King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)

PGCE/School Direct
Professional Practice Report 3 (PPR3)

Guidance on completing Professional Practice Report 3

The PPR3 report aims to confirm the achievement and evidencing of the Teachers’ Standards by a trainee up to the end of the School Experience 2 placement. On the assumption that comments mean more than grades please feel free to give formative comment on individual areas of the standards or in targets for the trainee’s NQT year.

It is the mentor’s responsibility to complete the report and to return this to the PGCE office at King’s by the deadline. Trainees should arrange to meet with their mentor prior to the submission deadline to discuss the report, and to add their own comments to the section provided at the end. Mentors should note that all trainees have a self-assessment page in their own Professional Development Portfolio (PDP) in which they should write their own comments about how they have achieved each of the Teachers’ Standards. This should be completed and shared with mentors in advance of the writing of this report. Please note that mentors should also review the full PDP prior to writing the PPR3 report.

Section A

  • Please provide comments on the trainee’s achievement in relation to each of the Teachers’ Standards.

Section B

  • Please provide information on the trainee’s punctuality and attendance. For PPR3, you are required to choose an overall grade of the trainee’s achievement. There are 4 grades as follows:
  • Grade 1: Has met the Teachers’ Standards at a higher level
  • Grade 2: Has met the Teachers’ Standards beyond the minimum level
  • Grade 3: Has met the Teachers’ Standards at the minimum level
  • Grade 4: Has not yet met the Teachers’ Standards at the minimum level

Grade descriptors are provided on the next page to help you determine which grade the trainee has achieved. Please note that you should choose a grade based on a ‘best fit’ model.
By choosing grades 1, 2 or 3 you are confirming that the trainee has met the criteria for a pass and should be recommended for QTS. If you choose grade 4, QTS is not recommended. You are then required to complete an additional box detailing if there were mitigating circumstances preventing the trainee from meeting these, and whether the trainee would be able to meet the Standards if they were to undertake additional teaching practice.

  • Please provide what you believe to be their key strengths, as well as some main targets to work on during their NQT year. These targets should relate specifically to one or more of the Teachers’ Standards.

Section C

  • There is space for the mentor to add any additional overall comments, and the PCM and student should also add their own comments here.

Please return this form electronically to Grace Harkin at by Friday 8th June 2018or by post to: Grace Harkin, King’s College London, School of Education, Communication and Society, PGCE Office, Room 1/1, Franklin-Wilkins Building, Waterloo Bridge Wing, Waterloo Road, London SE1 9NH.

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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)

Trainee Grade Descriptors for PPR2 and PPR3

The descriptors here are provided as a support to mentors when assessing the overall performance of trainees at PPR2 and PPR3, and are also intended to support trainees in self-assessment and can be used in the setting of targets for improvement. They describe aspects of trainee teachers who are fulfilling the Teachers’ Standards at a level beyond the minimum level required to attain a pass on the programme. Mentors are asked to use a ‘best fit’ model when reaching a final judgement.

Standard / Trainees meeting the Standards at a higher level / Trainees meeting Standards beyond the minimum level / Trainees meeting Standards at the minimum level
TS1 – Setting high expectations /
  • Planning and teaching clearly takes account of the needs of the full range of individuals and different groups within classes, regularly setting high expectations for learners, and showing some creativity and originality.
/
  • Planning and teaching clearly takes account of the needs of the full range of individuals and different groups within classes, normally setting high expectations for learners.
/
  • Awareness of the need to take account of the range of groups and individuals within classes

TS2 – Promoting good progress /
  • Consistently demonstrate in their planning the use of strategies to encourage pupils’ progress
  • Over time, the majority of pupils make very good progress, and reflecting on this progress and pupils’ prior knowledge informs future planning and teaching.
/
  • Consistently demonstrate in their planning the use of strategies to encourage pupils’ progress
  • Over time, the majority of pupils make good progress, and reflecting on this progress and pupils’ prior knowledge informs future planning and teaching.
/
  • Demonstrate the use of strategies to encourage progress
  • Over time, pupils in their classes make progress

TS3 – Subject Knowledge /
  • Demonstrate strong knowledge of their subject and the curriculum, and strong pedagogic knowledge that allows them to engage pupils in their lessons.
  • They show a strong commitment to keeping up to date with subject and curriculum developments, and identify their own areas for subject knowledge development.
/
  • Demonstrate sound knowledge of their subject and the curriculum, and pedagogic knowledge that allows them to engage pupils in their lessons.
  • They show a commitment to keeping up to date with subject and curriculum developments, and identify their own areas for subject knowledge development.
/
  • Demonstrate sufficient subject and curriculum knowledge to plan and teach lessons
  • They recognise the need to stay up to date with subject and curriculum developments

TS4 – Planning and teaching well-structured lessons /
  • Planning and teaching include a range of carefully chosen activities setting high expectations for learners, and showing some creativity and originality.
  • They are able to reflect critically on the strengths and areas for development within their own planning and teaching.
/
  • Planning and teaching include well chosen strategies, normally setting high expectations for learners.
  • They are able to reflect on the strengths and areas for development within their own planning and teaching
/
  • Can plan to use a range of teaching strategies
  • They can identify some areas for development within their planning and teaching

TS5 – Responding to pupils’ needs /
  • Planning and teaching clearly takes account of the needs of the full range of individuals and different groups within classes
  • They are able to regularly make effective interventions within lessons to encourage pupil progress.
/
  • Planning and teaching clearly takes account of the needs of the full range of individuals and different groups within classes
  • They are able to make effective interventions within lessons to encourage pupil progress.
/
  • Awareness of the need to take account of the range of groups and individuals within classes
  • They can intervene in lessons to encourage progress

TS6 - Assessment /
  • Make very effective use of a range of assessment strategies within their lessons and to inform planning.
  • They use formative and summative assessment and feedback strategies effectively so that good pupil progress is supported and so that pupils know what they need to do to improve.
  • They are confident in the use of school-based, and where appropriate national, systems for the assessment of pupils’ work and can use data meaningfully in planning for progression.
/
  • Make effective use of a range of assessment strategies within their lessons and to inform planning.
  • They use formative and summative assessment and feedback strategies so that good pupil progress is supported and so that pupils know what they need to do to improve.
  • They are confident in the use of school-based, and where appropriate national, systems for the assessment of pupils’ work and can use data meaningfully in planning for progression.
/
  • Use a range of assessment strategies
  • Can support pupil progress through offering feedback
  • They can use school, and where appropriate national, systems for assessment of pupils’ work and are aware of the use of data in the planning process

TS7 – Managing behaviour /
  • A wide range of approaches to behaviour management ensures that a safe and purposeful learning environment is the norm.
/
  • A range of approaches to behaviour management ensures that a safe and purposeful learning environment is the norm.
/
  • Approaches to behaviour management ensure that a safe and purposeful learning environment is the norm.

TS8 – Wider professional contribution /
  • They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.
  • They build strong professional relationships and work collaboratively with colleagues on a regular basis.
  • They can deploy support staff in their lessons and seek advice from relevant professionals in relation to pupils with individual needs.
  • They seek out opportunities to develop their own professional learning and respond positively to the feedback they receive.
  • They have shown they can communicate effectively with parents and carers.
/
  • They take opportunities to contribute to the wider life and ethos of the school.
  • They build effective professional relationships with colleagues and work well collaboratively when required to do so.
  • They can deploy support staff in their lessons and seek advice from relevant professionals in relation to pupils with individual needs.
  • They value the feedback they receive from more experienced colleagues, using it to develop their own teaching further.
  • They have shown they can communicate effectively with parents and carers.
/
  • They can contribute to the wider life and ethos of the school
  • They can build professional relationships with colleagues and have the skills to work collaboratively
  • They can deploy support staff and seek advice on individual pupils’ needs
  • They can act on feedback from more experienced colleagues
  • They can communicate with parents and carers

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King’s College London – PGCE/School Direct: Professional Practice Report 3 (PPR3)

Report Details

Student Name: / Mentor Name:
School Name: / PCM Name:

Section A – Progress towards the Teachers’ Standards

  1. Set high expectations which inspire, motivate and challenge pupils
  2. establish a safe and stimulating environment for pupils, rooted in mutual respect
  3. set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  4. demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Comments in respect of the above Standard:
  1. Promote good progress and outcomes by pupils
  2. be accountable for pupils’ attainment, progress and outcomes
  3. be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
  4. guide pupils to reflect on the progress they have made and their emerging needs
  5. demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  6. encourage pupils to take a responsible and conscientious attitude to their own work and study.

Comments in respect of the above Standard:
  1. Demonstrate good subject and curriculum knowledge
  2. have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
  3. demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  4. demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Comments in respect of the above Standard:
  1. Plan and teach well-structured lessons
  2. impart knowledge and develop understanding through effective use of lesson time
  3. promote a love of learning and children’s intellectual curiosity
  4. set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  5. reflect systematically on the effectiveness of lessons and approaches to teaching
  6. contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Comments in respect of the above Standard:
  1. Adapt teaching to respond to the strengths and needs of all pupils
  2. know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  3. have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  4. demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
  5. have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Comments in respect of the above Standard:
  1. Make accurate and productive use of assessment
  2. know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  3. make use of formative and summative assessment to secure pupils’ progress
  4. use relevant data to monitor progress, set targets, and plan subsequent lessons
  5. give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Comments in respect of the above Standard:
  1. Manage behaviour effectively to ensure a good and safe learning environment
  2. have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
  3. have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  4. manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  5. maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Comments in respect of the above Standard:
  1. Fulfil wider professional responsibilities
  2. make a positive contribution to the wider life and ethos of the school
  3. develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
  4. deploy support staff effectively
  5. take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
  6. communicate effectively with parents with regard to pupils’ achievements and well-being.

Comments in respect of the above Standard:
Part 2: Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
  • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
  • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
  • showing tolerance of and respect for the rights of others
  • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
  • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
Comments in respect of the above Standard:

Section B - Overall progress, strengths, weaknesses and targets

Please select a response as appropriate to the statements below.

  • Number of absences: 0 ☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6 ☐ 7 ☐ 8 ☐ 9 ☐ 10 ☐ 11+ ☐
  • The trainee’s punctuality has been: satisfactory ☐ unsatisfactory ☐

Overall Grade
Please select an overall grade for the trainee’s achievement across the year. If selecting grade 4, please complete Box 2 below.

Grade / Description / Tick
1 / Has met the Teachers’ Standards at a higher level / ☐ /
2 / Has met the Teachers’ Standards beyond the minimum level / ☐ /
3 / Has met the Teachers’ Standards at the minimum level / ☐ /
4 / Has not met the Teacher’s Standards at the minimum level / ☐ /

*Please note that the university moderates all grades, taking into account each trainees performance across both placement periods when making its recommendations for the award of QTS.

Box 2

This box only needs to be completed if you have selected grade 4 above.

Please provide information on how/why the trainee has not met the Standards
Were there mitigating circumstances underlying this, e.g. illness. If yes, please specify.
With additional teaching practice, could the trainee achieve the Standards required for QTS?

Key strengths and achievements shown during the placement

Strength / Description
1
2
3
4

Targets for consideration in the NQT year

Target Number / Teacher Standard to which target relatese.g. TS1 / Description of Target
1
2
3
4

Section C – Mentor, PCM and Trainee comments

Mentor’s Comments:
PCM’s Comments:
Trainee’s Comments:

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