web viewplease note that the weeks of the calendar follow the university’s planning year,...

ContentsAcronyms......................................................................................................................................1

Programme Calendar.......................................................................................................................2Key Dates..................................................................................................................................... 3

Placement Structure.........................................................................................................................3Placement Records..........................................................................................................................4

Lesson Observations....................................................................................................................4Teaching Files...............................................................................................................................4

Supporting Trainees with Assignments............................................................................................5Placement A Induction (12 - 23 October 2015, less half-term school holiday)........................................6Placement A (2 November - 18 December 2015)....................................................................................8Immersion and Complementary Training Placement (18 - 22 January 2016).......................................10Placement B Induction (4 - 12 February 2016, less half-term school holiday)......................................11

Classroom-based Enquiry Assignment: Guidance for Senior Professional Tutors.........................13Assessment Overview.................................................................................................................13What themes could the enquiry investigate?..............................................................................14What is an annotated bibliography?............................................................................................14Exemplar Extract: Annotated Bibliography..................................................................................15

Placement B (15 February - 26 May 2016, less Easter school holiday)................................................16Training Review Days (23 and 24 March 2016; 27 May 2016)..............................................................20UWE Self-Supported Study (30 May - 3 June)......................................................................................20Immersion and Complementary Training (6 - 17 June 2016)................................................................21

Writing Trainee Placement Reports: The Language of the Standards...........................................21Types of Evidence.......................................................................................................................22

Acronyms

Programmes Subject SpecialismsCPD Continuing Professional Development A&D Art and DesignCore Trainees recruited by UWE CS Computer ScienceITE Initial Teacher Education D&T Design and TechnologyPGCE Postgraduate Certificate in Education ML Modern LanguagesQTS Qualified Teacher Status PE Physical EducationSD School Direct – trainees recruited by schools PeopleSDS SD Salaried – trainees employed by schools AHoD Associate Head of Department

Modules GT Group Tutor (Subject Leader)CBE Classroom-Based Enquiry PT Personal TutorPD Professional Development PDT Professional Development TutorPP Professional Practice (Placements) SPT Senior Professional Tutor (in school)SKfT Subject Knowledge for Teaching SM Subject Mentor (in school)

Awarding Body (QTS) Awarding Body (PGCE)NCTL National College of Teaching and Leadership UWE University of the West of England

1

Programme Calendar

UWE Teaching Placement I&CT School Holiday Determined by Placement

Please note that the weeks of the calendar follow the University’s planning year, which begins in July, hence the first week of the Programme falls in Week 7.

The dates highlighted in grey with white font are days when some trainees will be on placement, but not all, due to different school holiday dates this year.

Please make sure that you check with your placement school which dates you will be expected to be in school for.

Dates emphasised in bold (14pt) are key Review Points and assignment hand-in deadlines (see next page).

September

7 14 21 28

8 15 22 29

9 16 23 30

10 17 24 1

11 18 25 2Wk 7 8 9 10

October November December

5 12 19 26 2 9 16 23 30 7 14 21 28

6 13 20 27 3 10 17 24 1 8 15 22 29

7 14 21 28 4 11 18 25 2 9 16 23 30

8 15 22 29 5 12 19 26 3 10 17 24 31

9 16 23 30 6 13 20 27 4 11 18 25 1

Wk 11 12 13 14 15 16 17 18 19 20 21 22 23

January February March

4 11 18 25 1 8 15 22 29 7 14 21 28

5 12 19 26 2 9 16 23 1 8 15 22 29

6 13 20 27 3 10 17 24 2 9 16 23 30

7 14 21 28

4 11 18 25 3 10 17 24 31

8 15 22 29 5 12 19 26 4 11 18 25 1

Wk 24 25 26 27 28 29 30 31 32 33 34 35 36

April May June

4 11 18 25 2 9 16 23 30 6 13 205 12 19 26 3 10 17 24 31 7 14 21

6 13 20 27 4 11 18 25 1 8 15 22

7 14 21 28 5 12 19 26 2 9 16 23

8 15 22 29 6 13 20 27 3 10 17 24Wk 37 38 39 40 41 42 43 44 45 46 47 48

2

Key DatesThere are a number of key Review Points during the Programme. Trainees will be responsible for meeting all deadlines, including Review Points and assignment hand-in dates. N.B. Dates in bold are Review Points when SPTs and SMs communicate their views on trainee progress.

Deadline Review Point / Assignment Hand-in

02 Oct 2015 Review Point 1 (Tutorial)

29 Oct 2015 PDA Assignment due

20 Nov 2015 Review Point 2 (Tutor Visit)

16 Dec 2015 Review Point 3 (Placement A Report)15 Jan 2016 Review Point 4 (Tutorial)

28 Jan 2016 SKfT Assignment due04 Mar 2016 Review Point 5 (Tutor Visit)

18 Mar 2016 CBE Proposal due with SPT (07-18 March)

24 Mar 2016 Review Point 6 (Placement B Interim Report; Training Review Day, UWE)18 Apr 2016 CBE intervention - start (notional)

29 Apr 2016 CBE intervention - finish (notional)

06 May 2016 Review Point 7 (Tutor visit)

20 May 2016 PDP and Teaching File to SPT due

26 May 2016 Review Point 8 (Placement B Final Report; Training Review Day, UWE)01 Jun 2016 CBE Assignment due

20 Jun 2016 Critical Incident Presentations (PDB) take place this week

24 Jun 2016 Final Day Presentations and Celebrations

Placement StructureEvery trainee will complete two placements in contrasting educational settings.

Placement A is for 43-45 days during the autumn term. This consists of 8-10 days’ induction, followed by 35 days of teaching. Each trainee is expected to be responsible for up to 10 hours of teaching per week.

Placement B is for 61-62 days during the spring and summer terms, including seven days’ induction and 54-55 days of teaching. Each trainee is expected to be responsible for up to15 hours of teaching per week.

Trainees also complete 15+ days of Immersion and Complementary Training (I&CT) in at least two settings, to broaden the range of experience they gain during the training year.

3

Placement Records

Lesson Observations

The SPT, the Subject Mentor (SM) and a University Tutor will all observe the trainee teaching and working with young people on a significant number of occasions throughout the programme, providing formative verbal and written feedback, using the Lesson Observation Feedback form.

The Subject Mentor will give the trainee advance notice of a formal observation of teaching

University Tutors will arrange visits, in advance

University Tutors and Subject Mentors will undertake shared observations of teaching, wherever possible.

Trainees should be provided with written feedback on an observed lesson at least once a week (using formal or informal lesson observation feedback pro forma). Being observed and receiving formative feedback should be viewed as a positive opportunity; it is an opportunity for the trainee and observer to experience a common event, which then forms the basis for the discussion which follows.

Trainees will frequently get informal feedback from other teachers and, if in a placement with other trainees, may give feedback to and receive feedback from peers. Feedback should include reference to trainees’ developing subject knowledge for teaching and to pupils’ progress.

Trainees could ask for feedback on one particular aspect of a lesson, for example where evidence is sought on how well a particular teacher standard is being met. Any observation and feedback is likely to be helpful in that it encourages reflection on what happened and identifies aspects of the lesson that worked well or those that did not work quite as expected.

After every lesson observation, trainees should reflect on the feedback they have received, using the space provided on the Lesson Plan template. Following discussion with the University Tutor and/or the Subject Mentor, specific targets should be drawn up and evidence of when these targets are met should be kept in the PDP.

The cycle of experimentation, feedback, reflection and subsequent action planning will help the trainee to develop into an effective practitioner.

Teaching Files

During placements trainees are required to keep a Teaching File for all planned teaching activities. The purpose of this file is to help them to maintain a high standard of teaching by means of thoughtful long and medium term planning, individual lesson plans, systematic record keeping and careful evaluation and reflection. It will also enable teachers, tutors and external examiners who may observe the trainee in the classroom to see individual lessons in the context of previous work and medium and future plans.

The trainee will be provided with detailed guidance on how to organise their Teaching File into sections but generally it will be as follows:

general placement information (e.g. telephone number, times of lessons, placement policies and so on)

a section for each class, containing: schemes (or units) of work or learning

lesson plans and evaluations for all lessons in chronological order

records of pupil progress and attainment

a section for the tutor group or learning family.

Detailed guidance for planning schemes of work and individual lessons will be provided in UWE subject sessions and by the Subject Mentor on placement.

4

Supporting Trainees with AssignmentsThroughout the year, trainees are required to complete a number of assignments. Further information on each of these is provided in the PGCE Secondary Handbook, in the following sections:

Assignment Submission DeadlinePGCE Secondary Handbook

Section Page/s

Professional Development A 29 October 2015 3 12-15This Level 3 assignment is completed and submitted during the October half-term break, following the two-week induction period for Placement A. Trainees are to base their assignment on an early career teaching experience and will benefit from support around reflection from SPTs.

Subject Knowledge for Teaching (SKfT) 28 January 2016 5 29-30This M Level assignment is completed during Placement A and SPT meetings will need to be tailored accordingly. For those who fail, further support will be provided by the Group Tutor at the University during Placement B.

N.B. Further information on marking criteria, referencing, confidentiality, word counts and assessment offences is available in the PGCE Secondary Handbook Section 6: Assessment Information.Classroom-Based Enquiry (CBE) 01 June 2016 5 31-33This M Level assignment is completed during Placement B and requires trainees to design, prepare for and complete classroom-based research. This will need to be negotiated with the SPT for Placement B and should be considered during SPT meetings. All trainees will be expected to prepare and submit an Ethical Considerations form, which will be approved by the University prior to classroom-based enquiries taking place. For those who fail, further support will be provided by the Group Tutor at the University during the second half of Placement B. For further information, see p.13 of this handbook.

N.B. Further information on marking criteria, referencing, confidentiality, word counts and assessment offences is available in the PGCE Secondary Handbook Section 6: Assessment Information.Professional Practice 26 May 2016 3 16-25Professional Practice consists of three elements. Throughout the year, trainees are expected to keep a Teaching File, containing information around planning, placement details, class information, records of pupil progress, and so on. Alongside this, trainees will complete a Professional Development Portfolio (PDP) using Pebble Pad, an online portfolio tool. Finally, the Placement Reports (A, B Interim and B Final) count towards this assessment.

Professional Development B 20 June 2016 3 12-15

This Level 3 assignment requires trainees to create a presentation based on up to three critical incidents from the training year, the impact on their practice, the pupils they will teach and their own future development. This is prepared and presented during the UWE based programme after Placement B has finished, although SPT support in preparing for this would be most welcome during the final weeks of Placement B.

Placement A Induction (12 - 23 October 2015, less half-term school holiday)Trainee Responsibilities

During the induction period, trainees need to:

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Attend full time Meet with the Senior Professional Tutor (SPT) for one hour per week (in a group where necessary) Meet with the Subject Mentor (SM) for one hour per week (one-to-one), recorded in the Weekly Log Be responsible for planned teaching of between 5 and 8 hours (made up of episodes/parts of

lessons/some whole class teaching) Complete 12 hours of Guided Independent Study (see Subject Handbook for guidance) and Personal

Study (carry out subject-specific and/or professional development activities).

Subject Mentor Responsibilities

During the induction period, Subject Mentors need to: Induct the trainee into the Faculty/Department, introduce to staff (teaching and support) and provide

copies of appropriate policy documents (e.g. schemes of work, examination specification) Organise the subject-based induction timetable in consultation with the SPT Support the trainee in their early use of the Assessment Toolkit to help monitor their progress Run two timetabled meetings to support the trainee’s induction into subject teaching and support the

trainee in completing the Weekly Log Ensure each trainee has an appropriate timetable to take up; support the trainee in early lesson planning

(using the UWE pro forma or appropriate alternative), evaluating and target setting Support trainees in the early development of behaviour management Discuss the school’s approach to meeting the needs of all pupils Organise and carry out one formal lesson observation Monitor trainee(s) completion of the Guided Independent Study Tasks.

Senior Professional Tutor Responsibilities

During the induction period, Senior Professional Tutors need to: Set up an induction timetable in consultation with the Subject Mentor to include: meeting key post

holders; pupil pursuit and lesson observations Allocate the trainees to a tutor group/ learning family provide access to appropriate policies (e.g. behaviour, safeguarding) and documents (e.g. prospectus) Arrange for ICT access and name badge/ swipe/ key fob as appropriate Ensure that trainee has identification and that DBS has been received Set up a briefing on health and safety; fire evacuation; child protection and e-safety policies and

procedures Set out professional expectations around time-keeping and dress code and arrangements for absence

with the school Share the Trainee Entry Profile with the department to support the writing of a timetable Meet with the trainee group (1 hour per week) Monitor the work of the Subject Mentors Check that the trainees have shared the Professional Development Portfolio online,

University Tutor Responsibilities

During the induction period, university tutors need to: Make contact with trainees and subject mentors to provide support and guidance, as necessary.

SPT Session Directed Study for Trainees Teachers’ Standards

6

Session 1: Welcome and Induction

Set up an induction timetable for the first week to include SPT meeting, SM meeting, time in the department, access to a tutor group, opportunity to carry out a pupil pursuit, observations.

Provide access to policies and documentation and share the behaviour management policy,

Access and read the institution’s prospectus, mission statement and most recent Ofsted Report.www.ofsted.gov.uk

Familiarise yourself with the Staff Handbook and in particular the sections on behaviour management and classroom management policies and procedures.

Familiarise yourself with the layout of the school, the location of key resources (Learning Resource Centre, ICT facilities)

Complete the Safeguarding/ Child Protection/e-safety sections in your Professional Development Portfolio.http://www.ofsted.gov.uk/resources/safeguarding-schools-best-practice

Record your learning from the SPT sessions in your Weekly Log

TS8 Fulfil wider professional responsibilities

Section 2 Professional Conduct

Session 2: Preparation for Teaching week

Review of the Induction week and how well the trainee(s) have settled in.

Discussion of the trainees’ aspirations and targets from Review Point 1 tutorials and how these can be supported through the SPT programme.

An introduction to the SENCO and the SEND Policy and procedures for the school.

Review your Review Point 1 tutorial with your SPT/ Subject Mentor and identify key targets to be addressed on this placement.

Shadow your timetable and start to take on parts of lessons and team teach.

Revisit behaviour management policy for classroom implementation.

Recommended readings:

Department for Education (2013) Training our next generation of outstanding teachers. Available from:https://www.gov.uk/government/publications/training-our-next-generation-of-outstanding-teachers-implementation-plan

TS4 Plan and teach well-structured lessons

7

https://www.gov.uk/government/publications/training-our-next-generation-of-outstanding-teachers-implementation-plan



http://www.ofsted.gov.uk/resources/safeguarding-schools-best-practice

http://www.ofsted.gov.uk/resources/safeguarding-schools-best-practice

http://www.ofsted.gov.uk/

Placement A (2 November - 18 December 2015)Trainee Responsibilities During Placement A, trainees need to: Attend full time Meet with the Senior Professional tutor (SPT) for one hour per week (in a group where necessary) Meet with the Subject Mentor (SM) for one hour per week, recorded in the Weekly Log Be responsible for planned teaching of 10 hours per week (primarily whole class teaching, with some

team teaching/small group as appropriate) Complete 10 hours a week of Guided Independent Study (including further observations/attachment to a

tutor group) and Personal Study (carry out subject specific and or professional development activities) Plan lessons (using the UWE pro forma or appropriate alternative), evaluate them and set targets, with

the support of the Subject Mentor Develop management of pupil behaviour, with the support of the Subject Mentor Begin to plan to meet the needs of all pupils, with the support of the Subject Mentor.

Subject Mentor Responsibilities During Placement A, Subject Mentors need to:

Welcome the trainee on their return to the placement Review and adjust the trainee’s timetable as needed to ensure 10 hours per week of planned teaching

across KS3 and KS4 Run a weekly timetabled meeting to support the trainee’s subject teaching and ensure that a Weekly

Log is completed by the trainee for each meeting (and then a copy passed to SPT) Support the trainee in reviewing their progress against the Teachers’ Standards using the Assessment

Toolkit Support the trainee in lesson planning (using the UWE pro forma or appropriate alternative), evaluating

and target setting Support trainees in the continuing development of the management of pupil behaviour Ensure that the trainee is beginning to plan to meet the needs of all pupils Monitor the trainee’s Teaching File and the completion of Guided Independent Study tasks including a

focus on safeguarding, e-safety and Health and Safety Support the trainee’s development of Subject Knowledge for Teaching using their Subject Knowledge

Profile and Action Plan. Sign Action Plan and comment on trainee’s progress and negotiate targets for future action

Provide or arrange a weekly lesson observation using the lesson observation pro forma. Ensure there is a minimum of three formal written observations in this placement

One of the formal observations should be completed jointly with the University Tutor Support the trainee in selecting a topic or focus area for the SKfT assignment.

Senior Professional Tutor Responsibilities During Placement A SPTs need to:

Set up and share the SPT programme of session for this placement based on the programme. Run weekly SPT meetings (1 hour) for the group of trainees. Monitor the Subject Mentor meeting programmes Check that each trainee has a subject timetable with 10 hours of planned teaching per week and SPT

and SM meetings shown clearly. Review weekly logs and lesson observation forms from trainee online PDPs Report trainee absence to [email protected] Carry out one formal lesson observation with feedback for each trainee using the pro forma. Monitor the trainee(s) commitment and contribution to a tutor group/learning family Ensure each trainee has an appropriate timetable with any necessary amendments and that they have

shared this with UWE tutors. Discuss the Placement A report with each trainee and Subject Mentor, checking that it has been written

with reference to the Assessment Toolkit, and email the agreed report to [email protected]

Tutor Responsibilities During Placement A, university tutors need to: Arrange to visit the educational setting to carry out a joint lesson observation, with the Subject Mentor.

SPT SessionsTo be completed in any order

Directed Study for trainees Teachers’ Standards

8

mailto:[email protected]


Session 1 Planning for successful teaching:What are the key components to a successful lesson?How can pupils be motivated and engaged?What is the importance of good subject knowledge?How can literacy and numeracy be built into successful lessons?Outline the independent learning/homework policy in the institution.How does this support the progress of pupils?

Use the UWE lesson plan pro forma (appropriate to your subject) to plan your teaching of episodes and lessons.Begin to plan and use appropriate resources to engage pupils in learning.Identify the approaches to using the classroom as a learning environment.Ensure that all episodes and whole lessons taught are evaluated and targets set.Examine your institution’s advice and guidance on lesson planning.Ensure that your Professional Development Portfolio is in order for Personal Tutor visit (Review Point 2)


Session 2 CurriculumHow is your institution responding to the curriculum change agenda 11 - 19?

Read the institution’s prospectus and look at the range of qualifications on offer.Find out about the Key Stage structure in the school and the options available for students post 14 and post 16.Visit the Department for Education website at http://www.gov.uk /dfe and reread the documents around the 2014 National Curriculum.Moore, A. (2012) Teaching and Learning: Pedagogy, Curriculum and Culture. 2nd.Ed. London: Routledge

TS3 Demonstrate good subject and curriculum knowledge

Session 3 AssessmentIntroduce the assessment policy and practice in your institution.Brief trainees on the range and type of data available.How is the data used in the institution, by teachers?How is individual pupil performance tracked over each Key Stage?Inform the trainees of the feedback and reporting systems in the institution.

Read your institution’s policy and practice documentation on assessment thoroughly.Reflect on the key strengths and challenges of implementing an assessment policy. Research into how the school is addressing assessment of Key Stage 3.Identify from your observations some monitoring and assessment strategies.Begin to include and implement some early monitoring strategies in your planning and teaching.http://dashboard.ofsted.gov.uk/index.php

TS6 Make accurate and productive use of assessment

Session 4 Managing pupil behaviourShare how your institution’s policy on behaviour management is implemented.What are the rewards and sanctions used to support appropriate behaviour?

Read the school’s policy on behaviour management.

Develop your confidence through a good working knowledge of the rewards and sanctions used and begin to use them to support your classroom managementScrutinise Charlie Taylor’s Behaviour Checklist and develop one of your own appropriate to the school.https://www.gov.uk/government/publications/good-behaviour-in-schools-checklist-for-teachersRogers, B. (2011) Classroom Behaviour 2nd Ed. London: Sage

TS1 Set high expectations which inspire, motivate and challenge pupilsTS7 Manage behaviour effectively to ensure a good and safe learning environment

9

https://www.gov.uk/government/publications/good-behaviour-in-schools-checklist-for-teachers

https://www.gov.uk/government/publications/good-behaviour-in-schools-checklist-for-teachers

http://dashboard.ofsted.gov.uk/index.php

http://www.gov.uk/

Session 5 Meeting the strengths and needs of all pupils: supporting and extending learners.How does your institution cater for the needs of all pupils, including Pupil Premium? What are the interventions to close the gap for underachieving groups?How are pupils supported to achieve their best?How does the organisation of learners impact on progress?How is data used to support teachers to plan, teach and monitor pupil progress?

Read your institution’s policy and practice documentation thoroughly and begin to explore some implementation strategies.Contribute to a group discussion on strategies you have observed experienced teachers using and strategies you have used.Identify the role of other adults (including Teaching Assistants) in the classroom. Undertake some early planning of TA support for your teaching.http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfully-maximise-achievement

TS1 Set high expectations which inspire, motivate and challenge pupilsTS2 Promote good progress and outcomes by pupilsTS5 Adapt teaching to respond to the strengths and needs of all pupils

Final two sessions:Review of performance against the Teachers’ StandardsReview Point 3 Placement A ReportReview trainee(s) progress against the Teachers’ Standards using the Assessment Toolkit in the handbook.Complete a Placement A Report for each trainee with summative comments evaluating the trainee’s progress against the Teachers’ Standards.

Ensure that your Professional Development Portfolio and Teaching File is in good order.Reflect on your progress against the Teachers’ Standards using the Assessment Toolkit in your PDP and complete a comment for each Standard.Review your Placement A Report and the summative record of your development as a teacher using the Teachers’ Standards.Begin to identify points of discussion for Review Point 4 tutorial (January 2016).


Immersion and Complementary Training Placement (18 - 22 January 2016)I and C T Sessions Guided Independent Study Teachers’ Standards

Professional focus:How can I make effective use of the Immersion and Complementary Training to further support my professional development?

The trainee should:

Keep a record of the activities undertaken and how these have impacted on their professional development and on pupils’ engagement/progress.


Assignment focus:How can I make use of the Immersion and Complementary Training week to further support my understanding and writing of the SKFT assignment?

The trainee should:

Continue to work on their SKFT assignment during the Immersion and Complementary Training week.

Seek out opportunities to discuss with colleagues in the Immersion and Complementary Training placement their understanding of the nature and value of subject knowledge and in relation to the subject theme you have focused on.

TS3 Demonstrate good subject and curriculum knowledge.


Placement B Induction (4 - 12 February 2016, less half-term school holiday)

10

http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfully-maximise-achievement



Trainee Responsibilities During the induction period, trainees need to: Attend full time for 7 days Meet with the Senior Professional Tutor (SPT) for 1 hour per week Meet with the Subject Mentor (SM) for 1 hour per week, recorded in the Weekly Log Be responsible for planned teaching of between 5-8 hours (made up of episodes/parts of lessons/some

whole class teaching) Have one lesson formally observed and receive feedback Complete 12 hours of Guided Independent Study (see Subject Handbook) and Personal Study (carry out

subject specific and or professional development activities).

Subject Mentor Responsibilities During the induction period, Subject Mentors need to: Welcome the trainee to the Faculty/Department and introduce to the staff (both teaching and support)

and provide copies of appropriate policy documents including schemes of work and examination specifications

Ensure that you have organised the subject based parts of the induction timetable in consultation with the SPT

Run two timetabled meetings to support the trainee’s induction into subject teaching, for which the trainee should complete a Weekly Log

Support the trainee in developing further their lesson planning (using the UWE pro forma or appropriate alternative), evaluating and target setting

Support trainees in the continued development of the management of pupil behaviour Discuss this placement school’s approach to meeting the needs of all pupils and how to build that into

their planning Review trainee progress against the Teachers’ Standards using the Assessment Toolkit Ensure each trainee has an appropriate timetable for the two weeks induction and for the main placement Organise one formal lesson observation Monitor trainee(s) completion of the Guided Independent Study Tasks.

Senior Professional Tutor Responsibilities During the induction period, SPTs need to: Set up an induction timetable in consultation with the Subject Mentor to include: meeting key post

holders; pupil pursuit and lesson observations Allocate the trainees to a tutor group/ learning family Provide access to appropriate policies (e.g. behaviour, safeguarding) and documents (e.g. prospectus) Arrange for ICT access and name badge/ swipe/ key fob as appropriate Ensure that trainee has identification and that DBS has been received Set up a briefing on health and safety; fire evacuation; child protection and e-safety policies and

procedures Set out professional expectations around time-keeping and dress code and arrangements for absence

with the school Share the Trainee Entry Profile with the department to support the writing of a timetable Meet with the trainee group (1 hour per week) Monitor the work of the Subject Mentors

Check that the trainees have shared the Professional Development Portfolio online.

Tutor Responsibilities During the induction period, university tutors need to: Make contact with the trainee and the Subject Mentor, to provide support and guidance as necessary

11

Senior Professional Tutor Session: Directed Study for trainees Teachers’

Standards

Session 1: Welcome and InductionWelcome your trainee teacher group and introduce them to your institution. This must include the following:A timetable for this week indicating the following: SPT Meeting, Subject Mentor meeting, pupil shadowing, observations of practising teachersBehaviour management policy and procedures.An introduction to the SENCO and the SEND Policy and proceduresAttachment to a tutor group.A discussion of their aspirations for Placement B with trainee reflections on Review Points 1 and 2 and on their Immersion and Complementary Training. Teachers’ Standards and the importance of identifying evidence of meeting those through the B Placement using the Professional Development Portfolio

Access and read the institution’s prospectus, mission statement and most recent Ofsted Report.Familiarise yourself with the Staff Handbook and in particular the sections on behaviour management and classroom management policies and procedures.Familiarise yourself with the layout of the school, the location of key resources (Learning resource centre, ICT facilities.Complete the safeguarding/ Child protection/e-safety sections in your Professional Development Portfolio.Set up your Placement B Teaching File.Share your online Professional Development Portfolio with your SPT and Subject Mentor.Plan for a small number of lessons in preparation for your return after half term.

TS1 Set high expectations which inspire, motivate and challenge pupilsTS5 Adapt teaching to respond to the strengths and needs of all pupilsTS7 Manage behaviour effectively to ensure a good and safe learning environment

Session 2: Trainees will be shadowing their timetable and taking over lessonsFirst AppointmentsHow do I get a job?Explore with trainees the approach your institution takes to appointing staff: the advertisement and application process, the methods used for short listing, interview and selection.Where possible arrange formal mock interviews with senior colleagues ideally videoing the process for structured feedback.

Discuss your Review Point 4 tutorial with your SPT/ Subject Mentor.Shadow your timetable, taking over teaching whole or part lessons this week. (between 5 and 8 hours of teaching) and maintain your Teaching File.Get group lists and data on pupils to support your future planning.Examine job advertisement details for key messages, update your CV and letter of application and provide a copy for your SPT/SM if they wish. Make sure that you have completed the reference form for your UWE Personal Tutor.


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Classroom-based Enquiry Assignment: Guidance for Senior Professional TutorsThe Classroom-Based Enquiry (CBE) assignment is designed to encourage trainee teachers to see themselves as researchers in their own classrooms, continually investigating their practice to increase their effectiveness. The assignment requires trainees to plan and carry out a small-scale enquiry by introducing and evaluating the impact of an intervention in their everyday classroom practice. The theme for the enquiry will be chosen from a menu of suggestions and agreed with the SPT, who will provide formative feedback on the trainee’s plan to support the trainee in carrying out the enquiry.

Assessment Overview

The assignment is assessed in two parts. SPTs are responsible for formative assessment of the first part - the presentation of a proposal for a small-scale classroom-based enquiry accompanied by an annotated bibliography of relevant literature that will inform the enquiry.

It is anticipated that SPTs will conduct this assessment through a discussion during the weekly SPT meeting with the trainee/group of trainees and (where there is a group) that trainees will have the opportunity to listen to each other present their enquiry proposals and offer peer feedback.

The SPT will provide formative feedback on the proposal and accompanying annotated bibliography, as a result of a discussion undertaken between 07 and 18 March 2016. Prior to the meeting the trainee completes the top four sections of the template for that discussion. During the meeting the SPT provides formative comments on the proposal in the relevant section to give back to the trainee.

This part of the assignment is designed to facilitate the trainee in planning and carrying out the enquiry successfully. Trainees will carry out the enquiry process during the second half of Placement B, notionally during the weeks of 18-29 May 2016.

The second part of the assignment is a written evaluation of the small scale, classroom-based action enquiry process, critically reflecting on the implementation, effectiveness and impact of the classroom intervention. Trainees are required to submit this written evaluation (3,750 words) with the proposal template (completed by trainee and SPT) and annotated bibliography as appendices by 01 June 2016 for assessment by the UWE Group Tutor. Further information is available in the PGCE Secondary Handbook, Section 3.

Written feedback from the SPT recorded on the proposal template should make clear what the trainee needs to do in order to carry out the enquiry successfully. If the trainee has proposed an unsuitable theme for the enquiry and/or the proposal is not clear or insufficiently planned, the SPT written and verbal feedback will provide evidence of this, along with clear guidance for the trainee about how to adapt and improve the proposal in order to be able to carry out the planned enquiry.

The SPT might deem it necessary to have a further discussion with the trainee for the following reasons:

the trainee is absent or does not attend on the date set by the SPT

the trainee does not submit the template and/or the annotated bibliography

the trainee needs to significantly adapt or prepare a new proposal.

In these cases where possible the SPT should set a date for a further discussion within the period 07-18 March.

Trainees are responsible for photocopying the completed proposal template and bringing a copy back to UWE on the Training Review Days 23 and 24 March 2016 to hand to their UWE Group Tutor.

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What themes could the enquiry investigate?

Trainees have been given a menu to inform their choice of theme for the enquiry. This includes i) dimensions of professional development towards meeting the Teachers’ Standards, ii) focusing on provision for the teaching and learning of particular groups of students, and iii) specific / priority areas of teaching and learning. Trainees are encouraged to seek the SPT’s approval or negotiate their chosen theme.

Curriculum (e.g. personalisation, subject-specific approaches)

Pedagogy (e.g. personalisation, teaching and learning approaches)

Assessment (e.g. an Assessment for Learning strategy)

Provision for particular student groups:

Gifted and Talented

Special Educational Needs/Disability (SEN/D)

English as an Additional Language (EAL)

Newly arrived students

Literacy

Numeracy

Group work

Innovative use of ICT

Behaviour management

Cross-curricular working

Learning beyond the classroom

Outdoor learning

What is an annotated bibliography?

Trainees will already be familiar with how to cite references within the body of a written assignment and produce an accurate bibliography at the end.

For the CBE assignment we want trainees to produce an annotated bibliography to accompany their proposal which they will present to the SPT. The bibliography should identify some key literature (books, articles, reports) that they have sourced which will inform their enquiry. This may be associated with the theme of the enquiry, the enquiry process, methods of data collection, or the planned intervention.

The annotation should be critical as well as descriptive and demonstrate that the trainee has engaged sufficiently with the literature cited in the bibliography to justify the relevance to their enquiry and make an accurate interpretation of the source.

For each book, chapter, journal or newspaper article in the bibliography, the trainee should outline the main topic of that text and how this will inform their planning and/or evaluation.

The bibliography should be 500-750 words and it is the responsibility of the trainee to indicate a word

count.

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Exemplar Extract: Annotated Bibliography

Bartlett, S. and Leask, M. (2009) Improving your teaching: an introduction to practitioner research, reflective practice and evidence-informed practice. In. Capel, S., Leask, M. and Turner, T. eds. (2009) Learning to Teach in the Secondary School A companion to school experience 5th ed. London: Routledge, pp. 300-309.

The authors stress the phrase ‘evidence-informed’ practice which moves the teacher beyond reflective practitioner and encourages their use of research and data to critically reflect on their teaching. The chapter helped me to understand why practitioners often use action research. The chapter introduced the range of data collection methods available to teacher researchers and clarified for me the importance of keeping a research diary or reflective journal during the research process as a source of data. The definitions of quantitative and qualitative data (p.306) led me to realise that the latter would be the main source of evidence in my small-scale enquiry. Additionally this chapter provided a useful table on ethical considerations which I adapted into a checklist to support my ethics statement in my proposal.

Black, P., Harrison, C., Lee. C., Marshall, B. and Wiliam, D. (2002) Working inside the Black Box Assessment for Learning in the Classroom London: nferNelson

This booklet was written based on research into assessment practices in six secondary schools in two local authorities and followed the Inside the Black Box (1998) publication. I found this booklet very accessible as it was aimed at classroom practitioners and presented strategies to support ‘Assessment for Learning’, for example approaches to questioning. Of particular relevance for my enquiry was the discussion about ‘open’ and ‘closed’ tasks and their relative inclusion in different subjects (p.17). In addition the final section of the booklet reinforced for me the importance of discussion with colleagues during the implementation of new initiatives and changes in practice. This prompted me to discuss my proposed intervention with the class teacher and subject mentor.

Word count 243 words (excluding titles)

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Placement B (15 February - 26 May 2016, less Easter school holiday)Trainee Responsibilities During Placement B, trainees need to: Attend full time Meet with the SPT for 1 hour per week Meet with the SM for 1 hour per week, recorded in the Weekly Log Be responsible for planned teaching of 15 hours per week (primarily whole class teaching, with some

team teaching/small group as appropriate) Complete 5 hours a week of Guided Independent Study (including further observations/attachment to a

tutor group) and Personal Study (carry out subject specific and or professional development activities).

Subject Mentor Responsibilities During Placement B, Subject Mentors need to: Ensure the trainee has copies of appropriate policy documents including Schemes of Work and

examination specifications Review and adjust the trainee’s timetable as needed to ensure 15 hours per week of planned teaching Run five timetabled meetings to support the trainee’s subject teaching Support the trainee in embedding good practice in their lesson planning (using the UWE pro forma or

appropriate alternative) with focused evaluation and target setting Support trainees in the management of pupil behaviour in and out of lessons embedding successful

practice Provide or arrange a weekly lesson observation using the lesson observation pro forma. Ensure there is

a minimum of three formal written observations in this placement One of the formal observations should be jointly with the University Tutor Ensure that the trainee is confident in planning to meet the needs of all pupils, drawing upon further

guidance from specialist colleagues, where needed Support the professional development of the trainee in their reflection on their progress against the

Teachers’ Standards using the Assessment Toolkit Monitor the trainee timetable to ensure both curriculum and age phase coverage (KS3, KS4, KS5) Monitor trainee(s) completion of the Guided Independent Study Tasks.

Senior Professional Tutor Responsibilities During Placement B, SPTs need to: Set up and share the SPT programme of sessions for this placement based on the programme below Run weekly SPT meetings (1 hour) for the group of trainees. Monitor the Subject Mentor meeting programme, looking at the online PDPs Check that each trainee has a subject timetable with 10 hours of planned teaching per week and SPT

and SM meetings shown clearly. Ensure that all trainees have completed a programme of introduction to key members of your institution

(if not completed in induction week). Review weekly logs and lesson observation forms from trainee online Professional Development

Portfolios Report trainee absence to [email protected] Carry out two formal lesson observations with feedback for each trainee Monitor the trainee(s) commitment and contribution to a tutor group/learning family Ensure each trainee has an appropriate timetable with any necessary amendments and that they have

shared this with UWE tutors. Provide feedback on the Classroom Based Enquiry proposal and support trainees in completing the

CBE in their departments. Discuss the Placement B Interim and Final reports with each trainee and Subject Mentor, checking that

it has been written with reference to the Assessment Toolkit, and email the agreed report to [email protected]

Tutor Responsibilities During Placement B, university tutors need to:

Arrange to visit the educational setting to carry out two joint lesson observations, with the SM (where possible).

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SPT Sessionsto be completed in any order

Directed study for trainees Teachers’ Standards

Session 1 Developing the successful management of pupil behaviourIntroduce your institution’s policy on behaviour management.

How is the policy implemented in your institution?

How are the rewards and sanctions used to support appropriate behaviour?

How does your institution support the development of classroom routines?

Plan your strategies to own your classroom as you start your B placement, Read the school policy on behaviour management.

Use the policy to plan your management of whole classes and how you respond to behaviour outside the classroom

Develop your confidence through a good working knowledge of the rewards and sanctions used and begin to use them to develop further your classroom management

TS1 Set high expectations which inspire, motivate and challenge pupils

TS2 Promote good progress and outcomes by pupils

TS7 Manage behaviour effectively to ensure a good and safe learning environment

Session 2 Planning to meet the needs of all studentsWhat are the key components to a successful lesson?

Outline the independent learning/homework policy in the institution.

Share how different groups of students are supported in their learning

Use the UWE lesson plan pro forma (appropriate to your subject) to plan your teaching of episodes and lessons. Plan and use appropriate resources to engage pupils in learning.

Ensure that all episodes and whole lessons taught are evaluated and targets set. Plan to set and mark homework using the school policy.

Identify the role of other adults, including Teaching Assistants, in the classroom. Plan TA support for your lessons where appropriate.


Ensure that your online PDP is updated in preparation for your university tutor visit (Review Point 5)



Session 3 Assessment of and for LearningIntroduce the assessment policy and practice in your institution.

How does your institution use data to raise achievement and to close the gap between groups of students?

How is Key Stage 3 being assessed?

How is assessment for learning used across the school?

Inform the trainees of the feedback and reporting systems in the institution, including parents’ evenings.

How do you know that a student has made progress?

Read your institution’s policy and practice documentation on assessment.

Reflect on the key strengths and challenges of implementing an Assessment Policy.

Develop and implement monitoring strategies in your planning and teaching.

Take responsibility for assessing, marking and feeding back to pupils on a regular basis.

Look at a class set of reports for your subject and consider how these support further learning. If appropriate, contribute towards report writing,

Shadow a teacher at a parents’ evening.

TS6 Make accurate and productive use of assessment


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Session 4: Classroom Based EnquirySupport the development of the CBE proposal.

This is to be submitted to SPTs for comment 7 – 18 March and could be discussed individually, as a group or using presentations.

See further guidance on the Partnership website

Submit your CBE proposal to your SPT.

McNiff, J. and Whitehead, J. (2009) You and your action research project. London; Routledge.Read Chapter 1 Action Research: what it is and what it is not

McNiff, J. (2013) Action Research: Principles and Practice. Abingdon: RoutledgeRead Chapter 5. How do we do action research: planning and doing a project?

CBE assessment

Session 5: Review Point 6Complete a Placement B Interim Report for each trainee with summative comments and clear targets against the Teachers’ Standards using the Assessment Toolkit to provide a grade.

E-mail reports to [email protected]

Monitor fully the quality of training through a close scrutiny of the online portfolios.

Reflect on your progress against the Teachers’ Standards in your PDP on this placement and discuss with your SPT.

Review your Placement A report and the targets set.

Begin to identify points of discussion for Training Review Days on 23 and 24 March

Ensure that your Professional Development Portfolio is updated for Review Point 6 report.

Reflect on your learning during the first half of this placement and also what has had the most powerful impact on your learning.



Session 6: Classroom Based EnquirySupport the trainee in the completion of the planned intervention

Implement the intervention with chosen pupils/class.

Deadline for submission is 1 June 2016.

TS5 Adapt teaching to respond to the strengths and needs of all pupils


Session 7: The role of the tutorDiscuss the arrangements for pastoral support including tutor groups, PSHE and citizenship curriculum, assemblies

Is there a learning to learn curriculum?

How does your school address the Prevent agenda?

Take part in an activity with your tutor group agreed with the tutor.


Session 8: Home learning

What are the policies and practices for home learning in the school?

How does this support the progress of pupils?

Plan, develop and use appropriate resources to engage pupils in learning independently and at home.

Extend the range of approaches you employ to use the classroom as a learning environment.

Ensure that your online PDP is updated in preparation for your university tutor visit (Review Point 7)

TS1 Set high expectations which inspire, motivate and challenge pupils

TS2 Promote good progress and outcomes by pupils

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Session 9: Curriculum and cross-curricular connectionsHow is your institution responding to the curriculum change agenda at 11 - 19?Introduction to the school’s response to, and involvement in, cross-curricular areas such as literacy, ICT, numeracy, citizenship, work-related learning.Post 16: also Key Skills.

Read the institution’s prospectus and look at the range of qualifications on offer and the progression routes from Key Stage 2 to 5.Read placement documentation related to curriculum innovation.

TS3 Demonstrate good subject and curriculum knowledge

Session 10: Review Point 8Placement B Final ReportComplete a Placement B Final Report for each trainee with summative comments and clear targets against the Teachers’ Standards using the Assessment Toolkit to provide a grade.Review the Professional Development Portfolio and Teaching File and make a comment on these in the final report.E-mail reports to [email protected] fully the quality of training through a close scrutiny of the online portfolios.

Ensure that your Professional Development Portfolio and Teaching files are updated and organised for SPTReflect on your progress against the Teachers’ Standards on this placement and discuss with your SPT using your PDP.Review your Final Report and the targets set.



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Training Review Days (23 and 24 March 2016; 27 May 2016)

Subject Sessions Guided Independent Study Teachers’ Standards

Professional focus: What have I learnt from the experience

at the Placement B?

What are my strengths and areas for development?

What are my priorities now?

The trainee should bring the following to UWE on this day:

PDP including the Assessment Toolkit

Copy of Placement B Final Report

Example of Teaching File


Assignment focus: How has my research for the

Classroom Based Enquiry progressed?

The trainee should:

Be involved in peer review and discussion of data collection, analysis and emerging themes from the research process.


UWE Self-Supported Study (30 May - 3 June)

Self-Supported Study Sessions Guided Independent Study Teachers’ Standards

Assignment focus: Writing up of the CBE assignment

How can I show that I have carried out small scale research that shows ‘sustained conceptual, theoretical and methodological clarity in decisions concerning the purpose, research questions, methodology, methods, data collection and analysis techniques?’

The trainee should continue to write up the CBE assignment with a focus on:

Literature base for theme

Methodology and methods - evaluation of reliability and fitness for purpose

Data and emerging themes within the data

Validity ( trustworthiness) of the data and findings

Transferability of the findings to other contexts.


Essential Reading

Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. 7th Edn. London and New York: Routledge.

Jones, M. (2015) ‘Writing a research proposal’ in Butt, G. (Ed.) Masterclass in Geography Education, London: Bloomsbury.

Koshy, V. (2005) Action research for improving practice: a practical guide London: PCP. McNiff, J. (2013) Action Research: Principles and Practice. 3rd Edn. Abingdon: Routledge. Shenton, A. (2004) Strategies for ensuring trustworthiness in qualitative research projects. Education for

Information 22, pp. 63-75. Amsterdam: IOS Press. Wilson, E. (Ed.) (2013) School-based Research: a guide for education students. London: SAGE.

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Immersion and Complementary Training (6 - 17 June 2016)

Subject Sessions Guided Independent Study Teachers’ Standards

Professional focus: How can I make effective use of the

next phase of Immersion and Complementary training to further support my professional development?

The trainee should:

Keep a record of the activities undertaken and how these have impacted on their professional development and on pupils’ engagement/progress.


Assignment focus: Professional Development B Identify one or more critical incidents

from training as a focus for the presentation.

What literature will be helpful to read and reflect on to inform my understanding of the critical incident/s?

The trainee should:

Understand what is required to meet the assessment criteria for the presentation - Professional Development B.


Essential reading

Tripp, D. (1993) Critical Incidents in Teaching: Developing Professional Judgement. London: Routledge.

Bruster, B. and Peterson, B. (2013) Using critical incidents in teaching to promote reflective practice, Reflective Practice: International and Multidisciplinary Perspectives, 14 (2), pp.170-182.

Writing Trainee Placement Reports: The Language of the StandardsDuring the programme, trainees’ progress against the Teachers’ Standards is reported on at three points.

For each report, SPTs are asked to identify the current level of the trainee’s practice, measured against each Standard, using the language from the Assessment Toolkit to make accurate judgements and to give level-specific feedback. The Assessment Toolkit are included here, for your reference. Exemplar reports will be made available, via the Partnership website.

Deadline Review Point - Placement Reports

16 Dec 2015 Review Point 3 (Placement A Report)24 Mar 2016 Review Point 6 (Placement B Interim Report; Training Review Day, UWE)26 May 2016 Review Point 8 (Placement B Final Report; Training Review Day, UWE)

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Types of Evidence

TS1 Set High Expectations which Inspire, Motivate and Challenge Pupils

Lesson plans: where appropriate including risk assessmentResources: planned to engage and stimulateActivities: relevant to pupil experienceLesson evaluations: reflecting on: Learning environment, classroom management strategies, differentiationLesson observations which note: Clear communication of lesson objectives, expected standards of behaviour, health and safety risks; trainee is punctual, well-presented and enthusiastic; trainee challenges inappropriate behaviour/comments (sexist, racist, homophobic etc.)Assessment records which show evidence of progress over time for individual pupilsProfessional Development Portfolio

TS2 Promote Good Progress and Outcomes by Pupils

Planning documents showing: Assessment data used to inform planning; incorporation of higher order/diagnostic questioning; clear development of ideas in the medium term/individual lessons; identified scaffolding; incorporation of independent and collaborative working and opportunities to develop wider personal and social skills.Reflective documents showing: Evaluations which enhance and build on assessment data; awareness of social, emotional, cultural and linguistic factors.Lesson observations which note: clear introduction to and development of ideas; questioning which builds on answers given and where pupils are asked to explain their thinking and reflect upon their learning; effective plenaries; creation of an environment conducive to learning.Assessment records which show that assessment is undertaken regularly and records are kept up-to-date.

TS3 Demonstrate Good Subject and Curriculum Knowledge

Planning documents which: demonstrate a sufficiently secure grasp of the concepts, ideas and principles in their subject(s) to be able to teach the relevant school curriculum for the age range they are trained to teach; plans/SoW/resources which provide examples of a trainee's ability to design opportunities for learners to develop the four skills relating to literacy.Reflective documents which: note ways that the trainee has actively sought to improve practice through wider reading and application.Lesson observations which: comment on a sufficiently secure grasp of the concepts, ideas and principles in subject(s) with clear reference to the relevant school curriculum for the age range they are observed teaching; use of guided reading, text analysis and learning of key subject specific language.

TS4 Plan and Teach Well-Structured Lessons

Planning documents which: set challenging objectives based on prior evaluations; show an increasingly varied approach to assessment, differentiation and group work etc.; seek to incorporate pupils' interests; set homework appropriate to the learners' level; show homework designed to take advantage of the school's extended services; set homework which takes account of the role of parents and carers in supporting pupils; demonstrate secure knowledge and understanding of teaching requirements from curriculum or exam specificationsReflective documents which: evaluate practice based on guidance from others; evaluate lessons consistently with colleagues' judgements; actively seek to identify ways of improving practice; demonstrate that evaluation leads to improvements in lesson planning and classroom practice.Lesson observations which comment on: enthusiasm demonstrated for subject/teaching.Pupils' assessment records which: show that homework is marked and recorded in line with school policy; timely feedback has been given to learners.

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TS5 Adapt Teaching to Respond to the Strengths and Needs of All PupilsPlanning documents which: identify learners' needs (including SEN, G&T, EAL) and acknowledge the spread of prior attainment with differentiated objectives. Objectives are set based on AfL/AoL in previous lessons. Resources are differentiated and selected to promote inclusion (culture/gender etc.)Reflective documents which: evaluate the strategies used and set targets for progression.Lesson observations which comment on: the trainee's ability to engage and retain the active participation of pupils; the way the trainee manages pupil groupings to support inclusion; support for individuals who are struggling; strategies to extend and challenge high attaining pupils. Learning points/foci are clearly explained. Plenary included which provides accurate feedback and challenges learners and is planned to allow all pupils to contribute.Pupils' assessment records which: Refer to pupils' individual learning plans, targets and records of progress. Marking recognises individuals' achievements and sets appropriate targets.Professional Development/CPD: Awareness of specialist staff/provision; awareness of learning theories; child development, models of development.

TS6 Make Accurate and Productive Use of AssessmentPlanning documents which: Assess prior knowledge to inform planning of a new topic; plan for use of summative assessment; plan to use appropriate AfL strategies (traffic lights, mini-white boards etc.); plan for appropriate questioning, self and/or peer assessment.Reflective documents which: Critically evaluate data and inform reflection; show awareness of how the school uses statistical information and how this relates to the national picture.Lesson observations which comment on: The teaching of skills and terminology required for formal assessment; the use of question and answer techniques to gauge learning; pupils being asked to explain the thinking behind their answers; pupils being given formative feedback in both verbal and written form; marking, testing and plenaries being used to obtain data on pupil progress; learners reflecting on learning and setting/reviewing targets; trainee listening to pupil answers and encourages and presents new challenges.Pupil assessment records which: show marking and levelling of written work; show that trainee has taken part in moderation exercises and that tests/mock exams have been used to provide formative feedback; show that monitoring and assessment has been consistent over time and that accurate records have been kept; show that monitoring of activity in class has also been

TS7 Manage Behaviour Effectively to Ensure a Good and Safe Learning EnvironmentLesson planning documents which: Show seating planned for pair/group work; makes specific provision for support staff; specifically plan for monitoring and managing behaviour including where different teaching approaches affect behaviour.Reflective documents which: analyse behaviour problems and evaluate strategies.Lesson observations which comment on: Use of school behaviour policies and procedures; use of a range of behaviour management strategies at a range of levels graded to the problem; communication of high expectations of behaviour within and out of lessons; the avoidance of confrontation and being drawn into arguments when disciplining pupils; varying style, tone and language depending on audience; use of non-verbal communication; effective management of transitions between activities; consultation with colleagues such as HoD, HoY, SENCO.Pupil assessment records which: record sanctions and rewards; show that parental contact has been made where necessary; individual behaviour strategies/targets have been negotiated.Professional development/CPD which shows discussion of school behaviour policy and analysis of critical incidents.

TS8 Fulfil Wider Professional ResponsibilitiesPlanning documents which show: joint planning, joint development and sharing of resources, collaborative planning including with teaching assistants; adequate time has been allowed for detailed plans to be shared with colleagues.Reflective documents which: make effective use of feedback from mentors/tutors etc. to identify personal targets during training and for their induction year; demonstrate they are open to advice and respond positively to constructive criticism; evaluate and act upon advice and suggestions.Lesson observations/meeting notes which show: participation in clubs and extra-curricular activities, assemblies, form periods, PSHE; consultation with pastoral staff and SENCO to better understand the pupils they teach; team teaching; contribution to the success of the paired placement; understanding of the needs of the pupils in the class and the ability to direct support staff to work with pupils as appropriate.Pupil assessment records which show: communication with parents about pupils' learning either verbally or through written communications following the school's policies and procedures.

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Notes

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