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Faculty of Education and Children’s Services

Mentor Guide: 2016-2017

Mentor Development Leads: Jenn Simmonds and Sian Duffty

1JAS 4/10/14 JAS 3/12/15 JAS/SD 27/7/16 JAS/SD 14/10/16

Contents

Who to Contact at the University of Chester 3Sense of Purpose 5Roles, Responsibilities and Relationships 7Mentee Entitlements 7Visit Procedures and Expectations 9Teachers’ Standards 11Mentor Support and Development 12Certification and Accreditation Pathways 13Mentor Profile 16

Appendix 1: Weekly Observation Proforma 18Appendix 2: Examples of completed Observation Proformas 21Appendix 3: Coaching Script 26Appendix 4: School Based Learning Checklist 27Appendix 5: Weekly Review of Progress with Exemplar 28Appendix 6: Examples of Target Setting 35Appendix 7: Example of Secondary Professional Programme 41Appendix 8: Example of completed Review 42Appendix 10: Quality Assurance 47


Postal Contact Details: Telephone and EmailITE Administration OfficeFaculty of Education and Children’s ServicesRiverside CRV137University of ChesterCastle DriveChester CH1 1SF

www.chester.ac.uk

Partnership Administration Tel: 01244 511586Fax: 01244 [email protected]

[email protected]

[email protected]

For online access to ITE Partnership materials please visit the Professional Journey websitehttp://www.chestereducation.co.uk/

The following table shows staff responsibilities for the Partnership and how they can be contacted.

Name and Role: Telephone and EmailLiz FleetDeputy Dean: Quality Assurance

01244 [email protected]

Jo BaconAssociate Dean Academic Development and Resources (including Marketing and Recruitment)


Andrew ConnellHead of ITE Programmes


Tricia SterlingHead of Academic and Professional Programmes


Jon CloughPrimary Programmes Leader (Undergraduate)


Arthur KellyPGCE Primary Programmes Leader (Postgraduate) Core and SD


Sarah AnkersPGCE Primary Core Cohort Leader


Deidre HewittEarly Years Programme Leader


Jane Bulkeley and Faith FletcherPG Cert in Early Years Practice with EYTS Programme Leads

01244 512719/[email protected]@chester.ac.uk

Michael BirdPGCE Secondary Programmes Leader (Postgraduate) Core and SD


Una MeehanPGCE Secondary Core Cohort Leader


Karen GriffithsPCET Lead


Sarah McGrath Director of Partnership: Core


Lynn SampsonDirector of Partnership: Professional Programmes


Steven TonesDirector of Partnership: School Direct



mailto:[email protected]












http://www.chestereducation.co.uk/


Name and Role: Telephone and EmailJenn SimmondsMentor Development Lead


Sian DufftyMentor Development Lead


Jane WeaversAlumni Officer


Pauline HughesITE Administration Supervisor


Zoe GarrattPGCE Administrator


Katherine Hesketh: Administrative AssistantPGCE School Direct (Primary and Secondary)


Matthew Roberts: Administrative AssistantPGCE Core (Primary and Secondary)

01244 [email protected]@chester.ac.uk

Laura Petley: Administrative Assistant Undergraduate Programmes

01244 [email protected]@chester.ac.uk

Ann Mills: Administrative Assistant School Based Learning Secondary Partnerships


Helen Roberts: Administrative Assistant School Based Learning Primary Partnerships


Mentor Development 01244 [email protected]










The NCTL (National College of Teaching and Learning) currently identifies the three main aims of mentoring as:

Fostering greater consistency in the practice of mentoring;Raising the profile of mentoring;Contributing to the building of a coaching and mentoring culture in schools.

July 2016: National Standards for school-based initial teacher training (ITT) mentors

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536891/Mentor_standards_report_Final.pdf

We are delighted that you are taking on the role of mentor for our Associate teacher(s) in this vital aspect of each Programme. The role of the mentor is a significant one and one from which you will gain a great deal. As Andrew Carter commented in July 2016, on sharing the National Standards for school-based initial teacher training (ITT) mentors:

The contribution mentors make to their colleagues’ practice will help raise standards and in turn improve the quality of teaching across the profession, leading to improved outcomes for children. An effective mentor sets high expectations for pupil achievement, models high-quality teaching and acts as an ambassador for the profession.

From discussions with our current mentors the following comments detail the Chester mentor perspective.

Mentor Comment“I really enjoy watching my class working with someone else, so I can observe them from a different angle. The first time I mentored I was shocked about how little I knew about my class and the good thing about having an associate teacher working with me allowed me to step back and observe not just the AT but the pupils in my class”.

“The important thing when working with a mentee is, right at the outset, for both to understand what the relationship is there to do”.

“The rule of thumb for any observation is to use the Standards to frame those two-way exchanges”

“As you would do with any other teaching activity, set goals and targets. The point is, what are you trying to achieve and over what period?”

“You do need to be careful though in the weekly review not to fall into chat mode. The documentation allows you to remain focused”.

“Using the weekly reflection is a good way of ensuring your working relationship grows, try setting a topic/theme together at the end of the weekly review meeting so you can both reflect on this issue/area/topic/theme before the next session”.




“But quite often, and I know I was the same, you don’t actually think about the mentoring session until two minutes before the person arrives because you’re just too busy. In those circumstances, what I find is that the documentation allows you to move into focus quickly”.

“Make time to allow your mentee to talk about what’s front of mind with them at that moment and together you can discuss and targets fall out of this naturally”.

“I learned quickly that if the relationship was to work between us I needed to enjoy getting to the bottom of what my mentees ever changing needs were”.

“There has to be the ability to empathise and connect with people who are different from me, as a mentor I can demonstrate I am able to remember what it was like when I was a learner... remembering a time when I was younger, less successful and less clear about choosing the right methods and the right resources, this ensures that the mentee feels that I identify with their challenges and can support them as they progress”

“I’ve never had a problem being enthused about other people’s challenges and I get a big kick out of actually getting under the skin of things and relating them to my own past experiences in order to support my mentee.”

“There isn’t a one-size-fits-all approach to mentoring and it’s easy to overcomplicate it, sometimes I use coaching techniques, sometimes I use mentoring...”

“Senior staff in my school have recognised that being a mentor is a vital part of the toolkit for leadership development. I was asked to be a part of the whole school departmental monitoring procedure because my observation skills were recognised as high order. Staff evaluations showed that the dialogue I fostered after the observations rather than old fashioned feedback was valued and seen as developmental. I have been asked to prepare a report for the governing body on how we might develop this process further this year”. “Every AT that you will work with will be in a different place which is very much dependent on their previous experience and training. Every AT will need guidance, support and advice on how best to make progress within the Teachers’ Standards. Even those who come to you on a final placement are not yet ‘the finished article,’ they will still need support around planning, teaching and assessment in order to achieve a good or outstanding outcome. Each AT is expected to be proactive in school, to drive their own learning and training. It is your role as mentor/coach to support this process”.


Roles, Responsibilities and Relationships:

The University Link Tutor (ULT) and the Setting Based Mentors (Professional/Subject/Class/Setting/ Workplace) are jointly responsible for assuring the quality of the learning opportunities and the assessment of Associate Teachers and Trainees placed in the school/setting/workplace. Associate Teacher/Trainee entitlements are listed in the appropriate Programme documents.

All School-based Learning handbooks and documentation, relevant to each placement, are located on the Professional Journey Website 2016-2017, and are clearly marked for each Programme and year group where necessary.

Please consult the Policies and Procedures document for further advice.

Any issues or queries which arise during a placement should be shared and discussed with the appropriate contacts listed on the previous page.

Mentee Entitlements

Each student/associate teacher/trainee placed in a setting/school/work placement is entitled to the following:

A Formal Weekly Observation and resulting dialogue where together you agree the level at which the AT/trainee has achieved the Standards and any targets and ways of achieving these which again you agree together (a copy of the observation should be signed and given to the mentee, either electronically or as a hard copy and lodged in the mentee files).

For the process involved in the weekly observation please access the Professional Journey file (PJF 2016-2017, Page 19.

For a copy of the Formal Weekly Observation proforma please see Page 21 (PJF) and Appendix 1 in this guide.

For examples of completed observations please see Appendix 2.

For an example of how to promote dialogue following the observation please see Appendix 3 in this guide.

AND

A Weekly Review Meeting to capture and review AT/trainee Progress. During the meeting Standards are verified, SMART targets are set,


dialogue occurs concerning the Formal Weekly Observation, the weekly activity plan is reviewed, impact on pupil learning and progress is discussed and further profession development activities are identified and added to the activity plan.

For the process involved in the Weekly Review please consult the PJF Section 2, Page 19 for further guidance.

For an example of a completed Weekly Review please see Appendix 4, Page 39.

AND

In Secondary Programmes

A Professional Programme of activities written to Standards (please ensure mentees have a copy of the Programme for their files.) Please see Appendix 6, Page 49.

Please note: Primary and Early Years ATs will have a Professional Development Activities booklet for each placement.

AND

Formal Review Point Reports These documents evidence the formal assessment review points. The ULT will collect these reviews. Please save a signed and dated copy for your records, ensure mentees also have a copy for their evidence files, and that the professional mentor/QA Lead/workplace supervisor is sent a copy for their records.

For further information please see the Professional Journey File (PJF) Page 24.

ITE Mentors please note that:

Each student/associate teacher placed in a setting/school/work placement should have shared with his/her mentor a copy of his/her profile, the personal philosophy of teaching (where appropriate), initial audits against the Standards and Subject Audits. In order to show progression mentees should be encouraged to refine/revisit/update these documents regularly throughout their training. Mentors are asked to monitor this process, as are ULTs. Subject audits should be housed in Section 3 of the PJF.

All mentees have an attendance sheet which should be signed off by the mentor on a weekly basis. This simple exercise will save tensions concerning actual registered days on which the mentee has been present in the setting/school/work placement. Please note interview days count as school days, but travelling days do not. The agreement is that 5 days are allowed and others above these will need to be completed as extra school based learning days.


It is most important that all mentees are given the opportunity to achieve the best possible outcomes, and additional days, in the event of illness/family issues/bereavement will be added at the end of the Programme.

It is the responsibility of each mentee to complete paperwork. ATs/trainees may keep electronic copies of paperwork but these must also be printed off and kept as a hard copy in A4 files. Mentor annotation with initials and date seen, is essential in order to show the mentoring process in action. These documents are:

Weekly ReviewTarget Setting and Weekly Activity PlanPlanning (Lesson/Session and Medium Term) and all related documents.Lesson/Session EvaluationsEvidence against the StandardsProgress along the Standards Continuum

It should also be noted that all of the above should be available in hard copy at all times.

During each placement you and your AT will be visited by the University Link Tutor (ULT). These visits are largely one of quality assurance, but is also an opportunity for you to receive further support and training regarding your role. The visit normally involves a joint lesson observation, and dialogue, but as circumstances vary, this may not always be the case. The ULT will also be involved in the triangulation discussion at a Review Point which involves you as the mentor, the AT and the ULT. If you require further training around any aspect of your role these visits are an opportunity to facilitate this. Part of the role of the ULT is to provide a first point of contact for School/Setting/Workplace-based Mentors (except in the case of School Direct where the QA Lead is the first point of contact) to offer advice and support on specific educational issues or general issues, as appropriate. Visit Procedures and Expectations

Each AT/Trainee will be assigned a ULT, for the placement who will visit the school /setting/ workplace during the placement. This will be determined by the AT’s /Trainee’s Programme. On the next page is guidance regarding procedures and expectations for the visit (s).

Before a ULT visits the school/setting/workplace he/she will:

Email the Class/Subject Mentor/Placement Supervisor and Associate Teacher to arrange the visit;Ensure a mutually agreeable date is arrived at, and that all parties are clear on the purpose of the visit (to take part in a paired observation, and/or participate in post observation reflective dialogue, and/or witness the Weekly Review meeting, check AT files, or observe a Professional Session, or complete a Review/ Triangulation);Copy the QA lead and the Professional mentor into the final confirmation of the visit.


When a ULT visits the school/setting/workplace he/she will:

Ensure Associate Teacher/Trainee assessment procedures are rigorous and robust, supporting consistent and accurate judgements;Observe where appropriate, jointly with the Mentor, the Associate Teacher/Trainee teaching, support or monitor the resulting dialogue and target setting process and offer support and guidance as required;Moderate judgements with Professional/Subject Mentors/class teachers/workplace supervisors against the appropriate Standards;Monitor that the Associate Teacher/Trainee is receiving specific education on specific areas such as Safeguarding/Child Protection, PREVENT, e-Safety, Health and Safety, as appropriate to the school/setting/workplace;Monitor that the Associate Teacher/Trainee is receiving appropriate feedback and guidance on planning, teaching and assessment which allows for significant documentary evidence to be gathered and stored within the School-based/Setting/Workplace learning Files; Model good practice, particularly during a weekly meeting, or following a lesson observation. (Please see coaching script: Appendix 3);Monitor that clear targets are being set and related actions supported to enable the Associate Teacher/Trainee to progress;Ensure that all requirements of placement are met by schools/settings/workplaces and Associate Teachers/Trainees; Meet with the Associate Teacher/Trainee and Mentor to moderate formative and summative reports and judgements;Discuss the next Review and check/engage in target setting with the Mentor and/or mentee;Monitor the quality of School/Setting/Workplace-based Training and complete relevant QA forms;Foster Mentor recognition and accreditation;Support, advise and work with Mentors in schools/settings/workplaces specifically on subject OR phase issues OR on general issues as appropriate; Involve teachers and other professionals in developing the subject/phase University and school-based training elements of the Programme;Work with colleagues to encourage schools/setting and workplaces to involve themselves fully in the School/Setting/Workplace Learning provision;Work with schools/settings/workplaces to identify their educational needs and possible CPD opportunities with the University (notify the Director of Partnerships for the Professional Programmes in regard to CPD requests).


Mentoring Support and Development at Chester.

At Chester we see a direct correlation between outstanding mentors and outstanding ATs. We see the partnership as a team involved in ensuring the highest quality ATs are entering the profession, and see this as a joint and shared responsibility. We recognise the wide variety of skills and expertise mentors have prior to engaging with training ATs from Chester.

The mentor recognition and certification routes initially enabled mentors to be formally recognised by Chester at ‘Developing’, ‘Advanced’ or ‘Leading’ Mentoring level. This route suggests possible CPD plans for each individual with ongoing recognition awarded as mentors continue to develop in their roles. Sessions were timetabled to coincide with placement preparation and transitions (for all years and programmes) and interim and final review points. This validated the principle that we aim to cater for and to the needs of all ATs and mentors.

A vital element of mentor development and training focuses on key skills, in mentoring and coaching, and these take place throughout the year. Bespoke support (delivered in school) is also available from our mentor development team, and can be arranged on request. Truly ‘in partnership’ we actively seek mentors and specialists in schools to become part of the development schedule for colleagues in schools. We rely on mentors working together and learning from each other to ensure the highest quality of mentoring and support for all partnership colleagues.

Partnership is at the heart of the team’s vision. We are a dedicated team of practitioners operating across all ITT and PCET programmes, delivering both generic and bespoke mentor development sessions which aim to improve and refine mentor support for trainees, whilst dovetailing CPD for experienced and new mentors within the Chester Partnership. We offer a progression and certification route to support the CPD of teachers and tutors which links to accredited Masters in Mentoring and Coaching for all mentors linked to the Chester Partnership. The support for mentors also extends to support of NQTs and RQTs from Chester within our Partnership schools.

The Mentor development team is comprised of Primary and Secondary Mentoring and Coaching specialists from university and from partnership schools. The wider team involves all tutors from the University who are trained to deliver bespoke support of associate teachers, trainees and mentors ‘in situ’.

The Pathways for Progression, Recognition, Certification and Accreditation of Mentoring are an inclusive way of working, intended to guide all teachers, from the early stages of their career through to the expert teacher as they develop mentoring skills in the context of ITE and partnership. The principles underpinning the pathways are the continuous, natural gathering of evidence, acquired as the mentor supports and guides a Student/Associate Teacher/Trainee within their setting.

Certification/Level 7 Accreditation Pathways:

The Faculty of Education & Children’s Services see good quality mentoring through effective coaching and mentoring as an essential to ensuring our Associate Teachers are involved in effective school partnerships. These partnerships are developmental, where mentors understand the processes and procedures involved in Initial Teacher Education, where they also understand that in order to facilitate this learning experience and work with our tutors and ATs they need to be


constantly updating and redefining their own training expertise. Experience has therefore led us to the conclusion that the good intentions behind these initiatives are often undermined by the lack of training or a proper framework for the provision of effective School Based Learning. As a consequence the following packages have been tested and refined over the last two years.

PATHWAY 1 Mentor Certification: There are now two stages to Mentor Certification: Stage 1 Mentor Training (on-line) BEGINNING which leads after a successful AT placement and tutor and/or professional mentor endorsement to a Stage 2 DEVELOPING Mentor Certificate.

For those mentors who wish to show an even greater understanding of mentoring and are willing/able to put together a portfolio with examples of their working processes during the support of several ATs, then Stage 3 Mentor GOOD certification is available.

Mentor CertificationBeginning: Stage 1 Developing: Stage 2 Good: Stage 3Complete on line/in situ training:

Understand and use the Professional Journey File effectively in order to ensure all students/ATs/trainees achieve the best possible progress.

Demonstrate a working knowledge of the Teachers’ Standards;

Understand and make effective use of Programme specifications and procedures, and confirm the principles of partnership through effective liaison with the University of Chester (UoC);

Engage with documentation effectively;

Enter into effective dialogue with ATs;

Assess and set targets with ATs;

Facilitate each AT’s developing practice according to their needs;

Be able to reflect critically on their own and other’s practice for professional development.

Mentors to demonstrate, through their own portfolio evidence, aspects of effective training from several successful AT placements.

This evidence should also demonstrate all of the previous Stages at a heightened level and in addition show evidence of the mentor:

working with other mentors (buddy systems etc);

developing/delivering in house professional programmes for groups of ATs/trainees;

membership of partnership team – mentor development, behaviour management, SEND, EAL etc;

other additional aspects linked to ITE.

PATHWAY 2 (Level 7: 3 Modules) Post Graduate Certificate in Coach and Mentoring: As we have looked for ways of developing these processes further, we have worked with professional mentors who began and subsequently completed their Masters with a Post Graduate Certificate in Mentoring and Coaching several years ago. *It is important to note that the Certificate was initially funded by monies from outside agencies and was therefore somewhat attractive to school based mentors wishing to use ITT as a career pathway. The quality of this work detailing


evidence of well set ITT processes was subsequently praised by Ofsted as contributing to our OUTSTANDING category. Unfortunately outside funding was withdrawn after three years and the Certificate was shelved owing to lack of uptake.

All of this understanding has led us to work closely with our partnership schools to refine this qualification. From January 2017 The Post Graduate Certificate in Coach and Mentoring is being re-launched. This will allow school/setting based mentors to use their own practice with ATs/trainees and other school based mentors: Stage 3 Mentor Certification (see above) as evidence towards this qualification. This is combined with seminars (two Saturdays each module) to enable all participants to reflect on their own practice and skills, and entering into dialogue with other learners analyse and refine mentoring and coaching techniques/processes. At the same time participants will develop a thorough understanding of coaching and mentoring theories and theorists, and how to link this to their own practice. This will be used to support the portfolio, demonstrating critical analysis of processes and practice validated by theory, allowing each participant to develop new insights through professional/ personal development and application.

The Postgraduate Certificate in Coaching and Mentoring has been accredited by the Chartered Management Institute. Students successfully completing the PG Certificate will also receive a CMI award in Coaching and Mentoring at Level 7.

Mentor Accreditation: 60 credits at Level 7 PGCertificate in Coaching & Mentoring CD7611: An introduction to the skills, principles and practice of effective mentoring/coaching ONE

CD7612: Developing client, knowledge, skills and expertise through effective dialogue TWO

CD7613: Co-ordinating Mentoring and Coaching ProgrammesEITHER

ED7109: Negotiated Study (Area of own practice with mentoring and/or coaching perspective) OR

Professional Body Accreditation: Chartered Management Institute

The Postgraduate Certificate in Coaching and Mentoring has been accredited by the Chartered Management Institute. Students successfully completing the PG Cert programme will also receive a CMI award in Coaching and Mentoring at Level 7. This award is fully embedded within the programme, so students will not have to undertake any additional work. Registration with the CMI will be done at the time of module registrations. In order to achieve the CMI award students must successfully complete modules CD7611, CD7612 and CD7613. Students undertaking ED7109 will need to, in discussion with the programme leader, ensure that the negotiated element of the module meet the learning outcomes of the CMI award to be eligible for the additional qualification.

AssessmentEach module is assessed by coursework submission: Essay - 3000 words A coaching/mentoring reflective portfolio - 2000 words

Attendance


Weekend school Chester (Riverside campus and/or Parkgate Road campus) or in Client Setting where group is a viable size. Delivery site to be negotiated according to client needs (20 hours)

For Costings and Further Detail please access the following link:

https://www1.chester.ac.uk/postgraduate/coaching-and-mentoring

QA Form A: School/ Setting & Mentor Profile15

JAS 4/10/14 JAS 3/12/15 JAS/SD 27/7/16 JAS/SD 14/10/16

https://www1.chester.ac.uk/postgraduate/coaching-and-mentoring

SCHOOL/SETTING DETAILS

Name of School/Setting: Head Teacher/Manager name:Head teacher / Manager email:

Head teacher / Manager direct telephone number (including extension, if applicable)School/ Setting e-mail address:School/Setting phone number:

SCHOOL / SETTING CHARACTERISTICSKey Stages taught by the School (please circle):FS1 FS2 KS1 KS2 KS3 KS4 KS5What are the strengths of your school/ setting relating to the National Priorities (English schools) or Welsh priorities

Behaviour AFL SENDLiteracy and Communication EALAnti-Bullying inc. LGBT, for e.g. Values and EthicsPhonics Maths (Primary only)Outdoor PlayQuality Marks? Area(s) -

Other strengths (please state):

Date: Signature:


School/Setting name and location: Mentor’s Name:

Mentor’s email: Mentor’s phone number:

ITE role in school/settinge.g. Professional Mentor, Class-Teacher Mentor, Subject Mentor, Coach etc.

Academic/Professional Qualifications

Current areas and position(s) of responsibility / TLR (if applicable) including age-phase(s) currently teaching:

Summary of CPD attended (last 2 years)

Years teaching experience (and age-groups)e.g. room leader (0-3 year) (3-5) , 7 years KS3 & 4 or 3 years KS1 & 2 years EYFS etc.

Mentoring Experience New as mentor for 2016/17 period(Please tick)

Previously Mentor for:(Please tick)The University of Chester ITE Partnership

Previously Mentor for:(Please tick)Other ITE providers (please name)

1.

2. Are you a certified mentor under the UoC Mentor Certification Route? Yes/ NoIf yes, at which level? (Please tick) 2016-2017 Stage 1

2014-2016 DevelopingAdvanced

Leading Leading from the Middle/ NPQMLDate:

Leadership pathways/NPQSLDate:

Other:Date:

Other Coaching/Mentor trainingPlease list and date:


Appendix 1

LESSON OBSERVATIONAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each lesson observation. The AT should identify prior to the observation and circle below the focused Standards. Please report on and grade QTS Focus initially, then comment on other Standards as and if appropriate.

Associate Teacher:

TEACHERS’ STANDARDS FOCUS OF LESSON

School: Class /Year Group (size):

Mentor/Teacher/Tutor: Date:S1. Set high expectations which inspire, motivate and challenge pupils:

(S1a) (S1b) (S1c)B D G O

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

(S2a) (S2b) (S2c) (S2d) (S2e)B D G O

S3. Demonstrate good subject and curriculum knowledge

(S3a) (S3b) (S3c) (S3d) (S3e)B D G O

S4. Plan and teach well-structured lessons

(S4a) (S4b) (S4c) (S4d) (S4e) B D G O

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

(S5a) (S5b) (S5c) (S5d) B D G O


S6. Make accurate and productive use of assessment

(S6a) (S6b) (S6c) (S6d) B D G O

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

(S7a) (S7b) (S7c) (S7d) B D G O

S8. Fulfil wider professional responsibilities

(S8a) (S8b) (S8c) (S8d) (S8e) B D G O

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Professional Development File

Dialogue arising out of this lesson: To be focused upon in weekly review meeting

Mentor/Tutor:

Associate Teacher:

Refer to Teachers’ Standards Log for guidanceB –Beginning, D – Developing, G – Good, O – Outstanding


LESSON OBSERVATION – additional notesThis form is to help mentors notes during lessons where additional space is required. – * * * * *The lesson analysis form should be completed as a record of the observation.

Associate Teacher:

School: Programme:

Mentor/Teacher/Tutor: Date:


Appendix 2

AT asked for Standards 2b, 3e and S7b to be observed. Although there is no need for the mentor to focus on any other Standards, she also chose to comment on S1 as there was evidence of the AT demonstrating good features in this Standard. *Please note the Standards were graded after dialogue with the AT.*


Associate Teacher:

PRIMARYTEACHERS’ STANDARDS

FOCUS OF LESSON 2b 3e Mathematics 7b

School: Class /Year Group (size): 24 Year 1

Mentor/Teacher/Tutor: Date: Topic - Addition

S1. Set high expectations which inspire, motivate and challenge pupils:

Your enthusiasm and choice of resources in the lesson, engaged the whole group.

(S1a) (S1b) (S1c)

B D G O

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

You had clearly taken into account the assessments you had made in the previous lesson. Your planning builds on this and what the children had achieved in the lesson yesterday. You have carefully thought about what each group achieved in the previous lesson and have provided opportunities for the children to revisit this during the lesson. Your use of modelling at the beginning of the lesson enabled the children to see how to complete the equation. The use of concrete apparatus helped those who found difficulty with the addition in the last lesson. You effectively extended the more able group by using numbers to 20. During the lesson you effectively stopped the children and refocussed them with additional reminders. The game that you used enabled children to use their skills in a ‘fun’ situation.

(S2a) (S2b) (S2c) (S2d) (S2e)

B D G O

S3. Demonstrate good subject and curriculum knowledge

Your understanding of addition within Year 1 was good. You explained terms clearly and when necessary could reiterate in a way some children found easier to understand. You made good use of modelling within the lesson and your introduction using the children’s experience of birthday parties gave them a familiar context within which to work. When you were working with your group it was good to see that you were listening and observing the children, and then adapting what you were doing to meet their needs.

(S3a) (S3b) (S3c) (S3d) (S3e)

B D G O



(S4a) (S4b) (S4c) (S4d) (S4e)

B D G O


(S5a) (S5b) (S5c) (S5d)

B D G O


(S6a) (S6b) (S6c) (S6d)

B D G O

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

Your expectations of the children, at the beginning of the lesson, were high today, you gave clear instructions and the children responded well to your calm firm manner. Aim to maintain this throughout the lesson in future as there were instances in the latter half of the lesson of children talking over you and shouting out. You have gained confidence in the school’s behaviour policy and used this to move names into the yellow zone when you needed to. You have been working hard on your use of praise and this was very effective at times today – well done. In future sessions think carefully about where you seat yourself when teaching your group –sit so that you can see the class but also see the clock – this will help you in two ways – to scan the room and ensure that all are on task and if you can see the clock you are aware of how long you have left to ensure that sessions do not run over time.

(S7a) (S7b) (S7c) (S7d)

B D G O



(S8a) (S8b) (S8c) (S8d) (S8e)

B D G O

Key Strengths of Lesson (At least three)

To be added as evidence by Associate Teacher to Professional Development File

High expectations and good use of the school behaviour policy.

Good use of praise at times - keep building on this so that you are consistent.

Effective use of interactive material in your lesson.

Dialogue arising out of this lesson:

To be focused upon in weekly review meeting

Think carefully about the resources that you have freely available on each table for every maths session – number lines, cubes, etc.

Investigate the next steps in progression for those more able children.

Make more use of the interactive whiteboard.

Think through strategies of maximising lesson time without running over and ensuring you leave enough time for the children to do what you have asked them to.

Mentor/Tutor: ___________________________________________________________________________________

Associate Teacher:

Refer to Teachers’ Standards Log for guidance

B –Beginning, D – Developing, G – Good, O – Outstanding


AT asked for Standards 2c-e, S3a-c and S7a-b to be observed. Although there is no need for the mentor to focus on any other Standards, she also chose to comment on S1a-c and S7c-d as there was evidence of the AT achieving good/outstanding in these areas. *Please note the Standards were graded after dialogue with the AT.*


Associate Teacher: SECONDARY

TEACHERS’ STANDARDS FOCUS OF LESSON 2c-e, S3a-c and S7a-b

School: ***** ****** Class/Year Group (size): Yr * Whole Class

Mentor/Teacher/Tutor: *** ***** Date: 20th May 2016S1. Set high expectations which inspire, motivate and challenge pupils: Excellent relationships evident, students keen, eager and desperate to contribute. This is an aspect which some practising teachers find difficult to achieve at times. There is no doubt that your approachable manner motivates students and they want to achieve the best they can. They check with you they are completing the tasks well eg: ‘would it be okay if I fall off my chair?’, ‘would it be good to involve all of us in this section?’ ‘can we use narration?. These questions when you are monitoring the tasks show how comfortable they are with you. You have a keen sense purpose and the students have clearly picked up on this.

(S1a) (S1b) (S1c) B D G O

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress) Again your use of questioning to bring out further developments in student understanding and process allows the students to feel valued and supports their progression. Use of the written task allows you to assess their skill level and set further tasks as appropriate. The use of individual and group targets allows the students to understand your expectations and also understand their development points. Using pair share also allows for student to student feedback and constructively encourages the groups to look for new ways of working.

The information and data as well lodged in your teaching file as well as the evaluation of the last lesson you had with this group evidences how you have used this to plan for successful outcomes. However your plan does not detail this. Make this significant, annotate your plans to show how these aspects have impacted on how you plan for and develop student progress. (S2a) (S2b) (S2c) (S2d) (S2e)

B D G O S3. Demonstrate good subject and curriculum knowledgeSubject knowledge on Pinter secure, you responded to questions from students well, your definition concerning ‘naturalism’ was almost textbook. Use of performance language also strong, using the line to pin up strategies really works and referring back to these by asking students for clarification really worked for them. There is no doubt that their knowledge developed through subtle reinforcement throughout the lesson. Linking this back to strategies and terminology used last lesson also evidenced student knowledge and understanding. Using Year 13 to demonstrate Pinteresque aspects also developed learning on a number of levels, not least a great encouragement for the Year 9s to consider choosing this as a GCSE subject.

(S3a) (S3b) (S3c) (S3d) (S3d) B D G O


(S4a) (S4b) (S4c) (S4d) (S4e)

B D G O



(S5a) (S5b) (S5c) (S5d) B D G O


(S6a) (S6b) (S6c) (S6d) B D G O

S7. Manage behaviour effectively to ensure a good and safe learning environment High expectations in evidence from the start, not an easy class, however you managed them purposefully and productively. You were consistent in your approach, challenged the one off focus incident and brought students back on task with your sense of humour linked to good use of the school behaviour policy. The students appreciate your consistent approach. You planned your work to engage the students in a series of layered tasks linked to student speak and evaluation. You varied the style of delivery, tone and pace of the lesson and this encouraged the students to become involved throughout. Your modelling of tasks, especially when using teacher in role was carefully planned and presented, as was the interlude when the Year 13 showed their skill in Pinter techniques. You challenged the Year 9s with constant very effective questions which linked with the very careful planning and your own evaluations of the class from data and previous lessons moved the lesson into very high levels of engagement and learning. This was added to by good use of praise which promoted a focused learning atmosphere and environment. Well done!

(S7a) (S7b) (S7c) (S7d) B D G O


(S8a) (S8b) (S8c) (S8d) (S8e) B D G O

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Professional Development FileS7a-c Very effective behaviour management and engagement in evidence throughout lessonS3a-b Highly confident and competent knowledge of both performance language and strategies, and also of PinterS2b-c Planning takes account of prior learning, prior assessment and data and own evaluation of previous lessons

Dialogue arising out of this lesson: To be focused upon in weekly review meeting

Annotation of plans to show development and impact.

Building a platform for evidencing own research and reflection, and linking this to own professional understanding and development.

Moving from good to outstanding.

Mentor/Tutor: ____________________________________________________________________

Associate Teacher: ________________________________________________________________________

Refer to Teachers’ Standards Log for guidance


B-Beginning D-Developing G-Good O-Outstanding


Appendix 3

Coaching Script: To promote effective dialogue and interaction

Use the standards profile log to focus the dialogue and ask AT/Student/NQT/Trainee to use this as well.

• So we agreed that we would be looking at….S3a and S3b today, let’s look at the criteria and remembering how the lesson WENT, can you tell me where you think you might on the CONTINUUM and why?

• So are you saying that the lesson has aspects of….

• Interesting that you think that, because of the section of the lesson where you… allowed that part of the lesson to flow well. You were clearly working very hard to almost pull the learning out of the pupils. What could you do next time to ensure this is easier?

• Would it have been easier if you had…?

• Can you give me an example of where you have seen this in your observations of other teachers?

• How could you have modified this to fit the teaching episode which we have just discussed?

• So we can phrase this into a target for the next time you teach this class…

• Let’s look at the lesson overall, can you see how this could have moved your teaching up to the next level?

• So in effect you are saying that your planning and your teaching would have been more effective if you had….

• Okay so now we have a target/s let’s talk about the impact your teaching had today on the pupils, can you articulate the progress they made and give me examples of this…..

• Let’s look at the criteria for S. Your learning outcomes state that you wanted to …….. Was this achieved?

• So again we can formulate a SMART target for this area. What might this be?


Appendix 4

Weekly SBL checklist - to be read in conjunction with SBL Guidance

Associate Teacher: Mentor: Draft Parts 1-3 of the weekly review and share with

your mentor prior to the scheduled weekly review meeting.

In the meeting discuss your progress against targets (previously identified/set).

Discuss your impact on pupil progress, highlighting examples, utilising the results of formative and summative assessments (S6) of individuals and groups (recorded on LP3a).

Discuss how the assessments and evaluation of the lesson (LP3b) impact on your planning (S4) of subsequent lessons. This may also include detailed discussions in relation to identified learners and their progress (S2) (LP3 & child profiles).

Arrange to meet with your Associate Teacher, for approximately an hour for their weekly review meeting.

The AT should share parts 1-3 of this meeting with you prior to this time (this should ‘set the agenda). Although the formal lesson observation will inevitably feed into this meeting, it should focus more widely on developments the AT has made over the entire week, how the AT has impacted on pupils’ progress.

A key focus should be the AT’s progress on targets identified in the previous weekly meeting and against the Standards continuum.

Identify new targets to address in the forthcoming week. This should spring naturally out of progress made thus far and dialogue with your mentor on your evolving practice.

With your mentor, identify when, where and how you will meet new targets- create a new weekly activity plan for the forthcoming week (weekly meeting- part 5). This should include work for your experience log, observations of other colleagues, engagement in wider school activities e.g. extracurricular activities.

Discuss ATs progress over the previous week, and set new targets with the AT for the forthcoming week in light of discussions.

Identify on weekly activity sheet- where, when and how the AT can work towards new targets set (you may need to assist in arranging additional opportunities for the AT- e.g. observations of colleagues, extracurricular opportunities, work in other classes/key stages)

Reflect (highlight) recent progress on Standards Log- add justification statements with descriptions of suitable supporting evidence and ‘signpost’ clearly where this can be found (highlight/post it notes).

Ensure your mentor signs off (agreeing evidence is suitable and you have made progress).

Verify all progress made:- Targets met, in weekly review. Progress in subject knowledge- audits/ progress

against S3. Progress along the Standards continuum-

justifications of AT progress with descriptions and scrutiny of effective supporting evidence.

Update your subject knowledge audits (in S3) to take account of new learning/ demonstration of secure subject knowledge/ teaching experiences

Update your Experience Log to reflect new experiences over the week. Identify new opportunities with your mentor to gain a range of experiences- e.g. observation of colleagues, extracurricular (add to weekly activity sheet)

Check AT files: Are all documents up to date? Are all lesson plans and evaluations completed? Does the experience log reflect SBL? Do subject knowledge audits reflect evolving practice

and progress to date? Check Child profiles are being completed/updated

with relevant additional information to support. Sign off AT’s record of attendance.

Update the Child profiles- you may wish to include evaluations (of the pupils’ progress/LP3), weekly review discussions and examples of pupils’ work (if applicable)

Update compliance check- to reflect any additional time spent in other key stages/age phases.


Appendix 5

WEEKLY REVIEW OF PROGRESS

Weekly Review

AT Name: DATE:

Class Teacher/Subject Mentor:

Part 1 - Review of targets from last mentor meeting

To include: How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other matters:

Standard Target to be reviewed

Progress/ Evidence (Has the target been met) and location of

evidenceVerified

S2

S3

Part 2 – Review of School-based learning

Review of School-based Learning undertaken this week For example

1. Observation of good teaching eg AfL2. Personal reflection3. Professional Development Action4. SBL task

Issues to be discussed:Points from lesson observations of the AT:

Other areas of discussion (including Professional Development activities; observation of lessons; and other activities)


Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacted on pupil learning / progress

Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard

Target (Objective) Reference to QTS

Standards wherever applicable

Action to be taken (realistic)

Success Criteria/Outcome(specific, attainable)

Date to be reviewed

(time )

S2

S3


Part 5- Associate Teacher Weekly Activity Plan

Week beginning (This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities, etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4).

Monday

Tuesday

Wednesday

Thursday

Friday

This Associate Teacher is making satisfactory progress: Yes/No

If no, this Associate Teacher requires an Early Alert Yes/No

If yes, Cause for Concern activated: Yes/No Date

Mentor: Date:

Associate Teacher: Date:


WEEKLY REVIEW OF PROGRESS

Weekly Review

AT Name: Alic DATE:

Class Teacher/Subject Mentor:

Part 1 - Review of targets from last mentor meeting

To include: How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other matters: Standar

d Target to be reviewed Progress/ Evidence (Has the target been met) and location of evidence Verified

S2dHave a good understanding of effective teaching approaches

for children with dyslexia

I have researched through reading books and visiting the BDA website.I have worked with the SEND Co and talked about dyslexia in the classroom and some strategies I could employ in my teaching (see LP 16.6.6)

S3dDemonstrate understanding of

the structure of phonics lessons

I have observed a range of KS 1 and EYFS staff teaching phonics (see observations in Teaching File)I have talked with the English co-ordinator in KS 1 about phonic teaching.I have planned and taught 2 phonics lessons (see lesson plans 20.5.16/ 21.5.16)

7cMake effective use of praise

and sanctions in line with school policy

I have read the school behaviour policy and annotated this to show how I have interpreted this for my teaching (see policy in teaching File)I went to see Mrs Anderson teach and observed how she implemented the sanctions and how she used praise with the children in Yr 2 (see observations in teaching File)Lesson observation 21.5.16 indicates that I have implemented praise and sanctions well in my teaching.


Part 2 – Review of School-based learning

Review of School-based Learning undertaken this weekI have observed teaching of phonics throughout KS 1 and in particular EYFS where I really gained a good understanding of how the lessons are structured. The visits to Mrs Anderson’s class have really helped with my understanding of the school behaviour policy. I have completed the 2 professional development activities on behaviour and also spent time talking about anti bullying strategies with the Deputy Head.

For example

5. Observation of good teaching eg AfL6. Personal reflection7. Professional Development Action8. SBL task

Issues to be discussed:Points from lesson observations of the AT:

Think carefully about the resources that you have freely available on each table for every maths session – number lines, cubes, etc - I intend to place number lines, counting apparatus, whiteboards on tables for children to access each lesson

Investigate the next steps in progression for those more able children- spend some time talking with the maths co-ordinator looking at how the more able can be challenged

Make more use of the interactive whiteboard – ensure that I include the interactive whiteboard as a teaching resource

Think through strategies of maximising lesson time without running over and ensuring you leave enough time for the children to do what you have asked them to – ensue that when I do group teaching I sit facing the class and in sight of the clock. I will ensure that lessons are well paced and finish on time.

Other areas of discussion (including Professional Development activities; observation of lessons; and other activities) I would suggest talking with the IT co-ordinator and attending our after school whiteboard

training.

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacted on pupil learning / progressDuring my phonics lesson I was able to plan for small groups and from my assessments I can see that each child made progress as they achieved the learning objectives for the session. I made good use of the assessment from the previous lesson which informed my next lesson and I was able to plan effectively for each group. I think the fact I used interactive resources, games and practical equipment really enabled the children to make progress. I was particularly pleased with the work of JD who had found addition difficult earlier in the week.


Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard Target (Objective) Reference to QTS Standards wherever

applicableAction to be taken

(realistic)Success Criteria/Outcome

(specific, attainable)Date to be reviewed

(time )

S2 bTo use feedback that allows children to reflect on their

work (writing sessions)

To implement oral feedback in relation to the learning objective.

To provide written comments for children in relation to what has been achieved and where they need to go next.

Children will be able to say what they have achieved and what they need to include in further work. (from my oral feedback and discussion)

Children will be able to respond to the marking – in response time.

3.6.16

S3aDemonstrate good subject

knowledge in the teaching of science (plants)

Know the basic structure of a variety of common flowering plants, including trees by researching independently.

Discuss with other Year 1 colleague how the topic has been introduced and taught previously

My planning will demonstrate accurate subject knowledge.

My teaching will be confident in the use of terminology.

Children will be able to identify the structure of common flowering plants and trees

30.6.16

S4b

Make effective use of the IWB in the next

topic of mathematics teaching

Observe Mrs G in Yr 2 and how the IWB is used to engaged the class

Attend staff trainingsession on IWB

Use IWB in mathematics lessons - shape

My planning will include at least one IWB activity for each lesson.

Use of IWB will be identified in lesson plans.

IWB will engage and motivate the children.

3.6.16


Part 5- Associate Teacher Weekly Activity Plan Week beginning: 28.5.16

(This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities, etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4).

Monday LiteracyWritingTeach S2b

PhonicsSupport CT

NumeracyObserve Mrs G IWBS4b

Topic(Complete Professional development Activity – Anti bullying approaches – school policy)

Tuesday NumeracyTeach S4b

Literacy WritingTeach S2b

PE Observe outside coach and assist where possible

MusicObserve class teacher

IWB trainingS4b

Wednesday LiteracyWritingTeach S2b

PhonicsSupport CT

Science (plants)Observe Mrs F in other Yr 1 class S3a

Science(plants)Observe Mrs F in other Yr 1 classS3a

Attend after school club - football

Thursday NumeracyObserve Mrs G Yr 2 IWBMathematics S4b

NumeracyTeach S4b

Topic(Complete Professional Development Activity - Meeting with SEND Co)

Topic(Complete Professional Development Activity - Meeting with SEND Co)

Attend Parents’ Evening

Friday NumeracyTeach S4b

Guided Reading(Complete Professional Development Activity – summative assessment)

PPA PPA

This Associate Teacher is making satisfactory progress: Yes/No

If no, this Associate Teacher requires an Early Alert Yes/No

If yes, Cause for Concern activated: Yes/No Date

Mentor: Date:

Associate Teacher: Date:


Appendix 6 Examples of Weekly Target Setting: Primary / Early Years

Part 4 – Weekly TARGET SETTING

To include 3-4 targets each week. Some may be carried over from the previous week dependent on progress. The weekly target setting should inform and respond to the forthcoming Weekly Activity Plan (Part 5)


applicable Action to be taken (realistic) Success Criteria/Outcome

(specific, attainable)

Date to be reviewed

(time )

S1a Establish mutual respect in my classroom during the first week of the placement

I will learn all the children’s names within the first 2 days I will spend time with children and find out their hobbies and interest

I will be able to refer to all children by name. I will be able to discuss children’s hobbies with them in conversation I will be beginning to use children’s interests in my planning I will have developed my professional relationships with the class

S2d Develop my use of active learning in my teaching of English

Planning will make use of active learning strategies. In assessing I will consider the impact of the active learning on children’s outcomes.

Personally, greater understanding of approaches to teaching and learning with regard to active learning strategies. Children will be engaged and making good progress in relation to the Los

S3a

To demonstrate confidence and accuracy in subject knowledge within music when teaching about the inter related dimensions

Talk with the music co-ordinator to ensure my subject understanding is accurate. Research a range of activities to develop the children’s understanding of the interrelated dimensions. Plan a series of 3 lessons which explain to the children each of the inter related dimensions

Lesson planning will show my subject understanding Teaching will demonstrate accurate subject knowledge. Lesson observation will acknowledge the accuracy subject knowledge Children will be able to talk about the interrelated dimensions accurately during lessons.



applicable Action to be taken (realistic) Success Criteria/Outcome

(specific, attainable)

Date to be reviewed

(time )

S3e

Engage children in mathematics lessons through incorporating practical activities in the teaching of percentages.

Discuss with maths co-ordinator and class teacher about the approaches they use in their maths teaching Research a range of practical activities that I can use for teaching percentages

Notes from discussions with CT and maths Co-ordinator Planning will show a range of practical activities for each group Children will be engaged in practical activity to support learning. Children will have gained a good understanding of percentages.

S4d

Evaluate my teaching in all phonics lessons and identify features that contributed to children’s engagement

Discuss with CT how she evaluates lessons and what she looks for Identify 3 things in each lesson that have engaged the children. Feed these features into future lessons

Skills in evaluation will have improved. I will be able to identify what re effective teaching approaches and adapt teaching in the next lesson based on my evaluation. Children will be engaged and making progress

S5a

Be able to differentiate teaching to meets the needs of those children with SEN & D in English lessons

Discuss the needs of the children with SEN & D with the CT Research the curriculum at an appropriate level for the children. Plan lessons that are clearly differentiated with activities that meet the needs of those

Notes from discussions with the CT regarding specific needs of children. My research notes around the areas of needs. Planning will show how I have considered the needs of the children with SEN & D and planned appropriate challenges for the children.

S5d Include learners for whom EAL in all lessons through the use of appropriate teaching strategies

Discuss the language levels of the children in the class for whom EAL. Learn some everyday words in Polish and French Ensure that the children for whom EAL are working with children who are good role models in terms of language. Ensure that the children are given opportunities to practice vocabulary in games related to the topic

I will have an increased understanding of the language levels of the children for whom EAL. Children will be able to practice topic vocabulary through game situations with children who are good language role models. Planning will show how lessons have incorporated the needs of children for whom EAL. Lesson observations will focus on how children have been included in the lessons


S6c Establish how children’s progress is monitored to ensure all are making progress

Discuss with the CT how the computer tracking system is used( what it covers, when it is updated etc) Look at information already available on the system to establish what the children can already do.

I will have an understanding of how children’s progress is monitored I will be able to use the information on the system to help plan appropriate activities for the children and set appropriate targets. Children will be making good progress as work will be pitched at an appropriate level.

S7a Establish clear classroom rules and routines with the children to promote good behaviour

Obtain, read and annotate the school behavior policy. Observe the policy in action in all classes within the school. Make use of praise and sanctions in line with the school policy

I will confidently use the school behavior policy in all my lessons. I will make use of praise and sanction in teaching (evidence from observations) Any misbehavior will be dealt with promptly to maximize learning time.

S7d Intervene appropriately and effectively where children are ‘off task’ in lessons

Observe how my CT manages any misbehavior is dealt with. Adopt a more confident stance in the classroom and use my voice effectively. Monitor the classroom and deal with any misbehavior promptly.

Children will be ‘on task’ and making progress. Any misbehaviour will be dealt with in line with school policy and children will be subject to sanctions in line with school policy. I will discuss their behavior with them to ascertain why they were ‘off task’

S8c Ensure that pupils make progress through the effective deployment of the TA in mathematics lessons

Discuss with the CT how he plans for the TA. Make time to talk with the TA about his role in the classroom. Involve the TA in my planning reading for next week. Plan for the TA to support groups in mathematics teaching

TA will be fully involved in planning and feels confident to contribute his ideas. TA is clear about his role in the mathematics lessons for the week. Children are making progress having received focused support from the TA


Examples of Weekly Target Setting: Secondary

Insert relevant Standard number

Target (Objective) Reference to QTS Standards wherever

applicableAction to be taken (realistic) Success Criteria/Outcome

(specific, attainable/achievable)

Date to be reviewed

(time )

S1c Encourage positive pupil attitudes;Practise consistency and development when delivering praise.

To include differentiated tasks and set pupils in support groups;Plan for developed, individualised praise and positivity within lessons.

I am consistent in my feedback and encouragement of pupil voice. I share my expectations. The pupils understand my expectations and this impacts on how they behave and respond to me. My lesson plans show how I have reflected on my lesson evaluations and developed subsequent work.

S2a Develop further understanding of pupil monitoring.

Access records concerning pupil attainment, progress and possible outcomes.

I can use these strategies to plan for pupil progress and show I fully understand how to use school policy and departmental procedures. My planning reflects this.

S2b AND S2d Plan to incorporate prior learning through detailed evaluation of my lessons.

Practise a layered approach on my plans in order to evidence this dialogue.

My plans become well informed by my knowledge of pupil competence and by their prior learning. I annotate my plans to show my ongoing understanding of how the pupils I work with learn. My lesson plans and evaluations show how I adapt my teaching both before and during the lesson in order to overcome any barriers to learning.

S2c Guide pupils to reflect on their progress.

Plan for mini-plenaries which check understanding and develop progression.

Pupils are able to share their understanding of their own and other’s progression through my own use of effective questioning to encourage and develop their feedback skills.

S3c Promote a developing understanding of, and use of subject language

Plan for use of key words throughout lesson. Use, display and break down key words and explanations. Use effective questioning to develop this through sustained use of pupil voice.

Pupils show both verbally (articulacy) and in their written work (literacy and understanding) a good use of standard English and Subject Language. Pupils use Subject Language confidently.






Date to be reviewed

(time )

S2a,b,c,d,e Be able to share, both in a written sense and verbally, the impact that my teaching has on pupil progress. Why am I planning to teach a particular theme/skill in a particular way?

Practise talking about impact with a friendly other within the department.

Use all the information gleaned to plan for successful progress and outcomes.

Annotate lesson plans after evaluation.

S4a AND b Plan for well-paced and well-structured lessons which demonstrate a ‘scaffolded’ approach.

Be observed at ease with pupils, using modelling approaches to develop their learning and understanding.

Lessons are well paced and transitions are clear. Evaluations show evidence that I have been willing to take risks.

S4b Develop pupil understanding of relevance and how what I am doing with them is significantly adding to their progression

Start to use word bubbles, whiteboards, post it notes for short sharp evaluation. Ask the pupils for validation and ask them to evaluate their learning and your teaching.

Pupils feel valued, they are enthusiastic about the work they are involved in with you, their skills and knowledge progress as is their eagerness to learn.

S5a Use a differentiated approach in order to remove barriers to learning

Lesson plans show detail of differentiation

I plan lessons that are appropriately pitched and my teaching shows evidence of my consideration of pupil’s individual learning needs.

S5a, S5b, AND 5c

Be able to talk about the practices I use to enable pupil to learn. Link learning outcomes to final outcomes.

Reflect on this, both in lesson evaluation and in annotated lesson plan for this lesson and for future lessons.

Lesson plans, evaluation and reflection show evidence that pupils achieve the learning outcomes I set and know what to do to support progress.

S6b Understand and use formative assessment.

Plan to use varied assessment modes and promote formative assessment within each teaching episode

Observations show evidence of formative assessment. I can discuss and give examples of how I secure pupil progress.






Date to be reviewed

(time )

S6b, S6d Develop confidence in assessment.

More practice using department and examination criteria in planning, delivery and marking assessment

Effective marking against assessment criteria, written and verbal feedback to pupils, use of assessment grades to justify the feedback I give. Share comments with pupils which are developmental in order to aid pupil progression and also allow progression in planning for future lessons.

S7c, S7d Manage classes effectively Observe good practice with regard to behaviour management and through that develop my own practice.

Pupils understand my expectations, and the work sequences I plan and deliver engage pupils. This will be evidenced in pupil evaluations, my own lesson evaluations and annotated lesson plans and in others’ observations of me.

S8d Improve the use of my voice, both in tone and pace in response to mentor feedback.

Attend weekly meeting and discuss lesson feedback that focused on the use of my voice. Listen carefully and ask questions if I am not clear what my mentor is suggesting I try to improve the effectiveness of my voice in the classroom.

Pupils are engaged by the range and intonation that I use in delivering parts of the lesson. Transitions are clear, concise and varied. I am more confident in my delivery.


Appendix 7: Example of a Secondary Professional Programme

Professional Programme

Date Programme Role Room Teachers’ StandardsSeptember 23rd Welcome to School, School

Ethos, Tour of School, introduction to Reprographics, School Intranet E Safety Policy & Procedures

Head TeacherProfessional MentorIT Manager

Conference Room

B15, B10

Personal and Professional ConductS1c, S7a-b

September 24th Introduction to Behaviour Policy and Year System

Key Stage Leader Conference Room S7a-b

September 24th The Role of the TA TA Lead Conference Room S4e, S8c-dSeptember 25th Pupil Tracking Day KS3 Professional Mentor Collect timetable S2a-dSeptember 30th The Role of the Form Tutor Form Tutor Conference Room S2b-dOctober 7th The Role of the Head of Year Head of Year Conference Room S3b, S8bOctober 14th SEND and School Inclusion

PoliciesSENDCO E29 S5a-d

October 21st Behaviour & Engagement Lead Practitioner B & E Conference Room S1b, S7c-dNovember 4th The New Curriculum Deputy Head Curriculum Conference Room S3a-c, S4d-eNovember 11th Assessment & Data Management Lead Practitioner

AssessmentConference Room S2a, S6a-c

November 18th PSHEC PHSEC Co-ordinator E11 S1a, S1cNovember 25th Reviews Professional Mentor E20 S4d, S8dDecember 2nd Reporting to Parents Deputy Head Curriculum Conference Room S6b-d, S8eDecember 9th School Council: Student Voice Student Voice Reps Conference Room S2eDecember 16th Christmas Extravaganza KS3 am; KS4 & 5 pm Main Hall S8a-b


Appendix 8

Please note that this example is of a Review Point 1 form (this form is identical for RP1, RP 2 and RP3)

SCHOOL-BASED LEARNING REVIEW POINT DOCUMENTATION

PROGRAMME

PGCE SCHOOL DIRECT Secondary, Primary, or Primary-Early Years

RP1 RP2 RP3

PGCE CORE Secondary, Primary, or Primary-Early Years

SBLA Interim SBLA Final SBLB Interim

BA QTS Primary or Early Years-Primary

SBL1 Interim

SBL1 Final

SBL2 Interim

SBL2 Final

SBL3 Interim

ASSOCIATE TEACHER (AT) :

SCHOOL/ESTABLISHMENT Primary-EY Base Class/Year Group for the AT:

PROFESSIONAL MENTOR

MENTOR (Subject or Class Teacher)

PART ONE: SUMMARY GRADING: TEACHING ** as evidenced in Professional Journey File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O

S1: Set high expectations which inspire, motivate and challenge pupils

S2: Promote good progress and outcomes by pupils

S3d *Primary and Early Years only (Phonics and Early Reading)

S3e *Primary and Early Years only ( Mathematics)

S3: Demonstrate good subject and curriculum knowledge

S4: Plan and teach well-structured lessons

S5: Adapt teaching to respond to strengths and needs

S5d: Special Educational Needs and/or disability

S6: Make accurate and productive use of assessment

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

S8: Fulfil wider professional responsibilities


PART TWO: SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCT

B D G O

Respect for pupils, regard for the need to safeguard pupils’ well-being

Honesty, integrity, trust and due regard for fundamental British values

Proper and professional regard to school ethos, policies & practices including own attendance, punctuality, professional dress (i.e. as appropriate within the

setting/school) and use of professional language (i.e. modelling of appropriate English to pupils)

Understanding and acting within the statutory frameworks for professional duties and responsibilities

OVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:

S1: Set high expectations which inspire, motivate and challenge pupils

Areas of Strength

**** demonstrates a positive manner with the children. She organises the children between activities and is consistently asking questions about where they next need to go in order to extend their learning. *** is polite, well-mannered and consistent with the children. **** has been keen to work with a child in the class who struggles with acquiring new learning.Areas of Development for the next phase of teaching and LearningDevelop further knowledge of the curriculum so that you are able to recognise where the children are in their learning and plan a range of activities which motivate and challenge the children.

S2: Promote good progress and outcomes by pupils

Areas of Strength**** has recognised the attitudes to learning work and assessment for learning that takes place in the classroom. *** has worked with children to guide them in their understanding and supports the classroom ethos. *** has begun to read and quotes books and articles in her weekly reflections. **** asks questions about the best direction for next steps for the children.Areas of Development for the next phase of teaching and Learning

Plan assessment for learning into lesson time;Ensure evaluations of teaching are used to inform the teaching strategies and activities in the subsequent lesson.

S3: Demonstrate good subject and curriculum knowledge

Areas of Strength**** is developing knowledge in Maths and Literacy. There have been observations of these subjects in Year 3 and other groups. There have been observations of grammar and spelling lessons in Key Stage 2 and phonics sessions in Year 1 and reception. **** is to begin a week of supporting two Key Stage 2 children who are still working at phase 3 of letters and sounds. **** has planned, taught and evaluated short Maths and English activities (see relevant observations).Areas of Development for the next phase of teaching and Learning


Discuss with Year group team how they create a sequence of learning especially in relation to Maths and Literacy.Plan, teach and evaluate a sequence of Maths and Literacy whole lessons to the whole Class;Plan, teach and evaluate P.E. and then teach a sequence of lessons of another subject to the whole class;

S3d *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach Systematic Synthetic Phonics

Areas of Strength*** has observed Reception and Year 1 phonics sessions. **** is preparing to plan, teach and evaluate a week’s worth of phonics to two Key Stage 2 children working at Phase 3 of Letters and Sounds.Areas of Development for the next phase of teaching and LearningTo develop clear knowledge of the thread of learning in Phonics in order to support children of all ages in their learning;To observe, plan, teach and evaluate further lessons in this area;To visit the nursery to develop knowledge of phase 1 of Letters and Sounds.

S3e *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach mathematics (please specify which topics taught)

Areas of Strength**** has taught a mental starter – subtraction of multiples of 10 from 100, and an introductory session on fractions. **** understands that children need practical and visual experiences to develop their learning.

Areas of Development for the next phase of teaching and LearningObserve the teaching of early maths in EYFS with a focus on teaching strategies;Plan, teach and evaluate a sequence of maths lessons.

S4: Plan and teach well-structured lessons

Areas of StrengthPLEASE NOTE THE GRADE REFLECTS A LACK OF EVIDENCE AND EXPERIENCE RATHER THAN A JUDGEMENT ON THE AT’S ABILITY***** has taught short lessons in both Maths and English. She recognises that the children learn in different ways and is enthusiastic in her manner with them. ****** is able to offer ideas and will always ask questions to check that she is moving in the right direction.

Areas of Development for the next phase of teaching and LearningTo teach a sequence of Maths and English lessons;To set homework for the children as an extension of teaching;To observe and evaluate lessons with a focus on the effective use of lesson time and apply this knowledge to your own teaching and evaluation.

S5: Adapt teaching to respond to strengths and needs

Areas of StrengthPLEASE NOTE THE GRADE REFLECTS A LACK OF EVIDENCE AND EXPERIENCE RATHER THAN A JUDGEMENT ON THE AT’S ABILITY.**** has recognised the children in the class who find acquiring new concepts tricky. **** is beginning to adjust her language or the activity in order to support these children to make progress.Areas of Development for the next phase of teaching and LearningBegin to recognise the differing rates of progress for some children and discuss possible reasons for this;Adapt planning and teaching to support this process.


S5d: Special Educational Needs and/or disability

Areas of Strength*** has engaged with pupil profiles and is beginning to understand the specific needs of individuals with SEN & D Areas of Development for the next phase of teaching and LearningPlan and differentiate in order to support children with differing abilities in the class; To observe the teaching and learning of children in the school with SEN;

S6: Make accurate and productive use of assessment

Areas of Strength*** recognises the moments in the classroom when the children take control of their own learning. *** has made use of observation as a formative assessment strategy. *** has attended a Parents’ Evening where formative assessment has informed the dialogue in the meeting between the parent and the class teacher. *** has worked collaboratively with the teacher to mark writing based on the school’s marking policy. Areas of Development for the next phase of teaching and LearningTo plan for formative assessment in lessons; To develop knowledge of the school’s monitoring and recording systems.

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

Areas of Strength****’s reflection demonstrates her understanding of the importance of routines and systems for any classroom. She has been part of setting up new routines as the class teacher took over the class at half term. *** is positive with the children and can manage the class during transition times. **** follows the class and school sanction and rewards systems.Areas of Development for the next phase of teaching and LearningTo manage the class for longer periods of time and during a P.E. lesson;To develop strategies to deal with conflict – research and understand de-escalation techniques;To develop skills and knowledge for solving long term/deep set issues for individual children.

S8: Fulfil wider professional responsibilities

Areas of Strength**** is polite and well-mannered to other staff members, and will ask for help when needed. *** listens to advice when given and can quickly act on this in planning /teaching. **** has contributed to school life in her role as class teacher/AT. This has included Break Time duties and attending Staff Meetings / INSET. *** has attended Parents’ Evening.Areas of Development for the next phase of teaching and LearningSeek further opportunities to communicate with parents;Become involved in the extra-curricular activities that the school offers – look for the opportunity to use your tag rugby coaching qualifications.Work with the SEN& D Co to identify strategies that can be employed to support the children in the class.

PART TWO: Personal and Professional Conduct.


Areas of Strength**** is always professional when dealing with others. *** has already developed the beginnings of a teacher personae. Attendance, punctuality and dress are excellent, *** is often in school early to work with other teachers. *** is enthusiastic and committed and has certainly had a positive and confident start to the placement and is already viewed by others as an established ‘member of staff’.Areas of Development for the next phase of teaching and LearningPlan time to talk with senior staff regarding approaches to anti bullying within the school, including how we deal with any instances of intolerance or prejudice. See also how the school approaches the PREVENT strategy.

Professional Mentor Comments:

It has been a pleasure to have **** in Year 3 for the past 4 weeks. *** is enthusiastic and will always ask questions about the planned activities and the children’s progress. *** needs to develop further strategies to evaluate teaching and learning processes. When teaching, ***** needs to slow down and keep the management of the children at the fore-front. I feel confident that *** will continue to make good progress.

Associate Teacher Comment:

I have really enjoyed my time so far at *******. I feel I am learning so much in the classroom and in the school community. I am excited to get involved in the phonics sessions and to develop my knowledge. I feel I am making good progress and feel well supported by the school.

University Link Tutor Comment:

It has been a pleasure to work with *** who has settled extremely well into this period of school based-learning. Her mentor comments that she is quick to act on advice and is keen to develop her practice. With regard to the mentor comments in relation to pace in lessons, it would be worthwhile for *** to attend the optional twilight sessions on Language of Confidence (please contact the Mentor Development Team for dates and times).

Has the Associate Teacher been identified as making poor progress and been provided with clear targets to support their progress? YES N/A

If Yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Class teacher /Subject Mentor:

Professional Mentor:

Associate Teacher:

University Link Tutor:

Appendix 10: Quality Assurance 47

JAS 4/10/14 JAS 3/12/15 JAS/SD 27/7/16 JAS/SD 14/10/16

Please note University Link Tutors (ULTs) may use some of the following prompts in order to quality assure the training experience. Mentors:

Have you attended mentor training which is recent and relevant to your needs?Do you feel prepared in/for your role in supporting UoC Associate Teachers?How effective is communication between UoC and you/your school?How supportive is the university in confirming your judgements (or otherwise) about your Associate Teachers progress?Are you confident in the judgements you make about Associate Teachers’ progress?What are your Associate Teachers strengths and areas for development at this point (and how do you know this)?What are the areas they have made progress in in their most recent placement (and how do you know this)? What have you or other colleagues in your school done to support Associate Teacher understanding and progression in whole school matters: eg: EAL, Literacy, Assessment, Behaviour and Engagement? Do you know the procedures to follow if there is a problem (eg: with the Associate Teachers progress or professionalism?)Do you understand the procedures for dealing with a failing Associate Teachers? How do you challenge a high performing trainee?How confident do you feel in using the new Teaching Standards to assess ATs?

Associate Teachers/ NQTs/Trainees:

How well have you been/were you supported in the setting/school/work placement by your mentors and ULTs?In which areas have you made/did you make most progress? How do you know?Do/Did you know what to do to improve?Do/Did you know who to go to with a problem? How any concerns or difficulties you

encountered were addressed?How well has/did the Programme prepare/d you to manage children’s/pupil’s/student’s

behaviour effectively?How knowledgeable do you feel about teaching children/pupils/students with special

educational needs? How well prepared do you feel to teach children/pupils/students with EAL, Bullying,

Homophobic bullying?Are/were targets set for you useful? In which ways has/did your knowledge of Phonics/Maths/Science developed/develop? Tell me about the impact of your teaching on childrens’/pupils’/students’ learning.How effective was your induction to your school/setting/workplace placements?Which elements of the Programme have you found most useful?How did you find the interview process?How well informed did you feel about the nature of the Programme prior to the start? Did you undertake school/work experience prior to the Programme? Which are the areas where you feel least prepared at the moment/felt least prepared at

the end of your Programme? What are/were the best features of the Programme for you? Did you have/have you had support in writing job applications and preparing for

interviews?


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