FT 11 (Cont) Grade descriptor guidance for tutors and mentors : Achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. Grade Trainees’ teaching Trainees’ files Trainees’ explanations Trainees’ characteristics – Description: Teaching File and PDR eg in tutorials - overall Outstanding always ensures that all learners clear and deep understanding of describe the stages in progress take risks when trying to make make progress and are how to plan for progression through a topic/set of ideas and teaching interesting, are able to – (1) challenged stages in learning, different concepts/sequence of teaching deal with the unexpected and rates of progress, dealing with the moment’ ‘grab Trainees graded as lessons invariably capture the barriers to learning. able to discuss in detail inspire and communicate their `outstanding’ interest of learners, are individual learners’ progress evidence of monitoring and enthusiasm to learners consistently good interactive and inclusive recording learners’ progress and lessons that often able to use their depth of have an intrinsic passion for how the outcomes are used in demonstrate rapport with learners - subject-specific pedagogical learning subsequent planning outstanding dialogue and questioning understanding to explain in show innovative and creative features across a detail why they use particular clarity of links between learning thinking lateral thinkers – range of different attention to individuals and teaching approaches objectives, teaching approaches contexts (for groups have the ability to reflect critically and assessment strategies example, different wide understanding of the range and rigorously on own monitor learners’ progress and ages, backgrounds, of professionals that contribute practice to inform their provide detailed feedback and show innovation eg in SoW, group sizes, and to learners’ overall development professional development, and targets approaches to policies, social abilities) by the end to take and evaluate appropriate /cultural diversity of their training.
FT 11 (Cont) Grade descriptor guidance for tutors and mentors : Achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. Grade Description: Trainees’ teaching Trainees’ files – Teaching File and PDR Trainees’ explanations eg in tutorials Trainees’ characteristics - overall Outstanding (1) Trainees graded as `outstanding’ consistently good lessons that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. always ensures that all learners make progress and are challenged lessons invariably capture the interest of learners, are interactive and inclusive rapport with learners - dialogue and questioning attention to individuals and groups monitor learners’ progress and provide detailed feedback and targets clear and deep understanding of how to plan for progression – stages in learning, different rates of progress, dealing with barriers to learning. evidence of monitoring and recording learners’ progress and how the outcomes are used in subsequent planning clarity of links between learning objectives, teaching approaches and assessment strategies show innovation eg in SoW, approaches to policies, social /cultural diversity describe the stages in progress through a topic/set of ideas and concepts/sequence of teaching able to discuss in detail individual learners’ progress able to use their depth of subject-specific pedagogical understanding to explain in detail why they use particular teaching approaches wide understanding of the range of professionals that contribute to learners’ overall development take risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’ inspire and communicate their enthusiasm to learners have an intrinsic passion for learning show innovative and creative thinking – lateral thinkers have the ability to reflect critically and rigorously on own practice to inform their professional development, and to take and evaluate appropriate
2013-Professional-Development-Portfolio.docx