Individual Learning Plan 2014-16

Contents

Section 1 – Introduction to Teaching Learning and Assessment

You will have covered this in your ITLA or have achieved the outcomes via your PTLLS (Preparing to teach in the Lifelong Learning Sector) qualification)

Year 1

Section 2 – Teaching Practice Portfolio

  • Personal and placement details
  • Placement induction / key information check
  • Subject knowledge audit
  • Self-assessment statement (start of module)
  • Professional Standards
  • Code of conduct (not needed if you have already signed this as part of the ITLA)
  • Holistic grading criteria
  • Weekly reflective journal
  • Trainee observation of an experienced teacher (2)
  • Trainee observation of a peer (full time students only, optional for part time)
  • Meetings with mentor documentation
  • Behaviour Management micro teach – tutor review
  • Reflection and evaluation of micro teach
  • Evaluate your understanding of behaviour management in your practice
  • Action plan from presentations and micro teach
  • Tutorial review
  • Self-assessment statement (end of module)
  • Evidence against Professional Standards
  • Case study of a learner
  • Critique of a lesson plan
  • Critique of an assessment method used
  • Lesson observations
  • Tutor 1
  • Tutor 2
  • Mentor 1
  • Mentor 2
  • Reflections on observations (2 x tutor and 2 x mentor)
  • Action plans from observation feedback (x4)
  • Teaching practice log of hours
  • Full grading checklist

Year 2

Section 3 – Subject Specialist Teaching

  • Weekly reflective journal
  • Trainee observation of experienced teacher (x2)
  • Trainee observation of peer
  • Meetings with mentor documentation
  • Tutorial review
  • Self-assessment statement
  • Evidence against Professional Standards
  • Case study of a learner
  • Critique of a lesson plan and action plan
  • Critique of an assessment and action plan
  • Critique of original resources and action plan
  • Lesson Observations
  • Tutor 1
  • Tutor 2
  • Mentor 1
  • Mentor 2
  • Reflections on observations (2 x tutor and 2 x mentor)
  • Action plans from observation feedback (x4)
  • Critical incidents (x2)
  • Teaching practice log of hours
  • Full grading checklist

Section 4 – Enrichment and Extension Activities

  • Log of activities
  • Evidence of activities

Guide to the ILP (trainee)

The Structure

The ILP is designed to track, monitor and evidence your journey from the start of your Certificate in Education or Professional Graduate Certificate in Education to the end of the course. It is meant to support you in meeting the professional standards and to show your improving development as a teacher in the sector.

It is important that you have this ILP with you for all mentor meetings, tutorials and with you in your practice placement especially during your observations.

All professional standards can be evidenced through your lesson planning, observations, mentor meetings, practice based tasks and written assignments. You must also keep a teaching file; this contains all your lesson plans, resources and lesson evaluations which is available to be viewed by both your mentor and tutor at any time in your practice.

There are 4 sections to the ILP:

Section 1: Introduction to Teaching Learning and Assessment / Introduction, orientations, Personal details, Initial assessment
Section 2: Teaching Practice Portfolio / Practice based
Section 3: Subject Specialist Teaching / Practice based
Section 4: Enrichment and Extension / Study centre and practice based

It is important to note that the ILP is ultimately ‘owned’ by you although a range of professionals will contribute to its content.

For each section there are subsequent tasks and activities to complete. The subsequent table outlines what these are. Each document referred to in the table can be found in the ILP. It is entirely up to you whether you complete a paper copy or an electronic version found on your study centre VLE. You will need to have this available (at all times) in your practice placement.

ILP Guide

Section / Content / What you need to do
Introduction to teaching learning and assessment /
  • Personal Details
  • Initial assessment
  • Subject knowledge development
  • Action planning
  • Beginning of reflective journal
  • Reflections on taught sessions
  • Observation of an experienced teacher
  • Micro Teach
/ Attend all tutorials, academic study and practice placement (if appropriate). Guidance will be given during sessions regarding tasks that need to be completed in this section.
Teaching Practice Portfolio /
  • Weekly meetings
  • Lesson observations
  • Behaviour management
  • Reflections
  • Action plans
  • Case study
  • Mid review point
/ As above plus:
Meet with mentor once a week. Have dual observation with tutor and mentor. Complete all further tutor and mentor observations.
Subject Specialist /
  • Subject specialist knowledge review
  • Observation of peer
  • Critical incidents
  • Professional Standards evidencing
  • Self-assessment
  • Summative review
/ As ITLA plus:
Meet with mentor once a week. Complete all further tutor and mentor observations. Attend 2 day subject specialist resource fair at Teesside University.
Enrichment and Extension /
  • Activities built into programme timetable
  • Additional evidence from placement
/ Supplementary evidence that demonstrates participation in all study and placement activities.

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Individual Learning Plan 2014-16

Section 2 – Teaching Practice Portfolio

Personal Details

Name:
Start Date:
Programme Title:
Place of Study:
Contact Address:
Contactable telephone No:
e-mail:
Placement details
Name of practice placement:
Full address including postcode:
Telephone number:
Subject Mentor’s name:
Contact tel. no:
e-mail:
(If you have more than one teaching placement please include these details on a separate sheet.)

Placement Induction / Key information check

Placement Information / Seen/Discussed/Got a copy of
Philosophy and ethos of the organisation
(you may find this on the website)
Structure and management
Code of conduct and professional expectations of teachers
Structure of the teaching time
Facilities and policies on use and access of audio visual/ICT equipment/resources/photocopying
Safety and emergency policy
Equal opportunities policy
Student code of conduct/behaviour management policy
Anti-bullying policy
Staff meetings/briefings schedule
Extra-curricular opportunities
Meet the Head of Department and other staff
Curriculum policies
Departmental meetings
Departmental equipment and resources
Departmental homework/assignment schedule
Assessment, recording and reporting policies/procedures

Subject Knowledge Audit

All teachers need to constantly update their specialist knowledge in order to keep up-to-date. You will need to carefully review relevant specifications and assessment criteria and the broader subject area to help identify key areas for development.

Areas for Subject knowledge development / Action to be taken / By when

Self-assessment statement against the Professional Standards(start of module)

(Guidance to be given during taught session) (if you have completed the ITLA, you can use the end of module self-assessment statement)

Professional Standards

(Education and Training Foundation, 2014)

Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. (Education and Training Foundation, 2014)

The 2014 Professional Standards:

  • set out clear expectations of effective practice in education and training;
  • enable teachers and trainers to identify areas for their own professional development;
  • support initial teacher education; and,
  • provide a national reference point that organisations can use to support the development of their staff.

What’s in the standards?

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice.

Professional Standards

Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
1 / Reflect on what works best in your teaching and learning to meet the diverse needs of learners
2 / Evaluate and challenge your practice, values and beliefs
3 / Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge
4 / Be creative and innovative in selecting and adapting strategies to help learners to learn
5 / Value and promote social and cultural diversity, equality of opportunity and inclusion
6 / Build positive and collaborative relationships with colleagues and learners
Professional knowledge and understanding
Develop deep and critically informed knowledge and understanding in theory and practice
7 / Maintain and update knowledge of your subject and/or vocational area
8 / Maintain and update your knowledge of educational research to develop evidence-based practice
9 / Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
10 / Evaluate your practice with others and assess its impact on learning
11 / Manage and promote positive learner behaviour
12 / Understand the teaching and professional role and your responsibilities
Professional Skills
Develop your expertise and skills to ensure the best outcomes for learners
13 / Motivate and inspire learners to promote achievement and develop their skills to enable progression
14 / Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
15 / Promote the benefits of technology and support learners in its use
16 / Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning
17 / Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge
18 / Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement
19 / Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
20 / Contribute to organisational development and quality improvement through collaboration with others

Professional Code of Conduct

In addition to Teesside University’s Student Protocol, which sets out our commitments to you and explains what we expect of you in return, the School of Social Sciences and law has a code of professional conduct which is applicable to all student teachers on our Professional Graduate Certificate in Education and Certificate in Education provision.

The Code of professional conduct is designed to highlight key obligations from the student protocol and outline an additional framework that we feel is necessary when conducting the professional nature of the role of student teacher.

Please read the following and sign the agreement below.

Student teachers at Teesside University are expected to:

  • Be punctual and attend all induction events, lectures, tutorials, examinations and other activities which form part of the programme (subject to absence for medical or other prior agreed reasons);
  • Submit, by required deadlines, course work and other assignments ( subject to exceptional circumstances – completion of procedural paperwork needed)
  • Demonstrate respect for all staff employed by their placement, university and any external agencies;
  • Carry out their duties in line with placement’s policies and expectations;
  • Be committed to all placement obligations
  • Evaluate own practice in line with professional standards for teachers and trainers in education and training;
  • Comply with equal opportunities legislation and follow placements policies in relation to safeguarding and protecting the welfare of students;
  • Contact placement and University to inform of any absence and forward lesson planning to the placement to cover any organised teaching;
  • Maintain professional standards of dress and appearance in line with placements policy;
  • Ensure the responsible and appropriate use of social networking sites.

Students name:

Signature:

Date:

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Individual Learning Plan 2014-16

Criteria to support the holistic assessment of teaching against the Professional Standards

These descriptors are based on The Professional Standards for Teachers and trainers in Education and Training-England (2014).

The descriptors will be used to:

  • support tutorials and meetings with mentors by providing benchmarks against which current levels of achievement can be agreed and future targets for improvement can be set
  • support trainee self-assessment and reflection by helping them to identify their own strengths and areas for development
  • formally assess the quality of a trainee’s teaching against the Professional Standards at defined points throughout the course (all judgements should be made on a best fit basis, using a range of evidence, including input from mentors and placement providers).

Professional Standard / Grade 1: Excellent / Grade 2: Good / Grade 3: Adequate / Grade 4: Emerging / Insufficient
evidence
Professional values and attributes
Develop your own judgement of what works and does not work in your teaching and training
  1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners.
/ On-going insightful reflection ensures that the trainee is consistently challenging and developing their practice to ensure that all learners are treated equally and make excellent progress. / Frequent thoughtful reflection is used to develop and adapt teaching to ensure that all learners are treated equally and make good progress. / Some considered reflection on practice ensures that the needs of most learners are met most of the time and that learners have access to equal opportunities. / There is evidence of some reflection on practice but its impact on learners and the teaching choices made are not always evident. Not all learners have equal opportunities all the time. / Insufficient
evidence to make a judgement.
  1. Evaluate and challenge your practice, values and beliefs.
/ The trainee consistently questions, evaluates and critiques their position and their practice. They actively engage with areas that are pertinent to the wider educational field. They regularly discuss and share their perspectives and are keen to learn from others. / The trainee questions and evaluates their position and their practice. They demonstrate engagement with areas that are pertinent to the wider educational field. They discuss and share their perspectives and are willing to learn from others. / The trainee sometimes questions and explores their role and their practice. They demonstrate an understanding of some key, current educational topics. They are able to discuss these topics in detail and recognise that they can learn from others. / The trainee demonstrates some capacity to explore their role and practice. They are aware of some key, current educational topics. They are able to discuss these topics and sometimes demonstrate that they can learn from others. / Insufficient
evidence to make a judgement.
  1. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge.
/ Teaching and learning are characterised by enthusiasm and passion for the subject area. This fully engages and captures the interest of learners so that they are motivated and challenged. Consistently clear, integrated links are made between the subject and other areas and to prior and future learning. Learners recognise and can articulate the importance of their learning to their wider development. / Teaching and learning are characterised by enthusiasm for the subject area. This engages learners so that they become fully involved in lessons. Clear, integrated links are made between the subject and other areas, links to prior and future learning are made. Learners are able to discuss the importance of their learning to their wider development. / Teaching and learning are characterised by a positive approach to the subject area. Most learners are engaged most of the time. Clear links are made between the subject and other areas, links to prior and future learning are made. Learners broadly recognise the importance of their learning to their wider development. / Teaching demonstrates a broadly positive approach to the subject area. Some learners are engaged some of the time but this is inconsistent and limited. General comments linking to future or prior learning but these are not specific enough or integrated. Learners are unclear as to the wider purpose of their learning. / Insufficient
evidence to make a judgement.
  1. Be creative and innovative in selecting and adapting strategies to help learners learn.
/ Consistently makes use of creative and original resources and strategies. Demonstrates flexibility, adaptability, changes pace, approach and teaching in response to learners. / Often makes use of creative and original resources and strategies. Demonstrates flexibility/ adaptability that takes account of the progress made by learners through the use of a range of well-chosen teaching strategies and varied pace. / Manages the learning environment and resources to enable learners to make progress. Sometimes shows flexibility to take account of learner progress; uses a variety of teaching strategies, matches pace to learning. / The management of the learning environment and resources does not enable all learners to make progress. Seldom demonstrates flexibility/ adaptability; sometimes matches their teaching to learners’ progress. Pace is not always appropriate. / Insufficient
evidence to make a judgement.
  1. Value and promote social and cultural diversity, equality of opportunity and inclusion.
/ Consistently and highly effectively encourages all learners to develop a deep understanding of diversity and its impact. Situations are approached from a wide range of stand-points taking account of varying beliefs in a sensitive and embedded manner. Actively seeks ways to include all learners in all activities. / Consistently and effectively encourages most learners to develop an understanding of diversity and its impact. Situations are approached from a range of stand-points taking account of varying beliefs. Actively seeks ways to include most learners in all activities most of the time. / Encourages learners to develop an understanding of diversity and its impact. Situations are approached from different stand-points taking account of varying beliefs. Ways to include most learners in most activities are sought. / Tries to help learners to develop an understanding of diversity and its impact but this is not always successful or effective. Situations are approached from different perspectives but this is often unconvincing. Tries to include some learners in activities some of the time. / Insufficient