Assessment Only Programme

A school mentor will monitor your progress; you’ll meet them on a regular basis throughout the assessment period.

There will be formative review points to monitor progress during the training period. These review points, led by school colleagues, will consider progress in professional learning and facilitate developmental target setting.

Course assessment

You’ll need to provide evidence, in a portfolio, to show that all of the Teachers’ Standards have been met.

This might include:

· Written lesson observations

· Professional dialogue in reviews of progress and targets

· ‘Witness statements’ – accounts of specific events and conversations which are particularly pertinent to attainment of the Teachers’ Standards (2012).

· Assessment reports including a final written report summarising progress and attainment

· Records of professional development activities

· Subject knowledge audits

· A final claim supported by the collection of evidence submitted in the PLPP

Towards the end of the assessment period, school and university based professionals will meet with you to discuss your progress and scrutinise evidence. If you’re successful you’ll be recommended for Qualified Teacher Status.

During the assessment period, you should:

· set high expectations to inspire, motivate and challenge pupils and promote good progress and outcomes;

· plan and teach well-structured lessons and adapt teaching to meet the needs of all pupils;

· use appropriate formative and summative tools effectively to assess pupil learning in order to secure good progress;

· demonstrate good subject and curriculum knowledge;

· manage behaviour effectively to ensure an appropriate learning environment for all pupils;

· support the ethos of the school/setting and demonstrate consistently high standards of personal and professional behaviour including personal attendance and punctuality;

· engage fully with the wider life of the school/setting and build strong professional relationships, demonstrating that they can work collaboratively with colleagues responding positively to all advice and feedback;

· show initiative by contributing to curriculum planning and develop effective and appropriate learning resources;

· be proactive in seeking opportunities to develop their own professional practice and develop a rigorous and well organized evidence base of his/her professional learning and practice;

· constantly evaluate and review their practice, setting targets for progress.