1. ACCURACY IN ASSESSMENT; EVIDENCING AND TRACKING PROGRESS IN TEACHER EDUCATION BEA NOBLE-ROGERS

2.  Accuracy in Assessment Toolkit  Tracking Trainee’s Progress: ‘evidence bundles’  The Educate Project

3. WHY THE ACCURACY IN ASSESSMENT TOOLKIT?  Address significant shifts in emphasis of teacher education inspection: two years / three inspection frameworks  Make explicit to all main features of assessment process and protocol = consistency and accuracy  Key elements of assessment at a glance, in one place  Provide explicit grading criteria and expectations for progress  Can be used to ensure all trainees and partners understand and can explain how accuracy in assessment is achieved and their role in that  Support teacher ed. providers in presenting a robust case to, especially inexperienced, inspectors  Flexible to local need: It can be adapted to fit individual partnerships or used essentially as is  Adaptable framework for future change  Safety in numbers and avoid ‘wheel recreation’

4. THE KEY SHIFTS IN EMPHASIS The quality of trainees’ teaching judged by  impact on pupil progress and learning over time  the context and content of their teaching, through sequences of lessons; it should not be judged by performance in individual lessons, and using the full range of evidence available eg marking  performance against the Teachers’ Standards in full, the bulleted subheadings used to: track progress against the Standards determine areas for additional development identify strengths demonstrate any Grade 3 trainees ‘requiring improvement’ are exceeding the minimum level of practice Very explicit in inspections!!!!

5. THE KEY SHIFTS IN EMPHASIS  Strengthened expectations for Part Two of the Standards: fundamental British values, extremism, all bullying, professional conduct  Precise, developmental target setting  Individual training plans and intervention  Robust evidence of the accuracy of judgements  All grades, targets, report comments, level of pupil progress must be fully aligned  Inspection Handbooks modify and extend the (future proofed / immutable) Teachers’ Standards: assessment / unseen children / behaviour /FBV  Raised expectations

6. THE HEART OF THE SYSTEM

7. THE PRINCIPLES  a vision for the development of outstanding teachers which places the pupil at the heart of teacher education  a framework for assessing the quality of trainees’ teaching starting with impact on pupils’ progress which informs ongoing achievement and final attainment  the essential resources to support trainees and their tutors/mentors in recording and evidencing progress and setting appropriate long and short term targets  assessments reflect the quality of trainees’ teaching overall and the interrelatedness of the Standards enabling pupil progress  an unambiguous shared language for discussing the progress of, and expectations for, trainees

8. CONTENTS Assessing trainees: important considerations Grading rationale Annual assessment process at a glance: an example Expected outcomes and progress though training Accuracy in grading: the alignment of grades, progress, comments and targets Guidance for the weekly meetings: reviewing progress and assessment Cause for concern procedure Target setting and achieving targets Teachers’ Standards, Part One: Teaching grade descriptors - guidance notes Teachers’ Standards, Part One: Teaching grade descriptors Teachers’ Standards, Part Two: Personal and professional conduct

9. IMPACT ACROSS A TEACHER ED. PARTNERSHIP  At a glance processes and procedures from observation to assessment understood and used by all  Mentors, trainees and link tutors understanding and using the language of progress  Collaboration over training : trainees taking responsibility for their progress and their pupils’ progress  Trainees able to pin point their own needs, working with their mentors – individualized training  Secure evidence of progress towards exceeding the Standards overall, individual standards and pupils’ progress

10. TRACKING TRAINEE PROGRESS - YOU NEED TO:  Accurately track data of individual’s, sub groups’, full cohort’s progress  Explicitly use this to inform on going self evaluation and improvement planning and intervention for cohort overall and groups of trainees  Clearly rationalise approach for trainees and mentors, clear purpose and fit for purpose

11. TRACKING PROGRESS AND EVIDENCE OF PROGRESS  Currently often cumbersome - masses of evidence collection against each Standard Clarity of purpose, expectations and intended impact on outcomes and progress unclear  Step change from evidence collection to reflecting on and analysing quality of teaching and learning From their ‘performance’ to their pupils’ progress from ‘getting’ Teachers’ Standards to recognising how Teachers’ Standards work together from whole class progress to progress and learning of groups of learners overtime

12. TRACKING TRAINEE PROGRESS Observations: evidence of pupil progress and learning overtime, trainee strengths areas for development impacting on pupil progress Weekly meetings: evidence pupil progress and learning overtime, progress v targets, map new and revised targets and key strengths against TSs’ Interim reviews: evidence of impact on groups of learners; review targets and progress against TSs’ overall Summative reviews: evidence bundle; groups of learners; progress against the TSs’; strengths and targets for next stage

13. EVIDENCE BUNDLES Evidence bundles are used to demonstrate:  progress made by pupils overall and by groups of pupils  quality of trainee’s teaching overall  how trainees’ skills against each Standard has enabled them to impact on pupil progress  how strong their teaching is in each of the Standards  areas for targets for further development

14. EVIDENCE BUNDLES PROCESS  Trainee with mentor identifies strong sequence of lessons re pupil progress overtime (or sequences)  Pull together a ‘bundle’ of evidence relating to this: assessments, photographs, marking, plans, observations, evaluations, weekly review forms etc.  Bundle analysed and annotated to identify evidence of impact on the progress of different groups evidence progress against each of the TSs’  Trainee writes analytic evidence-based commentary of their progress since their previous review; including impact of training

15. THE EDUCATE PROJECT: ONLINE RESOURCE FOR T. ED Currently  No online bespoke systems in UK for moving from trainee assessment to improvement planning  Existing systems cumbersome and not fit for purpose  Too much time consuming manual data population  Too often handed to ‘data’ experts with tutors losing ownership  Limited scope for trainees to reflect

16. WE ARE BUILDING  Simple, fully automated and intuitive system  Trainees, mentors and assessors  Generic model with bespoke solutions  Guidance, frameworks, proformas for: assessment, self evaluation and improvement planning  Automatically track progress from report forms  Alert user to atypical issues  Crunch numbers and generate charts  Populate self evaluation proforma with relevant data  And ……..?

17. AT A GLANCE AssessmentTracking Data processing Self evaluation Improvement planning