University of Bolton - 1. Introduction to the Guide for … · Web viewPlease bear in mind that...
31
School of Education & Psychology Initial Teacher Education 14+ GUIDE FOR MENTORS & ASSESSORS 2019-20 In association with Bolton College, Brooksby Melton College, Burnley College, Salford College, Aquinas College and The 1
Transcript of University of Bolton - 1. Introduction to the Guide for … · Web viewPlease bear in mind that...
School of Education & Psychology
Initial Teacher Education 14+
GUIDE FOR MENTORS & ASSESSORS2019-20
In association with Bolton College, Brooksby Melton College, Burnley College, Salford College, Aquinas College and The
Growth Company
1
Contents
1. Introduction to the Guide for Mentors & Assessors.......................................................
2. Key Contact Details..............................................................................................................
3. Mentoring:..............................................................................................................................
4. Information about the trainees..........................................................................................
5. Professional Practice............................................................................................................
6. What are the responsibilities of the trainees?................................................................
7. The Process of Mentoring....................................................................................................
8. The Issue of Responsibility.................................................................................................
9. Managing the Experience – Practical Tasks...................................................................
10 . The Assessment Process in Professional Practice.....................................................
11. Approved Assessors:........................................................................................................
12. Recommendation for good practice in observing trainees......................................
13. Key Questions for and Feedback to Trainees – what we expect.............................
14. Dealing with problematic situations.............................................................................
15. Bibliography and suggested reading............................................................................
Appendix 1 – Professional Practice Induction checklist...................................................
Appendix 2 – Professional Practice Portfolio......................................................................
Appendix 3: Graded observations guidance......................................................................
....................................................................................................................................................
2
1. Introduction to the Guide for Mentors & Assessors
Thank you for agreeing to mentor and/or assess a trainee on the Initial Teacher Education Programme here at the University of Bolton. Whilst many of those who support our trainees are involved in mentoring and assessing, within this guide these two aspects will be dealt with separately.
This guide seeks to establish our expectations for good practice along with tips and guidelines for effective mentoring and assessing (through observations of teaching practice). We hope that you will find this a useful document and we hope that you enjoy your experience supporting our trainees.
The University offers a range of opportunities for the support and professional development of mentors and assessors which includes:
A website for our work based learning partners which includes mentor and assessor training and a range of resources
Face to face support in the work place by programme tutors CPD modules: Advanced Mentoring and Advanced Coaching (30 x M Level
Credits each) Opportunities to access the University CPD HEA Fellowship Scheme Invitations to university events, i.e. the Centre for Pedagogy events.
We also welcome and encourage mentors to contribute to our programme via feedback, guest lecturing and/or attendance at any of our published events. Mentor Bulletins with news and updates are sent out electronically throughout the academic year.
If you have comments or suggestions about this guide, or questions regarding undertaking professional development please contact us. Staff details can be found below.
Gill WaughDean, Faculty of Professional Studies
3
2. Key Contact Details
Graduation 2018-19. From Left to right, starting on the back row: Jane Lovatt, Clare Higgins, Steph Headon, Amanda Turner, Daryl Wright, Titolola Olukoga and Jo Hornby. Front row Duncan Cross, Sarah Telfer, Steve Slayen, Rebecca Woolley, Gill Waugh and Daniela Bacova.
Initial Teacher Education 14+ Programme: key contacts
Name: Role: Contact:
Key Education LeadsDr Gill Waugh Dean of Professional
Studies [email protected]
Dr Sarah Telfer Associate Teaching Professor (Education) and Operational Lead. Pathway Leader Skills for Life and TLAN PGCE Programmes
Amanda Turner Pathway Leader for the ITE Generic PGCE Programmes and Lead for Mentor
4
& Assessors.
Dr Duncan Cross Associate Teaching Professor (Education) and Operational Lead for Education.
Mentor & Assessor training contactsJane Lovatt Senior Lecturer
Education [email protected] Saffiya Matadar Administrator for the
ITE Programme [email protected] ITE Teaching TeamDaryl Wright Lecturer – Generic
Jo Hornby Lecturer – Generic Pathway
Steph Headon Lecturer – Numeracy Pathway
Scott Threlfall Lecturer – Generic Pathway
Pauline Walters Lecturer – Inclusive Education
Rebecca Woolley Lecturer – Numeracy Pathway
Centre LeadersRobert Anacreonte Bolton College [email protected]
Rose Davies The Growth Company
Karen Lowe Salford College [email protected]
Michelle Fletcher Aquinas College [email protected] Nina Parkin Burnley College [email protected] Lesley Wojnarowicz Brooksby Melton
College [email protected]
3. Mentoring:
This guide is designed to provide some essential information for those who are supporting learning and teaching within the many different environments where teachers and trainees find themselves. Hobson et al (2016), in their report adapt a definition form Hobson and Malderez, (2013) which we find useful in terms of defining the mentor/mentee relationship on this programme:
5
‘a one to one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced teacher (the mentor), which aims to support the mentee's: (a) learning and development as a teacher; (b) wellbeing; and (c) integration into and acceptance by the cultures of both the organisation in which they are employed and the wider profession’
Ofsted (2015) expect our trainees to be supported by experienced subject mentors in order to provide high-quality coaching and mentoring that is subject and phase specific; and provides access to relevant subject association guidance to enhance trainees’ professional development.
According to Wright (2018, p.1) ‘mentoring is a crucial process…….. [the mentor] has a relationship with the trainee that no one else can equal, and [their] influence is the major determiner of the success, nature and quality of the new teacher’
4. Information about the trainees
Trainees are following either the full-time (one year) course or the part-time (two year) course and may be on either the Generic, the Skills for Life or the Teaching Learning with Additional Needs pathway. The course leads to the Certificate in Education, the Professional Graduate Certificate in Education or the Postgraduate Certificate in Education (M). We also have specialist pathways on the Scheme that includes the PGCE Art, Creative Practice and Performance, and Sports Coaching. To be accepted on the course, trainees must have qualifications and appropriate experience relevant to their area of teaching. Our trainees are mature, and many will have experience as trainers or part-time teachers. However, they are most likely to be a novice in the role of teaching, and, therefore, the support provided by the mentor may be crucial in effecting a valuable experience.
Prior to starting on their teaching placement our trainees will normally have….. received an induction to the University systems and support services, library
information, an introduction to the team, their curriculum group and personal tutor and to course information and documentation.
received a key lectures on health & safety, rules and legislation affecting teachers, an introduction to professional practice, academic writing, inclusion and promoting positive behaviour.
have undertaken the Preparation for Education and Training module in which they will be introduced to Schemes of Work, lesson planning, delivery and evaluation.
completed the PREVENT/Safeguarding training. prepared for professional practice through discussion on roles and
responsibilities, how they will be assessed on practice, hours required etc. and be introduced to University expectations regarding wider professional and employability attributes.
6
Note: all of the above are introduced at the start of the course and will need to be fully embedded into their professional practice over the course of the programme. They can never be fully prepared for professional practice as much of the above they must learn to apply to the context in which they find themselves and this requires support from an experienced mentor.
5. Professional Practice
The term Professional Practice is used in order to reflect the holistic nature of the placement. This includes:
gaining experience of the range of responsibilities and activities of educators within the organisation;
demonstrating that they are able to meet the standards of competence and the Professional Standards (ETF, 2014);
demonstrating their ability to work with a range of people and as part of a team;
investigating the wider roles of educators involving managerial, professional and organisational issues.
development of a professional practice file that contains all the evidence required of their 100 (or 120 for Literacy/ESOLtrainees) hours of teaching practice.
6. What are the responsibilities of the trainees?
Whilst on placements trainees are reminded that:
they have a professional obligation to their host organisation their colleagues at the organisation and the learners in their care.
common courtesy is expected with respect to organisational policies, custom and practice and dress code.
they are required to adhere to their host organisation’s holiday patterns, and absence will require a call to the host organisation as soon as possible
7
they are required to liaise regularly with their mentor and inform their mentor of forthcoming observations of their teaching practice
they are required to keep a record of mentoring sessions and use discussion points to generate targets
Mentors of pre-service trainees are asked to note trainees’ attendance. Please report lack of attendance, promptly, to the trainees’ personal tutor at the University of Bolton
During their Professional Practice all trainees will:
assume planning and implementation responsibility for learning for the required amount of class contact;
continue to observe experienced teachers taking classes throughout their Professional Practice;
self-evaluate their performance; become familiar with, and as far as possible involve themselves in the full
range of activities undertaken by those who teach and support learning; construct their Professional Practice Portfolio in Pebble Pad according to the
guidelines which they are provided with, and make this available to their mentor and assessor(s).
What constitutes teaching practice?
Not all trainees will be observing and delivering traditional classroom teaching in a college environment. Most will be teaching in non-traditional placements such as private training providers, community education, charities or offender learning. Trainees are permitted to teach learners aged 14 years plus in a high school setting.
One third of the trainees required teaching hours can be 1:1 (up to 30 hours) and the remainder must be in a group situation. These learner groups may be informal or formal and involve theoretical or practical teaching sessions which may occur in a variety of settings. However for all learner contact the trainee must produce a plan of learning. Team teaching counts if there is evidence that the trainee is involved in both planning and delivery. Observation of teaching DOES NOT count towards their teaching practice hours.
7. The Process of Mentoring
8
According to the National Standards for school-based initial teacher training (ITT) mentors:
The mentor should:
Be approachable, make time for the trainee, and prioritise meets and discussions with them;
use a range of effective interpersonal skill to respond to the needs of the trainee;
offer support with integrity, honesty and respect; use appropriate challenge to encourage the trainee to reflect on
their practice; and
The ability to establish effective relationships based on mutual trust and respect and the application of good communication and interpersonal skills will be key factors in the process of mentoring.
It is recognised that mentors will usually have a full workload and therefore the amount of time required to fulfil the role will be of concern. However mentoring is essential to ensure a positive experience and successful outcome of professional practice for the trainee teachers. The amount of time that needs to be allocated to mentoring will depend upon the needs of individual trainee teachers, commitment to the role and other pressures on time.
The following indicates key elements of the role:
Encourage a commitment to action and the development of lasting personal growth & change.
Use questioning techniques to facilitate the mentee’s own thought processes in order to identify solutions and actions rather than takes a wholly directive approach
Support the mentee in setting appropriate goals and methods of assessing progress in relation to these goals
Observe, listen and ask questions to understand the mentee’s situation Maintain unconditional positive regard for the mentee, which means that the
mentor is at all times supportive and non-judgemental. Ensure that the mentee develops personal competencies and does not develop
unhealthy dependencies on the coaching or mentoring relationship.9
According to the National Standards for school-based initial teacher training (ITT) mentors:
The mentor should:
Be approachable, make time for the trainee, and prioritise meets and discussions with them;
use a range of effective interpersonal skill to respond to the needs of the trainee;
offer support with integrity, honesty and respect; use appropriate challenge to encourage the trainee to reflect on
their practice; and
Possess qualifications and experience in the areas that skills-transfer coaching is offered.
(Adapted from ‘The Coaching & Mentoring Network’ 2017)
8. The Issue of Responsibility
Pre-service traineesIn general, trainees are highly motivated, mature people. They will be qualified in their teaching subject and expected to act in a professional manner, conforming to the policies and procedures of their placement organisaton. Often, we have found that, because our trainees are mature and appear to be confident, they have been expected to assume responsibility too soon in their course.
Please bear in mind that trainee teachers are not employed by your organisation and, therefore, the position of responsibility remains with the class teacher/tutor who would usually have taught the sessions being taken by the trainee. While we would expect that the trainee be given the opportunity to take the group unaccompanied, it is expected that the class teacher/tutor is near-by and may be called upon if necessary. This is an important point to remember to ensure that both trainees and the students remain safe.
9. Managing the Experience – Practical Tasks
Mentoring in teacher training is a complex process that involves a variety of tasks such as acting as a role model, teaching, encouraging, counselling and befriending with the objective of promoting the professional and personal development of the trainee teacher. The process is likely to include the following stages:
Induction: For pre-service trainees, the mentoring role will, most probably, begin with the induction of the trainee. This may include information about the organisation, department and learners. It may be useful to prepare a checklist in advance. (See for example appendix 2).
Our experience suggests that induction provides an opportunity to clarify several issues with the trainee, such as codes of conduct and departmental expectations and culture. It is probably better to address these issues at the earliest stage of the process.
The main administrative roles you will have to carry out on behalf of the course member are:
providing an induction for the trainee endorsing the trainees log of teaching hours observing the trainee teaching and providing constructive feedback to inform
their PPP evaluations10
undertaking two formal observations of at least 30 minutes duration and completing the University observation reports provided for this purpose
completing evaluation reports for the University
Meetings: For both pre and in-service trainees we suggest that you provide time for regular meetings. The mentee will record which key issues have been discussed using the mentor meetings tracking sheet This document is to be kept in the trainee’s professional practice file and will ultimately be submitted for summative assessment in their Professional Practice Portfolio file. Once per week is usually about right, although more meetings may be needed at the start of professional practice, and less as the trainee becomes more independent.
Suggestions for the content of meetings:
reflecting upon and evaluating previous teaching sessions; a discussion about plans for forthcoming sessions; consideration about progress with their professional practice file; assisting trainees in linking theory to practice; review of the trainee’s ‘weekly evaluations’
Observing the trainee: You are not expected to observe all the sessions taught by the trainee. In fact as the trainee becomes increasingly autonomous, you will find opportunities to meet the other demands on your time. In this respect, the course member may make a significant contribution to the department and be seen as an asset. However, trainees will benefit from feedback on their classroom performance from an experienced teacher, particularly at the start of their professional practice. As a mentor you would normally arrange observations in advance with the trainee. Formal assessments, which determine success or failure on the course, may be arranged independently of the mentoring process (see ‘The Assessment Process in Professional Practice’ below).
11
Observation by the trainee: Many of the competencies needed by teachers are practical skills and, hence, can only be developed through practice. However, practice is more effective if it is well informed and trainees who have observed experienced practitioners in action are better able to formulate their own concepts of, and approaches to, teaching. This is particularly so when the observation is followed by discussion and analysis. Our trainees are expected to:
Write up at least three ‘expert, professional teacher observations’. One of these should be from a different context to their usual expected teaching situation.
It must be noted trainees are informed that for this and all other work they must abide by the ethical principles of ‘confidentiality and anonymity’.
Non-traditional placements:
As stated on page 6, our trainees will be placed in a wide range of organisations for their teaching practice. In these situations it is impossible for the Teacher Training Team to fully prepare all the students for the dynamic lifelong learning sector involving a wide range of teaching situations and therefore this places even more emphasis on the importance of organisations helping trainees to integrate into these new settings and understand the particular requirements of their learners. They may require more time to observe if the settings are particularly unfamiliar and we would ask that mentors make allowances for this.
10 . The Assessment Process in Professional Practice
All trainees must have 8 successful observations or 10 if they are following the ESOL/Literacy pathway. Two of these may be completed by a designated mentor and the remaining six (or eight) by an approved assessor. The final four observations only will be graded for trainee teachers by the approved assessor. An approved assessor is expected to hold a full teaching qualification and be a at least 2 years qualified and will have undertaken additional preparation for assessing and grading of teaching observations. It is possible the mentor in the placement may also be the assessor. Each assessment visit will entail providing the trainee teacher with a feedback sheet which indicates the level of performance and participation against the established criteria. Trainees are then expected to complete PPP evaluation sheets using discussion with and feedback from mentors and assessors in practice to set targets.
Note: All observation feedback forms should be provided in electronic format and not handwritten.
Mentors will be provided with feedback sheets for the two observations they 12
undertake as part of this assessment process and will be expected to state whether this was a successful teaching session or not. Note that assessment of trainees is an overall judgement based on the aforementioned factors bearing in mind the trainees’ stage in training and number of observations already had.
Remember mentors are in an ideal position to provide feedback on observations within the context the trainee is teaching in terms of appropriateness of the level, the subject matter and the specific programme requirements and local policy.
Questions: Ask yourself the following
How should I complete the observation forms? How will I judge whether a teaching session by a trainee is
successful or unsuccessful? How will I manage feedback? What will I do if I am concerned about a trainee’s performance
and/or behaviour?
There are online resources to help you consider the above questions. Undertaking the online mentor training will prepare you for the role.
Achieving success in professional practice overall will be dependent 13
Stage one (up to 50 hours or 60
ESOL/Literacy)
Mentor completes 2 ungraded observations
Trained assessor completes 2 ungraded observations (3 for ESOL/Literacy)
Total observations Generic, TLAN and Numeracy pathways = 4Total observations ESOL/Literacy pathway = 5
Stage two (up to 100 hours or 120
ESOL/Literacy)
Mentor supports in a formative way
Trained assessor completes 4 final graded observations (Plus 1 for ESOL/Literacy)
Total observations Generic, TLAN and Numeracy pathways = 4Total observations ESOL/Literacy pathway = 5
Unsuccessful observations
Mentor supports in a formative way, ensuring the University tutor is aware of the gradeTrainee undertakes additional 10 hours of practice for each unsuccessful observationTrained assessor completes additional observations as needed Total successful observations required = 8 Generic, TLAN & Numeracy and 10 for ESOL/Literacy
ITE 14+ Teaching Practice Hours and Observations of Teaching
upon the following factors:
Evidence from the 8 (or 10 ESOL/Literacy) successful teaching practice observations
An electronic professional practice portfolio meeting the stated criteria Sufficient class contact fully documented and verified. This is at least 100
hours for the full course, or 120 hours ESOL/Literacy pathway.
11. Approved Assessors:
Assessors for the University of Bolton ITE 14+ programme will have a recognised teaching qualification, have permission for their line manager to support and/or assess our trainees and will in addition be at least 2 years post qualified. They must undergo additional (to the mentor) training to obtain their University of Bolton Assessor ID. They are required to:
Review the guidance on observing and assessing our trainees on placement Familiarise themselves with the grading criteria (see appendix 3) Complete the online assessor quiz Organise and participate in a moderated observation with the allocated
university tutor Use the ID number received on all observation templates completed on behalf
of our trainees. Update themselves annually informally by checking the website for programme
changes and formally every 3 years by completing the training. Participate in moderation of observation of teaching processes as required
Note observations of teaching practice on our trainees that have not been completed on the University template and do not include the identifiable assessor ID may be invalid.
12. Recommendation for good practice in observing trainees
Arrange the date in advance and ensure the trainee provides an accurate timetable: Has the trainee provided you with their timetable to allow you sufficient time for preparation and choice of session(s) and avoid timetabling clashes? Trainees are informed that there should be a minimum of one week between each observation to allow time for reflection and action planning Maintain communication - to allow for any changes in arrangements – it is useful if the trainee has your contact details so they can notify you of any last minute changes Have an initial discussion prior to observation: If it can be arranged it is useful to meet up for a short meeting prior to the session so that the trainee can explain the particular context and circumstances of the teaching that is to be observed and for you as the observer to explain how you intend carrying out the observation. Practical matters: Ensure you know the exact location of the teaching; it can be very off putting for trainees when observers arrive late and disrupt the session.
14
You need to 'blend in' so that learners and the trainee do not feel intimidated so establish where you will sit so as not to disrupt the lesson. Do not get involved in the class or intervene, except where health and safety is an issue. Observations should last for at least 45 minutes Documentation: Ensure appropriate documentation has been / is provided by the trainee from their professional practice portfolio such as session plan and resources and previous observation feedback sheets plus their weekly evaluations. As their portfolios are now electronic, using Pebble Pad, they are expected to share with their mentor and assessor. Trainees are informed that failure to have provided access to the relevant information/documentation can result in an unsuccessful grade. Feedback time agreed: Agree an appropriate time to review the session and provide feedback Observers should check and record whether targets set from previous observations have been met and should highlight where not. Mentors are asked to contact personal tutors to discuss which areas need to be worked on if targets are not being met. Good practice was noted when observers set developmental action points designed to stretch and challenge more able trainees. Observers are encouraged to use sub-headings in the written feedback to allow for easier signposting by the reader, and complete the reports electronically
Other points to consider: Has the trainee included ‘British Values’ on their lesson plans? Has the trainee been observed in a range of teaching sessions, for example both theory and practice if relevant?
13. Key Questions for and Feedback to Trainees – what we expect
debrief, if possible, immediately after the session. If feedback is to be delayed ensure the trainee is reassured through the use of brief rapid feedback and a post teaching dialogue arranged at a mutually convenient time.
engage the trainee in a dialogue, encouraging them to reflect on their teaching, provide a rationale for their actions and identify any areas they feel they need to develop. Good practice was observed when trainees were encouraged to grade themselves.
provide clear and constructive feedback using specific examples to illustrate your comments
focus on progress/achievement not success/failure be clear about targets met and not met, areas for development and offer
suggestions for overcoming these comment and advise on the professional practice portfolio a session where things do not go right is not necessarily unsuccessful. This is a
developmental process and trainees should be able to reflect and learn from their experiences on teaching practice
ensure the trainee understands and agrees the action points. Standardisation of feedback through use of key questions for trainees is to be encouraged for example:
15
Did your learners achieve all the learning outcomes you set and if not, which ones did they achieve?
How do you know they achieved them, what do you think the impact of your teaching was on learning?
14. Dealing with problematic situations Throughout the mentoring process, identification of strengths and areas for improvements should occur and therefore many problems may be resolved through discussion and negotiation. The mentor may use skills of counselling in dealing with problematic situations, for example the skilled helper model (Egan, 1998):
In situations that are difficult to resolve (which fortunately are rare) contact should be made with the personal tutor (at the University), link support tutor or centre leader (at the Partner College). Appropriate support may then be offered to the mentor and steps taken to help resolve the difficulties if possible.
All trainees are subject to the University’s Fitness to Practise Procedure: https://www.bolton.ac.uk/wp-content/uploads/2018/11/Fitness-to-Practise-Procedure-2019-20.pdf and all stakeholders in work based learning are referred to the The University Code of Practice for Work-Based and Placement Learning: https://www.bolton.ac.uk/wp-content/uploads/2018/11/Code-of-Practice-for-Work-Based-and-Placement-Learning-2019-20.pdf
Do you have concerns regarding the trainee’s professional behaviour or timekeeping and attendance? Do you feel they are struggling on placement or possibly have some personal issues that are impacting on their performance? Contact the trainee’s tutor and discuss as alerting them early to potential problems can enable a support system to be put in place for both you as the mentor and the trainee.
16
Current Scenario
Preferred Scenario
Action Strategies
15. Bibliography and suggested readingCunningham, B (2012) Mentoring Teachers in Post Compulsory Education: A Guide to Effective Practice. Second edition. London: David Fulton Publishers
Egan, G. (1998) The Skilled Helper, (6th Ed.) London: Brooks/Cole
Education & Training Foundation, (2014) Professional Standards for Teachers and Trainers in Education and Training – England. Available www.et-foundation.co.uk
Gravells, J and Wallace, S (2007) Mentoring in Further Education. Exeter: Learning Matters Limited.
Hobson, A.J., Maxwell, B., Stevens, A., Doyle, K. and Malderez, A. (2015) Mentoring and Coaching for Teachers in the Further Education and Skills Sector in England. Full Report. Available online: http://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-full-report.pdf . Accessed October 2017.
Megginson, D. and Clutterbuck, D. (2005) Techniques for Coaching and Mentoring, Oxford: Elsevier Butterworth-Heinemann
Ofsted (2018) Initial Teacher Education Inspection Handbook. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/780134/ITE_handbook_April_2019_200219.pdf
The Coaching and Mentoring Network. Online. Available: www.coachingnetwork.org.uk [Accessed September 2019]
Wright, T (Ed.) (2018) How to be a Brilliant mentor. Second Ed. London: Routledge
17
Appendix 1 – Professional Practice Induction checklistArea Details Completed The Organisation Purpose and ‘mission’
Layout / mapKey policies e.g. Health and SafetyLibrary and learning resources and how to access theseHierarchies
The department Key personnelGeneral ethos and departmental cultureSpecific rooms and rules relating to accommodationProcedures relating to conduct, records, registersPolicies on late comers and absencesAccess to special equipment and resourcesAccess to VLERegulations and procedures for photocopying
The courses Course documentationCourse leaders and tutorsTimetables, breaks.Schemes of workExisting teaching and learning strategiesAssessment methods and results
Student groups Group numbers The composition of groups in terms of age, gender, abilities, motivation, previous experience and qualificationsStudents who are experiencing particular difficulties
Mentor Arrangements for meetings
18
Figure 1: An overview of the PPP file, which provides a holistic view of the development of the trainee in all aspects of the Teacher Training course in preparation for the summative assessment at the end of the programme.
19
Appendix 2 – Professional Practice Portfolio
Initial Teacher Education 14+ Graded observations: Guidance for assessors
For all trainees the final four observations must be graded using the criteria below:Note: the types of evidence produced below are intended as guidance for assessors and are not exhaustive. You will be required to make a professional judgement on the trainee’s achievement of the criteria through access to their teaching practice file, observation of the session and dialogue with the trainee pre and post observation:
Grading descriptors:
Distinction: Work of exceptional quality demonstrating that the trainee has thoroughly considered all the criteria and a range of examples can be found in the preparation and implementation of lessons; through discussion and in their teaching practice file. It is expected that even work at this level will have some developmental targets.
Merit: Work of good quality demonstrating that the trainee has considered and met all the criteria and examples can be found in the preparation and implementation of lessons; through discussion and in their teaching practice file. It is expected that work at this level will have a number of developmental targets.
Pass: Work of satisfactory quality demonstrating competence in preparation and implementation. At least one example can be found in the preparation, implementation, discussion and teaching practice file against the criteria. Work at this level will have a range of developmental targets to be met in order to progress to higher grades.
Refer: Work of an unsatisfactory quality that does not provide any examples against some or all of the criteria.
Important notes for assessors to remember: 1. Before or at the start of the session trainees should have available for their assessor their teaching practice file containing the following items:
a copy of the lesson plan, including lesson objectives expressing what learning the learners are intended to be able to demonstrate as a result of the lesson and how that learning will be developed;
a copy of any physical resources to be used for example activities and handouts; previous observation feedback sheets with associated PPP evaluation form (as appropriate)
2. An observation is either successful or refer but not ignored.
20
Appendix 3: Graded observations guidance
3. Trainees are informed that failure to produce their teaching practice file, including evaluations, may lead to a referral grade being applied to the lesson. 4. It is important to bear in mind the fact that these are trainee teachers and this is a developmental process. Therefore there should be different expectations of their
teaching from that of qualified and/or experienced staff5. The University Tutor should always be informed in the event of an observation that has been referred.
The criteria and Links to Professional Standards1
Distinction Merit Pass Refer
1. Planning includes clear aims and objectives and embeds opportunities to develop wider aspects such as E&M; BV; stretch and challenge; support
Professional standards
ETF UKPSF14; 16 A1; 5
K2V1; 2
Exceptional planning which demonstrates detailed consideration of learner needs and differentiation including use of a variety of resources. SMART goals have been set. Group profiles have been considered and extension tasks are prepared in order to stretch and challenge.All learners are included through planned discussion and activities. Resources planned recognise diversity and are fully representative of the learners and the societies from which they originate.
Good evidence of planning which shows consideration of learner needs, differentiation and variety in use of resources but there are some areas for development. Realistic goals have been set. Planning includes a good effort to be inclusive for all learners and are representative of some diverse characteristics, but some areas require attention and development.
Planning in terms of setting realistic goals is satisfactory but may need some attention. Planning demonstrates an intention to include some differentiation and learner interaction but requires considerable development.Planning includes a satisfactory effort to be inclusive for all learners and resources are representative of some diverse characteristics, but requires a lot of attention and development.
No lesson plan or an unsatisfactory lesson plan submitted. No evidence or unsatisfactory evidence of planning. No consideration of learner differences in the planning. Inappropriate (for the group) resources may be used and/or the diversity of the group is not acknowledged.
2. Teaching demonstrates up to date
Outstanding creativity and innovation demonstrated in
Some good, suitable teaching delivery demonstrated,
Satisfactory teaching delivery is demonstrated, with an
Delivery is unsatisfactory and demonstrates a
1 The Education & Training Foundation (2014), Professional Standards for Teachers and Trainers in Education and Training – England. Available http://www.et-foundation.co.uk/our-priorities/professional-standards/ ; The UK Professional standards framework for teaching and supporting learning in higher education. Available https://www.heacademy.ac.uk/ukpsf
21
subject knowledge delivered through a range of creative and innovative teaching strategies. A range of differentiated activities and resources (including ICT) can also be seen.
Professional standards
ETF UKPSF3; 4; 7; 8; 9; 14
A2; 4K1; 2; 4V1; 3
teaching delivery; including links to and discussion of current perspectives, methods, policy and practice in the subject. An excellent variety of teaching and learning methods and resources are used to promote interaction, including confidence in using creative approaches to develop learners’ maths, ICT and English skills. The trainee is able to ‘grab the moment’ to optimise learning. Trainee demonstrates confidence and authority.
including some links and discussion around current perspectives, methods, policy and practice in the subject, although some opportunities may be missed. A good range of teaching and learning methods and resources are used to promote interaction, although these are not fully developed. A good attempt is made to develop learners’ maths and English skills, though some opportunities may be missed.The trainee demonstrates some confidence but may be slightly hesitant in their delivery.
attempt to engage with current perspectives and methods on the subject though this may be limited. Limited variety of methods and resources are used to promote interaction in the classroom. Strategies for integrating maths and English skills need some development. A satisfactory attempt is made to incorporate and develop technology into teaching. The trainee lacks confidence in aspects of the delivery.
didactic approach with limited or no attention to learner activity or use of satisfactory resources. Development of learners’ maths, ICT and English skills are not acknowledged in planning and delivery.The trainee lacks confidence in their subject knowledge and uses information and resources that are incorrect or out of date.
3. Learning takes place in a well-managed, inclusive environment which promotes and manages positive behaviour, motivating and inspiring learners to achieve
Professional standards
ETF UKPSF
Outstanding management of interaction in the classroom is demonstrated with adherence to local policy. Trainee demonstrates high levels of enthusiasm/passion for the subject through use of a range of examples. Maximises all learning opportunities through using learners’ own knowledge and experiences appropriately.
A good attempt is made to manage behaviour with acknowledgement of local policy. The trainee demonstrates enthusiasm through using examples. Some opportunities may be missed to maximise learning in the classroom though the trainee does attempt to draw out learners’ own knowledge
A satisfactory attempt is made to manage behaviour but this requires considerable development. Knowledge of local policy may be evident but application of this may be limited. The trainee makes a satisfactory attempt to engage learners and capture their interest in the lesson.
Management of learner behaviour is weak or absent and management of interaction within the classroom is unsatisfactory. Local processes and procedure are not followed. No enthusiasm for the subject seen and opportunities for learning are missed. .
22
5, 11, 15 A2; 4K2; 3V1
and experiences.
4. Assessment is varied and used effectively with clear feedback enabling all learners to make progress
Professional standards
ETF UKPSF13; 17 ; 18 A3
K2; 5
The trainee constantly monitors learner progress throughout the session using an excellent variety of differentiated assessment methods. Feedback to learners is excellent -responsive, constructive and encouraging.
The trainee monitors learner progress throughout the session using differentiated assessment methods. Feedback to learners is good- constructive and encouraging.
At least one example can be found of the trainee’s attempt to monitor learner progress. Feedback to and from learners is satisfactory but requires further development.
The trainee’s use of assessment strategies to monitor progress is either limited or absent. Learner activity where present is not monitored and feedback to learners is absent or not constructive.
5. Reflective practice is undertaken regularly. Professionalism can be seen in all observed aspects of practice.
Professional standards
ETF UKPSF1; 2; 6; 10; 12
A5K5; 6V3; 4
The trainee has an excellent detailed teaching practice file which demonstrates their ability to self-evaluate without prompting and identify own areas for development with considerable accuracy. Excellent communication is evident and the trainee presents an exemplary professional classroom persona (for example appropriate language, dress and classroom presence including managing professional boundaries). The trainee clearly demonstrates a willingness to learn and a strong commitment to personal and
The trainee has a good teaching practice file and demonstrates reflection on practice. The trainee is able to identify own areas for development with some prompting and support and has acted on previous development points. Good communication is evident. The trainee presents a professional classroom persona (though there may be developmental targets). The trainee demonstrates a willingness to learn and a good commitment to personal and
The trainee has a satisfactory teaching practice file and some limited reflections. However, they require support and prompting to identify own areas for development. Satisfactory communication is evident. Professionalism is sufficient so as not to cause concern however the trainee may need feedback on aspects of their practice with regards to professional development and employability for example their dress, language and adherence to local policy. Additionally the trainee may
The trainee demonstrates little or no reflection on practice and has either no or very weak evidence of evaluation. The trainee demonstrates unprofessional behaviour for example: Inappropriate dress or
language Non-adherence to local
codes and policies Attendance and
timekeeping are poor Does not work well as
part of a team Has difficulty
23
professional development. professional development. not be proactive in monitoring and managing their own learning and development.
maintaining positive relationships with other staff.
24
