pdp-salaried_1516 · web viewse1: week 3 (insert date) mentor and king's personal tutor...

Faculty of Social Science & Public PolicySchool of Education, Communication and Society

School Direct Salaried 2017/18

Professional Development

Profile

Contents

INTRODUCTION....................................................................................................3PURPOSE OF THE PROFILE......................................................................................3SETTING SMART TARGETS....................................................................................4INITIAL AUDITS....................................................................................................4SELF-ASSESSMENTS...............................................................................................4MENTOR WEEKLY MEETING RECORD......................................................................5

Preparation for mentor meetings:...............................................................5During mentor meetings:.............................................................................6

PCM MEETING RECORD.......................................................................................7PERSONAL TUTOR MEETING RECORD......................................................................7PERSONAL TUTOR VISITS.......................................................................................8PRESENTATION AND STRUCTURE.............................................................................8EVIDENCE...........................................................................................................9PDP SUBMISSION..............................................................................................11TEACHER’S STANDARDS.......................................................................................12

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Introduction

The Professional Development Profile (PDP) forms part of the assessment for the Employment-Based

School Direct Training (6SSEP005) for which you complete placements in two different secondary

schools.

In order to be awarded Qualified Teacher Status, each trainee is required to show evidence that they

have met all the Teachers’ Standards. This Professional Development Profile (PDP) is your record of

evidence for meeting these Standards. At the end of the course, each trainee’s personal tutor will

consider all the evidence and decide whether to recommend to the Assessment Sub-Board that the

trainee has met all the Standards and should be awarded QTS.

Purpose of the Profile

The PDP is intended to be used for:

identifying strategy and action to be taken;

monitoring progress towards the teachers’ standards;

checking and recording evidence for meeting teachers’ standards;

monitoring progress in subject knowledge;

recording the trainee’s self-assessment of meeting teachers’ standards;

recording evidence in lesson observation reports;

recording the content of the weekly meetings between mentor and trainee;

recording the content of the meetings between personal tutor and trainee;

recording evidence for teachers’ standards demonstrated in the major written assignments;

recording evidence for teachers’ standards demonstrated in any subject assignments;

informing the completion of Professional Practice Reports (PPRs)

The PDP should include all reports on the trainee’s progress. The trainee is responsible for ensuring the

inclusion of each report in the PDP (these include the Professional Practice Report (PPR) tutorials, lesson

observations and school visits by personal tutors) and for keeping the PDP up to date. It should be taken

to each private meeting with the mentor, Professional Co-ordinating Mentor (PCM) and personal tutor,

but should also always be available for themselves, teachers and tutors to consult.

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The PDP has pages for recording each weekly meeting between mentor and trainee, noting progress

made and the agreed targets and actions. It also has pages for recording individual or group tutorials

with the personal tutor, and the overall progress and targets set on each of the personal tutor’s three

lesson observation visits.

Evidence is a crucial component in the assessment of a trainee’s progress and in the final

recommendation for the award of QTS. At any point in the course, the trainee’s current position as

recorded in the PDP is the basis for setting targets and action plans with deadline dates for meeting

these. Future assessments are informed by evidence of the meeting (or partial meeting) of the targets

and further targets and action plans are discussed and set.

Setting SMART Targets

When setting targets, you will be more likely to achieve these if you apply the SMART structure. SMART

stands for:

Specific

Measurable

Achievable

Realistic

Time-constrained

There is lots of literature online about how to write SMART targets, for example the advice on this

webpage: http://topachievement.com/smart.html.

Initial Audits

The first thing you need to do is to complete the Previous Experience Audit form. This will provide the

initial evidence for identifying some of your first targets. You will also complete a Subject Knowledge

audit.

Self-assessments

There are four copies of a self-assessment form on which you are required to record your own

assessment of your progress and new targets in the light of the Teachers’ Standards. You should make 4

http://topachievement.com/smart.html

sure that you include references in support of the comments you make. On each copy of the form is a

date by which it should be handed to your College tutor, or to your school mentor , after which it will

be used as the basis for discussion of your progress, during a tutorial, also as a contribution towards the

writing of Professional Practice Reports (PPRs). You should make sure that the form is placed in this

Portfolio when your College tutor and mentor have been able to add their comments.

Mentor Weekly Meeting Record

The PDP contains a Mentor Weekly Meeting Record page for each week of the course. These should be

completed each week, with some parts written before the meeting and others during it, and with both

mentor and trainee signing it. It is very important that this ongoing record of progress is available for

you to consult to remind you of progress and targets, and for teachers and tutors who are helping you

meet these and monitoring your progress.

Preparation for mentor meetings:

The weekly meeting between you and your mentor is the occasion when the PDP is discussed most. It

should form the basis for the agenda at these meetings, although other matters will clearly need to be

discussed too.

You need to prepare for the meeting by:

1. Selecting issues and Standards from earlier weeks for which you now have evidence,

describing this briefly and having the evidence available for the meeting;

2. Making sure that summaries of evidence for meeting Standards, gathered during the week,

are briefly recorded in the Teachers’ Standards - Evidence Summary, more fully in the Self

Assessment and/or the Mentor Meeting Record. Each week you must identify some

Standards on which you have made progress;

3. Suggesting some areas for development and action and dates by which they will be

completed, by:

o Selecting issues that have arisen in lesson observation forms which need addressing

immediately;

o Thinking of detailed plans for action in your next lesson(s);

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o Identifying targets that you are likely to be able to meet in the work planned for the

next few weeks;

o Checking which Standards you have not yet had the opportunity to demonstrate any

evidence for meeting, and thinking of suitable opportunities you could ask your

mentor about facilitating;

4. Noting any other issues you wish to discuss at the meeting;

5. Writing down how your non-teaching half day has been/will be spent on a school-related

activity e.g., ‘visited school X’, ‘marking at school’, ‘at museum Y planning a visit’.

Before the meeting, mentors may well have new targets in mind based on:

their own observations;

discussion with colleagues;

checking of lesson observation forms, or,

Monitoring of progress by checking the Profile or Professional Practice File.

They may wish to write these new targets onto the Weekly Meeting Record at the meeting, or they may

prefer you to do so.

During mentor meetings:

At each meeting you should discuss and record outcomes. This process should involve reviewing

progress on earlier matters and on the Teachers’ Standards, and setting future areas for development,

strategies and proposed action. The focus of the meetings should be on supporting and recognising your

overall progress towards the Standards rather than on a detailed discussion of lessons you have taught.

Lesson planning and evaluation details should be discussed on a more regular basis with the class

teachers. However, you should draw upon your planning, teaching and assessing in identifying progress

and future steps. You may wish to record confidential points on a separate sheet.

Your PDP will be an important input for this meeting. Both you and your mentor will need to refer to it

regularly to check progress, for example on planning sequences of lessons, planning into lessons

questions for assessing pupils’ progress, and evaluating lessons and using this to improve teaching

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effectiveness. Other evidence will be the lesson evaluation forms completed by teachers, tutors or

fellow trainees who have observed your lessons and looked at your plans and pupil assessment.

Both you and your mentor may have ideas for action which you wish to discuss and agree at the

meeting. You may also make timetabling or curriculum arrangements for these, such as by agreeing

topics to teach, teachers to observe, a different class to take for one topic or time to access ICT

resources.

Each week, you and your mentor should monitor your progress on the Standards by discussing any new

evidence you have gathered or your mentor or other teachers have observed. Be sure to check with

your mentor that the evidence you are listing is appropriate. A particular aspect of the Standards you

should monitor regularly is your knowledge of the National Curriculum and understanding of the

subject, informed by your lesson preparation and any subject difficulties you experience.

During the meeting, you and your mentor should make decisions about your progress and achievements

commenting on this in Section 1. Where this progress represents evidence towards meeting a Standard,

you should also note the Standard (a brief description of the relevant part as well as the code is usually

clearer for your later reference). At the meeting, points which you agree need addressing, and action

you propose to take with dates, should be described. It is important that you identify realistic and

specific points of action so that you are clear how to make progress; if in any doubt after a weekly

meeting, ensure you discuss and write down clear action points at the following meeting.

Professional Coordinating Mentor Meeting RecordYour Professional Co-ordinating Mentor (PCM) may wish to monitor your progress on section 8 of the

Teachers’ Standards: ‘Fulfil Wider Professional Responsibilities’, and arrange meetings for this purpose.

Be sure to include outcomes from these meetings in your Mentor and Trainee Weekly Meeting Record

for that week.

Personal Tutor Meeting Record

You will have 6 opportunities to meet with your personal tutor at King’s, to discuss each of the PPR

reports and additional tutorials to discuss your progress on the Standards. These may be when your

tutor visits or take place at King’s or by mutual arrangement via video conferencing. For each tutorial, 7

you or your tutor should record the points discussed and targets set on the Personal Tutor Meeting

Record forms or on the Self-Assessment forms. You may prefer to record confidential issues elsewhere.

At the tutorials with your College tutor, the references to Teachers’ Standards in your Profile will form a

key part of the discussion, so that your personal tutor can obtain an overview of your progress and set

targets. It is important for you to discuss with your personal tutor whether you are claiming too much or

too little progress on the Standards as it will take you some time to become aware of the expected

demand for meeting each one. At the PPR3 tutorial the PDP will be an important source of evidence to

inform your personal tutor’s decision whether to recommend to the Assessment Sub-Board that you

have met all of the Teachers’ Standards and can be awarded QTS.

Personal Tutor Visits

Your personal tutor will normally visit you three times during the year. On these occasions your PDP and

Teaching File should be available so that you can discuss your overall progress. Your tutor can give

advice and guidance based on seeing your PDP, lessons, marked pupils’ work and records of pupils’

progress. You should record the general points discussed and targets set, on the Personal Tutor and

Trainee Meeting Record forms; the lesson-specific comments and targets will be recorded by your tutor

on the lesson observation forms.

Presentation and Structure

You will probably need to create a separate folder to hold the evidence to support your claims in the

PDP (evidence folder), as there will be a substantial amount of paperwork by the end of the year. Your

Personal Tutor will explain how they wish you to prepare this. Usually people choose to set out their

folders in order of the Teachers’ Standards, hence you would have 8 sections with supporting evidence

included behind each. It can be useful to have the Standard printed on the dividers to remind you of

what should be in it. The ‘Standards Index’ pages near the front of the folder should be filled in so that

for each Standard the type of evidence and its location is noted. It is your responsibility to keep the your

PDP and other files up to date and to take them to each meeting with your Mentor, Professional Co-

ordinating Mentor (PCM) and Personal Tutor.

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Evidence

The evidence for achievement of the Teachers’ Standards can be varied, but will often come from:

Lesson preparation (sequence planning, thoughts about topics, discussion of resources,

discussion with TAs, technicians, etc.)

Lesson evaluations

Observations of your lessons by mentors and tutors

Pupils’ work and comments made by them

PPR1, 2 and 3

Primary school placement

Post-16 experience

College lectures, taught sessions and seminars

INSET and/or professional studies sessions in school

Record of mentor meetings and tutorials in PDP file. Note that there is no reason why you

cannot ask your mentor to comment on a specific area if you are having difficulty getting

evidence. Also, you can ask any teacher to focus on an area for a lesson observation.

Subject knowledge audits

Other documents that indicate, for example, that you have been involved in parents’

evenings, educational visits or extracurricular activities.

The evidence needs to be described sufficiently well and concisely for your Mentor, PCM and Personal

Tutor and an External Examiner to understand how it contributes to the Standard without looking at

other documents. A reference to a lesson such as ‘year 7, March 3rd’ is insufficient, but a reference to a

Lesson Observation report would be sufficient. It is particularly important that, when your SE2 mentor

first meets you and read your Profile, they are able to understand the evidence for your progress until

then.

One piece of evidence can be used to support up to three Standards (for example a lesson observation

that references a number of Standards). The easiest way is to photocopy the piece and highlight the

area(s) that relate to the specific standard so an External Examiner can easily identify it as evidence. It is

also possible to include one copy of the observation form under the most relevant TS and then refer to it

under other Standards. It may be that you refer to evidence outside the PDP itself, for example to a

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scheme of work or collection of resources in your teaching files, that it is not possible to physically

include within the PDP itself. This can be done by having a photocopy of the first page and a note

written on it.

Your Teaching File should include at least the following:

A class list and seating plans;

Your assessment record of each pupil’s strengths, weaknesses and progress (this requires

more than just a table of marks or grades; it must indicate specific knowledge, skills,

concepts, errors and misconceptions), any IEPs for your pupils, any comments on pupils;

Outline plans for sequences of lessons including links to the National Curriculum, and

sections of schemes of work or examination syllabuses you are teaching or team-teaching;

Your detailed plan for each lesson including pupils’ learning objectives, and how you will

teach and assess these. If possible, a copy of material you used for the lesson (e.g. exercise or

passage from a book) and homework, with answers and mark schemes where appropriate;

Copies of all assessment you have used, whether school tests or your own diagnostic

assessments, with answers and mark schemes;

Your evaluation of every lesson including pupils’ achievement of learning objectives and

referring to specific instances or pupils, accompanied by suggestions for improvement in

future lessons;

A few copies of assessed pupils’ work, selected to show your progress in providing

constructive focused feedback and targets which you follow up;

All written evaluations of your lessons by teachers, tutors and trainees;

A record of the work you are doing with your tutor group and in PSHE. This should be in the

form of a week-by-week account of tutorial lessons and of issues that arise or incidents that

occur. It should also include the plans for any PSHE lessons you give or team-teach along with

evaluations of these lessons.

The file may also include some of the following:

Notes of lessons you observe;

Materials and ideas for activities which you did not use;

Records or minutes of meetings you attend e.g. department, year;10

A record of the further professional responsibilities you undertake or participate in along

with some comment on your role and your effectiveness in that role;

A record of extra-curricular activities you have been involved in;

Further samples of pupils’ work.

You may also wish to keep:

School prospectus

Staff handbook

Departmental handbook

School policies

Departmental schemes of work

Syllabuses and papers for tests and examinations

PDP SubmissionYou will be required to submit your PDP and Evidence File (but not your Teaching File) at the end of the

course in order that your Personal Tutor can confirm that you have met all of the Teachers’ Standards.

You will be required you to submit your files on the Tutorial 6 date. You may also be asked to make final

changes to your files after this point, as all teaching files will be secondarily reviewed by our External

Examiners on the Assessment Board date, Thursday 21st June. Please ensure you collect your files from

College at the end of the course, as limited storage capacity means that we cannot keep these at the

College.

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Teacher’s Standards

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING

A teacher must:

1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of

pupils.

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes plan teaching to build on pupils' capabilities and prior knowledge guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on

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

3. Demonstrate good subject and curriculum knowledge

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

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

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

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

strategies.

4. Plan and teach well-structured lessons

impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity

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

reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject

area(s).

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

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

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

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

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

make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to

respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

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

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

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

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

8. Fulfil wider professional responsibilities

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

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

deploy support staff effectively take responsibility for improving teaching through appropriate professional development,

responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: 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’s professional position

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

o showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o 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 in their own attendance and punctuality.

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

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Previous Experience AuditTeaching, youth work and other relevant experience (e.g., management, sporting, musical, Duke of Edinburgh Award)

Please provide dates and brief details (e.g., age range, type of work, subject and attainment level in the case of teaching)

Dates Type of work Age range Further details

Other

Suggestions for using and building on experience

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Teachers’ Standards

PREAMBLETeachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: Teaching Evidence Source and Date1. Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

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

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

2. Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

plan teaching to build on pupils' capabilities and prior knowledge

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

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

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

3. Demonstrate good subject and curriculum knowledge

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

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

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

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

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

4. Plan and teach well structured lessons16

impart knowledge and develop understanding through effective use of lesson time

promote a love of learning and children’s intellectual curiosity

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

reflect systematically on the effectiveness of lessons and approaches to teaching

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

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

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

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

demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

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

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

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

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

7. Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous

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behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

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

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

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

8. Fulfill wider professional responsibilities

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

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

deploy support staff effectively take responsibility for improving teaching through

appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: Personal and Professional ConductA 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’s professional position

o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

o showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

o 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 in their own attendance and punctuality.

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

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First Self-AssessmentTo be shown to Personal Tutor on a visit in the Autumn Term.

Name ………………………………………………………………………….. Date ………………………………………

What I have learned and begun to think about? Links to Standards

What I have made some progress on? Links to Standards

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What I need to develop? Links to Standards

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Standards – Trainee Self-Assessment for PPR1Copy to be handed to mentor on 5th January 2018

Name …………………………………………………………. Date ………………………………………………

Teachers’ Standards

Comments Evidence

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Standards - Trainee Self-Assessment for PPR2Copy to be handed to mentor on 16th March 2018

Name ………………………………………………………… Date.……………………………………………

Teachers’ StandardsComments Evidence

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Standards – Trainee Self-Assessment for PPR3Copy to be handed to mentor on 18th May 2018

Name………………………………………………………… Date…………………………………………………………

Teachers’ Standards: Part One: TeachingComments Evidence

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Personal Tutor and Trainee Meeting RecordTutorial 1: First Few WeeksMentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………

Review of the first few weeks and prior experience

Points in which progress has been made [reference Teachers’ Standards]

Points which need to be addressed [reference Teachers’ Standards]

Suggested strategies and action to be taken

Personal tutor………………………………………………… Trainee …………………………………………………..

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Personal Tutor and Trainee Meeting RecordTutorial 2: Autumn Term Teaching Practice Mentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………

Review targets from tutorial 1





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Personal Tutor and Trainee Meeting RecordTutorial 3: PPR1 and General ProgressMentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………






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Personal Tutor and Trainee Meeting RecordTutorial 4: Spring Term Teaching PracticeMentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………






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Personal Tutor and Trainee Meeting RecordTutorial 5: PPR2 and Teachers’ StandardsMentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………






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Personal Tutor and Trainee Meeting RecordTutorial 6: PPR3, Employment Destinations, NQT Year, Continuing Professional DevelopmentMentor and King's tutor may wish to keep a copy.Date of Tutor’s visit: ………………………………………………………………






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Mentor and Trainee Meeting RecordSE1: Week 1 (insert date) …………………………………………………………………Mentor and King's Personal Tutor may wish to keep a copy.

Trainee………………………………………………………………………Date………………………..

Review of interview tasks (if applicable) and prior experience

Points in which progress has been made [reference teachers’ standards]

Points which need to be addressed [reference teachers’ standards]


Initials: ................. Mentor............................................................................................

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Trainee:…………………………………………………………………………………………


Trainee………………………………………………………………….. Date..………………………

Review of previous week’s targets




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Initials: ................. Mentor:.................................................................................

Trainee:……………………………………………………………………………………………………


Trainee………………………………………………………………… Date ……………………





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Initials: ................. Mentor:.................................................................................

Trainee:……………………………………………………………………………………………….


Trainee………………………………………………………………… Date ……………………




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Initials: ................. Mentor: ................................................................………………

Trainee:…………………………………………………………………………………………….

Mentor and Trainee Meeting RecordSE1: Week 5 (insert date) ……………………………………………………………………Mentor and King's Personal Tutor may wish to keep a copy.

Trainee…………………………………………………………………. Date ……………………



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Initials: ................. Mentor:.......................................................................................

Trainee:…………………………………………………………………………………………………..

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Mentor and Trainee Meeting RecordSE1: Week 6 (insert date) ……………………………………………………………………….Mentor and King's Personal Tutor may wish to keep a copy.

Trainee: ......................................................................... Date…………………………………





Initials: ................. Mentor:....................................................................................

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Trainee:………………………………………………………………. Date:……………………………….





Initials: ................. Mentor:....................................................................................

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Trainee ………………………………………………………………………………………………….


Trainee:……………………………………………………………… Date:………………………………





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Initials: ................. Mentor:..................................................................................

Trainee:……………………………………………………………………………………………………


Trainee:……………………………………………………………………. Date:……………………





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Initials: ................. Mentor:.................................................................................

Trainee:……………………………………………………………………………………………………


Trainee:………………………………………………………………………. Date: …………………




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Initials: ................. Mentor:..................................................................................

Trainee:…………………………………………………………………………………………………….


Trainee:……………………………………………………………………. Date:……………………



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Initials: ................. Mentor:..................................................................................

Trainee:………………………………………………………………………………………………

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Trainee:…………………………………………………………………………. Date:………………….. Review of previous week’s targets




Initials: ................. Mentor:..............................................................................

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Trainee: ………………………………………………………………………………………


Trainee:……………………………………………………………………… Date:………………………





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Initials: ................. Mentor:..................................................................................

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Mentor and Trainee Meeting RecordSE1: Week 16 (insert date) ………………………………………………………………………. Mentor and King's Personal Tutor may wish to keep a copy.

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Mentor and Meeting RecordSE2: Week 21 (insert date) ……………………………………………………………………….Mentor and King's Personal Tutor may wish to keep a copy.

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Mentor and Trainee Meeting RecordSE2: Week 29 (insert date) ………………………………………………………………………. Mentor and King's Personal Tutor may wish to keep a copy.

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Trainee:…………………………………………………………………………………………………..

SPARE SHEETMentor and Trainee Meeting RecordInsert date ……………………………………………………………………….Mentor and King's Personal Tutor may wish to keep a copy.

Trainee:………………………………………………………………………. Date: ………………….





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Trainee:………………………………………………………………………. Date: ………………….Review of previous week’s targets



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pdp-salaried_1516 · web viewse1: week 3 (insert date) mentor and king's personal tutor...

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