A Partnership Approach

2017-2018

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Recommendation 3
Teacher education should be seen as and should operate as a continuum, spanning a
career and requiring much better alignment across and much closer working amongst
schools, authorities, universities and national organisations.

Recommendation 15
New and strengthened models of partnership among universities, local authorities, schools and individual
teachers need to be developed. These partnerships should be based on jointly agreed principles and involve
shared responsibility for key areas of teacher education.

Recommendation 16
Exploration of theory through practice should be central to all placement experiences
emphasising effective professional practice, reflection, critical analysis and
evidence-based decision making.

Teaching Scotlands Future, 2011

The PGDE is a harmonised course for Primary and Secondary Initial Teacher Education.

The BA (Hons) Primary Education is a four year Degree which replaces the B.Ed. Degree.

Full Placement booklets are available to download via the GTCS placement system. This additional information for
staff aims to succinctly clarify developments relating to the professional learning of students along with the
assessment of the School Experience component of the course, linking these developments to the recommendations
above in Teaching Scotlands Future (2011).

Career Long Professional Learning

Looking particularly at recommendations 3 and 16, recent research has shown that student teachers and teachers at
varying stages of their careers benefit from observing each other in teaching contexts and engaging in professional
discussions afterwards (McIlroy and Blake, 2013). This was found to be a particularly rich experience when linking
learning observations to theory and discussing these links in the subsequent professional discussion.

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On-campus, students will be introduced to the notion of Career Long Professional Learning and, while much of their
professional learning will sit within the PGDE modules, there will be an expectation that students will engage in the
process of Learning Observations and Professional Discussions while on school experience.

Procedure for Learning Observations and Professional Discussion

Students would work in small groups and these groups may be populated with any combination of student teachers,
newly qualified teachers and fully registered teachers at varying stages of their own careers. The makeup of these
groups will depend on each individual context and students will be advised of this flexibility, prior to placement.

Participants should audit their knowledge / understanding to identify an area of focus for learning
observations and professional discussion.

Participants identify background reading relating to their chosen focus area and notify everyone
participating in the learning observations and professional discussion in good time, as to what that reading
is; sending links and attachments where possible. Readings should be realistic and manageable, in the busy
period of placement.

Learning observations and professional discussion is best timed at the beginning/middle of placement. The
optimum organisation would have three people in each learning observations and professional discussion
group and, over any one placement, each participant should aim to take the role of teacher once and the
role of observer on two occasions. The learning observations and professional discussions can take place
once weekly over 3 weeks of placement. It may be that larger schools would have more than one learning
observations and professional discussion group operating in parallel.

Participants take it in turns to teach a whole lesson whilst observed by the other two in the Learning
Observations and Professional discussion group. In advance of the observation session, the observers have
audited their progress and identified a focus area that is based on their own professional development
needs and relevant reading. The areas of focus can be different for each observer. The observers are
responsible for informing each other of the identified areas of focus and identifying their professional
reading in advance of the session. Observers take their own notes during the observation to help them
reflect on their own practice. The observers will use the observed lesson and specific reading to provide a
context in which to discuss their focus area. In secondary is it often found to be more straightforward if the
focus for observation is identified by the person taking the role of teacher.

This observation provides the context for two types of exploratory discussion:

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 1. If the person who taught the lesson is a student, or NQT, they should meet with the class
teacher/mentor alone for a detailed discussion and constructive and focussed feedback about the lesson
which will inform the ongoing assessment of the student/NQT and contribute to the written mid-
placement evaluation, in the case of the student.

2. The observers meet to discuss their focus areas, in the context of their readings and the observed
session. Ideally, professional discussion would be facilitated by a member of School or University staff,
either face to face or online, to ensure discussions are focussed and non-evaluative.

The discussions should all be non-evaluative and will focus on each observers own practice, as triggered by
the observed context and linking theory to practice.

The timing of the learning observations and professional discussion will be agreed by all involved.

Flexibility in the organisation of learning observations and professional discussions is essential. Students will be
placed in a range of environments e.g.

they may be one of several students from the one university

they may be one of several students from two or more universities
they may be the only student in school

The intention is that following a learning observation, professional discussions will take place in line with the
individual context; either face to face or online, using Glow.

Summary Table

Context Possible Organisation

A. One of several students from the
University of Strathclyde
In collaboration with school staff, students
should form small groups as described above,
and timetable observations and discussions.
Professional discussions may be supported by
members of staff in a number ways- face to face
or online. They may also be among observers
themselves only.

B. One of several students from Strathclyde
and other universities.
In collaboration with school staff, and in
agreement with students from other universities
(where possible) Strathclyde students should
form small groups as described above, and
timetable observations and discussions.
Professional discussions may be supported by
members of staff in a number ways- face to face
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 or online. Where agreement from other
University students is not possible please move
to option C.

C. Only student in school In collaboration with school staff, students

should form small groups as described, above
this table. Groups to include any interested
members of staff. Professional discussions may
be supported by members of staff in a number
ways- face to face or online. They may also be
among observers themselves only.

Shared Observation of Practice -

Rationale

Historically, School and University staff have worked together to build a picture of students progress over the
duration of school placements. This partnership will be further developed through school and university staff
simultaneously and jointly observing a learning and teaching session led by a student. This joint observation will
provide an additional context for discussion. Discussions following this session will allow staff to reflect on evidence
of progress, gathered throughout the placement, and on what they have both observed in the learning and teaching
session.

In the recent National Aspect Review of Partnership Arrangements in Scotland, joint assessment was quantified by
students as follows:

Question: How useful did you find the joint assessment feedback?

Very useful 61%, Useful 32%, Not very useful 4%, did not comment 3%

Increasingly, teachers are feeling they have a stronger voice in student assessment. The majority of partnerships are
developing effective arrangements for support to ensure a consistent understanding of, and approaches to, joint
assessment. around two thirds of students surveyed indicated that they had experienced joint assessment. Staff
across partnerships where this is strongest, value highly the professional discussion following observations. Teachers
feel well supported by university colleagues. They can submit a cause for concern which they find is always acted on
promptly. Almost all students found feedback from joint assessment to be useful or very useful... Students felt it was
beneficial to get perspectives from different professionals and that feedback from the university and the school

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enabled a more balanced view of progress. They also found that it was good to have the view of someone who had
observed them teach every day alongside the view of someone who had taken a closer focus on a particular lesson.

Aspect Review of the Education Authority and University ITE Partnership Arrangements (phase one) (2015)

There are operational procedures for Shared Observation of Practice, which are highlighted below:

1. Both University staff and School staff will be required to negotiate mutually convenient times to
accommodate the process of Shared Observation of Practice.

2. Observation of practice should last for the majority, or all, of a learning and teaching session (45mins to 1
hour)

3. Both University and school Staff should take notes with reference to the Shared Observation Schedule
(manually or electronically)

4. School staff should take the role of observer and resist taking a significant participatory role in the session

5. After the session has been jointly observed, staff will then discuss progress and the observed session with
reference to notes taken.

6. These discussion and notes will underpin the completion of the Shared Observation Schedule, agreed
between University and School Staff. This will usually be written by the tutor.

7. Where expected progress is not being made, comments on the Shared Observation Schedule should clearly
reflect this.

8. University staff will discuss progress with the student, as agreed with School staff.

9. Additional discussion may take place between University tutor and school management teams

10. Following all discussion and agreement the NYS box may be checked if appropriate

11. The Shared Observation Schedule can be hand-written on hard, triplicate copy (top copy retained by tutor,
copy to student, and copy to school).

12. The Shared Observation Schedule may also be completed electronically, allowing student to read report on
screen. Students will be given a copy of the report directly after the discussions or later in the day. If
students are receiving a copy of the report electronically, it should be converted to PDF or scanned and sent
as an attachment, with instructions to share with school staff.

13. University staff should leave contact details with school staff who may request an additional copy of the
Shared Observation Schedule.

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 14. It would be expected that school staff provide continuous feedback to a student on their performance and
progress throughout the placement.

15. Students are expected to make their school experience file available to school staff daily, throughout the
placement.

16. School staff should also request access to school placement file to ensure engagement in planning and this
can feed into discussion on student progress.

17. The Shared Observation process will form a strong basis for the completion of the School Placement Report
by school staff. It is of paramount importance that any significant deviation from the progress evidenced and
agreed in Shared Observation of Practice be drawn to the attention of university staff and discussed
timeously. University staff can be contacted and alerted by phone/email or submission of the Cause for
Concern form.

18. Additional or discretionary observations of practice are not routine but may take place, if required.

* One of the challenges children can face during a joint and shared observation of student practice is the
requirement on them to avoid coming to the class teacher for support/direction. It can also be a challenge for
teachers to remain uninvolved in the lessons proceedings!

It is understandable that, at times, extraordinary circumstances can arise in a class which require the class teacher to
intervene. However, given normal circumstances, a clear picture of a students capacity to lead learning and teaching
can be more easily obtained where tutor and class teacher restrict themselves to observation only.

Summary of the Structure of the PGDE (Primary) School Experience

School Experience Stage Dates

2017/2018
Placement 1 Nursery October- 2017

Placement 2 P.1-3 Serial Day 31 Oct

Block November- December 2017

Placement 3 P.4-7 February- March 2018 Same School

Placement 4 P.4-7 April- May 2018

Mid-way through placements 2,3 & 4 the Mid-placement review should be completed collaboratively
between students and school staff.

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 During placements 2,3 & 4
there will be a minimum of one
shared
observation/assessment of a
students practice
Following discussion between school staff
and Tutor, feedback will be agreed. Tutor will
complete SOS form reflecting
agreement.(Appendix 1)
Tutor will meet with student.

During final days of all School staff complete an end of placement

placements school report, (School Placement Report
Form, Appendix 2).

Summary of the Structure of the PGDE (Secondary) School Experience

School Experience School Dates

2017/2018

Placement 1 School A October 2017

Placement 2 School A November- December 2017

Placement 3 School B February- March 2018

Placement 4 School B April- May 2018

Mid-way through placements 2,3 & 4 the Mid-placement review should be completed collaboratively
between students and school staff.

During placements 2,3 & 4 Following discussion between school staff

there will be a minimum of one
shared
observation/assessment of a
students practice
and Tutor, feedback will be agreed. Tutor will
complete SOS form reflecting
agreement.(Appendix 1)
Tutor will meet with student.

During final days of all School staff complete an end of placement

placements school report, (School Placement Report
Form, Appendix 2).

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Summary of the Structure of the BA (Hons) Primary Education School Experience

School Experience Stage Dates

2017/2018

Year 1 Community Placement By negotiation with Placement provider

Year 2 P.1-3 5 single serial days November 2017

5 single serial days Jan-Feb 2018
5x 3day week Feb- March 2018
2x 5day week April-May 2018
Year 3 P.4-7 serial days Oct-Nov 2016
Block: Jan Feb 2018

Year 3 Nursery 5 serial days Feb- April 2018

Year 4 Student Choice P1-3 or P4-7
Mid-way through placements in years 2, 3 (p.4-7) & 4 the Mid-placement review should be completed
collaboratively between students and school staff.
During placements 2,3 & 4
there will be a minimum of one
shared
observation/assessment of a
students practice (except
nursery)
Block: May May 2018
Serial Days
Block Jan- March 2018
Following discussion between school staff
and Tutor, feedback will be agreed. Tutor will
complete SOS form reflecting
agreement.(Appendix 1)
Tutor will meet with student.

During final days of all School staff complete an end of placement

placements except year 1 school report, (School Placement Report
Form, Appendix 2).

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N.B. The Universities of both Strathclyde and Glasgow use the same documentation to support and record
students progress on placement.

Please indicate the students home University by ticking the box beside the appropriate University logo.

Anticipated Benefits

Enhanced relationships develop between school and University staff.

There will be an increased alignment of the support and advice provided by school and university staff.

The likelihood of students receiving conflicting messages is diminished.

A more holistic picture of a students progress should emerge.

All staff will work closely with the Standard for Provisional Registration (GTCS).

The Role of Stakeholders

School Management Team/Regent

Enhance and strengthen the partnership and communication with the University and its staff.

Identify the class teachers to best support the student placement experience.

Support class teachers in contributing to the on-going assessment of students through classroom observation
and dialogue.

Support and encourage class teachers to participate in learning observations and professional discussion

Support students and class teachers to devise a timetable for the learning observations and professional
discussion in consultation with appropriate staff and the university tutor.

Contribute to the on-going monitoring and evaluation of the student placement experience.

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Class Teacher

Provide feedback and contribute to on-going assessment of the student through classroom observation of
his/her professional practice and dialogue centred on learning and teaching that will help him/her develop and
learn.

Undertake observations of the student while teaching. At least one observation will be shared with the
University tutor.

Work with the student to complete the Mid-Placement Review.

Record informal and formal observations. Provide constructive feedback to the student on his / her teaching
and record evidence of this.

Read and discuss the Placement File with the student.

Discuss whole school issues, wider community issues and the role of parents and other stakeholders.

Contribute to the report (Shared Observation Schedule, Appendix 1) following shared observations of practice.

Evaluate and record the progress made by the student and share evidence of this with school and university
staff.

Clearly signpost should be given to students concerning their progress or lack of progress.

Communicate with university staff in the event of a change in student progress from the view formed and
agreed at the time of the joint observation.

Provide evidence based comments and grades within the School Placement Report.

Contribute to the on-going monitoring and evaluation of the student placement experience.

Student Teacher

Undertake the specified teaching responsibility as detailed in the School Placement Handbook to promote and
reflect on their progress as a teacher.

Organise and maintain the Placement File as per the university requirements specified in the School Placement
Handbook.

Support the teacher with the on-going work of the class and learn from observation of the teachers interactions
with the class.

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 Negotiate with the class teacher the timing and content of lessons and share lesson planning with the class
teacher.

Work with the class teacher to complete the Mid-Placement Review to identify strengths, development needs
and progress.

Participate in learning observations and professional discussions.

Communicate closely with all relevant staff and peers, in advance of the dates of learning observations and
professional discussion, the focus area(s) for observation / discussion and professional reading selected.

Participate in school continuing professional development activities and in-service programme as and when
appropriate.

University Tutor

Develop and enhance the partnership and communication with the local authority, school and its staff.

Prepare students for school experience as per course guidelines.

Prepare students to work with school staff in organising learning observations and professional discussions.

Engage in professional dialogue with school staff regarding issues of learning and teaching and student progress.

Arrange any additional observation of teaching as deemed appropriate.

In collaboration with school staff, compose and write the SOS report following all shared observations of
practice.

Receive and process the graded School Placement Report following all placements.

Contribute to the on-going monitoring and evaluation of the student placement experience.

CMW, 2015

Appendix 1 Shared Observation Schedule

Appendix 2 School Placement Report

Appendix 3 Mid-Placement Review

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Appendix 4 Guidance to Standard

Appendix 5 Cause for Concern

Appendix 6 Suggested discussion starters for professional discussion

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Appendix 1 Shared Observation Schedule

14
Please indicate Institution

Shared Observation Schedule

Please note a grade of Not Yet Satisfactory (NYS) indicates you are not making the expected progress towards
meeting this Standard.

Students Name ITE Programme

School Class/Subject

Date

1 Professional Values and Personal Commitment

1.1
Social Justice

1.2
Integrity

1.3
Trust and
Respect

1.4
Professional
Commitment

Overall Grade
NYS
2 Professional Knowledge and Understanding
2.1
Curriculum

NYS
2.2
Education
systems and
professional
responsibilities

NYS
2.3
Pedagogical
theories and
practice

NYS
3 Professional Skills and Abilities
Shared Observation Schedule Version 1.1
Please indicate Institution

3.1
Teaching and
Learning

NYS
3.2
Classroom
Organisation
and
Management

NYS
3.3
Pupil
Assessment

NYS
3.4
Professional
Reflection and
Communication

NYS

Further Action Required

Student Date

School Staff Date

Tutor Date

Shared Observation Schedule Version 1.1

Appendix 2 School Placement Report
Please indicate Institution

SCHOOL PLACEMENT REPORT FORM

Please provide evidence of the students progress to date. The student should be assessed against the Standard for
Provisional Registration but with consideration given to the stage that they are at in their ITE programme.

Please provide an overall grade for each of the eight sections using the following descriptors as a guideline:

S - Satisfactory: student is making expected progress towards this Standard.

U - Unsatisfactory: student is not making the expected progress towards this Standard.
EIGHT grades should be entered on this form. Indicate the appropriate grade by circling or deleting as appropriate:
do not use split grades. The comments in all sections should support the grades allocated. If progress is
Unsatisfactory, this should be clearly communicated to the student and substantiating evidence provided in the
report.

Student Name School Date

ITE Programme Number of days absent

(school to complete)

Names of persons completing the report Designations

I confirm that the content of the Report has been If No please indicate why this was not possible
discussed with the student

Yes / No (delete as appropriate)

Signature of school staff Signature of student

Date Date

Signature of tutor

Date

School Placement Report Version 1.1

Please indicate Institution

1. Professional Values and Personal Commitment

1.1 Social Justice Comments on progress to date drawing on evidence

Embracing the values of social justice

Committed to the principles of democracy and social justice.
Valuing local and global citizenship.
Demonstrating a commitment to engaging learners in real
world issues.
Respecting the rights of all learners.
1.2 Integrity Comments on progress to date drawing on evidence

Demonstrating openness, honesty, courage and wisdom.

Critically examining personal and professional attitudes and
beliefs and challenging assumptions and professional practice.
Critically examining the connections between personal and
professional attitudes to bring about transformative change in
practice.

1.3 Trust and Respect Comments on progress to date drawing on evidence

Acting and behaving in ways that develop a culture of trust

and respect.
Providing and ensuring a safe and secure environment for all
learners within a caring and compassionate ethos and with an
understanding of wellbeing.
Demonstrating a commitment to motivating and inspiring
learners taking into consideration barriers to learning.

1.4 Professional Commitment Comments on progress to date drawing on evidence

Engaging with all aspects of professional practice and working

collegiately with all members of our educational communities
with enthusiasm, adaptability and constructive criticality.
Committing to lifelong enquiry, learning, professional
development and leadership as core aspects of
professionalism and collaborative practice.

Overall grade and comment S/U

School Placement Report Version 1.1

Please indicate Institution

2. Professional Knowledge and Understanding

2.1 Curriculum Comments on progress to date drawing on evidence

Have knowledge and understanding of the nature of the S/U

curriculum and its development.

Have knowledge and understanding of the relevant area(s)

of pre-school, primary and secondary curriculum.

Have knowledge and understanding of planning coherent

and progressive teaching programmes.

Have knowledge and understanding of contexts for learning

to fulfil their responsibilities in literacy, numeracy, health
and wellbeing and interdisciplinary learning.

Have knowledge and understanding of the principles of

assessment, recording and reporting.

2.2 Education Systems and Professional Responsibilities Comments on progress to date drawing on evidence

Have knowledge and understanding of the principal features S/U

of the education system, educational policy and practice.

Have knowledge and understanding of the schools and

learning communities in which they teach and their own
professional responsibilities within them.

2.3 Pedagogical Theories and Practice Comments on progress to date drawing on evidence

Have knowledge and understanding of relevant educational S/U

principles and pedagogical theories to inform professional
practices.

Have knowledge and understanding of the importance of

research and engagement in professional enquiry.

School Placement Report Version 1.1

Please indicate Institution

3. Professional Skills and Abilities

3.1 Teaching and Learning Comments on progress to date drawing on evidence

Plan coherent, progressive and stimulating teaching S/U

programmes which match learners needs and abilities.

Communicate effectively and interact productively with

learners, individually and collectively.

Employ a range of teaching strategies and resources to meet

the needs and abilities of learners.

Have high expectations of all learners.

Work effectively in partnership in order to promote learning

and wellbeing.

3.2 Classroom Organisation and Management Comments on progress to date drawing on evidence

Create a safe, caring and purposeful learning environment. S/U

Develop positive relationships and positive behaviour

strategies.

3.3 Pupil Assessment Comments on progress to date drawing on evidence

Use assessment, recording and reporting as an integral part S/U

of the teaching process to support and enhance learning.

3.4 Professional Reflection and Communication Comments on progress to date drawing on evidence

Read and critically engage with professional literature, S/U

educational research and policy.

Engage in reflective practice to develop and advance career-

long professional learning and expertise.

School Placement Report Version 1.1

Please indicate Institution

Additional Comments

Standard of Student Literacy

Satisfactory Unsatisfactory

School Placement Report Version 1.1

Appendix 3 Mid Placement Review
Please indicate Institution

Mid-Placement Review
Students Name ITE Programme

School Class/Subject

Agreed areas of strength are:

These strengths will be consolidated by:

Areas for focused development:

Mid-Placement Review Version 1.1

Please indicate Institution

These will be addressed by:

To be completed by school: If there is a cause for concern please indicate and provide some information (a
separate Cause for Concern form can be completed at any time during placement).

No cause for concern

Yes as follows:

A separate Cause for Concern report has been submitted.

Please sign, student MUST return this form to their University by the agreed date.

Student Date

School Staff

Mid-Placement Review Version 1.1

Appendix 4 Guidance to Standards for
Provisional Registration
This information is intended to support assessment of the student on placement in achieving the Standard for Provisional Registration as set out by the GTCS in the document The Standard for Registration. The Standard is part of a
suite of standards which includes The Standard for Full Registration, The Standard for Career Long Professional Learning and the Standard for Leadership and Management and can be found at
www.gtcs.org.uk/standards/standards.aspx

1 Professional Values and Personal 1.1 Social Justice There is a demonstrable commitment to social justice in the way pupils are treated and engaged. All pupils have opportunities to succeed. Lessons are
Commitment inclusive and take account of features such as background, ethnicity, and age. Local and global perspectives are scrutinised, learning experiences and
outcomes are high quality. The rights of all learners, as outlined in the United Nations Convention (UNCRC) on the rights of children are respected and
children are positively encouraged to become involved in decision making about their own learning. The student will demonstrate their commitment to the
rights of all children to have all aspects of their well-being developed and supported by ensuring that lesson planning and relationships in class are
responsive to these needs.
The student will demonstrate the ability to question their own practice and make adjustments accordingly. They will be open and honest in their dealings
with colleagues and pupils, and will where the opportunity arises challenge accepted norms and practices.
1.2 Integrity The student will demonstrate integrity by:
Being open, honest, courageous and wise in their professional interaction with pupils and staff.
Critically examining personal and professional attitudes and beliefs and by challenging assumptions and professional practice.
Examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and when appropriate,
bring about transformative change in practice.
1.3 Trust and Respect Through their actions and the ways in which they develop relationships the student will develop a culture of mutual respect in their classroom and in the
school as a whole. Classroom practice will ensure close attention is paid to the needs, welfare and well-being of all pupils. In planning lessons the student
will take account of the social economic and individual context in which pupils live and will be mindful of other barriers to learning. Childrens needs and
concerns will be dealt with sensitively. At all times the student will nurture a climate of trust, respect and confidence.
1.4 Professional The student will demonstrate commitment to improvement by engaging with colleagues, pupils and others in developing their professional practice. They
Commitment will demonstrate their ability to self-evaluate their own practice for the purposes of improvement and they will be able to articulate the importance of CLPL
and leadership in their own professional journey.
2 Professional Knowledge and 2.1 Curriculum The Student will demonstrate knowledge and understanding of the nature of the curriculum and its development by:
Understanding Ensuring that planning is thorough and detailed and is congruent with the needs of learners.
Planning will take account of cross curricular links and will include core learning experiences.
The student will demonstrate knowledge and understanding of the relevant areas of pre-school, primary or secondary curriculum by:
Ensuring that lessons are planned such that they meet the needs of all learners taking into account local and national guidance.
Materials are produced which stimulate and challenge all pupils and are fit for purpose. Materials take account of the need to ensure interdisciplinary
contexts and connections are developed.
The student will demonstrate their knowledge and understanding of planning coherent and progressive teaching programmes by:
Planning for effective teaching and learning and by being able to justify what is taught in terms of its relevance to the needs of learners.
Producing detailed plans which take into account outcomes, success criteria, core learning, interdisciplinary links, stimulating activities, identification and
use of classroom resources as well as aspects such as assessment and homework.
The student will demonstrate knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and well-
being and interdisciplinary learning by:
Ensuring that lessons take into account aspects of core learning with respect to literacy, numeracy, health and well-being. That plans are inclusive of
national guidelines on core learning and that this is reflected in teaching. Lesson plans provide evidence that the student is aware of the social, emotional
and physical wellbeing of all pupils and their plans actively promote personal and social development.
The student will demonstrate knowledge and understanding of the principles of assessment, recording and reporting by:
Ensuring that interactions with pupils are well planned thoughtful and built on sound techniques such as questioning which is related to learning outcomes.
They will demonstrate their understanding that assessment informs teaching by being able to adjust practice accordingly. They will demonstrate their
understanding that assessment procedures should impact on reporting procedures by keeping up to date accurate records of pupil progress which will
translate into clear and sensitive reports to parents.

Guidance to Standards for Provisional Registration Version 1.1


3 Professional Skills and Abilities
Guidance to Standards for Provisional Registration Version 1.1
2.2 Education systems and
professional responsibilities
2.3 Pedagogical theories and
practice
3.1 Teaching and Learning
3.2 Classroom Organisation
and Management
3.3 Pupil Assessment
3.4 Professional Reflection
and Communication
The student will demonstrate knowledge and understanding of education systems and professional responsibilities by:
Demonstrating in discussion with colleagues their growing awareness of the influences of local, national, international and legislative contexts on Scottish
Education. This will include such as the legal and professional aspects of teaching in matters like Child Protection, The Rights of the Child and Entitlements
The student will demonstrate knowledge and understanding of the schools and learning communities in which they teach and their own professional
responsibilities within them by:
Ensuring time is allocated to finding out about the school or learning community they teach in. Engaging in discussion with colleagues, by searching out
opportunities to discover about roles and responsibilities with school particularly in areas such as pupil support , support for learning and other contexts in
which a school or learning community operates
The student will demonstrate knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practice by:
Continuing to extend their own knowledge in the field of educational theory and contexts through study of the views of influential thinkers in the
discipline(s) and by demonstrating in lesson planning and delivery how this thinking might impact on their own practice.
The student will demonstrate knowledge and understanding of the importance of research and engagement in professional enquiry by:
Developing the processes and procedures begun in university to engage confidently, frequently and systematically in the investigation of practice.
The student will demonstrate their ability to plan coherent progressive and stimulating teaching programmes which match learners needs and abilities by:
Ensuring that learning programmes are planned such that they meet the needs of all learners taking into account such as core skills including literacy
numeracy and health and well-being and skills for life and work.
The student will demonstrate effective skills of communication by:
Engaging with pupils at an appropriate level. By ensuring that their own verbal contributions are appropriate to age and stage and by using a variety of
communication techniques including questioning to engage, stimulate and involve all pupils.
The student will employ a range of teaching strategies and resources to meet the needs and abilities of all pupils:
The student will demonstrate their growing confidence in providing appropriate teaching methodologies and strategies to meet pupil needs by selecting a
variety of ways in which pupils might be fruitfully engaged in classroom learning. They will display their awareness of how to use such as ICT as well as other
digital technologies to enhance pupil learning.
The student will demonstrate their high expectations of learners by:
Providing tasks which engage, stimulate, challenge and occupy pupils at an appropriate level. They will demonstrate their awareness of constraints to pupil
learning and actively seek advice to overcome these.
The student will demonstrate their ability to work in partnership to promote learning and wellbeing by:
Working collaboratively with both pupils and colleagues. By engaging where possible with the wider school community including parents and local
institutions.
The student will demonstrate their ability to create a safe caring and purposeful learning environment by:
Ensuring that a very positive purposeful atmosphere pervades all aspects of learning and behaviour in the classroom. That displays are such that they
support classroom work, that learning objectives are visible, that outcomes are clear, that resources are managed well and contribute effectively to learning
and that the use of appropriate vocabulary permeates all discussion.
The student will demonstrate the ability to develop positive relationships and positive behaviour strategies by:
Applying school behavioural management strategies consistently and fairly. By being aware of research and other advice on behavioural strategies and
through their own example and actions demonstrating their commitment to the wellbeing of all pupils.
The student will demonstrate that they understand that assessment recording and reporting are an integral part of the teaching process to support and
enhance learning by:
Employing a range of agreed assessment procedures designed to meet the needs of learners.
The student will provide evidence of critically engaging with professional literature educational research and policy by:
Continuing practices begun in university to read and critically reflect on literature which may or may not impact on practice. They should show a willingness
to challenge accepted practice.
The student will engage in reflective practice to develop and advance career-long professional learning and practice by:
Demonstrating their willingness to engage with techniques of self-evaluation to evaluate their own classroom practice and to make adjustments where
necessary.
Appendix 5 Cause for Concern
Please indicate Institution

Notification of Cause for Concern Pro-forma for Schools and for Course Staff

This pro-forma has been produced to allow School Staff and course tutors to relay quickly and efficiently to the
Course/Programme Management Team information about circumstances which might have a detrimental effect
on a student's progress. It can be used to report any issue that supervising teachers, Regents and/or course
tutors feel should be communicated directly to the Course/Programme Management Team, either purely for
information or to activate support mechanisms.

It would be helpful if the Course/Programme Management Team could be kept informed of situations such as
the following:

Pattern of absence, lateness.

Lack of preparation for classes.

Inability/unwillingness to listen and act upon advice.

Unprofessional conduct, including inappropriate interaction with university staff, school staff or pupils.

Learning difficulties/physical disabilities disclosed by the student and likely to affect progress.

Unusual pressures/burdens on students.

The above is by no means an exhaustive list but is intended to illustrate a number of circumstances where
notification at an early stage would allow the Course/Programme Management Team to investigate the
situation, discuss matters with those concerned, give advice regarding sources of support appropriate to the
circumstances and take any necessary action to alleviate/resolve the problem.

Please note that unprofessional conduct reported by either school or university staff may, upon investigation,
result in Unsatisfactory grades being awarded for a term or for the whole course, or lead to disciplinary action.

Supervising Tutor

Students Name ITE Programme

School Class/Subject

Person raising concern Date

Designation and full contact details

Cause for Concern Pro-forma Version 1.1

Please indicate Institution

Is this form for information only? requesting further action?

Please give brief details regarding the behaviour or area of concern:

Has this been discussed with the student?

No
Yes as follows:

Initial actions to be taken (completed by Tutor or CMT):

Signature

Please send to the University of Strathclyde or University of Glasgow

Cause for Concern Pro-forma Version 1.1

Appendix 5
Suggested questions for professional discussions:
What has led you to identify xxxx as the focus for your
observation? (Primary)
What has led you to identify xxxx as the focus for your
observation? (Secondary)
What did you get out of your reading?
How did points within your reading converge with what you
observed in the lesson?
What links can you make to your own practice?
Can you rank your confidence in your chosen area on a scale
0f 1-5?
Why? What is the evidence to support your ranking?
What would you like to achieve by XXXX (date)?
How do you plan your professional learning to develop
subject skills and knowledge?
How do you plan to apply course work/ reading to inform
and support your preparation for teaching?
What have you learned from this?
How has this experience validated or changed your
thinking?
What implications does this lesson have for future practice?