Brunel University London PGCE ITE Profile Document

The Profile Summary: Part 1 (Teaching) Name:

Please use the descriptors above as the guide to decide a ‘best fit’ overall grade for the Student Teacher for each Standard. To achieve QTS Student Teachers must demonstrate that they have attained the minimum grade for each of the eight Teachers' Standards and met the requirements in part 2 of the Teachers' Standards. If a Student Teacher is making unsatisfactory progress towards meeting any Standard, then he/she cannot be awarded the minimum level for that standard. If a Student Teacher has made unsatisfactory progress in one or more of the Teachers’ Standards, his/her progress to the next phase of the course will be reviewed on an individual basis.

Foundation PhaseSchool:

Development PhaseSchool:

Consolidation PhaseSchool:

Final grades

Standard Interim grade End of phase grade

Interim grade End of phase grade

Interim grade End of course grade

Final placement grade

TS1TS2TS3TS4TS5TS6TS7TS8Final best-fit overall grade

Please sign and date to indicate that a discussion of these assessments has taken place at the interim stage and end of each Phase:Foundation phase Development phase Consolidation phase

MentorStudent TeacherPCMUniversity Tutor

1Interim and End of Phase Profile Document

The Profile Summary: Part 2 (Personal and Professional Conduct)A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

o Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’sprofessional position

o Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisionso Showing tolerance of and respect for the rights of otherso Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with

different faiths and beliefso Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

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

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

All Student Teachers to be awarded QTS will have demonstrated high standards of professional behaviour and that:They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils’ well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners’ wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality.They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory documentation.Confirmation that the Student Teacher has demonstrated appropriate evidence.

Yes/No Number of days absent

Comment (either on exceptional performance or any issues arising)

Signature

Foundation Phase

Interim

End of Phase

Development Phase

Interim

End of Phase

Consolidation Phase

Interim

End of Phase

2Interim and End of Phase Profile Document

S1 Set high expectations which inspire, motivate and challenge pupilsTe

ache

rs’

Stan

dard

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S1 S

et h

igh

expe

ctat

ions

whi

ch in

spire

, mot

ivat

e an

d ch

alle

nge

pupi

ls

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

3Interim and End of Phase Profile Document

S2 Promote good progress and outcomes by pupilsTe

ache

rs’

Stan

dard

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S2 P

rom

ote

good

pro

gres

s an

d ou

tcom

es b

y pu

pils

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

4Interim and End of Phase Profile Document

S3 Demonstrate good subject and curriculum knowledgeTe

ache

rs’

Stan

dard

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S3 D

emon

stra

te g

ood

subj

ect a

nd c

urric

ulum

kno

wle

dge

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

5Interim and End of Phase Profile Document

Teac

hers

’ St

anda

rdInterim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

Strengths and Distinctiveness:

6Interim and End of Phase Profile Document

S4 Plan and teach well-structured lessons Te

ache

rs’

Stan

dard

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S4 P

lan

and

teac

h w

ell-s

truc

ture

d le

sson

s

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

7Interim and End of Phase Profile Document

S5 Adapt teaching to respond to the strengths and needs of all pupils

Teac

hers

’ St

anda

rd

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S5 A

dapt

teac

hing

to re

spon

d to

the

stre

ngth

s an

d ne

eds

of

all p

upils

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

8Interim and End of Phase Profile Document

Teac

hers

’ St

anda

rdInterim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

Strengths and Distinctiveness:

Teac

hers

’ St

anda

rd

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S6 M

ake

accu

rate

and

pro

duct

ive

use

of

asse

ssm

ent

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI I

9Interim and End of Phase Profile Document

Targets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

S6 Make accurate and productive use of assessment

S7 Manage behaviour effectively to ensure a good and safe learning environment

Teac

hers

’ St

anda

rd

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S7 M

anag

e be

havi

our e

ffect

ivel

y to

ens

ure

a go

od a

nd s

afe

lear

ning

env

ironm

ent

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is

Mentor/Student Teacher agreed grade

10Interim and End of Phase Profile Document

Teac

hers

’ St

anda

rdInterim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

given: Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

11Interim and End of Phase Profile Document

S8 Fulfil wider professional responsibilitiesTe

ache

rs’

Stan

dard

Interim Assessment(Foundation/Development/Consolidation)Grade for meeting the TS is required.

End of Phase Assessment(Foundation/Development/Consolidation)Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.

S8 F

ulfil

wid

er p

rofe

ssio

nal r

espo

nsib

ilitie

s

Mentor/Student Teacher agreed grade

OGRII

Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found):

Grade

OGRII

Mentor's assessment and rationale: Grade

OGRII

Comment, including any interventions if RI or I is given:

Mentor/Student Teacher agreed grade

Grade: O G RI ITargets (to be set at a joint meeting) for:Next Phase i.e. Development/Consolidation:

Strengths and Distinctiveness:

12Interim and End of Phase Profile Document

13Interim and End of Phase Profile Document