1. Accuracy in assessment Evidence bundles: tracking Trainee achievement through pupil progress overtime

2. Accuracy in assessment tool Kit: 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 identification of essential resources to support trainees and their tutors/mentors in recording and evidencing progress and the setting of appropriate long and short term targets
assessments reflect the quality of trainees’ teaching overall; the interrelatedness of the Teachers’ Standards and the promotion of pupil progress
an unambiguous shared language for discussing the progress of, and expectations for, trainees

3. ThE Heart of the system
Identify evidence of pupils’ progress over time
What difference has teaching made? Why?
Identify strengths and areas for development for the trainee
Map to TS grade descriptors to identify quality of teaching
Review and identify precise short and longer term targets

4. The 7 absolutes of assessment
Assessed as a trainee teacher, in accord with TSs’
Judged by impact on pupil progress and learning overtime
Judged through sequences of lessons -using all available evidence
Judged against Teachers’ Standards - in full and sub headings
Assessors’ informed professional judgments applied
All grades, comments, targets aligned and moderated
All trainees exceed the minimum expectation for the Teachers’ Standards - appropriate to the age range and ability of pupils

5. the toolkit
The Toolkit is being adapted and used across the country to ensure
Accuracy in assessment
That all trainees and partners understand and can explain how accuracy in assessment is achieved and their role in that!!

6. Impact across a 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 increased responsibility for their progress and that of their pupils
Trainees able to pinpoint their own needs, working with their mentors – individualised training
Secure evidence of progress towards exceeding the Teachers’ Standards – showing how pupil progress results from impact of teaching overall through performance in individual standards

7. Toolkit: additional resources and guidance
Tracking and evidencing trainees’ progress
Accuracy in target setting
Joint HEI SCITT development group hosted by NASBTT

8. Tracking and Evidencing Trainee progress
Currently, this process can be
cumbersome - masses of evidence collected against each TS and sub-heading
confused as to purpose, expectations and intended impact on trainees’ teaching and progress
focused on ‘getting’ individual TS

9. Tracking and evidencing trainee progress
Shift focus, to ensure that identifying and analysing of evidence demonstrates:
impact on progress of groups of learners overtime
which aspects of teaching, linked to TS, are securing this impact
which aspects of teaching, linked to TS, need strengthening to enhance impact
Always emphasising it is the impact of the strengths across the interrelated TS which secure pupil progress

10. Interrelationship of TS and Pupil Progress
Teaching
Impact on
Pupil progress
High expectations
Promote progress
Subject knowledge
Plan and teach well
Respond to needs
Use of assessment
Manage behaviour
Wider professional responsibilities
Personal and professional conduct

11. Tracking and evidencing Trainee progress
Accurate tracking data of quality of all trainees’
teaching and their pupils’ progress and learning overtime
progress and areas of development against the TSs
targets linked directly to pupil progress
Explicitly used to inform on going self-evaluation and improvement planning for trainees overall and groups of trainees
Clearly rationalised for trainees and mentors, fit for purpose as it demonstrates:

12. Pupil progress and learning overtime
Quality of trainee’s teaching within each standard
Quality of trainee’s teaching overall

13. evidence ‘bundles’ process
Trainee, with mentor, identifies strong sequence (or sequences) of lessons re pupil progress overtime
Pull together a ‘bundle’ of evidence relating to this: assessments, marking, learning plans, observations, evaluations, photographs, weekly review forms etc.
‘Bundle’ analysed and annotated to:
identify evidence of impact on the progress and learning of different groups
highlight what has enabled the impact linked to TSs
indicate evidence of progress against each of the TSs
Trainee writes analytic evidence-based commentary of their progress since their previous review; including impact of training
NB Building evidence bundles needs to be modeled through centre and school based training

14. evidence bundles Evidence bundles can be 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 specifically linked to pupil progress
quality of trainees’ teaching within subjects, eg PE

15. Tracking and evidencing Trainee progress1
Observations: full range of evidence of pupil progress and learning overtime, trainee strengths and areas for development impacting on pupil progress 2
Weekly meetings: trainees present evidence of pupil progress and learning overtime, progress v targets, map new and revised targets and key strengths against Teachers Standards 3
Interim reviews: evidence of impact on groups of learners; evidence bundle/s review targets and progress against TSs’ 4
Summative reviews: evidence bundle/s; progress for groups of learners; progress against the TSs’; strengths and targets for next stage

16. In Practice
Pupil progress is a focus for discussion in taught sessions: developing language for discussing progress and evidence of progress for trainees and pupils; modelling of evidence bundle building and analysis
The weekly mentor meeting draws on evidence from across the week: trainee provides evidence for appraisal – mentors need training to do this
Increased focus on groups of pupils’ progress
The Teachers’ Standards, grade descriptors and targets are reviewed in the light of the progress made by pupils
Progress against the standards is tracked back from the impact of teaching on pupil progress and learning overtime

17. University OF St Mark and St John
The Indicative evidence a collation of a range of synoptic evidence that illustrates that the trainee is secure in all standards and moving beyond minimum expectation but not divided standard by standard.
The Indicative evidence should refer to two key stages and include:
Unit of work for either KS 3, 4, or 5 which includes 6 lesson plans, evaluations and all resources used to deliver the unit, assessment material, and risk assessment.
A second unit of work from a different KS.
A further 6 Lesson plans showing development and progression with their lesson evaluations
Additional resources
Examples of pupils’ work, feedback, photos of displays,
How does the indicative evidence support the judgments made of Trainee Progress?
How does the indicative evidence demonstrate pupil progress?

18. What more is needed? Challenges?

19. How it works: starter Activity for mentors and trainees
Think about your/your trainees’ last taught sequence of lessons
Did pupils make expected progress?
Was that because of you or the trainee?
What made the difference? Positive/negative?
How can you evidence this?
What would you do to extend the impact of the teaching on pupil progress?

20. Contact details
Gillian Golder – Director of Teacher Education University of St Mark and St John
Liz George - Programme Director LDBS SCITT
Bea Noble-Rogers - Teacher Education Solutions