York St John University
School of Education
ITE Primary Partnership
Making Secure Judgements
Professional development for mentors and
link tutors
AGENDA
Making secure judgements....
What might we be looking for ?
 Meeting the Teachers’ Standards and gathering the
evidence
 Grade 3 (requires improvement) implications - overview
 Setting targets to improve outcomes
 Review of purpose of files
 Quality assurance
Questions
Primary Partnership Key Priorities for 2016-17
 Increase final grade 1 (outstanding) outcomes
 Increase final grade 1 (outstanding) outcomes lower primary
 Increase student teacher confidence and competence re.
TS2 – Pupil Progress
 Increase student teacher confidence and competence re.
TS5– Differentiation
 Increase student teacher confidence and competence re.
TS6 – Monitoring and Assessment
 Develop student teacher confidence and competence in teaching
pupils with English as an additional language and pupils from all ethnic
backgrounds.
 Develop the confidence & competence for School Direct student
teachers in phonics.
It is essential that all involved in the assessment process,
including trainees, fully understand and can explain how the
relevant partnership assessment guidance and criteria are
applied to ensure accuracy and consistency.
It is also critical that those assessing trainees use their
professional judgement when making and agreeing decisions
focusing on the quality of the trainees’ teaching overall
Structure of placements
The focus of the different school experiences
shapes the student teachers’ development:
Introductory
phase
Awareness of
learning and
teaching
Developmental
phase
Becoming a
teacher
Consolidation
phase
The emerging
professional
Meeting the Teachers’ Standards
in order to attain QTS.
When looking at the classroom performance of
student teacher the criteria used could be viewed
in the form of statements of competence
1. Level 1 : novice
2. Level 2 : advanced
beginner
3. Level 3 :competent
4. Level 4 : proficient
5. Level 5 : expert
A commonly used framework: Dreyfus and Dreyfus ( 1986)
By the end of their training the statements might
include these competencies ….
The ability to
manage the
learning of the
whole class
The ability to plan
teaching sessions
for the learning of
children across
the ability ranges
‘sustained competence’
The ability to work
effectively with
other teachers in
long term
curriculum
planning.
What are we looking for?
Sustained competence
Student teachers should demonstrate:
• Consistency in all aspects of preparation, teaching
and assessment
• That they are prepared for the daily rigour of the job
• An ability to cope with change/be flexible
The Teachers’ Standards 2012
• The standards define the
minimum level of practice
expected of trainees and
teachers.
•
They are used to assess
all trainees working
towards QTS, and all
those completing their
statutory induction
period.
• The standards need to be
applied as appropriate to the
role and context within which
a trainee (or teacher) is
practising.
• Providers of ITT should
assess trainees against the
standards in a way that is
consistent with what could
reasonably expected of a
trainee PRIOR to the
award of QTS.
Q. Making judgements…
How do I decide?
So where will
we find the
evidence?
List of sources:
•
•
•
•
•
•
•
Appraisals & post appraisal reflective discussion
Weekly meeting
RLJs
Planning & assessment documentation
Pupil work & feedback
Student profile document
Student files
• Any others?.......
Through the appraisal process
Student teachers’ teaching should be assessed in
relation to:
o the impact they have on the progress and
learning of the pupils for whom they are
responsible;
o the context and content of their teaching, over
sequences of lessons; the quality of teaching
must be judged in terms of attainment in relation
to the relevant Teachers’ Standards and not on
individual lessons.
The importance of the post appraisal reflective discussion
It is the role of the student teacher to ask ‘Why’?
Key questions:
• How have you met individual children’s needs? (PP, MA, vulnerable
groups)
• Can you identify where and how good progress has been made?
• How can you evidence your impact on pupil learning for all children?
• How did you take responsibility for, and promote and manage good
classroom behaviour and high expectations?
• How can you demonstrate you are reflecting systematically on the
effectiveness of your lessons and approaches to teaching?
• How can you demonstrate you are taking responsibility for your own
professional development?
The weekly meeting
When making formative
judgements, evidence in the
following areas should be taken
into account :
• Consistently competent
teaching
• Impact on pupil learning and
progress
• Evidence in files ( including
tracking and recording pupil
progress)
• Reflection and self -evaluation
When looking at Part 2 of the
Teachers’ Standards: PERSONAL
AND PROFESSIONAL CONDUCT ,
the following elements should be
taken in to consideration:
• Professional standards of
behaviour and conduct
• Professional duties and
responsibilities
• Professional relationships
• Professional responses and
respect
Impact on learning: recording the evidence
The monitoring and assessment file
This file evidences the student teacher’s professional
understanding of the nature and purpose of monitoring
and assessment of pupil progress as outlined in the
guidance.
The sections should be used as prompts for discussion
(rather than a discrete set of questions). Evidence may
come from a range of sources with the student able to
‘signpost’ the assessor as to where the evidence might
be found.
Monitoring and Assessment of Pupil Progress
This file should inform the exit pupil progress interview. The
most effective interviews are prepared for by providing evidence
that demonstrates a clear understanding of:
• Current pupil tracking data
• Intervention/support provided with evaluations of impact
• Examples of pupils’ work that show progress for different
groups of children
• Annotated examples of short term planning
• Outcomes of monitoring and evaluation e.g. lesson
observation, pupil discussions
• Reference to national data
• Reference to school monitoring and assessment systems
1.
How have you used assessments to achieve progression for learners? Provide an example of how you have
used assessment to inform the next level of planning.
2.
Demonstrate what proportion of the class are making:
3.
4.

good progress

expected progress

no progress
towards their end of key stage expectations in either reading, writing and maths?
recorded and tracked?
For the pupils who have made good progress, what has made the difference?
How has this been
5.
For pupils who have not made enough progress, what core barriers are preventing them from moving on and
how have you intervened? Provide supporting evidence
Which pupils do you feel now need intervention? How could you organise this?
6.
7.
Is there any additional support in terms of CPD as an NQT you feel you would need to help similar pupils?
Can you describe or demonstrate how you:
8.

Provide constructive feedback to pupils as they learn?

Encourage pupils to respond to this feedback?

Involve pupils in reflecting on, evaluating and improving their own performance?
How do you communicate effectively with parents or carers? Evidence using a report you have written for
one child in your class (please anonymise).
9.
How have you used varied evidence to support judgments about children’s learning? Consider tracking,
national data, book scrutiny, moderation procedures.
10.
How does this setting use statutory assessments formatively to inform pupil and school improvement?
The NASBTT
Assessment toolkit
Tracking progress from the beginning
NASBTT Assessment toolkit
 Student teachers should highlight the NASBTT Guidance
on Teaching Grade Descriptors for the Teachers’
Standards document which can be found in their profile in
order to track their progress towards meeting the
Teacher’s Standards
 review at beginning of the placement
 midpoint of placement
 endpoint of the placement and in preparation for NQT
year.
NASBTT guidance on the standards
• Using the NASBTT guidance identify :
a] The key attributes you would expect to see …
b] The characteristics you would expect to see
c] and what you might expect to see happening in the
classroom…
when identifying a ‘good’ or ‘outstanding’ student teacher
• What are the barriers that would prevent you from judging
a student to be outstanding?
‘Outstanding’ - grade 1: Meeting the standards?
All primary and secondary
trainees awarded QTS
exceed the minimum level of
practice expected of teachers
as defined in the Teachers’
Standards by the end of their
training
•
Trainees demonstrate excellent
practice in the majority of the
standards for teaching and all
related to their personal and
professional conduct.
•
Much of the quality of trainees’
teaching over time is outstanding
and never less than consistently
good.
For the trainees final grading to be 1:
• Pupil progress and learning over time
must be good or better than expected
• A minimum of five standards graded 1
overall
Or
• Four standards graded 1 overall but
many features of other standards also
graded 1 (utilising assessment against
the sub-headings)
• All other standards graded 2
(utilising assessment against the subheadings)
• No grade 3 or 4 for any standard
• Part 2 of the Teachers Standards
(Personal and Professional Conduct)
must be met to a high standard
Meeting the standards at an ‘outstanding’ level ?
Yes?
Set additional targets to
work towards ‘outstanding’
if necessary
Award grading of
‘outstanding’
Is the student teacher
on track to meet a
substantial majority of
‘outstanding ’ criteria
in all 8 part 1
standards?
Set additional targets/
intervention strategies
Encourage higher level
reflection .
No?
Provide additional CPD
or support if necessary
If no further progress
made award grading
of ‘good’
‘Good’ - grade 2: Meeting the standards?
All primary and
secondary trainees
awarded QTS exceed
the minimum level of
practice expected of
teachers as defined in
the Teachers’
Standards by the end of
their training
Trainees demonstrate excellent
practice in some of the standards for
teaching and all related to their
personal and professional conduct.
Much of the quality of trainees’ teaching
over time is good; some is outstanding.
For the trainees final grading to be 2:
• Pupil progress and learning over
time must be at least as expected
• At least five Standards graded 2
overall;
• Any grade 3 Standards must be
scrutinised and would require grade
2 features (utilising assessment
against the sub-headings);
• No grade 4 for any Standard.
• Part 2 of the Teachers Standards
(Personal and Professional
Conduct) must be met to a high
standard
* Careful consideration must be given
where all of the trainee’s teaching is
grade 2 but he/she has few/no grade 1
aspects; he/she is likely to be grade 2
overall
Meeting the standards at a ‘good’ level ?
Set additional targets to work
towards a secure judgement
of ‘outstanding’
Yes?
Provide additional CPD or
support as necessary
If no further progress made
award grading of ‘good’
Is the student
teacher on track
to meet a
substantial
majority of ‘good’
criteria in all 8
part 1
standards?
If majority of judgements are
‘requires improvement’ set cause
for concern / intervention
strategies to work towards ‘ good’
Contact link tutor
No?
Provide additional CPD or
support if necessary
If no further progress made award
grading of ‘requires improvement
to become good.’
What if there are an equal number of
good and outstanding grading
judgements?
Remember, all standards have
equal weighting…
Contact
link tutor
for advice/
support/
moderation
Provide
additional
support
/SMART
targets to
move the
student
towards an
outstanding
judgment .
Refer to
support
booklets
Use your
professional
judgment!
(Including
considering
part 2 of the
Teacher’s
Standards)
University
can further
moderate
judgments if
necessary
‘Requires improvement to become good’ - grade 3:
Meeting the standards?
For the trainees final grading to be 3:
All primary and secondary
trainees awarded QTS
exceed the minimum level
of practice expected of
teachers as defined in the
Teachers’ Standards by
the end of their training
• The quality of trainees’
teaching over time
requires improvement
as it is not yet good.
•
•
•
•
•
Pupil progress and learning over
time is not always as expected;
Most Standards graded 3 overall;
No grade 4 for any Standard.
Part 2 of the Teachers Standards
(Personal and Professional
Conduct) must be met to a high
standard
A trainee can be judged to have
exceeded the minimum if he/she
has evidenced features of good
practice in some aspects of the
Teachers’ Standards with no grade
4s.
Students causing concern or ‘requiring
improvement to become good’ need a ‘requiring
improvement action plan’
A two level process which should be
instigated if the student teacher is:
• Level 1: Requiring improvement
in order to become at least ‘good’
or better
• Level 2: Requiring improvement
in order to successfully complete
the placement i.e. achieving
‘below standard’ and /or causing
concern.
In such circumstances the
University Link Tutor should
be contacted and reference
made to the document
‘Dealing with Placement
Problems’ for further advice
and guidance
Meeting the standards at ‘requires improvement
to become good’ ?
Set ‘cause for concern / additional
targets’ to support the move towards
‘good’ outcomes
Yes?
Is the student teacher
mostly meeting the
criteria for ‘Requires
improvement’ in all 8
part 1 standards?
Contact link tutor
If no improvement by the end of block,
placement awarded a ‘pass’
Set cause for concern/ additional targets/
intervention strategies
No? –
some
elements
of below
standard
Contact link tutor
Provide additional CPD or support if
necessary. In exceptional circumstances
extra time may be allowed
If no improvement SE Director is
contacted and placement awarded a ‘fail’
Don’t forget to log and
make notes of additional
targets set or additional
interventions
Remember to
contact the link
tutor if you have any
issues or concerns
Further information and
guidance can be found in
the document ‘ Dealing
with placement problems’
• Remember…. Students achieving at grade 3
(‘Requires improvement to become good’ ) will
pass school experience and will still be awarded
QTS if they have met all the Teachers’ Standards by
the end of their final placement.
Moving progress forward
• What might you do if you weren't seeing any progress
being made?
• What strategies might you use to improve outcomes and
address your concerns?
• How might you go about setting targets to enable the
student to make progress?
‘Moving from Good to Outstanding’
support documents
Final placement: exit process
The exit moderation process will help ensure accuracy
and appropriate rigour in the assessment of all trainees. It
takes place in two parts:
Stage 1: A shared moderation appraisal which should be
undertaken at the mid-point of the final school experience
and be conducted jointly by the link tutor and the mentor.
Stage 2: An exit interview which should take place at the end
of a final school experience during which the link tutor will
check the student teacher’s supporting evidence and agree
the mentor’s final summative judgments.
This is a quality assurance process ensuring that all
judgments made by mentors are in line with those made by
link tutors.
Exit moderation process
Stage 2 : ‘Exit interview used
to:
Stage 1: Moderated
appraisal used to:
•
Moderate mentor interim
judgements.
•
Support the setting of targets to
move the student teacher to
good or better.
•
Undertake earlier file check
(particularly M+A / evidence
files).
•
identify those students needing
intervention/ additional support
(including students to attend
university based intervention
day) and to implement
‘Requires improvement action
plan’ at an earlier point if
needed.
•
•
•
•
Moderate the mentors final
judgements taking into account
impact of student teachers’ ‘teaching
over time’ and not just in appraisals
(sustained competence).
Consider also part 2 standards
alongside part 1 and teaching ability.
Look at all evidence including file
content and student reflections and
evaluations.
Scrutinise ‘evidence bundle’ with
more emphasis placed on the use of
the M+A file as a portfolio of
supporting evidence worked on from
the beginning and throughout the
placement
The final placement
• An opportunity for students to demonstrate ‘sustained
competence’ in preparation for their NQT year.
• There are implications for our students as NQT’s from the
proposed new HEI inspection framework – a two tier
inspection which will inspect partnerships is proposed:
o Stage 1: the impact of training on trainees teaching at
the end of their course and how well they meet the
standards.
o Stage 2: how well new teachers are prepared for the
rigours of the classroom when they start work as
qualified teachers. There will be a specific focus on how
well partnerships prepare trainees to manage behaviour
and discipline.
Process
• Students are observed by OfSTED teaching at the
end of training. Then observed again one term in to
their new jobs.
• OfSTED are checking the accuracy of information
on trainees performance to employers and effective
liaison with employing schools.
QA
• External examiners visits - 21st June
•
OfSTED - this week
Any questions?
Thank you for your attendance and for supporting our
students on placement