Secondary Professional Practice Profile (C)

Secondary Professional Practice Profile (C)

Phase C: “Bringing it together”

Trainee: / Subject:
School: / Professional Tutor: / Mentor:

Although submitted as a summative report, the Professional Practice Profile also serves as a focal point for formative assessment and should be informed by discussions in mentor meetings and the use of the Professional Practice Tracker. Identifying inadequate achievement indicates a FAIL in the assessment of professional practice.

Summary of Progress and Recommendations
The school’s recommendation to the Initial Teacher Education Examination Board is that based on expected performance of a beginning teacher against the Teachers’ Standards (DfE, 2012) this trainee: / Please tick
Passes this professional practice at a VERY GOOD- This higher level achievement is an overall judgment describing indicative additional features of practice characteristic of a trainee performance at that level within this setting and context.
Passes this professional practice at a GOOD level– This good achievement is an overall judgment describing indicative additional features of practice characteristic of a trainee performance at that level within this setting and context.
PASSES this professional practice - They have demonstrated, sometimes with support, achievement of the standards. They have personal and pedagogical aspirations that will be met through ongoing professional development.
FAILS this professional practice (inadequate grades) - This indicates that despite opportunities and support, the trainee has made insufficient progress and achievement is inadequate within context. They have therefore not met minimum expectations.
It is a strict expectation this would be preceded with dialogue with the University, the raising of a Support Plan and the establishment of additional support.

Part 1 – To be completed by the trainee prior to discussion with mentor

Trainees are expected to complete Part 1 – Using their Professional Practice Tracker, trainees are expected to reflect upon their development, considering the impact their teaching has had on pupil progress and ensure that the on-line tracker is up-to-date.

Reflection on Progress: What progress have you made during the ‘Bringing it together’ period of Professional Practice, and how do you plan to develop your practice in the next phase? Write approximately 100 words reflecting on each Teachers’ Standard.

Teachers’ Standard /

• What progress have you made?
• Targets that will help you to develop your practice?

1. Set high expectations which inspire, motivate and challenge pupils

2. Promote good progress and outcomes by pupils
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well-structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfill wider professional responsibilities
Part B – Personal and professional conduct

Part 2 – To be completed by school based tutors

School based tutors are asked to complete Part 2 by providing an overall recommendation to the ITE examination board as a “best fit” (below) as well as a grade for each of the Teachers’ Standards. To support the trainee’s progression, areas of strength and targets for development should also be identified. To complete the process the PPP should be signed and copies kept by all stakeholders – a copy should be returned to the University by the School and the trainee should upload a copy on their subject specific VLE.

Summary of progress against the Teachers’ Standards

Please grade each standard based upon the trainee’s own evidence base and your ongoing assessment during the professional practice by ticking the appropriate cell. / Insufficient progress / Working towards / Met / Good / Very good
1. Set high expectations which inspire, motivate and challenge pupils
- 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.
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.
3. Demonstrate good subject and curriculum knowledge
- have a secure knowledge of relevant subject(s) and curriculum, foster and maintain pupils’ interest, 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
- if teaching early reading/mathematics, demonstrate a clear understanding of systematic synthetic phonics/appropriate teaching strategies
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).
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 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 EAL;
those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
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.
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, establish a framework for discipline with a range of strategies, using praise, sanctions rewards consistently 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.
8. Fulfill 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 well-being.

Mentor Formative Feedback

Overall Comment (e.g. planning, professionalism, subject knowledge, overall contribution to department as well as impact on pupil progress):
PROGRESS/STRENGTHS – Please identify three strengths or areas of progress (linked to Teachers’ Standards)
1.
2.
3.
AREAS FOR DEVELOPMENT – Please identify three targets with suggestions on ways to address them (i.e. What and How?)
1.
2.
3.

Professional Tutor’s Formative Feedback

Overall Comment (e.g. participation in Professional Studies, contribution to the school, extra-curricular activities, responsiveness to feedback):

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT. The trainee has demonstrated consistently high standards of personal and professional conduct. They have proved trustworthy, tolerant and respectful of others. They have consistently demonstrated proper professional regard for the ethos, policies and practices of the school and maintained high standards in their own attendance and punctuality. They have an understanding of, and always acts within, the statutory frameworks which set out their professional duties. - PASS/ FAIL(Please circle or delete as appropriate)

Trainee’s signature: …………………………………………………………………… Date discussed with Mentor ……………………………
Mentor’ssignature: ……………………………………………………………. Date forwarded to Professional Tutor ……………….
Professional Tutor’s signature: …………………………………………… Date sent to University & copied to trainee & Mentor………

Upon completion the PPP should reach the Course Co-ordinator by Friday 9th February.Our preference is for the completion of electronic copies, emailed from a work email address to . If you are submitting this form electronically please note that in the absence of a signature the emailing of this application constitutes personal validation of details including by all those copied in as co-signatories.Alternatively the form can be sent to the School of Education and Social Work, Essex House, University of Sussex, Falmer, BN1 9QQ . It is the responsibility of the school to return this official assessment form.Trainees should upload a copy on their subject specific VLE.