1. THE TRAINING AND ASSESSMENT TOOLKIT: A GUIDE TO ACCURACY UEL MENTOR TRAINING 3 JULY 2015

2. THE SESSION  Overview and introduction to the Tool Kit  Reading time and discussion : questions observations and what next?  Q and A

3. “Nothing has more impact on a child’s achievement than the quality of teaching they receive and in the new standards for teachers we have prioritised the importance of classroom practice and subject knowledge.” Dame Sally Coates, Chair of the independent Review of Teachers’ Standards and Principal of Burlington Danes Academy 2012

5. PURPOSE  Address all the major shifts in emphasis: two years three frameworks  Key elements of assessment in one place  Is being used be used to ensure all trainees and partners understand and can explain how accuracy in assessment is achieved and their role in that!!  Support ITT in presenting robust case  Flexible to local need: It can be adapted to fit your partnership  Responsive to change  Sector led

6. ADDRESSES 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 on individual lessons in isolation but using the full range of evidence available - marking  Assessment using the Teachers’ Standards in full, the bulleted subheadings used to: To track progress against the Standards Determine areas for additional development Identify strengths Demonstrate any G3 trainees are EXCEEDING THE MINIMUM

7. ADDRESSES THE KEY SHIFTS IN EMPHASIS  Strengthened expectations for Part Two of the Standards  Precision developmental target setting  Individual training and intervention  Robust evidence of the accuracy of judgements  All grades, targets, report comments, level of pupil progress must be fully aligned  Handbook modifies and extends the Teachers’ Standards: assessment / unseen children / behaviour  Raised expectations

8. RAISED EXPECTATIONS To be an outstanding trainee:  pupil progress: good over time  minimum of 5 Standards overall G1 or  4 Standards G1 features of G1 in others  No G3 or 4  Amended Part 2 excellent practice in personal and professional conduct  Not an exact science – professional judgements

9. RAISED EXPECTATIONS To be Good:  pupil progress: expected over time  much of their teaching OVER TIME is good, some is outstanding (predominately)  trainees must demonstrate excellent practice in the SOME standards  Amended Part 2 excellent practice in personal and professional conduct

10. REQUIRES IMPROVEMENT  Pupil progress and learning over time not always as expected  Majority of Standards G3  No G4  A trainee can be judged G3 and have exceeded the minimum if they have evidence of features of good practice in some Standards  Any G3 Cause for Concern ASAP

11. THE HEART OF THE SYSTEM Identify evidence of pupils’ progress over time What difference has teaching made? Why? Identify of strength 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

12. AN ASSESSMENT TOOL KIT  a vision for the development of outstanding teachers which places the pupil at the heart of ITT  a guide to ensuring accuracy in assessment  an at a glance assessment and recording process  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 tutor/mentors in recording and evidencing progress and setting appropriate long and short term targets  a set of grade descriptors derived from the Teachers’ Standards which support precision tracking of trainees’ progress

13. ASSESSMENT TOOL KIT WHICH WILL  Ensure that assessments reflect the interrelatedness of the Standards and their sub-headings and address the trainees’ teaching overall  Secure accuracy and consistency of judgements against the Teachers’ Standards  Ensure a shared language for discussing the progress of, and expectations for, trainees  Ensure a shared understanding of process of assessment from observation to recording  Enable challenging short and longer term developmental target setting and the means of achieving them  Be flexible for adaptation to local circumstances

14. 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

15. IMPACT ACROSS THE 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 to wards exceeding the Standards overall, individual standards and pupils’ progress

16. IMPACT : PROGRESS AGAINST THE STANDARDS

17. READING AND DISCUSSION > Q AND A Questions Comments and observations Next steps : tracking systems, audit tools……would you be interested?

18. READING AND DISCUSSION : Q AND A