Name: · Web view2019-08-19 · Leeds Trinity University SECONDARY PGCE. Development Record....

LEEDS TRINITY UNIVERSITY SECONDARY PGCEDEVELOPMENT RECORDSTAGE ONE19-20

Name: __________________________________School: _________________________________Subject / Mentor:___________ / ____________

The Development RecordThe Development Record is designed to record the ongoing dialogue between you and your Mentor and provides a structure for systematic reflection on the impact of your teaching on pupil progress from school observations, learning conversations, university-level input, and how these come together in the classroom. Make sure that you refer to and note down Teaching Standard numbers when you write your weekly reflections.

The Weekly Presentation on Pupil ProgressEach week this presentation focus will change. It could be about the learning of a single class over several lessons/weeks, or a case study of one pupil, groups of pupils and their learning over one or more lessons. It might even be a case study of a particular concept in your subject that pupils are learning in different classes. You should make sure that you present real evidence (things pupils said, did, made, completed as a reaction to your teaching) that helps you answer some of these questions:

What exactly did you want pupils to learn? Did they learn what you wanted them to? How do you know? Was your content appropriately challenging? Which parts of the lessons or activities seem to help them learn well? Are there other/better ways you could have got them to learn X? What did the pupils struggle with? How could you help with this? How might their progress affect what you plan for them next? What areas of your practice need to be developed to improve the progress being made?

The Development CycleA weekly cycle of target setting, action, evaluation and re-setting should be obvious from your paperwork. Make sure that each week’s Development Record:

begins with an evaluation of your progress against your targets and the Teachers’ Standards and contains an evaluation of your pupils’ progress;

contains the targets you have agreed with your Mentor, as well as the actions you have agreed to meet these. Guidance is provided to ensure these targets are appropriate, developmental and precise;

In your other documents you should be able to show that

your targets are written on and used in your Observation Records; and the influence of your targets can be seen in your Lesson Plans and Sequence Planners; and your Subject Knowledge Audit is being updated regularly and shared with you Mentor and Subject

Tutor to reflect your development over the course.

PLT21 and SKAP training frameworkA list of PLT21 and SKAP focus points can be found in the appropriate appendix of the Handbook. You and your Mentor should agree a focus a week in advance to give you time to work on the area before the next mentor meeting.

Each agenda item needs to be covered at least once over the course of the placement. However, you and your Mentor can decide together when these items will best be covered depending on your needs and those of the school.

Evaluate

Mentor Meeting

Targets

Plans

Teach / Observe

Example Targets & ActionsRemember effective targets should:

Focus on things you can improve in order to help your pupils learn specific things. Be related to at least one TS, the ones you need to develop. Be obvious in your planning of teaching for the week. Be specified on your observation form in lessons where you are being observed.

To identify key points in the lesson and clearly emphasise these to ensure that pupils can progress.To identify the essential knowledge for your sequence of lessons on [ ] and ensure this is embedded thoroughly in the sequence of learning.To help pupils to progress in their understanding of, and ability to [ ].To improve transitions within the lesson (in terms of clarity, pace and motivation) by making more frequent references to the overarching enquiry for the lesson sequence.Plan for and evaluate how iPads might be used to support progression in [ ] .To monitor and assess pupils progress by investigating their ability to [ ].To encourage all pupils to make contributions to whole class discussions, especially those who are unwilling to speak. Give appropriate and subject specific feedback to such responses.To develop and put into practice strategies to help pupils grasp key concepts for the unit on [ ].To establish eye-contact with more individual pupils during whole-class teaching, using this to monitor motivation, concentration and engagement.To support pupils in better understanding [ ] by developing an engaging lesson with contrasting approaches to describing progression in this concept.To use questioning in lessons effectively to ensure progress by using pupils’ answers to extend other pupils’ thinking.To structure extended writing tasks, taking into account specific needs, to ensure that all students are able to sustain focus and effort and therefore progress in their [ ] understanding. To analyse SEN students’ difficulties with writing and to choose and evaluate evidence-based approaches targeted at those difficulties.To research and develop effective methods of peer assessment which will allow all students to identify some future steps for their learning. Ensure good progress with [ ] by reading/observing [ ] with a focus on teaching [ ], applying and evaluating these approaches in the classroom.

ActionsSetting actions is just as important as having good targets. The best actions will involve you in some level of research into your area. The following is helpful as a basic flow and an example is given below.

a) Research action(s) – specific reading / specific observation / discussions with particular peopleb) Application action(s) – something done on the back of researchc) Evaluation action(s) – checking the success of the target – linked to a specific outcome.

Target ActionsDevelop an understanding of barriers to learning for EAL students in learning about evolution in 9Y1, and develop a plan to overcome some of these. (TS4, TS5, TS8)

Use Borgen’s “Differentiation for EAL” and classroom observations in placement school to identify a range of differentiation strategies.

Discuss approaches with mentor and develop an intervention for the first two lessons on evolution based on the above.

Evaluate the effectiveness of strategies by considering the impact on EAL students’ understanding of core concepts for the lessons.

Development Record: Week 1 How are you feeling this week?

Focus Detail TS Index

What were your concerns and anticipated strengths on starting the course?Have these changed as a result of this week’s training?Professional Learning & Teaching Summarise the key points from your PLT21 sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to take

Subject Knowledge & Applied PedagogySummarise the key points from your SKAP sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to take

Targets for DevelopmentTargets from Mentor/Tutor: Actions to achieve targets

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3 Subject Knowledge Target


Targets from last week Progress made against these targets1

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Professional Learning & Teaching Summarise the key points from your PLT21 sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to takeSubject Knowledge & Applied PedagogySummarise the key points from your SKAP sessions this week. For each one, consider implications for your classroom practice, or next steps you may need to takeSchool ReflectionsWhat have you been doing in school to prepare for teaching?What observations have you done?


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Development Record: Week 5 [date of meeting]

How are you feeling this week?


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Agreed focus for next week from “Training Framework” in the Handbook appendix




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Focus Impact (and evidence) Teaching Standards Index

Mentor sign to show agreement and comment if needed.

Summary of Key Points for Weekly Presentation of Pupil ProgressThis should be focused on the progress made by pupils you have taught. Use the guidance on page two of this Record and the Handbook to help you prepare.Strengths in Your Teaching & ImpactDescribe the main strengths in your teaching from your observations this week. How do these impact on pupils’ progress?

Areas for DevelopmentDescribe your main areas for development shown by your teaching this week. What have you learned from observing other teachers?

Wider Professional ResponsibilitiesWhat have you been doing in relation to your work beyond the classroom? Eg. CPD, extra-curricular, research etc.

Targets for DevelopmentTargets from Mentor: Actions to achieve targets

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Signed: ___________________________________________________ (Mentor)Signed: ___________________________________________________ (Trainee)




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Week 9 = Half Term




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Summary of Key Points for Weekly Presentation of Pupil ProgressThis should be focused on the progress made by pupils you have taught. Use the guidance on page two of this Record and the Handbook to help you prepare..Strengths in Your Teaching & ImpactDescribe the main strengths in your teaching from your observations this week. How do these impact on pupils’ progress?




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Development Record: Week 15 [Orientation] DRAFT THIS WITH YOUR MENTOR DURING ORIENTATION AND REVIEW IN YOUR TUTORIAL WITH YOUR SUBJECT TUTOR OR SCHOOL DIRECT COORDINATORTargets for developmentIn the light of your end of Stage One targets, and the context of your new school, set some targets for your first week in your Stage Two / Three placement school.


Targets adapted from your Stage One Report

Preparations during Orientation to help address these targets

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Orientation Checklist – did you.obtain and read essential school documents and policies;

start to negotiate a timetable for the rest of the Stage;

have gathered pupil data and curriculum information;

observe a number of lessons across age phases;Identify an initial group and topic for your Stage Two Sequence of Learning (could also be for your second Level 7 assignment).Identify subject knowledge areas for reading and preparation before January

Subject Knowledge Development Subject KnowledgeWhat have you done with your mentor / tutor or independently in relation to subject knowledge / subject specific pedagogy?

What further preparation do you need to do before January?

Signed: ___________________________________________________ (Mentor)Signed: ___________________________________________________ (Tutor)Signed: ___________________________________________________ (Trainee)

Name: · Web view2019-08-19 · Leeds Trinity University SECONDARY PGCE. Development Record....

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