Assessment of the Professional Standards for the Award of Qualified Teacher Status Sample Clauses

Assessment of the Professional Standards for the Award of Qualified Teacher Status. Grading Descriptors The proformas for supervision and assessment link explicitly with the Standards. The expectations for each placement (as identified in each PiE Handbook) identify the need for students to gain specific experiences that will enable them to meet the Standards. The School of Education has developed a set of grading descriptors that are designed to help mentors, tutors and students make judgements about the quality of a student teacher’s practice. The document comprises a set of descriptors for each set of the Standards for QTS. These descriptors aim to be consistent with the OfSTED’s Criteria for Assessing Trainees. A ‘4-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 have been allocated a stage in order to support progression across the training process. In order to support progress, descriptors relating to the Standards have been produced for placements in each stage of the training: from initial competence in stage 1: 4yr BA Primary and KS2/KS3 initial placement to competences expected in stage 2: PGCE, 2 year BA and 4 year BA PE initial placement and 4 year BA Primary and KS2/KS3 second placement to full competence in stage 3: the final placement in all courses. See Appendix 1 for grading descriptor. For the TDA Professional Standards for recommendation of QTS, see Appendix 3 Final Placement of a course & OfSTED Criteria for Assessing Trainees Mentors and Schools are requested to use the OfSTED’s criteria for Assessing Trainees when forming an overall judgement for the recommendation of QTS (see Appendix 2). This judgement is used by the University together with other performance data to form an overall OfSTED judgement for the student teacher.
Sample 1
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