Keither Parker Director of Postgraduate Initial Teacher Education 01904 876341 Emma McVittie PGCE Secondary Course Lead 01904 876294 Administrative and support staff: David Finch Student Placements Administrator 01904 876373 Amanda Cartridge School Co-ordinator ,School of Education , School Admin Unit 01904 876865 Liz Newson School Co-ordinator ,School of Education , School Admin Unit 01904 876687 Clare Academic Liaison Librarian 01904 876324 PGCE Secondary Subject staff: English Jenny Calvert 01904 876910 Mathematics Diane Lewis N/A d.lewis1@yorksj.ac.uk Sciences Katy Bloom 01904 876155 k.bloom@yorksj.ac.uk Modern Foreign Languages Alison Organ 01904 876879 History Gary Craggs Keither Parker N/A 01904 876341 Geography John McNally Emma McVittie N/A 01904 876294 Religious Education Emma McVittie 01904 876294 Music Catherine Birch 01904 876809 Drama Bev Veasey N/A Physical Education Ruth Matthewson 01904 876194 r.matthewson@yorksj.ac.uk EborHope Teaching School Alliance (EHTSA) – Key Contacts Name Position Telephone Email Beth Hartwell ITT Lead 01904 528661 b.hartwell@eborhope-tsa.org Sue Dixon ESTA administrator 01904 528661 s.dixon@eborhope-tsa.org
DON’T FORGET to click ‘save report’ before finishing! Next select the ‘summative report’ tab at the top and select your role(mentor 1 = subject mentor) before clicking ‘display report’ This section is for descriptive comments about the student teacher’s progress. Please add comments to each section before pressing save. DON’T FORGET to click ‘save report’ before finishing! TOC
Things to consider when setting targets Specific (precise) Be clear about what you want the trainee to achieve and why; for example, impact on pupil progress and learning over time, subject knowledge development, etc. (linked to the relevant Teachers’ Standards and grade descriptors). Measurable/Achievable Pitched at an achievable (realistic) level and modelled so that the trainee can understand how to achieve the target. Appropriate levels of challenge and support should be provided which link to clearly identified success criteria. Realistic In terms of the context, is there the time, the opportunity and the resources available to achieve the target? Can this target be met alongside other targets that the trainee may already be working towards? Time-constrained Targets should be achievable within a stated time period, with explicit steps for successful achievement. Additional guidance on lesson appraisals and SMART target setting Lesson appraisals form part of a record of the student teachers professional development These can be handwritten or typed Student teachers should have one formal lesson appraisal per week followed by professional dialogue on strengths/areas for development. The write-up may focus on one particular area, for example behaviour management, a specific standard OR they may reflect a more general appraisal The appraisal can take the form of narrative or bullet points linked to the standards If the appraisal is to focus on a specific area or standard this should be negotiated prior to the lesson (for example it may have come out of discussion at a prior mentor meeting) Targets set must be related to standards and strategies for achieving the targets should be discussed. Targets from lesson appraisals should be on the target tracking sheet to ensure development/ progress.
TOC 10. Teachers’ Standards, Part One: Teaching grade descriptors Please note: Words in italics are directly from the ‘Initial teacher education inspection handbook’ (March 2015); column headings reproduce the overall outcome criterion. 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. Standard sub-headings Outstanding (1): Much of the quality of trainees’ teaching over time is outstanding and never less than consistently good. Good (2): Much of the quality of trainees’ teaching over time is good; some is outstanding. Requires improvement (3) the Standard: The quality of trainees’ teaching over time requires improvement as it is not yet good. Trainees need targeted advice to be good. Inadequate (4): Trainees fail to meet the minimum level of practice. a establish a safe and stimulating environment for pupils, rooted in mutual respect Consistently uses innovative strategies to establish a safe and stimulating environment for pupils, rooted in mutual respect, which motivates and inspires pupils to learn and enjoy the subject. Uses a range of strategies to establish a safe environment which, much of the time, is stimulating and rooted in mutual respect. Is able to establish a safe and stimulating environment for pupils, rooted in mutual respect. Is unable to establish a safe and stimulating environment for pupils. b set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Consistently sets goals that stretch, challenge and motivate pupils. use effective strategies to support the learning and progress of underperforming groups. Sets goals that stretch, challenge and motivate pupils. use strategies to support the learning and progress of underperforming groups. Is able to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. Is unable to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. c demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Consistently and effectively demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Consistently demonstrates and models the positive attitudes, values and behaviour which are expected of pupils. Is able to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. Is unable to demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
c 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 Consistently demonstrates a thorough understanding of how to teach reading, writing, communication … effectively to enhance the progress of pupils they teach. Consistently demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist. Demonstrates a good understanding of how to develop the reading, writing, communication … skills of the pupils they teach. Much of their teaching demonstrates an understanding of and takes responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject. Is able to 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. Is unable to 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. d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics (primary) Trainee can teach early reading, systematic synthetic phonics, communication and language development … confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of the role of systematic synthetic phonics in the teaching of early reading. Trainee can teach early reading, systematic synthetic phonics, communication and language development … with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading. Is able to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics. Is unable to, if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics.
e if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies. (primary) * The current ‘Initial teacher education inspection handbook’ frequently replaces ‘early’ with ‘primary’. Trainee can teach primary mathematics … confidently and competently so that pupils make good or better than expected progress. Consistently demonstrates a thorough understanding of appropriate teaching strategies for the teaching of early mathematics. Trainee can teach primary mathematics … with increasing confidence and competence so that pupils make at least expected progress. Demonstrates a good understanding of strategies for the teaching of early mathematics. Is able to, if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Is unable to, if teaching early* mathematics, demonstrate a clear understanding of appropriate teaching strategies.
d give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Consistently uses a range of effective methods to give pupils regular and constructive feedback and the opportunity to respond to it. Accurate and timely marking and oral feedback contributes to pupil progress and learning over time. Uses a range of methods to give pupils regular feedback and the opportunity to respond to it. Accurate and regular marking and oral feedback contributes to pupil progress and learning over time. Is able to give pupils regular feedback, both orally and through accurate marking, and encourages pupils to respond to the feedback. Is unable to give pupils regular feedback, both orally and through accurate marking, and does not encourage pupils to respond to the feedback.
b have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies. Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies. Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. Does not have high expectations of behaviour, and does not establish a framework for discipline with a range of strategies. c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs. Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs. Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. Is unable to manage classes effectively. d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary. Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary. Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary. Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.
e communicate effectively with parents with regard to pupils’ achievements and well-being. Proactively and consistently communicates effectively with parents and carers about pupils’ achievements and well-being. Communicates effectively with parents and carers about pupils’ achievements and Is able to communicate effectively with parents with regard to pupils’ achievements and well-being. Is unable to communicate effectively with parents with regard to pupils’ achievements and well-being.
ii Teachers must have proper and professional regard to the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. The trainee’s conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times. The trainee reads, understands and applies school policies at all times, e.g. health and safety, risk assessments before trips, homework, etc. The trainee is punctual for school, lessons, meetings, etc. The trainee always informs the school/colleagues of reasons for any involving his/her teaching obligations or other professional meetings and responsibilities in line with school policy. The trainee’s language and dress are highly professional and in line with school policy. Does the trainee display high standards of personal and professional behaviour, inside and outside school, including attendance and punctuality at all times? Does the trainee understand and apply the range of policies that support school practice and act on these in their planning, teaching and wider involvement in the life of the school? Does the trainee take appropriate responsibility for their own and pupils’ well-being in the classroom and during off-site activities or visits? iii Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. The trainee is able to articulate, and abide by, the roles and responsibilities of the teacher in relation to statutory frameworks. The trainee is aware of his/her responsibilities in relation to, for example, equality legislation, duties and safeguarding. The trainee is able to judge when they may need advice and help in matters of Child Protection or confidentiality. Is the trainee aware of and does the trainee act in the context of the professional duties of teachers as set out in the statutory School Teachers’ Pay and Conditions document? Has the trainee received relevant training in Child Protection/safeguarding? Can he/she articulate the school’s policy if reporting a concern?