Portfolio of Observations / Date Teaching Role Professional Preparation Development (PPD) Professional practice 1(a) Week/the first week Trainees establish the Induction Trainees – routine of drawing their undertake structured No formal role during reflections together in a observations and observation week, professional, positive reflect on the school’s The dates are although trainees way and familiarise policies, practice and flexible should be encouraged themselves with the ethos. They familiarise to support trainers and QTS Teachers’ themselves with teachers in lessons. Standards, in the routines and context of the school expectations. setting. Professional Practice 1(a) Structured Observations continue. Clear reflections upon Trainees gradually Trainees focus upon practice are emerging, engage with the the pupils they will be with links being made to process of planning, teaching and begin to how the Teachers’ delivering and analyse specific Standards (revised evaluating lessons elements of pupil 2013) are being under the guidance of performance. This addressed and how the the Curriculum Mentor. includes observing The dates are evaluative process is At this initial stage, pupils in the context of flexible informing delivering segments of other subject areas improvement. lessons, team teaching and a ‘shadowing’ University and supporting small pupil. sessions/online groups are apt sessions and school- strategies. Trainees gain based experience are additional experience in these ‘linked’ of subject and/or reflections. school Key Stage 2/3 transition issues. END OF Professional Practice 1(a) Professional Practice 1(b) (Preparation/Orientation) – Trainees ensure that Trainees ensure that A clear is ‘Training Plan’ they have observed, their evaluations emerging with The dates are and if possible taught, a clearly inform medium individualised targets flexible series of lessons with term planning for the clearly linked to the the classes that they forthcoming Standards Teachers’ will teach on Professional Practice revised 2013. The RPP
Date Teaching Role Observations / Preparation Portfolio of Professional Development (PPD) Professional practice 1(a) Week/the first week The dates are flexible No formal role during observation week, although trainees should be encouraged to support trainers and teachers in lessons. Induction – Trainees undertake structured observations and reflect on the school’s policies, practice and ethos. They familiarise themselves with routines and expectations. Trainees establish the routine of drawing their reflections together in a professional, positive way and familiarise themselves with the Teachers’ QTS Standards, in the context of the school setting. Professional Practice 1(a) The dates are flexible Trainees gradually engage with the process of planning, delivering and evaluating lessons under the guidance of the Curriculum Mentor. At this initial stage, delivering segments of lessons, team teaching and supporting small groups are apt strategies. Structured Observations continue. Trainees focus upon the pupils they will be teaching and begin to analyse specific elements of pupil performance. This includes observing pupils in the context of other subject areas and ‘shadowing’ a pupil. Trainees gain additional experience of subject and/or school Key Stage 2/3 transition issues. Clear reflections upon practice are emerging, with links being made to how the Teachers’ Standards (revised 2013) are being addressed and how the evaluative process is informing University sessions/online sessions and experience are ‘linked’ in these reflections. END OF Professional Practice 1(a) Professional Practice 1(b) (Preparation/Orientation) – The dates are flexible Trainees ensure that they have observed, and if possible taught, a series of lessons with the classes that they will teach on Trainees ensure that their evaluations clearly inform medium term planning for the forthcoming Professional Practice A clear ‘Training Plan’ is emerging with individualised targets clearly linked to the Teachers’ Standards revised 2013. The RPP based improvement. school-