Trainee Teacher Profile Form

Primary Education

TRAINEE TEACHER PROFILE FORM

PGCE and School Direct

Trainee Name

Personal Information

Programme
Subject
Year of study
Student Number
Edge Hill University E-mail
Telephone number
Subject Specialism
Minor Specialism
Other qualifications e.g. coaching awards

Interests

Interest that you may be able to utilise whilst on professional practice.

Primary Education

Interview Targets (to be completed by trainee in preparation to first Tutorial Review point)

Target / Progress update

Pre-programme Experience[i]

Setting[ii] / Setting Context[iii] / Summary of Experience[iv] / Key Achievements/Strengths[v] / Emerging Training Needs[vi]
Independent
Single sex
Faith school
Academy
SEN
Training provider
Other
Other______/ Whole School: (see guidance notes)
Class(es)( see guidance notes) / Phonics
Mathematics
Behaviour
Assessment
EAL
SEN/D
Challenging school
/

Enhancement experience

Setting / Setting Context / Summary of Experience
Independent
Single sex
Faith school
Academy
SEN
Training provider
Other
Other______/ Whole School: (see guidance notes)
Class(es)( see guidance notes) / Comment:
Subject Specialism
Transition
SEN/D
Assessment
EAL
Behaviour
Challenging school
Key Achievements/Strengths / Emerging Training Needs / Progress updates[vii]

Professional Practice Phase1

Setting / Setting Context / Summary of Experience
Independent
Single sex
Faith school
Academy
SEN
Training provider
Other
Other______/ Whole School: (see guidance notes)
Class(es)( see guidance notes) / Phonics
Mathematics
Behaviour
Assessment
EAL
SEN/D
Challenging school

End of Professional Practice [viii]

1
2
3 (RI)
4 (Inadequate)
Key Achievements/Strengths / Emerging Training Needs / Progress update

1Professional Practice 2 Final Grade into NQT Year

1End of Programme Level of Performance(at end of PP2)

Overall Grade (please tick)

1
2
3 (RI)
4 (Inadequate)

Teachers’ Standards Grades[ix]

TS1 / TS2 / TS3 / TS4 / TS5 / TS6 / TS7 / TS8 / Part 2
Final grade / Pass
Fail

Trainee Name: Print

Signed:

/ Date:

Personal Tutor: Print

Signed:

/ Date:

Programme Leader Name: Print

(Or other designated Senior Manager) /

Signed:

/ Date:

Source:

CEDP: Career Entry Development Profile[x]

TS1 Set high expectations which inspire, motivate and challenge pupils / Competent[xi] (please tick) / Confident (please tick) / TS2 Promote good progress and outcomes by pupils / Competent (please tick) / Confident (please tick)
Establish a safe and stimulating environment for pupils, rooted in mutual respect / Be accountable for pupils’ attainment, progress and outcomes
Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions / Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils / 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
Additional Guidance with Specific Reference to:
Challenge and motivate all pupils and in particular in schools where attainment is low / Identify and build on pupils’ prior knowledge to ensure their progress
TS3 Demonstrate good subject and curriculum knowledge / Competent (please tick) / Confident (please tick) / TS4 Plan and teach well-structured lessons / Competent (please tick) / Confident (please tick)
Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings / Impart knowledge and develop understanding through effective use of lesson time
Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship / Promote a love of learning and children’s intellectual curiosity
Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject / 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)
Additional Guidance with Specific Reference to:
Understand the National Curriculum, including National Curriculum 2014, and its associated examination and assessment arrangements / Select and use new technology to effectively support learning
Demonstrate knowledge of the 6th form curriculum and assessment methods with the requisite subject knowledge to support student progress (Secondary only)
Demonstrate confidence and competence in teaching reading, including systematic synthetic phonics, language comprehension and reading comprehension (Primary and Early Years only)
Demonstrate confidence and competence in teaching writing (Primary and Early Years only)
Demonstrate confidence and competence in teaching mathematics (Primary and Early Years only)
Demonstrate confidence and competence in teaching PE, including for pupils with special educational needs (Primary and Early Years only)
Demonstrate secure subject knowledge across the curriculum to support teaching and learning including the development of a subject specialism
TS5 Adapt teaching to respond to the strengths and needs of all pupils / Competent (please tick) / Confident (please tick) / TS6 Make accurate and productive use of assessment / Competent (please tick) / Confident (please tick)
Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively / Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these / Make use of formative and summative assessment to secure pupils’ progress
Demonstrate an 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 / Use relevant data to monitor progress, set targets, and plan subsequent lessons
Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them / Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
Additional Guidance with Specific Reference to:
Understand the causes of low attainment in some underperforming groups of pupils / Collect and record appropriate formative assessment data and summative test data across the curriculum
Select and use teaching strategies that are effective in ensuring progress for all pupils including those from underperforming groups; and those eligible for the pupil premium / Use assessment data to identify pupils’ progress and support their learning.
Demonstrate confidence and competence in preparing to teach pupils from minority ethnic backgrounds / Use assessment data to evaluate the quality of teaching
Demonstrate confidence and competence in preparing to teach pupils with English as an additional language / Report pupils’ progress to different audiences and for different purposes
Demonstrate confidence and competence in preparing to teach pupils with special educational needs and disabilities with appropriate professional support / Give effective feedback to pupils to enable them to reflect on the progress they have made and identify their own emerging needs
TS7 Manage behaviour effectively to ensure a good & safe learning environment / Competent (please tick) / Confident (please tick) / TS8 Fulfil wider professional responsibilities / Competent (please tick) / Confident (please tick)
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 / Make a positive contribution to the wider life and ethos of the school
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly / Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them / Deploy support staff effectively
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary / Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
Additional Guidance with Specific Reference to:
Develop strategies to promote and manage good behaviour successfully and tackle bullying, including cyber and prejudice-based bullying / Maintain professional behaviour at all times including an appropriately professional standard of dress
Work with teaching colleagues as part of a team
Demonstrate confidence and competence in leading the work of teaching assistants and other additional adults to achieve learning objectives
Demonstrate confidence and competence in communicating effectively with parents or carers
Demonstrate knowledge of a teacher's statutory responsibilities for the welfare and safeguarding of pupils
Understand e-safety

1Guidance Notes

[i] Include all relevant experience gained within the 3 years prior to starting your teacher training programme. Complete this section prior to Professional Practice 1 in preparation for your first tutorial at EHU

[ii] Name of school or setting.

[iii]For Whole School include: age range; numbers on role; percentage of free school meals (FSM); IDACI rating; numbers with identified SEND; numbers of EAL learners; numbers of Looked After Children.

For Class(es) include: year group(s); numbers in class; gender split; ability range; identified SEND; Able Learners; EAL learners; Looked After Children

[iv]Include: Teaching Experience (key topics, examinations, syllabi); other subject teaching; PSHE teaching; extra-curricular; wider professional engagement (parents’ evening, open evenings, INSET training).

[v] Include: key achievements during specific training phase; strengths which have emerged during specific training phase.

[vi] Include: key training needs at this point in training; priorities for the next phase of training.

[vii] Review your progress, you should aim to reflect on your emerging training needs and how you are working towards achieving these.

[viii] Here you should record the final grad from your Learning Evaluations, this must be the grade agreed during the triangulation meeting with your Mentor and Visiting Tutor

[ix] Each of the Teachers’ Standards should be graded, this must be the grades agreed during your triangulation meeting with your Mentor and Visiting Tutor.

[x]The EHU CEDP will be shared with your employment-based Induction Tutors during your first year after graduation, and will form a key document to support you in planning your professional development during your NQT Development and Enhancement Programme and Induction year.

[xi]‘Competent’ refers here to the level appropriate to the stage of training reached. ‘Confident’ is to be used if you have excelled or had vast experience in this standard. (You cannot be both competent and confident).