Preparation notes for the final PGCE to NQT Tutorial Subject Knowledge Development Log Teaching Files All trainee teachers are expected to maintain Teaching Files during teaching placements. Teaching Files are a key source of evidence to demonstrate progress and attainment over time, particularly in relation to lesson planning and evaluation and assessment of pupils’ work. It is vital that Teaching Files are kept up to date, are well organised and provide a complete record of teaching. Feedback on teaching files is an integral part of the mentoring process. Term 1 Booklet Trainees are issued with a Term 1 Booklet containing a wide range of school-based tasks that all students are expected to complete over the course of Term 1. Tasks have been structured to support the early evidencing of Standards. Written responses to tasks should be kept in a file with the Term 1 Booklet. School based mentors are encouraged to read the Term 1 booklet in order to facilitate and inform the mentoring process. Subject File Across the PGCE year, all trainees are expected to keep together in one Subject File all subject related work they have done or covered. The Subject File is an important source of evidence to demonstrate progress and attainment over time, particularly in relation to Subject Knowledge. What are the ‘Progress Descriptors’ and how are they used? Progress Descriptors describe the characteristics we associate with different levels of progress. They describe four possible levels of progress for each of the Teachers’ Standards, T1-T8. They are used to evaluate progress, to focus mentor–trainee dialogue about progress and to act as a basis for target setting. What are the expectations of progress? It is important that trainees assessed as ‘Developing’ are not classed as ‘failing’ at an early stage of the teacher training year though a greater level of attainment will be needed for final success. All students do need to at least meet the criteria for the ‘Achieving’ level by the final Teaching Placement Report in order to be recommended for the award of Qualified Teacher Status. We do however expect individuals to make more progress and attain a higher level of achievement than this minimum quality of attainment. Data extracted from reports will inform actions and interventions from University Tutors and school colleagues if sufficient progress is not demonstrated. What happens if a trainee teacher is not making sufficient progress?
Application of appropriate strategies Training records – ability to articulate why children need a particular type of approach Lesson plans show understanding of next steps based on children’s needs Meetings with SENCo, IEP, pupil progress meetings all show personalisation Lesson plans show explicit differentiation In observation, resources created show awareness of need for differentiation, delivery is inclusive Written feedback and pupil/ parent meetings show understanding of different needs Appropriate methods of assessment and next steps feature in lesson planning and delivery as well as pupil interaction Learning opportunities for the more able promoted throughout Book scrutiny and quality of marking – next steps identified Interventions including more able and other vulnerable groups Deployment of other adults Using information from previous/ other current teachers to inform planning and effective class ‘hand-back’ after placement The following can be used to demonstrate that effective feedback has been provided for pupils: Books/ Work scrutiny Lesson observations Pupil conferences, tutor group time Pupil questionnaires Pupils can articulate targets TS7 Manage behaviour effectively to ensure a good & safe learning environment Observation(s) focussing on pupil behaviour Pupil conferencing / discussions with pupils Praise versus sanction rates; behaviour log Clear, visible classroom rules; evidence of class agreement on rules; rewards/consequences boards -Evidence of positive behaviour management/ school rewards Staffroom discussions; discussions with pupils Teacher behaviour – modelling to pupils TS8 Fulfil wider professional responsibilities Supporting school at New Parents Evenings, etc. Peer mentoring/coaching Developing and contributing to development of SoW, policies, teaching resources Engaging in enrichment activities – planning/leading/organising – to include after- school activities, residentials, whole school events, home/school events, clubs, fairs, community and charity events. Being a team player and taking ownership of the environment you ‘live in’