Practice Specific Information
TP FLT Sign off
Teaching Practice Dates
(including preliminary visits)
TP De-Briefing in faculty / 18 May 2012
Name and Address of School
Telephone Number
Email Address
Name of Head Teacher
Name of School Based Tutor (SBT) (if appropriate)
Name of Host Practitioner (HP)
Contact details in case of exceptional circumstances
Name of Faculty Link Tutor (FLT)
Contact details
Trainee home phone number
Trainee mobile phone number
Trainee university email address
Name of PDT
Emergency Contact Details for Trainee
(Please include name and mobile phone number)
Getting to know your placement school
Essentials Checklist for Preliminary Visits
· Observe other colleagues teaching and record in your TP Booklet. Note the different practical strategies being used and identify those you might take forward into your own practice.
· Negotiate the timetable to be taught.
· Discuss the school’s medium term planning for the areas you will be teaching.
· Complete the first short term planning for the areas to be taught.
· Join your HP on playground duty.
· Find out about lunchtime arrangements both in the hall and on the playground.
· Get to know the children and establish your role as the teacher by leading a session as appropriate. This will develop your confidence prior to the block practice starting.
· Identify the areas for development during this TP and begin to formulate your action points for discussion with your PDT.
Health & Safety Check List (Q3a, Q3b)
Comment1. Have you read a copy of the school’s Health & Safety Policy? / Yes/ No
2. Do you know how to report an accident and the location of the Accident Book? If not, you need to find out. / Yes/ No
3. Do you know who the First Aid Officers are and how they can be contacted? If not, you need to find out. / Yes/ No
4. Do you know what the Fire Drill is and where to assemble? If not, you need to find out. What is the alternative exit if the usual one is blocked? / Yes/ No
5. Have you been made aware of any workplace/ outside environment hazards? If so, what are they? / Yes/ No
6. Do you know who to report any faulty equipment or anything which may cause any injury to? If not, you need to find out. / Yes/ No
7. Do you understand your responsibility towards Health & Safety? What does this entail? / Yes/ No
8. Do you know about current legal requirements, national policies and guidance on the safeguarding and promotion of the well being of children and how it impacts on this setting? (Q21a) / Yes/ No
Identify any specific considerations to be taken into account during this practice including general and subject specific issues.
Your Entitlements
It is your responsibility, as a trainee, to make sure that you receive all of your entitlements and keep this page up-to-date. The teaching practice will not be allowed to begin until actions 1 – 5 have been completed.
Action / Name of person/people involved / Date / CommentsBefore Practice Starts:
1. School/setting induction including Health and Safety briefing.
2. Formulate pre-practice action points and discuss with PDT. Record on relevant page.
3. Share action points with relevant school staff and note any comments.
4.Teaching Practice File approval by HP (and SBT).
5. Teaching Practice File approval by FLT.
I confirm that the trainee is ready to commence their teaching practice (actions 1 – 5 complete)
Signed: / Date:
Signed: / Host Practitioner / School Based Tutor / Date:
Faculty Link Tutor
During Practice:6. Mid Point Review meeting and action points discussed
7. PDP File shared and discussed with relevant colleagues on a regular basis.
8. End of Practice Report discussed and appropriate page completed.
9. Phonics/guided reading has
been taught.
10. Faculty Link Tutor debrief.
I confirm that I have received the above support (actions 1 – 10 complete).
Signature of trainee: / Date:
Preliminary Planning – Approval Sheet
Prior to beginning their practice all trainees must have the security of knowing that their planning is adequate to make an effective start to their teaching. This means that the preliminary planning for each subject that is being taught must be approved by the Host Practitioner. This will include the first short term lesson planning for each subject to be taught.
Subject/Area of Learning / Host Practitioner signature / HP Comments linked to Planning / Trainee’s identification of subject and pedagogical knowledge development needsAction Points for Practice
The trainee should generate action points linked to the QTS Standards and share them with all those involved in their support. The action points at this stage of their course relate to the Grade Criteria, the individual needs of the trainee and to the specific class in which they are placed for the practice. It is not necessary to copy the Standards – you need to put action points in your own words and then link them to the Standards.
Related Standards / 1. ............
......
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2......
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3......
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4......
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Signed: / Date:
Signed: / Trainee / Date:
Signed: / PDT / Date:
Signed: / Host Practitioner/School Based Tutor
/ Date:
Faculty Link Tutor
Record of Observations of the Trainee
The trainee must complete this page after s/he has been observed.
Date / Subject or Area of Learning / Conducted by HP/SBT/FLT / What do you now need to do to move your practice on? (Q7a, Q8, Q9)Record of Weekly Review Meetings
This record must be completed by the trainee and signed by all participants. Please use Weekly Reviews to discuss progress in relation to the Professional Development Profile and to identify short term focus areas for development in relation to the QTS Standards. (Q7a, Q9)
Date / Outcomes of Weekly Review Meeting (linked to Standards) / SignedRecord of Trainee Observations of other Teachers
Trainees must complete this page after observing other teachers’ lessons.
Date & Year Group observed / What is the purpose of the observation? / What practical strategies are you now going to try with your class? (Q8)Record of Trainee’s Experience of Phonics/Guided Reading
The trainee must be involved in at least one phonics/guided reading session to a group/class of children within the school.
Trainees must share their ‘Teaching of Reading Booklet’ with the HP and FLT.
Date / Year Group / Comments13
TRAINEE GRADE CRITERIA: FIRST teaching practice
Judgements at Mid Point Review (MPR)
· Please underline the key aspects of performance criteria (relating to lessons, files, explanations and characteristics) which a trainee has fully achieved at this point in the practice.
· In addition, dot-underline any criteria that a trainee is starting to achieve or needs to sustain before final judgement can be made.
· Tick the one overall MPR grade achieved using a best-fit approach in the table below.
Date of MPR:MPR Grade Indicator / Overall grade
4c Met some grade 4 criteria in each of: lessons, files, explanations, characteristics*
4b Met most of the criteria for grade 4 (Approx 65% of comments solid underlined)
4a Met all of the criteria for grade 4
3c Met criteria for grade 3 adequately (Approx 25-30% of comments solid underlined)
3b Met criteria for grade 3 securely (Approx 65% of comments solid underlined)
3a Met all of the criteria for grade 3
2c Met criteria for grade 2 adequately (Approx 25-30% of comments solid underlined)
2b Met criteria for grade 2 securely (Approx 65% of comments solid underlined)
2a Met all of the criteria for grade 2
*If the trainee, at this stage of their practice has not achieved at least 1 element from each section of the TP Grade Criteria or is showing significant areas of concern or is not engaging in the Teaching Practice experience, you should complete an unsatisfactory MPR page.
End of Practice Report (EPR)
· Please highlight all criteria that have been fully achieved by the end of the practice in any colour except yellow or orange.
· Tick the one overall EPR grade achieved using a best-fit approach in the table below.
Date of EPR:EPR Grade Indicator / Overall grade
FAIL Not meeting all of the criteria for grade 4
4a Met all of the criteria for grade 4
3c Met criteria for grade 3 adequately (Approx 25-30% of comments highlighted)
3b Met criteria for grade 3 securely (Approx 65% of comments highlighted)
3a Met all of the criteria for grade 3
2c Met criteria for grade 2 adequately (Approx 25-30% of comments highlighted)
2b Met criteria for grade 2 securely (Approx 65% of comments highlighted)
2a Met all of the criteria for grade 2
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Teaching Practice Grade Criteria: BA 1/PGCE 1st Trainees in lessonsTP Grade 4 trainees: Developing / TP Grade 3 trainees: Satisfactory / TP Grade 2 trainees: Good
· teach lessons in which most learners make progress or consolidate their learning / · teach lessons in which learners make progress or consolidate their learning / · teach lessons where all of the children are engaged and making progress in their learning
· are starting to respond to individual and groups of learners’ questions and needs to enable learners to progress and meet the learning expectations
· are mostly successful in matching teaching and learning activities to the intended learning objectives / · respond to individual and groups of learners’ questions and needs to enable learners to progress and meet the learning expectations
· match teaching and learning activities to the intended learning objectives
· are aware of barriers to learning and possible strategies to address them / · ensure that all learners are sufficiently challenged and achieve the intended learning objectives
· teach in a way that engages learners’ interest so that they become fully involved in the lesson
· understand how to overcome barriers to learning such as low levels of literacy/numeracy
· in most lessons demonstrate secure subject knowledge that develops learners’ understanding and skills / · demonstrate secure subject knowledge that develops learners’ understanding and skills / · use their subject knowledge to find different ways of explaining or alternative teaching approaches
· effectively utilise the Host Practitioner’s expectations and strategies for behaviour management / · set clear expectations for learning and behaviour in line with the school’s policy
· have some of their ideas for developing behaviour management strategies / · high expectations for behaviour are set
· the trainee has developed and consistently used some of their own strategies
· with assistance manage the learning environment and resources to enable all learners to make progress
· are starting to plan and use resources effectively and on a number of occasions effectively deploy other adults, learning support and other professionals / · manage the learning environment and resources to enable all learners to make progress
· plan and use resources efficiently, including the deployment of other adults, learning support and other professionals / · work effectively with learning support and other professionals in planning, teaching and monitoring and reviewing learners’ progress
· make creative use of the learning environment and resources
· are starting to monitor learners’ progress and assess their achievement, providing feedback to learners which aids their progress / · monitor learners’ progress and assess their achievement, and provide feedback to learners which aids their progress
· begin to use appropriate assessment strategies / · use a range of different assessment methods matched well to the expected learning outcomes and show an understanding of why a particular method was chosen
· monitor and assess learners’ achievement and provide feedback to them that is based on the specific needs of learners or groups of learners that leads to further progress
· show flexibility that takes account of progress made by learners and match their teaching to it
Teaching Practice Grade Criteria: BA 1/PGCE 1st Trainees’ files
TP Grade 4 trainees: Developing / TP Grade 3 trainees: Satisfactory / TP Grade 2 trainees: Good
· can plan most lessons that set clear learning outcomes and indicate how the planned activities will enable learners to meet these, and how progress and achievement will be monitored and assessed / · plan lessons that set clear learning outcomes and indicate how the planned activities will enable learners to meet these
· identify how progress and achievement will be monitored and assessed – including recognition of potential barriers to learning such as low levels of literacy/numeracy / · plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, and matching these to the teaching and learning approaches – with clear recognition of how to deal with any potential barriers to learning
· plan clear links between expected outcomes and how progress and achievement will be monitored and assessed, with outcomes used in subsequent planning
· set lessons clearly in a sequence that is designed well to secure progression
· in most evaluations show an understanding of the need to evaluate the effectiveness of their teaching with some focus on learners
· are starting to take some responsibility for their own professional development by identifying future targets / · understand the need to evaluate the effectiveness of their teaching with a clear focus on learners
· take some responsibility for their own professional development by setting appropriate targets agreed by all parties / · evaluate their teaching with a clear focus on the impact on learners with some reference to their progress
· provide clear evidence of understanding the need to take responsibility for their own professional development through evaluating performance and setting appropriate and clear targets
· work with trainers to refine these targets and to monitor their progress with evidence of implementation, review and reflection
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