LTU Partnerships TEACHING STANDARDS ASSESSMENT ONE TRAINEE: SUBJECT: SCHOOL: CO-ORDINATING TUTOR: AGE RANGE : 11-16 DATE: Days of trainee absence (interviews): Days of trainee absence (other): MENTOR. Stage One Placement Assessment Summary TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Part 2: PPC Y/N (Please make sure that these grades match the report and comments written in the report.) Overall Assessment Taking into account the evidence in this report and in the trainee's files, the evidence of pupil progress over time, what is the trainee’s grade? Please only choose one grade (not 1/2 or 3/4) grade – please tick √): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected. Outstanding 1 Much of the quality of trainees’ teaching over time is good; some is outstanding. Pupil Progress and learning over time is at least as expected. Good 2 The quality of trainees’ teaching over time requires improvement as it is not yet good. Pupil progress and learning over time is not always as expected. Requires Improvement 3 The quality of trainees’ teaching over time is weak - such that it contributes to pupils/learners or groups of pupils/learners making inadequate progress. Inadequate 4 Indicative Please give an estimate of the end of course grade, based on trainee’s progress during this placement and on continuing levels of effort and achievement in the next Stage. Please choose one (not 1/2 or 3/4) – please tick √: Outstanding 1 Good 2 Requires Imp. 3 Inadequate 4 Assessing your formative grade at the end of Stage One. 1 (Outstanding) Much of the quality of trainee’s teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected.
Emerging Strengths in practice and impact on pupil progress. Emerging for development in practice and impact on pupil progress. Mentor Signature: Trainee Signature: TS6: Make accurate and productive use of assessment 4 Inadequate Trainees fail to meet the minimum of practice. 3 Requires improvement The quality of trainees’ teaching over time requires improvement as it is not yet good. 2 Good Much of the quality of trainees’ teaching over time is good; some is outstanding. 1 Outstanding Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. a. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Does not know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Knows and understands how to assess the relevant subject and curriculum areas, including statutory assessment requirements. Assesses pupils’ achievement in the relevant subject and curriculum areas, including statutory assessment requirements. Accurately assesses achievement and attainment in relevant subject and curriculum areas, including statutory assessment requirements, using new curricula … examinations and assessment arrangements. b. Make use of formative and summative assessment to secure pupils’ progress Is unable to make use of formative and summative assessment to secure pupils’ progress. Is able to make use of formative and summative assessment to secure pupils’ progress. Much of the time uses formative, continuous assessment and summative to secure progress through a sequence of lessons over time. Consistently and effectively uses formative, continuous assessment and summative to great effect to secure progress for all pupils, through a sequence of lessons over time. c. Use relevant data to monitor progress, set targets, and plan subsequent lessons Is unable to use relevant data to monitor progress, Is able to use relevant data to monitor progress, set targets, and plan subsequent lessons. Uses a range of relevant data including school progress data to monitor pupil progress and learning over time. Consistently and effectively uses a of relevant data, including school progress data, to monitor pupil progress and learning over time.
Mentor Signature: Trainee Signature: TS8: Fulfil wider professional responsibilities 4 Inadequate Trainees fail to meet the minimum of practice. 3 Requires improvement The quality of trainees’ teaching over time requires improvement as it is not yet good. 2 Good Much of the quality of trainees’ teaching over time is good; some is outstanding. 1 Outstanding Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. a. Make a positive contribution to the wider life and ethos of the school Is unable to make a positive contribution to the wider life and ethos of the school. Is able to make a positive contribution to the wider life and ethos of the school. Is proactive and a positive contribution to the wider life and ethos of the school. Is consistently proactive and makes a positive contribution to the wider life and ethos of the school. b. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Is unable to develop effective professional relationships with colleagues, and does not know how and when to draw on advice and specialist support. Is able to develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. Professional relationships with colleagues are good. Consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. Professional relationships with colleagues are consistently effective. Consistently and effectively consults with colleagues as appropriate, knowing when and how to draw on their advice and specialist support. c. Deploy support staff effectively Is unable to deploy support staff. Is able to deploy support effectively. Deploys support staff effectively to support the learning of pupils. Consistently and effectively deploys support staff to maximise the learning of pupils. d. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Is unable to take responsibility for improving teaching through appropriate professional development, and is unable to Is able to take responsibility for improving teaching through appropriate professional responsibility for improving their own teaching through professional development. Is consistently proactive in taking full responsibility for improving their own teaching through professional development.