The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Trainee Self-Assessment: Progress towards the Standards for the Award of Qualified Teacher Status

Please refer to the ‘Guidance to accompany the Professional Standards for Qualified Teacher Status and Requirements for Initial
Teacher Training’ when completing this self-assessment.

To be completed ELECTRONICALLY at the end of Term 1, 2, 3, 4 and 5 in preparation for the Subject Mentor end of term assessment
discussion. Please tick the box at Level 1, Level 2 or Level 3 that most suits your experience/understanding when completing the
assessment. It is expected that you while progress through the Standards during the programme.

Trainee’s name GLENN BILLINGHAM

School HIGHAM FERRERS NURSERY & INFANT SCHOOL
Subject Mentor’s name KAREN DRAPER
Term TERM 5

St Level 1 Level 2 Level 3

Induction to training and starting to teach
1. Professional attributes
Relationships with children and young people
Q1 Begin to demonstrate through your teaching
and form tutor work that you have high
expectations of pupils and begin to establish
fair, respectful, trusting, supportive and
constructive relationships with them.
Q2 Demonstrate the positive values, attitudes
and behaviour you expect from children and
young people.
Frameworks
Q3(a) Start to understand and work with school
policies such as SEN, Equal Opportunities,
anti-bullying, ECM, behaviour and discuss
Q3(b) with appropriate staff.
Communicating and working with others
Q4 Communicate effectively with children, young
people and colleagues.
Developing your independence
Demonstrate through your teaching and for tutor
work that you have high expectations of pupils
and work to maintain fair, respectful, trusting, √
supportive and constructive relationships with
them.
Demonstrate the positive values, attitudes and
behaviour you expect from children and young
people.
Demonstrate that you are fully integrated into the
work of the department and year group you are
attached to and that you are working within the √
policies and practices of the school.
Communicate effectively with children, young
people and colleagues and begin, with support,
to communicate with parents and carers.
Establishing your independence
Have high expectations of children and
young people including a commitment
to ensuring that they can achieve their
full educational potential and to
establishing fair, respectful, trusting,
supportive and constructive
relationships with them.
Demonstrate the positive values, √
attitudes and behaviour they expect
from children and young people.
Be aware of the professional duties of
teachers and the statutory framework
within which they work;
Be aware of the policies and practices
of the workplace and share in collective
responsibility for their implementation.
Communicate effectively with children, √
young people, colleagues, parents and
carers.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Q5 Understand the role of pastoral care in the Take an active role in the pastoral care system of Recognise and respect the contribution
school, the way it supports attainment and its the school including reporting to parents on √ that colleagues, parents and carers can
underpinning in Every Child Matters attainment, with support. make to the development and well-
documentation. being of children and young people and
to raising their levels of attainment.

Q6 Be willing to work collaboratively with Demonstrate that you have a commitment to Have a commitment to collaboration
colleagues. collaboration and co-operative working by and co-operative working. √
sharing tasks such as: team writing of schemes
of work, preparing resources, team-teaching etc.

Personal professional development

Q7(a) Work with others to set up your Individual
Training Plan. Begin to incorporate ideas into
your teaching which you learn from other
teachers and tutors and write reflective
Q7(b) evaluations of these. Begin to develop
routines in your teaching and take
responsibility for students.
Q8 Show that you are willing to learn from new
situations by contributing to discussions in
Core Sessions. Try out ideas you have learnt
in these sessions and discuss these with
your Subject Mentor and colleagues
supporting you.
Q9 Act upon advice and feedback and be open
to coaching and mentoring.
2. Professional knowledge and understanding
Teaching and learning
Q10 Research the teaching and learning and
behaviour management strategies used in
your school and start to apply them.
Assessment and monitoring
Begin to question and develop your routines
incorporating and extending new ideas you meet
at training and in school. Take up opportunities √
for professional development in school and write
reflective evaluations of these.
Show in school and in Core Sessions, that you
are able to select and adapt new ideas
appropriate to your pupils and you schools and √
start to try them out and evaluate their
effectiveness.
Act upon advice and feedback and be open to
coaching and mentoring.
√
Continue to develop your understanding of the
range of teaching, learning and behaviour
management strategies open to you, beginning √
to use your professional judgement to apply them
appropriately and consistently to get the best out
of all learners.
Reflect on and improve their practice,
and take responsibility for identifying
and meeting their developing
professional needs;
Identify priorities for their early
professional development in the context
of induction.
Have a creative and constructively
critical approach towards innovation,
being prepared to adapt their practice
where benefits and improvements are
identified.
Act upon advice and feedback and be
open to coaching and mentoring.
Have a knowledge and understanding
of a range of teaching, learning and
behaviour management strategies and
know how to use and adapt them,
including how to personalise learning
and provide opportunities for all learners
to achieve their potential.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1
Induction to training and starting to teach
Q11 Become familiar with the assessment and
exam requirements generally in your school
and specifically for your department.
Q12 Begin to understand the importance of
Assessment for Learning techniques.
Q13 Know that local and national statistical data is Begin to use local and national statistical data to Know how to use local and national
used to evaluate, track and monitor the
progress of pupils.
Subjects and Curriculum
Q14 Have some knowledge and understanding of
your subject and related pedagogy to enable
you to teach across the age and ability range.
Q15 Develop an understanding of the NC for your
subject and its implications for planning and
teaching.
Literacy, numeracy and ICT
Q16 Have passed the professional skills tests in
numeracy, literacy and information and
communication technology (ICT).
Level 2 Level 3
Developing your independence Establishing your independence
Begin to use the NC levels, subject specifications Know the assessment requirements and
and grade descriptions in your practice with your arrangements for the
pupils to develop your understanding of them. √ subjects/curriculum areas in the age
Become familiar with either Key Stage 3 ranges they are trained to teach,
(primary) or Key Stage 5 (secondary) including those relating to public
assessment requirements and specifications. examinations and qualifications.
Develop your awareness of a range of Know a range of approaches to √
approaches to formative assessment by trialling assessment, including the importance of
them in your classroom. formative assessment.
evaluate, track and monitor the progress of √ statistical information to evaluate the
pupils. effectiveness of their teaching, to
monitor the progress of those they
teach and to raise levels of attainment.
Have a wider knowledge and understanding of Have a secure knowledge and
your subject and related pedagogy to enable you √ understanding of their
to teach effectively across the age and ability subjects/curriculum areas and related
range. pedagogy to enable them to teach
effectively across the age and ability
range for which they are trained
Extend your understanding to the wider Know and understand the relevant
Frameworks affecting primary/secondary statutory and non-statutory curricula,
education, such as the Primary Strategies, the √ frameworks, including those provided
Key Stage 3 Strategy and general teaching through the National Strategies, for their
requirements of the National Curriculum subjects/curriculum areas, and other
Handbook. relevant initiatives applicable to the age
and ability range for which they are
trained.
Have passed the professional skills tests in Have passed the professional skills
numeracy, literacy and information and tests in numeracy, literacy and √
communication technology (ICT). information and communication
technology (ICT).
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1
Induction to training and starting to teach
Q17 Know what skills in literacy, numeracy and
ICT are and understand their relevance for
the teacher. Use ICT to support the writing of
your NA, ITP and Journal.
Achievement and diversity
Q18 Recognise that there are differences between
pupils by getting to know them and
demonstrating an interest in them as
individuals.
Q19 Understand the importance of adapting
provision for individual pupils.
.Q20 Know and understand the roles of colleagues
with specific responsibilities for learners with with specific responsibilities for learners with
special educational needs and disabilities
and other individual learning needs.
Health and well-being
Q21(a) Understand the legal requirements for
safeguarding and promoting the well-being of
children and young people.
Q21(b)
Level 2
Developing your independence
Develop your use of English for teaching and for
communicating with parents. Develop your use of
numeracy for teaching. Use ICT to plan, teach
and evaluate lessons and to research relevant
subject websites to support your teaching.
Be sensitive to the fact that you need to take
account of the developmental, social, religious,
ethnic, cultural and linguistic differences of pupils and well-being of learners are affected
when planning, teaching and assessing.
Know how your school takes practical account of
diversity and demonstrate that you have begun to
implement its policies with the support of your √ teach, including those for whom English
colleagues in planning, differentiation of
resources and the provision of personalised
learning opportunities.
Know and understand the roles of colleagues
special educational needs and disabilities and
other individual learning needs.
Know and work within your school's policies for
safeguarding children and young people's well-
being.
With guidance, begin to support children and
young people whose progress, development or
well being is affected by changes or difficulties in progress, development or well-being is
their personal circumstances. Know when to refer
them to colleagues for specialist support.
Level 3
Establishing your independence
Know how to use skills in literacy,
numeracy and ICT to support their √
teaching and wider professional
activities.
Understand how children and young
people develop and that the progress
√
by a range of developmental, social,
religious, ethnic, cultural and linguistic
influences.
Know how to make effective
personalised provision for those they
is an additional language or who have
special educational needs or disabilities,
and how to take practical account of
diversity and promote equality and
inclusion in their teaching.
Know and understand the roles of
colleagues with specific responsibilities,
including those with responsibility for √
learners with special educational needs
and disabilities and other individual
learning needs.
Be aware of current legal requirements,
national policies and guidance on the √
safeguarding and promotion of the well-
being of children and young people;
Know how to identify and support
children and young people whose
√
affected by changes or difficulties in
their personal circumstances, and when
to refer them to colleagues for specialist
support.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
3. Professional skills
Planning
Q22 Be able to plan individual lessons using the Demonstrate understanding of how pupils Plan for progression across the age and
departmental/school schemes of work to progress through your medium term planning for ability range for which they are trained,
ensure pupils' progress. Demonstrate your two Key Stages (some evidence for Key √ designing effective learning sequences
planning of sequences of lessons within your Stages 5 for secondary trainees). within lessons and across series of
two Key Stages. lessons and demonstrating secure
subject/curriculum knowledge.
Q23 Understand the contribution that your subject Plan opportunities for pupils to use their literacy, Design opportunities for learners to
makes to the development of literacy, numeracy and ICT skills. √ develop their literacy, numeracy and
numeracy and ICT skills. ICT skills.
Q24 Understand the role of homework in Plan homework or other out-of-class work to √ Plan homework or other out-of-class
extending and consolidating learning. consolidate learners' progress. work to sustain learners’ progress and
to extend and consolidate their learning
Teaching
Q25 Teach lessons and sequences of lessons Teach lessons and sequences of lessons across Teach lessons and sequences of
across the age and ability range in which you the age and ability range in which you show lessons across the age and ability range
show some evidence of: increasing confidence in the use of: for which they are trained, in which they:
Q25(a) using a range of teaching strategies and using a range of teaching strategies and use a range of teaching strategies and
resources, including e-learning, taking resources, including e-learning, taking practical resources, including e-learning, taking √
practical account of diversity and promoting account of diversity and promoting equality and practical account of diversity and
equality and inclusion. inclusion. promoting equality and inclusion;
Q25(b) building on prior knowledge, developing building on prior knowledge, developing concepts build on prior knowledge, develop
concepts and processes, enabling learners to and processes, enabling learners to apply new concepts and processes, enable
apply new knowledge, understanding and knowledge, understanding and skills and meet √ learners to apply new knowledge,
skills and meet learning objectives. learning objectives. understanding and skills and meet
learning objectives;
Q25(c) adapting their language to suit the learners adapting their language to suit the learners they adapt their language to suit the learners
they teach, introducing new ideas and teach, introducing new ideas and concepts they teach, introducing new ideas and √
concepts clearly and using explanations, clearly and using explanations, questions, concepts clearly, and using
questions, discussions and plenary discussions and plenaries effectively. explanations, questions, discussions
effectively. and plenaries effectively;
Q25(d) managing the learning of individuals, groups managing the learning of individuals, groups and manage the learning of individuals,
and whole classes, modifying their teaching whole classes, modifying their teaching to suit groups and whole classes, modifying
to suit the stage of the lesson. the stage of the lesson. √ their teaching to suit the stage of the
lesson.
Assessing, monitoring and giving feedback
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Q26(a) Make effective use of assessment, Make effective use of a range of assessment, √ Make effective use of a range of
monitoring and recording strategies. monitoring and recording strategies. assessment, monitoring and recording
strategies;
Q26(b) Assess the learning needs of those you teach Assess the learning needs of those you teach in Assess the learning needs of those they
in order to set appropriate learning order to set challenging learning objectives. teach in order to set challenging
objectives. √ learning objectives.

Q27 Understand the importance of constructive Demonstrate increasing skill in providing Provide timely, accurate and
feedback and target setting. Demonstrate feedback and in addition, demonstrate constructive feedback on learners’
constructive feedback to pupils during development of target setting for pupils. √ attainment, progress and areas for
lessons. development.

Q28 Understand the need to engage learners in
the learning process.
Reviewing teaching and learning
Q29 Demonstrate the ability to identify
misconceptions and gaps in pupils' learning
using this to question the effectiveness of
your planning and teaching.
Learning environment
Q30 With support from colleagues, establish a
purposeful and safe learning environment
conducive to learning.
Q31 With support from colleagues, establish clear
and appropriate expectations of pupils'
behaviour and trial management strategies
recommended by TENITTC and by your
school and departmental policies.
Team working and collaboration
Q32 Work as a team member within the
department and the pastoral team to which
you are attached.
Demonstrate some use of self and peer
assessment to engage pupils in identifying their
own learning needs.
Demonstrate that you can analyse in depth the √
outcomes of your teaching and take action to
cater for different learning needs.
Establish an increasingly purposeful and safe
learning environment conducive to learning and
identify some opportunities for learners to learn in
and out of school contexts.
Demonstrate independence in establishing clear
and appropriate expectations and begin to
establish consistency in using a range of
constructive management techniques. (You may
still need help with more challenging pupils and
classes).
Continue to work as a team member. Begin to
share your ideas and resources with the
department. Look for opportunities to work with
colleagues beyond your department.
Support and guide learners to reflect on
their learning, identify the progress they
√ have made and identify their emerging
learning needs.
Evaluate the impact of their teaching on
the progress of all learners, and modify
their planning and classroom practice
where necessary.
Establish a purposeful and safe learning
environment conducive to learning and √
identify opportunities for learners to
learn in out of school contexts.
Establish a clear framework for
classroom discipline to manage
learners’ behaviour constructively and √
promote their self-control and
independence.
Work as a team member and identify
opportunities for working with √
colleagues, sharing the development of
effective practice with them.
 The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme
St Level 1 Level 2 Level 3
Induction to training and starting to teach Developing your independence Establishing your independence
Q33 Understand the role of support staff in your Follow school and departmental policy on Ensure that colleagues working with
school and within the department. working with support staff and demonstrate on them are appropriately involved in √
your lesson plans how you plan to make best use supporting learning and understand the
of support staff skills in your lessons. roles they are expected to fulfil.