Purposes: This part of the website will provide you with
answers to some of the most common questions about assessing
teachers in training.
The questions are organised in sections, below. Click on
a question to take you to EMAC’s response.
Please note: these answers are the considered views
of the professionals working with trainees following a range
of routes to QTS. They are the views of the colleagues who
have worked on the EMAC project drawing on their professional
expertise and are intended to help others facing the same
questions. They do not necessarily represent the views of
the Training and Development Agency.
Demonstrating
the Standards: Evidence - theoretical or practical?
Q.1. Does evidence always have to be rooted in practice
or can some of it be theoretical? (eg EAL pupils)
Wherever
possible evidence should be practical but this is not
always possible because of the context in which trainees
are working. If trainees have a theoretical input on
working with EAL pupils then it is important that they
have the opportunity to assimilate and reflect upon
ideas. For example, they might write a short piece on
the application of the theoretical ideas in the classroom
in order to provide evidence of their understanding.
Demonstrating
the Standards: Coverage of Standards
Q.2. Do l need to cover every aspect of every Standard?
Every
Standard does need to be met in order to gain QTS but
professional judgement needs to be used in determining
the extent and nature of the evidence expected. Wherever
possible, assessments need to be holistic and therefore
it is possible for competency across several Standards
to be demonstrated through a single piece of evidence.
Equally, some Standards are so central to teaching and
learning that they will be evident in practice more
than once. Other Standards might be covered in less
depth but met more fully in the NQT induction year.
Demonstrating
the Standards: Amount of evidence
Q.3. How much evidence do l need for each Standard?
Each
Standard does need to be addressed. Wherever possible
evidence against the Standards needs to come from more
than one source, demonstratng understanding as opposed
to some fleeting knowledge. Clearly many Standards can
be demonstrated through a range of evidence, enabling
the trainee to apply their skills, knowledge and understanding
in a variety of ways.
Demonstrating
the Standards: Taught or practised?
Q.4. Could evidence of Standards having been met include
evidence of having been taught, or does each have to be
demonstrated in performance outcomes?
Having
been taught is not sufficient evidence. Trainees need
to be able to show that through theoretical perspectives
they have developed associated skills, knowledge and
understanding and therefore they need the opportunity
to apply what they have learned through taught sessions.
Applications can be demonstrated through assignments
etc as well as performance in the classroom/school.
Demonstrating
the Standards: Recording each assessment
Q.5. If all the Standards have to be assessed does that
mean there has to be a record of each Standard being met
- whether grouped or otherwise?
There
does need to be some means of tracking the Standards
but each Standard does not need to be recorded individually.
Standards can be clustered together and evidence presented
to support a group of Standards. Some of the NVQ models
of assessment provide useful ideas about the tracking
and recording of performance outcomes.
Demonstrating
the Standards: Second Key Stage
Q.6. What is required to be able to say that the student
has met the Standards in the second, minor key stage?
Second
Key Stage is not a minor one within the new Standards.
One would normally expect evidence from teaching both
Key Stages. Trainees should also have an awareness of
the expectations, typical curricular and teaching arrangements
in the Key Stages before and after the ones they are
trained to teach.
Demonstrating
the Standards: Amount of evidence
Q.7. How much, if any, evidence has to be provided of
Standards having been met?
The
issue is not about the quantity of evidence but the
quality of evidence. Evidence is vital to demonstrate/verify
the trainee's understanding and abilities to teach.
Some Standards are so central to teaching and learning
that one would expect there to be a substantial evidence
base. Standards can usefully be clustered together and
one piece of evidence presented to demonstrate competency.
Demonstrating
the Standards: Communicating with parents and carers
Q.8. What opportunities are there for the student/NQT
to demonstrate that he/she can communicate sensitively
and effectively with parents and carers?
In
many schools the trainees will come in contact with
parents and carers at the beginning and end of each
session and will be able to give informal feedback and
engage in discussion with parents/carers. Other possibilities
might be:
-
contributing to review meetings with parents/carers;
- responding to written communications from parents/carers;
- producing a summative report to inform parents/carers
about their child's progress;
- accompanying a teacher on a home visit.
Demonstrating
the Standards: Out-of-school learning
Q.9. How do we address the difficulties of taking pupils
to learn in out-of-school contexts now that there are
so many rules and regulations to adhere to as well as
lack of funding?
Trainees
are expected to be able to identify stimulating out-of-school
activities and demonstrate an awareness of the complexities
and issues involved in planning and organising such
activities, including health and safety issues. They
do not necessarily need to organise an actual visit
but might provide evidence of their understanding through
a written assignment or discussions with school-based
tutors.
Demonstrating
the Standards: Working as part of a team Q.10.
What if a trainee's assessment was satisfactory but was
unable to work as part of a team?
The
very nature of working in a school means that trainees
have to be able to work as part of a team, whether that
is a whole school team, a Key Stage group, a planning
group or linking with TAs and other additional adults.
It does not necessarily mean that they have to lead
or initiate teamwork but they have to be able to contribute
effectively and engage in professional dialogue with
fellow colleagues.
Demonstrating
the Standards: Synoptic Assessment
Q.11. What does 'synoptic assessment' mean?
A
synoptic assessment involves the drawing together and
application of knowledge, understanding and skills.
This might be an assignment in which trainees have to
draw together knowledge, understanding and skills, and
demonstrate a transfer of skills or a piece of work
that requires trainees to research/investigate an issue
or problem drawing on their understandings acquired
and developed during the programme. It would also include
an assessed block placement in school, where several
Standards are assessed.
Consistency
of Judgement: Mentor's judgements
Q.1.
How can l be sure that my mentor's judgements are the
same as another's?
There
should be opportunities for mentors to train together
so that consenus is reached. Moderation involving mentors
across a consortium is an important part of ensuring
that judgements are consistent.
Consistency
of Judgement: Support, observation and feedback Q.2.
As a GTP trainee what can l expect from my mentor in my
first and second school placements in terms of support,
observation and feedback?
In
terms of support, there should be regular meetings to
share key issues and consider evidence, regular observations
of your teaching with both written and oral feedback.
The feedback should indicate areas for continuing development
so that you can focus on these in your future practice.
Consistency
of Judgement: Support, observation and feedback(2)
Q.3. I am a GTP trainee and understand that assignments
are just one way of demonstrating knowledge/meeting some
of the Standards but my mentor has been told that l must
complete a set number of assignments or else .... What
should l do?
ITT
providers have flexibility in the way they design their
programmes and therefore they will have decided how
best to gather evidence against the Standards. Establishing
these expectations across a consortium ensures consistency
for all trainees. Clearly some evidence is best assimilated
through assignments that demonstrate knowledge, understanding
and application in the classroom. However, it is important
that a broad evidence base is sought so if you feel
that you have alternative evidence that meets specific
Standards then discuss this with your mentor.
Consistency
of Judgement: Interpreting the Standards
Q.4. I am on a University based training route and would
like to know what training my mentor gets in understanding
and interpreting the Standards? Who has the final say,
my University tutor or my mentor?
It
would be expected that mentors receive training prior
to undertaking this role and at regular intervals whilst
engaged in this work. This is particularly important
when they are new to the role. Much of this training
might focus on interpreting the Standards and ensuring
consistency. Joint observations and scrutiny of trainees'
evidence, involving both the mentor and tutor, are a
particularly valueable way fo reaching consensus. It
is the ITT provider, in this case the University, who
makes the final judgement and an external examiner will
verify this judgement.
Consistency
of Judgement: Applying criteria consistently
Q.5. How can it be ensured that all mentors (i.e. college
staff and school mentors) apply criteria for assessment
against the Standards in a consistent way?
All
ITT providers should ensure that there are rigorous
internal and independent external moderation procedures
in place to ensure reliability and accuracy of assessments.
Through Partnership arrangements there should be opportunities
for college staff and school mentors to confer and ensure
that criteria are interpreted and applied consistently.
Consistency
of Judgement: Moderation
Q.6. How do l know if my judgement of a student/NQT's
qualities is comparable with that of other mentors without
some agreement trialling?
If
there is more than one mentor in the school, there should
be some internal moderation arrangements in place to
ensure consistency both in terms of interpreting and
applying the Standards. Consistency across settings
will be ensured through Partnership procedures. Such
arrangements might involve the sharing of a sample of
trainees' evidence to check for consistency in standards.
Consistency
of Judgement: A Fair Deal
Q.7.
Different providers (and mentors/teachers) appear to have
different expectations for training and providing evidence.
How do l know l am getting a fair deal/not doing more
than l need?
It
is important that the many different people involved
in training and assessment develop a common understanding
of what is involved in meeting the Standards. The Standards
and Requirements in 'Qualifying to Teach' give providers
flexibility in the way that a programme is designed
so no two programmes will necesssarily be the same,
though all should be designed to meet the Standards.
The handbook that accompanies 'Qualifying to Teach'
provides many useful suggestions about the kind of evidence
trainees might provide to show they have met the Standards.
Organisation
and Operation: Time in second school
Q.1 How long should a GTP trainee spend in a second school?
The
simple answer to this is, sufficient time to demonstrate
that the Standards have been met. 90 days of school
based training is a requirement of QtT. In reality,
some providers have set their own guidelines. For example,
a SCITT requires 15 days in a different school with
a different key stage. Another HEI, DRB suggests that
20 days is appropriate for GTP trainees. What is of
most importance is recognising the purpose of the second
school placement and this will depend on the trainee's
earlier experiences.
Organisation
and Operation: Number of observations
Q.2 As a trainee how many of my lessons will be observed
with written feedback provided?
The
designated recommending body (DRB) needs to be assured
that there is sufficient evidence to demonstrate that
a trainee has met the Standards and this will vary from
individual to individual. Some providers offer guidelines.
For example, one provider suggests that at primary level
observations need to reflect teaching across the whole
curriculum. Another requires 13 observations during
a year's programme with some joint observations. Many
HEIs require observations once a week from a range of
observers. It would be reasonable to expect written
feedback after each observation.
Organisation
and Operation: Amount of teaching
Q.3 How much teaching should a GTP trainee be expected
to undertake?
It
is not reasonable to expect a trainee to undertake a
full time teaching commitment and all trainees have
an entitlement to training which enables them to demonstrate
that they have met the Standards for QtT. For example,
one Designated Recommending Body (DRB) suggests that
GTP trainees have a 30% teaching commitment in term
1, 60% in term 2 and 90% in term 3. This level of teaching
should enable a trainee to provide sufficient evidence
that they have met the Standards.
Use
of evidence and portfolios: Self evaluation
Q.1 How can trainees be encouraged to self evaluate against
the Standards?
There
are several strategies to encourage self evaluation:
-
Help/advice from a mentor;
- Meetings with other trainees;
- An incremental teaching responsibility for the trainee;
- Co-evaluation of a lesson with an experienced teacher;
- A series of key questions to support their self
evaluation.
Use
of evidence and portfolios: Type of evidence
Q.2
I am on a GTP training route. What sort of evidence do
l need to produce and what sort of witness statement is
acceptable?
Evidence
is available from a range of sources:
-
Documentary evidence, for example lesson plans;
- Evidence of taking part in extra curricular/ off
site activities;
- Observation records;
- Assessment records;
- Minutes from meetings;
- Assignments;
- Audits;
- Evidence of attendance at professional development
events;
- Photographs.
Not
all standards are easy to evidence with tangible sources
of evidence. The Standards relating to professional
values and practice can be particularly problematic.
In these cases a 'witness', who has observed you meeting
the specific standard, can be asked to provide a short
statement outlining how they believe you have demonstrated
the standard. It's important that the statement is signed,
dated and the professional status of the witness identified.
