Ross

2011

PROFILE FOR ENTRY TO THE TEACHING PROFESSION Probationer Teachers Name Programme

In successfully achieving SITE the above named probationer has been able to provide evidence that he/she is able to: 1 1.1 PROFESSIONAL KNOWLEDGE AND UNDERSTANDING Curriculum Demonstrate a sound knowledge and understanding of the relevant area(s) of pre-school, primary or secondary school curriculum Demonstrate the knowledge and understanding to fulfil their responsibilities in respect of literacy and numeracy; personal, social and health education; and ICT, as appropriate to the sector and stage of education. Demonstrate the knowledge and understanding to enable them to plan coherent and progressive teaching programmes, and justify what they teach. Demonstrate an understanding of the nature of the curriculum and its development. Education systems and professional responsibilities Demonstrate a broad and critical understanding of the principal features of the education system, educational policy and practice. Demonstrate a good working knowledge of the sector in which they teach and their professional responsibilities within it. Principles and perspectives Draw on relevant principles, perspectives and theories to inform professional values and practices. Demonstrate an understanding of research and its contribution to education. PROFESSIONAL SKILLS AND ABILITIES Teaching and learning Plan coherent, progressive teaching programmes which match pupil needs and abilities and can justify what they teach Communicate effectively, using a variety of media, to stimulate pupils and achieve the objectives of lessons. Employ a range of teaching strategies and justify their approach. Set expectations and a pace of work which make appropriate demands on all pupils. Work effectively in co-operation with other professionals/adults to promote learning. Classroom organization and management Organise classes and lessons to ensure that all pupils are safe and productively employed when working individually, in groups or as a class. Manage pupil behaviour fairly, sensitively and consistently by the use of appropriate rewards and sanctions and know when it is necessary to seek advice. Pupil assessment Understand and apply the principles of assessment, recording and reporting. Use the results of assessment to evaluate and improve teaching and to improve standards of attainment Professional reflection and communication Access and evaluate professionally relevant literature. Construct and sustain reasoned and coherent arguments about educational matters and professional practices. Reflect on and act to improve the effectiveness of their own practice and contribute to the processes of curriculum development and school development planning. PROFESSIONAL VALUES AND PERSONAL COMMITMENT Value and demonstrate a commitment to social justice and inclusion. Value themselves as growing professionals by taking responsibility for their professional learning and development Value, respect and show commitment to the communities in which they work.

1.2

1.3

2 2.1

2.2

2.3

2.4

In successfully achieving SITE the above named probationer teacher has demonstrated competence in the following Transferable Skills which are generic abilities derived from and integral to the Standard. Develop and manage effective relationships with others Communicate and report effectively both orally and in writing Demonstrate a capacity for self knowledge, self criticism and an understanding of education as a life-long process Use research, gather evidence and adopt a rationale and critical approach to choice and decision making Demonstrate sensitivity to the needs of others, respecting their individual rights, and supporting their development; and show sensitivity to the needs of communities Justify a personal stance on educational issues by reference to appropriate evidence Locate professional action in its social, political and community context Be effective in administration and management, using new technologies with confidence when appropriate Have the capacity to work with and manage change Be systematic, well prepared and capable of planning ahead
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PROFILE FOR ENTRY TO THE TEACHING PROFESSION Probationer Teachers Name Programme

STRENGTHS - STATEMENT BY PROBATIONER TEACHER

FOR DISCUSSION WITH SUPPORTER/MENTOR AT THE START OF THE INDUCTION PERIOD
(To be completed by the probationer teacher. Comments should indicate strengths in each category and identify proposed targets/actions for the induction period which will allow the probationer teacher to further develop these strengths as they work towards the SFR. This statement should be used as a starting point for discussion with the mentor/supporter early in the induction period and may need to be modified to create an agreed targets and actions for the induction period taking into account the context of probationers school and teaching commitments.)

I have identified my strengths from evidence in my portfolio/School Experience file and my tutor/school reports. 1 Professional Knowledge and Understanding Strengths Proposed Target(s) Proposed action for induction period and achievement of SFR

Knowledge and Understanding of Maths Curriculum through teaching S1 (CfE course), S2 5-14 course, Standard Grade, Int 2 and Higher.

To further develop my knowledge and understanding of Statistics in the curriculum and how this can be taught effectively in the classroom.

Read through CfE experiences and outcomes, SQA arrangement documents to identify all the statistics to be taught at various levels. Read notes and work through exercises/tasks/activities myself to develop my understanding of the statistics I may be teaching. Collaborate with colleagues sharing good practice of teaching statistics.

Knowledge and Understanding to fulfil responsibilities in respect of ICT (through using Internet, powerpoint, Word, Tablet PCs and SMART boards during lessons and in preparation for lessons and also using suites where all pupils can use a computer during the lessons).

To develop my knowledge and understanding of the ICT available in the school and how I can use this to enhance pupils learning.

Find out about ICT facilities available in the school for pupils to use (during class) i.e computer suites and also what ICT facilities are available for me to use in the classrooms I will be teaching in. Plan to use the facilities with classes when appropriate to enhance learning. Discuss with other professionals and observe them during teaching to identify how they use ICT to enhance learning.

2 Professional Skills and Abilities Strengths

Proposed Target(s)

Proposed action for induction period and achievement of SFR

Employ a range of teaching strategies suitable for communicating effectively, achieving the lesson objectives and moving pupils learning forward.

To review and enhance the range of teaching strategies I employ to enhance learning

Plan and implement different teaching strategies during lessons. Evaluate the effectiveness of the teaching strategies in relation to communication with the pupils and also achievement of the lesson intentions.
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Observe and listen to the pupils during lessons to obtain feedback on the effectiveness of teaching strategies used. Discuss with PT/mentor variety of teaching strategies used and get feedback from them when possible. Ability to select an appropriate assessment approach/strategy to fit the purpose. To develop my ability to successfully implement self and peer assessment with classes to enhance learning in my classroom. Work with pupils in the class to help them develop the critical and evaluative skills required to self and peer evaluate effectively. Allow pupils the opportunity to self and peer assess regularly in class, both at the end of lessons and also at the end of topics covered. Use a variety of self and peer assessment strategies and evaluate the effectiveness of each with regard to individuals and individual classes. Discuss with other professionals how they have implemented self and peer assessment effectively in their classrooms and see if I can adapt any of the ideas for my classroom.

3 Professional Values and Personal Commitment Strengths Proposed Target(s)

Proposed action for induction period and achievement of SFR

Value, respect and show commitment to the communities in which I work

To get to know the pupils and staff in the school.

To spend time getting to know the pupils in my class and continually showing an interest in them taking an interest in their lives outside the classroom. Spend time talking to and getting to know the staff in the school creating positive and supportive relationships.

To become involved in the community

To become involved in pupil activities outside the maths classroom after school/ lunchtime clubs. Play an active role in these.

Self-evaluation and critical reflection

To set aspects of my teaching, prior to the lesson, to focus on in detail while reflecting and evaluating the lesson.

Identify aspects of my practice which I feel I would benefit from reflecting on in detail with particular classes e.g behaviour management, AifL, effectiveness of teaching strategy used, pupils understanding. Focus my reflections on chosen aspects of my practice and consider ways to improve

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to meet the needs of all pupils in my classes. Discuss with PT/mentor/other professionals any concerns identified during the reflections and listen to advice given and act on the advice.

PROFILE FOR ENTRY TO THE TEACHING PROFESSION Probationer Teachers Name Programme

DEVELOPMENT NEEDS - STATEMENT BY PROBATIONER TEACHER

FOR DISCUSSION WITH SUPPORTER/MENTOR AT THE START OF THE INDUCTION PERIOD
(To be completed by the probationer teacher. Comments should indicate key development needs in each category and identify proposed targets/actions for the induction period which will allow the probationer teacher to further develop these strengths as they work towards the SFR. This statement should be used as a starting point for discussion with the mentor/supporter early in the induction period and may need to be modified to create an agreed targets and actions for the induction period taking into account the context of probationers school and teaching commitments.)

I have identified my development needs from evidence in my portfolio/School Experience file and my tutor/school reports 1 Professional Knowledge and Understanding Development Needs Proposed Target(s) Proposed action for induction period and achievement of SFR

Knowledge and understanding of crosscurricular links

To develop my knowledge and understanding of personal, social and health education and how I can contribute to pupils development in relation to this.

Read through CfE Health and Wellbeing documents (responsibility of all) and consider which of the experiences and outcomes can be meaningfully integrated within a Maths classroom. Discuss with other professionals about how all teachers can contribute to pupils personal, social and health education. Including talking to Guidance and asking to observe PSE lessons with a particular class.

2 Professional Skills and Abilities Development Needs

Proposed Target(s)

Proposed action for induction period and achievement of SFR

Reporting on pupils achievements

To develop my ability to report on pupils progress to parents.

Discuss with mentor/PT the different methods of communications with parents. Discuss with PT what is expected from reports. Complete pupil reports and discuss these with PT after completion, identifying strengths and next steps for my future report writing. Attend parents night(s) reflecting the meetings with parents after and discussing the evening with PT/mentor.

3 Professional Values and Personal Commitment Development Needs Proposed Target(s)

Proposed action for induction period and achievement of SFR

Inclusion of EAL pupils in the school

To develop my ability to include EAL pupils in the school experience.

Read texts considering how to include EAL pupils in the learning activities and school experience. If applicable plan for the inclusion of

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EAL pupils in classroom activities and learning e.g by considering vocabulary used and their range of vocabulary and ensuring they understand what is said by reinforcement. Discuss with other professionals strategies used to include EAL pupils in classes. Take advantage of any possible observations in which EAL pupils are present in classes. Seeking out appropriate CPD opportunities.

PROFILE FOR ENTRY TO THE TEACHING PROFESSION Probationer Teachers Name Programme

OTHER ACHIEVEMENTS AND QUALITIES - STATEMENT BY PROBATIONER TEACHER

FOR DISCUSSION WITH SUPPORTER/MENTOR AT THE START OF THE INDUCTION PERIOD
Other relevant achievements and qualities (reflection on professional and other relevant experiences)

I spent 4 years at Aberdeen University studying Maths and graduated in 2010 with a 1st class honours degree. During this time I was awarded several maths prizes in 1st year, 2nd year and 4th year. I was also a member of the Aberdeen University Squash Club, playing each week. During my time at University I made new friends, built up good relationships with lecturers and became more independent. Looking back at my experiences so far I can identify many skills and qualities that I gained which I feel will be useful in my future career. Working in collaboration with others I think is a vital skill for teaching. I have shown I can do this through many different roles which I have undertaken including my role as head of the production Yearbook team at my secondary school. This role gave me the opportunity to work with my peers and members of the school staff to produce an end product which now allows us to look back and remember our final year at secondary school. I was also a school prefect, working with S5/6 pupils and staff in the school to improve the school ethos. I have also had experience working with young children and younger pupils at various ages to help them learn and achieve. I was a Buddy at school and this role allowed me to work with many different pupils, including pupils with behaviour problems, social problems, learning difficulties and the more able pupils. Also I worked in collaboration with other Sports Coaches in Moray Council to help teach young children, of different ages and abilities, skills to succeed in a sport. From both of these roles I was able to appreciate the different needs that pupils have and through working with young individuals over the years I was able to see the impact someone can have on young pupils while at school. I have been actively involved in the community in which I live for many years. I sat as a student member on Portknockie Community Council. This involved monthly meetings to have an input in local affairs. During this year, through the Community Council I was involved in the return of Portknockies Coat of Arms. This involved another monthly meeting, working with others in the community and organising and taking part in a days celebration in the village. This was a proud moment for me because I took part in the ceremony to raise the flag. Also during this year, I was a student member of the School Board, involving meetings each term to discuss school affairs and voice the opinions of all pupils. I am also an active member of Cullen Bowling and Tennis Club. My time as a member here, has not only allowed me to be actively involved in the community but also work in collaboration with others during fundraisers and Club days. Over the past few years I have also been able to develop my organisation and communication skills. I have recently taken on the role of team captain of a mixed team playing for Cullen Tennis Club. My role in this is to organise matches with other teams and to ensure I have a team to play these matches and communicate regularly with the Tennis Secretary. In order to be successful in this role I have to ensure I am fully organised and communicate what is happening with everyone involved. I thoroughly enjoy playing tennis and will continue to do so in the future. This role has also allowed me to develop my leadership skills and during my secondary education I took part in an enterprise activity where I my role was joint managing director. The aim was to start up and run a business which was a very enjoyable experience. Not only did this experience allow me to develop leadership skills but also team working skills, as many of my other experiences have demonstrated and gave me a role with a degree of responsibility. Working as part of a team is something I enjoy doing and look forward to doing in my future career.
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During my PGDE year I have gained some experience with tutoring school pupils in Maths at Standard Grade level and have previously had experiences of tutoring at other levels. I aimed to give the pupils a fuller and clearer understanding of Maths and support them to achieve their potential. During these sessions I was able to share my knowledge and understanding with the pupils and was challenged at times trying to make the maths interesting and relevant to the individuals. Through this tutoring I gained some invaluable skills such as communication and inter-personal skills and got a great deal of satisfaction from helping these students and seeing them progress. I worked temporarily at Tesco during summer and Christmas holidays from University. I worked on the shop floor dealing with customers and filling shelves. This job allowed me to further develop my communications and inter-personal skills while working with other members of staff and dealing with the public. Also my team work and time management skills benefitted from my time in this job and allowed me to gain responsibility in a fast paced working environment. I would say I am a very hard-working person and have the motivation and determination to succeed. I feel I am a friendly, approachable person who is eager to train and learn in order to better myself, which I have shown during my PGDE year. I work well both individually and as part of a team and I feel I can adapt well to any challenges put in front of me. I look forward to continuing my teaching career during my probation year and tackling any challenges presented to me.

Areas of Specialism (including Research Topics, Professional Projects, Further Professional Studies or Electives) or Interest

While completing the PGDE course I attended a Further Professional Studies group which concentrated on the use of ICT to enhance pupils education. During this we considered how we could make effective use of ICT in classrooms to support learning and teaching considering how ICT could enhance my own teaching. I investigated, in particular, how GLOW could enhance learning. I found this really interesting and it opened my eyes as to the possibilities available through GLOW and Im looking forward to using GLOW in my induction year. I spent time learning, while on school placement, how I could use the SMART boards to enhance pupils learning in the classroom. I was fortunate enough to have a SMART board in each of the classrooms during my first placement and used these regularly. They were very effective for engaging the pupils and allowing for interactive lessons where the pupils could be actively involved by coming up to the board and taking part. During my second placement I did not have this luxury, however did have computers, projectors and in some rooms Tablet PCs and so I was able to consider how I could use these to enhance learning. Recently I attended a PGDE Conference with outside speakers who came to talk about a variety of topics. I attended talks on: GLOW, in order to further my understanding of GLOW and the possibilities it holds; Financial Education, which confirmed my view on the importance of what we teach pupils in relation to their finances and also provided ideas for my future practice in relation to finance in maths and cross-curricular links which could be made; and finally Choices for Life, which was given by Police Officers informing us about a fun and informative event taking place in schools providing pupils with information and advice on illegal drugs, alcohol and tobacco to help them resist peer pressure and make positive lifestyle choices. During the Choices for Life talk we discussed how various departments in the school can contribute to this project, for example Maths could use raw data when covering Statistics and furthermore we discussed how this has to be on-going and what the pupils are taught has to be built on in order to successfully help pupils see the benefits of a healthy lifestyle. Whilst on placement I attended a couple of parents evenings where I was able to listen to the dialogue between parents and teachers, providing me with an insight into another aspect of teaching outside of the classroom. I also attended a course, run by a member of the teaching staff about constructive feedback (covering both written and verbal). This proved beneficial because I was then able to take what I had learned and implement it in my own practice and then reflect and improve in order for this to benefit my classes. Also while on placement I attended a staff sharing good practice session after school. During this I was able to see and hear about different projects that various staff in various departments have undertaken to enhance learning. The different tables displayed a variety of information where topics ranged from cross-curricular projects, AifL and interactive learning. This not only gave me ideas for projects in my own classroom but was also useful because I was able to see how other departments in the school were working and projects/ideas they were implementing to enhance learning and the experiences of the pupils. Further to this my knowledge of possible cross curricular projects was developed when we considered possibilities during a session an University and also through discussions with members of the maths departments in my placement schools where projects were being trialled or had been trialled. I also attended a Child Protection Awareness Course, run by a Child Protection Trainer while on placement. The content included: child abuse in context identification of child abuse appropriate responses when child abuse is recognised sharing information, consent and confidentiality issues

This course built on the knowledge of Child Protection I was given during the PGDE course. I have also taken part in in-service days while on placement. During these days I helped to develop a topic for the new S2 course (CfE) in one school and in the other school taken part in reviewing and planning for S2 (CfE) course. By doing this I was able to explore the variety of resources available to teachers and work with other members of staff in order to create a course which will allow
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pupils to access the curriculum in an inclusive way. I also helped to produce new homework resources for S3/4 Standard Grade Courses. Furthermore, one of these in-service days was dedicated to considering different ways of assessing pupils knowledge, understanding, skills and abilities. This was a very valuable day for me as it allowed me to work with other professionals (not only maths department staff) to discuss different ways of assessing pupils and the effectiveness and practicality within different classes. Also, while at my second placement school, there were two students there and so we went to observe each other teach as well as being observed by other professionals. This proved very beneficial for me because we are both at the same stage in our teaching careers and can relate to each other. We were able to provide each other with possible solutions to problems. I am a firm believer that working together with other professionals definitely works for me in helping me to improve my current practice for the benefit of the pupils. Recently on my last placement I was involved in the organisation of a whole S3 maths activity in which all S3 pupils met in the gym and worked in mixed ability groups to achieve an overall aim. This was a great activity to be part of and allowed me to see pupils working outside of their usual maths classrooms with pupils they would not usually be working with. Finally, during my final placement I have been involved in constructing a course for CfE linking maths and geography. I have been working with the PT maths and PT geography to make a booklet identifying links between the subjects and this booklet will be used by the pupils throughout this part of their course. This had allowed me to work with other professionals in developing relevant courses for the pupils during their education.

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