” data-collection. Work with the ITT Coordinator to develop and trial mentoring resources and activities.

PS3 – Behaviour Management

Observe other teachers and make use of this observation to further develop proactive behaviour management strategies. Trial different ways of grouping pupils, evaluating carefully the impact this has on engagement and behaviour. Support a teacher in the department by working with a small withdrawal group of pupils with challenging behaviour. Make use of positive, personalised behaviour management strategies to effectively engage this group.

 

PS4 – Achievement and Diversity

  

Develop and trial materials to support student/s with particular needs in your subject area. With support from an expert teacher in the school, develop subjectspecific resources to support teaching of EAL pupils. Revise departmental learning materials to better extend G&T pupils.

Some trainees may need a reduced timetable during the Enrichment Experience, either to allow them more time to plan these different types of lessons, or to facilitate access to other activities or resource that will support their enquiry.

10.6 Outcomes from Enrichment Fortnight All Enrichment Experience activities must support trainees‟ work towards their assignment for the Masters level module „Critical Thinking in Secondary Education’. This assignment is started at the end of Stage II when trainees complete and reflect on their End-of-Stage Evaluation and so identify a focus for their enquiry. During the first half of Stage III trainees develop their thinking with regards to this enquiry, informed by discussions with college- and school-based tutors and by their own reading. Trainees should make use of the Enrichment Fortnight to finish the last part of their assignment, in which they reflect on their enquiry and identify the possible impact on teaching and learning. In addition, all Enrichment Experience activities must lead to a tangible outcome for the host school or department. For example, the development and trial of new learning resources will mean that the trainee leaves the department with a pack of original resources; the planning of a cross-curricular event could leave, at the very least, a planning document listing activities and contact details of external speakers.

10.7 Planning the Enrichment Fortnight Enquiry Trainees start to plan their Enrichment Enquiry at the end of the Stage II when they complete and reflect on their End-of-Stage Evaluation. This process, supported primarily by college-based tutors, informs the trainees‟ thinking with regards their line of enquiry. PGCESBTManual1112v2

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During the first week of Stage III, trainees and school-based tutors meet to review the Stage II Final Report and the trainee‟s End-of-Stage II evaluation. This provides an ideal opportunity to set targets for Stage III and also to discuss the trainee‟s ideas for possible Enrichment enquiries. Trainees and tutors need to consider enquiries that will: 1. support the trainees progress towards and beyond the Professional Standards; 2. be possible to complete alongside Stage III training; 3. leave a useful outcome for the school. Following these discussions, trainees are expected to read relevant policy, guidance, reports and research to support the writing of their Enrichment Enquiry Proposal. This proposal provides details to the school and Leeds Trinity of the proposed enquiry and outcomes. Subject Studies tutors will review trainees‟ proposals with trainees during the centre based training session in May. Last Weeks of Stage II

Trainees complete End-of-Stage II Evaluation.

Thu 15 Mar Fri 16 Mar

Centre Based Training for PGCE Trainees  Briefing on Stage III and the Enrichment Enquiry  Tutorials with Subject Studies Tutors to reflect on End-of-Stage Evaluation and identify targets for Stage III and a possible focus for the Enrichment Enquiry

First Week of Stage III

Trainees and school-based tutors review Stage II Report and End-of-Stage Evaluation, agree targets for Stage III and discuss possible focus for Enrichment Enquiry.

First Half of Stage III

Trainee develops Enrichment Enquiry Proposal, making use of relevant policy documents, guidance, reports and research.

Thu 3 May Fri 4 May

Centre Based Training for PGCE Trainees  Briefing on Enrichment Enquiry and Critical Thinking Assignment  Tutorials with Subject Studies Tutors to discuss and finalise Enrichment Enquiry Proposal

Wed 13 Jun

Centre Based Training for PGCE Trainees  Stage III Final Reports to be returned to Leeds Trinity  Stage III SEB Deadline  Final briefing on the Enrichment Enquiry

Thu 14 Jun – Wed 27 Jun

Enrichment Experience Trainees complete enquiry and evaluate outcomes and impact.

Thu 28 Jun Fri 29 Jun

Centre Based Training for PGCE Trainees  Submission of Critical Thinking Assignment  Enrichment Experience De-briefing  End of PGCE Course

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The End-ofStage Evaluation (c. 1000 words) forms the first part of the Critical Thinking Assignment.

The Enrichment Enquiry Proposal and Literature Review (c. 3000) words) forms the second part of the Critical Thinking Assignment.

Analysis and Evaluation of Outcomes and Impact (c. 2000 words) forms the final part of the Critical Thinking Assignment.

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11 Working with Weaker Trainees 11.1 Providing Additional Support If problems arise – and these may relate to professional conduct; planning and preparation; response to advice and progress against targets set in tutorials – it would be essential for the Subject Tutor to: 1. Identify the specific weaknesses as soon as possible:  Review the report from Stage I or Stage II of the course. Make best use of these to identify possible weaknesses.  The use of “progressive collaborative teaching” is an excellent way of finding out the level of a trainee's competence. It is also a great way of "showing how" to teach. 2. Liaise:  Discuss your concerns with the trainee.  Review the circumstances with the ITT Co-ordinating tutor.  Ensure that the relevant Link Tutor is informed, particularly if an Individual Recovery Plan is felt necessary. 3. Provide a suitable training programme:  Subject Tutors should build up the teaching load gently as the trainee gains in confidence. This will have the additional benefit of limiting demands upon colleagues‟ time.  Direct the trainee to undertake lesson observations with a specific focus, so as to help them improve areas for development.  Keep records of the programme, observation schedule and any specific help given to address the trainee's targets. 4. Support:  Limit the time you spend supporting the trainee, as this can be counter-productive, resulting in the trainee becoming too dependent.  Brief class teachers on support.  Be positive and honest with the trainee about their progress in relation to their targets.  Keep records of support provided. 5. Monitoring progress:  In liaison with the Coordinating Tutor and/or Link Tutor, continue to follow the relevant procedure, issuing an updated report if appropriate.  Keep records of progress.  Increase the teaching load as and when it is appropriate to do so.

11.2 Individual Recovery Plans 11.2.1 Aims If, despite the best efforts of all involved, the trainee fails to make sufficient progress an Individual Recovery Plan should be set up. This specifies the issues, provides clear targets for the trainee and details assessment procedures. An IRP can: 1. by the precise identification of action to be taken by the trainee, the school based tutor, and (as appropriate) by Link Tutors, help to remediate weaknesses which compromise the possibility of satisfactory progress in training; 2. enable trainees to focus upon their more critical weaknesses, and alert them to what is being done by others and must be done by themselves in order to mitigate or eliminate such weakness; 3. provide protection for schools and pupils, and set limits to the damage that a failing trainee may do to pupils‟ education and to school discipline.

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11.2.2 Procedures for drafting IRPs The content of the plan should be discussed by the trainee, Subject School tutor, Co-ordinating tutor and Link Tutor. IRPs are usually drafted by the Link Tutor, with support from Leeds Trinity Tutor(s), before being agreed by the trainee, Subject School tutor, Co-ordinating tutor and Link Tutor. Copies of the IRP and the outcome of the review should be issued to:  the Subject School-Based Tutor  the ITT Co-ordinating Tutor  the trainee  the Link Tutor  the Leeds Trinity Subject Studies Tutor  the Head of Secondary Education  The Schools Partnership Manager (and will be lodged in the trainee‟s file).

11.2.3 Contents of an IRP Individual Recovery Plans contain the following components: 1. statement of AIMS including specification of FOCUS standards. 2. SUPPORT MEASURES statement concerning the nature of the modifications (if any) to the school based training programme (e.g. reduction in teaching timetable; adjustment of contact with classes); monitoring strategies and collection of evidence; requirements for trainee to attend surgeries at Leeds Trinity. 3. statement of TARGETS with deadlines i.e. specific date/times by which targets must be met. Targets should include descriptions of behaviour/actions to be demonstrated/ taken by the trainee. 4. Specification of REVIEW procedures including statement of when a review of the trainees performance against the targets will take place and by whom. Possible consequences of not meeting targets should be included. For example, a consequence of not meeting the targets could lead to the withdrawal of classes from a trainee timetable. 5. SIGNATURES by School-Based Tutors (subject and co-ordinating tutors), the trainee and Link Tutor.

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12 Roles and Responsibilities 12.1 Trainees The responsibilities of Trainees are: 1. to follow training programmes as directed by School-Based Tutors; 2. to collate evidence within Training and Teaching Files and submit appropriate and relevant evidence for review and to deadlines as directed by School Based Tutor; 3. to demonstrate initiative, responsibility and conduct appropriate to a trainee teacher; 4. to undertake weekly monitoring and self evaluation of own achievement and progress with reference to mastery of Standards for review with the School Based Tutors and participate in target setting for the next phase of training; 5. to participate as a team member within the department, within the classroom and as a member of the school community; 6. to ensure both School and Leeds Trinity tutors are kept fully informed of any factors affecting School-Based Training.

12.2 The PGCE Code of Professional Conduct The PGCE and PGCert courses are professional courses with many academic and professional demands. The Code of Professional Conduct is designed to support and assist trainees to a successful conclusion of the course by making expectations clear for all. It is essential at all times to keep Leeds Trinity tutors fully informed of factors (eg domestic, financial, health) that might affect trainees‟ progress on the course. Confidential information will be respected but factors relating to personal circumstances can have an impact upon trainees‟ progress on the Course in ways that trainees may not appreciate – until too late! Trainees must keep their Subject Tutor and/or the Head of Secondary Education and/or the Manager of Schools Partnership fully informed as soon as possible so that Tutors can provide relevant support. This code of conduct should be read in conjunction with the key Leeds Trinity regulations relating to academic and professional conduct and particularly the Taught Course Academic Regulations, the Learning and Information Service Acceptable Use Policy and the Student Conduct and Discipline Code. Leeds Trinity defines professional misconduct as „any actions, including lack of attendance/engagement, on the part of a student which might render them unsuitable to undertake/continue a professionally-oriented component of their programme of study.‟ Failure to comply with the PGCE Code of Professional Conduct may result in a formal written warning; denial of the opportunity to progress to the next stage of the course; suspension of the school-based training placement and/or, in extreme circumstances, the requirement to withdraw permanently from the course. In addition, the TDA requires that Leeds Trinity “ensures that any trainee teachers removed from or leaving a training programme as a result of misconduct are referred to the GTC(E)” (R3.4, Standards and Requirements for ITT 06/07). Our professional expectations of trainees are informed both by the Professional Standards for Teachers (TDA, 06/07) and by the General Teaching Council for England Code of Conduct and Practice (GTCE, 07/09).

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12.3 Expectations of the PGCE Code of Professional Conduct 12.3.1 Supporting Children and Young People You are expected to:  Establish and maintain appropriate professional boundaries in your relationships with children and young people.  Follow your placement school‟s child protection policies and procedures, taking all reasonable steps to ensure the safety and wellbeing of children and young people.  Use appropriate channels to raise concerns about the practice of others if this has a negative impact on learning or progress or risks harming children and young people.  Have high expectations of all children and young people, whatever their background or aptitudes.

12.3.2 Taking Responsibility for your own Development You are expected to:  Reflect on your own practice and use feedback to help you recognise your own development needs.  Actively seek out opportunities to develop your own knowledge, understanding, skills and practice

12.3.3 Respecting Diversity You are expected to:  Comply with the college and your placement school policies relating to equality of opportunity, inclusion, access and bullying, ensuring that any unlawful discrimination, bullying, and stereotyping is addressed no matter who is the victim or the perpetrator.  Act appropriately towards all children and young people, parents, carers and colleagues, whatever their socio-economic background, age, gender, sexual orientation, disability, race, religion or belief

12.3.4 Working with Colleagues You are expected to:  Uphold college and school policies and procedures, including those relating to attendance and punctuality and the meeting of deadlines.  Endeavour to develop productive and supportive relationships with tutors, colleagues and other trainees, both in college and in school.  Participate in personalised training opportunities and departmental and whole-school development activities  Recognise the important role of the school in the life of the community, and ensure that your actions and/or communications do not damage its reputation.  Ensure that you always act within your own competence and responsibilities.

12.3.5 Demonstrating Integrity You are expected to:  Demonstrate honesty and integrity in your academic work and when collecting and presenting evidence of performance against the Professional Standards.  Demonstrate honesty and integrity in your professional work as a trainee-teacher, including in the use of college and school resources.  Maintain reasonable standards in your own behaviour, upholding others‟ trust and confidence in you and so enabling you to work effectively with tutors, colleagues and pupils.

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12.3.6 Attendance and Punctuality Time away from the course will reduce the opportunities for a trainee to meet Professional Standards and will reduce the validity of the assessment of that trainee against the standards. The TDA Standards and Requirements for ITT 06/07 specify in R2.8 that a Secondary Graduate QTS programme must be structured to include 24 weeks in training in schools or other settings. As such, significant absence from the course will normally necessitate temporary or permanent withdrawal. Trainees are expected to:  Attend centre-based and school-based training fully and punctually. Records of attendance will be taken and the data will inform judgements of Panels of Examiners concerning progression.  Inform the Education Partnership Office of all absences during the course (i.e. during centre-based and school-based training.)  Follow school procedures to inform school colleagues of any absences during school-based training.  Provide as much notice as possible with regards to the attendance at interviews.  Contact the relevant Leeds Trinity Tutor to ask for leave of absence if you need to miss part or all of one taught session.  Contact the Head of Secondary Education by email to ask for leave of absence if you need to absent for one day or longer during the course (with the exception of interviews).

12.3.7 Deadlines Deadlines for the submission of coursework are examination deadlines. If for any reason a deadline cannot be met it is expected that trainees will contact tutors in advance, and provide relevant supporting documentation e.g. medical certificates. Proformas for applications for extensions to deadlines in an emergency are available at www.leedstrinity.net/pgce

12.4 School Based Subject Tutors The responsibilities of the School Based Subject Tutor are: 1. to deliver the partnership training programmes with reference to subject specific requirements, school policies and procedures; 2. monitor the progress and welfare of trainees and to identify situations where intervention is required either by the co-ordinating tutor, link tutor or by Schools Partnership Manager; 3. to individuate the delivery of the partnership training programmes with reference to trainee age phases and the targets issued by the college or the first placement school, as appropriate; 4. to observe and provide written feedback on classroom performance on average at least once per week; 5. to check trainee file documentation and compliance with directed tasks in order to provide written feedback on planning for teaching; marking and target setting; design and use of assessment tasks and data; resource design and preparation; subject knowledge updating; 6. to provide weekly time-tabled tutorials in which trainee performance against previously set targets is monitored and new or updated targets are set; 7. to collect and collate weekly tutorial records and written feedback on classroom observations in order to monitor trainee performance and progress against standards; 8. to ensure that class contact time-tabled for the training provides a realistic challenge for a trainee teacher and one which enables progress to be made with respect to all aspects of professional formation; 9. to agree with trainees the nature and timing of evidence that will be required to enable summative assessment to be made against standards; 10. to liaise with the co-ordinating tutor with respect to trainee welfare and progress and the provision of summative assessment reports by specific deadlines; PGCESBTManual1112v2

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11. to liaise with the co-ordinating tutor and college link/verifying tutor in cases where serious concerns exist about trainee welfare, progress and/or capacity to meet Standards by set deadlines. In such cases it may be appropriate for subject tutors to participate in the design and delivery of an agreed Individual Recovery Plan.

12.5 Coordinating Tutors The responsibilities of the Co-ordinating Tutor are: 1. to participate in the oversight of ITT partnership arrangements (either directly or via a representative chosen by the body of partner schools) through representation on the Secondary Partnership Liaison Group (SPLG) and Steering Group; 2. to receive annual QC data, to review and to evaluate course contents and mechanisms, and to recommend targets for development and improvement to QA arrangements; (this will be done during October meetings of the Steering Group and full SPLG); 3. to provide annual prospectuses, governorsâ€&#x; reports, PANDA reports and family group data on school performance supplied by LEAs; 4. to participate in the interview and selection of trainees either personally or via representative colleagues nominated by co-ordinating tutors; 5. to oversee the implementation of agreed training programmes and assessment procedures; 6. to oversee the delivery of School-Based Training; 7. during periods of School-Based Training, to oversee the delivery of School-Based Training and ensure that training will be so organised as to approximate to three hours per week over the duration of the placement; 8. to ensure that during periods of School-Based Training the balance of generic professional tuition: to subject specific tuition is in the ratio of 1:2; 9. to ensure the programmes for School-Based Training comply with the requirements of DfES/TDA ITT 06/07 and conform with Partnership Policies 10. moderation of summative assessments both within and across subject departments to ensure compliance with the rules of evidence agreed by the partnership, coverage of the standards issued in Standards and Requirements for ITT (06/07), and consistency of expectations and demands within the school; 11. monitor the progress and welfare of trainees and to identify situations where intervention is required either by the co-ordinating tutor, college link tutor or by Schools Partnership Manager; 12. actively monitor the quality of training programmes as delivered by subject tutors and received by trainee teachers e.g. carry out joint observations, attend debriefing sessions and organise team meetings with all subject tutors as necessary. As and when required, co-ordinating tutors will identify areas in which subject tutors require additional preparation and support, will notify Leeds Trinity of requirements and will facilitate the release of subject tutors to attend support sessions with Leeds Trinity and other school tutors as and when these are organised; 13. as and when necessary to agree with subject tutors and link tutors the occasions when Individual Recovery Plans (IRP) are required and, in collaboration with subject tutors to modify the draft plans submitted by link tutors. In addition co-ordinating tutors may be required usually to participate in the review of action plan outcomes and in the determination of recommendations for further action where this is deemed to be appropriate. 14. to liaise with Link Tutors re programmes for school visits and to respond as appropriate to feedback and action points identified by Link Tutors and Verifiers. on a rotating basis to serve on the Panel of Examiners which meets annually in July to make recommendations about student compliance with National Standards, eligibility for QTS and strengths and areas for development to be recorded on Career Entry and Development Profiles.

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12.6 Link Tutors During training placements each school will be visited by a Link Tutor. These Link Tutors i) act as generalist tutors and work with all trainee teachers in subject areas; ii) make one visit approximately every 4 weeks – i.e. normally 2 or 3 visits during each placement iii) monitor the training and provide support for school-based tutors; iv) monitor and moderate the training and assessment across subject departments within a school and across partnership schools; v) liaise closely with the relevant Leeds Trinity Subject Tutor and the Head of Secondary Education when concerns arise relating to trainee teacher welfare, professional conduct and progress and support school-based tutors in completion of a Recovery Plan. Wherever possible continuity of Link Tutor is maintained to support development of partnership from year to year. Link Tutors have a range of functions: a) to monitor and promote consistency of training and assessment across partnership schools b) to support school based tutors in training trainees c) to support trainees and monitor individual trainee progress d) to facilitate the flow of information from Leeds Trinity to schools and schools to Leeds Trinity e) to alert Leeds Trinity Subject Tutors if school-based tutors and/or trainees require additional support, particularly with regards to subject-specific guidance; f) to make recommendations to the progressional panel of examiners with reference to the dependability, validity and generalisability of the assessment by school-based tutors g) to provide quality assurance data to Leeds Trinity to inform the development of partnership Link Tutors have a key role to play with regards to internal moderation, accepting or recommending moderation of Stage II/III school-based assessment. Joint lesson observations by Link Tutors and Subject Tutors assist in the promotion of common interpretation of standards. Documentary and testimony evidence as well as observation data inform assessment and moderation judgements across subjects and schools. Link Tutors provide in their reports submitted to the Head of Secondary Education data relating to the quality of the training (including regularity and quality of written feedback and target setting; timetable provision; accommodation and resources for trainees including ICT; range of pupil attainment in classes taught by trainee; model of subject practice) for the annual QA review. Coordinating Tutors within Stage II schools also provide a useful monitoring function, attending subject tutorials when appropriate, providing support to school-based tutors and trainees and so providing a mechanism for standardisation of training (and assessment) across departments.

12.7 Leeds Trinity Tutors During School-Based Training, the responsibilities of Leeds Trinity Tutors are: 1. to visit schools as Link Tutors in order to:  support and work alongside School-based Tutors with the training of trainees;  support trainees and monitor individual trainee progress;  monitor the match of school-based training and assessment against National Standards. 2. to support trainees, school-based tutors and link tutors as Subject Specialist Tutors. 3. to provide drop in surgery sessions and help-lines at Leeds Trinity to support trainees; 4. to monitor the quality of training and assessment within Partnership Schools; 5. to provide training, support and disseminate models of good practice across the partnership within training sessions and subject team meetings for School-Based Tutors. PGCESBTManual1112v2

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12.8 Schools Partnership Manager The responsibilities of the Schools Partnership Manager are: 1. to liaise with co-ordinating tutors in the annual trawl for offers for training placements in subject departments; 2. to liaise with Leeds Trinity Subject Tutors in the allocation of trainees to schools for training; 3. to have oversight of all communications between partnership schools and Leeds Trinity concerning preparation and support sessions for School-Based Tutors, payments to schools for placements and for attendance at support sessions for School Based Tutors; 4. to provide documentation for guidance of school tutors for training and assessment; 5. to contact School-Based Tutors and trainees whenever concerns relating to trainee welfare, professional conduct and progress arise; 6. co-ordination with the Head of Secondary Education of training and support sessions for School-Based Tutors.

12.9 Head of Secondary Education The responsibilities of the Head of Secondary Education are: 1. the co-ordination of Centre-Based Training; 2. the co-ordination of support sessions and guidance for School-Based Tutors; 3. to chair the Panel of Examinersâ€&#x; meetings for PGCE; 4. the co-ordination of Link Tutors; 5. to monitor the welfare and progress of all trainees; 6. to support via help and surgery sessions all trainees; 7. to monitor course delivery and quality assurance.

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13 SEB: Detailed Requirements SEB Section 1: Analytical Reports and Written Testimony Analytical Reports Trainees should draft these reports during Serial Visits. At this stage each report should be of approximately 400 words in length (c. 1 page of A4) and may include bulleted lists. Further details of these reports are given in the Serial Visits Guidance booklet and available at www.leedstrinity.net/pgce For Stage 2, trainees need to refine these reports for inclusion in the SEB. The reports included in the SEB should be informed by their work as teachers in the placement school and, as such, should provide examples of how the described policy or initiative impacts on teaching and learning in the classroom. It is expected that these reports will be approximately 600 to 1000 words in length (c. 2 to 3 pages of A4). Trainees should note that Report 2: Curriculum can provide evidence against two indicators: PS1b and PS1e. It is unlikely that the report drafted during Serial Visits will provide evidence against PS1e. The draft provides evidence against PS1b only by asking trainees to identify a curriculum initiative. Trainees must then analyse and evaluate this curriculum initiative in order to provide evidence against PS1e. In Stage 3, trainees are only required to complete Report 2: Curriculum. Written testimony of the trainee‟s performance and/or understanding and lesson observations replace the need for all other reports.

Written Testimony The Professional Standards (TDA, 2007) has an increased emphasis on the development of reflection and critical analysis, both with regards to trainees‟ performance and to the school environment in which they work. Therefore assessment against these standards requires us to both record trainees‟ performance and also assess trainees‟ critical understanding of their own practice and of policy at their placement school – hence the need for written testimony. Testimonies should be written by school-based tutors and describe and evaluate the trainee‟s performance and/or understanding against relevant indicators. A statement that is simply a copy of the indicator does not provide evidence as it is not an evaluation of performance or understanding. Separate testimonies per SCH are not required and as per lesson observations; a single testimony might contain evidence relevant to many SCH/indicators - it is for trainees to index and cross refer against the SCH and indicators and to monitor for appropriate coverage of evidence requirements. Evidence of trainees‟ understanding will normally be obtained from the answers provided by trainees to questions asked by school-based tutors during tutorials or other training sessions. This could take a variety of forms:  A one-to-one tutorial. Following a tutorial activity from the previous week the trainee might be asked to explain why the department no longer makes use of percentages when marking work and how comments can be made more useful for pupils.  A group tutorial session. Following input from a school-based tutor and discussion, questions could be targeted towards individuals to check on understanding and ensure that no one hid under a collective cloak of apparent understanding.  A group presentation. A small group of trainees might prepare and present a topic to other ITT trainees and NQTs at the school as part of the professional training. Once again, follow up questions targeted to individuals would allow the school-based tutor to ascertain the level of understanding.

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A discussion based on the trainee‟s written evidence. For example, a trainee‟s notes from a training session may be used by the tutor to prompt further questions, checking if the trainee understands school policies, rather than just attending the training session.

Prompts are provided to guide school-based tutors with regards to the evaluation of trainee performance and understanding against relevant SCH and indicators. These are not intended to be comprehensive or exclusive – different schools will ask different questions to different trainees. For certain indicators (e.g. with respect to trainees‟ work in the Learning Support Unit), the testimony can be written by relevant members of staff for verification and determination of competence standards. Written Testimonies evidencing the trainee‟s understanding should be written by Co-ordinators of ITT or Subject School Based tutors on the basis of questions asked at training tutorials to establish that trainees have assimilated and understood information acquired. Tutors are not expected to provide transcripts of what trainees say – only summary statements that confirm knowledge and understanding against relevant indicators are needed. For example:

TRAINEE: ANASTASIA BLENKINSOP TARGET SCH: PS1, PS3

TUTOR: N. BROWNE

REPORT BY SCHOOL-BASED TUTOR ON KNOWLEDGE AND UNDERSTANDING OF TRAINEE AGAINST FOLLOWING INDICATORS INDICATOR/S RECORD OF TESTIMONY Anastasia has demonstrated that she knows well how to implement the school’s IN SCH discipline for learning policy with pupils of differing ages, abilities and behaviour (a)(b) etc. patterns. She has sound understanding of what to do and who to inform if she PS3 (b) witnessed any incident of bullying or observed signs of child abuse of any kind. She could describe appropriately the procedures that she, the Head of Year PS1(c) and behaviour support team would follow once an incident has been reported and knew well both what she should and should not do in the circumstances. SIGNED: N. Browne

POSITION: Coordinating ITT

DATE: 12.3.08

The school-based training pro-forma pack contains a pro-forma for Testimony Evidence. All Written Testimonies must be signed and dated by school-based tutors if they are to be accepted as valid evidence. All written testimony needs to be submitted in Section 1 of the SEB. The table below may be used by trainees as a cover sheet and check for this section.

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SEB Section 1 : Analytical Reports and Written Testimony (Stage II) Evidence Report 1: National Initiatives All trainees must submit a report on the ways in which the school has responded to national initiatives (e.g. specialist status, Academy status, Extended Schools, collaborative working, National Strategy for Behaviour and Attendance; Inclusion Policies, Every Child Matters etc.). Report 2: Curriculum Trainees must submit a report in which they identify the ways in which one recent curriculum change advocated by the government (e.g. revised National Curriculum; 1419 Diplomas; Work-Related Learning; Citizenship/PSHCE) has been implemented within the school. Trainees must extend Report 2 to analyse and evaluate the ways in which one recent curriculum change advocated by the government has been implemented within the school. Report 3: Community Cohesion Trainees must submit a report on the ways in which the school‟s response to the duty to promote community cohesion supports the educational and pastoral provision for pupils of varying backgrounds and needs. Report 4: Behaviour Management Trainees must submit a report in which they identify the implications of school ethos, policies and procedures for their own conduct, their relationships with children and young people and the management of pupils‟ behaviour in lessons and around the school. Report 5: Pastoral Care Trainees must submit a report on the ways in which the school policies, together with teachers‟ actions, support the school ethos and pastoral provision. Written testimony of trainee‟s performance and understanding relating to:  Their roles and responsibilities as trainee-teachers within the school.  Their professionalism and conduct as a trainee-teacher. Written testimony of trainee‟s performance and understanding relating to:  “Duty of care” with regards to the pupils with whom trainees have been working.  The School Mission Statements regarding a) educational b) pastoral c) welfare responsibilities of the school and the ways in which teachers demonstrate responsibilities within these statements. Written testimony of trainee‟s performance and understanding relating to:  The roles and responsibilities of the (teaching and non-teaching) colleagues within the school workforce  Collaboration with staff other than the ITT Co-ordinator and subject school based tutor.  The development of additional ways of working with others in supporting learning and teaching. Written testimony of trainee‟s performance and understanding relating to:  Adapting teaching, learning and assessment activities to personalise learning  The schools response to the personalised learning agenda  The evaluation of personalised assessments, targets and learning programmes.

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SCH PS1a

Check

PS1b

PS1e PS4a

PS3a PS3c

PS3b PS1c PS1d

PS2c

PS2d

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SEB Section 1 : Analytical Reports and Written Testimony (Stage 3) Evidence Report 2: Curriculum Trainees must submit a report in which they identify the ways in which one recent curriculum change advocated by the government (e.g. revised National Curriculum; 1419 Diplomas; Work-Related Learning; Citizenship/PSHCE) has been implemented within the school. Trainees must extend Report 2 to analyse and evaluate the ways in which one recent curriculum change advocated by the government has been implemented within the school. Written testimony of trainee‟s performance and understanding relating to the school‟s responses to national initiatives (e.g. specialist status, Academy status, Extended Schools, collaborative working, National Strategy for Behaviour and Attendance; Inclusion Policies, Every Child Matters etc.). This is the Stage 3 alternative to Report 1: National Initiatives Written testimony of trainee‟s performance and understanding relating to:  Their roles and responsibilities as trainee-teachers within the school.  Their professionalism and conduct as a trainee-teacher. Written testimony of trainee‟s performance and understanding relating to:  “Duty of care” with regards to the pupils with whom trainees have been working.  The School Mission Statements regarding a) educational b) pastoral c) welfare responsibilities of the school and the ways in which teachers demonstrate responsibilities within these statements. Written testimony of trainee‟s performance and understanding relating to:  The roles and responsibilities of the (teaching and non-teaching) colleagues within the school workforce  Collaboration with staff other than the ITT Co-ordinator and subject school based tutor.  The development of additional ways of working with others in supporting learning and teaching. Written testimony of trainee‟s performance and understanding relating to:  Adapting teaching, learning and assessment activities to personalise learning  The schools response to the personalised learning agenda  The evaluation of personalised assessments, targets and learning programmes. Written testimony of trainee‟s performance and understanding relating to:  How the school ensures that pupils from varying backgrounds are effectively supported and integrated into the life of the school

SCH PS1b

Check

PS1e PS1a

PS1c PS1d

PS2c

PS2d

PS4a

This is the Stage 3 alternative to Report 3: Community Cohesion

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SEB Section 2: Self-Evaluation Evidence Weekly Self-Evaluations and Tutorial Records Trainees must submit at least six self-evaluations and tutorial records, arranged chronologically so that progress can be seen from week to week. Running Record Trainees must write a detailed lesson-by-lesson evaluation of pupils‟ progress and needs and of the action that they take in response thereto. This „running record‟ should normally cover a series of 6 lessons. The Running Record cannot be written retrospectively and so needs careful planning to ensure there is sufficient time to complete properly.

SCH PS2 SS1

Check

PS2 PS4 SS1 SS6

Running records must relate to the trainee‟s subject specialism. The running records produced in the two placement schools must relate to different key stages, eg if the Stage II School record pertains to a GCSE (KS4) class then the Stage III school record must relate to a KS3 class. Running records must describe and analyse whole class outcomes and actions but, for some lessons, should additionally relate to individuals or groups within the class. The following headings provide a recommended structure for the Running Record: Background Information:  Class (name and set); Number of pupils;  Unit(s) of work; NC reference (if appropriate)  Details on pupils prior attainment; baseline of assessed knowledge and understanding for the unit of work and for lesson 1. For each lesson taught, trainees must submit:  Lesson Number/Reference.  A list of the Intended Learning Outcomes  Learning in Progress. Notes on the gap between planned learning outcomes and those that appear to have been achieved;  Evidence of the Gap between Intended and Actual Learning Outcomes. Details of evidence used to evaluate learning outcomes. That is, the trainee should explain how it is known what learning has and has not taken place. Precise evidence must be cited: e.g. homework; classwork; pupils comments; questions that pupils asked; answers of pupils to questions.  A description and justification of the action proposed for next lessons (or over the next few lessons) in order to reduce the gap between outcomes planned and achieved. That is: o The nature of the learning that pupils need to master if they are to make progress. o The action to be taken to promote that learning in the next lesson(s). o Preparation for individual pupils (if appropriate).  For lesson 2 and all lessons thereafter, notes which confirm that the remedial action proposed was taken and briefly evaluate its effectiveness. Summative Evaluation of Professional Practice:  In what ways did your monitoring strategies conform with models of good practice recommended by Secondary National Strategy, OfSTED, research?  Evaluation of monitoring data and strategies – i.e. how effective are your monitoring strategies? How reliable is your monitoring data? End-of-Stage Self Evaluation Trainees should submit one End-of-Stage Self-Evaluation on the required pro-forma.

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SEB Section 3: Planning Evidence Unit of Work The unit of work must be original and designed by the trainee to cover between 6 and 20 hours teaching that is congruent with the scheme or syllabus used by the subject department or faculty. Units should be at least as extensive and detailed as the exemplars published by QCDA. Trainees are encouraged to improve upon these exemplars.

SCH SS1c SS1d SS3

Check

All trainees must use the Unit of Work schedule as in the School-Based Training Proforma pack. The unit of work must provide details as required in the Schedule for a Unit of Work Specified in Stage I Training. The unit of work plan produced in each school placement must relate to different key stages and pertain to the main teaching subject. The unit of work does not have to be one that is taught by the trainee in school-based training. The unit of work provides evidence for SS3 and SS1. Trainees should ensure that the evidence provided meets the criteria specified, so annotations referring to the context of the school and relevant indicators are required. For example explanations may need to be provided on how the plan will be integrated with planning to meet end of Scheme/Key Stage objectives; how the traineeâ€&#x;s unit of work plan will accommodate different start and finish points etc. Gold-Plated Lesson Plans

SS2

Trainees are required to present a minimum of 4 "gold-plated lesson-plans" (covering two or three two Key Stages) with annotations where necessary to clarify the thinking that underpins the planning in relation to the indicators.

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SEB Section 4: Assessment Instrument Evidence Two or more types of assessment and related mark schemes, designed by the trainee. AND Commentary explaining the choices made when designing the assessments.

SCH SS5a

Check

These two or more types of assessment can be presented as totally separate instruments or as sections within a single test. Assessment instruments must relate to the trainee‟s subject specialism and could relate to different key stages in each school or could relate to the same key stage in each school. Assessments must relate to a unit of work. This may be the unit of work written by the trainee or one from the placement school. The commentary written by the trainee must explain the choice made when writing the assessment instrument and must explain how the assessment relates to the relevant unit of work objectives. A record sheet, analysis and evaluation relating to one of the assessment instruments presented for SS5(a), when used with a class of pupils. Trainees must submit:  A spreadsheet or database designed by trainee that has been used to record the results. (SS5b)  An analysis of the progress of six pupils who represent the range of attainment in the class against the unit objectives, suggesting next steps learning and teaching. (SS5c)  An evaluation of the assessment instrument, suggesting possible improvements and explaining the reasons for these improvements (SS5c) An analysis of the assessment data for six pupils within the class and a detailed explanation of how this analysis informs the identification of learning needs including basic skills deficits and subject specific misconceptions. Trainees must extend their analysis and evaluation to include an analysis that details the six pupils‟ learning needs including basic skills deficits and subject specific misconceptions as evidenced by their attainment on the designed assessment instrument. A record sheet detailing medium-term grade/level targets for the whole class, together with a written explanation of how the six pupils (as analysed for SS5d) could achieve these targets over time.

SS5b SS5c

SS5d

SS5e

Trainees must extend their analysis and evaluation to include:  Grade/Level targets for the whole class.  An explanation of how the six pupils could be supported by teachers over time so that they are able to meet their medium-term targets.

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SEB Section 5: Marking, Analysis and Feedback Evidence Parallel Marking

SCH SS4a

Check

For one examination (KS3, KS4 or KS5) class, trainees must assess at least 6 coursework portfolios or practice examination scripts and determine the marks or levels that would be justified. Note that the pupils‟ work to be marked does not have to come from classes taught by the trainee. Trainees must submit a completed record sheet of marks gained by that indicates where and to what extent the school-based tutor disagrees with trainee marks and/or levels. Note that the marked work does not need to be included in the SEB. Analysis of Parallel Marking with reference to pupils’ achievement

SS4b

With reference to the sample of work assessed and target-setting procedures followed by the department, trainees must:  Compare the pupils‟ level/grades with previous attainment data. (e.g. KS2 or KS3 NCAT levels; previous practice examination grades; valued-added assessment data).  Suggest level/grade targets for the six pupils, and explain how these targets were derived.  Identify how the pupils might be supported by the curriculum area (e.g. with reference to setting pupils; provision of additional support; timetabling; mentoring; teaching strategies etc.) Sample of Marked Classwork

SS6b

Trainees must comply with school expectations and mark pupils‟ classwork and homework throughout the placement. For two classes, trainees must submit a sample of pupils‟ work that has been „marked‟ by the trainee and given back to pupil to support their further learning. The marked work must include comments and personalised targets. For the SEB, trainees must annotate the marked work where necessary to clarify the thinking that has underpinned the marks, comments and targets. Trainees must submit a sample of marked work for two sets of 6 pupils (i.e. work for a total of 12 pupils). Each set of 6 pupils must be from different classes from different key stages. Pupils in each set should include those of high, average and low attainment. Further explanatory text to accompany sample of marked work.

SS6e

Trainees must add further explanatory text to their sample of marked work as submitted for SS6(b). This text must explain how their marking follows school and SNS policies and guidelines on feedback to pupils. Trainees should draw upon relevant Assessment for Learning documents and recent research.

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SEB Section 6: Reports to Parents Evidence Reports for Parents / Carers for 6 Pupils Trainees must submit 6 written reports that cover the range of attainment and needs in a class and for the same 6 pupils written notes to which trainees would refer (or have referred) on parents‟ evening

SCH SS4c

Check

The reports and notes produced in the two school placements should relate to different key stages and must be specific to the subject specialism Note: If trainees are unable to attend a parents‟ evening, evidence can be obtained from a simulation training exercise in a tutorial with the subject school based tutor. A written evaluation of their Reports for Parents / Carers as submitted for SS4(c).

SS4de

This evaluation needs to explain:  How teachers should, and should not, make use of prior attainment data and/or reports to inform their writing. (SS4d)  How schools and departments can make use of written reports, parents‟ evenings and similar events to further home-school partnership.(SS4e)

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SEB Section 7: Lesson Observations Trainees should submit a minimum of twelve lesson observations, collected together in section 7 of the SEB and organised chronologically. Evidence must be obtained from two (or three) key stages. When selecting observations for inclusion in the SEB, trainees should consider carefully what has been recorded in the observation and what evidence is required. Lesson observations provide evidence against 6 different SCH (PS3, PS4, SS1, SS6, SS7, SS8). The quality of the evidence will determine how many indicators for any SCH are covered by that type of evidence. One observation may provide evidence across a range of indicators and SCH. Trainees should number each lesson observation, starting at 1 with the earliest observation. Details of each observation should be entered into the “List of Lesson Observationsâ€? below. Once numbered, the matrix of lesson observations / evidence can be used to index which observations evidence performance against which indicators. This matrix can be used formatively during the placement, allowing trainees and school-based tutors to identify strengths in practice and possible foci for observations. Evidence against a particular SCH should be provided across the set of lesson observations submitted, i.e. it is not expected that a single lesson observation will contain evidence of meeting all of the indicators for a particular SCH. It is expected that the lesson observations, as a whole, will provide evidence against all of the relevant indicators. It can be appropriate when compiling the SEB to ask school-based tutors to annotate (with a different coloured pen, dated and signed) an original lesson observation with additional comments indicating achievement against indicators that had been witnessed but not recorded at the time. Written feedback/lesson observations by link tutors cannot count as evidence for the SEB and should not be included. The Link Tutors moderate the assessment which is made by school based tutors. The SEB is primarily for the school-based tutorsâ€&#x; assessment.

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SEB Section 7: List of Lesson Observations Observation

Date of Observation

Subject

Class

Observer

1 (earliest) 2 3 4 5 6 7 8 9 10 11 12 (latest)

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SEB Section 7: Lesson Observations / Evidence Matrix Observations SCH PS3a

1

2

3

4

5

6

7

8

9

10

11

12

Being a role model; demanding high standards

PS3b Upholding policies relating to pupil welfare

PS3c Effective use of behaviour management policy

PS3d Using proactive behaviour management strategies

PS3e Adapting behaviour management strategies for individuals and so fostering positive relationships over the medium-term

PS4b Supporting pupils with particular needs

PS4c Teaching inclusive lessons

SS1a Secure subject knowledge when teaching

SS1e Using knowledge of subject and best practice to support conceptual learning

SS6a Monitoring, and using this to inform teaching and learning

SS6c Using AFL techniques to support pupils’ reflective learning

SS6d Individualised monitoring and feedback

SS6e Using personalised feedback and target to support learning and meta-cognition

SS7a Ensuring pupils are safe

SS7b Using a range of resources (including e-learning)

SS7c Structuring lessons, avoiding dead-time and managing whole-class, group and individual work

SS7d Managing well-paced lessons so that pupils make progress

SS7e Differentiating activities and resources so all learners make good progress

SS8a Communicate effectively in lessons

SS8b Effective questioning

SS8c Ensuring that pupils learn concepts and reflect on their own learning

SS8d Differentiating communication

SS8e Teaching engaging lessons in which pupils make good progress and discuss their learning

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14 SEB: Summary of Requirements 14.1 SCH Evidence Requirements by Indicator Required to evidence attainment at the Q level.

Required to evidence attainment at the C level.

(c)

(d)

(e)

(a)

PS1

1

STAGE 2: Report 1 : National Initiatives STAGE 3: Written Testimony (§1)

Report 2: Curriculum (§1)

Written Testimony (§1)

Written Testimony (§1)

Report 2: Curriculum (§1)

PS2

1, 2

Running Record AND SelfEvaluations (§2)

Self-Evaluations (§2)

Written Testimony (§1)

Written Testimony (§1)

Running Record AND SelfEvaluations (§2)

1, 7

Observations (§7) AND IN STAGE 2: Report 4: Behaviour Management (§1)

Observations (§7) OR Written Testimony (§1) AND IN STAGE 2: Report 5: Pastoral Care (§1)

Observations (§7) AND IN STAGE 2: Report 4: Behaviour Management (§1)

Observations (§7)

Observations (§7) OR Written Testimony (§1)

PS4

1, 2, 7

STAGE 2: Report 3: Community Cohesion STAGE 3: Written Testimony (§1)

Observations (§7) OR Written Testimony (§1)

Observations (§7) OR Written Testimony (§1)

Running Record (§2) OR Written Testimony (§1)

Running Record (§2) OR Written Testimony (§1)

SS1

2, 3, 7

Observations (§7) AND SelfEvaluations (§2)

Running Record (§2)

Unit of Work (§3)

Unit of Work OR Lesson Plans (§3)

Observations (§7) AND Running Record (§2)

SS2

3

Lesson Plans (§3)

Lesson Plans (§3)

Lesson Plans (§3)

Lesson Plans (§3)

Lesson Plans (§3)

SS3

3

Unit of Work (§3)

Unit of Work (§3)

Unit of Work (§3)

Unit of Work (§3)

Unit of Work (§3)

SS4

5, 6

Parallel Marking Record Sheet (§5)

Analysis of Parallel Marking (§5)

Reports for Parents (§6)

Evaluation of Reports for Parents (§6)

Evaluation of Reports for Parents (§6)

SS5

4

Assessment Instruments and Mark Schemes (§4)

Record Sheet for Assessment Instrument (§4)

Assessment Data and Written Evaluation (§4)

Assessment Data and Analysis (§4)

Target Grades / Levels and Written Explanation (§4)

SS6

2, 5, 7

Observations (§7) AND Running Record (§2)

Annotated Sample of Marked Work (§5)

Observations (§7)

Observations (§7) AND Running Record (§2)

Observations (§7) AND Annotated Sample of Marked Work (§5)

SS7

7

Observations (§7)

Observations (§7)

Observations (§7)

Observations (§7)

Observations (§7)

7

Observations (§7)

Observations (§7)

Observations (§7)

Observations (§7)

Observations (§7)

PS3

SEB §

SS8

SCH

ESSENTIAL EVIDENCE Required to evidence attainment against the National Standards (i.e. S level).

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(c) (d)

(a) (b) (d) (e)

(d) (e)

(a) (b)

(b) (c)

(c) (d) (e)

(a)-(e)

SS4

Section 7 Lesson Observations (a)-(e)

(a)-(e) Unit of Work

SS5

Section 6 Reports to Parents

(a) (b) (c) (e)

(a)-(e)

(a) (d)

(a) (b)

(c) (d) (e)

(a)-(e)

(b) (e)

(a) (c) (d)

SS7

(a) (d)

(a)-(e) Observations

(a)-(e)

SS8

SS6

Section 5 Marking

(a) (b) (e)

(a)-(e) Lesson Plans

(a) & (b) Parallel Marking and Analysis (c) Reports to Parents (d) & (e) Evaluation of Reports to Parents (a) Assessment Instruments (b) & (c) Record Sheet, Analysis and Evaluation (d) Detailed analysis of six pupils (e) Target Setting and Explanation (a) Observations and Running Record (b) Sample of Marked Classwork (c) Observations (d) Observations and Running Record (e) Evaluation of Marking

Section 4 Assessment Instrument

Section 3 Planning

Section 2 Self Evaluation

(a) (b) (c) (d) (e)

SS2

(a) STAGE 2: Report 1 STAGE 3: Testimony (b) Report 2 (c) & (d) Testimony e) Report 2 a) Running Record and SEFs b) SEFs (c) & (d) Testimony e) Running Record and SEFs (a) Observations (And also Report 4 in STAGE 2) (b) Observations or Testimony (And also Report 5 in STAGE 2) (c) Observations (And also Report 4 in STAGE 2) (d) Observations (e) Observations or Testimony (a) STAGE 2: Report 3 STAGE 3: Testimony (b) Observations or Testimony (c) Observations (d) & (e) Running Record or Testimony (a) Observations and SEFs (b) Running Record (c) Unit of Work (d) Observations or Lesson Plans (e) Unit of Work and Running Record

Section 1 Reports and Testimony

Summary of Requirements

SS3

SS1

PS4

PS3

PS2

PS1

SCH

14.2 SCH Evidence Requirements by SEB Section

(a)-(e) Observations

(a)-(e)

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Appendix: Placement Final Report Page 1: Practicalities Please ensure that you meet the reporting deadline as specified on the front cover of the report. These deadlines are important because Panel of Examiners need the data for determining whether or not the trainee can pass that stage and so either progress to the next stage of the course or pass the course as a whole. This report should be signed normally by the Co-ordinator of ITT on pages relating to PS1, PS2, and if appropriate, the pages relating to working in a Catholic School. All other pages should be signed by the Subject School-based tutor or the Co-ordinator of ITT. Leeds Trinity prefers reports to be returned electronically by email as this enables us to quickly forward it to Examiners, Link Tutors, etc. If you prefer to fax your report, please also post the original to the college. If you have any questions about completing the school report form do not hesitate to contact: Anne Bean (Secondary Administrator) Tel: 0113 2837 100 ext 505 Email: a.bean@leedstrinity.ac.uk

Page 2: Age Phase For Business Studies trainees the age phase for training and qualification is fixed at 14-19. For English, History, Maths, MFL (French, German, Spanish) and RE trainees the decision re the age phase for qualification is normally 11-16, and 11-18 is only recommended if the trainee has had sufficient experience and demonstrated proven competence in working with 16-18 pupils. It is essential for trainees to meet all the criteria on page 2 of the Final Report in order to be eligible for an 11-18 recommendation. Indicators relating to the 11-18 Age Phase are denoted 11-18 in the final report.

Pages 3 to 14: Assessing against SCH Assessment should be should be referenced to the indicators clustered against each Standards Cluster Heading (SCH) and be informed by the trainee‟s Standardised Evidence Base (SEB) as specified in the evidence column of the report. Numbers following the § symbol refer to the SEB Section in which the evidence should be filed. The process of awarding a particular code for a SCH should follow the steps below: 1. Note that each SCH has five indicators/criteria: a. The first three indicators for each SCH are the essential criteria for a trainee to meet. These are labelled S because they are derived from the TDA National Standards. Over the course as a whole the trainee must meet or exceed the S criteria in order to pass and be eligible for QTS. b. The fourth indicator for each SCH, labelled Q, describes a level of professional proficiency above the National Standards. c. The fifth indicator for each SCH, labelled C, describe the performance of a trainee who is already operating at the level of an NQT towards the end of the Induction Year – that is, a teacher who is working towards the Core Professional Standards.

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2. Exercise your professional judgement to evaluate for each indicator the evidence you have that the trainee has met the criterion (indicator) to a sufficient degree and frequency. Record one of the following codes against each indicator:

P

trainee has met the indicator to a sufficient degree and frequency that you would expect of an NQT at the start of the Induction Year

U

indicator partially met and/or there is inconsistency in practice; competence unproved

X

trainee has not met the indicator

N

no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

3. You should only enter a “P” if the trainee has performed consistently against that particular indicator and has provided the required evidence in their Standardised Evidence Base (SEB). 4. Complete the Summative Code. This code simply “falls out” of the preceding steps: All of the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. The X code against any of the S indicators overrides all other codes. That is, if the trainee has an X against any of the S level indicators, the summary award for that SCH will be X. The U code against any of the S indicators overrides all other codes, with the exception of X. That is, if the trainee has a U against any of the S level indicators, and P or N against all of the other S level indicators, the summary award for that SCH will be U. The N code against any of the S indicators overrides all other codes, with the exception of X and U. That is, if the trainee has a N against any of the S level indicators, and P against all of the other S level indicators, the summary award for that SCH will be N.

Pages 3 to 14: Comments and Targets The indicators not met by a trainee automatically indicate targets for development but it is very helpful for tutors working with trainees in the next stage of their training/writing references if comments are provided in the box on each page which specify particular strengths and additional areas/priorities for development and provide further detail on the particular needs of trainees. It is helpful for Leeds Trinity to receive feedback on the reliability, punctuality and general professional conduct of trainees.

Page 15: Trainees in a Catholic School For trainees who are following the Catholic Education Option course and/or intend to teach in a Catholic School it is very helpful for monitoring the development of their understanding of their professional roles and responsibilities and to inform reference provision and Career Entry and Development Profiles, if a short report could be made on the contribution made by the trainee to the life of the school as a distinctively Catholic Community, on the pro forma at the back of this Report.

PGCESBTManual1112v2

Page 56


TRAINEE:

SUBJECT:

Secondary

PGCE SCHOOL: SUBJECT TUTOR: CO-ORDINATING TUTOR: DATE: Number of days of trainee absence:

Placement Final Report 2011-12

For completion by School Subject Tutors and returned by Wed 29 Feb 2012 (for Stage II Reports) Wed 13 Jun 2012 (for Stage III Reports) to secondaryeducation@leedstrinity.ac.uk Please ensure that the trainee receives 2 completed copies of this report – one to be included in their Standardised Evidence Base (SEB) and one to take to their next school.

Education & Partnership Office Leeds Trinity University College Brownberrie Lane Horsforth Leeds LS18 5HD www.leedstrinity.net/pgce Placement Final Report

Page 1 of 15


TRAINEE:

SUBJECT:

AGE PHASE RECOMMENDATION (THIS PAGE DOES NOT APPLY FOR BUSINESS STUDIES TRAINEES) Please enter one of the following marks against each age-phase criterion: P X

trainee has met the 11-18 age-phase criterion trainee has not met the 11-18 age-phase criterion

P or X

11-18 Age-Phase Criteria Trainee has met or exceeded all national standards (i.e. attained S or above for all SCH) Trainee has appropriate and secure subject knowledge at the Post-16 level. [SEB should contain Post-16 evidence relating to SS1(a)] Trainee has had successful experience of planning, preparing and teaching lessons to 1618 examination pupils over a period of at least 4 weeks [SEB should contain Post-16 evidence of planning and teaching relating to SS2, SS7 and SS8] Trainee can competently assess progress and provide feedback to and set targets for 1618 examination pupils [SEB should contain Post-16 evidence of assessment and the provision of feedback relating to SS6] Trainee can competently mark and grade papers and/or coursework for public examinations for 16-18 pupils [SEB should contain Post-16 evidence of formal assessment relating to SS4(a)].

11-16 AGE-PHASE RECOMMENDATION

or

11-18 Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 2 of 15


TRAINEE:

SUBJECT:

PS1: PROFESSIONAL FRAMEWORKS Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

P, X, U or N

Indicators

Evidence

a) ability to identify the ways in which the school responds to national, regional and local needs and initiatives.

STAGE 2: Report 1: National Initiatives (§1)

S

b) ability to identify the implications of recent and ongoing recent curriculum developments.

Report 2: Curriculum (§1)

S

c) ability to identify implications of school policies and procedures for own conduct .

Written testimony of trainee’s performance and understanding (§1)

S

Q d) ability to work with others to fulfil

educational, pastoral and welfare responsibilities in ways that comply with statutory obligations and school mission statements.

STAGE 3: Written testimony of trainee’s understanding (§1)

Written testimony of trainee’s performance and understanding (§1)

C e) ability to evaluate the utility of recent Report 2: Curriculum (§1) initiatives relating to the organisation and delivery of the secondary curriculum with reference to the characteristics of the community and the needs of the pupils served by the school.

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(Coordinating Tutor)

Page 3 of 15


TRAINEE:

SUBJECT:

PS2: WORKING WITH OTHERS, EVALUATING AND IMPROVING Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

P, X, U or N

Indicators

Evidence

S

a) ability to, on own initiative, effectively evaluate their own practice and the learning of their pupils and so identify areas for further development during the placement and beyond.

Running Record AND Self-Evaluations (Weekly and End-of-Stage) (§2)

S

b) ability to listen and respond positively to advice from tutors and mentors, constructively adapting their practice as a consequence.

Self-Evaluations (Weekly and End-of-Stage) (§2)

S

c) ability to work as a member of a team that comprises teachers as well as administrative and support staff.

Written testimony of trainee’s performance and understanding.(§1)

Q

d) ability to effectively support the school‟s provision for personalised learning.

Written testimony of trainee’s performance and understanding. (§1)

C

e) ability to evaluate and improve their professional practice and the progress of their pupils with reference to research on the qualities and characteristics of effective teaching and learning.

Running Record AND Self-Evaluations (Weekly and End-of-Stage) (§2)

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(Coordinating Tutor)

Page 4 of 15


TRAINEE:

SUBJECT:

PS3: RELATIONSHIPS WITH CHILDREN AND YOUNG PEOPLE

S

S

P, X, U or N

Indicators

Evidence

a) ability to set a good example for and to demand high standards of work and behaviour from pupils during lessons, pastoral time and at other times.

Lesson Observations relating to two or three Key Stages (§7)

b) ability to uphold and apply school policies pertaining to pupil welfare (including perceived and potential bullying and abuse) and the interpersonal behaviour of pupils.

Lesson Observations relating to two or three Key Stages (§7) AND/OR Written testimony of trainee’s performance and understanding. (§1)

AND IN STAGE 2: Report 4: Behaviour Management (§1)

AND IN STAGE 2: Report 5: Pastoral Care. (§1)

S

Lesson Observations relating to two or three Key Stages (§7)

c) ability to make effective use of the school‟s behaviour management policy and procedures with reference to pupil characteristics and the nature of the challenges posed, and in particular  

Observations should relate to the trainees’ work as a subject teacher.

to maximise on-task behaviour without degradation of learning challenges or over use of admonitions and sanctions to know when and how to refer serious incidents to higher authorities to ensure that the needs of the few do not compromise the learning of the many

AND IN STAGE 2: Report 4: Behaviour Management. (§1)

Q

d) ability to adapt behaviour management strategies in order to proactively manage individual pupil‟s behaviour.

Lesson Observations relating to two or three Key Stages (§7)

C

e) ability to choose appropriate behaviour management strategies in order to foster positive working relationships with individuals and classes over the medium-term.

Lesson Observations relating to two or three Key Stages (§7) AND/OR Written testimony of trainee’s performance and understanding. (§1)

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 5 of 15


TRAINEE:

SUBJECT:

PS4: ACHIEVEMENT AND DIVERSITY P, X, U or N

Indicators

Evidence

a) ability to identify the ways in which the school makes educational and pastoral provision for pupils of varying backgrounds and needs.

STAGE 2: Report 3 : Community Cohesion (§1)

b) ability to support the school provision for pupils with particular needs (e.g. SEN, BESD, EAL, pupils whose NCAT scores for English are outside the normal range), drawing on support from colleagues where appropriate.

Lesson Observations relating to two or three Key Stages. (§7) AND/OR Written testimony of trainee’s performance and understanding. (§1)

c) ability to effectively support the school‟s policies and procedures with respect to the accommodation of diversity and the promotion of inclusion and equality within their own teaching.

Lesson Observations relating to two or three Key Stages. (§7)

Q

d) ability to sustain learning support and personalised target setting for pupils whose needs and characteristics are outside the normal range.

Written testimony of trainee’s performance and understanding. (§1) AND/OR Running Record (§2)

C

e) ability to evaluate the learning of pupils with particular needs with reference to individual educational plans, guidance from specialists within the school and from other sources of information.

S

S

S

STAGE 3: Written testimony of trainee’s understanding. (§1)

Observations and/or testimony should relate to the trainee’s work with pupils with particular needs in their timetabled classes and/or within the school’s inclusion / learning support / language unit.

Observations should relate to the trainee’s work with pupils with particular needs in their timetabled classes.

Observations and/or testimony should relate to the trainee’s work with pupils with particular needs in their timetabled classes and/or within the school’s inclusion / learning support / language unit.

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed: Placement Final Report

Targets for development:

(School-Based Subject Tutor) Page 6 of 15


TRAINEE:

SUBJECT:

SS1: SUBJECT KNOWLEDGE Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

P, X, U or N

Indicators

Evidence

S

a) appropriate and secure subject knowledge and understanding to underpin the teaching and monitoring of their subjects/curriculum area and the ability to, on their own initiative, identify and remediate areas of weakness with regards to their own subject knowledge. 11-18

Lesson Observations relating to two or three Key Stages. (§7) AND Self Evaluations covering Subject Knowledge auditing/targeting and review (§2)

S

b) ability to identify and remediate common barriers and misconceptions in subject learning.

Running Record (§2)

S

c) ability to plan, teach and assess with appropriate regard to curricula, statutory requirements and nonstatutory guidelines pertinent to their specialist subject.

Unit of Work (§3)

Q

d) ability to identify and plan appropriate opportunities for creative crosscurricular learning.

Unit of Work (§7) AND/OR Gold Plated Lesson Plans (§7)

C

e) ability to apply their depth of subject knowledge, together with models of „best‟ subject practice, to support conceptual learning through a range of different approaches.

Lesson Observations relating to two or three Key Stages. (§7) AND Running Record (§2)

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed: Placement Final Report

Targets for development:

(School-Based Subject Tutor) Page 7 of 15


TRAINEE:

SUBJECT:

SS2: LESSON PLANNING Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the traineeâ€&#x;s control

Indicators

Evidence

S

a) ability to use monitoring and assessment data to ensure that lesson objectives connect with and extend prior learning and conform with statutory curriculum requirements. 11-18

S

b) ability to plan structured and progressive lessons and homework tasks conforming with the Secondary National Strategy best practice models. 11-18

Gold Plated Lessons Plans covering two or three Key Stages with annotations where necessary to clarify the thinking that underpins the planning in relation to the indicators. (§3)

S

c) ability to plan appropriate, differentiated opportunities for monitoring into learning activities. 11-18

Q

d) ability to plan lessons that anticipate potential barriers to learning and devise or adopt clear strategies to overcome them.

C

e) ability to write differentiated ILOs and plan differentiated learning and assessment activities that are well matched to the needs of learners.

P, X, U or N

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 8 of 15


TRAINEE:

SUBJECT:

SS3: MEDIUM TERM PLANNING Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

Indicators

Evidence

S

a) ability to specify unit of work objectives with reference to prior attainment data and to decompose unit of work objectives into progressive sequences of lesson objectives.

Unit of Work (§3)

S

b) ability to plan for progression within objectives-led units of work, designing effective opportunities for subject learning and the acquisition of literacy, numeracy and ICT skills.

S

c) ability to identify and integrate out-ofschool learning within objectives-led units of work

Q

d) ability to plan learning activities that support the development of thinking and learning skills in the medium term

C

e) ability to plan units of work that identify stands of learners‟ development within and across key stages.

P, X, U or N

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 9 of 15


TRAINEE:

SUBJECT:

SS4: SUMMATIVE ASSESSMENT Please enter one of the following marks against each indicator: P X U N

S

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

Indicators

Evidence

a) ability to assess examination papers and/or coursework / portfolios within acceptable margins of error

Parallel Marking (§5)

P, X, U or N

11-18

S

b) ability to record and use assessment data to evaluate pupils‟ progress against NCAT level descriptors and/or public examination grade criteria and set challenging targets that raise levels of attainment over the medium term.

Analysis of Parallel Marking with reference to pupils’ achievement (§5)

S

c) ability to comply with statutory requirements, non-statutory guidelines, school policies and procedures for reporting to parents and others about pupils‟ attainment, progress and needs.

Reports for Parents / Carers for 6 Pupils (§6)

Q

d) ability to make effective and appropriate use of prior reports and other assessment data to improve the evaluation and reporting of pupils‟ progress.

A written evaluation of their Reports for Parents / Carers as submitted for SS4(c). (§6)

C

e) the ability to communicate with parents how both school and home may best support their children

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 10 of 15


TRAINEE:

SUBJECT:

SS5: DESIGN AND USE OF ASSESSMENT P, X, U or N

Indicators

Evidence

S

a) ability to design and use a range of assessment instruments and mark schemes that are reliable and appropriate to unit of work objectives and to learners‟ characteristics and needs.

Two or more types of assessment and related mark scheme, designed by the trainee. AND Commentary explaining the choices made when designing the assessments. (§4)

S

b) ability to use appropriate numeracy and ICT skills to record assessment data in ways that permit detailed analysis and target setting.

A record sheet, analysis and evaluation relating to one of the assessment instruments presented for SS5(a), when used with a class of pupils.(§4)

S

c) ability to analyse assessment data to:  evaluate pupils‟ progress against unit of work objectives  evaluate planning and teaching  evaluate the assessment instrument itself

Q

d) ability to use assessment data to diagnose the subject specific needs and impediments to learning particular to individual pupils.

An analysis of the assessment data for six pupils within the class and a detailed explanation of how this analysis informs the identification of learning needs including basic skills deficits and subject specific misconceptions. (§4)

C

e) ability to set individualised targets on the basis of assessment data and to use that data to suggest follow-up teaching and learning and profile targets for groups and cohorts of learners.

A record sheet detailing medium-term grade/level targets for the whole class, together with a written explanation of how the six pupils (as analysed for SS5d) could achieve these targets over time. (§4)

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 11 of 15


TRAINEE:

SUBJECT:

SS6: MONITORING, MARKING AND FEEDBACK Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

P, X, U or N

Indicators

Evidence

S

a) ability to monitor learning and use formative assessment to inform nextsteps teaching during lessons and in follow-up lessons. 11-18

Lesson Observations relating to two or three Key Stages (§7) AND Running Record (§2)

S

b) ability to provide written formative feedback that acknowledges what has been achieved and sets personalised targets that relate to shared objectives and raise levels of attainment over a sequence of lessons. 11-18

Sample of marked classwork or homework (§5)

S

c) ability to use formative assessment and feedback and other Assessment for Learning strategies, to support pupils‟ reflective learning.

Lesson Observations relating to two or three Key Stages (§7)

Q

d) ability to monitor the performance of, and provide feedback to, individuals as well as the class in general.

Lesson Observations relating to two or three Key Stages (§7) AND Running Record (§2)

C

e) ability to provide accurate, constructive and personalised feedback and targets to individuals within the class that supports worthwhile learning and the development of meta-cognition.

Lesson Observations relating to two or three Key Stages (§7) AND Further explanatory text to accompany sample of marked work. (§5)

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 12 of 15


TRAINEE:

SUBJECT:

SS7: MANAGING ACTIVITIES, RESOURCES AND ENVIRONMENT Please enter one of the following marks against each indicator: P X U N

trainee has met the indicator at the level of an NQT at the start of the Induction Year trainee has not met the indicator inadequate or contradictory evidence of trainee meeting the indicator no evidence of trainee meeting the indicator, for reasons beyond the trainee‟s control

P, X, U or N

Indicators

Evidence

S

a) ability to ensure that pupils are physically and psychologically safe and that the learning environment is positive and purposeful

Lesson Observations relating to two or three Key Stages (§7)

S

b) ability to use a range of subject specific teaching and learning resources(including e-learning) in ways that match instructional objectives and answer to pupils‟ needs and characteristics.

S

c) ability to structure and manage lessons so as to  minimise dead time  make effective use of whole class teaching, group and individualised work.

Q

d) ability to manage lessons that ensure learners are engaged and can make progress by appropriate use and adaptation of:  resources  structure and pace  whole-class, group and individualised work

C

e) ability to adapt learning activities and create or adapt differentiated teaching and learning resources to ensure that all learners are engaged, challenged and make good progress.

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 13 of 15


TRAINEE:

SUBJECT:

SS8: TEACHING FOR LEARNING P, X, U or N

Indicators

Evidence

S

a) ability to communicate effectively with classes throughout all three stages of a lesson and to use exposition and explanation, analogies and parallels, positive and negative examples to introduce new ideas and procedures. 11-18

Lesson Observations relating to two or three Key Stages (§7)

S

b) ability to make appropriate and effective use of questioning with classes, groups and individuals (e.g. phrasing and structuring questions appropriately; making use of open and closed questions; prompting) 11-18

S

c) ability to teach in ways that develop learners‟ subject specific skills and conceptual understanding and that enable learners to reflect on their strategies for task completion and so refine the ways in which they learn (e.g. organising teaching around a small number of key points; signposting learning; facilitating independent and reflective learning). 11-18

Q

d) ability to adapt action and language (e.g. providing differentiated and/or different explanations; chaining questions; using pupils‟ answers; rephrasing) to ensure that learners are sufficiently challenged and make progress

C

e) ability to teach stimulating and challenging lessons in which learners make good progress and are engaged and motivated to discuss their learning with their peers and adults within the classroom.

SUMMATIVE CODE (C, Q, S, U, X or N): All the first three indicators (labelled S) must be met for a summative code of S. All the first four indicators (labelled S and Q) must be met for a summative code of Q. All five indicators (labelled S and Q and C) must be met for summative code of C. Comments:

Signed:

Placement Final Report

Targets for development:

(School-Based Subject Tutor)

Page 14 of 15


TRAINEE:

SUBJECT:

CONTRIBUTION TO THE SCHOOL AS A CATHOLIC COMMUNITY (FOR TRAINEES FOLLOWING THE CATHOLIC EDUCATION OPTION AND PLACED IN CATHOLIC PARTNERSHIP SCHOOLS ONLY)

What contribution has the trainee made to whole school community activities? (e.g. form group Mass; retreats etc)

In what ways has the trainee supported the school ethos within the subject department/subject teaching?

In what ways has the trainee supported the schoolâ€&#x;s mission statement/whole school policies?

In what ways has the trainee supported the pastoral processes in the school?

Signed: Position: Date: Please continue on additional sheet/s if necessary.

Placement Final Report

Page 15 of 15


Leeds Trinity Secondary PGCE SBT Manual 11/1