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2 Contents Table of Contents Vision of Excellence... 3 Key Contacts... 4 Introduction:... 5 Using the Grade Descriptors:... 5 Why is it important to grade student progress?... 5 When are students graded?... 6 School Experience Report:... 6 Progression through School Experience... 7 Additional Guidance:... 8 At risk students on school experience: The Rapid Accelerated Progress Plan (RAPP)... 8 Grade Descriptors: Phase One Grade Descriptors: Phase Two Grade Descriptors: Phase Three APPENDIX APPENDIX

3 Vision of Excellence 3

4 Key Contacts Name Role Michael Green Partnership & School Direct Lead Felicity Hilditch Head of Department for Primary Education Becky Dickson School Partnership Administrator Tracy Joseph School Partnership Administrator Mark Betteney BA Primary Undergraduate Programme Leader Andrew Flynn BA Primary Year 1 School Experience Lead Janet Morris BA Primary Year 2 School Experience Lead Alison Hales BA Primary Year 3 School Experience Lead Penny Smith Primary PG Programme Leader Robert Morgan PGCE Initial School Experience Lead Roger McDonald PGCE Final School Experience Lead Phil Jefferies Child, School & Community Lead This documentation should be read in conjunction with: University of Greenwich Primary Partnership Handbook 2014/15 The relevant School Experience Guide (e.g. BA Year 1, PGCE Initial etc) All documentation is available in electronic format via the Partnership s website: 4

5 University of Greenwich Primary Partnership 2014/15 The Teachers Standards: Ensuring Student Progress Introduction: The Teachers Standards states that: The standards need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Providers of initial teacher training (ITT) should assess trainees against the standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS. The Teachers' Standards provide a benchmark of the minimum requirements for recommendation for QTS that should be expected of student teachers. All student teachers are assessed against the Teachers Standards. The University of Greenwich Primary Partnership has developed a set of grading descriptors designed to help mentors and link tutors grade the student teacher at the end of the school experience. The following guidance outlines the specific knowledge, skills and understanding that student teachers are required to demonstrate according to their particular phase of training and has been developed to support a consistent approach in regards to the judgements being made across the Partnership. There are three sets of Grade Descriptors which apply to different phases. The colour (purple, green, red) is used to enable quick reference to the relevant phase descriptors within this document. The descriptors for each phase can be found on the following pages; Phase One BA Primary Year 1 & PG Primary Initial Part 1 Pg. 10 Phase Two BA Primary Year 2 & PG Primary Initial Part 2 Pg. 19 Phase Three BA Primary Year 3 & PG Final Pg. 28 The descriptors draw upon the guidance produced between members of UCET (the Universities Council for the Education of Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the HEA (Higher Education Academy). Using the Grade Descriptors: These Grade Descriptors should be used by students, mentors and link tutors on a continual basis to assess a student teacher s progress and development; identifying areas for further professional development so that they achieve at least good outcomes. The Partnership is committed to ensuring that all students are mentored and supported to the highest standard and provided with the fullest opportunities to address their professional development needs. When deciding on grades it should represent the best fit. The grades arrived at should be evidence-based, drawing on evidence from a range of sources that might include: Teaching in lessons; Quality of learning taking place over time; Evidence of pupil progress; Pupil work and feedback; Teaching files and records of assessment; Discussions with the student (e.g. of planning and choice of teaching approaches, pupil assessment etc); General professional contributions to the setting. It is important that students are clear about which specific elements of their practice have contributed to judgements made and, of course, how they might develop these elements further. Why is it important to grade student progress? All students are entitled to continued high quality oral and written feedback to support their on-going progress. Students should regard this feedback as an integral part of the assessment and feedback during their programme of study (along with feedback in seminars and on assignments etc.). Students are graded at various points during their time on the programme to ensure that all stakeholders are aware of an individual s progress and 5

6 achievement in order to take an active and informed role in their professional development. This informs individual action planning both during their school experience and to inform future professional practice. In addition to tracking individual students, the Partnership needs to monitor the progress and achievements of whole cohorts of trainees. This monitoring is used to identify any inequalities and successes, inform taught sessions and inform the Partnership's improvement and development planning. When are students graded? There are various points during a students school experience where grades are formally recorded. These are shown in the table below; Cohort Progress Surveys Interim Progress Report Grades (see Appendix 1) End of School Experience Assessment Grades Overall School Experience Grade (calculated at the end of a school experience) On each school experience an online survey will be completed by mentors concerning student progress against the Teachers Standards. This cohort survey will then directly inform the teaching provision for UPD (University Professional Development) days. At midpoint during each school experience an interim meeting is conducted between the mentor and student. The purpose of this meeting is to formally review progress towards the Teachers' Standards. The outcomes of this meeting should be formally recorded on the Primary Partnership Student Teacher Interim Progress Report. Students will receive an interim (i.e. current) grade and a predicted (i.e. potential) grade against each of the Teachers Standards. This should then inform a personalised set of targets to support the student in their progress and development. At the end of each school experience, students receive a final grade against each of the 8 Teachers Standards with additional grades given for mathematics and SSP. These are recorded by the mentor on the relevant School Experience Report. These grades are moderated by the Link Tutor. On final school experience placements External Examiners normally moderate a 10% sample of students to ensure consistency in the application of grades across the partnership. An overall best fit grade is awarded for each student based on the 8 grades. Tailored arrangements are put in place for any student whose overall achievement is at risk of being graded less than a 2 (see page 7 for further details). The University of Greenwich s Primary Partnership s expectation is that all students will have met the criteria to be graded 1 or 2 at the point of gaining QTS School Experience Report: Towards the end of the school experience, mentors complete the School Experience Report. This report indicates the level of progress a student teacher has made and their attainment against the Teachers Standards. These reports are used by the Progression and Award Board at the University. 6

7 Progression through School Experience Ensuring student progress against the Teachers Standards Day Placements Tutorial with Link Tutor* No Student prepared for SE? Yes Further work on SE file needed to prepare for SE SE Begins At any point in the School Experience Serious concerns re: The lack of pupil progress / the quality of children s learning and/or children s well-being and/or student s professional conduct Student mentor / link tutor complete a RAPP identifying targets, interventions and strategies to support progress. (e) Observation raises concerns in relation to one of more of the Teachers Standards Students with interim grades of 3 or 4 warned that they are in danger of failing to meet the Standards for this stage of their training. (e) No Lesson Observations(a) (b) (c) Interim report outcomes (a) (b) (c) (d) Grade 1 or 2? Yes Completion of a Targeted Intervention Plan (TIP) Further observations / tutorials (a) (b) (c) Further observations & targeted support. Progress being made towards targets? (a) (b) (c) Yes Final report and successful completion of SE (f) No De-brief tutorial with Link Tutor (g) Final report Failed to meet Standards** (f) De-brief tutorial with Link Tutor (g) Write TIP in preparation for next school experience (h) (i) Students with a final grade of 3 meet with personal tutor to identify actions and strategies to move to a 2 or 1 by the end of the next SE.(h) RAPP and targets for development for referred or deferred (with extenuating circumstances) placement normally in following academic year (h) (i) Students with a grade of 1 or 2 identify actions and strategies to maintain this grade if a 1, or to achieve a 1 if graded 2 by the end of the next SE.(h) *With the exception of PG Initial School Experience **A student can still successfully complete a school experience if they are awarded a grade 3 in any of the Standards. 7

8 Additional Guidance: During a period of school experience students records of evidence against the Teachers Standards should be sampled and validated by mentors and link tutors. This process is a key element in ensuring that student progress is regularly monitored and evaluated and that appropriate strategies for support and intervention are identified as required. (a) Mentors should monitor the evidence signposted by the students in their e-portfolio on Pebblepad on an ongoing basis. (b) Link tutors should quality assure and sample students evidence of progress towards the Teachers Standards during observation visits and via Pebblepad (providing feedback on a weekly basis regarding a student s progress). (c) The Lesson Observation Feedback Form should be completed after each formal lesson observation to provide additional evidence against the Standards, making specific reference to priorities e.g. Standard 6 (Make accurate and productive use of assessment). Also see page 24 of the Partnership Handbook. (d) Mentors should complete an interim report at the mid-point of the practice; the report should grade the students progress against each of the Standards as well as providing both an interim overall grade and a predicted final grade for that phase of training. Mentors and link tutors are also invited to a school experience briefing and progress review meeting at approximately the mid-point of each block practice. These meetings focus on the quality of students evidence against the Standards, strategies to promote progress and success (success being defined as meeting the Standards to at least a good level) and provide an important quality assurance opportunity to moderate judgements. Also see page 28 of the Partnership Handbook (e) Students with interim grades of 3 or 4 are warned that they are in danger of not meeting the Standards for their phase of training and are therefore in need for targeted intervention via a Rapid Accelerated Progress Plan - RAPP (see Appendix 2). The mentor and student together should identify targets and strategies to ensure greater progress and success as well as establishing appropriate intervention and support as required. (See next section for further clarification on the RAPP). (f) The final report should be completed by the mentor once the student has evaluated their own practice and progress. The overall assessment of the student should be jointly agreed by the mentor and link tutor to confirm whether or not the student has met the Teachers' Standards for their phase of training and should be evidence based; drawing on a range of sources as indicated earlier in the booklet. (g) The de-brief tutorial with the link tutor provides a further opportunity for link tutors to discuss the progress that the student has made against the Teachers' Standards over the course of the school experience (ensuring that students know what they know and have considered the impact of their teaching on pupil progress). De-brief prompt questions help to focus the discussion (See de-brief prompt sheet). (h) Evidence against the Teachers Standards is also monitored by personal tutors during tutorials and professional tutor group meetings and targets for development are discussed both with each student and shared with peers. (i) Personal tutors monitor the successful completion of students Professional Development Portfolio at the end of a programme At risk students on school experience: The Rapid Accelerated Progress Plan (RAPP) At any point during the school experience, if insufficient progress is being made towards the Teachers' Standards, a student teacher s practice may be judged as at risk. If this happens, targets will be set to address the key areas of underperformance. The most common method of indicating this is through the mentor or link tutors (or both), indicating this on the lesson observation feedback proforma. However, this can also be done through a formal meeting unconnected to a lesson observation discussion or at the interim progress meeting. The Rapid Accelerated Progress Plan (RAPP) is the proforma used to formally record any risks. The form has been designed in order to make it clearer to students and mentors their priority areas for action. It is the intention of this form that a maximum of two targets are written to help students focus on the areas of greatest need so that they do not become so overwhelmed with targets that it is difficult for them to see how they can progress. It is also possible that there may be other areas which may or may not become targets later in 8

9 the school experience. The box titled school support is intended to encourage mentors, link tutors and students to identify the necessary support the student will need to achieve progress with their targets. A RAPP needs to be discussed with the student, so that the targets set are to an agreed agenda. Action should be identified and a time set for review of success. Usually no more than two targets are set at any one time. At the review point if the student has met the targets and is making sustained progress in all areas the RAPP can be discontinued. Alternatively if satisfactory progress against the targets has not been made, or additional / new targets have arisen then the student will continue to have a RAPP. If this is the case a further RAPP should be completed to show that a student s practice is still judged as at risk. It is good practice to initiate a RAPP as soon as possible. This is equally important in a long school experience as well as a shorter one. Allowing longer to see what happens before raising concerns can lead students into a false sense of security and can allow bad practice to embedded and put pupil progress at risk. If issued early enough, many students make sufficient progress and go on to have a successful school experience. It is often the sign they need to take their own practice seriously. Students need to be aware that if insufficient progress is made towards any of the targets set, the school experience is likely to be graded as unsatisfactory. If the mentor identifies that insufficient progress is being made and completes a RAPP, they will need to notify the link tutor of this. It is also essential to notify the link tutor when the targets identified in the RAP Plan have been addressed. 9

10 Grade Descriptors: Phase One TS 1 Set high expectations which inspire, motivate and challenge pupils Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Typical Indicators of a student who is meeting the Standards at an outstanding level for this Standards at a good level for this phase of their phase of their this phase of their - 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. They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of a school experience they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning They can engage pupils and demonstrate how they are developing an atmosphere conducive to learning. They demonstrate respect for pupils and set high expectations, recognising the need to stretch and challenge all pupils. They are able to develop a rapport with most learners and the majority of pupils are engaged in their learning. They are developing professional behaviour and providing a positive role model for pupils in a range of settings. They are developing an enthusiasm for teaching and learning. They can demonstrate respect for pupils and set expectations that are broadly appropriate for most pupils. They are beginning to develop a rapport with most learners. They recognise their capacity as a student teacher rather than a helper. They are developing a professional behaviour in the classroom. 10

11 TS 2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - 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. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. They understand how they are accountable for the progress of their pupils and provide constructive feedback that identifies specific areas for children s learning and development. They are beginning to support most pupils in reflecting on their learning. Planning usually takes account of pupils capabilities and prior achievements. With support they plan individual lessons with opportunities for learners to consider and evaluate their progress. As a result most pupils will make satisfactory progress. this phase of their They understand how teachers are accountable for the progress of their pupils. With support they are planning lessons that consider the basic needs for learners. Some children are making progress. With guidance they are beginning to use appropriate teaching strategies which are informed by how children learn and the factors that can affect this. They are developing an awareness of the need to involve pupils in evaluating their own progress. 11

12 TS 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 -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 -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing mathematics, to be able to apply this effectively across the specific age phases they are training to teach. They demonstrate sufficiently secure knowledge and understanding of the subjects being taught and are able to teach these with increasing confidence. They are developing an awareness of how learning progresses across the subject / curriculum age phases they are training to teach. They are beginning to recognise learners misconceptions and take account of this in their evaluations and future planning. They are beginning to respond appropriately to subject specific questions and are mostly using subject specific language to address learners progress. They are beginning to consider developing subject and pedagogical knowledge independently. They model a good standard of oral and written literacy and Standard English and make efforts to promote this with their pupils. In relation to early reading: All primary trainees will demonstrate some knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to mathematics: All primary trainees will demonstrate some of the principles and practices of teaching and assessing mathematics, and apply these effectively across the specific age phase they are training to teach with groups of children and/or the whole class. this phase of their They are developing their knowledge and understanding of the subjects being taught with some understanding of how pupils learning will progress. They are beginning to respond to misconceptions and take responsibility for developing their knowledge. They might require prompting to develop some subject and pedagogical knowledge. They are beginning to recognise the need to take account of subject specific language and questions in their planning. They can model an acceptable standard of literacy (oral and written) and Standard English and are proactive in strengthening their own literacy skills. In relation to early reading: All primary trainees will demonstrate some knowledge and understanding of the principles and practices of teaching reading and writing, including the use of systematic synthetic phonics, to begin to be able to apply this across the specific age phases they are training to teach. In relation to mathematics: All primary trainees will begin to demonstrate some of the principles and practices of teaching and assessing mathematics and begin to be able to apply some of these effectively across the specific age phase they are training to teach with groups of children. 12

13 TS 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). Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain learners progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school s medium term plans, schemes of work, curriculum frameworks etc They plan learning sequences within lessons using a range of teaching strategies, paying due regard to structure and pace. They plan and teach learning sequences that engage pupils interest. There is some consideration given to classroom organisation and the use of resources, including adults. They are able to manage transitions between activities effectively and smoothly. They evaluate the impact of their teaching thoughtfully in order to their improve teaching and pupil learning. They make some thoughtful contributions to planning provision for their class/year group. this phase of their With some support, they can plan structured learning sequences within lessons effectively but use a limited range of teaching strategies. They plan and teach learning sequences that usually engage pupils interests. They evaluate their teaching conscientiously but need support in order to use this to improve teaching and learning. There is some consideration given to classroom organisation and the use of resources. Transitions between activities is mostly smooth. They take part in discussions about planning provision for their class/year group. 13

14 TS 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 -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. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. They know their pupils well enough to recognise the different needs and strengths of individuals and with support are able adapt their planning and teaching to meet the leaning needs of most of the pupils they teach. They show a developing understanding of factors that can inhibit their pupils progress and they take some of these into account in their planning and teaching. Their planning and teaching is usually appropriate for their pupils stages of physical, social and intellectual development. They are beginning to understand how to support and engage pupils with SEND and recognise role of the SENCO / Inclusion Manager. They have developed some understanding of the needs of any pupils of high ability and/or those with EAL who they teach and are able to engage and support them. They are beginning to evaluate the impact of the adaptions employed on the progress of pupils. this phase of their They know their pupils well enough to recognise some of their needs and strengths. With support they are able to make use of this in their planning and there is some evidence that their teaching is adapted. They are beginning to understand how their pupils progress can be affected by a range of factors and, with support, take account of some of these in their planning and teaching. With guidance, their planning and teaching shows some awareness of their pupils physical, social and intellectual development. They are beginning to understand how to support and engage pupils with SEND, and recognise role of the SENCO / Inclusion Manager. With support, they are able to provide for the needs of pupils of high ability and/or those with EAL in the groups that they teach. They are being supported by teachers in evaluating the impact of the adaptions employed on the progress of pupils. 14

15 TS 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. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups. They mark pupils work constructively and provide appropriate oral feedback to pupils to help them to make progress. They have a developing understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach. Their planning has some evidence of the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. With increasing confidence they are using some of these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They are developing an awareness of how whole school and individual pupil data is used to set targets for groups and individuals. With support from teachers, they monitor pupil progress and maintain accurate records which they use to inform their planning. They mark pupils work and provide oral and written feedback to pupils to help them to make progress. this phase of their Their planning is beginning to show some evidence of the use of a range of formative and summative assessment strategies and they recognise the differences between the approaches. They recognise how these approaches are designed to support pupils in making progress and raise attainment. They are beginning make use of their assessments to inform their teaching and classroom practice when necessary. They are beginning to provide appropriate feedback (oral/written) and with guidance to monitor pupils progress. With guidance they are maintaining records of pupil assessment. 15

16 TS 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. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They work within the school s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. They have developed appropriate teacher-pupil relationships. They work within the school s framework to use clear rules and routines to manage behaviour in most situations. They demonstrate high expectations and are able to employ an increasing range of appropriate strategies in line with the schools behaviour management policy. They are able to begin to apply these appropriately, in the context of the school s policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They are beginning to realise that managing positive behaviour is a result of appropriately planned lessons and the understanding of how barriers to learning have an effect. Their lesson planning, organisation and management and teaching approaches usually results in pupils being engaged in their learning. They seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. this phase of their They demonstrate respect for pupils and set high expectations and see this as a link towards managing good behaviour. They can maintain the rules and routines already established in the class to manage behaviour of groups effectively. With increasing confidence, they can manage the whole class. They understand the schools behaviour management policy and are beginning to implement this effectively through the use of some appropriate strategies. With support, they are able to recognise the factors that can affect pupils behaviour and they organise most teaching sessions sufficiently well for most pupils to be engaged in learning. 16

17 TS 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 wellbeing. Phase One: BA Primary Year 1 & PG Primary Initial Part 1 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils achievement and monitoring pupils well-being. They communicate effectively at set points in the school year, including at parents evenings and through written reports. They understand the need to communicate at other points in response to individual pupils emergent needs. They make some useful contributions to the wider life of the school. They collaborate effectively with colleagues and recognise the contribution that others make to raising attainment. With guidance, they communicate with and begin to direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They recognise the importance of communicating with parents/carers but have yet to develop the skills and/or confidence to do so. They seek out and are responsive to advice from more experienced colleagues to improve their practice Their evaluations of their practice are constructively critical and they take increasing responsibility for their own professional development. this phase of their They are beginning to contribute to the wider life of the school. They collaborate effectively with colleagues and are aware of the contribution that others make to raising attainment. They recognise the importance of communicating with parents/carers but have yet to develop the skills and/or confidence to do so. They are beginning to seek out advice from more experienced colleagues. They evaluate their practice conscientiously but often need support from colleagues to identify areas for development and ways of improving their practice. 17

18 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: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -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 -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 of attendance and punctuality. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part Two are not graded. By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities Legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers Pay and Conditions document. 18

19 Grade Descriptors: Phase Two TS 1 Set high expectations which inspire, motivate and challenge pupils Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Typical Indicators of a student who is meeting the Standards at an outstanding level for this Standards at a good level for this phase of their phase of their this phase of their - 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. They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of a school experience they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning They can engage pupils and demonstrate how they are developing an atmosphere conducive to learning. They demonstrate respect for pupils and set high expectations, recognising the need to stretch and challenge all pupils. They are able to develop a rapport with most learners and the majority of pupils are engaged in their learning. They are developing professional behaviour and providing a positive role model for pupils in a range of settings. They are developing an enthusiasm for teaching and learning. 19

20 TS 2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - 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. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. this phase of their They understand how they are accountable for the progress of their pupils and provide constructive feedback that identifies specific areas for children s learning and development. They are beginning to support most pupils in reflecting on their learning. Planning usually takes account of pupils capabilities and prior achievements. With support they plan individual lessons with opportunities for learners to consider and evaluate their progress. As a result most pupils will make satisfactory progress. 20

21 TS 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 -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 -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons. In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach. In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach. They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing mathematics, to be able to apply this effectively across the specific age phases they are training to teach. this phase of their They demonstrate sufficiently secure knowledge and understanding of the subjects being taught and are able to teach these with increasing confidence. They are developing an awareness of how learning progresses across the subject / curriculum age phases they are training to teach. They are beginning to recognise learners misconceptions and take account of this in their evaluations and future planning. They are beginning to respond appropriately to subject specific questions and are mostly using subject specific language to address learners progress. They are beginning to consider developing subject and pedagogical knowledge independently. They model a good standard of oral and written literacy and Standard English and make efforts to promote this with their pupils. In relation to early reading: All primary trainees will demonstrate some knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to mathematics: All primary trainees will demonstrate some of the principles and practices of teaching and assessing mathematics, and apply these effectively across the specific age phase they are training to teach with groups of children and/or the whole class. 21

22 TS 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). Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings. They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain learners progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school s medium term plans, schemes of work, curriculum frameworks etc this phase of their They plan learning sequences within lessons using a range of teaching strategies, paying due regard to structure and pace. They plan and teach learning sequences that engage pupils interest. There is some consideration given to classroom organisation and the use of resources, including adults. They are able to manage transitions between activities effectively and smoothly. They evaluate the impact of their teaching thoughtfully in order to their improve teaching and pupil learning. They make some thoughtful contributions to planning provision for their class/year group. 22

23 TS 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 -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. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of welltargeted interventions and the appropriate deployment of available support staff. They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. this phase of their They know their pupils well enough to recognise the different needs and strengths of individuals and with support are able adapt their planning and teaching to meet the leaning needs of most of the pupils they teach. They show a developing understanding of factors that can inhibit their pupils progress and they take some of these into account in their planning and teaching. Their planning and teaching is usually appropriate for their pupils stages of physical, social and intellectual development. They are beginning to understand how to support and engage pupils with SEND and recognise role of the SENCO / Inclusion Manager. They have developed some understanding of the needs of any pupils of high ability and/or those with EAL who they teach and are able to engage and support them. They are beginning to evaluate the impact of the adaptions employed on the progress of pupils. 23

24 TS 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. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They are able to assess pupils attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils responses. They maintain accurate records of pupils progress and use these to set appropriately challenging targets. They assess learners progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups. They mark pupils work constructively and provide appropriate oral feedback to pupils to help them to make progress. this phase of their They have a developing understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach. Their planning has some evidence of the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. With increasing confidence they are using some of these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They are developing an awareness of how whole school and individual pupil data is used to set targets for groups and individuals. With support from teachers, they monitor pupil progress and maintain accurate records which they use to inform their planning. They mark pupils work and provide oral and written feedback to pupils to help them to make progress. 24

25 TS 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. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They work within the school s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They work within the school s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is contextdependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. this phase of their They have developed appropriate teacher-pupil relationships. They work within the school s framework to use clear rules and routines to manage behaviour in most situations. They demonstrate high expectations and are able to employ an increasing range of appropriate strategies in line with the schools behaviour management policy. They are able to begin to apply these appropriately, in the context of the school s policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They are beginning to realise that managing positive behaviour is a result of appropriately planned lessons and the understanding of how barriers to learning have an effect. Their lesson planning, organisation and management and teaching approaches usually results in pupils being engaged in their learning. They seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. 25

26 TS 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 wellbeing. Phase Two: BA Primary Year 2 & GP Primary Initial Part 2 Standards at an outstanding level for this phase Standards at a good level for this phase of their of their They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and well-being. They assume some responsibility for doing so in response to individual pupils emergent needs They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils achievement and monitoring pupils wellbeing. They communicate effectively at set points in the school year, including at parents evenings and through written reports. They understand the need to communicate at other points in response to individual pupils emergent needs. this phase of their They make some useful contributions to the wider life of the school. They collaborate effectively with colleagues and recognise the contribution that others make to raising attainment. With guidance, they communicate with and begin to direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They recognise the importance of communicating with parents/carers but have yet to develop the skills and/or confidence to do so. They seek out and are responsive to advice from more experienced colleagues to improve their practice Their evaluations of their practice are constructively critical and they take increasing responsibility for their own professional development. 26

27 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: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -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 -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 of attendance and punctuality. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part Two are not graded. By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities Legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers Pay and Conditions document. 27

28 Grade Descriptors: Phase Three TS 1 Set high expectations which inspire, motivate and challenge pupils Typical Indicators of a student who is meeting the Standards at an outstanding level for this phase of their Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their this phase of their - 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. They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning. They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of a school experience they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning 28

29 TS 2 Promote good progress and outcomes by pupils - be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - 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. Standards at an outstanding level for this phase of their They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils prior attainment which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress. this phase of their They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. 29

30 TS 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 -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 -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. Standards at an outstanding level for this phase of their They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils interest. They demonstrate very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in terms of extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners skills, in communication, reading and writing. In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the agephases they are training to teach. In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the ageranges they are training to teach. Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons. In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach. In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach. this phase of their They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply this effectively across the specific age phases they are training to teach. In relation to mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing mathematics, to be able to apply this effectively across the specific age phases they are training to teach. 30

31 TS 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). Standards at an outstanding level for this phase of their They plan lessons that often use well-chosen imaginative and creative strategies and that match individuals needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings. Phase Three: BA Primary Year 3 &PG Primary Final Standards at a good level for this phase of their They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings. this phase of their They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain learners progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the school s medium term plans, schemes of work, curriculum frameworks etc 31

32 TS 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 -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. Standards at an outstanding level for this phase of their They quickly and accurately discern their learners strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective different teaching approaches are in terms of impact on learning and engagement of learners. Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff. this phase of their They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. 32

33 TS 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. Standards at an outstanding level for this phase of their They can confidently and accurately assess pupils attainment against national benchmarks. They use a range of assessment strategies very effectively in their day to day practice to monitor progress and to inform future planning. They systematically and effectively check learners understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. They assess learners progress regularly and work with them to accurately target further improvement and secure rapid progress Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They are able to assess pupils attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils responses. They maintain accurate records of pupils progress and use these to set appropriately challenging targets. They assess learners progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve this phase of their They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups. They mark pupils work constructively and provide appropriate oral feedback to pupils to help them to make progress. 33

34 TS 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. Standards at an outstanding level for this phase of their They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They work within the school s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. this phase of their They work within the school s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. 34

35 TS 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 wellbeing. Standards at an outstanding level for this phase of their They are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and well-being, both when required to do so formally and are proactive in communicating in relation to individual pupils emergent needs. Phase Three: BA Primary Year 3 & PG Primary Final Standards at a good level for this phase of their They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and well-being. They assume some responsibility for doing so in response to individual pupils emergent needs this phase of their They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils achievement and monitoring pupils well-being. They communicate effectively at set points in the school year, including at parents evenings and through written reports. They understand the need to communicate at other points in response to individual pupils emergent needs. 35

36 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: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position -having regard for the need to safeguard pupils well-being, in accordance with statutory provisions -showing tolerance of and respect for the rights of others -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 -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 of attendance and punctuality. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part Two are not graded. By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities Legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers Pay and Conditions document. 36

37 APPENDIX 1 Primary Partnership Student Teacher Interim Progress Report This report should be completed by the mentor at the mid-point of each school experience Full Name of Student School School Experience Please circle BA Year 1 (*by 15 th May 2015) BA Year 2 (*by 27 rd Nov 2014) BA Year 3 (*by 13 th Feb 2015) FT PGCE Initial (*by 5 th Dec 2015) PT PGCE Initial (*by 15th May 2015) FT & PT PGCE Final (*by 15 th May 2015) Teachers Standards Outstanding (1); Good (2); Requires improvement to be consistently good (3); Inadequate (4)or Insufficient Evidence (IE) TS 1 TS 2 Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Interim report grade (current grade) Comments Where a student is graded as less than good we require a concise summary of the core issues that need to be addressed. Addressing the core issues may not result in an overall good for the specific TS at end of the SE, but the student should be able to demonstrate good progress within the areas identified. Predicted grade (the expected grade for the end) TS 3 TS 4 TS 5 TS 6 TS 7 TS 8 Demonstrate good subject and curriculum knowledge In relation to early reading/ssp In relation to early mathematics Plan and teach well-structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities Overall grade Interim Predicted Part 2 Personal and Professional conduct: does the student conduct themselves professionally and in the manner outlined in Part 2 of the Standards? Yes No Please comment on the student s overall progress at this point of the practice NB Students with a predicted grade of 3 or 4 are in danger of failing to meet the assessment requirements for this stage of their practice. If the predicted grade is 3 or 4 the student should notify his/her link tutor and personal tutor immediately. Specific commentary on pupil progress Please comment on the impact that the student s teaching is having on pupil learning and progress. You may wish to draw upon specific examples / groups of pupils. The student should be able to provide evidence (e.g. observation notes / work samples...)to support the judgements made on pupil progress. Please also ensure that the Targeted Intervention Plan (TIP) is also completed. 37

38 Primary Partnership Targeted Intervention Plan (TIP) Full Name of Student School School Experience Please circle BA Year 1 (*by 15 th May 2015) BA Year 2 (*by 27 rd Nov 2014) BA Year 3 (*by 13 th Feb 2015) FT PGCE Initial (*by 5 th Dec 2015) PT PGCE Initial (*by 15th May 2015) FT & PT PGCE Final (*by 15 th May 2015) Making reference to the Teachers Standards, the mentor, together with the student, should identify targets and strategies to support the student in moving towards at least good, or in the case of students already attaining good, to move to outstanding by the end of the practice. Relevant Teachers Standard Targets Strategies to support Success criteria Review Point & next steps Students should forward a copy of this report to their link tutor and personal tutor Mentor Signed Print Name Date Student Teacher Signed Print Name Date 38

39 APPENDIX 2 Primary Partnership Rapid Accelerated Progress Plan (RAPP) Full Name of Student School School Experience Please circle BA Year 1 (*by 15 th May 2015) BA Year 2 (*by 27 rd Nov 2014) BA Year 3 (*by 13 th Feb 2015) FT PGCE Initial (*by 5 th Dec 2015) PT PGCE Initial (*by 15th May 2015) FT & PT PGCE Final (*by 15 th May 2015) GRADES TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 OVERALL Making reference to the Teachers Standards, the mentor, together with the student, should identify targets and strategies to support the student in moving towards at least good in the areas of concern. Teachers' Standard Target School support Student action Review point How I know I have achieved this Next steps Comments on progress made (mentor/link tutor/student), including evidence to support: 39

40 Primary Partnership Rapid Accelerated Progress Plan (RAPP) Cont. Full Name of Student School Teachers' Standard Target School support Student action Review point How I know I have achieved this Next steps Comments on progress made (mentor/link tutor/student), including evidence to support: Signed Print Name Role I have discussed this with my mentor / link tutor and understand the issues raised. Student Teacher Signed Print Name Has the Link Tutor been informed of the implementation of a RAPP YES / NO Please the relevant Link Tutor immediately to inform them. 40

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