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Cass School of Education &
Communities
PCM and Mentor
Handbook
Secondary PGCE & School Direct
Academic Year 2017-18
Cass School of Education & Communities
UEL Stratford Campus
Water Lane,
STRATFORD E15 4LZ
Fax 020 8223 2882
2
Contents
1 KEY STAFF; CONTACT DETAILS AND STAFF ROLES MENTOR
SKILLS
2 PCM / ITT COORDINATOR – ROLES AND RESPONSIBILITIES
3 STAGES OF MENTORING AND TRAINEE DEVELOPMENT
4 MENTOR SESSIONS AND OBSERVATION GUIDELINES
5 LESSON OBSERVATION AND DEBRIEFING
6 CAUSE FOR CONCERN
7 TERMINATION OF SCHOOL BASED TRAINING
8 DEFERRAL
9 MENTOR TRAINING FRAMEWORK
KEY DOCUMENTATION:
Lesson Observation Feedback Form
Cause for Concern Form
Teachers’ Standards
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A welcome from the Head of School
On behalf of all members of staff in the Cass School of Education and Communities, a truly
warm welcome, as mentor or professional mentors/ ITT Coordinators, to our programme
and to the University of East London.
The academic staff in the Cass School have a vast range of experience and expertise, as
well as many being qualified practitioners involved with a number of professional networks.
We also have an excellent reputation for providing support and advice to our students,
mentors and professional mentors/ ITT Coordinators, enabling them to fully engage with the
UEL ITE course. Our aim is for you to become an active and successful part of our learning
community.
This handbook will guide you through the structure and format of the programme. Please
seek advice or ask questions about anything that you feel unsure about. It is really
important to us that you develop a sense of belonging in your School to confidently develop
in your role as mentor or professional mentor/ ITT Coordinator to help others to become
confident teachers. We also offer a wide range of CPD opportunities and courses to help
develop our mentors and professional mentors/ITT Coordinators during the academic year.
Like our tutors, I am keen to hear your views and learn about your experiences; you can
email me at the address below with your comments or suggestions. Alternatively, contact
your UEL tutor working with you and your trainee to ensure that you are well supported
throughout the academic year.
Finally, may I take this opportunity to wish you every success in your role as mentor or
professional mentor/ ITT Coordinator, I trust your experiences here will be enjoyable,
stimulating and rewarding and I look forward to meeting you.
Dr Carrie Weston
Head of Cass School of Education and Communities
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1) KEY STAFF; CONTACT DETAILS AND STAFF ROLES
Administration Staff
Name Role Email Telephone
Karen Holland Partnership (Secondary) [email protected] 0208 223 6287
Academic Staff
Name Role Email Telephone
Annette Cast Dean – College of Professional
Services [email protected] 0208223 3115
Carrie Weston Head of Cass School of
Education and Communities
020 8223 6369
Lizana Oberholzer
Interim Head of Teacher
Education/ School Direct
Programme Lead
[email protected] 0208223 6368
Neil Herrington Head of Programme /Biology [email protected] 020 8223 2247
Erica Cattle Modern Languages [email protected] 020 8223 2782
Catherine Conner Drama [email protected] 020 8223 4335
Christopher Dalladay Music [email protected] 020 8223 4204
Declan Hamblin Physical Education [email protected] 020 8223 6280
Sba Shaikh Design Technology [email protected] 020 8223 2407
Aniqa Khaliq Mathematics [email protected] 020 8223 2346
Warren Kidd Humanities and Social Sciences [email protected] 020 8223 6475
Elicia Lewis Religious Education and
Geography [email protected] 0208 223 4551
Stephen Palmer English [email protected] 020 8223 4335
Sheeba Viswarajan Chemistry [email protected] 020 8223 2269
Alan Weller Physics [email protected] 020 8223 6372
David Wells Secondary Programme Lead/
Computer Science [email protected] 020 8223 4686
Simon Woodage Mathematics [email protected] 020 8223 2903
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2) RESPONSIBILITY OF THE SCHOOL PCM OR IN PRIMARY CONTEXT THE
ITT COORDINATOR
Expectations
It is the expectation of the UEL Partnership that the PCM/ ITT Coordinator will take full
responsibility for leading, developing and quality assuring the school’s role in teacher training
on the School Direct Course. The White Paper: The Importance of Teaching (2010), signals a
step change in the role of schools in leading teacher training, and many of our UEL Partnership
Schools have embraced this change. These schools foster and develop a culture of mentoring
and coaching and see involvement in Initial Teacher Training as the first stage of an on-going
process of continuing professional development. It is therefore important for the UEL
Partnership to develop a shared understanding of how all its School Direct Partnership schools
needs to oversee, and support Initial Teacher Training within each partnership school to
ensure that practice is consistent and trainees are supported effectively to ensure on their
learning journey. We recognise that many of our partnership schools are extremely
experienced in their practices; however, we are keen to make sure we are offering guidance
and support to ensure that we all benefit from a shared understanding and vision, so that our
trainees can be the best they can be in the classroom.
The UEL Partnership Agreement outlines the expectations of all parties in relation to the
School Direct programme, and it is anticipated that PCM/ ITT Coordiantor will take the lead
role in ensuring that the school’s responsibilities are fulfilled.
a) Responsibilities of the PCM/ ITT Coordinator:
liaise with UEL as the first point of contact over any issues concerning the course
design and implement an induction programme appropriate to the needs of the trainees within the placement
manage and arrange generic mentor training sessions
manage the induction of trainees
arrange for the trainees to observe ‘outstanding’ practice within the placement
arrange for the trainees to see other subjects being taught
leadership, support and further training for Mentors
ensure quality assurance within the placement
adhere to procedures that relate to trainees identified as either ‘cause for concern’ or ‘at risk’
participate in the interview of candidates for the course
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b) Induction:
By the end of the first two weeks you should ensure that you trainee has completed the
following aspects of induction during the school based induction:
1) Met with PCMs/ ITT Coordinators, Subject and Pastoral Mentors/ Primary Mentors
School based briefing on safeguarding children in Education
Health and Safety briefing
Fire drill
Contact details and information on what to do in the event of absence
Tour of the School
Staff handbook (Include information about absence, policies, including the
e-safety policy and timetables)
School ITT Policy
Behaviour Management and other Policies as set out in the trainee’s trainee plan
ICT support (Logins, Sims, ID cards etc)
Has a contract as an Unqualified Teacher
DBS check (The UEL will write to each school individually to confirm that checks have
been done)
Introduced formally to all staff
2) Established:
the routine of the school day
dress expectations
expectations regarding punctuality, attendance at meetings and protocols to follow if they
intend to be off the school site
important dates on the school calendar
3) Aware of the following information:
The classes they are to observe (Ensure that they observe lessons across the curriculum,
include practical subjects and PSHE)
Information on workspace and the resources that are available for them
The styles and approaches the classes are used to
Ensure that trainees are aware of assessment process and record-keeping used
The timing of the regular mentoring sessions and meetings with PCM
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4) Become familiar with the school:
Met the Headteacher, Head of Department/Subject Leaders and teachers, as appropriate
Followed a group of pupils/ or pupil for the day
Introduced to reception, learning support and reprographics staff
5) Ensure that training is appropriate to needs:
Does the trainee have a suitable timetable?
Have subject knowledge audits been completed?
Are weekly documentation being completed regularly?
Are plans for a suitable, contrasting second school experience in place?
Has UEL received all the relevant information from the School?
Does the mentor feel confident about his/her role and ability to lead effective training?
If not, what measures are being taken to address this?
Please check Timetables of trainees to ensure that it meets the course outline as stipulated in
the course calendars. Please make sure that all trainees have had a contrasting second
placement.
c) Trainee Professional Development
The PCM/ ITT Coordinator is responsible for supervising the overall professional development
of the trainee outside of the department context, but also overseeing the quality of mentoring
and support within the department within each school.
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This includes ensuring that:
Trainees, in secondary, are associated with a form tutor who will act as the pastoral mentor as soon as possible. It enables the trainee to gain a broader experience if they are placed with a teacher in a different subject area to their own. Expectations concerning punctuality and attendance at registration and tutor group sessions should be made clear.
Primary trainees will be allocated a mentor who will provide them with a balanced timetable, as well as suitable pastoral experiences to enable them to develop in their core subject development, humanities as well as pastoral.
Trainees attend PSHE and Citizenship lessons, as appropriate, to their training needs and the phase they are training in. As these may not fit easily into their timetables they may need the help of the Professional Tutor to identify lessons that they can observe and/or teach.
Trainees are informed of any meetings, inset and CPD training that may be available or that they should attend. (Trainees are expected to attend all meetings and CPD sessions in their schools and at UEL as indicated in the handbook.)
PCM/ ITT Coordinators have regular meetings with their subject mentors and pastoral mentors to discuss whole school training and share good practice. Mentors need to be aware of the weekly focus of the professional studies sessions so that they can relate it to their training.
PCM/ ITT Coordinators observe each trainee at least once each term in order to support the mentor and to provide an opportunity to moderate outcomes and accuracy of assessment of the assessment toolkit.
To check that trainees are met with by their mentors weekly and observed in line with the minimum expectation of once a fortnight.
PCMs/ ITT Coordinators ensure that new mentors attend training at UEL.
d) Mentor Development:
PCM/ ITT Coordinators lead the generic mentor development within schools. It is
recommended that mentors are supported with their generic approach to mentoring. Guidance
on how to observe lessons, how to feedback and also how to lead on a mentor meeting should
be provided, if needed. Examples of generic mentor training can be found on the PCM/ ITT
Coordinator’s page.
In addition, peer observations with mentors to moderate their practice is a key part of the
mentor’s development, but also a quality assurance exercise to ensure that trainees are
developed effectively within the school context.
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THE MODERATING ROLE
PCMs/ ITT Coordinators have a quality assurance and moderator’s role within each placement
school. They need to peer observe with mentors to evaluate the quality of observation and
feedback support provided by mentors within the school context. UEL will request a copy of
the observation documents at the start of each term to help support with the quality assurance
process and refining the trainee’s practice overall within partnership schools. PCMs are asked
to email copies to their trainees for uploading onto the e-portfolios/ Dropbox.
In addition, PCMs/ ITT Coordinators are also asked to meet with the UEL primary or
secondary/ subject tutors during each visit to discuss the trainee’s progress and key points to
develop. UEL Phase/Subject tutors will be asked to email the Trainee, Mentor and PCM/ ITT
Coordinator to arrange for a visit to take place. UEL has a very strong QA process and a Link
Tutor visit each term will take place to School Direct schools, to ensure that trainees are on
track. Link tutor meetings will be arranged by Lizana Oberholzer.
Trainees are expected to plan lessons using the UEL lesson planning documentation, as this
is a training tool aimed to develop their planning and strategies to plan effectively. Please
emphasise this expectation to mentors. In addition, please use the partnership templates when
observing lessons as part of the training tools used to develop trainees’ practice.
It is key during feedback for Mentors, PCM/ ITT Coordinators and Tutors to focus on
pupil progress. Did pupils make the expected progress in the lessons or did they
exceed? If they did how did the Teacher’s Standards come together to achieve this? If
some pupils did not make the expected progress, which Teacher’s Standards need to
be considered to ensure that this progress does take place? Please make sure a
coaching approach and questioning is used to support the feedback. Please make sure
the assessment toolkit is used to guide outcomes for mentors and trainees too.
It is also vital for PCM/ ITT Coordinators to agree the Final Report for each trainee at
the end of each term to quality assure the outcomes in full.
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CAUSE FOR CONCERN
Please make sure that you follow the Cause for Concern procedure carefully as outlined
below.
Cause for Concern is intended to be a developmental and supportive process.
A cause for concern will be issued when:
a trainee does not make the expected progress for the stage in their programme;
a trainee struggles professionally or personally to meet the Teachers’ Standards (Part One: Teaching);
a trainee fails to demonstrate high standards of personal and professional conduct (Part Two: Personal and professional conduct);
If an issue has already been identified, targets have been set and no progress or insufficient progress has been made.
A cause for concern will outline the concern and set targets, identify training and actions and
agree review points. It will result in increased agreed school and centre-based support and
monitoring.
Specifically, a cause for concern:
can be raised at any stage of the programme;
will usually relate to specific aspects of the trainee’s teaching and the Teachers’ Standards referencing the grade descriptors;
could characterised by the lack of progression made by pupils.
A cause for concern may also be raised if:
the trainee’s teaching, for any reason, is not developing as expected; for example, if a trainee ‘plateaus’ and there is no evidence of further progress or development in the quality of their teaching;
where a trainee requires support beyond the school-based interventions that have taken place
Targets
Targets for improvement must be explicitly linked to areas of concern in the trainee’s teaching which prevent the pupils from making the expected progress, and be referenced to the Teachers’ Standards and grade descriptors.
Targets will require agreed actions for both the trainee and all those working with him/her in the training programme.
The setting and revision of targets must be based on the review of the full range of evidence; there must be clear alignment between the identified issues, the grades given and the targets set.
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When raising Cause for Concern the following actions may be appropriate to ensure
the trainee progresses and has a positive impact on pupils’ progress.
Ensuring the student teacher receives clear, unambiguous and consistent guidance about action to be taken;
Ensuring that the teaching load is appropriate for the current situation;
Ensuring classes being taught are appropriate for the current situation;
Arranging for the student teacher to work alongside an experienced teacher in a support role;
Providing extra support in developing the student teacher’s subject knowledge or any other appropriate aspects of their learning to ensure that they progress;
Arranging for additional, focused observation perhaps outside as well as inside the department in order to develop the student teacher’s understanding of good teaching in practice;
Setting clear and unambiguous short-term achievable targets.
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SUGGESTED PROFESSIONAL STUDIES PROGRAMME
UEL provide a broad and rich curriculum and we recommend that trainees are also engaged
with Professional Studies sessions within each partnership school to ensure that they also
understand how the theory translates clearly into practice. Lizana Oberholzer, School Direct
Lead, will also share resources and examples on the Moodle Page for PCM/ ITT Coordinators
to support schools with this aspect of their ITT provision.
Please find enclosed a suggested list of topics to be covered within the Professional Studies
Sessions:
Date Topic TS
An Introduction to Your School
To become familiar with the systems and procedures at
To discuss the Learning Toolkit and ITT Handbook
Introduce you to the Teaching and Learning team that will be helping you in your development as a teacher
To discuss aspects of professionalism
TS 8 and Part 2
Behaviour Management
To meet and discuss strategies to encourage behaviour for learning
To gain an insight into some of the reasons why some children behave badly, how to avoid it and how to deal with it.
TS1 and 7
Child Protection
To identify signs of abuse and be aware of the teacher’s responsibilities in child protection.
TS 8 and Part 2
The Role of the Form Tutor
To appreciate what the main roles of the tutor.
To gain an insight into some of the key issues that may arise and some tips on how to deal with them.
TS 1, 8 and Part 2
Effective Lesson Planning
To consider the importance lesson planning
To consider the other aspects of effective lesson planning.
TS 4 but others are
relevant too such as
TS 1, 3, 5 and 6.
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SEN Provision
To meet the SEN Coordinator for information about the Code of practice.
To discuss possible uses of LSAs within classrooms.
TS 2, 5 and 6
Gifted and Talented Pupils
To meet the school’s able pupil coordinator.
To receive advice about meeting the needs of G&T pupils.
TS 1 (high
expectations), 2,5 and
6
Differentiation
To receive ideas about various methods of differentiation
TS 1 (high
expectations) 2, 3, 4, 5
and 6
Target Setting and Data
To examine how internally and externally generated data can be used to set pupils targets and enhance teaching and learning.
TS 2 and 6
Primary:
Awareness of different phases and Key Stages 14-19 Education
To discuss the variety of ‘pathways’ open to students in KS4.
TS 8 and Part 2
(This awareness will
impact on TS 3,4 and
5)
Applying for jobs and preparing for interviews
To look at what makes a good supporting letter for job applications.
To prepare for common NQT interview questions.
TS 8 and Part 2
(Secondary Only) Post 16 Teaching
To discuss appropriate teaching styles for post 16 students
To discuss the importance of key skills
TS 1, 2, 3, 4, 5 and 6
SEND
Emotional Intelligence and SEN Strategies
To meet the head of the school’s behaviour support unit
To gain an insight into emotional intelligence in young people.
TS 1, 2, 5 and 7
Citizenship Education
To work with the school’s citizenship co-ordinator to examine good practice
TS 1 and 8/ Part 2
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Using Online Resources
How to use the internet and other ICT tools effectively in your lessons
TS 3 and 4
Behaviour Management Strategies (2)
TS 1 and 7
What makes a ‘good’ lesson?
To look at the characteristics of good learning in lessons;
To examine the OFSTED criteria of a ‘good’ lesson and how to plan effectively for this;
TS 1,2, 3, 4, 5, 6, 7 and
8(working with TAS
and support staff)
Applications and Interviews:
Application forms
Interview techniques
TS 8
Use of Data
The aim is to introduce Trainees to the available local and national
data, how it Is collated, accessed and used within the school.
To ensure that Trainees are aware of how to use data to evaluate the
effectiveness of their teaching and to monitor the progress of those
they teach.
TS 2 and 6
EAL Strategies
To meet the school’s EAL teacher to receive advice about inducting an EAL pupil to your class.
To share practical strategies for supporting the learning of an EAL pupil
Issues relating to diversity
TS 1, 2, 3, 4 and 5
Teaching strategies for Pupils with Dyslexia
To gain an insight into the needs of pupils with dyslexia
To identify appropriate strategies
TS 1, 2, 3, 4 and 5
The Role of the Governing Body
To meet the Chair of Governors to examine the legal responsibilities of school governors
TS 8
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Assessment for Learning
To clarify what Assessment for Learning is, how it can be implemented in the classroom and its impact on Learning
TS 6
Primary:
Developing an awareness of Post – Key Stage 2 learning. Secondary:
13 – 16 Pathways/ Diplomas
To introduce Trainees to the range of provision for 13 – 19
To introduce Trainees to flexible key stages
To raise the issue of academic versus vocational qualifications
To raise the issue of the new Diplomas and working with a consortium
To introduce Trainees to the factors affecting choices for GCSE, post 16 and careers.
Post 16
To discuss appropriate teaching styles for post 16 students
To discuss the importance of key skills
Led by: DO
TS 8/ Part 2
(This awareness will
impact on TS 3,4 and
5)
School Finances
information about school budgets, pay scales etc
TS 8/ Part 2
Behaviour Management
A no shouting approach
TS 1 and 7
Strategies to support low-attaining students/ Intervention
To look at why effective literacy skills are so important to the learning process;
To discuss a range of practical literacy strategies that can be used in the classroom.
TS 1, 2, 3, 4, 5 and 6
Assessment for Learning
How to use formative and summative assessment effectively
How to use data effectively
Effective feedback
TS 1, 2, 3, 4, 5 and 6
Creative Teaching Approaches
Pupil led
Group work
Learning through games
TS 1, 2, 3, 4, 5 and 6
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Transitions
Be aware of transitions from EYFS to KS1 (primary) KS2 (EYF)
to be aware of the school’s programme of key stage 2/3 induction
to be aware of support available for ‘transient’ pupils to prepare trainees for primary school visit
TS 8/ Part 2
(This awareness will
impact on TS 3,4 and
5)
Thinking Skills
how to use questioning skills to encourage pupils to ask questions.
How to deepen learning
TS 1, 2, 3, 4, 5 and 6
The NQT Induction Year
To prepare trainees for their rights and responsibilities in the above process.
To hear the experiences of NQTs in the context of their schools
TS 8/ Part 2
The Role of the School Governor
Critical friend and support for the whole school
TS 8/ Part 2
CEPD, Performance Management and Threshold
To prepare trainees for their rights and responsibilities in the above process.
TS 8/ Part 2
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THE MENTOR HANDBOOK
This handbook aims to give additional advice and exemplification to school based
trainers who are training intending new entrants to the profession in partnership with
the UEL Secondary Team. It complements information that is already available in the
relevant programme handbook.
Please note that this book should be used in conjunction with the current Assessment
Toolkit for School Direct/PGCE or School Direct Salaried and School Based Training
Handbooks.
MENTOR SKILLS
Your role is as a school based trainer, which involves understanding and supporting
the process of professional growth in the trainee teacher. In order to do this effectively
you need to have and develop a wide range of knowledge and abilities. The diversity
of the role and the individual nature of trainer/trainee relationships mean that you have
to make professional judgements about what is best for the development of your
trainee at any particular time. You need to be able to liaise with other colleagues and
tutors to direct trainees to undertake tasks and to provide school experiences, which
will effectively promote the professional development of the trainee.
The following is a list of recommended skills for those working with trainees. This list
of skills is not comprehensive, but may be useful as a guide for consideration:
reflection on own practice
breaking down teaching into manageable components
considering and mapping a clear programme for the trainee to consider their development and growth
observation and feedback
describing and analysing teaching
negotiating goals and setting SMART targets
building self-esteem
offering constructive criticism
listening (empathetic and active)
coaching skills (support and challenge)
writing reports
resolving conflict effectively The Mentor’s role will also include the following activities:
preparing for the first meeting (reviewing and supporting trainees with subject audits, and initial target setting as a starting point)
planning the first day, the first week
introducing regular contacts to the trainee
gaining familiarity with the communication system within the placement
operating within a suitable work-base
ensuring suitable resources for the trainee
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providing information such as, social facilities and care, parking, etc.
information about the site and the geography of the buildings
familiarisation with the organisation of the placement
developing relationships between staff at all levels and disciplines, both teaching & non-teaching staff
staff handbooks and relevant policies
introductions to librarian and reprographics
dealing with the management of trainees as appropriate
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3) STAGES OF MENTORING AND TRAINEE DEVELOPMENT
Without the support of the Mentor, trainees can easily find themselves at a loss as to
how to move forward in their teaching. This plateau effect can affect all trainees. If
an approach works, it will often be used again uncritically and they may fail to come
up with alternative strategies. If something doesn't work, then the idea may be
abandoned wholesale instead of improved upon. Either way the trainee will end up
with a limited range of ideas and strategies. A key role of the Mentor is to deploy
various strategies at the appropriate time to move the trainee on. The model below
(adapted from Furlong and Maynard 1995) is flexible and not always sequential: often
stages will co-exist and can vary according to the group being taught, levels of subject
knowledge and the trainee's confidence. For example, on the PGCE programme, the
beginning of the second placement may require a return to the induction phase. This
may also occur as SDS trainees increase their teaching load by taking on new classes.
1. Induction Phase
Focus of trainee learning Mentoring role Key mentoring strategies
Rules and routines Establishing authority
Model Trainee observation Small group work Collaborative teaching focused on rules
and routines
2. Collaborative Teaching Phase
Focus of trainee learning Mentoring role Key mentoring strategies
Teachers’ Standards Model Trainee observation Systematic observation and feedback on trainee's performance Mentor facilitates reflection-on-action
3. Supervised Teaching Phase
Focus of trainee learning Mentoring role Key mentoring strategies
Understanding student
learning
Developing effective
teaching
Critical friend Systematic observation and feedback on trainee's performance Re-examination of lesson planning
4. Independent Teaching Phase
Focus of trainee learning Mentoring role Key mentoring strategies
Investigating the grounds
for practice
Co-enquirer Partnership teaching Partnership supervision
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Extensive research shows that trainees pass through a number of stages of
development. The main stages which have been identified are:
1. Induction Phase During the first few visits to a lesson, trainees find it difficult to ‘see’ what is going on. They often either assume teaching is straightforward or are overwhelmed by the complexities of what they observe. Trainees find it useful if they are allowed to carry out focused observations of experienced teachers. There are many useful observation tasks on the ‘Wiki’ area of our website and we recommend strongly that trainees are directed to do these to help them make sense of what they are seeing.
2. Collaborative Teaching Phase The joint planning and teaching of a lesson by the Mentor and trainee at the early stages of training enables the trainee to gain access to the knowledge and experience of the Mentor in a controlled and supportive way. The trainee will be preoccupied at this stage with the development of his or her own performance as a teacher. We recommend that a trainee starts off by planning collaboratively a defined section of a lesson e.g. a starter, a plenary or introduction of a new skill or piece of knowledge. This should be followed by debriefing on how the teaching of their part of the lesson went. At this point the Mentor can best help by focusing on specific aspects of the development of the Teachers’ Standards. A Standards bookmark will be provided to be used in conjunction with the Assessment Toolkit. Trainees have said that regular monitoring and feedback sessions are essential at this stage to ensure that good progress is made.
3. Supervised teaching phase Once trainees have gained sufficient confidence in lessons to ‘act like a teacher’, they are able to turn their attention away from their own performance and focus on the content of their lessons in terms of what their pupils are actually learning. This middle stage is crucial to the development of the trainee. Trainees at this stage have usually managed to find a method which works for them and are unwilling to try out new strategies. Occasionally too, trainees still believe that they must tell the pupil everything in order to transmit their knowledge to the receptive pupil. The challenge for the Mentor at this stage is to move the trainee on from ‘acting like a teacher’ to ‘thinking like a teacher’.
4. Independent teaching phase There will be a number of trainees who reach a stage towards the end of their second placement when they will know the pupils in their classes well and realise how different they are as learners. They will start to understand the principle of differentiation and will have a clear understanding of the nature of assessment and how regular feedback and target setting provides the basis for adopting a differentiated approach to teaching. The Mentor may be able to work alongside the trainee in the development of resources or teaching strategies or to direct the trainee to observe teachers in other departments where differentiated learning is practised.
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Please note: You are only required to use the criteria to grade trainee’s teaching when
you write their reports. You may also take into account the ‘quality’ of the trainee’s files
and ability to discuss and explain what they do. It is very important to remember that
you will not be judging the trainee, though, at the same level as a qualified teacher. To
this end, the criteria that you are asked to use, throughout the time trainees are with
you, are in the Standards Tracker and in the Assessment Toolkit.
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4) MENTORING SESSIONS AND OBSERVATION
Given the model of trainee development outlined above, it is important to have
timetabled weekly Mentoring Sessions. Scheduled training meetings should be
equivalent to 45mins - 1 hour. Additional support can also include Professional Studies
meetings organised for groups of trainees by the Professional Co-ordinating Mentor
but it is also important that trainees have an opportunity for individual attention.
The content of these sessions will be based on the Weekly Training Programme.
Within the meeting, time should be given to:
o time-table observations and agree the focus o assess the progress towards the Standards with a specific focus on TS2 (pupil
progress) o review planning, teaching, monitoring and assessments that have taken place o review lesson evaluations o plan for tasks and activities that follow on from observations and targets o review outstanding targets
The session should not be used solely to give feedback and needs to be viewed more
as a tutorial. The agreements during the meeting need to be noted and signed/dated
by both Mentor and trainee on the Weekly Professional Development Summary.
These important documents provide key evidence and should be referenced to/from
the Standards Tracker. Both people should hold a copy on file for future reference and
a third copy given/sent to your tutor. Trainees need regular assessment of, and
feedback on, their teaching. Formative assessment occurs when the Mentor assesses
the competence of a trainee as a classroom teacher and, as a result, offers strategies
to improve and develop classroom skills. This is most effective when the trainee
teaches and the Mentor observes the teaching. Following this the Mentor and Trainee
discuss the observed teaching. As a result of this discussion, targets are set for the
Trainee.
The number of times the Mentor observes a trainee will obviously depend on the
individual trainee's needs at any given time. It is expected that every teacher working
with the trainee will observe at least one lesson per class each week, whatever the
trainee's level of competence. It is also important for the teacher to be aware of how
their pupils are progressing.
Ensure that formal observations are carried out at least once a forthnight.
Observers should give feedback using the lesson observations sheets. All these are
downloadable and examples including a completed observation sheet are in the
appendix. They should address the identified focus for observation but also other
areas of the lesson which are praiseworthy or of concern.
In summary the process includes
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o discussion with the trainee before the lesson, identify key targets and a focus for the observation
o observation of the trainee o discussion following the observed lesson in which targets are set. The targets are
likely to provide the focus for the next weekly training meeting. Aim to set 2 – 3 SMART targets to support the trainee’s development effectively.
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5) LESSON OBSERVATION AND DEBRIEFING
When establishing the focus of the observation it is necessary to take account of the trainee's overall progress and level of confidence. In the first weeks in school, for example, they tend to be consumed with concerns of discipline and control. However, this would need to be linked to comments on the learning activities which the trainee has identified on the lesson plan as trainees sometimes do not realise that the activities they have planned have an impact on behaviour. It would, therefore, be unproductive to focus on other issues to the exclusion of their concerns. As the trainee becomes more experienced the focus should move on from classroom
management and focus on the learning of the pupils.
Debriefing the trainee after the lesson The following advice complements the guidelines set out in the School Experience Handbook. 1. Focus on:
o the trainee’s successes or achievements and individual pupil’s progress. One way of starting is by asking the trainee what he or she was pleased with in the lesson.
o the actions taken by the trainee to achieve those things e.g. ‘I noticed that everyone managed to do the experiment. How did you get that to happen?’
o the trainee's reasons for taking the action he or she did e.g. ‘Can you tell me why you asked the groups to report back in that way?’
o the conditions, circumstances, etc., that led to the trainee making a decision to take a particular action e.g. ‘you said that they had had enough of the reading, and so you moved on to the questions. How did you know that they’d had enough, how could you tell?’
2. Ask open questions. In the discussion or follow-up interview, you can help the trainee to talk about the
ordinary, everyday things that he or she usually takes for granted. Never be afraid
of saying, 'Could you tell me a little more about that?'
e.g. Mentor: ‘You said that you were pleased because the noise level was just
right. Can you tell me how you judged that it was right?’
Trainee: ‘It’s a balance, isn’t it? The atmosphere is there, but the work is there as
well. I was happy with the balance today. It’s personal, hard to say.’
3. Try not to ask your questions in a generalised way.
You are more likely to get answers of interest to you if you relate your questions to
the particular lesson observed. e.g. ‘How did you manage to get Patrick and Clare
to work? rather than ‘What do you do to persuade unwilling pupils to work?’
25
4. Stick to the point
Remember that the role of the Mentor is to facilitate the session and to deepen the
trainees thinking and reflections on practice, which means asking them questions
about what was observed in the particular lesson observed not discussing how the
Mentor would deliver the lesson.
5. Be sensitive to possible anxiety of the trainee, particularly in the way
questions are asked.
For instance, a closed question, which invites a yes/no answer, does not help a respondent to give an informative reply. More importantly, it may also convey implications of what the teacher should or should not have done and so have undertones of criticism. A question such as, 'Did you have a lesson plan?' would tend to put any trainee on the defensive.
6. Avoid attempting to test your own ideas and assumptions about what was observed in the lesson, keep the questions open. e.g. 'Did you cut short the question and answer session because you felt they were
beginning to get confused?’ is not as helpful as:
‘Can you tell me why you cut short the question and answer session?’
7. Never ask, 'why didn't you. . .?'
This is almost guaranteed to lead the trainee to justify their teaching rather than to reveal their thinking. A successful discussion is one in which:
o the trainee does most of the talking o the trainee explains her/his actions but does not feel the need to justify them o the questions are rooted in the observed lesson o the focus is on what went well in the lesson o the Mentor learns much more than they could have done simply from
observing the lesson. 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.
8. Setting Targets
Prioritise issues to be addressed by the trainee - don’t tackle too many things at
once. Try to encourage a sense of progress. 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
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‘SMART’ (Specific, Measurable, Achievable, Realistic, Time Limited) targets in the box
on the lesson observation form.
9. Assessing the lesson
Give a clear, unambiguous assessment of the lesson observed. Ensure there is
consistency between the comments made and the grades given in the Assessment
Toolkit. 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. NB: No grades are required on
lesson observations.
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 Keep notes of any other things you have said, advice you have given and
how you have tried to help. Keep all concerned with the training informed about how the trainee is
getting on with your class/group. It is especially important to alert the Professional Co-ordinating Mentor and the UEL Tutor as early as possible if there is a problem and potentially a ‘failure’ situation. The Professional Co-ordinating Mentor/Subject Mentor will advise the university immediately as part of the ‘Cause for Concern’ procedures 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).
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 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.
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6) CAUSE FOR CONCERN
(SEE A MORE DETAILED OUTLINE OF THE PROTOCOLS AND PROCEDURES
IN THE ASSESSMENT TOOLKIT)
The decision that a trainee is not making required progress normally follows the
accumulation by the trainee of persistent minor weaknesses. This decision is recorded
on the Cause for Concern form.
Any issue that has been identified consistently without evidence of progress or
development, and any issue that has been addressed unsuccessfully following
observation, discussion and support, may lead to a decision of likely to fail.
Likely to fail
If a trainee is not making required progress towards the Teachers’ Standards for the
stage of the programme, it may become necessary for them to be given notice of Likely
to Fail by the UEL tutor or the Programme Leader. This lists Teachers’ Standards that
the trainee is not meeting or making satisfactory progress towards and gives the
trainee specific targets that he/she is required to meet consistently from the time that
notice is given.
If a trainee is subject to the Likely to Fail process, he/she should inform the Programme
Leader immediately in writing of any mitigating circumstances that they feel are
affecting progress – i.e. any circumstances that are different from when the
programme began and which affect work and progress towards the Standards. This
does not go against the trainee in any way – it is so that we know the context under
which the trainee is training and it enables those assessing to take these into account
where applicable. Trainees would need to provide evidence if required, e.g. a medical
certificate.
Normally within one week of notice of Likely to Fail, there will be a Standards
Assessment. An External Examiner and/or the Programme Leader/Associate
Dean/moderating tutor will:
observe the trainee’s teaching;
ask the trainee about their teaching and preparation;
consider all the evidence of their having met targets consistently since notice of Likely to Fail.
The assessment will review evidence from the trainee’s files which must be complete
and up to date. It will consider evidence from the ITT co-ordinator, mentor and UEL
tutor about the trainee’s work in the school including information about practice which
has not formally been recorded for lesson feedback purposes. This Standards
Assessment is judged on a pass/fail basis. Trainees will be notified of the result as
28
soon as possible. A failed Standards Assessment leads to the termination of studies
for the trainee.
7) TERMINATION OF SCHOOL-BASED TRAINING
If a trainee’s school-based training is terminated by the school for any reason a
Standards Assessment is triggered. Under such circumstances, it will not be
possible to observe additional teaching. The Standards Assessment will therefore
take place at UEL and on the basis of the evidence already available.
Termination of Studies In addition to termination of study related to fitness as mentioned above the Programme Leader, in consultation with the relevant mentor and professional tutor and with the involvement of the external examiner, may terminate at any time the studies of any trainee who: a) demonstrates that he/she is not benefiting from the programme and making the
requisite progress to the achievement of the Teachers’ Standards; b) this also includes a pattern of non-attendance at school and/or at UEL taught
sessions; or c) demonstrates that, in the tutor’s, mentor’s and External Examiner’s view, s/he is
unsuited to teaching; or d) jeopardises the learning, well-being, safety, or other interests of children in his/her
care; or e) has omitted material information or provided untrue or incomplete information, in
order to gain entry to the programme or falsifies results, references or reports either prior to the start or during the programme.
Furthermore, we may terminate a trainee’s studies if they are deemed unsuitable to
join the teaching profession as a result of information provided including:
failure to submit a completed DBS form and/or a completed Health Questionnaire to UEL by the date required;
information on the Suitability Form;
as a result of the DBS Enhanced Disclosure; or
as the result of information coming to light about behaviour that is not deemed compatible with the teaching profession (see Trainee Behaviour and Actions above). The termination of studies shall be reported to the next meeting of the Assessment
Board.
29
8) DEFERRAL
There is normally no opportunity to defer on professional ITT programmes,
unless in our professional judgement, there is evidence of significant
unforeseeable personal difficulties which prevent completion of the
programme.
In the circumstances above, a trainee may only defer from a programme with the
agreement of the Head of Secondary and Post Compulsory Education.
In the event that a trainee seeking deferral is under Not Making Required Progress
procedure, this procedure will be completed upon their return to study.
There is no opportunity for deferral if a trainee has received a letter informing them of
an impending Standards Assessment. Should the outcome of the Standards
Assessment be deemed a pass, then a deferral would be considered by the Head of
Secondary and Post Compulsory Education. Failure in a Standards Assessment
would lead to the termination of studies for the trainee.
Return Following Deferral A deferred trainee may not continue study, or be assessed or reassessed, on the
programme once three years have elapsed from the initial point of enrolment. Failure
to return to the programme within this timeframe will lead to withdrawal from the
programme. This will be reported at the subsequent awards board.
A trainee returning to the programme must fulfil all professional requirements for ITT
programmes.
The return date will be discussed with the trainee and will depend upon the availability
of a suitable placement and the completion of the programme content.
*Trainees may only re-join our programme subject to there being no significant
material changes to our allocation and entry requirements for Initial Teacher Training.
30
9) UEL MENTOR TRAINING
Why Using the Mentor Standards?
This Mentor Standards (2016) has been written in response to the recommendations of the
Carter Review (2015). The Mentor Standards (2016) provides the basis for commonality
without uniformity, and a shared view of the progression of achievement in the role. In his
way mentoring as an activity can be recognised by both individuals and senior leaders, and
a minimum standard of expectation and achievement can be set across a diverse range of
settings and context.
What does the mentor standards aim to achieve?
A key function of the mentor standards is to provide consistency and coherence for mentor
training and development across providers and sectors. It is designed to structure provision
that is relevant to individual contexts and future needs. The framework is equally applicable
in all mentoring situations including: ITE, NQTs, RQTs, middle leadership and leadership.
What are the benefits of the mentor standards?
The mentor standards highlights the complexity of developing as an effective mentor and the
ways in which mentoring knowledge and practice are different from teaching knowledge and
practice. Key quality indicators are identified at each stage of development along with
examples of indicative training activities. In order to support career progression through the
appraisal process, and raise the profile of mentoring, the framework has been organised into
three stages. Stages 2 encourages mentors to develop a portfolio reflecting on how they
meet the mentor standards, and a reflective log is produced which forms the introduction and
first step to the Level 7, Stage 3 mentor development course.
How will the mentor standards be quality assured?
Teaching Schools, collegiates, consortia and SCITTs can develop specific quality criteria, in
relation to the mentor standards, that are fit for purpose in their context, and thereby give
appropriate recognition at each stage. The Cass School of Education and Communities at
UEL will also use the mentor standards.
Who developed the mentor standards?
The mentor standards have been developed by an expert panel in response to the
recommendations made by the Carter Review (2015).
31
PREREQUISITES FOR MENTOR TRAINING
Stage 1 mentor training
2 years teaching experience
QTS Or,
Potential identified by SLT where prerequisites are not deemed to be necessary
Ability to teach and model outstanding lessons
Ability to reflect and evaluate own practice
Effective: o interpersonal skills
o communication skills
o time management
Stage 2 mentor training
In addition to stage 1 prerequisites:
Attendance at stage 1 training or equivalent development
Experience of mentoring (minimum 1 term)
Awareness of current national and local policies relating to teacher training
Accreditation Option -30 credits at Masters level
Stage 3 mentor training
In addition to stage 1 & 2 prerequisites:
Engagement with stage 2 mentor development activities/training or equivalent development
Have substantial teaching and mentoring experience (minimum 3 terms)
Commitment to developing and sustaining a culture of mentoring
Accreditation Option-30 credits at Masters level
32
UEL MENTOR TRAINING
Mentor training at UEL will address the above learning outcomes and include the
suggested training activities outlined in this mentor training standards.
Training at stages 2 and 3 can be linked to the submission of a standards portfolio
and a reflective log which is equivalent to 30 Masters level credits on entry to a
Masters level postgraduate programme. Portfolio activities will draw directly upon
school based mentoring activity and experience and will be supported by a UEL
tutor. In order to make a claim for credit you will need to enrol on a Masters level
module at UEL as part of one of the following awards:
Postgraduate Certificate (60 credits ) comprising a mentor training related claim and one M level module
Postgraduate Diploma (120 credits) comprising up 2 mentor training related claims and 2 M level modules OR one mentor training related claim and three M level modules.
MA (180 Credits) comprising postgraduate diploma plus a dissertation.
33
MENTOR TRAINING RESOURCES
Arthur, J.; Davison, J. and Moss, J. (1997) Subject mentoring in the secondary school.
London: Routledge
Burns, K. (2012) The School Mentor Handbook: Essential Skills and Strategies for Working
with Student Teachers London:Routledge
Colley, H (2003) Mentoring for Social Inclusion: A Critical Approach to Nurturing Mentor
Relationships Routledge/Falmer
Downie, C. & Basford, P. (eds.) (2003) Mentoring in Practice: A Reader; London: School of Health and Social Care, University of Greenwich
Edwards, A & Collison, J (1996) Mentoring and developing Practice in Primary Schools Open University Press
Fletcher, S. (2000) Mentoring in schools: a handbook of good practice. London: Kogan
Page
Furlong, L. and Maynard, T. (1997) ‘Subject mentoring and student development.’ In Wilkin,
M.; Furlong, L.; Miles, S. and Maynard, T. (eds) The subject mentor handbook for secondary
school. London: Kogan Page, pp. 5-19
Gravells, J. (2017) Mentoring: Getting it right in a week. Critical Publishing Ltd: Northwich
Gravells, J, and S. Wallace (2012) Dial M for Mentor: Critical Reflections on Mentoring for Coaches,
educators and trainers, Critical Publishing Ltd: Northwich.
Malderez, A. and Bodóczky, C. (1999) Mentor courses. A resource book for trainer-trainers.
Cambridge: CUP
Maynard, T. (ed) (1997) An introduction to primary mentoring. London: Cassell
Punter, A. (ed.) (2007) Mentor Development for Teacher Training; University of Hertfordshire
School of Education
Rhodes, C, Stokes, M & Hampton, G (2004) A Practical guide to mentoring, Coaching and Peer Networking Falmer
Stephens, P. (1996) Essential mentoring skills: a practical handbook for school-based
educators. Cheltenham: Stanley Thornes
White, E. & Jarvis, J. (2013) School-based Teacher Training: A Handbook for Tutors and Mentors London: Sage Related publications Bleach, K. (1999) The induction and mentoring of newly qualified teachers: a new deal for
teachers. London: David Fulton
Campbell, A & Kane, I (1998) School based teacher education: telling tales from a fictional
primary school. London: David Fulton
34
Field, D.; Holden, P. and Lawlor, H. (2000) Effective subject leadership.
London: Routledge Falmer
Glover, D & Mardle, G (1995) The management of Mentoring Routledge/Falmer
Lave, J & Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation Cambridge University Press
Mercer, N (1995) The Guided Construction of Knowledge Multilingual matters Ltd
Ruding. E., (2000) Middle management in action. Practical approaches to school
improvement. London: Routledge Falmer
Watkins, C.; Carnell, E., Lodge, C., Wagner, P. and Whalley, C. (2000) Learning about
learning. Resources for supporting effective learning.London: Routledge Falmer and
NAPCE
Other useful resources
Teacher’s TV http://www.teachers.tv/ (Teacher’s TV has been discontinued but the
archived resources are still available)
Teacher Training Resource Bank (TTRB)
http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/browse2.a
spx?anchorId=17824&menu=11777 (The TTRB has been discontinued but the archived
resources are still availabl
Copyright © 2016 University of East London Cass School of Education and Communities All rights reserved. Unauthorised use NOT permitted
Key Documentation:
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 (to be informed by previous targets)
1. Lesson Observation Summary of Key Features
Impact of teaching on pupil progress
Is the teacher aware of pupils’ capabilities and their prior knowledge, and plans teaching to build on these?
To what extent do pupils make progress?
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 trainee’s questioning, decision making)
Copyright © 2016 University of East London Cass School of Education and Communities All rights reserved. Unauthorised use NOT permitted
Strengths and what went well? (What did the trainee do to impact on pupils’ learning? Please reference to Teachers’ Standards)
Areas to develop? (What could the trainee have done to improve the quality of teaching and learning further? Please reference to
Teachers’ Standards)
2. Personal and Professional Conduct (Part 2 two of the Teachers’ Standards)
Outline the key points of discussion with trainee, and mentor if UEL tutor completing. (For example –following the school’s
policies and procedures, maintaining high standards of attendance and punctuality, acting within the statutory frameworks.)
Copyright © 2016 University of East London Cass School of Education and Communities All rights reserved. Unauthorised use NOT permitted
3. 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 (Targets should be SMART, fit for
purpose, trainee and pupil progress driven and written using the
language of the Standards and grade descriptors and used to
inform the targets set in the weekly professional development
plan.
TS
Reference
Training activities/tasks to support
progress towards targets
(How are you going to meet your targets?)
1.
2.
3.
Evidence trainee has received this document:
Reviewed and sent by email within one working day of observation ☐
Or, reviewed and hardcopy signed by trainee:
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CASS SCHOOL OF EDUCATION AND COMMUNITIES
Lesson Observation Commentary
This form is for use during the observation if needed as a commentary on the lesson.
39
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 responsibilities
Acts 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 ☐
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CASS SCHOOL OF EDUCATION & COMMUNITIES
CAUSE FOR CONCERN FORM
Trainee Mentor
School ITT Co-ordinator
Year group UEL Tutor
A. Form initiated by Role
B. Nature of cause for concern
Evidence for cause for concern
C. Agreed action and deadlines
Signature of Mentor Date
Signature of ITT Co-ordinator Date
Signature of UEL Tutor Date
D. I understand that if these targets are not effectively addressed, I may fail to meet the Teachers’ Standards for the recommendation of Qualified Teacher Status. Signature of Trainee Teacher Date
E. Monitoring of progress on agreed action Signature Date
F. Conclusion of process Signature Date
Copies of form to: Trainee Teacher | ITT Co-ordinator | Mentor | UEL Tutor
41
Teachers’ standards
Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible
standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their
knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with
parents in the best interests of their pupils.
Part one: Teaching
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils
establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils
be accountable for pupils’ attainment, progress and outcomes
be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
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
- 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
42
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.
Part two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teacher’s professional position o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and
mutual respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead
them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
43
Weekly Professional Development Summary To be completed by the mentor together with the trainee teacher
1. Pupil Progress
What evidence do you have that you have impacted on pupil progress? (Please provide clear evidence for your judgement below. Consider your evidence bundle and pupil progress successes over the past week and present the outcomes below)
What will you do to improve the progress of your pupils over the next week? (You might want to consider specific groups e.g. EAL, SEND, more able pupils in the judgements you are forming)
2. Trainee Progress
What evidence do you have that you are meeting your current targets and target grade in line with the assessment toolkit? Please reference evidence to the targeted Teachers’ Standard(s) Outline and reflect on these targets here. (You may wish to consider logging specific training activities/ evidence undertaken during the previous week. This may also include Reading / research carried out this week to support your training activities.)
Log of Observations of trainee & Mentor Meeting(s)
Date
Observation/meeting By/with whom?
Subject knowledge audit/ tracker updated? (Please ensure you are updating this audit with subject knowledge development evidence for the week)
YES/ NO
Standards tracker updated? YES/ NO
Reading and research carried out this week to support your training activities and subject development (use Harvard referencing)
Week: Date:
Name: Subject:
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Making required progress Cause for Concern
3. Targets for those making required progress (see Cause for Concern form for targets required if you are not making required progress)
Agreed targets for the coming week (Targets should be SMART, fit for purpose, linked to targeted grade, trainee and pupil progress driven and written using the language of the Standards and grade descriptors)
TS reference
Training activities to support progress towards targets (How are you going to meet your targets?)
1. Pedagogy 2. SK 3. Personal
4. Professional Activity
Classes taught/ team
taught (please identify
the year group)
Classes observed
Extra-curricular activity engaged with
Monday
Tuesday
Wednesday
Thursday
Friday
If absent or late please give reasons and dates:
5. Reflection
Reflection of week (Include progress, concerns,
observations and activities
planned – this may be
presented elsewhere – please
Indicative content to include: What strengths can you identify from your teaching and your wider school involvement?
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indicate where this can be
found) Why are these identified as strengths and what will you do to sustain or develop them in coming weeks?
What areas for development are identified from your teaching and your wider school involvement? What have you done to develop these needs? Have you evidence of any impact on your development and/ or pupil progress? Review and discuss how your reading, research, university and school professional studies have impacted on your development and progress. Wider reflection on the week’s activities, experiences and Teachers’ Standards targets.
I confirm that the subject mentor has seen and agreed this Weekly Professional
Development Summary
YES/ NO