Frequently Asked Questions

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 plus 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
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 diffferent 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.