awareness of the range of diversity (identity, heritage and belonging) in the UK and in their own classroom, through the choice of themes, resources and appropriate display respect for difference (including difference in faith and beliefs) and the rights of others; treating pupils with dignity rooted in mutual respect. All observations should have similar, specific targets identified and recorded at the top of the ROLO. The Grading Criteria and Targets The University Grading Criteria are on the Teachers’ Standards. This provides students, tutors and mentors, with clearly differentiated evidence for each Standard. They should be used both formatively and summatively throughout the placement and should be used as a basis on which to set future targets. Part of a student’s development as a professional is to learn how to set and work towards specific targets. In some instances, a student will identify his/her own targets. At other times, the targets will emerge through joint discussion. It is better for the student if targets are set and regularly monitored. Placement Review of Progress Record of Lesson Observation (ROLO) Block A First Weekly review and feedback Interim Report See key dates Final Report See key dates 1 ROLO per week Plus feedback given on mathematics and phonics workbook if based in KS1 Block B Alternative Weekly review and feedback Block B Report See key dates 1 ROLO per week Plus feedback given on mathematics and phonics workbook if based in KS1 Block A2 Final Weekly review and feedback Final Summative Assessment Report See key dates 1 ROLO per week This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. If a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner, this will trigger the Cause for Concern procedure (see Appendix 7). Reflection and Evaluation Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the ‘teacher they want to be’. Discussion may also help a student to recognise progress or identify reasons for lack of progress and suggest a course of action that will
How will the context of this placement influence my SBT action plan? List of staff and their responsibilities, including Child Protection/ Safeguarding Co-ordinator Appendix 4 Record of subjects you have taught whilst on placement Please tick subjects you have taught during each placement, aiming to have taught (or them all by the end of the programme. Subject Block A Block B Block A2 Mathematics English Science Art & Design Computing Design & Technology Geography History Languages Music Physical Education Other Subjects/Areas Religious Education Personal Social Health Education SMSC (woven through the curriculum)
Your University Visiting Tutor will quality assure and agree your interim grades with your Class mentor Becoming more independent After Interim you should be increasingly independent - taking on more of the role of the teacher - collecting children, meeting and talking to parents (Standard S8e) Assessment Follow the school’s assessment and record keeping policy Any work you set, you should mark Assessment records - Seek guidance from your class mentor. You must adhere to the school’s data protection policy. Homework – Marks/Comments Anonymised examples of children’s work (demonstrating different abilities) Anonymised examples of your responses to children’s work the school’s marking policy Evidence of working with teaching assistants e.g. Additional Adult Communication proforma Evidence of engagement with assessment statistics - RAISE online etc. (anonymised) The Final Report Before your Class Mentor writes this, have a discussion about your progress and achievements – use the Grading Criteria Matrix, ROLOs and Weekly Review and Reflection to do this. What progress have you made? Where are you up to now? This should be highlighted in a different colour. Your University Visiting Tutor will quality assure your report. Remember to get your own copy of it. Placement Evaluation You and the school will receive an email with the link to the online evaluation. is a student and school evaluation to complete Please evaluate your placements ASAP Appendix 7 for Concern Procedure and Requirements for Refer students Cause for Concern Procedure This is a sequence of actions to take if a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner – it can be triggered at any point during a placement: Step 1: Class Mentor – verbal discussion with the student. Step 2: Professional Mentor – verbal discussion + written record on Cause for Concern proforma (download from ). Step 3: Professional Mentor – support plan put in place – placed ARoF at this stage with accompanying action plan. Step 4: Senior Leadership Team – Warning. Final Step: Withdraw placement. Requirements for Refer Students