awareness of the range of diversity (identity, heritage and belonging) in the UK and in their own classroom, through the choice of themes, resources and appropriate display respect for difference (including difference in faith and beliefs) and the rights of others; treating pupils with dignity rooted in mutual respect. All observations should have similar, specific targets identified and recorded at the top of the ROLO. The Grading Criteria and Targets The University Grading Criteria are on the Teachers’ Standards. This provides students, tutors and mentors, with clearly differentiated evidence for each Standard. They should be used both formatively and summatively throughout the placement and should be used as a basis on which to set future targets. Part of a student’s development as a professional is to learn how to set and work towards specific targets. In some instances, a student will identify his/her own targets. At other times, the targets will emerge through joint discussion. It is better for the student if targets are set and regularly monitored. Placement Review of Progress Record of Lesson Observation (ROLO) Weekly review and feedback 1 ROLO per week Interim Report Block A See key dates First Plus feedback given on Final Report mathematics and phonics See key dates workbook if based in KS1 Weekly review and feedback 1 ROLO per week Block B Block B Report Alternative See key dates Plus feedback given on mathematics and phonics workbook if based in KS1 Weekly review and feedback Block A2 Final Summative Assessment 1 ROLO per week Final Report See key dates This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. If a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner, this will trigger the Cause for procedure (see Appendix 7). Concern Reflection and Evaluation Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the they want to be’. Discussion may also help a student to recognise ‘teacher progress or identify reasons for lack of progress and suggest a course of action that will
awareness of the range of diversity (identity, heritage and belonging) in the UK and in their own classroom, through the choice of themes, resources and appropriate display respect for difference (including difference in faith and beliefs) and the rights of others; treating pupils with dignity rooted in mutual respect. All observations should have similar, specific targets identified and recorded at the top of the ROLO. The Grading Criteria and Targets The University Grading Criteria are on the Teachers’ Standards. This provides students, tutors and mentors, with clearly differentiated evidence for each Standard. They should be used both formatively and summatively throughout the placement and should be used as a basis on which to set future targets. Part of a student’s development as a professional is to learn how to set and work towards specific targets. In some instances, a student will identify his/her own targets. At other times, the targets will emerge through joint discussion. It is better for the student if targets are set and regularly monitored. Placement Review of Progress Record of Lesson Observation (ROLO) Block A First Weekly review and feedback Interim Report See key dates Final Report See key dates 1 ROLO per week Plus feedback given on mathematics and phonics workbook if based in KS1 Block B Alternative Weekly review and feedback Block B Report See key dates 1 ROLO per week Plus feedback given on mathematics and phonics workbook if based in KS1 Block A2 Final Weekly review and feedback Final Summative Assessment Report See key dates 1 ROLO per week This table outlines minimal requirements for observation and feedback. In the case of students who are experiencing difficulties, it is advisable that observation, feedback and target setting are carried out more frequently in order to support the student and to provide evidence of a clear audit trail. If a student is not making progress/failing the teaching standards/conducting themselves in an unprofessional manner, this will trigger the Cause for Concern procedure (see Appendix 7). Reflection and Evaluation Part of the professional development of a student involves them in evaluating teaching and learning and requires them to reflect on their experiences. Mentors can play a valuable role in helping students to reflect and evaluate, to begin to identify their own philosophy and develop into the ‘teacher they want to be’. Discussion may also help a student to recognise progress or identify reasons for lack of progress and suggest a course of action that will
2018-2019%20PGCE%20Primary%20School%20Direct%20Handbook.docx