Copy to: Professional Mentor/ Partnership Trainer/ Trainee/ Course Leader PRPC SK P&T E&B A&P Number of days attended 63 Start date 11/03/2014 End date 20/06/2014 Practice Target Grade 2 Overall Grade for Practice 2
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Attendance Record
Student ID:22445901 School/Setting: Stretford High School Trainees Name: Eve Ingham Practice: PP2 Type:. You must complete the attendance record on a daily basis. If you are absent you must inform the school/college and the Faculty of Education Reception (01695 584790). Details of certifying and reporting absence are found in the Programme Handbook You will follow the practice schools/college holiday arrangements This attendance record must be signed by your Professional Mentor
Week Commencing Monday Tuesday Wednesday Thursday Friday Professional Mentor Signature AM PM AM PM AM PM AM PM AM PM 11/03/2014
20/06/2014
Total days present 57 Total days absent 1
Reasons for Absence - List absences below with reasons for absence. Dates Total days absent Reason for absence (details of SSC1 or medical certificate if required) SSC1 or medical certificate received (EH office use only) 1 Family emergency
Statement by Professional Mentor (Please tick each statement) I agree that this is a true record of attendance and absence. I understand that government regulations require attendance in school/college. The Trainee Teacher has returned all resources and has settled any accounts.
Professional Mentor Signature .................................................... Date: . Professional Mentor Print Name. Date: .
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Professional Responsibilities and Professional Conduct
S8 Fulfil wider professional responsibilities
Grade
Standard Prompts 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.
Grade for Professional Responsibilities and Professional Conduct
1 Outstanding 2 Good 3 - Satisfactory 4 Inadequate
Achievements (link to Teachers Standards)
During my placement at Stretford High School I have performed many actions which fulfil my wider professional responsibilities. 1 I have contributed to revision sessions and school trips and helped to represent SHS within the local community. I received a prospectus when I first arrived at SHS which I read and ensured that I understood the ethos of this school. During my time at SHS I have ensured that pupils represent the wider school ethos when walking around the corridors and school grounds I ensured that I actively helped pupils to practice the correct behaviour. I have included the use of I-Pads into my lessons where necessary as these are a big part of school life at Stretford. 2 I have ensured that I comply with the School requirements for being available for pupils from 8am, in order to make an effort to develop effective professional relationships with colleagues I have endeavoured to be available before this time to communicate with and learn from colleagues at SHS. I have attended weekly sessions with my Curriculum Mentor to build on professional advice and support. I have made an effort to attend all staff briefings and meetings. I have visited the EAL rooms and discussed the work of EAL support staff in order to improve my personal understanding and develop professional relationships. I have discussed my planned lessons with support staff and explored ways in which I can help individual pupils. 3 I have deployed support staff effectively by following up any discussion with them and providing any resources they require. 4 I have discussed and understood my professional targets and used them to improve my teaching, I then review my progress with my Curriculum Mentor each week. I have attended CPD sessions run by SHS which have enabled me to progress professionally. I have evaluated most lesson plans immediately after teaching, noting any verbal feedback and then working from this in order to improve my teaching. I have emailed lesson plans in advance of my lessons in order to receive feedback which has improved my teaching. 5 I have communicated effectively with parents with regard to pupils achievements and well-being; I did this my phoning home and either speaking to the parents directly or leaving a voicemail and my contact details.
Targets/Action
To plan and execute a trip effectively in NQT year. Work closely with TAs and build a link with the TA team/support staff. To ensure that my professional development needs are met, e.g. attending Edge Hill events, RE updates (local Authority, GCSE exam board, NATRE).
1
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Additional evidence of enhanced performance and contribution across the school/college (reflect on your broader experience and the relevant skills and expertise you have developed link to Professional Standards)
During my time at SHS I have learned to become highly reflective and also how to use this information to improve. In light of my personalised feedback I have developed a personalised lesson plan which has enabled me to improve my teaching. I have researched different pedagogies and planning strategies to improve my own teaching.
Trainee Signature: Date:
Professional Mentors comments about development
LINDAs COMMENTS
Please comment on trainees: level of professionalism; ability to demonstrate consistently high standards; understanding of, and ability to act within, the statutory frameworks which set out their professional duties and responsibilities; engagement with her/his own professional learning and development
I confirm that the trainee has met the requirements for Part Two: Personal and Professional Conduct Please tick
Professional Mentors signature: Date:
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Subject Knowledge
S3 Demonstrate good subject and curriculum knowledge Grade
Standard Prompts 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 teachers specialist subject
Grade for Subject Knowledge
1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate
Achievements (link to Teachers Standards) 1 - In order to make sure that I always have a deep knowledge of the subjects I will be teaching I explore schemes of work and identify the areas where I feel that I can improve my subject knowledge. I have visited certain libraries or buildings particularly when teaching the year 7 Manchester scheme in order to create enthusiasm for the subject. This in turn enables me to foster and maintain pupils interest in the topic. By securing a deep knowledge of all the subjects I teach I can ensure that I am able to address any misunderstandings the pupils may have when learning the information.
2 I have produced medium term plans and schemes of work which show that I have an understanding of the different curriculum areas. I have promoted the value of scholarship by creating pupil engagement and stimulating their intellectual curiosity. I have also set homework tasks for the pupils to complete in their own time. I have also set work with the option of a challenge question where the pupils can choose to complete extra work; and again promoting a scholarly attitude towards academic work.
3 I aim to promote high standards of literacy in all of my lessons. I have planned many reading tasks where the pupils highlight key information whilst reading as a class. I also have literacy focused reading tasks where the pupils work together as a class to identify any difficult words and define them. I often plan creative writing tasks with a literacy focus. During these lessons I will provide dictionaries and thesauruses for the pupils to improve their literacy skills, and also provide literary rules for writing. I have planned lessons where pupils analysed Martin Luther Kings I have a dream speech and then wrote their own. For this lesson I taught the pupils the skills necessary for analysing and writing a speech.
Targets/Action
Creativity in each lesson using varied activities throughout NQT year. Use numeracy in lessons. Be prepared to teach outside of my comfort zone and be innovative. Seek opportunities to observe outstanding practice in my new school. To retain and develop personal interest in religion culture and society.
Partnership Trainers comments about development
This is definitely one of Eves strengths, as her subject knowledge is strong and she is very able and eager to learn new topics which she has to teach. An example would be Eves hesitation at teaching Geography at the beginning of the placement, but as the placement has progressed, Eve is now able to take a subject and understand it fully, through teaching it.
PTs signature: M.Munshi Date: 20/06/2014 2
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Planning and Teaching
S4 Plan and teach well-structured lessons Grade 2
Standard Prompts impart knowledge and develop understanding through effective use of lesson time promote a love of learning and childrens 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).
S5 Adapt teaching to respond to the strengths and needs of all pupils Grade 3
Standard Prompts 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.
Holistic grade for Planning and Teaching
1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate
Achievements (link to Teachers Standards) During my time at Stretford High School, I have worked hard to impart my specialist knowledge through effective use of lesson time. I have been focusing on my teacher talk and working towards imparting my knowledge by communicating at the appropriate level of the pupils. I have developed a unique lesson plan template which enables me to transfer my knowledge by planning lesson time effectively and including activities which will enable the pupils to access the information. By planning activities which the pupils enjoy I have managed to nurture their intellectual curiosity. An example of this is when I set a research lesson where the pupils could choose a historic figure to base their research on. Many of the pupils did additional research in their own time as a result of their interest. I have planned many homework tasks during this placement and have produced good results. I have done this by setting tasks which the pupils find accessible and interesting. For example I usually give the pupils an enquiry or an open ended question which they can answer. After every lesson I have evaluated my plan and made notes which detail what went well and what I could do better. I reflect on how well the pupils did in that lesson and what I could do to change this. I look at how much progress the pupils made and how my teaching strategies affected pupil progress. I have contributed to the design and provision of an engaging curriculum for years 7, 8, and 9. I have achieved this by adapting existing schemes of work to meet the needs and ability of my own classes. I have also designed some schemes which engage and challenge the pupils. For example I designed a scheme of work on the topic of Manchester and the history of the city where I created work which was relevant to the pupils and included aspects of the topics which they were already familiar with. I have made sufficient progress from the start of my second placement with regards to learning when and how to differentiate appropriately. In order to ensure all pupils are taught effectively I ensure that all material is relevant for each pupil, then I create extension tasks for higher ability pupils which stretches and challenges their ability. I also allow higher ability pupils to lead their peers in discussion. I create work tasks which are appropriate to individual learners. I do this by looking at the class data and assessing the needs of each pupil. When planning a lesson I ensure that I have a clear understanding of the needs of all pupils in that class. By looking at data, conversing with Teaching assistants, EAL specialists and other members of support staff I am able to plan a lesson which caters for their individual needs. After every lesson I reflect and evaluate whether the approach I used helped that particular pupil and then adapt my future lesson accordingly.
2
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Targets/Action
Continue to plan systematically and to keep records and a teaching file to evidence my planning. To seek opportunities to observe effective inclusive, differentiated teaching e.g. nurture and access classes, challenge and extension. Familiarise myself with the senco and sen team, and ask for advice when planning. Continue to use a timer to ensure the pace of the lesson coincides with pupil progress.
Partnership Trainers comments about development
Eve has begun to develop her own lesson structure using a new revised version of the EdgeHill lesson plan proforma. She has reflected upon past lessons, and does so with ease now, evaluating her lessons to solve any issues of timing and pace. Creativity is an ongoing target for Eve, as she struggled with engagement from students. As the placement has progressed, Eve has picked up the timing through the use of an alarm, and ensured that the activities were varied. Students have begun to enjoy the lessons, and take active roles in the activities available.
PTs signature: M.Munshi Date: 20/06/2014
Expectations and Behaviour
S1 Set high expectations which inspire, motivate and challenge pupils Grade
2 Standard Prompts 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.
S7 Manage behaviour effectively to ensure a good & safe learning environment Grade
2 Standard Prompts 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 schools 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.
Holistic grade for Expectations and Behaviour
1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate
2
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Achievements (link to Teachers Standards) Before starting a lesson I plan time to explain my expectations to the class, this helps me to provide a safe and stimulating environment for the pupils and allows a relationship rooted in mutual respect to develop. I ensure that all pupils and myself act on mutual respect by establishing my expectations and by reinforcing the positive rather than focus on the negative. I have sent postcards and phone calls home for pupils to congratulate them on their achievements. I differentiate the learning outcome for each lesson to ensure that all pupils are stretched and challenged. I have given personalised assessment feedback for pupils and set targets which challenge them according to their own needs. I ask pupils to explain the correct way to behave and ensure that they know how to express a positive attitude to their work rather than explain why certain attitudes are bad. This way the pupils can fulfil teacher expectations in a positive way.
When I arrived at Stretford High School I immediately familiarised myself with the school behaviour policy. From this I was able to promote good behaviour around the school. For example when walking through the corridors at Stretford High School I saw two pupils playing football, so I stopped them and asked them to put the ball in a bag. I then took the names of both pupils and the names of their form tutors so that I could follow the incident up. In the classroom I make my expectations for behaviour clear, by stating verbally and often by including them in my presentation. As the pupils know what is expected of them I rarely have to use the school behaviour policy but the pupils are aware of the consequences for any actions which do not meet my expectations. I use sanctions on occasion but more frequently I aim to reward the good and aim to focus the pupils attention on achievements and rewards as opposed to sanctions.
I manage my classes effectively by using approaches which are appropriate to the pupils in each class. For example I use a different approach for my year 7 class who are motivated by rewards; to the approach I use for my year 10 and 11 classes who are motivated by results. I maintain a good relationship with all pupils both in the classroom and around the school. I exercise authority appropriately by enforcing school policy when necessary but also reward good behaviour when I see it such as team work and sharing.
Targets/Action
Get to know the code of conduct and behaviour policy. Get to know the rewards and sanctions routines. Link my planning to my behaviour management to ensure pupil participation and engagement. Ensure that I consistently apply the behaviour policy.
Curriculum Mentors comments about development
Eve has developed a clear understand for Behaviour for Learning polcieis at Stretford High School, rarely having to deal with behavioural problems in the classroom. Any issues which have arisen, Eve has dealt with them with accordance to school policy, and informed parents/carers where necessary.
Eve has rewarded good behaviour effectively by sending positive postcards home, as well as contacting parents, which is fulfilling a wider responsibility too. Well done Eve.
PTs signature: M.Munshi Date: 20/06/2014
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Assessment and Progression
S2 Promote good progress and outcomes by pupils Grade
2 Standard Prompts be accountable for pupils attainment, progress and outcomes be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these 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
S6 Make accurate and productive use of assessment Grade 3
Standard Prompts 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
Holistic grade for Assessment and Progression
1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate
2
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Achievements (link to Teachers Standards) I have looked at the levels of all pupils in my classes, and then I looked at their target grade. Lesson by lesson I focus on pupil progress and have set regular assessments in order to monitor progress. I mark each assessment and if the grade does not reflect that pupils target grade I take a series of steps. The first thing I do is speak to another member of staff and work to identify reasons why, and the next steps. Often I will have a conversation with that pupil about their progress and feedback. When teaching a new class I know that it is necessary to set a baseline assessment in order to gauge the pupils prior knowledge and capabilities. At Stretford I had a conversation with teachers who have previously taught the pupils in my class in order to create an understanding of their capabilities and needs. Another thing I do is ask the pupils themselves, for example at the start of a lesson I ask them open ended questions or set them a thought shower activity, this way I am aware of their prior knowledge and can identify which areas can be built on. I guide pupils to reflect on the progress they have made and identify emerging needs by giving their work strengths and even better ifs. I also ask them to assess and grade their own work using a provided success criteria. This way they can see what they did well and how they can achieve more in the future. When planning a lesson I ensure that I plan activities which work for different types of learners. For example I plan a balanced variety of kinaesthetic, visual and auditory activities to ensure that I cater for the different ways in which the pupils learn. I also model answers to provide the students with a framework for success. By putting the pupil in control of their own success I have encouraged pupils to take a contentious attitude towards their own study. For example, I have given the pupils the success criteria and ensured that they know how to make progress according to their own targets and achievements. This way the pupils feel a sense of ownership of their work and thus creating a contentious attitude towards their work.
Whilst studying at Edge Hill University I have read and produced academic writing on assessment and assessment theories. I analysed one example of formative and summative assessment by reading about and understanding how to use these methods to effectively assess the relevant subject areas. I have set formative assessments which help track and monitor pupil progress and identified any needs and targets in order to produce a good outcome in a summative assessment. I give feedback both verbally and written. I provide feedback on all assessment, formative and summative. I write the pupils strengths and targets on the assessment and often have a conversation through feedback by asking the pupil a question, this shows me that they have read and understood my feedback by answering the question. I have also had a learning conversation with pupils to address their strengths and identify their needs.
Targets/Action
Provide a variety of assessment strategies. (Role play/drama/speaking & listening) Differentiate my assessments. To improve and develop afl in the classroom. To include progress checks in the lessons. (Red, Amber, Green) Seek opportunities to attend examination board updates offered by GCSE examination board. To network locally with RE departments. E.g. Walkden High.
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Curriculum Mentors comments about development Eve has effectively used ICT in most of her lessons she has taught whilst on her placement including within her planning and resources. She has also produced a number of presentations which she has displayed on the interactive whiteboard to aid her teaching and engage pupils in starters and plenaries and provide pupils with inspirational images and resources.
Eve has worked hard to set good teaching and learning objectives with all the classes she has taught and has planned a diverse set of lessons using a variety of media. She has shown she can successfully introduce, implement and complete a unit of work aiding the pupils development through assessment for learning which Eve is beginning to work on.