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Professional Expectations of a Trainee Teacher

Placement Experience Documents

The Teachers’ Standards are clearly defined by the DfE. Each Standard must be sufficiently demonstrated by the end of the course in order to pass the training programme and be recommended for QTS.  Regular discussions with school based mentors and University tutors, and at the Review Points, will identify key strengths and key targets for development in areas that need to be addressed.

There is NO requirement for trainees to maintain a separate evidence file or portfolio. Suitable evidence will emerge from effective teaching and learning. Documentary evidence which supports trainee progress will be found in the QTS training and development file and placement file(s) and logged in the audit sections of the LJMU ITT TRACKER. ITT mentors will verify evidence of trainees’ progress, through witnessing their contributions to school life and to pupil progress and through confirming grades at review points and at the final triangulation meeting.

Responsibility for the maintenance of files and keeping evidence lies with the trainee teacher. These will be monitored by both the school mentors and the University liaison tutor. The final triangulation meeting will draw on evidence to support the final grading of each trainee against the standards.

Placement Experience File and QTS Training and Development File

NB: The Placement Experience File and QTS Training and Development File are a requirement at any phase of training to meet the expectations of the placement and MUST be of a professional standard and meet the requirements of the programme.

The Placement Experience File

Evidence is a key element in the assessment of the Standards; it will be found in the placement experience file and QTS training and development file and the importance of these cannot be over-emphasised. 

Although the files are working documents, they must also be of a professional standard and will be scrutinised by ITT mentors and University tutors.  They must be kept up to date and available at all times, and will be part of the overall assessment. They will be retained until the end of the course and may be examined by External Examiners and Ofsted inspectors.

The Placement Experience File needs to be organised and available for scrutiny. Where contents are kept electronically, they must be available and kept securely so that all those involved in training are able to evaluate and monitor their quality.

It should include:

  • Timetable and Training Programme
    Planned events and activities.
  • Teaching and Learning Record
    By class/group, schemes of work, units and subsequent lesson plans, resources, evaluation of lessons, observation feedback analysis, action planning.
  • Records of pupil progress and attainment (anon)
    Records of attendance, marks, grades, formative achievement and targets, samples of pupils’ work and marking for the classes and pupils taught.
  • Whole School/Extra Curricular Activities
    These can be subject specific or whole school activities (school trips, clubs, sporting activities, drama and music activities).

The QTS training and development file

The QTS training and development file is an essential record of the training received in school, evidencing progress towards being recommended for Qualified Teacher Status and recording where evidence of achieving the Teachers’ Standards can be found. This file is thus the key mechanism for the Partnership to ensure and verify that each trainee may be recommended for QTS at the end of their training and will form part of the final assessment.

The QTS training and development file along with the placement experience file must be available in school at all times and should be brought by the trainee to all meetings with school-based mentors in school and with personal tutors at LJMU. Failure to maintain either file to an appropriate standard can result in a recommendation for QTS being withheld as it is a sign of failing to meet the standards for Professional Conduct.

The file should be divided into sections as follows:

Section 1
School-based training - Weekly Meetings

Records of weekly meetings with your school-based mentor in DATE order

Section 2
Observations of YOUR teaching

Lesson Analysis booklet and/or printed copies of any lesson analysis forms completed electronically by your mentor

Section 3
School-based phase reviews.

Copies of all interim and final review forms for each phase (completed and signed by all parties). These must also be uploaded to Abyasa as PDFs; failure to do so can result in a recommendation for QTS being withheld

Section 4
Tracking your progress towards QTS – meeting  the Teachers’ Standards

An appropriately highlighted LJMU ITT tracking document including completed audit pages of where the evidence to support your progress can be found. The tracking document must be printed and filed at the end of each phase if it is completed electronically. Highlighted sections must have been agreed by your school-based mentor to indicate your current level of progress

Section 5
Subject Knowledge development

Any relevant Subject Knowledge Audits, Improvement and Development plans and evidence of addressing subject knowledge targets with which you are required to engage during your programme. For Secondary trainees, the audit will be your SKDD journal. For Primary trainees it should include English and Maths Audits and your Foundation Subjects Audit, along with any required Development Plans.

Section 6
School-based training activities

Notes from school-based training activities and from any Professional Development Activities. Notes from your own observations of expert practitioners in school

Section 7
Personal Tutoring

Records of Personal tutor meetings (For Undergraduate students, these form your Personal Development Planning –PDP)

Section 8
Moving between schools

Records of transfer information completed and shared between placement.

Section 9
Becoming a Teacher

This section will include key information to share with your employing setting/school. The required Career Entry and Development Profile (CEDP) will be completed at the end of Phase 3.

Criteria for the Placement Experience and QTS Training and Development Files

The Placement Experience file and QTS Training and Development file are:

  • a requirement for meeting the placement expectations at any Phase of Training;
  • professional working documents to support teaching, learning and assessment;
  • evidence to support developing competence;
  • evidence of achieving the Standards;
  • the basis of recommendation for QTS.

They must be:

  • available at all times in school for all tutors and mentors to view;
  • kept up to date and reviewed by school-based ITT mentors and liaison tutors;
  • well organised into sections;
  • available at University debriefing and review sessions..

Completing and reviewing the contents will help the trainee to:

  • think critically and reflectively about teaching, learning and assessment practice;
  • reflect on whole school issues;
  • consider how well they are meeting the standards for recommendation for QTS.

Other Documentation (Section E)

Professional Development Activities. These are school-based tasks related to the focus of each Phase of Training. Where PDAs are compulsory within a particular Phase of Training this will be indicated by the Programme team and may form part of the weekly meeting discussion. PDAs may also be used to personalise the learning of individual trainees, either to develop areas of relative weakness where evidence is lacking or to enhance existing expertise.

Attendance & Punctuality