SE2 School Report Form

Initial Teacher Education Programme

School Experience Two
School Report Form: Spring Semester 2017

Students must gain a satisfactory mark in all areas in order to be recommended for entry to probationary period of teaching. If the student gains any unsatisfactory areas, they cannot be recommended and the placement will be deemed as a fail.

Please provide evidence of the student’s progress to date using the exemplification/guidance documentation as a guide. The student should be assessed against the Standard for Initial Teacher Education but with consideration given to the stage that they are at in their ITE programme.

Please provide:

  • An overall grade for each of the eight sections using the following S/U descriptors as a guideline:
    • S -  Satisfactory: Has made sufficient progress for this stage of development, with an appropriate level of support.
    • U -  Unsatisfactory: Has not made sufficient progress, for this stage of development, even with support.

Please provide comments in each of the three sections to support the grade allocated.

If progress is Unsatisfactory, this should be clearly communicated to the student and substantiating evidence provided in the report.

 
This report completed by



I confirm that the content of the Report has been discussed with the student


1. Professional Values and Personal Commitment

1.1 Social Justice

  • Embracing the values of social justice
  • Committed to the principles of democracy and social justice.
  • Valuing local and global citizenship
  • Demonstrating a commitment to engaging learners in real world issues
  • Respecting the rights of all learners

1.2 Integrity

  • Demonstrating openness, honesty, courage and wisdom
  • Critically examining personal and professional attitudes and beliefs and challenging assumptions and professional practice
  • Critically examining the connections between personal and professional attitudes to bring about transformative change in practice

1.3 Trust and Respect

  • Acting and behaving in ways that develop a culture of trust and respect
  • Providing and ensuring a safe and secure environment for all learners within a caring and compassionate ethos and with an understanding of wellbeing
  • Demonstrating a commitment to motivating and inspiring learners taking into consideration barriers to learning

Comments on progress to date drawing on evidence

1.4 Professional Commitment

  • Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality.
  • Committing to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice.
  • Punctuality

Comments on progress to date drawing on evidence
2. Professional Knowledge and Understanding

2.1 Curriculum

  • Have knowledge and understanding of the nature of the curriculum and its development
  • Have knowledge and understanding of the relevant area(s) of pre-school, primary and secondary curriculum
  • Have knowledge and understanding of planning coherent and progressive teaching programmes
  • Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning
  • Have knowledge and understanding of the principles of assessment, recording and reporting
Comments on progress to date drawing on evidence

2.2 Education Systems and Professional Responsibilities

  • Have knowledge and understanding of the principal features of the education system, educational policy and practice
  • Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them
Comments on progress to date drawing on evidence

2.3 Pedagogical Theories and Practice

  • Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices.
  • Have knowledge and understanding of the importance of research and engagement in professional enquiry.
Comments on progress to date drawing on evidence
3. Professional Skills and Abilities
3.1 Teaching and Learning
  • Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities.
  • Communicate effectively and interact productively with learners, individually and collectively.
  • Employ a range of teaching strategies and resources to meet the needs and abilities of learners.
  • Have high expectations of all learners.
  • Work effectively in partnership in order to promote learning and wellbeing.

Comments on progress to date drawing on evidence
3.2 Classroom Organisation and Management
  • Create a safe, caring and purposeful learning environment.
  • Develop positive relationships and positive behaviour strategies.
Comments on progress to date drawing on evidence
3.3 Pupil Assessment
  • Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning.

Comments on progress to date drawing on evidence
3.4 Professional Reflection and Communication
  • Read and critically engage with professional literature, educational research and policy
  • Engage in reflective practice to develop and advance career-long professional learning and expertise
  • Standard of Student’s Literacy

Comments on progress to date drawing on evidence
Readiness for next stage of the Initial Teacher Education Programme

Do you consider the student to be ready to proceed to the next stage of the Initial Teacher Education Programme? Please note that a student must gain satisfactory in all categories in order to progress to their final placement.



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