Section A: BACKGROUND & EXPLANATION. 1. Tracking Student Teacher Progress using Pupil Progress. A Pupil Progress approach is essentially:

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1 Grading Student Teachers against the Teachers Standards Additional Guidance Secondary & School Direct Programmes Using Pupil Progress as the key lens to assess the effectiveness of teaching Academic Year The work below is adapted from Additional resources and guidance: Tracking Student teachers progress and evidence bundles Revised June 2016 (NASBITT & UCET) This guidance should be used alongside the booklet Grading Student teachers against the Teachers Standards when supporting student teachers in preparing for the end of their training programme and when assessing student teachers and allocating grades. Section A: BACKGROUND & EXPLANATION 1. Tracking Student Teacher Progress using Pupil Progress This guidance represents a shift of focus, to ensure that: assessment criteria and monitoring of practice takes a greater account of the impact of student teachers teaching on pupils progress and learning over time with the intention and that all individuals and groups of learners make good or better progress student teachers continually assess pupils learning and match their teaching to pupils different starting points building on what they already know (prior knowledge) target setting and feedback focuses on the impact of student teachers teaching on pupils progress, what would support further progress for pupils and secures accurate assessment against the Teachers Standards Pupil Progress is used to identify how the student teacher s skills against each of the Teachers Standards have enabled them to impact on pupil progress and to support target setting for further development. A Pupil Progress approach is essentially: 1. Evaluating evidence of pupil progress and learning drawn from a wide range of sources 2. Using this as a basis of evidence of the impact of student teachers teaching, identifying progress against the Teachers Standards through a range of annotated documents And, additionally, 3. Using supplementary evidence from the same period which demonstrate further how the student teacher is progressing against the Teachers Standards and the quality of their teaching overall Student teachers need to become adept at identifying and analysing the evidence of the progress of their pupils, the impact of their teaching overall and use this as a basis for identifying their strengths, areas for development and targets against the Teachers Standards. Progress to achieving the targets will be evidenced through the pupils progress and learning overtime. This suggests a particular way of approaching and tracking progress against the Teachers Standards. Set out below is an overview of that approach. Louise O Sullivan September

2 2. The underpinning features of assessing student teachers through this approach The development of outstanding teachers placing pupil learning at the heart of teacher education A framework for assessing the quality of student teachers teaching starting with impact on pupils progress which, in turn, informs on-going achievement and final attainment Identification of the essential resources to support student teachers and their tutors/mentors in recording and evidencing progress and setting appropriate long and short term targets Assessments which reflect the quality of student teachers teaching overall and the interrelatedness of the Standards enabling pupil progress An unambiguous shared language for discussing the progress of, and expectations for, student teachers 3. The absolutes of assessment of student teachers As a student teacher rather than as a qualified teacher Through pupil progress and learning over time Through sequences of lessons using all available evidence Using Teachers Standards in full and sub headings as guidance Based on holistic, professional judgments to secure best fit and accuracy to the 4 point scale All grades, comments and targets consistently aligned Student teachers exceed the minimum expectation for the Teachers Standards - appropriate to the age range and ability of pupils for which they train 4. The underpinning model of assessment against the Teachers Standards Louise O Sullivan September

3 5. How might we judge Pupil Progress in learning over series of lessons? In order to analyse the effectiveness of teaching every teacher needs to consider the impact of their teaching on the progress of pupils in the classes they teach. It is critical to avoid an atomistic approach; initial discussions should focus on the quality of the student teacher s teaching and its impact on pupils progress and learning over time and the aspects of the trainees teaching which support this or need to be developed further. The section 5 school inspections Handbook states that Ofsted judge pupil progress is taking place when: pupils are making good progress towards meeting or exceeding the expected attainment for their age, as set out in the school s own curriculum and assessment policies pupils are set challenging goals, given their starting points, and are making good progress towards meeting or exceeding these pupils are gaining and consolidating knowledge, understanding and skills pupils, including the most able, do work that deepens their knowledge, understanding and skills, rather than simply undertaking more work of the same difficulty or going on to study different content. The Partnership needs to support student teachers in developing skills to evidence the pupil progress occurring in their classes. The types of evidence of pupil progress the student teacher will be able to use and discuss as evidence of the impact of their teaching will vary and change over their training but might comprise of: observations of pupils interactions and engagement in lessons; pupils responses in lessons; pupils workbooks, with particular reference to the quality and impact of the student teacher s marking; targets that are set for specific pupils and groups of students and the pupils responses to them; the student teacher s assessment records (including pupils self assessment); the student teacher s understanding and use of data to inform their planning; the student teacher s annotated planning; the quality of questions the student teacher asks; student teacher s strengths against the Teachers Standards and sub-headings of the Teachers Standards and grading criteria and how they can improve. Louise O Sullivan September

4 Section B: PROCESS WHAT NEEDS TO BE DONE 6. Developing the Pupil Progress approach Step by step from the student teachers perspective, working with mentor or class teacher as appropriate: 1. Student teacher, with mentor, identifies a sequence (or sequences) of lessons which can be used to evidence pupil progress over time and through this the quality of the student teacher s teaching overall. They agree what they are going to teach and why through the sequence of lessons 2. Identify what the pupils starting points are in relation to what is to be taught - individuals, groups and whole class 3. Discuss the subject specific knowledge to be taught and related misconceptions which may arise; addressing these can provide clear evidence of pupil learning and progress 4. Set out success criteria for pupils learning: what will be different in the pupils learning and how will they know? 5. Find out how groups and individuals work best, for example, what are they interested in and excited by? 6. Plan a sequence of lessons building on the information they have gathered 7. Assess and respond to pupils needs within each lesson and over the sequence of lessons, annotating and amending plans in response to pupils needs 8. Identify evidence of progress made by pupils 9. Identify evidence of what they did to support this within lessons and throughout the sequence of lessons 10. In preparation for weekly meetings and as they develop their evidence bundles student teachers consider the following: Did all the pupils learn and make progress over time? (individuals, groups and whole class) o How do you know (evidence, marking, progress from starting points, overcoming misconceptions etc.)? What did you do to make that difference? o Identify specific strengths in your teaching o What have you learnt from this (analysis)? o Link to the Teachers Standards and review progress against your targets What could have gone better? o Identify specific areas of development o What have you learnt from this (analysis)? o Link to the appropriate Teachers Standards and formulate appropriately clear targets What have you learnt about your teaching? What have you learned about progress against your targets? What does this suggest to you about how you are meeting each Standard and the Teachers Standards overall? 11. Using the diagram and questions below the student teacher then writes a summary reflection. This summary should be cross referenced to the Teachers Standards as appropriate. a. Did the pupils making progress? b. How do you know this? What is the evidence? c. Which individuals or groups made better progress than others? How do you know this? What barriers can you identify that impacted on pupil progress? d. What interventions did you put in place to impact on pupil progress? e. What further strategies could you implement in the future might to promote pupil progress? f. What support would enable you to have further impact on pupil progress? Another way to think of this process is shown on the next page. Louise O Sullivan September

5 6 steps to constructing your evidence bundle as you teach STEPS TOWARDS CONSTRUCTING A GREAT BUNDLE 1 You take over your class at the start of the year, the term or a module YOU CAN INCLUDE IN YOUR BUNDLE Data sheet for the class showing prior attainment, tests and targets grades for the coming year Information on individual educational needs THIS WILL SHOW THAT YOU Are aware of the class s prior capabilities (2b) Have a clear understanding of student needs (5d) 2 In preparation for teaching, you will check you have the relevant subject knowledge Copies of articles you have read or notes from other readings Annotated copies of exam of test specifications You have strong subject knowledge (3a) and an understanding of developments in your subject (3b) Strong curriculum knowledge (3a) 3 You will prepare a scheme of work and individual lesson plans A Scheme of work with resources Lesson plans Homework set Can design an engaging curriculum within the relevant subject area (4a) Can differentiate effectively (5a) Anticipate pupils misunderstandings and misconceptions (3a) Plan differentiated and effective homework (4c) 4 As you teach the module, you will be observed, you will evaluate your lessons and reflect on progress Weekly meeting record with mentor proforma Lesson observations Can systematically reflect on and evaluate your teaching (4d) Can challenge and support all learners (5d) Use a range of innovative strategies (1a) Promote a safe and stimulating learning environment (1a) Demonstrate positive attitudes, values and behaviours (1c) Set high expectations (2d) Use lesson time effectively (4a) Promote a love of learning (4b) Assess formatively (6a) Can manage behaviour appropriately using school s behaviour code (7a), manage classes effectively (7c) and have good relationships with them (7d) Maintain high expectations of behaviour (7b) Plan for TAs and other adults in your classroom (8) 5 At the end of the module or term, you will assess the work that the students have produced 6 You will compare the quality of the work produced and the attainment at the end of the unit or module with what you knew about them at the start Samples of marked pupils homework and classwork including photos and videos Examples of marked exams or tests Revised Data Sheets Can assess accurately (6a) Use summative tests effectively (6b) Give pupils regular written feedback and encourage them to respond to it (6d) Can assess using statutory assessment regimes (6a) Are accountable for pupil progress (2a) Can demonstrate that all your pupils make good progress (2c) Use relevant data to monitor progress (6c) Louise O Sullivan September

6 Pupil progress over time: ITT Content and the interrelationship of the Teachers Standards Bea Noble-Rogers October PLan teach Building on prior knowledge Curriculum design and development Individual lessons in a sequence - reflect Purpose of planning and how to plan across a sequence of lessons* Use research* 5. Adapt teaching for all Analyse the strengths and needs of all, avoid labelling,seek advice : cognitive emotional mental health Send Code of practice / indicators of SEND/barriers Adapt teaching to ensure access Child adolescent atypical development 6. Assessment Fundamental principles of assessment - support and challenge Repertoire of methods* Bias reliability validity criterion norm ref standardisation standardised tests use of data to inform T & L* Subject specific assessment Informed marking: M M M * 3. SK C Knowledge Subject specific pedagogy Progress in subjects Misconceptions National public tests Knowledge rich curriculum - beyond Scholarship Fundamental building blocks 7. Behaviour a. Explicit relationship to progress well being and learning b. Explicit relationship between getting expecttions and teaching right and behaviour 2. Promote Progress Observe evaluate teaching strategies Understand impact good teaching on outcomes Understand factors effecting pupils education: cognitive load motivation understanding and focus Use assessment to track progress Impact on Teaching over time 8. Wider professional responsibilities Work with and effectively deploy support staff in ways that have the greatest possible impact on pupils' education and progress 1. High expectations Responsibility to motivate and challenge regardless of age ability aptitude SEND EAL most able Impact on Pupil progress Part 2 Clear understanding of the expectations regarding personal and professional conduct of a teacher and the ethics of the teaching profession Keeping Children Safe DfE 2016 Louise O Sullivan September

7 7. How might a student teacher gain evidence of prior learning? Discussion with teachers,tas, HoDs, Assessment Managers and other relevant school staff Looking at books to identify individual needs and the needs of particular groups e.g EAL, SEND, Pupil Premium Considering potential misconceptions and barriers to learning for specific groups and individuals Drawing on tracking data and analysis Using observations of individuals, classes and groups Discussion with pupils Discussion with parents and carers, in particular EY and primary Using formative assessment, for example, through planned questioning 8. What could be in a bundle? Each bundle will represent the best evidence for any particular student teacher at any time. This means that no two bundles will be identical and thus a definitive list of what is included cannot be given. However a bundle might include some of the following items: Comments about pupil s progress, outcomes and behaviour and effort Weekly meeting record with mentor, interim reviews Lesson plans Formal observations Lesson evaluations which relate to progress Weekly meeting record with mentor and reflections Pupil data (prior to activity to show starting point e.g. previous activity level this needs to reflect skills, knowledge and understanding related to the intended learning outcomes for the class and groups) Pupil progress overtime by group, for example: BME, SEND, PP, Boys, Self and peer assessments undertaken by pupils Work produced in lessons (worksheets, notes etc.) book scrutiny Homework Student teacher marking and its impact Work acted on by pupils showing improvements Visual or electronic evidence e.g. video clips of lessons or parts of lessons to show individuals at start, middle and end of sequence of work Exams/end of unit tests and results Louise O Sullivan September

8 GUIDANCE FOR 2018/19 WHAT NEEDS TO BE DONE? Student teachers will work on producing three evidence bundles by the end of the training programme a. If a secondary student teacher the three bundles will be across at least two key stages PGCE Secondary & BSc Maths: KS3 and KS4 Business Studies, Psychology and Health & Social Care: KS4 and KS5 b. If a PGCE 7 to 14 student this will be one KS3 bundle, two KS2 bundles in English or Maths and one other (either English or Maths or the specialist subject). c. If a primary school direct student teacher this will be one maths bundle, one English bundle and one bundle for a different subject/area (e.g. a foundation subject, science, RE or topic) The lens of pupil progress will become the key discussion point in all interactions with the student teacher e.g. observations of teaching, entries and comments found in the weekly meeting record with mentors, discussions between visiting CCCU tutors, mentors and students, university PPD tutorials, etc. Student teachers will be supported by mentors and tutors in developing their evidence bundles through these interactions The new Lesson Observation form will be used for all future observations of teaching Secondary & School Direct Programmes FREQUENTLY ASKED QUESTIONS The questions and answers below should be read alongside the document Grading Student Teachers against the Teachers Standards Additional Guidance (February 2017) Some Key Reminders Please remember the two key points about evidence bundles: 1. It is the process of focussing your attention on the progress your pupils are making that is the most important thing not producing the paperwork for the bundles 2. With the evidence bundles it is quality not quantity that matters so it is the quality of the bundle not how big it is or how much is in it For clarity around terminology: The Portfolio is a folder of information and documentation (as listed in the Portfolio guidance) and needs to be complete, of satisfactory quality and submitted at the end of the programme Evidence Bundles are one specific part of the Portfolio GENERAL POINTS In the evidence bundles, do the plans need to be on the CCCU form or can it be on their own school format? You can use whichever format you currently use to plan lessons. The detail in the plan and the evaluation of its effectiveness is the important element, not the format. Am I still allowed to submit only one folder? Yes, ideally all of your Portfolio, including the three evidence bundles should fit into one folder. Louise O Sullivan September

9 Teachers who have trained on the programme before me have told me I need to collect evidence for each standard and produced a write up against each standard. Do the Evidence Bundles replace the evidence for each individual standard? Yes you do not need to collect evidence for each standard. Are there a set number of lesson plans/observations required? There is a set number of observations of student teacher s teaching needed for the Portfolio. This varies from programme to programme and is given in the Portfolio guidance. However there is not a set number of observations needed for the evidence bundle. How will I evidence other evidence that doesn t fit nicely into a bundle, for instance going on a trip, standard 8 and Part 2? Remember that your evidence bundles are not the entirety of your evidence about meeting the standards. Your Portfolio is your total evidence, so other evidence such as that described here, should be evident in your Weekly Meeting Records, Mentor s reports, Lesson observations etc. Can I bring along a work in process evidence bundle to PPD day Tutorial for evaluation, feedback and discussion? Yes, this would be a good idea so you get some early feedback. Secondary Subject Pedagogy Tutors will talk to you about how they will support you with the evidence bundle gathering in each subject, but this work will also be a key part of Secondary PPD tutorials. You say we can t fail, what If we don t put enough in the evidence bundles? Can the evidence bundles let us down There is no set idea about how much evidence is too much / not enough. Make sure you discus the progress you are making with establishing your bundles with your mentors and tutors and they will support you. This will ensure you do not get to the end without enough evidence. How will the School Direct final assessment process work in practice? Separate guidance about the actual final assessment visit will be published in April, but please rest assured that the only paperwork you will be required to produce is a complete Portfolio of a satisfactory standard. I do not have to photocopy all pieces of work for every child (i.e. 30 books each day!) do I? No, absolutely not. This is about selecting the best evidence demonstrating the progress pupils make as a result of your teaching and not about presenting everything you have and letting the tutor/mentor work out what is good and what Is not. You might present some examples of children s work, your marking etc, but not every piece relating to the unit of work. Can proformas be uploaded on BB for evidence bundles? Will there be a cover sheet to go on top of our 'Evidence Bundles'? There will not be any compulsory proformas for the bundles but in due course there will be some exemplar material shared in your taught sessions. This will be provided to give you ideas and support your work, providing models you might choose, but these models will not be compulsory. You will be free to choose your own way to present your bundle. Can we include evidence from a specific lesson a lesson with a breakthrough from one child? Yes, but as part of the scheme / unit of work that is the basis for your bundle. Louise O Sullivan September

10 Do the 3 evidence bundles have to be in my subject specialism (e.g. art) or can one of them be from another subject I teach? (such as science or ICT). SECONDARY: The evidence bundles do need to be in the subject for which you are training. Can Music students use audio recordings as evidence in our bundles? Yes you can. QUESTIONS ABOUT KEY STAGE / AGE PHASE / NUMBER OF PUPILS Can you confirm that the bundle is for 1 unit of work for 1 year group in each KS? Yes confirmed so, for example, if you are on the secondary programme, you need one bundle for KS 3 for one unit or work in either year 7 or year 8 or year 9; and then one bundle for KS 4 for one unit or work in either year 10 or year or year 11; and then one further bundle in a KS of your choice. Do the evidence bundles have to cover placements 1 and 2, or do I just have to ensure they cover the relevant key stages for my training? SECONDARY: Your evidence bundles do have to cover the age range for which you are training, so depending on the training age range of your programme you will need to ensure that you produce one evidence bundle for each of the required key stages. PRIMARY SCHOOL DIRECT: Your bundles have to cover English, Maths and one other curriculum area. You should try to ensure you cover both key stages and this might mean you need a bundle for your second school placement. Is the evidence bundle meant to focus on specific students, or the whole class? The evidence bundle should take in oversight of the whole class, but within that it is entirely appropriate, and indeed good practice, to focus in one key groups of pupils or indeed individual pupils. Do I need to request a timetable change in order to have access to all key stages? You might need to do this, but your mentors and tutors are all aware of the key stage requirements. As always if you are worried about this discuss this with your subject pedagogy tutor and your mentor(s) who will be able to help you. Can year 9 count as a KS4 bundle? No, unfortunately not. The Government are very clear about this. It is the age of the pupils that counts, not the curriculum they are being taught. So Key Stage 3 covers years 7, 8 and 9; Key Stage 4 covers years 10 and 11 and Key Stage 5 covers year 12 and 13.: QUESTIONS ABOUT THE PORTFOLIO Should all observations used in the Portfolio have their associated lesson plans with them? No it is not necessary to submit the plans with the observations, although you can if you wish. Should all observations we do of other teachers be included, or should they now only be included if they are referenced within our pupil progress bundles? They should only be included if they are part of your evidence bundle. Do lesson plans need to be submitted in the Portfolio? Do I need to provide lessons plans, other than in my evidence bundle? Lesson Plans do not need to be submitted for the Portfolio. Plans of some sort (whether individual lesson plans, of plans for schemes of work) should be part of an evidence bundle. Louise O Sullivan September