Brunel University London PGCE ITE Profile Document

Brunel University London PGCE ITE Profile Document

The Profile Summary: Part 1 (Teaching) Name:

Please use the descriptors above as the guide to decide a ‘best fit’ overall grade for the Student Teacher for each Standard. To achieve QTS Student Teachers must demonstrate that they have attained the minimum grade for each of the eight Teachers' Standards and met the requirements in part 2 of the Teachers' Standards. If a Student Teacher is making unsatisfactory progress towards meeting any Standard, then he/she cannot be awarded the minimum level for that standard. If a Student Teacher has made unsatisfactory progress in one or more of the Teachers’ Standards, his/her progress to the next phase of the course will be reviewed on an individual basis.

Foundation PhaseSchool:

/

Development PhaseSchool:

/

Consolidation PhaseSchool:

/

Final grades

Standard / Interim grade / End of phase grade / Interim grade / End of phase grade / Interim grade / End of course grade / Final placement grade
TS1
TS2
TS3
TS4
TS5
TS6
TS7
TS8
Final best-fit overall grade

Please sign and date to indicate that a discussion of these assessments has taken place at the interim stage and end of each Phase. Add a comment as necessary:

Foundation phase / Development phase / Consolidation phase
Mentor
Student Teacher
PCM
University Tutor

1

Interim and End of Phase Profile Document

The Profile Summary: Part 2 (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.
• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

All Student Teachers to be awarded QTS will have demonstrated high standards of professional behaviour and 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. 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 equality legislation. They are aware of the professional duties of teachers as set out in the statutory documentation.
Confirmation that the Student Teacher has demonstrated appropriate evidence. / Yes/No / Number of days absent (include 0) / Comment (either on exceptional performance or any issues arising) / Signature
Foundation Phase / Interim
End of Phase
Development Phase / Interim
End of Phase
Consolidation Phase / Interim
End of Phase

1

Interim and End of Phase Profile Document

S1 Set high expectations which inspire, motivate and challenge pupils

Interim Assessment

(Foundation/Development/Consolidation)

Grade for meeting the TS is required. /

End of Phase Assessment

(Foundation/Development/Consolidation)

Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S2 Promote good progress and outcomes by pupils

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S3 Demonstrate good subject and curriculum knowledge

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S4 Plan and teach well-structured lessons

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S5 Adapt teaching to respond to the strengths and needs of all pupils

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S6 Make accurate and productive use of assessment

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S7 Manage behaviour effectively to ensure a good and safe learning environment

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document

S8 Fulfil wider professional responsibilities

Interim Assessment
(Foundation/Development/Consolidation)
Grade for meeting the TS is required. / End of Phase Assessment
(Foundation/Development/Consolidation)
Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard.
Mentor/Student Teacher agreed grade
O
G
RI
I / Student Teacher's self-assessment of their teaching and impact on pupils’ learning rationale (including direct reference to appropriate evidence and where this can be found): / Grade
O
G
RI
I
Mentor's assessment and rationale: / Grade
O
G
RI
I
Comment, including any interventions if RI or I is given: / Mentor/Student Teacher agreed grade
Grade: O G RI I
Targets (to be set at a joint meeting) for:
Next Phase i.e. Development/Consolidation:
Strengths and Distinctiveness:

1

Interim and End of Phase Profile Document