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Handbook
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Markham College – Initial Teacher Training Programme
MITT Programme
Contents
Use the hyperlinks in the table below to take you to the area you wish to use.
Topic Page
Introduction 3-5
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Markham College – Initial Teacher Training Programme
MITT Programme
…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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Markham College – Initial Teacher Training Programme
MITT Programme
…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.
…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 College – Initial Teacher Training Programme
MITT Programme
…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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Markham College – Initial Teacher Training Programme
MITT Programme
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
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
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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Markham College – Initial Teacher Training Programme
MITT Programme
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
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
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
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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Markham College – Initial Teacher Training Programme
MITT Programme
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 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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Markham College – Initial Teacher Training Programme
MITT Programme
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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Markham College – Initial Teacher Training Programme
MITT Programme
Mentoring:
Provide MITT student with a timetable
Lesson plans
Lesson reflections
Reflection sheets
Formal mentor meeting every week
Lesson coaching:
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
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Markham College – Initial Teacher Training Programme
MITT Programme
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
1 Class:
Staff: EDS
Room: 71
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Markham College – Initial Teacher Training Programme
MITT Programme
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Department:
Feedback
Teaching Lesson planning /File(s)
Standard
References
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Markham College – Initial Teacher Training Programme
MITT Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
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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Markham College – Initial Teacher Training Programme
MITT Programme
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
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
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Markham College – Initial Teacher Training Programme
MITT Programme
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
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Markham College – Initial Teacher Training Programme
MITT Programme
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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Markham College – Initial Teacher Training Programme
MITT Programme
The lesson content and Pascale’s subject knowledge was at the correct level for this lesson.
When sharing lesson objectives and success criteria, make sure you spend your time to ensure Immediate
that you have explained them clearly.
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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Markham College – Initial Teacher Training Programme
MITT Programme
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)
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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Markham College – Initial Teacher Training Programme
MITT Programme
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)
Reflection sheet
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Markham College – Initial Teacher Training Programme
MITT Programme
When would you feel ready to integrate these elements into your teaching?
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.
Strategy/technique Observation
Body language and
mannerisms
Behavior management
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Markham College – Initial Teacher Training Programme
MITT Programme
Questioning
Practical activities
Group/paired activities
Individual activities
Assessment activities
Differentiation
Plenary
Tutor Conduct:
Period
Participation:
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Markham College – Initial Teacher Training Programme
MITT Programme
1 Conduct:
Attitude:
Participation:
2 Conduct:
Attitude:
Participation:
3 Conduct:
Attitude:
Participation:
4 Conduct:
Attitude:
Participation:
5 Conduct:
Attitude:
Participation:
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Markham College – Initial Teacher Training Programme
MITT Programme
6 Conduct:
Attitude:
Participation:
7 Conduct:
Attitude:
Participation:
8 Conduct:
Attitude:
Participation:
General observations:
Conclusions:
Aims:
Learning objectives:
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Markham College – Initial Teacher Training Programme
MITT Programme
Tasks/outcomes:
Main content
Plenary
Homework: Differentiation:
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.
Highlight any areas of your teaching which you are currently dis-satisfied with:
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
Describe some of the emotions you experienced directly after the incident:
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Markham College – Initial Teacher Training Programme
MITT Programme
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:
Standards:
This form should be used by the trainee teacher who participated in an activity or school trip which
enabled students to learn experientially.
Description of activity:
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Markham College – Initial Teacher Training Programme
MITT Programme
Explain how you could integrate the experiences you have gained into your teaching:
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.
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Markham College – Initial Teacher Training Programme
MITT Programme
Trainee teacher’s enthusiasm, initiative and motivation during the activity: Standards:
Please give any other observations which you made during the activity and Standards:
feel are relevant to this report:
Markham College
Initial Teacher Training Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
Teaching Practice 1
Teaching Practice 2
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.
Are highly motivated, dedicated and well rewarded professionals with a strong desire for all
children to succeed.
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
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.
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.
Are highly motivated, dedicated and well rewarded professionals with a strong desire for all
children to succeed.
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
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.
set goals that stretch and challenge pupils of all backgrounds, abilities
and dispositions
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Markham College – Initial Teacher Training Programme
MITT Programme
demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils
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.
TS- 1 Set high expectations which inspire, motivate and challenge pupils
Date Description of evidence Confirmed
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Markham College – Initial Teacher Training Programme
MITT Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
guide pupils to reflect on the progress they have made and their
emerging needs
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.
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Markham College – Initial Teacher Training Programme
MITT Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship
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.
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Markham College – Initial Teacher Training Programme
MITT Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
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.
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Markham College – Initial Teacher Training Programme
MITT Programme
TS- 5 Adapt teaching to respond to the strengths and needs of all pupils
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
I can confirm that the appropriate evidence has been collected during the second Teaching Practice
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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Markham College – Initial Teacher Training Programme
MITT Programme
Date Description of evidence Confirmed
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
I can confirm that the appropriate evidence has been collected during the second Teaching Practice
to show that _______________________ is working towards the standards of a newly qualified
teacher.
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Markham College – Initial Teacher Training Programme
MITT Programme
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Markham College – Initial Teacher Training Programme
MITT Programme
TS- 7 Manage behaviour effectively to ensure a good and safe learning
environment
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.
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
I can confirm that the appropriate evidence has been collected during the second Teaching Practice
to show that _______________________ is working towards the standards of a newly qualified
teacher.
TS- 7 Manage behaviour effectively to ensure a good and safe learning environment
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Markham College – Initial Teacher Training Programme
MITT Programme
Date Description of evidence Confirmed
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Markham College – Initial Teacher Training Programme
MITT Programme
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.
make a positive contribution to the wider life and ethos of the school
I can confirm that the appropriate evidence has been collected during the second Teaching Practice
to show that _______________________ is working towards the standards of a newly qualified
teacher.
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Markham College – Initial Teacher Training Programme
MITT Programme
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