1. Pauline Mallison Contact: P.mallison@mmu.ac.uk 0161-247-5791
Welcome
Pauline Mallison
Contact:

2. Objectives
Developing an understanding of the Assessment Only (AO) Route
Developing an understanding of how you demonstrate that you have met or are progressing towards the QTS standards.
So that
You are informed as to how you can demonstrate meeting the standards
You can create a needs analysis to support discussions with line managers/ mentors back in school
You can make an informed decision as to whether the AO route is the right one for you at this moment in time

3. What is AO Route?
The AO route is a route for very experienced graduate teachers without qualified teacher status (QTS). It is not a teacher training route.
It is a route that allows you to be assessed against the standards for QTS if you are working as an unqualified teacher paid or unpaid, or if you have recently had extensive experience of teaching in schools.
Only those teachers who have met all of the standards for QTS can be recommended for the award of QTS.
The whole process for a candidate will normally be completed in no longer than a term from the point of entry.

4. To apply for the AO Route you MUST HOLD:
A UK first degree (or equivalent) – minimum of 2.2 ( normally)
For those applying for Secondary teaching your first degree/further degree should predominantly be the subject you wish to teach. (normally)
GCSE Grade C or above (or equivalent) in Mathematics and English.
For Primary teaching, candidates also need GCSE grade C or above (or equivalent) in Science.
Go to the National Recognition Information Centre (NARIC) website to find out whether your qualifications are of an equivalent level to UK GCSEs and an undergraduate degree.

5. In addition you must;
Have taught for two years or more, with substantial experience in two consecutive age ranges.
Have taught in more than one school.
Be employed in a school, and be supported by your school
Be working within national frameworks (e.G. Key stages, GCSE)
Have an up to date enhanced DBS
Have verifiable references that support your application and which confirm your breadth and depth of experience.
Head teacher/principal reference of your current school /college
Approval as ‘fit to teach’ from the school. ( Partnership agreement)

6. What about Overseas Trained Teachers who have exceeded four years of employment as teachers?
Overseas-trained teachers (OTTs) who have exceeded the four-year rule can still be employed to teach in maintained schools and non-maintained special schools as instructors. They are therefore eligible to apply for the AO route.

7. Skills Tests
Have taken the professional skills tests in literacy and numeracy 
If you are thinking of applying , you will need to take the professional skills tests in numeracy and literacy, as part of the application process, and ensure you have passed them both before you can be enrolled on the route.
When you take the tests you will need to provide proof that you have applied for a teacher training course. This will be the acknowledgement of the Application form.
You will need to take the numeracy and literacy skills tests as part of the application process, and ensure you have passed them both before the start of the course.
The first attempt at taking your skills tests in each subject is provided free of charge. You can book up to two resists if required, but you will be expected to pay for these yourself.
When you take the tests you will need to provide proof that you have applied for a teacher training course.
The tests are held at a Pearson Professional Test Centre (which also delivers Driving Theory tests, so you may be familiar with them already).
The National College for Teaching and Leadership (NCTL) has uploaded to the Department for Education (DfE) website simple guides to help you prepare for the skills tests.
They have also provided online practice tests for you to familiarize yourself with the level and content of these tests.

8. Assessment Only Route at a glance
Initial assessment
Application and eligibility check
Candidate prepares portfolio of evidence for initial assessment- ( 4 weeks)
Interview
Recommendation for progression to assessed practice with any development targets
Assessed practice phase no longer than 12 weeks
observation of teaching and review meeting – interim visit
observation of teaching and final review meeting- final visit
Recommendation for QTS
As this is not a teacher training route . All applicants must be fully ready for assessment at the time of application.
The AO route is highly competitive and places are allocated to the best candidates via a consideration of THE APPLICATION FORM. PORTFOLIO, INTERVIEW AND ASSESSED PRACTICE PHASE.
The application and interview process will cover this and places are only allocated when full requirements are met.
On completion of the route, you will have earned Newly Qualified Teacher (NQT) status and will be required to undertake an induction period of one year if working full-time.
We come back to these later.

9. What teaching experience can be taken into account?
Extensive successful relevant and recent experience of teaching, in at least two schools and across two consecutive age ranges (secondary) and age phases (Primary)
- recent (within the last 12 months)
evidence from teaching in a second setting could be older( normally within the last 5 years.)
Candidates will need to provide strong evidence of age-range experience on application if they are proposing an assessed placement in a single age-range. .
Age phases for Primary. Ages 3-5 Foundation stage, 5-7 Years 1–2 , 7-9 Years 3-4, 9-11 Years 5-6
Key stages for Secondary.  We will make a professional judgment in individual cases.
School experience: in order to gain Q.T.S. you must have validated evidence of teaching relevant age ranges in two schools (see definition of ‘school’ above).
If you only have (substantial) teaching experience in your current school, your head teacher might be able to arrange for you to undertake some teaching in another school
In instances where applicants present evidence demonstrating that they have covered some aspects of a teacher’s role as a volunteer/unpaid worker, we may accept this as contributing evidence that the applicant has met some of the Teacher's Standards.
Placement assessments in a school will be used in collaboration with other evidence provided by the candidate to ensure that we are confident in judging that the candidate meets all the QTS standards across the age ranges of assessment.
However, candidates will need to provide strong evidence of age-range experience on application if they are proposing an assessed placement in a single age-range.
Second school placement
A placement in another school may be necessary, for example when the teacher has only taught in one school.
The nature and duration of the second placement is open to negotiation but it must be substantial enough for planning, teaching and assessment of whole classes to take place. Normally for a minimum of six weeks.
The second teaching experience taken together with other experiences, must have prepared the applicant sufficiently to be able to demonstrate that they can meet all Teacher’s standards.
You need to obtain written lesson observations and a report/testimonial for your portfolio.

10. AO route Requirements
In order to have sufficient opportunity to meet the Professional Standards for QTS, it is expected that the school will, for the duration of assessment
Provide the candidate with a teaching timetable that will enable them to demonstrate competence against the Professional Standards for QTS
Provide a subject/phase specialist mentor to support the applicant for approximately 1 hour each week
Ensure that the applicant and the mentor are available to meet with MMU tutor when they visit the school for the purposes of assessment and moderation (normally two times during the 12-weeks assessment period) 

11. The Application Form
Applications will be assessed for suitability for entry onto the route based on the evidence of the personal statement, qualifications and references. 
When applying, please state in the Personal Statement section whether you are applying for Primary or Secondary ( for secondary state which subject you wish to be assessed for)
You should set out clearly why you want to be considered for the Assessment Only Route
Experience of teaching in schools – this is the most important aspect for you to indicate the length, variety and breadth of experiences in the subject/Key Stages
Not all who apply will be successful but all candidates will be given feedback to aid future successful application
Application Selection Panel
We want you to present yourself in the best possible way, to help us make an accurate assessment of your abilities.
Personal statement: this is your chance to articulate why you feel that the Assessment Only route is appropriate for you. Please also be aware that we will be using this as a first opportunity to assess your ability to write in fluent, accurate Standard English. Provide details of the your , work and voluntary experience to the relevant knowledge, skills and understanding required in each section. We are looking for teachers with the self awareness and initiative to reflect on their existing knowledge, skills and understanding, identify gaps and areas for development and explain how they will build upon and address them.
Particularly important are:
 how long you have taught and where
 evidence of your qualifications
 the main age ranges of your teaching
 information about your mentor’s experience in the role
 the agreement of your school to support you in working towards QTS.

12. Portfolio of evidence
Professional portfolio of evidence which demonstrates your ability to meet the Teacher's Standards as set out by the NCTL - see the Standards website.
More than a description of what you do to actually reflecting on what worked and setting personal development goals.
Ability to evaluate own practice
Willingness and ability to develop own practice and solve problems.
Constructive engagement in professional dialogue with other practitioners
Development of reflective skills and attitudes
Your application will be considered by our application selection panel comprising senior teachers, tutors and education experts who are familiar with initial teacher training. Candidates that are successful at this stage of the application process will be notified by and invited to submit the portfolio.
  How is the evidence collated and analysed ?
We are looking for more than a description of what you do to actually reflecting on what worked and setting personal development goals.
Evidence must show type of evidence observation comment, location which file this is in.
Rationale for this evidence , the description and reflection on the learning. Accepting that we are in a profession that never stands still. How receptive to change are you? How willing are you to engage with your professional development?
How do you amend your practice to take account of learners needs?

13. Evidence of good teaching that demonstrates that teachers
are involved in a process of reflecting about their experiences.
supported through discussion with colleagues and school-based mentor.
are able to learn from their experiences and apply the outcomes of that learning to future activity.
are open to new ideas and can clearly demonstrate that they are continuing to learn and investigate.

14. The Interview
At interview you will be asked to:
Present and discuss on any aspect of your professional development .
Interview questions are of a professional nature to explore ways in which you have met the standards and will be the same for all candidates.
Successful candidates will be registered with the nctl and proceed to the assessed practice phase
Unsuccessful candidates will be offered feedback.
The interviews follow examination of the portfolios. The interview will be conducted by members of the university education team.

15. Assessed Phase of Practice
Observation of successful teaching that demonstrates breadth and depth of experience.
The purposes of the visit are to:
Observe you teach ( by specialist subject tutor- joint observation and discussion with your mentor)
Check progress with the portfolio of evidence
Set developmental targets and check progress against these
Internal and external moderation will ensure accurate and reliable assessment.
There are similarities with other initial teacher training programmes
This process will involve subject specialists from the University who are experienced in making assessments of candidates and well informed about the current Teacher’s standards and requirements.
The purposes of the visit are to:
• observe you teach (joint observation with your mentor)
• check progress with the portfolio of evidence
Set developmental targets and check progress against these
The timing of the visit is at mutual convenience. Usually the lesson observation precedes the discussion. It is possible, therefore, that you will need to negotiate cover for a lesson. The visiting tutor will give oral and written feedback on the lesson. Your mentor is asked to join this meeting.

16. The role of the mentor
To meet you formally and regularly to review progress towards QTS
Provide adequate feedback (lesson observations, feedback on lesson planning and assessment) to support the applicant towards demonstrating competence against the Professional Standards for QTS
To discuss your progress with the university visitor(s)
To observe you teach and to give oral and written feedback.
To facilitate training opportunities in school
To offer advice about your portfolio of evidence
To contribute to your final report
We are able to offer support for mentors that are new to our Partnership. There will be a charge of this.
Though there are similarities with other initial teacher training programmes
Assessment Only Route presents very important differences of which the lead school, as employer must be aware. This is not a taught programme and as such it is simply a case of you collating the evidence….
Schools will be required to provide a suitably qualified mentor with responsibilities in supporting a candidate’s assessment and professional development, e.g. target setting and working with the candidate in providing evidence or supporting assessments. The mentor and those that will be working on the programme should ensure they are familiar with the processes of teacher training.
Your mentor is should have an understanding of the Standards and is likely to have experience of how to put together a portfolio of evidence.
It is important that you meet with your mentor formally and regularly, which does not necessarily mean frequently. You will need ‘quality time’ to address professional issues and to receive guidance in the compilation of the portfolio.
It is expected that your mentor will observe you teach. It is likely that other colleagues, such as members of the leadership team or representatives of the local authority, will also be involved in this process, but usually the majority of the written observations in the portfolio will be by your mentor. Please use the documents that you usually use in your school to record these.
 Your mentor is should have an understanding of the Standards and is likely to have experience of how to put together a portfolio of evidence. If either of you has questions during the process do not hesitate to contact us at the university.

17. Recommendation for QTS
Candidates will be expected to complete a final summary of the progress achieved against the initial needs audit and developmental targets set during the assessed practice phase.
Candidates will receive a pass or fail at the end of the assessment process.
All those who are assessed and recommended for QTS will need to be informed by their school about the relevant arrangements for the induction of newly qualified teachers.

18. Funding
There is no NCTL funding for the AO Route and applicants and their supporting schools must meet the cost of the assessment.
Initial recruitment and assessment of the portfolio £300
Interview £100
Assessed placement £1700
TOTAL: £2100
Portfolio guidance - Mentor training
Any additional support or visits requested or required for these will be charged for as necessary at a fee of £150 per applicant
There is no NCTL funding for the AO Route and applicants and their supporting schools must meet the cost of the assessment.
This fee covers both visits and the associated assessment and support, in particular:
 initial application, interview. Analysis of portfolio
 the final assessment
 administration

19. Initial Needs Analysis
Consider what your initial needs might be….
Elements might include:
enhancement of subject knowledge by means of observation and research
being observed teaching a particular topic or in a key stage/age range
familiarisation with school policies
undertaking moderation of pupil assessments
broadening the range of AfL activities employed
a second school placement
We ask that you now consider what your initial needs might be and that on your return to schools you and your mentor draft your plan in advance of the application form.
Begin the Initial need Analysis with the help of in-school mentors using the standards/ITT requirements to identify possible areas for action.
Use the Standards template to identify possible areas for action.
At this stage you might want to make a decision as to the timing for the application. Which cohort ? You are ready at the point of application.

20. S7 Manage behaviour effectively to ensure a good and safe learning environment
What types of experience do you need to demonstrate that you are meeting the standard?
What types of evidence do you need to demonstrate that you are meeting the standard?
Evidence drawn from planning documents
Observation
Evaluations CPD sessions and how they have impacted on your teaching and pupils learning?

21. S8 Make accurate and productive use of assessment
What types of experience do you need to demonstrate that you are meeting the standard?
What types of evidence do you need to demonstrate that you are meeting the standard?
What has been the impact on pupil progress? file://localhost/Users/Jane/Documents/AO ROUTE /Information Evening/INFO EVENING NOVEMBER 2013/Initial Needs Audit - Info evening example .docx