gathered evidence in support of this. Some mentors find it easier to manage this process of checking more frequently than at the point of profiling conferences, and in any case should, at the very least, ensure that the student teacher is actively engaged with their online profile on a weekly basis. The Monitoring and Evaluation Record Form This is a document which the partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student progress. It forms the core of their teachers’ personal targets and progress. It includes: a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified; a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take forward; comment on files, preparation and professionalism as exemplified in Part 2 of the Standards; Teachers’ an agreed overall weekly grade which the student teacher uploads, and gives the campus based staff, including their professional tutors an indication of their progress; Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section. Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 (For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b) The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 15). Part 1 requires the student teacher to reflect on all the Standards that they have – Teachers’ addressed during the course of the week, including those that they had identified as specific targets for improvement. Part 2 requires the student teacher to reflect on the progress of 3 different groups of pupils – (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning. requires the student teacher to consider their progress, and that of the pupils to Part 3 – date and as a result, identify their personal targets for the coming week. They will be directly linked to the Standards and be reported on in Part 1 of the Teachers’ following week’s progress record.
gathered evidence in support of this. Some mentors find it easier to manage this process of checking more frequently than at the point of profiling conferences, and in any case should, at the very least, ensure that the student teacher is actively engaged with their online profile on a weekly basis. The Monitoring and Evaluation Record Form This is a document which the partnership have developed in response to comments from evaluations and national initiatives. The purpose of this weekly evaluation is to determine a more holistic and detailed view of the student teachers’ progress. It forms the core of their personal targets and progress. It includes: a short, focussed observation linked to specific targets for improvement that the student teacher has previously identified; a learning conversation with key questions about the impact of teaching on learning; further discussion on areas for further development and agreed targets to take forward; comment on files, preparation and professionalism as exemplified in Part 2 of the Teachers’ Standards; an agreed overall weekly grade which the student teacher uploads, and gives the campus based staff, including their professional tutors an indication of their progress; Student teachers should keep a completed copy of this weekly document within their Practical Teaching File in each tabulated weekly section. Reflective Weekly Overview and Progress Record, Part 1, 2 and 3 (For Yr 1 Summer term; year 2 and 3 and PGCE Placement 1 a and 1 b) The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning. Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 15). Part 1 – requires the student teacher to reflect on all the Teachers’ Standards that they have addressed during the course of the week, including those that they had identified as specific targets for improvement. Part 2 – requires the student teacher to reflect on the progress of 3 different groups of pupils (individuals, small groups, whole class) during the week. They should consider how their teaching has impacted on the progress of these 3 groups and include commentary on marking and assessment, and future planning. Part 3 – requires the student teacher to consider their progress, and that of the pupils to date and as a result, identify their personal targets for the coming week. They will be directly linked to the Teachers’ Standards and be reported on in Part 1 of the following week’s progress record.
9._e__BEd_Year_2_Part_2_-_Summer_Notes_of_Guidance_2016-17.docx