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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
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