What happens when things don’t go as well as expected on placement?
‘Cause for Concern’ and ‘Withdrawal of Placement’ protocols:
At the University of Cumbria, we aim for all of our student teachers to be graded as good or outstanding by the end of the course. However, we recognise that for some students things don’t always go as expected on placement for various reasons, and so to achieve these grades at the end of the training some intervention or additional input may be required.
Of course, in some circumstances it may be considered that the standards will not be met and so the placement may be ended by the school or the University and it will be deemed a failed placement. This may also happen where there are serious concerns over professionalism or cases of misconduct. With a failed placement there would usually be the chance for a resit placement in the following academic year (though this might not be possible in cases of serious misconduct).
In the event of issues arising around progress on placements there are three possible courses of action:
Option 1:
Extra inputs or interventions may beinitiated by the trainee themselves, or more usually by the school mentors or University tutors. The intervention may lead to an Action Plan being drawn up (please see pages 71-74) by all involved, leading to close monitoring of progress over an agreed period of time. The Action Plan should be seen as supportive and can be initiated at any point on the course. It may be aimed at improving performance so that a trainee is seen to be meeting the Standards as expected at that point on the course, or it may be aimed at improving performance further so that a trainee achieving at a Good level may be able to move to an Outstanding level.
Option 2:
If lack of progress means that the Standards are clearly not being met or may not be met by the end of the course, this fact needs highlighting so that action can be taken quickly to help the trainee make the required progress (please note that this includes Part 2 of the Standards, regarding professionalism). In these circumstances it is requested that a ‘Cause for Concern’ form (see page 70) is completed with the trainee (by mentors and/or tutor) and sent in to the University () with the subject header indicating: FAO Secondary PGCE Course Tutor) as soon as possible for follow up by all concerned. This would usually lead to an Action Plan being drawn up so that support can be given and progress closely monitored over a set time period.
Definition
When students are assessed as achieving at N grade, indicating they have not yet met some aspect of the Teachers’ Standards, it may not necessarily mean they are a Cause for Concern (CfC). For example, if they are in the early stages of their training at Key Assessment Point 1 (KAP1) and are assessed as grade N in some of the standards, it may mean they need more time to develop some competencies and will be able to do this on their second placement by KAP2. Students can still follow the normal placement progression if they have been awarded an N grade for some aspect of their work during Key Assessment Point 1. However, for an overall N grade at this point (ie 4 or more of the Standards are graded as N at KAP 1) then we could expect a Cause for Concern form to be completed, either by the mentors at school or the University tutor. This would also be true of the KAP 2 grading point.
The Cause for Concern form should also be used throughout the course when there are any major worries or concerns over general progress or professionalism. If the mentors are unsure whether the form is needed, please contact the University tutor for your school to discuss further.
Purpose
The process of identifying a student as a cause for concern is used to make explicit the need to improve, with clearly identified targets for improvement. The Cause for Concern Action Plan (pages 71-74) is used to indicate what action will be taken to systematically and intensively promote improvement. The process will include the student, mentors and University tutor. It is essential to inform the student as early as possible about the process if mentors feel that there is a cause for concern, in order to maximise the time available to them to achieve the necessary improvement during the school placement. In all cases, discussion with University tutor is recommended as early as possible if you have any concerns about student progress.
Option 3:
Withdrawal of Placement - When should a student be asked to leave school?
The following guidance has been devised to promote consistent procedures for responding to challenging professional and personal circumstances that may seriously impact on the student’s ability to continue with the placement and not easily dealt with by the cause for concern procedures. The intention is to provide close and prompt collaboration between mentors and tutors to resolve difficult issues.
Withdrawal of a placement could be prompted by the following circumstances:
* The student requests it because of personal or professional issues.
* The school is responding to professional incompetence or misbehaviour, which is not covered by the process for responding to a cause for concern (such as unexplained absences or consistent lack of punctuality or not following agreed school procedures).
* With the agreement of all parties (student, school and University), the student has been unable to meet actions raised in the CFC action plan within a reasonable time frame.
* The school is responding to immediate and pressing internal factors.
In all such circumstances, the mentors should discuss the situation as early as possible with the student and the University to consider the next steps. A Termination of Placement form (please see page 75) will need to be completed and returned to the University as soon as possible (at the email address listed above).
Please note that throughout all of the processes listed above, the aim is to support trainees as much as possible so that they can achieve as strongly as possible by the end of the course. However, we also recognise that for a variety of reasons that this is not always possible and that sometimes the only reasonable or possible outcome is to end a placement. In this scenario the situation should be fully discussed with the trainee to consider the next steps.
In any of the circumstances listed above, please contact the University tutors as soon as possible to discuss the situation and the possible ways forward.
University of Cumbria Secondary PGCE 2016-2017Cause for Concern Form / Date of report:
Trainee: / Subject:
School: / Subject/Professional Mentor:
Purpose of Form: Arequest for an additional or early visit or other action because of cause for concern over trainee progress (at any point during the year).
The form should be returned to the School Partnership Office please at who will forward it to the PGCE Programme Leader and relevant PGCE Staff. Thank you.
Cause for concern:
Trainee’s comments:
Signed Trainee
Signed Subject/Professional Mentor
1
PGCE Secondary Action Plan 2016 - 2017
Trainee Name / Subject / School / School Based Mentor / University Personal TutorBrief explanation of requirement
ACTION POINTS (APS) / Details / Deadline / Success Criteria
Action Point 1
Action Point 2
Action Point 3
STANDARDS / AMPLIFICATION / Please Tick / Below is an indication of how this action plan addresses the Standards for Teachers. These are deemed to be the most important to secure progress for the trainee at this stage.
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 pupils’ attainment, progress and outcomes
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 the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, 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, whatever the teacher’s specialist subject
STANDARDS / AMPLIFICATION / Please Tick / Below is an indication of how this action plan addresses the Standards for Teachers. These are deemed to be the most important to secure progress for the trainee at this stage.
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 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
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.
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.
STANDARDS / AMPLIFICATION / Please Tick / Below is an indication of how this action plan addresses the Standards for Teachers. These are deemed to be the most important to secure progress for the trainee at this stage.
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, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and 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.
STANDARDS / AMPLIFICATION / Please Tick / Below is an indication of how this action plan addresses the Standards for Teachers. These are deemed to be the most important to secure progress for the trainee at this stage.
8 Fulfil 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.
2) Part Two of the Standards (please comment if required):
1
Termination of Placement
Name of SchoolName of Student / Programme of Study / PGCE Secondary (Core)
Name of Supervising Teacher / Name of University Tutor
Please Tick
I have read and followed guidance at
Information for Secondary students and schools - University of Cumbria
Policies, guidance and forms
Placement Handbook
Part Two of the Standards for Teachers - Personal and Professional Conduct
I have discussed this action with a member of the University Staff
Reason for termination of Placement
Student Signature / Date
University Tutor Signature / Date
Supervising Teacher Signature / Date
(Please return the completed form to The Administration Manager, University of Cumbria, Bowerham Road, Lancaster, LA1 3JD. Signed copies can be scanned and submitted via email to )