Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that students should have provided their TP files and Professional Development Progress File (PDPF) for the meeting. There should be a Teachers’ standards Tracking Document and Contents page for the PDPF which should signpost where documents can be found. Moderated review of student teacher’s progress handouts on tables. Explain that the review will relate directly to three different Teachers’ Standards (TS2; TS6 and TS7). Teachers will need to monitor use of time to enable a review of evidence of progress of each student in each of the Teachers’ Standards. During the review process teachers will need to document evidence and (very importantly) identify next steps for students so they know exactly what they need to do to make further progress in the remainder of the Teaching Practice. Class Teachers Moderation Meetings – 23rd and 24th May 2017

Moderating progress using NASBTT table To achieve some aspects of the Teachers’ Standards at a Good (2) or Outstanding (1) level: TS2: Assess pupils’ achievement and plan and teach lessons that enable pupils, including those who are disabled and those who have special educational needs, to make at least expected progress. TS5b: Understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. TS5d: Much of the time evaluates and adapts teaching to support all pupils, including those with special educational needs, high ability (including Gifted and Talented), English as an additional language, disabilities and pupils eligible for the pupil premium (including Free School Meals). Understand how to challenge and motivate pupils where attainment is low and use strategies to support underperforming groups. Refer to aspects of NASBTT table shown here. Specific reference is now made to pupils who are at risk of not achieving their potential and in order to meet certain elements of the Teachers’ Standards at a ‘Good’ or’ Outstanding’ level students need to provide evidence that they have an understanding of and made provision for a range of barriers to learning. Some key aspects are highlighted here. In review of progress to date please ask teachers to look specifically for evidence related to pupils in any of these groups represented in their classes. Teachers should share school data with students so they know what they need to do and are supported in knowing how to address needs of vulnerable groups of children.

Moderated review of student teacher’s progress Next steps for students identify support from class teacher and tutor (TS8: Responding to advice and feedback) identify actions by student (TS8: take responsibility for improving teaching) Please make direct reference to next steps in supporting the progress and learning of underperforming groups, pupils with SEN , those of ‘high ability’, EAL and those with disabilities (see TS5). This form shows the form in which the review will be documented. Identify 3 TS and what needs to be documented in each column. NB. Range of sources of evidence available. Teachers will need to be selective as there will not be time to review all evidence. 2 arrows and additional text: Next steps include support from class teacher AND action from student. 2. Prompt to record specific next steps for students in meeting learning needs of these identified groups in TS5.

TS2 – Promote good progress and outcomes by pupils A teacher must: Sources of evidence Medium term / weekly plans – Is there continuity and progression? Individual lesson plans – Do they show an awareness of pupils’ prior knowledge or achievement in previous lessons? Are there clear learning objectives for lessons? Do lesson evaluations and show that student is using evidence of pupil progress to inform planning ? Lesson observations – Are pupils engaged and making progress in lessons? Are pupils encouraged to reflect on their own progress and do they know what they need to do to improve? Do lessons encourage independent and autonomous learning? Review of Professional Development forms Be accountable for attainment, progress and outcomes of the pupils. Plan teaching to build on pupils’ capabilities and prior knowledge Guide pupils to reflect on the progress they have made and their emerging needs Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching Encourage pupils to take a responsible and conscientious attitude to their own work and study Refer to NASBTT table and 3 columns (RI; Good and Outstanding). NB. Students are creating own weekly/medium term plans… review how effectively they are planning for progression. Note ways in which they might need to further address needs of pupils with SEND to progress in different curriculum areas (eg. Disabled pupil and PE).

TS6 – Make accurate and productive use of assessment A teacher must: Sources of evidence Assessment notes / records – Are these updated regularly? How much detail is recorded? Are there targets for individuals and groups? Lesson plans – Is there evidence that assessment has informed planning and is being used to secure pupils’ progress? Lesson Observations (formal and informal) What evidence is there that assessment is being used consistently and effectively to secure pupils’ progress? Examples of work / Marking – Is accurate feedback being given to pupils? Does it relate to learning? Are pupils being given opportunities to respond to feedback? Review of Professional Development forms Know and understand how to assess the relevant subject and curriculum areas. Make use of formative and summative assessment to secure pupils’ progress Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Refer to NASBTT table again. First sequence of lessons in a curriculum area last week: how has assessment been documented and how was it used to support pupil progress over the week? Was marking kept up to date? EYFS: Contributions to Learning Journeys?

TS7 – Manage behaviour effectively to ensure a good and safe learning environment A teacher must: Sources of evidence Lesson observations (formal and informal) Is the student using the behaviour policy? Do they apply the behaviour policy when they are working in other parts of the school? Lesson Plans - Do they engage and motivate pupils as a way to manage classes effectively? Do they use a range of teaching methods to achieve this? Reflective Tasks – Do these show student’s understanding of effective behaviour management? Review of Professional Development forms Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. NASBTT Possibly most straightforward if progress in this area is good. Next steps for individuals/groups; considering behaviour outside of the classroom (around school) and during practical lessons/PE now that student is taking a wider range of lessons/sessions across the curriculum. Organisational aspects: Work supportively with other colleague to document the moderated review of progress for your student. Highlight the importance of the student having a copy of the completed moderated review of progress form to help them know what they need to do in order to improve in the final part of the practice.