Secondary PGCE 2012 - 13

Professional Development Portfolio

Teaching Profile Name: Robby Parker

AM A MEMBER OF THE LONDON PROVIDERSPARTNERSHIP

Important Dates School Based Training 1: In collaboration with the trainee, school based trainers should complete the Profile by the 19th December 2012 School Based Training 2: In collaboration with the trainee, school based trainers should complete the Profile by the 6th Feb 2013 School Based Training 3: In collaboration with the trainee, school based trainers should complete the Profile by the 27 th March 2013 School Based Training 4: In collaboration with the trainee, school based trainers should complete the Profile by the 24th May 2013 This Teaching Profile (TP) sets out the expectations of the Teachers Standards that trainees must reach in order to be recommended for QTS. It is the central document used to record a trainees progress. It provides opportunities for professional dialogue between trainees, school based trainers and UEL tutors. Although four summative reports are submitted, the profile enables formative assessment with a focus on targets for progression. Before completing the profile school based trainers should review the Training Records in Section 2 of the trainees Professional Development Portfolio (PDP) in particular the Standards Tracker and Weekly Training Plan. At the end of each period of School-Based Training, school based trainers are asked to assess the trainees development against these standards and provide a grade on a 1 to 4 scale using the grade descriptors at the end of this Profile. During School Based Training 1 and 2 in School A, grading descriptors reflect progress towards QTS; during School Based Training 3 and 4 in School B, grading descriptors reflect success against QTS. Awarding a Grade 4 for any area indicates that despite opportunities and support, the trainee has made insufficient progress and has therefore failed the School Based Training. Grade 4 must not be awarded unless the Requires Improvement process has been instituted.

Summary Information
Summary of Progress and Recommendations: School Based Training 1 in School A (Please Tick) YES School Based Training 2 in School A (Please Tick) YES School Based Training 3 in School B (Please Tick) YES School Based Training 4 in School B (Please Tick) YES NO

Does the school consider that the trainee has made satisfactory progress towards the Teachers Standards? Does the school recommend that the trainee has passed the School Based Training? Summary of Attendance (Top up days may be required):

YES

YES

YES

YES NO

School Based Training 1 In School A

School Based Training 2 In School A

School Based Training 3 in School B

School Based Training 4 in School B

Days absent - illness: Days absent - interviews: Days absent other (please specify):

2 1

5 1.5

0 0 0

0 0 4(interviews at the Kuwaiti embassy)

I confirm that I have reviewed the trainees own evidence in their Professional Development Portfolio, including the targets set out in the Weekly Training Plans and the Standards Tracker for this School Based Training School Based Training 1 - Mentor (Print Name): SHAZUL AHMED School Based Training 2 - Mentor (Print Name): SHAZUL AHMED Trainee (Print Name): Robby Parker Trainee (Print Name): Robby Parker
By printing your name above you are confirming that the PCM agrees to the progress indicated and any comments made.

By printing your name above you are confirming that the PCM agrees to the progress indicated and any comments made.

School Based Training 3 Mentor (Print Name): .........SIKHU NGWENYA.................Trainee (Print Name): Robby Parker....
By printing your name above you are confirming that the PCM agrees to the progress indicated and any comments made.

School Based Training 4 - Mentor (Print Name): ...................SIKHU NGWENYA........................ Trainee (Print Name):...Robby Parker.... By printing your
name above you are confirming that the PCM agrees to the progress indicated and any comments made.

Summary of Grades
School Based Training 1 in School A Teachers Standards 1 Outstanding 2 Good 3 Requires improvement 4 Inadequate School Based Training 2 In School A 1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate School Based Training 3 In School B 1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate School Based Training 4 In School B 1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate

1. Set high expectations which inspire, motivate and challenge pupils 2. Promote good progress and outcomes by pupils 3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well structured lessons

2 1 1 2 2 2 2

2 1 1 2 2 1 2

1 1 1 2 2 1 1

1 1 1 2 2 1 1

5. Adapt teaching to respond to the strengths and needs of all pupils 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment 8. Fulfil wider professional responsibilities

School Based Training 1 Report - Summary of progression in reaching the Teachers Standards
1. Set high expectations which inspire, motivate and challenge pupils COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Seating plan used to support learning environment A constructive and encouraging atmosphere produced for pupils to learn Pupils are given challenging and differentiated tasks to enable progression Different strategies and engaging starters used to motivate pupils

2. Promote good progress and outcomes by pupils

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Pupils are provided with opportunities to self reflect in order for them to identify how they can make further progress Objectives and expectation are shared to enable progression Pupils are supported in class discussion about topics of work Pupils progression monitored to ensure they are making progress Effective teaching strategies used to allow independent learning
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3. Demonstrate good subject and curriculum knowledge COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Secure knowledge of topics continually demonstrated Model good standards of communication and written skills Develop additional subject knowledge where required

4. Plan and teach well structured lessons

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Detailed and thorough lesson plans. Pupils engaged through different media for engaging starters Different strategies used for plenary to consolidate learning Homework activity set appropriate for the lesson to extend knowledge Willingness to try out a range of approaches to promote learning Self-evaluation of their teaching to improve and set targets for themselves

5. Adapt teaching to respond to the strengths and needs of all pupils

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Awareness of pupil needs through knowing the pupils they teach and tutor Pupils needs are catered for using differentiated material and one-one support where necessary Teaching is adapted to meet the needs of the students. Understanding of how pupils make progress and barriers faced by them taking into account the background and society they live in.
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6. Make accurate and productive use of assessment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Use of innovative strategies for assessment of knowledge AfL used in lessons to monitor pupils learning and progress and allow them to develop further Marked assessment used and appropriate feedback given to pupils

7. Manage behaviour effectively to ensure a good and safe learning environment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Classes managed well and individuals are addressed for misbehavior Working within the schools behavior policy Consistent high expectations for behavior Actively seek support from experienced teachers to try out different strategies after reflection of their own lesson. This is then put into practice enabling a more engaging learning atmosphere.

8. Fulfil wider professional responsibilities

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Attached to year 7 tutor group taking pastoral responsibilities. Supervising homework lunch club

Developmental Targets for the next phase of School Based Training.

Please suggest targets for School Based Training 2. All targets should be SMART Specific, Measurable, Achievable, Relevant and Time-related Monitor pupil progress and maintain accurate records Develop further understanding for assessment for KS3/KS4 Continue to identify needs of pupils to support and extend their learning Try out other behavioural strategies including more explicit praise to enable a stronger learning environment in challenging classes.

Subject Mentor Comment

(to be completed in school)

Robby has made very good progress since he started at Morpeth. He is always hardworking and professional. Robby will plan very thoroughly and get his lesson plans looked over and changes are made accordingly. In mentoring sessions and lesson feedbacks he has fully taken on board advice and guidance to further develop himself professionally. Rob is beginning to build good relationships with the students he teaches. I am pleased with how Robby had developed in this first teaching practise.

Signature:
Professional Coordinating Mentor Comment

Date: (to be completed in school. )

Rob has made excellent progress in the short time that he has been here at Morpeth with us. From the very first day he has been extremely conscientious and professional. He has taken his roles and responsibilities very seriously and worked extremely hard to get the most out of his first school experience. He has fully involved himself in the tutor role and working as a TA. He has attended parents evenin gs and involved himself in extra-curricular opportunities. In Professional Studies sessions he has taken a full and active role. He even delivered a portion of one to the other students to support their development in the use of IT in lessons. I have been very impressed with the start Rob has made to what I think will be a successful teaching career.

Signature:
UEL Subject Tutor Comment

Date: (to be completed at UEL, use continuation sheet if necessary)

Rob has worked very hard during his first term. I have been very pleased with his professionalism and drive to succeed. The lesson I have observed clearly emphasised this and I was impressed at the development and the clear understanding of his role that was conveyed. I am sure Rob can look forward to a very successful teaching career if the current progress can be maintained. Target the grade 1 now Rob as you

move into the second half of SBT1 and into SBT2. A successful start. Well done! Signature: David Wells Date: 19 December 2012 (to be completed in school)

Trainee Teacher Comment

The first part of my placement has gone well. I have built strong relationships with members of my team as well trying to plan well-structured lessons that are outside the box and get the students interacting with each other and the technology. In the second part of my placement, I would like to focus on developing my subject knowledge further as well different behavioural and classroom management strategies. I would also think it would be beneficial if I focus more on form group time until I leave my first placement, I have already built up a strong relationship with the students but think I need to try and put on a few activities with the class in the morning/afternoon. Signature: Date:

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School Based Training 2 Report - Summary of progression in reaching the Teachers Standards
1. Set high expectations which inspire, motivate and challenge pupils COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Clear learning objectives using blooms taxonomy High expectations of attitude and behavior A constructive and encouraging atmosphere for pupils to learn Pupils are given challenging tasks to enable progression

2. Promote good progress and outcomes by pupils

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Lessons are planned taking into account pupil abilities Strategies used to allow pupils to work independently Pupils are provided with opportunities to self-reflect in order for them to identify how they can make further progress Pupils are supported in class discussion about topics of work Pupils are supported individually and in groups to produce outcomes to meet lesson objectives Teacher aware of pupils needs from Information booklet to support progression

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3. Demonstrate good subject and curriculum knowledge COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Secure knowledge and skills for curriculum areas demonstrated Model good standards of communication and written skills Developed additional subject knowledge where required

4. Plan and teach well structured lessons

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Detailed and thorough lesson plans. Pupils engaged through different media for engaging starters Different strategies used for plenary to consolidate learning Homework activity set appropriate for the lesson to extend knowledge Willingness to try out a range of approaches to promote learning Self-evaluation of their teaching to improve and set targets for themselves

5. Adapt teaching to respond to the strengths and needs of all pupils

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COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Awareness of pupil needs through knowing the pupils they teach and tutor Pupils with needs are supported to allow them to make progress Teaching is adapted to meet the needs of the students. Understanding of how pupils make progress and barriers faced by them taking into account the background and society they live in.
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6. Make accurate and productive use of assessment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Use of innovative strategies for assessment of knowledge AfL used in lessons to monitor pupils learning and progress and allow them to develop further Oral feedback given to pupils

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7. Manage behaviour effectively to ensure a good and safe learning environment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Classes managed well and individuals are addressed for misbehavior Working within the schools behavior policy Consistent high expectations for behavior Actively seek support from experienced teachers to try out different strategies after reflection of their own lesson. This is then put into practice enabling a more engaging learning atmosphere.

8. Fulfil wider professional responsibilities

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COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Attached to year 7 tutor group taking pastoral responsibilities. Developed professional relationship with the department and other members of staff Robby draws on colleagues advice and experience for support Takes responsibility for further developing himself professionally Has taken part in parents evening and called parents where necessary in regards to pupils achievement Robby has delivered a CPHSE lesson Supported tutor group for planning of assembly

Developmental Targets for the next phase of School Based Training.

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Please suggest targets for School Based Training 3. All targets should be SMART Specific, Measurable, Achievable, Relevant and Time-related Differentiate for SEN and more able pupils with modified tasks and help sheets Vary questioning involving more pupils Pace lesson with lesson being more pupil led Secure subject knowledge for all topics to be taught Higher order questions Keep accurate record of pupil progress and assessment Get more involved where possible with wider professional duties

Subject Mentor Comment

(to be completed in school)

Robby has made very good progress since he started at Morpeth in October. He is always working to his potential and is consistent in his professionalism. Robby plans his lessons thoroughly and takes into account suggestions in order to make suitable changes. Robby will always make enquiries and get feedback to ensure that he is able to better his teaching. He will discuss his lessons after he has taken a class once he has self-reflected so that he can implement changes to future lessons. He has actively started building a strong portfolio for his teaching experience so far and always looking for opportunities to try something new. Robby has made constructive use of mentoring sessions to set targets along with myself. He has built good relationships with the students he teaches. I am pleased with how Robby had developed and made progress in his first teaching practise at Morpeth School.

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Signature:
Professional Coordinating Mentor Comment

Date: (to be completed in school. )

Rob has continued to impress during his time here at Morpeth. He takes his role very seriously and endeavours to improve on a daily basis. He is often seeking out advice, and acts on suggestions. He has missed the odd professional studies session, but he always caught up on what was missed. He has thrown himself in to all non-curriculum opportunities, like being a tutor and he seems to realise the importance of this kind of role. He has always been a pleasure to work with, polite, enthusiastic and very professional. I wish him all the best in the future.

Signature:

Toby Chaplin

Date:

05.03.13 (to be completed at UEL,

use continuation sheet if necessary)

UEL Subject Tutor Comment

Robs continued progression has been clear during the second half of SBT1. There is clear outstanding potential being seen. H e reflects critically and appropriately and is always looking to improve. A successful placement. Well done!

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Signature:
Trainee Teacher Comment .

Date: (to be completed in school)

My time at Morpeth has been great. I can see I have progressed since October and I am always looking at ways to improve. I have pedagogical areas to work on in my next placement and hopefully I will be able to develop these and experience a different teaching environment. Support from mentors has been key in regards to my progression and I hope I will get a different view and outlook from my new mentor at King Solomon.

Signature:

Date:

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School Based Training 3 Report - Summary of progression in reaching the Teachers Standards
1. Set high expectations which inspire, motivate and challenge pupils COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has created a positive impression from the moment he started in King Solomon. He has demonstrated high expectations of pupils. His classes respect him and know not to cross the line as he maintains strict discipline standards at all times. The students know that he means business. At the same time, he uses positive reinforcement in the classroom in order to reward the meeting and exceeding of those highly set standards (TS1) and he forms good relationships with students. He has been able to create seating plans and adapt his plan as he gets to know the students. To show the clear rapport he has developed with the students, he has been able to encourage students to come for after-school sessions. Student interviews support this assertion.

2. Promote good progress and outcomes by pupils

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has been excellent in terms of tracking his students and ensuring that they work towards their target grade. He has set good assessments and planned a sequence for lessons at KS3 and KS4 to ensure that students achieve. His assessment is largely accurate, with detailed and formative feedback

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made for students to know what they need to do to improve.

3. Demonstrate good subject and curriculum knowledge COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards) Mr Parker has been able to demonstrate a solid understanding of the KS3 curriculum. This has led him to plan a sequence of stimulating lessons for the students at this level. Students are always actively participating in his lessons and attainment has certainly improved. He is able to differentiate for all abilities to ensure that students access the curriculum. I would like to see him grapple more of the KS4 specification to ensure that he attains the same results as KS3. His technical knowledge is sound, but he just needs to adapt it to the particular class that he is teaching.

4. Plan and teach well structured lessons

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

This is a key area of strength for Mr Parker. His lessons are well-thought and creative. His planning shows that he has thought about what his students have previously covered. Lessons are active and it is clear that he is aware(as he uses them) of a wide range of teaching strategies. He has gradually improved in demonstrating an initiative to curriculum planning and has started developing learning resources for his classes.

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5. Adapt teaching to respond to the strengths and needs of all pupils COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has been adept at creating resources for students of varying abilities in the classroom and has used differing pedagogies such as group work and independent learning. Supporting LSAs in the year 10 class have been particularly impressed by how he has drawn out more reluctant students to respond to ICT concepts. Areas for development- Mr Parker needs to look at how he structures and scaffolds written tasks for pupils. While I wouldnt want to take away from the open -ended nature of the tasks he sets, which have produced some wonderful results, even using student-produced scaffolding, structure, or success criteria, would help the less able students to achieve their full potential.

6. Make accurate and productive use of assessment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has greatly improved his assessment this term. He is more formative and the feedback he writes has been constructive. He has certainly improved the accuracy of his marking, particularly at KS3. It is clear that in his planning of lessons he has reflected on where the students are in terms of their target grade and plans appropriate activities to get them to attain.

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7. Manage behaviour effectively to ensure a good and safe learning environment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker is firm, fair and consistent in his management of this aspect. Students has adapted well to his application of the behaviour policy of the school. He always shows high expectations of good behaviour in his teaching. He actively seeks additional support from experienced teachers to try out different strategies after reflecting on his lesson.

8. Fulfil wider professional responsibilities

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COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has been actively involved in the department. He has quickly developed professional relationships with other members of staff and is keen to draw on the advice that he gets. He is working well at furthering himself professionally and has operated after-school coursework sessions with students. He has also demonstrated an ability to deal with other stakeholders in the school community by dealing with parents, management and LSAs.

Developmental Targets for the next phase of School Based Training.

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Please suggest targets for School Based Training 4 All targets should be SMART Specific, Measurable, Achievable, Relevant and Time-related -cement his understanding of the KS4 curriculum - vary questioning between higher order questions and lower order questions - try to refer behavioural matters to HOD rather than HOY in the first instance

Subject Mentor Comment

(to be completed in school)

Mr Parker has efficiently settled into the school system and is an asset to the department. He is professional in his approach and is always keen to improve himself. He reflects on his lessons and asks for advice and is keen to try out new ideas all the time. His relationships with students and staff are positive and sound; he has real potential to be an outstanding teacher.

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Signature:

Sikhu Nhwenya

Date:

26/04/2013 (to be completed in school. )

Professional Coordinating Mentor Comment

I have been impressed with Mr.Parker so far, he has a very professional attitude and demeanour and works hard for the good of his students. He seems ready to take on advice and mentoring and has been an asset to the department. I have confidence that if he works on his targets he will continue to develop into a very good teacher.

Signature:
UEL Subject Tutor Comment

Date:

26/4/13 (to be completed at UEL,

use continuation sheet if necessary)

Another great report Rob. Just need ensure complacency doesnt creep in for the final stretch of the programme and I am sure it wont. Excellent. I would really start to look now at ways of pushing the outstanding boundaries to develop your growth further.

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Signature:

David Wells

Date:

26 April 2013 (to be completed in school)

Trainee Teacher Comment

My time at King Solomon has been good so far, there have been many challenges I have had to tackle along the way such as behaviour management techniques in comparison to my first placement. I have been able to make the majority of students in one of my year 9 classes exceed their target grades and completely turn around attitudes and grades of a class that were not particularly enthusiastic about ICT before. This class is now on target and most of them are now up to date with their coursework. More work is needed on my KS4 year 10 class which are a challenge, due to the many different learning styles in this class as well as the many behavioural problems, finding a way to deliver a topic to the majority of the class has been extremely tough. More preparation and different techniques need to be explored with this year 10 class. Over the next few weeks I would like to develop further pedagogical strategies as SN mentioned such as higher & lower order questions as well developing better assessment strategies. King Solomon has been a different ball game and different challenge from SBT1 and a lot more independent planning has had to take place. King Solomon has helped me to prepare for my new job in August and hope to take a lot that I have learnt here to the school in Kuwait.

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Signature:

R. Parker

Date: 26/4/13

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School Based Training 4 Report - Summary of progression in reaching the Teachers Standards
1. Set high expectations which inspire, motivate and challenge pupils COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has shown himself to be a caring teacher who sets high standards for all his classes. Not only has he developed a good rapport with his students, but he has ensured that his students consistently meet his deadlines and given them timely feedback to keep them motivated to perform well for him. This is right across all ability groups and it has been pleasing to note that even students of lower ability were keen to meet his high expectations. His ideal of encouraging students and being positive ensures that no-one is left unchallenged in his classes.

2. Promote good progress and outcomes by pupils

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

The students have made expected progress in the 12 weeks that Mr Parker has been with us. This is by no means dues to the active differentiation in his lessons. Students find his work engaging and interesting; this has partly led to them performing better. However, the use of active continuous assessment in the lessons has meant that Mr Parker at all times, knows what stage of development his students are and is able to plan appropriately for his students.

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3. Demonstrate good subject and curriculum knowledge COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has made great in-roads in mastering the KS4 curriculum. His delivery of the KS4 lessons improved greatly in his last 6 weeks with us primarily because he reviewed the specification well and researched on how to deliver appropriate, engaging lessons at this stage. The link between behaviour and quality of teaching is one aspect that he was able to consider. By improving the quality of teaching, he was able to resolve the majority of the behavioural issues in one of the classes. His technical knowledge is very good and one can see the impact of working in industry in the way he teaches the students about applications like Dreamweaver and so on.

4. Plan and teach well structured lessons

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

This continues to be a key strength for Mr Parker. His planning is thorough. He is not hesitant to consult colleagues if he is unsure. He is very creative in linking real-world examples to ICT, such as the use of sports-betting odds to explain hypothesis testing in modelling. He has developed resources and systems in his time with us, on his own initiative. These have been accurate in terms of achieving positive outcomes for the students. Mr Parker has also been keen to reflect on his teaching as a matter of course; this makes him plan better for future lessons.

5. Adapt teaching to respond to the strengths and needs of all pupils

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COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has continued to adapt his teaching to meet the needs of his students. In group work he has used a variety of models(such as setting the groups according to ability as well as mixed ability groups). He has been keen to try different methods depending on the classes he has had, with some really positive results. He uses the LSAs well in his lessons and this has improved their confidence in helping the students under their tutelage. I would like to see him use assessment criteria more with the students when they work in these activities in order to attain even-better outcomes.

6. Make accurate and productive use of assessment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parkers confidence in his self to assess students work accurately has improved in his time with us. He assesses work regularly, using the schools data management system actively to record results and plan lessons based on the results students are attaining. His feedback is detailed and constructive. His assessment at KS4 has greatly improved, largely because he has improved his own understanding of the course. This has meant that it has posititively impacted his teaching at this level.

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7. Manage behaviour effectively to ensure a good and safe learning environment

COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

This is certainly not a problem area for Mr Parker. He has continued to be firm on behaviour; actively applying the schools behaviour policy and consulting colleagues when he is unsure. By making the link between quality of teaching and behaviour, he has been able to add another tool to his armour. His good had contributed to less behavioural problems in his classes.

8. Fulfil wider professional responsibilities

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COMMENTS - Please identify emerging strengths or areas of progress (linked to Teachers Standards)

Mr Parker has continued to be an active contributor to our department. He is always keen to help the students, operating an after-school club for the KS4 students. He has dealt excellently with other stakeholders in the school, such as parents, management and LSAs. I would have liked to see him develop some relationships/links with other staff in other departments as this may have enriched his ability to think about cross-curricular links that he can use in his teaching.

Developmental Targets for Induction

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Please suggest targets for Induction (the Career Entry and Development Profile) All targets should be SMART Specific, Measurable, Achievable, Relevant and Time-related -develop links with other subjects to improve cross-curricular teaching -vary questioning between higher-order and lower-order questions -

Subject Mentor Comment

(to be completed in school)

Mr Parker has the potential to be an excellent teacher. He has demonstrated an ability to adapt to different environments but still ensure that he delivers good outcomes for his students. I have been impressed by his keenness to do well and go the extra-mile in everything that he does. He is a professional who will make a solid addition to any team.

Signature:

Sikhu Ngwenya

Date:

6 June 2013

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Professional Coordinating Mentor Comment

(to be completed in school. )

Mr.Parker has had another excellent placement with us and I am sure he will develop into a very good teacher. He works hard for his students and his department and has been a positive addition to the department here. His students enjoy his lessons and make progress, if he continues to work on his questioning I am sure he will improve further.

Signature:
UEL Subject Tutor Comment

Date:

7/6/13 (to be completed at UEL,

use continuation sheet if necessary)

Another excellent report and feedback with a clear target regarding questioning which, as you know, is such an important and significant tool. I have been impressed by Robs drive, enthusiasm and commitment during his PGCE. Rob has always been very professional. Both placement schools have been very impressed too and Robs impact in the schools and on the learning of the pupils he has taught has been very clear. It has been a very successful year and I wish him all the best for his new teaching role.

Signature:

David Wells

Date:

07 June 2013

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Trainee Teacher Comment (These comments may inform the CEDP)

(to be completed in school)

My time at King Solomon has been challenging yet extremely rewarding. Coming from a school in Tower Hamlets, the students were of a completely different mind-set. During my time at King Solomon I tried to make sure the all of my students progressed well in all areas and I have managed to build very strong relationships with my students, especially a year 9 class who were under performing when I took them over. Working independently has allowed me to look at what is important in teaching and different strategies that work/dont work and what different students respond too. Now I am at the end of my PGCE, I look forward to taking everything I have learnt from university and my school based training and applying it in my new role in August 2013.

Signature:

Date:

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Grade Descriptors
Teachers Standards DfE 2012 PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. The standard required to make the judgement for the recommendation for the award of QTS PREAMBLE These statements describe the minimum standard that can reasonably be expected of the trainee teacher at the point of recommendation for the award of QTS. In order to be awarded QTS the trainee will have been assessed as having met all of the standards at least at this level and many will have exceeded the minimum in some or all of the standards. As beginner teachers they will have had the opportunity to demonstrate achievement of all of the standards within the context of the ITE training programme, in some cases with appropriate support from experienced practitioners. It is expected that the beginner teacher will have personal and pedagogical aspirations that will be met in the context of the NQT phase and through ongoing professional development. Trainees to be recommended for QTS teach at least satisfactory lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training. The standard required to make the judgement for the recommendation for the award of QTS with a `good grade. PREAMBLE The Teachers Standards are not graded. However in the context of the external assessment of ITE, providers are required to grade trainees. These statements describe how those trainees graded as `good at the point of the award of QTS may have demonstrated additional achievement against the standards. `Good achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked. The standard required to make the judgement for the recommendation for the award of QTS with an `outstanding grade. PREAMBLE The Teachers Standards are not graded. However in the context of the external assessment of ITE providers are required to grade trainees. These statements describe how those trainees graded as `outstanding at the point of the award of QTS may have demonstrated additional achievement against the standards. `Outstanding achievement is an overall judgement. In a best fit model, the statements describe indicative additional features of practice that are characteristic of a trainee performing at that level. They also need to be interpreted within the setting and context in which the trainee has worked.

Trainees graded as `good teach mostly good lessons across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

Trainees graded as `outstanding teach consistently good lessons that often demonstrate outstanding features across a range of different contexts (for example, different ages, backgrounds, group sizes, and abilities) by the end of their training.

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PART ONE: Teaching. A teacher must TS1 Set high expectations Grade 3. All trainees to be which inspire, motivate and recommended for QTS will have challenge pupils demonstrated as a minimum that - establish a safe and stimulating environment for pupils, rooted in mutual respect - set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions - demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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.

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TS2 Promote good progress and outcomes by pupils

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short and medium term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities which encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short and medium term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning and they set appropriately challenging tasks which enable the learners to make progress. As a result the majority of pupils make good progress.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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.

- be accountable for attainment, progress and outcomes of the pupils plan teaching to build on pupils capabilities and prior knowledge - guide pupils to reflect on the progress they have made and their emerging needs - demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching - encourage pupils to take a responsible and conscientious attitude to their own work and study.

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TS3 Demonstrate good subject and curriculum knowledge -have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings - demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship -demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subject -if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics -if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They have sufficiently secure knowledge and understanding of the relevant subject / curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject / curriculum age phases they are training to teach, in terms of the development of key concepts and of learners common misconceptions. They are able to respond appropriately to subject specific questions which learners ask and they use subject specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. In relation to early reading: All primary trainees will demonstrate sufficient knowledge and understanding of the principles and practices of teaching and assessing reading and writing, including the use of systematic synthetic phonics, to be able to apply

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They have well developed knowledge and understanding of the relevant subject / curriculum areas they are training to teach and use this effectively to maintain and develop pupils interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons.

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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 terms of 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 skills, in communication, reading and writing.

In relation to early reading: primary trainees have a very secure knowledge and understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing in the context of the age-phases they are training to teach.

In relation to early reading: primary trainees draw on their very strong understanding of synthetic systematic phonics and its role in teaching and assessing reading and writing to teach literacy very effectively across the agephases they are training to teach.

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this effectively across the specific age phases they are training to teach. (See Systematic Synthetic Phonics in ITT: Guidance and Support Materials for further information). In relation to early mathematics: all primary trainees will know and understand the principles and practices of teaching and assessing early mathematics, to be able to apply this effectively across the specific age phases they are training to teach. (See: `Understanding Arithmetic in ITT Mathematics for definition and further information).

In relation to early mathematics: primary trainees have a very secure knowledge and understanding of the principles and practices of teaching early mathematics and employ effective teaching strategies across the age-ranges they are training to teach.

In relation to early mathematics: primary trainees draw on their very strong knowledge and understanding of the principles and practices of teaching early mathematics to select and employ highly effective teaching strategies across the age-ranges they are training to teach.

TS4 Plan and teach well structured lessons

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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.

- impart knowledge and develop understanding through effective use of lesson time -promote a love of learning and childrens intellectual curiosity -set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired -reflect systematically on the effectiveness of lessons and approaches

They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out of class work can sustain

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to teaching -contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

learners progress and consolidate learning and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks which build on and sustain progression in pupils learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and / or develop the schools medium term plans, schemes of work, curriculum frameworks etc.

placement settings.

TS5 Adapt teaching to respond to the strengths and needs of all pupils - know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively -have a secure understanding of how a

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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 terms of impact on learning and

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range of factors can inhibit pupils ability to learn, and how best to overcome these -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 -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 & support them. TS6 Make accurate and productive use of assessment -know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements -make use of formative and summative

how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners.

needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff.

engagement of learners.

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are able to assess pupils attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils responses. They maintain accurate records of pupils progress and use these

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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

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assessment to secure pupils progress -use relevant data to monitor progress, set targets, and plan subsequent lessons -give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school and pupil level summative data is used to set targets for groups and individuals and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records setting new targets for individuals and groups. They mark pupils work constructively and provide appropriate oral feedback to pupils to help them to make progress.

to set appropriately challenging targets. They assess learners progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve

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

TS7 Manage behaviour effectively to ensure a good and safe learning environment -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 schools behaviour policy -have high expectations of behaviour, and

Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They work within the schools framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They work within the schools framework for behaviour and apply 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 effectively, including use of school sanctions and rewards and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics 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

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establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly -manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them -maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

TS8 Fulfil wider professional responsibilities -make a positive contribution to the wider life and ethos of the school -develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support -deploy support staff effectively -take responsibility for improving teaching through appropriate professional

challenging behaviour is demonstrated. They recognise that planning appropriate lessons which challenge learners, teaching using a variety of strategies which address pupils needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is contextdependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. Grade 3. All trainees to be awarded QTS will have demonstrated as a minimum that They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more

the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

Grade 2. Trainees achieving the standards at a good level may demonstrate these characteristics They are pro-active in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. 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 are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They

Grade 1. Trainees achieving the standards at an outstanding level may demonstrate these characteristics They are pro-active 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

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development, responding to advice and feedback from colleagues -communicate effectively with parents with regard to pupils achievements and well-being.

experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils achievement and monitoring pupils wellbeing. They communicate effectively at set points in the school year, including at parents evenings and through written reports. They understand the need to communicate at other points in response to individual pupils emergent needs.

communicate effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and well being. They assume some responsibility for doing so in response to individual pupils emergent needs.

verbally and in writing, with parents and carers in relation to pupils achievements and well-being, both when required to do so formally and are proactive in communicating in relation to individual pupils emergent needs.

PART TWO: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teachers career. Trainees embarking on a programme of ITE will have demonstrated that they possess the required attitudes and behaviours as an element of the selection process. No matter which route to QTS they undertake all trainees are expected to demonstrate high professional standards from the outset. For that reason the standards in Part Two are not graded. By the end of the programme of ITE, all those trainees recommended for the award of QTS will have demonstrated that They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners wider understanding of social and cultural diversity.

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 teachers 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.

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Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality.

They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities Legislation. They are aware of the professional duties of teachers as set out in the statutory School Teachers Pay and Conditions document.

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