University of Brighton PARTNERSHIP OFFICE

Form S C
04/13

Final assessment report on teaching competence

An on-screen version of this form is available on the Secondary Partnership webpage: www.brighton.ac.uk/education/placements/resources/secondary

Student teacher: Subject: Programme & year:

Jade Beale English

School/College: Date of placement: Experience:

Medina College Isle of Wight

PGCE F/T PGCE P/T 2Yr BA 4Yr BA Sec PE 4Yr BA KS2/KS3 School Direct Yr:

Placement one Placement two

Information given may be used in a reference and to assist in the continuing professional development of the student teacher either on a subsequent placement or as a newly qualified teacher. Please acknowledge success and identify aspects that require further development.

In relation to the expectations and UCET/NASBTT descriptors, please tick the appropriate boxes (www.brighton.ac.uk/education/placements/resources/secondary).

Part One

TS1: Setting high expectations which inspire, motivate and challenge pupils
Please tick: High Good Requires improvement to meet Good (Minimum) Fail They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the trainee and pupils. They are very effective in promoting learners resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning. Jade has shown consistent attention to individual learners, their needs and knows how to motivate and keep challenging pupils on task. There are excellent relationships in the classroom with all students that promote pupil confidence to speak up and engage with discussion at all levels. Comment: She sets challenging tasks which promote active learning, and is confident when using different methodologies to engage the learners. She has utilised the school schemes of work effectively and has now designed her own scheme of work around using childrens books to engage the pupils ion writing for purpose. This has included very active lessons, promoting a good level of analysis and genre understanding, then engaged the pupils to write their own books. The steps towards individual writing have been carefully designed to scaffold the pupils and get them to a point where they cant wait to write their own, and have the knowledge and understanding to do so. This demonstrates her excellent understanding of pupil needs and how to motivate and challenges pupils, and she has undertaken this completely independently. ( See planning for Childrens book sessions/ observations) TS2: Promoting good progress and outcomes by pupils Please tick: High Good Requires improvement to meet Good (Minimum) Fail They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and well-justified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils prior attainment, which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. Comment: Jade has developed an exemplary record of learning, she makes pertinent comments in pupils books which promote progress, and clearly signpost pupils in their next steps of learning. Time is also given to pupils to respond to these comments. Jade discusses these in the class with them. Target setting was a planned activity and pupils were actively involved own their own developmental needs and reflected a good understanding of what these were. She regularly uses peer assessment, has set challenging targets for all individuals and knows each pupil very well. Following recent set changes, she has quickly got to know new pupils and utilised data to ensure that she is planning for their needs. She uses mini plenaries and peer marking during lessons and as a result pupils show a good awareness of their and other childrens next steps. Pupils in the classes are comfortable to self and peer assess and they can undertake this with accuracy. (see planning and lesson obs)

TS3: Demonstrating good subject and curriculum knowledge Please tick: High Good Requires improvement to meet Good (Minimum) Fail Comment: They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils interest. They demonstrate very well -developed pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in relation to extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners skill s, in communication, reading and writing. Jade has developed an excellent understanding and knowledge of the subject and how to stage learning to effectively promote progress. She has consistently utilised staged lessons which immerse pupils in a genre before moving into scaffolded and then independent writing activities in order to ensure pupils are set up to succeed. This is only possible when there is excellent pedagogical understanding, and a high level of curriculum knowledge in order to stage the learning effectively towards independence. Jade has identified her own needs and sought experience with older year groups, arranging observations and professional discussions herself. She is confident to approach other staff and arrange sessions to further develop her confidence. TS4: Plan and teach well structured lessons Please tick: High Good Requires improvement to meet Good (Minimum)

Fail

Comment: They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings. Jade is very reflective and has had the opportunity to evaluate her lessons and change as she has two parallel groups. She has consistently demonstrated her understanding of individuals and their needs, as well as adapting sessions for each group to meet their different needs. She is very skilled in utilising ICT to promote learning in reading, writing and Speaking and listening. E.g. pupil presentations mirrored from iPad to class board/ shared resources folder which pupils access independently and can revisit any part of a power point/ presentation to aid learning. Jade has used good hooks to draw pupils into new learning- e.g. descriptive writing introduction, paired activity one describing, the other drawing etc, as well as providing a range of pictures and texts to draw on the language features and create a bank of words prior to any writing activity. (See lesson plans and observations) TS5: Adapting teaching to respond to the strengths and needs of all pupils Please tick: High Good Requires improvement to meet Good (Minimum) Fail Comment: They quickly and accurately discern their learners strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners. Jade has developed her understanding of data and how to use it proactively with pupils in all lessons exceptionally well. She promotes accurate and active peer assessment, giving regular opportunities for pupils to review each others work and give top tips for improvement using WWW/EBI. She evaluates her own lesson planning and can adapt when needed to recover ground for individuals who may not have progressed as far as expected. She has also adapted lesson plans when one group has not engaged as well as the other in order to ensure full engagement and success from all pupils.(See lesson planning and evaluations)

TS6: Making accurate and productive use of assessment Please tick: High Good Requires improvement to meet Good (Minimum)

Fail

They can confidently and accurately assess pupils attainment against national benchmarks. They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They 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. They assess learners progress regularly and work with them to accurately target further improvement and secure rapid progress. Comment: Jade is very capable of levelling pupils work against the NC benchmarks, demonstrating an excellent understanding of the progression through the levels, and giving them next step pointers- (See pupil work examples) She has also developed a culture in the class where pupils will openly discuss their targets and work with partners to see how well they have met those targets. She planned a lesson around target setting and ensuring that pupils became actively involved in this process, which has promoted progression for all pupils. She is very aware of the AFs in English, and has planned for progress in specified AFs in accordance with department policy. Jade marks books very regularly and gives both written and verbal feedback, as well as circulating during lessons and targeting pupils according to need. Pupils often respond with their own comments to her marking (See planning/ pupil work samples).

TS7: Managing behaviour effectively to ensure a good and safe learning environment Please tick: High Good Requires improvement to meet Good (Minimum) Fail They 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. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. Comment: Jade has shown an excellent range of positive behaviour strategies. Her relationship with pupils, and quiet, firm manner promote an atmosphere most conducive to learning, as there is a safety in sharing, values to appreciate the contributions of others, and mutual respect. She instinctively knows when to challenge unacceptable behaviour and when to deal with it more quietly, and utilises a wide range of positive and assertive strategies to ensure pupils understand boundaries and expectations of behaviour. (See lesson obs).This is a particular strength for Jade, and she has been praised by several members of staff at the College, as well as her Uni tutor when he came over.

TS8: Fulfilling wider professional responsibilities Please tick: / High Good Requires improvement to meet Good (Minimum) Fail 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 demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and w ell-being when required to do so formally, but are also proactive in communicating in relation to individual pupils emergent needs. Comment: Jade has attended parent meetings, staff meetings and briefings, undertaken break duties and bus duties, and spoken to parents on two occasions where necessary. She has undertaken tutor duties, completing tutor review forms with pupils, looking at their progress and setting targets with them. Jade has helped to organise and undertake a school trip to promote deeper understanding. She has actively sought opportunities to work with other members of the department, undertake observations, and has been part of our saturation monitoring round, accompanying me when I observed colleagues as part of our professional development and has become a valued member of our team. I think she will be an asset to any school. With reference to Part Two of the Teachers Standards (2012), the Standard of personal and professional conduct demonstrated by the student teacher on this placement has been Acceptable Unacceptable Comment: Targets for the next placement: N/A final placement

Recommended Result:

PASS

FAIL

Number of full / half days absent: 1.5 Reasons other than illness: I confirm this report has been seen and discussed by the professional tutor ____Catherine Shorland_________ mentor __Karen White_____ and student teacher ____Jade Beale___ before being emailed to the Partnership Office (please insert respective names).

Completed by: _Karen White_ Role: __Mentor_______________ Date completed: ___23/1/2014__________

Please distribute to: (1) email to: educationsecondaryreports@brighton.ac.uk by the date shown in the PIE/School Handbook (2) student teachers portfolio (3) school/college record Note: The student teacher MUST provide copies of the SC form to their university subject tutor and the next placement