This
Document consists of each section of the Qualifying to Teach Standards
organised into a format through which trainees can record evidence of achievement.
Each section is cross linked to Standards in other sections so that Providers,
schools or individual trainees can look holistically at clusters of Standards
and can use evidence to support more than one Standard.
Each section of the Standards is supported by a set of Descriptors that
aims to be consistent with the Ofsted grading of Very Good, Good and
Satisfactory. An ’Unsatisfactory’ column has also been included for purposes
of clarity. The intention is to take a ‘best fit’ approach to the
Descriptors.
Each Standard and its related Descriptor has been allocated a Stage in
order to support progression across the training process. Progression
is conceived
as moving
- from Initial Competence in Stage One(possibly being achieved with limited
whole class responsibilities in selected areas of the National Curriculum)
- to Intermediate Competence in Stage Two(with increasing responsibilities
across the curriculum and for whole class teaching)
- through to QTS Full Competence in Stage Three (with all the Standards
being achieved and full responsibility being taken for whole class teaching).
The relationship between these stages and individual ITT programmes will
differ between Undergraduate and Post Graduate Courses and between Providers.
Trainees
would also be expected to develop at different speeds across the Stages.
The Framework therefore offers clear targets for progression towards
achievement of the Standards over a range of courses including Undergraduate,
PGCE,
Employment Based Routes and Flexible Provision including Assessment Only
Routes.
Further information
may be sought from the Chair of the Primary Assessment Group:
Alison Dreese,
University of East London
Secondary
The central aim
of the secondary assessment working party has been to support accurate and
secure assessment of trainees whatever route they are following towards reaching
the standards for Qualified Teacher Status set out in Qualifying to Teach.
Our view is that it is desirable for all mentors working in training partnerships
in secondary schools in London to be working with common assessment materials.
This should make their role easier to carry out, enhance the quality of judgements
made about trainees and encourage an increase in the capacity of schools
to provide appropriate placements for trainees.
To this end we have designed and developed a range of documentation for use by
all members of the London Providers Initial Teacher Training Group in the London
region. In doing so our intention is to support mentors and tutors in evolving
a greater shared understanding of the assessment processes involved in working
with trainees and hence to improve quality assurance and quality enhancement
across the region.
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