MITT Programme Handbook 2018

Markham College – Initial Teacher Training Programme
MITT Programme
INITIAL TEACHER TRAINING

PROGRAMME
MITT
Programme
Handbook
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MITT Programme
Contents
Use the hyperlinks in the table below to take you to the area you wish to use.
(Hold Ctrl and click the page numbers)
Topic Page
Introduction 3-5
Teaching standards 6-9
Documents for mentors 10-18
Documents for trainees 19-28
Standards assessment forms 29-47
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MITT Programme
Markham College Strategic Aims

To continue to develop and promote Markham College and all that it offers such that it is recognised
widely both locally and internationally as a world-class co-educational institution in terms of………
 …the consistently high academic and other achievements of its pupils, particularly with
respect to public examinations and university entrance.
 …the excellence of its staff and the opportunities afforded to all colleagues for professional
development and reflection.
 …the outstanding quality and range of its facilities for teaching and learning.
 …the delivery of the curriculum in a planned and cohesive way that reflects best practice.
 …the breadth, innovation and specialist delivery of its academic, pastoral, extra-curricular,
sporting and social programmes.
 …the organisation of the school in a way that promotes not only the academic but the all-
round well-being of the individual.
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MITT Programme
Markham Teacher Profile

Markham Teachers……
 …Serve as role models both to students and fellow colleagues, as well as to those in the
wider Markham community and beyond.
 …Fully support and are committed to the school’s Strategic Aims and encourage and assist
students in their development towards the Student Profile.
 …Have expert knowledge of their subject area, create an active and engaging learning
environment and exhibit the highest levels of commitment and expertise supported by on-
going professional development.
 …Promote an atmosphere of mutual respect, fairness and approachability based on a

recognition and appreciation of students as unique individuals.
 …Are highly motivated, dedicated and well rewarded professionals with a strong desire for all
children to succeed.
 …Are fully appreciative of the opportunities provided by the Markham environment and are
keen to make an active contribution to the development of the school and to Peruvian
society in general.
 …Accept at all times their individual and collective responsibility – as shared with Board
members, colleagues, parents, pupils and Old Markamians – for the well-being, reputation
and advancement of Markham College and all members of the school community.
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Markham Student Profile

Markham Students……
 …have the motivation, determination and self-discipline to develop their full potential - be it
intellectual, academic, sporting, cultural or social - as individuals, members of a team and
the wider school community.
 ...demonstrate the skills, flexibility of mind and intellectual curiosity that will enable them to
become independent thinkers, risk-takers, life-long learners and significant contributors in a
rapidly-changing world.
 ...display qualities of integrity, humility, loyalty and dignity as well as respect for themselves,
for those of different faiths, belief systems or social background and for the environment.
 ...accept at all times both their individual and their collective responsibility - as shared with
Board members, staff, parents, fellow pupils and Old Markhamians - for the well-being,
reputation and advancement of Markham College and all members of the school community.
 …possess a pride in and sense of belonging to Peru, have an understanding of its people,
heritage and cultural diversity and are prepared to contribute actively to its betterment.
 …are equipped with an international perspective and an appreciation and respect for other
cultures, races and ideas.
 …appreciate the full value of a Markham education and all it affords and are willing to give
back selflessly both to the school and to society in general.
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Teaching Standards- Teaching Pedagogy
1 Set high expectations which inspire, motivate and challenge pupils
 establish a safe and stimulating environment for pupils, rooted in mutual respect
 set goals that stretch and challenge pupils of all backgrounds, abilities and
dispositions
 demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils
2 Promote good progress and outcomes by pupils
 be accountable for pupils’ attainment, progress and outcomes

 plan teaching to build on pupils' capabilities and prior knowledge
 guide pupils to reflect on the progress they have made and their emerging needs
 demonstrate knowledge and understanding of how pupils learn and how this
impacts on teaching
 encourage pupils to take a responsible and conscientious attitude to their own work
and study
3 Demonstrate good subject and curriculum knowledge
 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and
maintain pupils’ interest in the subject, and address misunderstandings
 demonstrate a critical understanding of developments in the subject and curriculum
areas, and promote the value of scholarship
 demonstrate an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of standard English, whatever the
teacher’s specialist subject
 if teaching early reading, demonstrate a clear understanding of systematic synthetic
phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate
teaching strategies
4 Plan and teach well structured lessons
 impart knowledge and develop understanding through effective use of lesson time
 promote a love of learning and children’s intellectual curiosity
 set homework and plan other out-of-class activities to consolidate and extend the
knowledge and understanding pupils have acquired
 reflect systematically on the effectiveness of lessons and approaches to teaching
 contribute to the design and provision of an engaging curriculum within the relevant
subject area(s)
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5 Adapt teaching to respond to the strengths and needs of all pupils
 know when and how to differentiate appropriately, using approaches which enable
pupils to be taught effectively
 have a secure understanding of how a range of factors can inhibit pupils’ ability to
learn, and how best to overcome these
 demonstrate an awareness of the physical, social and intellectual development of
children, and know how to adapt teaching to support pupils’ education at different
stages of development
 have a clear understanding of the needs of all pupils, including those with special
educational needs; those of high ability; those with English as an additional
language; those with disabilities; and be able to use and evaluate distinctive teaching
approaches to engage and support them
6 Make accurate and productive use of assessment
 know and understand how to assess the relevant subject and curriculum areas,
including statutory assessment requirements
 make use of formative and summative assessment to secure pupils’ progress
 use relevant data to monitor progress, set targets, and plan subsequent lessons
 give pupils regular feedback, both orally and through accurate marking, and
encourage pupils to respond to the feedback
7 Manage behaviour effectively to ensure a good and safe learning environment
 have clear rules and routines for behaviour in classrooms, and take responsibility for
promoting good and courteous behaviour both in classrooms and around the school,
in accordance with the school’s behaviour policy
 have high expectations of behaviour, and establish a framework for discipline with a
range of strategies, using praise, sanctions and rewards consistently and fairly
 manage classes effectively, using approaches which are appropriate to pupils’ needs
in order to involve and motivate them
 maintain good relationships with pupils, exercise appropriate authority, and act
decisively when necessary
8 Fulfill wider professional responsibilities
 make a positive contribution to the wider life and ethos of the school
 develop effective professional relationships with colleagues, knowing how and when
to draw on advice and specialist support
 deploy support staff effectively
 take responsibility for improving teaching through appropriate professional
development, responding to advice and feedback from colleagues
 communicate effectively with parents with regard to pupils’ achievements and well-
being
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Teaching Standards- Personal and Professional Conduct

A teacher is expected to demonstrate consistently high standards of personal and professional
conduct. The following statements define the behaviour and attitudes which set the required
standard for conduct throughout a teacher’s career.
 Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all
times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with
statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths
and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law
 Teachers must have proper and professional regard for the ethos, policies and practices of
the school in which they teach, and maintain high standards in their own attendance and
punctuality.
 Teachers must have an understanding of, and always act within, the statutory frameworks
which set out their professional duties and responsibilities.
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Collecting evidence for teaching standards
Evidence for the standards can be collected from many sources. These include the following
indicative list – it is not exhaustive and trainees are encouraged to widen the sources where
possible.
 University assignments
 Lesson plans
 Lesson Evaluations
 Schemes of work
 Observations
 Discussions with mentors and other key staff
 ‘Witness statements’ from the mentor and other colleagues
 Reflection sheets
 ‘Trip reports’ from supervising member of staff
 Minutes of staff meetings
 Notes or annotated material from INSET
 Resources produced
 Assessment criteria
 Assessment examples
 Targeting documents
 School/Departmental policy documents
 Emails
 Professional development activities
 Daily log comments
 Evidence of attendance and participation in parents’ evenings
 Interview scripts with key staff
N.B all evidence must be signed by the trainee teacher, relevant member of staff and subject
mentor. The date must be present on all documentation.
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Mentoring:
Provide MITT student with a timetable
Provide access to SOWs and assessment data (standard 6c)
Provide or give access to relevant department policies
Support and promote the collection of evidence for teaching standards
Report any issues or concerns to Nathan Eades
Check teaching file:
 Lesson plans
 Lesson reflections
 Reflection sheets
 Formal mentor meeting every week
Lesson coaching:
 Guide and support during lessons and lesson planning

 Regular verbal feedback
 Formal written lesson observation every fortnight (alternating with mentor meeting)
 Help trainee meet teaching standards
Two teaching practices, each consisting of 8 weeks
Teaching practice one (50% timetable), Bimesters 3 and 4:
 2 weeks observation
 3 weeks team teaching leading to starters and plenaries
 3 weeks teaching full lessons
 Teaching standards 1-4
 Focus on :
1. Well-structured lessons (Lesson starters, lesson objectives, activity and
plenary)
2. Behaviour management
3. Differentiation
4. Assessment criteria and assessment strategies
5. Aspects of AFL e.g sharing assessment criteria
Teaching practice two (75% timetable), Bimesters 1 and 2:
 2-3 weeks team teaching

 5 weeks teaching full lessons
 Teaching standards 5-8
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Timetable
Please add the class code, room number and the initials of the teacher in charge of the lesson when
completing the timetable (see example in Monday 1)
Please email one copy to the trainee teacher and send a second copy to Nathan Eades and David
Hatchett
Where possible, the trainee teacher should be given the opportunity to work with a range of staff
and classes. The majority of lesson contact time should be with the subject mentor
Trainee teacher: Subject mentor:
Period Monday Tuesday Wednesday Thursday Friday
1 Class:
Staff: EDS
Room: 71
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Department:
Teacher Observation Sheet

Trainee Teacher: Observation by:
Subject: Date: Class/Group: Time:
Feedback
Teaching Lesson planning /File(s)
Standard
References
Teaching (with specific reference to subject pedagogy)
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Teacher Observation Sheet contd.

Tutor feedback (continued) Trainee Teacher: Date:
Teaching Standard
References
Appropriateness of subject knowledge in this teaching session
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Areas of strength in this teaching session
Specific targets for future teaching sessions

Suggested
timescale
Giving feedback following lesson observation
Good feedback is the outcome of a professional dialogue. You may wish to focus initially on an
aspect of the lesson which was particularly successful e.g. "Pupils really enjoyed the debate on..."
and then focus the discussion by relating what has been observed to the original intentions e.g.
"You wanted pupils to understand that there were a number of causes of the Peasants’ Revolt. Did
they respond as you expected?"
Open-ended questions are useful in encouraging dialogue between the mentor and the trainee
and help to guide the thinking. Help the trainee to review the lesson by asking probing questions
e.g.
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 Were the outcomes of the lesson as you expected?
 What did you think was the most successful part of the lesson?
 Were you disappointed with any part of the lesson?
 What did you think that the lower attaining pupils gained from the lesson? The most able?
 Why did you think that?
 What changes would you have wanted to make, with hindsight?
 Help me to understand your thinking when you...
 Why did you select that activity to?
 What influenced your choice of?
 Did you consider other strategies?
 What will you do now?
Feedback structure:
1. Illustrate the general observation with specific and practical examples from the observation
2. Be prepared to offer positive suggestions, which the trainee has the option to follow
3. Where your evaluation differs from the trainee's your 'evidence' will be crucial
Summarise the discussion:
 "We agreed that the strengths of the lesson are.." ·

 "Agreed areas for development are.."
Remember:
 Strengths and weaknesses should always be linked to their effect on learning and be
attributed to the teaching approaches used
 Record any action to be taken on the observation sheet
 Always provide trainees with a copy of the recorded observation sheet to be kept in their
Teaching Practice file
Teacher Observation Sheet

Trainee Teacher: Pascale Nycz Observation by: Nathan Eades
Subject: Date: 19/05/2015 Class/Group: S1 Time: 7.30-8.20

Geography
Feedback
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Teaching Lesson planning /File(s)
Standard
References
A detailed lesson plan with starter, main content and plenary all pre-planned
4
A suitable set of tasks have been well thought out
Teaching (with specific reference to subject pedagogy)
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Pascale kicked off the lesson with a starter which comprised of students sitting in groups and
4 examining a picture from Peru (each group had a different picture). Pascale had purposely
selected a diverse range of images, some with quite wealthy looking buildings, and others with
poorer looking infrastructure.
Students were given the task of writing down 5 key words which their groups associated with the
image.
As this was a computer room session, Pascale’s class became a little distracted by the computers
being in front of them and had to re-focus the students back onto the task.
Once the time was up, Pascale invited each group to share the 5 key words from their photograph
6 at the same time as showing a larger version of each image on the whiteboard. As students
responded, Pascale wrote the key words onto the board. By the end of the activity, the board was
full of information. This was a nice example of formative assessment which Pascale used to inform
herself about the level of understanding from the class’s previous lesson. The following key terms
appeared on the board:
 MEDC
 LEDC
 Poverty
 Overpopulated
 Sparsely populated
 Moderately populated
This was an excellent starter activity which Pascale should continue to develop. When Pascale and
1
I spoke about the success of the activity, she seemed pleasantly surprised by the level of response
from the students and rightly so.
3
Throughout this activity, I noticed Pascale give more “wait” time between her questioning-
2
sometimes saying “thank you to the students who have their hands up, but I would like to hear a
response from all students, so I shall wait a while a longer for you to consider my question” This
resulted in a lot more participation from her students.
Pascale rounded this activity up nicely with a discussion about the image that these photos give
Peru- some giving the impression that Peru is poor and some giving the impression that Peru is
wealthy. Pascale eventually summarised that Peru is LEDC but has elements of MEDC and HEDC.
Pascale shared the Lesson objectives with her students next, then explained the task before
sharing the success criteria with the class.
Pascale’s main task today was a well thought out and well resourced activity. Pascale had
emailed the students some resources which provided information about: Peru- GNP, population
density, average life expectancy etc. The students were instructed to complete a fact sheet about
Peru concluding whether it is LEDC or MEDC with a justification. To aid the understanding of the
activity, Pascale gave students an electronic and printed copy of the success criteria and a list of
information which she expected to be on the fact sheet. Students were engaged and worked well.
Pascale ended the lesson with a fun, interactive SMART board activity which linked key words
from today’s activity and lesson objectives with a fun game.
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Teacher Observation Sheet contd.

Tutor feedback (continued) Trainee Teacher: Date:
Teaching Standard
References
Appropriateness of subject knowledge in this teaching session
The lesson content and Pascale’s subject knowledge was at the correct level for this lesson.
Areas of strength in this teaching session
Well prepared and resourced.

A good change to introduce ICT into the lesson.
Success criteria and lesson objectives were shared .
Specific targets for future teaching sessions

Suggested
When taking students into a computer room, think about the extra distractions which the timescale
students will begin to play with and how to prevent this.
When sharing lesson objectives and success criteria, make sure you spend your time to ensure Immediate
that you have explained them clearly.
Interim Report for Teaching Practice 1
Trainee: Subject:
Mentor: Position:
Signature: Date:
Professional Attributes (please comment on the trainee’s competence with relationships, frameworks,
communication & collaboration and their engagement with professional development)
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Professional Knowledge and Understanding (please comment on trainee’s competence with teaching &
learning, subject & curriculum, literacy, numeracy & ICT, achievement &diversity and health & well-being)
Professional Skills (please comment on the trainee’s competence with planning, teaching & assessing, monitoring
students and giving feedback)
Targets for Teaching Practice 2
Final Report for Teaching Practice 2
Trainee: Subject:
Mentor: Position:
Signature: Date:
Professional Attributes (please comment on the trainee’s competence with relationships, frameworks,
communication & collaboration and their engagement with professional development)
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Professional Knowledge and Understanding (please comment on trainee’s competence with teaching &
learning, subject & curriculum, literacy, numeracy & ICT, achievement &diversity and health & well-being)
Professional Skills (please comment on the trainee’s competence with planning, teaching & assessing, monitoring
students and giving feedback)
Targets for Induction year and Early Professional Development
Reflection sheet
Date Description of experience Standards
3 key elements which you have taken from this experience?
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How could you integrate these elements into your teaching?
When would you feel ready to integrate these elements into your teaching?
Immediately Next week Next month
If you ticked next week or next month, list the steps you will take in order to be ready to
integrate these elements into your teaching
Trainee Teacher_______________________________
Standards Mentor_____________________________
Observation form
This form should be used by the trainee teacher when completing an observation of existing teaching
staff.
Lesson Observation Sheet

Teacher:
Subject: Date: Class/Group: Time:
Strategy/technique Observation
Body language and
mannerisms
Behavior management
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How are the lesson

objectives structured
and delivered?
Resources
Questioning
Practical activities
Group/paired activities
Individual activities
Assessment activities
Differentiation
Plenary
Student Shadow Day- OBSERVATION FORM

This document should be used to reflect how a student reacts to different subjects and teaching
styles during a full day of lessons. Please remember that you are evaluating the student and not the
teacher.
Date: Year group: Standards:
Student name: Trainee Signature: Mentor signature
Lesson Subject Observation
Tutor Conduct:
Period
Participation:
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1 Conduct:
Attitude:
Quantity and quality of classwork:
Participation:
2 Conduct:
Attitude:
Participation:
3 Conduct:
Attitude:
Participation:
4 Conduct:
Attitude:
Participation:
5 Conduct:
Attitude:
Participation:
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6 Conduct:
Attitude:
Participation:
7 Conduct:
Attitude:
Participation:
8 Conduct:
Attitude:
Participation:
General observations:
Conclusions:
Lesson plan template example

Date: Year/Class: Number of students
National Curriculum links: Resources:
Prior learning and previous assessments:
Aims:
Learning objectives:
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Tasks/outcomes:
Time Starter Questioning and vocabulary:
Main content
Plenary
Assessment strategies: Assessment criteria:
Homework: Differentiation:
Teaching standards met:
Teacher reflection on lesson: (What went well in the session? What didn’t go so well? Did your students make progress in their
learning today – how can you qualify this?)
Meeting record
Your weekly journal is your opportunity to set targets for yourself for the upcoming
week. Targets should be discussed with your subject mentor. Completed journal
page to be printed off and brought to subject mentor meetings each week.
Week beginning: _____________
Highlight any areas of your teaching which you are currently dis-satisfied with:
Break down your comments into 3 targets below
Key area of practice Target Action Required Standards

(e.g planning, behaviour
management, AFL etc)
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Subject mentor comment:
Agreed areas for development:
Subject/Standards Mentor: ___________________________
Trainee Teacher: ___________________________________
Critical incident
Remember that reflecting on a critical incident is a far more powerful tool than bottling it
up and allowing it to demotivate. Use this form to structure your reflection.
Brief description of Incident:
Describe some of the emotions you experienced directly after the incident:
Why did it happen?
Outline any positives during the lesson:
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Action you will take to seek an alternative approach next time (reading, asking other staff, conversation with
critical friend etc):
Describe some of the emotions you are feeling after this reflection process:
Overall reflection (what have you learned from this incident?):
Standards:
Subject/Standards Mentor: ___________________________
Trainee Teacher: ____________________________________
Report of experiential learning- TRAINEE TEACHER
This form should be used by the trainee teacher who participated in an activity or school trip which
enabled students to learn experientially.
Trainee teacher: Date:
Description of activity:
Activity type (please circle): Student age group:

School activity/day trip/multi day trip/international trip
Your roles and responsibilities during the activity: Standards:
Examples of opportunities where you developed your leadership skills: Standards:
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Describe your successes and challenges during the activity: Standards:
Give any examples of where you aided students pastorally: Standards:
Explain how you could integrate the experiences you have gained into your teaching:
Trainee Teacher: _______________________________

Supervising Teacher:____________________________
Standards Mentor:______________________________
Report of experiential learning- SUPERVISING TEACHER
This form should be used by a supervising teacher who has witnessed the trainee teacher working
with students during: an activity within school, a day trip, multi day trip or international trip.
Staff member: Position in school:
Date: Title of activity:
Activity type (please circle): Student age group:

School activity/day trip/multi day trip/international trip
Trainee teacher’s role and responsibilities during the activity: Standards:
Examples of the trainee teacher exhibiting leadership skills: Standards:
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Trainee teacher’s enthusiasm, initiative and motivation during the activity: Standards:
Example of the trainee teacher aiding students pastorally: Standards:
Please give any other observations which you made during the activity and Standards:
feel are relevant to this report:
Trainee Teacher: _______________________________

Supervising Teacher: ____________________________
Standards Mentor: ______________________________
Markham College
Initial Teacher Training Programme
Teacher Standards Record

PGCEi
2018/2019
Trainee Name
School Experience Subject Age Range Taught
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Teaching Practice 1
Teaching Practice 2
Name Date Subject Mentor Standards

Signature Mentor Signature
I confirm that the

evidence seen
constitutes a pass
for Teaching
Practice 1
I confirm that the

evidence seen
constitutes a pass
for Teaching
Practice 2
Markham College Teacher Profile – Teaching Practice One

 Serve as role models both to students and fellow colleagues, as well as to those in the wider
Markham community and beyond.
 Fully support and are committed to the school’s Strategic Aims and encourage and assist
 Have expert knowledge of their subject area, create an active and engaging learning
 Promote an atmosphere of mutual respect, fairness and approachability based on a

 Are highly motivated, dedicated and well rewarded professionals with a strong desire for all
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 Are fully appreciative of the opportunities provided by the Markham environment and are
society in general.
 Accept at all times their individual and collective responsibility – as shared with Board
I can confirm that the appropriate evidence has been collected during the first Teaching Practice to
show that _______________________ is working towards the standards of a newly qualified teacher.
Mentor Name Signature Date
Markham College Teacher Profile – Teaching Practice Two

 Serve as role models both to students and fellow colleagues, as well as to those in the wider
Markham community and beyond.
 Fully support and are committed to the school’s Strategic Aims and encourage and assist
 Have expert knowledge of their subject area, create an active and engaging learning
 Promote an atmosphere of mutual respect, fairness and approachability based on a

 Are highly motivated, dedicated and well rewarded professionals with a strong desire for all
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 Are fully appreciative of the opportunities provided by the Markham environment and are
society in general.
 Accept at all times their individual and collective responsibility – as shared with Board
I can confirm that the appropriate evidence has been collected during the second Teaching Practice
to show that _______________________ has consistently demonstrated practice that is equivalent
to the standard of a newly qualified teacher.
TS- 1 Set high expectations which inspire, motivate and challenge pupils
Your evidence should show that you can consistently meet all aspects of this standard over time
across the age range to which you have had access in your Teaching Practice. Please review the
evidence you have collected regularly and use the checklist below with your Standards Mentor to
ensure that you have appropriate evidence.
TS 1 – Aspects of the Standards Once you and your Standards Mentor

feel that you have appropriate evidence
for each aspect of the Teaching
Standard, tick the box for TP1
 establish a safe and stimulating environment for pupils, rooted in

mutual respect
 set goals that stretch and challenge pupils of all backgrounds, abilities
and dispositions
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 demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils
TS- 1 Set high expectations which inspire, motivate and challenge pupils
Date Description of evidence Confirmed
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TS- 2 Promote good progress and outcomes by pupils


 be accountable for pupils’ attainment, progress and outcomes
 plan teaching to build on pupils' capabilities and prior knowledge
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 guide pupils to reflect on the progress they have made and their
emerging needs
 demonstrate knowledge and understanding of how pupils learn and

how this impacts on teaching
 encourage pupils to take a responsible and conscientious attitude to

their own work and study
TS- 2 Promote good progress and outcomes by pupils

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TS- 3 Demonstrate good subject and curriculum knowledge


 have a secure knowledge of the relevant subject(s) and curriculum

areas, foster and maintain pupils’ interest in the subject, and address
misunderstandings
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 demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship
 demonstrate an understanding of and take responsibility for

promoting high standards of literacy, articulacy and the correct use of
standard English, whatever the teacher’s specialist subject
 if teaching early reading, demonstrate a clear understanding of

systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of

appropriate teaching strategies
TS- 3 Demonstrate good subject and curriculum knowledge

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TS- 4 Plan and teach well-structured lessons
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feel that you have appropriate
evidence for each aspect of the
Teaching Standard, tick the box for TP1
 impart knowledge and develop understanding through effective use

of lesson time
 promote a love of learning and children’s intellectual curiosity
 set homework and plan other out-of-class activities to consolidate

and extend the knowledge and understanding pupils have acquired
 reflect systematically on the effectiveness of lessons and approaches

to teaching
 contribute to the design and provision of an engaging curriculum

within the relevant subject area(s)
TS- 4 Plan and teach well-structured lessons

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TS- 5 Adapt teaching to respond to the strengths and needs of all pupils
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feel that you have appropriate
evidence for each aspect of the
Teaching Standard, tick the box for TP2
 know when and how to differentiate appropriately, using

approaches which enable pupils to be taught effectively
 have a secure understanding of how a range of factors can inhibit

pupils’ ability to learn, and how best to overcome these
 demonstrate an awareness of the physical, social and intellectual

development of children, and know how to adapt teaching to
support pupils’ education at different stages of development
 have a clear understanding of the needs of all pupils, including

those with special educational needs; those of high ability; those
with English as an additional language; those with disabilities; and
be able to use and evaluate distinctive teaching approaches to
engage and support them
to show that _______________________ is working towards the standards of a newly qualified
teacher.
TS- 5 Adapt teaching to respond to the strengths and needs of all pupils
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TS- 6 Make accurate and productive use of assessment
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 know and understand how to assess the relevant subject and

curriculum areas, including statutory assessment requirements
 make use of formative and summative assessment to secure pupils’

progress
 use relevant data to monitor progress, set targets, and plan

subsequent lessons
 give pupils regular feedback, both orally and through accurate

marking, and encourage pupils to respond to the feedback
teacher.
TS- 6 Make accurate and productive use of assessment

42
MITT Programme
43
MITT Programme
TS- 7 Manage behaviour effectively to ensure a good and safe learning
environment

 have clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
classrooms and around the school, in accordance with the school’s
behaviour policy
 have high expectations of behaviour, and establish a framework for

discipline with a range of strategies, using praise, sanctions and
rewards consistently and fairly
 manage classes effectively, using approaches which are appropriate

to pupils’ needs in order to involve and motivate them
 maintain good relationships with pupils, exercise appropriate

authority, and act decisively when necessary
teacher.
TS- 7 Manage behaviour effectively to ensure a good and safe learning environment
44
MITT Programme
TS- 8 Fulfill wider professional responsibilities
45
MITT Programme

 make a positive contribution to the wider life and ethos of the school
 develop effective professional relationships with colleagues, knowing

how and when to draw on advice and specialist support
 deploy support staff effectively
 take responsibility for improving teaching through appropriate

professional development, responding to advice and feedback from
colleagues
 communicate effectively with parents with regard to pupils’

achievements and well-being
teacher.
TS- 8 Fulfill wider professional responsibilities

46
MITT Programme
47

MITT Programme Handbook 2018

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Markham College – Initial Teacher Training Programme

INITIAL TEACHER TRAINING

(Hold Ctrl and click the page numbers)

Teaching standards 6-9

Documents for mentors 10-18

Documents for trainees 19-28

Standards assessment forms 29-47

Markham College Strategic Aims

Markham Teacher Profile

 …Promote an atmosphere of mutual respect, fairness and approachability based on a

Markham Student Profile

Teaching Standards- Teaching Pedagogy

1 Set high expectations which inspire, motivate and challenge pupils

2 Promote good progress and outcomes by pupils

 be accountable for pupils’ attainment, progress and outcomes

3 Demonstrate good subject and curriculum knowledge

4 Plan and teach well structured lessons

5 Adapt teaching to respond to the strengths and needs of all pupils

6 Make accurate and productive use of assessment

7 Manage behaviour effectively to ensure a good and safe learning environment

8 Fulfill wider professional responsibilities

Teaching Standards- Personal and Professional Conduct

o showing tolerance of and respect for the rights of others

Collecting evidence for teaching standards

Provide access to SOWs and assessment data (standard 6c)

Provide or give access to relevant department policies

Support and promote the collection of evidence for teaching standards

Report any issues or concerns to Nathan Eades

Check teaching file:

 Guide and support during lessons and lesson planning

Two teaching practices, each consisting of 8 weeks

Teaching practice one (50% timetable), Bimesters 3 and 4:

Teaching practice two (75% timetable), Bimesters 1 and 2:

 2-3 weeks team teaching

Trainee teacher: Subject mentor:

Period Monday Tuesday Wednesday Thursday Friday

Teacher Observation Sheet

Subject: Date: Class/Group: Time:

Teaching (with specific reference to subject pedagogy)

Teacher Observation Sheet contd.

Appropriateness of subject knowledge in this teaching session

Areas of strength in this teaching session

Specific targets for future teaching sessions

Giving feedback following lesson observation

Summarise the discussion:

 "We agreed that the strengths of the lesson are.." ·

Teacher Observation Sheet

Subject: Date: 19/05/2015 Class/Group: S1 Time: 7.30-8.20

Teaching (with specific reference to subject pedagogy)

Teacher Observation Sheet contd.

Appropriateness of subject knowledge in this teaching session

Areas of strength in this teaching session

Well prepared and resourced.

Specific targets for future teaching sessions

Interim Report for Teaching Practice 1

Targets for Teaching Practice 2

Final Report for Teaching Practice 2

Targets for Induction year and Early Professional Development

Date Description of experience Standards

3 key elements which you have taken from this experience?

How could you integrate these elements into your teaching?

Immediately Next week Next month

Lesson Observation Sheet

Subject: Date: Class/Group: Time: