Further Education and Training
Report Form (Interim)

Please refer to the Edge Hill University Grading Criteriarelating to the Professional Standards and those for grading lessons.

Trainee Name

Programme Details

Please tick all relevant boxes

PGCE

/

Edge Hill University Higher Diploma

/

In-Service

/

Pre-Service

/

Full Time

/

Part Time

/

Shrewsbury College

Professional Practice Setting Name

Age Range

(Please tick all relevant boxes)

/

14-16

/ 16-19 / Adults

Name of Mentor

Name of Personal Tutor

Notes for Guidance

These notes should be read in conjunction with the Professional Practice Handbook 2015/16

Grading

All graded judgements will be made using the following:

Professional Practice

/

Available Grades

/

Notes

Interim

/ Grade 1: Outstanding
Grade 2: Good
Grade 3: Requires Improvement / Targeted intervention will be put in place for any trainee graded as ‘Requires Improvement’at the Interim stage.

Summative

/ Grade 1: Outstanding
Grade 2: Good
Grade 3: Requires Improvement / If a trainee is working at ’Requires Improvement’ level by the end of the professional practicethey will normally be given Assessment Board coding of ‘Pass with Improvement Opportunity’ and may undertake further Professional Practice hours in order to improve their overall grade to ‘Good’ or ‘Outstanding’.

Trainees are given an overall interim grade based upon their grades against each of the professional standards.

We have selected 8 PriorityStandards that we believe should be evidenced in every teaching session. These Priority Standards are highlighted and trainees’ planning documentation should include reference to them for every observed session. Trainees must evidence allof the Professional Standards by the end of the professional practice.

The Priority Standards are3, 4, 5, 11, 13, 14, 16 and 18. If a trainee only achieves a 'Good' in any of these Standards, they can only achieve a Grade 2 overall. However, it is possible that they could still achieve some standards at a Grade 1.

Indicative Content statements of the Professional Standards are listed in the Lesson Observation Feedback form, identifying content at Outstanding, Good and Requires Improvement levels. Trainees who do not demonstrate any of the indicative content at any of these levels would be deemed to be Inadequate and require immediate intervention.

Please note that trainees are not graded against the standards during observed sessions, but we expect observers to indicate which elements of individual standards have been demonstrated, by circling the relevant indicative content statements, so that trainees are able to track their progress over time. When the term ‘consistent’ is used, we would consider this to mean demonstration over a MINIMUM of three observed sessions.

Grades for the standards are only given at the interim and summative stages of the trainee journey and should be recorded on the Interim and Summative Reports. Each of the Priority Standards must be graded Outstanding in the Summative Report in order to award an overall Grade 1 for Professional Practice.

The grading process is a triangulation between trainee, the Mentor and the Personal Tutor and the grades should be agreed and confirmed during the meeting.

3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge / Grade
Priority Standard
Standard Prompts (Outstanding) Trainees:
  • Constantly motivate learners to participate and contribute in an atmosphere highly conducive to learning.
  • Consistently set high expectations which challenge all learners in different training contexts.
  • Show high levels of mutual respect between the trainee and learners.
  • Are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities.
  • Generate very high levels of enthusiasm, participation and commitment to learning.

Additional Guidance with Specific Reference to:
  • Challenge and motivate all Learners and in particular in schools/colleges where attainment is low
Trainee Reflection on Achievement(Standard 3)
MentorFeedback (Standard 3)
Personal Tutor Feedback (Standard 3)
Targets
4. Be creative and innovative in selecting and adapting strategies to help learners to learn / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests.
  • Take risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’.
  • Select and use new technology to effectively support learning.
  • Teach lessons that invariably capture the interest of learners, are inclusive of all learners, and feature debate between learners and between learners and the teacher.

Additional Guidance with Specific Reference to:
  • Understand causes of low attainment in some underperforming groups
  • Identify and build on Learners’ prior knowledge to ensure their progress
  • Select and use teaching strategies that are effective in ensuring progress for all Learners including those from underperforming groups
Trainee Reflection on Achievement (Standard 4)
MentorFeedback (Standard 4)
Personal Tutor Feedback (Standard 4)
Targets
5. Value and promote social and cultural diversity, equality of opportunity and inclusion / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity
  • Frequently employ effective and innovative approaches to the integration of social and cultural diversity
  • Are able to use effective strategies to support the learning and progress of all learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010)
  • Are highly skilled in meeting the learning requirements of a wide range of learners

Additional Guidance with Specific Reference to:
  • Understand the curriculum and its associated examination and assessment arrangements
  • Have secure subject knowledge across all Levels.
Trainee Reflection on Achievement (Standard 5)
MentorFeedback (Standard 5)
Personal Tutor Feedback (Standard 5)
Targets
11. Manage and promote positive learner behaviour / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly.
  • Consistently have high expectations and understand a range of strategies that teachers use to promote positive behaviour and apply these very effectively, including use of setting sanctions, rewards, and use of praise, in order to create an environment highly supportive of learning.
  • Manage learner behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation.
  • Actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated.
  • Understand how to tackle bullying, including cyber and prejudice-based bullying.

Trainee Reflection on Achievement (Standard 11)
MentorFeedback (Standard 11)
Personal Tutor Feedback (Standard 11)
Targets
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Assume a high level of responsibility for the attainment progress and outcomes of all learners they teach.
  • Demonstrate confident judgement in planning for learner progression both within individual lessons and over time.
  • Are able to articulate a clear and well-justified rationale as to how they are building on prior achievement.
  • Actively promote engaging and effective methods that support learners in reflecting on their learning.
  • Are able to set appropriately challenging tasks, drawing on a sound knowledge of the learners’ prior attainment, which has been obtained through systematic and accurate assessment.

Additional Guidance with Specific Reference to:
  • Challenge and motivate all Learners and in particular in schools/colleges where attainment is low
Trainee Reflection on Achievement (Standard 13)
MentorFeedback (Standard 13)
Personal Tutor Feedback (Standard 13)
Targets
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests.
  • Quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure appropriate progression for individuals and groups, including those from underperforming groups.
  • Fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity.
  • Manage behaviour effectively to ensure a good and safe learning environment, and understand how to tackle bullying, including cyber and prejudice-based bullying.

Additional Guidance with Specific Reference to:
  • Select and use new technology to effectively support learning
Trainee Reflection on Achievement (Standard 14)
MentorFeedback (Standard 14)
Personal Tutor Feedback (Standard 14)
Targets
16. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees:
  • Successfully identify and exploit naturally occurring opportunities to develop learners’ skills in communication, reading, writing and mathematics (as appropriate)
  • Draw on their very strong knowledge and understanding of the principles and practices of teaching mathematics and English to select and employ highly effective teaching strategies (as appropriate)
  • Can promote high standards of communication, reading, writing and mathematical skills for all learners (as appropriate)

Additional Guidance with Specific Reference to:
  • Demonstrate confidence and competence in preparing to teach Learners from minority ethnic backgrounds and those for whom English is an additional language
  • Be prepared to teach Learners with special educational needs and disabilities with appropriate professional support
Trainee Reflection on Achievement (Standard 16)
MentorFeedback (Standard 16)
Personal Tutor Feedback (Standard 16)
Targets
18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement / Grade
Priority Standard
Standard Prompts(Outstanding) Trainees
  • Confidently and accurately assess learners’ attainment against national benchmarks or other appropriate grading criteria.
  • Use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning.
  • Systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning.
  • Assess learners’ progress regularly and work with them to accurately target further improvement and secure appropriate progress.

Additional Guidance with Specific Reference to:
  • Collect and record appropriate formative assessment data and summative test data across the curriculum
  • Use assessment data to identify learners’ progress and support their learning
  • Use assessment data to evaluate the quality of teaching
  • Report learners’ progress to different audiences and for different purposes
  • Give effective feedback to learners to enable them to reflect on the progress they have made and identify their own emerging needs
Trainee Reflection on Achievement (Standard 18)
MentorFeedback (Standard 18)
Personal Tutor Feedback (Standard 18)
Targets
Other professional standards / Overall Grade
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners / 10. Evaluate your practice with others and assess its impact on learning
2. Evaluate and challenge your practice, values and beliefs / 12. Understand the teaching and professional role and your responsibilities
6. Build positive and collaborative relationships with colleagues and learners / 15. Promote the benefits of technology and support learners in its use
7. Maintain and update knowledge of your subject and/or vocational area / 17. Enable learners to share responsibility for their own learning and assessment, setting goalsthat stretch and challenge
8. Maintain and update your knowledge of educational research to develop evidence-based practice / 19. Maintain and update your teaching and training expertise and vocational skills throughcollaboration with employers
9. Apply theoretical understanding of effective practice in teaching, learning and assessmentdrawing on research and other evidence / 20. Contribute to organisational development and quality improvement through collaborationwith others
Trainee Reflection on Achievement (Other Standards)
MentorFeedback (Other Standards)
Personal Tutor Feedback (Other Standards)
Targets

Grading

Please circle one of the following Grades which are relevant to this Professional Practice
Please only complete this if your
Trainee has completed:Interim Stage / Grade 1 Grade 2 Requires Improvement
Standards
Grades / Observation
Grades / Number of Hours taught to date
3 / Ob.1 / Start Date
4 / Ob.2
5 / Ob.3
11 / Ob.4 / Predicted grade by end of training
(Agreed at first joint observation)
13 / Ob.5
14 / Ob.6 / Predicted grade by end of training (agreed at Interim Meeting)
16 / Ob.7
18 / Ob.8 / Agreed Academic grade for e-portfolio
(using Personal Tutor feedback on Rationales)
Others / Overall Interim Grade
(As agreed at triangulation meeting)
  • The Professional Practice summative meeting can only take place when the trainee has completed the required number of hours and observations of practice.
  • In order to gain ‘Grade 1’ (Outstanding) all of the Priority Standards must be graded as‘Grade 1’together with all other Standards graded at least ‘Grade 2’(Good).
  • In order to gain ‘Grade 2’(Good) the majority of the Standards must be graded at least ‘Grade 2’, including all Priority Standards
  • In order to agree an academic grade, trainees should have received periodic feedback on the academic quality of Rationales and Self-Evaluations and the academic level should be agreed at Interim and Summative meetings

Signatures
At triangulation meeting

Mentor: …………………………………………………….. Please print name: …………………………………….

Personal Tutor: ……………………………………………. Please print name: ……………………………………..

Trainee: ...... Date: ......

Copy to: Mentor/ Trainee /Personal Tutor

1

Updated 14 August 2015