University Of Cumbria Teaching Standards

By | 18th May 2017

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University Of Cumbria Teaching Standards

University Of Cumbria Teaching Standards

TRAINEE TEACHERS` STANDARDS ASSESSMENT DESCRIPTORS: “COMMON FRAMEWORK”: 2016 – 2017 Making judgements about trainee attainment

Introduction

The Common Framework is designed to support the University of Cumbria Partnership in securing accuracy and consistency in the assessment of their trainees. It is written in line with guidance from the NASBTT “Training and Assessment Toolkit” (2015). It is to be used in conjunction with UoC Partnership SPAR (Student Progress Assessment Record) and TPP (Tracking Pupil Progress) paperwork.

 

The Common Framework is intended to enable all school and university trainers and Cumbria Trainee Teachers to discuss and track progress over time against the

Teachers’ Standards and provide a formal recording mechanism for Cumbria Trainee Teachers’ progress and the impact of their teaching on pupil progress;

 

The key factor in judging the quality of teaching over time is the impact trainees’ teaching has on the quality of pupils’ learning & progress. When assessing the quality of trainees’ teaching over time reference should be made to the teachers’ standards in full and the bulleted sub headings should be used to: • track trainees’ progress against the teacher’s standards,

  • identify trainees ‘strengths
  • determine areas for additional development,

enable the identification of aspects of outstanding practice for ‘good’ (grade 2) trainees and good practice for trainees

  • who ‘require improvement’ (grade 3) in order to show that they are exceeding the minimum in aspects of the Teachers’ standards

 

The standards need to be applied as appropriate to the role and context within which the trainee is practising and they should be assessed against the standards in a way this is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS and for the stage of their training. 

 

Trainees’ teaching over time should be assessed holistically using professional judgements and focusing on the impact they have on the progress and learning over time of the pupils they teach. Judgements should take into account the context and content of their teaching over sequences of lessons taking into account the full range of evidence. This evidence may include planning, discussions with trainees and pupils, pupils’ responses in lessons and in their work books, marking and feedback etc.

 

It is essential that all grades and comments regarding trainee progress are aligned with the grade descriptors for the grade being awarded in the “Common Framework”.

 

It is essential that all involved in the assessment process, including the trainees, fully understand and can explain how this assessment guidance and criteria are applied to ensure accuracy and consistency.

Guidance notes: Reaching a judgement about a teacher trainee’s attainment

 

  • The standards provide a benchmark of the minimum requirements that should be expected of trainees (and teachers).
  • The Standard descriptors should be used formatively by those assessing trainees to identify and monitor achievement and to support progress against the Standards. In practice they may be used to highlight the need for further observations, the focus for tutorials, and the process of target- setting. They will also confirm where a trainee is already demonstrating good and outstanding practice and provide direction to achieve grade 1.
  • The standards descriptors are a central aid in supporting students in their reflection and evaluation of their progress towards gaining QTS. They are to be used by all trainees in a systematic review of feedback, professional dialogue and personal evaluation which informs their understanding of achievement and identifies next steps. They help to place the trainee at the centre of the process.

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