IN THIS SECTION
From the outset, trainees will receive feedback on their interactions with the children, and then gradually focus in more specifically on how effectively their teaching promotes learning. When overall judgements are made on the quality of lessons, School-Based Trainers will refer to set criteria which have been developed by the Partnership, and which are based on the Ofsted Framework for School Inspections. This ensures consistency of judgement across the Partnership, as well as allowing trainees from the very beginning to understand how qualified teachers are judged in terms of their teaching.
Progressing as a Teacher
The Teachers’ Standards form the basis of assessments of trainee progress throughout the year. Each half term our School-Based Trainers refer to our step-by-step framework for assessing trainee teachers, which explicitly states the competencies trainees are required to demonstrate, not just in their teaching, but overall as a teacher. It is used to support regular summative assessments and used formatively to identify where training opportunities are needed. This framework is shared directly with trainees so that they are well-equipped to self-evaluate and prioritise targets for their continued development.
TP1 First Teaching Practice – Autumn
Trainees work from existing school medium term planning and plan lessons to teach for approximately 50% of the time over a three week period.
TP2 Second Teaching Practice – Spring
This practice takes place in a different school and different key stage and lasts for six weeks. The first week is largely observation based and working with groups, the second week will involve solo teaching, building upwards to 50% teaching from Week 3 onwards and 60% in the final week. Trainees will plan full lessons, drawing from medium term planning in the school.
TP 3 Final Teaching Practice – Summer
This is the final assessment period. At this stage, it is expected that trainees demonstrate that they can fully plan an appropriate sequence of work across the full range of curriculum areas. They must demonstrate that they can sustain a satisfactory teaching standard over an 80% teaching timetable. They should prepare teaching resources, mark work and fulfil the main requirements of a classroom teacher to demonstrate their abilities in readiness for entry as a qualified teacher into the profession.
Higher academic study
Our collaboration with Birmingham City University provides the valuable opportunity for our written assignments to be recognised at postgraduate level. The three assignment modules are submitted to the university, for assessment against the criteria for Masters Level.
A high level of subject specific knowledge is essential as a primary school teacher, as the broad and varied curriculum, with high expectations for pupil attainment, demands that teachers teach with accuracy and confidence. Trainees undergo an ongoing online assessment process for English and Maths which is used diagnostically to inform subject training requirements and identify an individual’s support needs.