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Cass School of Education & Communities
UEL Stratford CampusWater Lane,
STRATFORD E15 4LZFax 020 8223 2882
University of East LondonCass School of Education & CommunitiesSchool Direct Salaried School Based Training Handbook 2015-16
Cass School of Education & CommunitiesUEL Stratford Campus Water Lane, Stratford E15 4LZEmail: [email protected] Fax: 020 8223 2882www.uel.ac.uk/cass
Administrative Staff
Name Role Email Telephone
Karen Holland Partnership [email protected] 020 8223 6287
Academic Staff
Name Role Email Telephone
Caroline Brennan
Head of Secondary and Post-Compulsory Education, Modern Languages.
Module Leader PG6001, PG6002, PG7200
[email protected] 020 8223 4512
Lynn Campbell English and Drama [email protected] 020 8223 4335
Erica Cattle Modern Languages [email protected] 020 8223 2782
John Clarke Mathematics [email protected] 020 8223 6378
Gerry Czerniawski
Humanities and Social [email protected]
020 8223 2221
Christopher Dalladay
Music [email protected] 020 8223 4204
Declan Hamblin Physical Education [email protected] 020 8223 6280
Neil Herrington [email protected]
020 8223 2247
Kate Jones Design Technology [email protected] 020 8223 2407
Aniqa Khaliq Mathematics [email protected] 020 8223 2346
Warren Kidd
Humanities and Social Sciences
Module Leader PG6000, PG7300
[email protected] 020 8223 6475
Elicia Lewis Religious Education [email protected] 0208 223 4551
Helen Masterton [email protected] 020 8223 2246
Sheeba Viswarajan Chemistry
020 8223 2269
Alan Weller Physics [email protected] 020 8223 6372
David Wells Computer Science [email protected] 020 8223 4686
Contents
The UEL School Direct Salaried ProgrammeThe Individual Training Plan (ITP)
The Partnership Training ProgrammeAssessment and Monitoring ProceduresPartnership Records of ProgressGeneral Observation Schedule for TraineesSchemes of workLesson Planning Advice for TraineesLesson PlansAdvice on Observing and DebriefingDirected TasksAssessment FormsTeachers' StandardsLesson Observation FormUEL Secondary Training Calendar
UEL Secondary Teacher Training Welcome to our Initial Teacher Training programme. Basic to our training is the model of a flexible and reflective teacher able to respond positively to change and willing to accept responsibility in the school and in the wider community. The Trainee is therefore required to profile and reflect on their own development and set appropriate targets for themselves throughout the course. UEL works closely with partner schools to design an Individualised training plan for each Trainee.
This training year is, in effect, the first stage of a two-part process of qualifying, and, we hope, of a long career. It will provide a firm foundation for work as a beginning teacher. It will also make trainees aware of the need to plan for continuing professional development, and to keep abreast of current local and national initiatives, and recent research evidence. Updating these skills and maintaining competence and confidence will be a continual process.
The Benefits for the school Through involvement in teacher education schools are able to recruit and train their own
teachers. All school staff become more aware of the Teachers’ Standards. Having a Trainee observe and question can make experienced teachers think about what
they are doing and why. Contact with universities and other agencies provide access to opportunities for
continuing professional development. By working in partnership a network of support is created where teachers, lecturers and
Trainees can share their skills and ideas. Working with Trainees – setting targets, analysing their skills, writing their Career Entry
and Development Profile (CEDP) – can help schools understand what to expect and aim for during the induction year.
Core Principles To help schools recruit and retain staff; To contribute to combating teacher shortages in an area of challenge; To provide a programme with an emphasis of the agenda for inclusion; To support schools in their development as training institutions; To ensure that the programme trains quality teachers for schools.
This handbook complements the UEL Assessment Toolkit that has a range of materials to support the UEL partnership in securing accuracy in the assessment of trainees. It includes resources to support tracking the progress of trainees and the pupils they teach over time, grade descriptors and overviews of assessment processes and expectations for trainees.
Within the school, there is a Professional Coordinating Mentor who is normally a senior member of staff who oversees the partnership arrangements and has a key quality assurance role. The Subject Mentor is an experienced subject teacher who has an immediate responsibility for providing support and training within the subject department. UEL supports the training and exercises a quality assurance role through the Director of Secondary ITT and the UEL Subject Tutor.
Inevitably the responsibility for the effective training of teachers will fall on a wider group of people on the school staff than the mentor. This group will include such people as the SENCO, the PSHE/Citizenship Co-ordinator, the KS3 Strategy team, Learning Support Assistants etc.
These members of staff will need briefing as to the relevant requirements for those undertaking teacher training.
In addition, other subject teachers will observe the Trainee at work. They will need access to the Assessment Toolkit and lesson observation proforma.
Timetabling School Direct Salaried (SDS) Trainees should normally be timetabled from Tuesday to Friday only; with Mondays left free for UEL or school based training activities, assignment writing and portfolio development.
PGCE and School Direct training trainees are timetabled according to the placement block.
The timetable must include teaching at two key stages. For an inexperienced Trainee this contact time is typically 25% in term one, 50% in term two and 80-90% in term three. Where trainees are supernumerary these classes should normally be the responsibility of another teacher e.g. the Mentor who can take over the class if necessary. Trainees should start by observing, then team teaching until they are ready to take over the classes on their own. The timetable may be staged so that the Trainee focuses on one key stage to begin with, perhaps for the first term, then adding a second key stage in the second term. Alternatively it may be more appropriate for the Trainee to have classes in two key stages from the first term. If the school is only able to offer experience of one key stage then there must be a link with a second suitable school. A named mentor must be assigned in the second school.
Second School ExperienceAll Trainees are required to spend time in a second school.
For SDS trainees this would normally be for a minimum four week block in the spring term. During this time there are no SDS taught sessions at UEL. This gives a contrasting experience and further training opportunities.
The key to a second school experience is that Trainees demonstrate their ability to meet the standards within another school. This experience should provide Trainees with teaching experience and an opportunity to collect evidence against the standards which may not have been available within their employing school. Trainees need to have knowledge of the key stages before and after the ones in which they are training to teach.
During the second school experience the Trainee will be observed by the Mentor and will normally be observed by the UEL Tutor. Observations by other staff members are encouraged.
Second school experience should focus on a particular aspect(s) of the Trainee’s needs.
Primary and Post 16 ExperienceTrainees will need to gain the necessary awareness of the Key Stages before and after those covered in their training. We recommend that this should be for a minimum of 2 days. In the case of a Trainee qualifying to teach in KS3 and 4 this experience will include a visit to a primary school at the start of the programme and possibly a visit to a sixth form. Visits should be structured and include focused discussions with teachers and pupils. It will be necessary for Trainees also to research and read relevant texts to heighten their awareness of the issues related to transition from one phase to another.
Possible activities that could be included in this experience are:
Researching how pupils are prepared for transition Interviews with pupils on about what transition has meant for them Interviews with key staff on how pupils needs are taken into account during transition Teaching and learning strategies that are used to ensure pupils feel comfortable with this
major change
Other areas that might be covered are:
Understanding the pastoral issues related to this process Parental involvement in this process Documentation related to the process Researching the role of outside agencies in this process
Detailed tasks are available on the web-site for both Key Stage 2 and Post 16 visits. These are not compulsory, but Trainees may find them to be a useful format for structuring the collection of evidence for their portfolio.
Mentoring SupportTrainees are attached to a named Subject Mentor. Mentors should provide as a minimum, one time-tabled weekly mentoring session which should last for at least one hour. The content of these sessions will be based on the individual needs outlined in the Individual Training Plan. Mentors may wish to use the support materials which are available on our Mentor Wiki http://uelsecondary.pbworks.com/w/page/7021711/FrontPage .
Within the meeting time should be given to:
time-table observations and agree the focus assess the progress towards the Teachers’ Standards review planning, teaching, monitoring and assessments that have taken place review lesson evaluations plan for tasks and activities that follow on from observations and targets review outstanding targets
The session should not be restricted to lesson feedback and needs to be viewed more as a check on progress/tutorial. The agreements during the meeting need to be noted and signed/dated by both Mentor and Trainee, on the Weekly Training Plan. Both should hold a copy on file for future reference and a third copy given to the UEL tutor.
Subject Tutor visitsSubject Tutor visits will be arranged through the Professional Coordinating Mentor, Subject Mentor and the Trainee. Visits should occur at least once per half term and are the means by which assessments and moderation across the course take place. When the Tutor is in school a suitable room will be required for the Tutor to speak with both the Mentor and Trainee. The Tutor will carry out joint observations with the mentor. UEL Tutors will complete a Tutor Checklist which is copied to the Mentor and the Trainee which evaluates the school based training programmes, mentoring arrangements, Trainee’s progress and any other issues that have arisen. These are copied to both the Trainee and Mentor so that action can be taken as necessary.
The Partnership Training ProgrammeOverviewThe programme is designed to enable Trainees to meet the Teachers’ Standards which are contained in this handbook: everyone is required to be familiar with them in detail. The programme lasts for three terms and has a number of different components consisting of:
Individual training plan based on SWOT analysis Attendance at training programme and other external courses Weekly mentoring sessions Second School Experience Observations of and discussions with more experienced colleagues Completion of Standards Tracker for evidence of Teachers’ Standards Course related assignment and tasks Course reading Lesson observation and feedback Visits to other schools and settings Consecutive key stage experience Individual progress reviews and termly reports/action planning
Key components of the School Direct Salaried programme are the UEL based programme and school based training which is guided by the Professional Coordinating Mentor and the Subject Mentor. Attendance at all taught sessions is mandatory to the award of QTS, unless your Individual Training Plan identifies strengths in certain areas of the Standards. Attendance is monitored and schools are informed of absence. All UEL sessions run from 9.00 am until 4.30 pm. Detailed information for both subject and core professional studies sessions is in the Teaching And Learning Guides which are provided by Subject Tutors. This is a useful reference for planning school based training as Mentors can link to the training programme and provide additional complementary training opportunities in school.
Assessment and Monitoring ProceduresCriteriaThe criteria by which we assess progress are the Teachers’ Standards. By the date of final assessment in June/July, Trainees must meet all the Standards. The Assessment Toolkit is the main guidance document for assessment of trainee progress.
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Gradings The partnership uses the following grades for both individual lessons and termly school experience reports:
1 Outstanding 2 Good 3 Requires Improvement 4 Fail
The assessment processThe partnership monitors and assesses the Trainee’s performance through:
School based training plansHalf-termly training plans describe the range of activities that Trainees will undertake to ensure that all the standards are being addressed and to meet individual training needs. Further guidance will be given during mentor training and Trainee induction arrangements.
Observation of teachingThe Trainee will be regularly observed teaching throughout the duration of the programme. This will either be by a school-based member of staff or the allocated tutor. Each observation is designed to support improvement and should leave the Trainee with a set of targets to meet before the next observation. Verbal as well as written feedback is expected and the Trainee is required to act upon the targets set by the observer. If there are any concerns about the Trainee’s performance these will be raised with the Trainee.
Subject Tutor Review MeetingsThe Subject tutors will meet once per half-term to review the progress of each trainee and schools to date. During this meeting tutors will be required to discuss lesson observations, individual targets and professional portfolio development. UEL tutors will also discuss school based training and mentoring provision within this meeting.
School Based Training ReportsThe Professional Coordinating Mentor/Subject Mentor are required to submit reports outlining progress to date against the Teachers’ Standards with recommendations on how the trainee can improve their performance in the following term. These should be fully discussed with the trainee before submission.
Professional Development PortfolioThe Professional Development Portfolio is the key document that provides evidence for reaching the Standards. It is a cumulative document made up of a number of parts (see below). The main document is the Training Record. This provides the type of evidence and the location for the evidence of meeting meeting the standards. The PDP should be actively used and discussed in mentor meetings and in tutorials. It should be an aid to reflection on progress and achievements so should be completed as throughout the training. It is preferable that the PDP is electronically completed so that it can easily be updated and shared over the year.
Introduction: The Professional Development Portfolio (PDP)The Teachers’ Standards The PGCE- School Direct Training and the PDP
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The PDP Contents Organising the PDP Section 1: About You 1.1 Opening position statement1.2 Your Curriculum Vitae1.3 Self-Audit of your Prior Experience 1.4 Subject Knowledge Audit
Section 2: Your Training Record 2.1 The Standards Tracker2.2 Weekly Training Plans2.3 School Observations (chronological order)2.4 UEL Observations (chronological order)2.5 Teaching Profile (School-based training reports and profile form (grades))2.6 Review of Progress2.7 Evidence Bundle2.8 Presenting the Professional Development Portfolio (PDP)
Section 3: Assignments3.1 PGCE AssignmentsSection 4: Preparing for Induction4.1 Your Career Entry and Development Profile
Teaching ProfileThis Teaching Profile sets out the expectations of the Teachers’ Standards that trainees must reach in order to be recommended for QTS. It is the central document used to record a trainee’s progress. It provides opportunities for professional dialogue between trainees, school based trainers and UEL tutors. Although four summative reports are submitted, the profile enables formative assessment with a focus on targets for progression. Before completing the profile school based trainers should review the Training Records in Section 2 of the trainee’s Professional Development Portfolio (PDP) – in particular the Standards Tracker and Weekly Training Plan.
At the end of each period of School-Based Training, school based trainers are asked to assess the trainee’s development against these standards and provide a grade on a 1 to 4 scale using the grade descriptors. Awarding a Grade 4 for any area indicates that despite opportunities and support, the trainee has made insufficient progress and has therefore failed the School Based Training. Grade 4 must not be awarded unless the Requires Improvement process has been instituted.
Evidence bundleThis is a working file, usually electronic, that provides an ongoing daily record which may include the following:
1. Trainee’s Observations of Good PracticePlease keep a record of comments and evaluations made using the guidance provided on the ‘General Observations Schedule’.
2. Long and Medium-term PlansSchemes of work for each class.
3. Lesson plansLesson plans and evaluations for every lesson that is taught.
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4. Additional InformationTo include SEN issues, behavioural issues and pastoral issues.
Assessment evidenceTo include the school’s assessment policy and any assessments made in line with this, e.g. schools performance information, class information on summative test scores, whole class records, individual pupil records and profiles, samples of marked work (pupils), and reports to parents.
Subject Knowledge evidenceIn order to meet the requirements of TS3, Trainees need to demonstrate a secure command of their specialist subject. All Trainees will be given a Subject Knowledge Audit at the start of the programme which is a working document and will be regularly checked by both the Subject Mentor and Subject Tutor. Subject Knowledge development will be guided to some extent by the demands of the schemes of work for the various classes taught by the Trainee.
Tasks/AssignmentsThe tasks and assignments set during the programme are designed to help the Trainee examine in greater depth the relationship between effective classroom performance and theoretical reflection. They have been selected so that as well as calling upon knowledge of the subject area, the Trainee is also required to demonstrate his/her understanding of how the subject can be successfully taught. Self assessed tasks will be set following a related session delivered on the partnership training programme. These should be discussed with the school mentor or another member of staff as well as the Trainee’s UEL tutor during their visit.
There is one formal assignment for SDS that is set during the first term which is based on the trainees’ development as a subject specialist. Guidance will be given to the Trainee in an assignment guide and the assignment itself will be formally assessed and graded. PGCE trainees complete three written assignments that are detailed in Module Guides.
The assessment of the Trainee’s work and developing teacher competence is a crucial element contributing to success. All elements have been planned to enable the Trainee to reflect critically on their development and to share in the responsibility of evaluation. They have also been designed to assist the Trainee in linking the components of the course and to inter-relate theory and practice. It is vital that the Trainee submits all work on time and brings required evidence of completed tasks whenever required. There is careful monitoring and moderation of all aspects of course assessment.
Partnership Records of ProgressThe Individual Training Plan is developed between the Trainee and Subject Mentor, based on a pro-forma provided by UEL. The Professional Coordinating Mentor and the UEL Tutor check that the plan is appropriate and fully supported.
Trainees are regularly observed and this is recorded on the Lesson Observation Form. Targets are set which are regularly reviewed in mentoring sessions and progress is noted on the Weekly Training Plans.
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The UEL Tutor observes trainees twice per term and completes the Lesson Observation Form and the Tutor Review Checklist.
Progress is summarised once per term by the Subject Mentor/Professional Coordinating Mentor in a Teaching Profile which notes strengths and areas for development to inform the training plan for the next term. It gives an overall grade using the appropriate Grade Descriptors.
The Trainee keeps a Standards Tracker which is regularly reviewed in mentoring sessions and presented to the Mentor/Professional Coordinating Mentor as appropriate for signature in preparation for the termly report.
In preparation for the final assessment Trainees will have a final meeting with the Professional Coordinating Mentor to present the Professional Development Portfolio which includes their evidence bundle.
General Observation Schedule for TraineesTrainees are expected to record observations of good practice. The following is a suggested checklist of key areas to comment on:
The ClassroomHow does the teacher:
start the lesson? introduce tasks / activities to the pupils? organise transition points during the day? help pupils progress from one activity to another? organise pupils – is there whole class teaching? group work? paired work?
collaborative tasks? individual work? establish routines – register taken at start of lesson, homework set at particular point
in the lesson, whole class discussion time, silent working times,? meet pupils individual needs?
Management of Pupils Learning & Behaviour Are pupils engaged / involved / interested in the activity? What factors contribute to this involvement? Were the intended learning outcomes achieved? How can the trainee measure this? What arrangements are there in the school for managing pupils’ behaviour? What strategies did the trainee observe the teacher using to maintain control – with
the whole class? with individuals? What verbal and non verbal techniques did the teacher use? How is good work and behaviour rewarded?
Classroom OrganisationDraw a plan of the classroom the trainee is observing, noting:
how children are grouped how the topic is introduced how resources are managed
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where and when assessment opportunities are built in
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Around the SchoolObserve how children behave:
in assemblies at break and lunchtimes entering and leaving school
Observation Guidance NotesKeep these observations brief and to the point. Focussed observations which concentrate on a particular aspect are more valuable – no more than one side of A4.
Trainees should: decide what s/he will focus on, e.g. start of the lesson, repertoire of approaches
used, pace of lesson etc. consider how s/he will conduct the observation – will s/he be a participant
observer and get involved in the activity or stand back and make notes? record his/her observations – either at the time or soon after – make them
reflective be aware of possible bias – we are all influenced by our own educational
experience, previous teaching experience, values and beliefs record what s/he actually observed / heard / said / did. Try to use language that is
descriptive rather than judgemental
Remember that the trainee is focussing on important teaching skills when observing rather than a teaching style. The trainee will need to understand the processes which lead to the practice and it is therefore important to discuss the observation with the class teacher / mentor as appropriate.
Finally, the most important question the trainee will need to ask of each observation is ‘What have I learnt from this experience which will help me develop my own practice?’ Points for further action can be included by the trainee.
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Schemes of workThorough planning is vital to ensure targeted learning. As a trainee it is necessary for trainees to plan in greater depth than an experienced teacher. In order to meet the Teachers’ Standards trainees need to provide detailed evidence of their understanding of the planning process.
Trainees will need to write their own schemes of work and lesson plans either from their own ideas or based on the department’s plans. Trainees need to have a scheme of work for each class that they teach. It is not sufficient for trainees to use existing schemes of work without personalising them to show that they are planning for the needs of the pupils they are teaching.
Subject tutors will give further guidance on aspects of medium-term planning which are particularly relevant to their subject area e.g. health and safety in science/PE/D&T. Trainees should refer to the following main principles which apply to all subjects.
Planning a scheme of workPlanning a unit of work is more than putting together a series of lessons. You need to consider all aspects of effective learning including aspects of your own subject knowledge which may need to be developed to enable you to teach the unit effectively.
1. Identify key features of the unit: outline the essential nature and rationale for the unit. Include what knowledge, skills and understanding the unit will cover.
2. Identify where the unit fits in: outline the links with other units, previous and future learning and other cross-curricular aspects.
3. Identify your expectations: What will pupils be able to know, do and understand on completion of this unit? Identify your expectations for all pupils including those who will attain levels above and below the required level. Consider inclusion strategies which will ensure that all pupils are able to achieve the expectations.
4. Consider prior learning: what has been the pupils’ previous experience in relation to what has been learned through previous units and how have they been taught i.e. teaching and learning styles?
5. Identify aims and objectives: outline the knowledge, skills and understanding that pupils will learn by the end of the unit, including the assessment criteria.
6. Select and identify the content: state how the material is to be developed from the initial starting point to the end result. The intention is to show progression.
Summarise the main pupil activities but do not write week one, week two etc at this stage as it will detract from the main intention which is to outline your understanding of how to make the learning more complex.
7. Identify learning across the curriculum: set out the relationship between the key skills (communication; improving own learning and performance; application of number; working with others; ICT; problem-solving; Spiritual, Moral, Social and Cultural opportunities.) How can you enhance these aspects of pupil learning?
8. Identify links to other subjects e.g. PSHE and Citizenship.9. Identify safety issues.10. Scheme of work evaluation: after you have taught the scheme you need to
evaluate its’ effectiveness
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Lesson Planning Advice for Trainees1. Aim(s) of lessonTake your aim(s) from the departmental Scheme of Work. They will be fairly broad e.g. For a Modern Foreign Languages Year 7 lesson, the aims could be:
To be able to name common pets. To be able to ask if someone has a pet. To be able to answer the question themselves.
2. Decide on your learning outcomesBreak down the broader aims into specific objectives to be covered in the lesson. What do you want pupils to learn? This will depend on the content of the Scheme of Work and/or GCSE requirements. Be specific.
e.g. For the MFL lesson these might be the objectives:
Name 8 pets (list these in target language), Teach the question: What pets have you got? (in the language) Teach possible answers: Yes/No….etc.
3. Consider your pupils’ prior knowledge and ability levelWhat do the pupils already know about this topic (from KS2/ previous lessons/other settings)? Can you build on this knowledge? Take account of any Special Needs/ behavioural problems / individual differences.
4. Bear in mind any constraintsThese could be: classroom location, availability of resources, time of day, ability of the pupils, preceding lesson (Drama/PE), their responsiveness etc.
5. Decide on your learning activities and the sequence of deliveryWhat sorts of activity are appropriate? Ensure that there is a variety of activities and that pupils are always productively engaged.
When planning a lesson, you must constantly refer back to your learning outcomes.
Decide on your introduction, starter activity and the main body of the lesson.
Consider an appropriate and productive plenary activity.
Be aware of timing for each area of delivery.
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6. Identify the resources you needWhat resources are available to you?
What additional resources are necessary or desirable?
7. Consider how you will assess the pupils understanding of the lessonAlmost every activity can be assessed, whether it be formally (a piece of written work) or informally (through question and answer sessions). Monitor pupil learning throughout the lesson. Use this information to plan your subsequent lessons.
8. Allow for differentiationCan you differentiate the work to make provision for both weaker and more able students? Is there sufficient variety, depth and breadth?
9. Reference to the National Curriculum (or the relevant GCSE/AS/A level syllabus)You should indicate which aspects of the National Curriculum or syllabus you intend to cover in the lesson as well as identifying the Attainment target(s) and the level(s) at which the lesson will be pitched.
10. Evaluate the lessonYou must be aware of pupil progress and how to evidence this; the effectiveness of pupil learning and your own performance.
Did the pupils achieve the learning outcomes?
What do you need to develop or review in a follow up lesson?
What areas do you need to improve? e.g. Planning / timing / organisation / classroom management / assessment etc.
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Lesson PlansThe annotated lesson plan proforma below is a generic one. There may be subject specific alterations. These will be given out and discussed during UEL sessions.
LESSON PLANTopicRefer to the Scheme of Work you are working from
NC (Programme of study)/Framework/GCSE references Cross reference plan to the relevant documents
Areas for development identified from previous lesson:
Teaching Group: Date: Lesson time & duration: No. of pupils:
National Curriculum Attainment target level:
Aim of Lesson:What will pupils be able to understand / know by the end of the lesson?
Learning ObjectivesPupils will:
Know that Be able to Understand how/why Be aware of
Assessment of ObjectivesState how objectives will be assessed:
Cross curricular expectations (Literacy, numeracy, citizenship):
Differentiation and role of additional adults if applicable:Say how you will extend the more able and support those pupils with SEN, EAL etc.
Subject specific language/key words:List the specialist subject terminology you will introduce to pupils
Resources/equipment (Note if Technician help required)List everything you will need: flashcards, OHTs, worksheets, equipment
Lesson SequenceTiming: Teacher Activity Pupil Activity Monitoring & Assessment
Starter:This is the “starter” activity, usually lasting about 5 mins. Follow it with details of each activity you intend to do in class
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Give details of each activity you intend to do in lesson. Also consider the links and transitions between activities.Check back to your objectives
For each activity, specify how you will find out whether pupils have met you lesson learning outcomes.
Plenary:The plenary is a recap activity which summarised the key learning points of the lesson.Mini-plenaries can also happen at different points in the lesson.
EvaluationTo what extent did the pupils achieve the learning outcomes? How do you know they achieved them?
Ask yourself: What did they learn? How do you know? Was learning possible for everyone?
Additional points to follow up in next lesson:
General Comments:
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Personal targets and subject specific tasks / knowledge to develop as a result of this lesson.
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Advice on Observing and DebriefingSchool based training: Observing and Debriefing a trainee
In the early stages, do some collaborative planning and teaching (planning and delivering a starter/plenary activity, working with a small group, making a point to a whole class, dismissing pupils etc). Review the plan for the agreed part of the lesson they will carry out with the trainee before observing and give feedback on performance. Gradually build the commitment up to ‘trainee delivery of a whole lesson’.
For the first full observation allow the trainee to choose which lessons are observed.
Be aware of the importance of being sensitive and impartial when undertaking observation of the trainee. (All your comments and judgements will be based on the evidence you have seen).
Consider what is to be the main focus of the observation. Use the diagram summary of the Standards to help you identify and find the focus of the observation from the full Standards. Observe and debrief against the new Standards using the evidence of what you, the observer, have seen in a lesson.
Give the trainee some immediate feedback after the lesson, even if only for a couple of minutes.
Ensure that you observe the trainee teaching at least once a week with any of your classes that they are taking. Observers should give feedback using the Assessment Toolkit. They should address the identified focus for observation but also other areas of the lesson, which are praiseworthy, or of concern.
Try to make the observation and debriefing a learning situation for the trainee. Be positive as a first step and never give negative feedback in a public place (e.g.
staff room). If you give some negative feedback always show how things could be improved. Make your suggestions specific and offer alternatives if possible. Note suggestions and ‘SMART’ (Specific, Measurable, Achievable, Realistic, Time Limited) targets in the box on the lesson observation form.
Do not avoid negative feedback or focusing on things which didn’t go well in the lesson. It is sometimes tempting to avoid tackling unsatisfactory work but it is necessary in order to give the trainee an opportunity to improve.
Work with your trainee not on him or her. Avoid a power struggle. Use positive and warm non-verbal communication. Avoid suggesting that there are simple right answers. Encourage a dialogue. Get ideas and comments on the lesson from the trainee. Use lots of open questions.
Prioritise issues to be addressed by the trainee - don’t tackle too many things at once. Try to encourage a sense of progress.
Remember you are not trying to produce a ‘clone’ teacher but to help the trainee develop their strengths and work on their weaknesses within professional parameters.
Clarity is paramount- if you have asked a trainee to change the way they do something, get them to explain in their own words what you want them to do so you know that they have understood.
If the trainee defends their point of view/actions, don’t become confrontational. Try to see it from their point of view. Show that you will consider what they have said but illustrate with evidence from your observation notes. (If the trainee does
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not have the same view of the lesson as you, sometimes video debriefing can help). The most difficult problems arise when the trainee does not recognise that they are not succeeding. In these cases you must be firm and clear in your records.
Give a clear, unambiguous assessment of the lesson observed. Ensure there is consistency between the comments made and the grading. Go for a ‘best fit’ when choosing the level in order to give the trainee an idea of the grade band within which they are performing. Set clear targets for improving the situation. Ask the trainee to sign and date the copy of your observation notes and give
them a copy as well as a copy to the Subject mentor. Keep notes of any other things you have said advice you have given and how
you have tried to help. Keep the Subject Mentor informed about how the trainee is getting on with
your class/group. It is especially important to alert the Subject Mentor and Professional Coordinating Mentor as early as possible if there is a problem and potentially a ‘failure’ situation. The Professional Coordinating Mentor/Subject Mentor will advise the university immediately as part of the procedures for when a trainee is not making required progress and action can be taken. (The Partnership has a duty to give a written warning and targets so that the trainee has a chance to rectify the situation).
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Directed TasksAt times it might be difficult to demonstrate a secure achievement of a Standard through day to day work. Directed tasks are designed to enable trainees, in consultation with tutor and/or mentor, to provide more secure evidence for particular Standards. The tasks are to be found in the document “Supporting School based Training: A Resource for Mentors and their Trainees”. There is a series of questions to consider for each standard which are intended to guide trainees and mentors to understand the expectations of each standard. It also gives an indication of the likely sources of evidence to draw upon to demonstrate that you meet the Teachers’ Standards. Trainees and mentors will both find the links to supporting resources particularly useful in developing professional knowledge and practice.
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Assessment FormsSBT reports should be in no later than one week after the end of term as these are essential for considering trainees’ progression. SBT Reports should be e-mailed to Karen Holland on [email protected] . In the case of an e-mail submission, a signed copy should be put in the post. The duplicate copy must kept in case originals go astray in the post.
Assessment of TeachingThe trainee will be observed regularly during their training. Observations using the UEL format should accompany each end of term report.
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TEACHERS STANDARDS
1 Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2 Promote good progress and outcomes by pupils be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils’ capabilities and prior knowledge guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English,
whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4 Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’
education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an
additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms
and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards
consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.
Observation conducted by INSERT NAME. Feedback provided to trainee after observation in person. Digital copy of the observation notes sent within 24 hours.
CASS SCHOOL OF EDUCATION AND COMMUNITIES
Lesson Observation Feedback Form
Trainee’s Name: Date:
School: Subject:
Class/Year Group: Number in Class:
Lesson Theme: Lesson Time:
Observer: Joint Observer:
Focus for observation:
1. Lesson Observation Summary of Key Features
Impact of teaching on pupil progress over time
To what extent do pupils make progress over time? Is pupil progress at expected levels? Does the teacher have a positive impact on the outcome of pupils’ progress?
Outline the key points of discussion and refer to significant evidence that has informed judgments in this area. (For example - pupils’ verbal contributions, pupil group work, written work scrutiny, quality and impact of marking, observation, pupil performance, differentiated learning for all pupils, interpersonal skills, creativity, impact of student teachers questioning, decision making)
Strengths and what went well? (What did the trainee do to impact on pupils’ learning?)
Observation conducted by INSERT NAME. Feedback provided to trainee after observation in person. Digital copy of the observation notes sent within 24 hours.
Even better if? (What could the trainee have done to improve the quality of teaching and learning further?)
2. Post Observation Feedback
Teachers’ Standards
TS1: high expectations TS2: good progress and outcomes TS3: good subject knowledge TS4: planning and teaching well-structured lessons TS5: response to pupils’ strengths and needs TS6: accurate and productive use of assessment TS7: effective behaviour management TS8: fulfil wider professional responsibilities Pt2: high standards of personal and professional conduct
Agreed New Targets (cross referenced to the Teachers’ Standards above. Please also note any required related actions for the trainee and others that arise from the targets set):
Date sent to trainee:
Observer’s Signature:
Observation conducted by INSERT NAME. Feedback provided to trainee after observation in person. Digital copy of the observation notes sent within 24 hours.
Lesson observers may wish to use the following exemplar checklist to support the identification of the trainee’s strengths and areas to develop, and for the setting of targets arising from the observation feedback.(This checklist can be added to with further prompts as required)
TS1: High expectations Sets high expectations☐ Establishes safe environment promoting good pupil progress and behaviour ☐ Has high expectations of all pupils☐ Sets challenging objectives☐ LOs match assessment criteria ☐ LOs match pupils’ needs☐
TS2: Good pupil progress and outcomes Uses assessment of pupils’ capabilities, knowledge and understanding to plan lessons☐ Ensures all learners make at least good progress in lessons/over time☐ Builds on, consolidates and extends pupils’ capabilities, prior knowledge and understanding ☐ Understands the physical, social, emotional, learning needs of pupils☐ Guides pupils to reflect on their progress and their learning needs☐ TS3: Good subject knowledge Shows accurate & secure subject knowledge ☐ Shows accurate & secure curriculum knowledge ☐ Knows how pupils learn ☐ Takes account of factors affecting learning☐ Stimulates and maintains pupils’ interest and curiosity ☐ Plans appropriate resources well matched to needs ☐ Promotes high standards of literacy and communication ☐
TS4: Plans and teaches well-structured lessons Plans well-structured lessons that use time and resources effectively ☐ Promotes interest, motivation and curiosity ☐ Sets clear and challenging homework tasks ☐Reflects on learning and teaching ☐ Uses pupil assessment data to extend pupils’ capabilities, knowledge, skills and understanding ☐ Plans lessons using reflection on teaching ☐ Uses questioning and discussion to promote learning ☐ Uses resources, visual prompts and displays as a teaching tool ☐
TS5: Responds to all pupils’ strengths and needs Differentiates appropriately ☐ Is aware of potential barriers to learning with an understanding of the needs of all pupils, including those with SEN, EAL and those with disabilities ☐ Sets learning objectives that stretch and challenge all pupils ☐ Pitches activities at the right level to challenge pupils of different abilities ☐
TS6: Accurate/productive use of assessment Uses a range of monitoring and assessment strategies ☐ Makes accurate and productive use of assessment data to promote good pupil progress and learning ☐ Uses AfL strategies to enable effective differentiation of work ☐ Uses questioning effectively to gauge pupils’ understanding ☐ Shows high quality of dialogue and oral feedback ☐ Is alert to pupils’ lack of understanding during lesson ☐ Displays and uses key questions appropriately ☐ Pupils have targets and know what they mean ☐ Pupils know what to do to achieve targets ☐ Involves pupils in assessing their own learning & progress ☐ Gives regular accurate feedback in marking ☐Identifies strengths and diagnoses next steps to improvement ☐
TS7: Effective behaviour management Maintains a purposeful learning environment ☐ Manages pupil behaviour effectively and appropriately ☐ Involves and motivates pupils Has clear rules and routines and high expectations of behaviour ☐ Has sufficiently high expectations of behaviour ☐ Maintains positive relationships with pupils ☐ Exercises appropriate authority ☐ Acts decisively when necessary ☐
TS8: Fulfils wider professional responsibilitiesActs as a positive role model ☐ Contributes to school life beyond lessons ☐ Works effectively with colleagues ☐ ☐ Deploys support staff effectively Is well organised, manages own time☐ Seeks help and advice from others ☐ Acts on advice to secure improvement ☐ Reflects on own practice ☐ Communicates effectively with parents/carers ☐
Observation conducted by INSERT NAME. Feedback provided to trainee after observation in person. Digital copy of the observation notes sent within 24 hours.
UEL SDS Course Structure 2015-16
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UEL PGCE Course Structure 2015-16
30
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