Embedded Files
Module Three: Assessing Progress
Module Three: Assessing Progress
In Module Three we:
Learn about;
The Liverpool Hope University approach to assessment
How to assess trainee progress
The component tracker
Supporting trainees organisation and workload management
Getting the most out of the weekly progress meeting.
Getting the most out of the weekly progress meeting.
What makes an effective progress meeting? Consider how you organise your weekly progress meeting and share best practice that has supported trainee development.
Please note all weekly meetings are completed via the e-profile.
How are Liverpool Hope University ITE students assessed?
Liverpool Hope University adopts a holistic approach to the monitoring and assessment of trainees whilst on professional practice. This takes place within a variety of contexts:
Trainee reflection
Weekly Progress Discussions meetings and the completion of Weekly Progress Meeting Forms
Within taught university sessions, through activities and interactions
Lesson observations and focussed pedagogical discussions
Professional Placement tutor (PPT)/Subject Tutor visits
Key assessment points (e.g. Progress Review and Final Progress Reports)
Additional support for trainee causing concern (targeted support plans) procedures as appropriate
Progress Review and Final Review
Assessment against the key components identified in the school based curriculum training plan takes place at Progress Review 1 and Final Progress review. The review and progress tracker are on the e-profile and are to be completed by the mentor in discussion with the trainee identifying which components have been met.
During the placement, mentors need to consider how well a trainee is mastering the components of our ITE curriculum using the component tracker and assess the accumulation of knowledge over time. Mentors will also consider trainee progress against the learning outcomes for each placement and together make a final holistic judgement.
How are the Teachers’ Standards used?
How are the Teachers’ Standards used?
Assessment against the Teachers’ Standards only takes place as a summative assessment at the end of the programme of ITE in Year 3b and PGCE PPL2, through a review of key sources of evidence within the Professional Profiling Review. This final judgement as to whether a trainee has met the Teachers’ Standards is a holistic one, which takes into account engagement and response to all elements of the programme of ITE i.e., in both university and settings/schools.
The Liverpool Hope University curriculum has been designed to cover all aspects of both the Teachers’ Standards and ITT Core Content Framework as a minimum entitlement, and so the focus of the trainees’ attention should be upon this, rather than the Teachers’ Standards per se. During the placement, mentors need to consider how well a trainee is mastering the components of our ITE curriculum using the component tracker and assess the accumulation of knowledge over time. Mentors will also consider trainee progress against the learning outcomes for each placement and together make an overall judgement.
Further assessment guidance can be found in the Educative Mentor Professional Practice Guidance
Supporting trainees organisation and workload management
Supporting trainees organisation and workload management
High workload is one of the most commonly cited drivers for teachers leaving the profession and can be a disincentive for potential new teachers to join. The most effective actions to reduce workload are those that encourage better teaching – by focusing on what makes the most difference, supported by evidence, and making best use of teacher time.
High workload is one of the most commonly cited drivers for teachers leaving the profession and can be a disincentive for potential new teachers to join. The most effective actions to reduce workload are those that encourage better teaching – by focusing on what makes the most difference, supported by evidence, and making best use of teacher time.
Understanding and supporting trainee wellbeing in schools, and enabling trainees to support themselves, is essential for a sustained healthy learning environment. As part of their university training Liverpool Hope is committed to supporting our trainees to develop professional workplace strategies, which will enable them to be proactive, professional and maintain a healthy, positive approach to well-being.
Understanding and supporting trainee wellbeing in schools, and enabling trainees to support themselves, is essential for a sustained healthy learning environment. As part of their university training Liverpool Hope is committed to supporting our trainees to develop professional workplace strategies, which will enable them to be proactive, professional and maintain a healthy, positive approach to well-being.
Further guidance for supporting trainees can be found in Addressing teacher workload in Initial Teacher Education 2018
A trainee perspective on workload
A trainee perspective on workload
from a PGCE Computer Scientist
mentor videoPage updated
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