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HYPERLINKED VERSION OF PRACTICAL TEACHING AND PROFESSIONAL DEVELOPMENT EVIDENCE INDEX

2012/13 Year 2 - UPDATED August 2012

PRACTICAL TEACHING FILE - INDEX OF EVIDENCE

ITEM	BY WHEN?
Copy of this Index	First item in file
SECTION 1: YOU AND YOUR PROGRESS THROUGH THE COURSE	BY WHEN?
1 (a) PERSONAL PROFILE AND CV Completed Personal Profile Current CV	Both by end of induction
1 (b) COURSE / YEAR COMPLETION RECORD Course / Year Completion Record Signed by your Course Tutor, to confirm that all parts of the year have been completed.	At end of course / year 1
1 (c) INITIAL AND SELF ASSESSMENT RESULTS Initial assessment results for entry to the course and during induction (e.g. BKSB test results) Self assessments for Language, Literacy and Numeracy Self assessment for ICT Self assessment of Practical Teaching using OfSTED Grading Criteria	First three by end of induction First by end of induction then ongoing through year
1 (d) INDIVIDUAL DEVELOPMENT PLANS / TUTORIAL RECORDS / NOTES Your Initial Individual Development Plan Your Individual Development Plan for Milestone 1 Your Individual Development Plan for Milestone 2 Your Individual Development Plan for Milestone 3 Tutorial records as appropriate Notes you / your tutor have made re Milestones or Tutorials as appropriate	By end of induction At Milestone 1 At Milestone 2 At Milestone 3 Ongoing as completed
1 (e) PROFESSIONAL DEVELOPMENT JOURNAL (PDJ) PDJ entry 1 - Min 500 words PDJ entry 2 - Min 2000 words PDJ entry 3 - Min 500 words	By Milestone 1 By Milestone 2 By Milestone 3
SECTION 2: YOU AND YOUR TEACHING	BY WHEN?
2 (a) TEACHING / MENTORING ARRANGEMENTS The completed Practical Teaching Arrangements proforma The Practical Teaching Log, showing evidence that you have started recording your teaching. Evidence in your Practical Teaching Log of about 40 hours of teaching Evidence in your Practical Teaching Log of at least 75 hours of teaching A copy of a completed / updated Mentor Record, provided by your Mentor A copy of your Mentoring Log, completed and agreed by you and your mentor at least three times per year	By end of induction By end of induction By end LL52/6202 By end of year By end of induction By end of year
2 (b) YOUR TEACHING SITUATION AND FEATURED TEACHING GROUP/S A brief introduction to your teaching situation, indicating: - The overall range of subjects/courses/qualifications you teach - The range of levels you teach - The age ranges of your learners across all your teaching A description of your teaching group / s selected for the PTF including: - age range, entry requirements, previous experience and learning about the subject, range of LLN & ICT abilities, range of cultural backgrounds, behavioural expectations of learners in your organization, etc - any other information you consider relevant and wish to include Added information for added groups featured.	Both items by end of LL52/6201
2 (c) OBSERVATIONS (PRACTICAL TEACHING ASSESSMENTS) OF YOUR TEACHING The following set of evidence must be provided for each observation: - Completed feedback from the observer - Your session plan (see section 3 (e) for session plan requirements) - All resources used for the session - Your full self evaluation of the session General Observation 1 (link to general observation form) by your tutor Specialist Observation 1 (link to specialist observation form) by your mentor General Observation 2 by your tutor General Observation 3 by your tutor Specialist Observation 2 by your mentor	By end of LL52/6201 By end of LL52/6201 By end of LL52/6202 By end of LL52/6203 By end of LL52/6204
2 (d) SCHEME OF WORK Scheme of work for 20 hours of teaching. Syllabus/programme specification from awarding organisation for which scheme of work is written or other relevant documentation	First version by end of LL52/6201, then updated as working document as year progresses
2 (e) SESSION PLANS There need to be a minimum of 9 session plans totalling at least 20 hours of teaching in your PTF. Five session plans will be included with your evidence of observations in section 2 (c) The remaining plans (at least 4) should be placed in this section All included plans must identify: - The aims and learning outcomes/objectives for the session - The sequencing / timing / management of the session. - Teacher activity and student activity - learning activities (content) and how they will be sequenced and managed in the overall session structure - Embedding of Equality and Diversity - Embedding of Every Child Matters (where required) - Planning for differentiation - The learning resources required - How formal and informal assessment is carried out - How relevant Key / LLN / Functional and ICT Skills have been included At least three plans per term	At lest three per term Three in section 3 (c) or here by end of year
2 (f) ASSESSMENT Assessment documentation provided by your awarding body which explains the assessment methods, approaches, rules, scheduling and weighting which should be used (sometimes called the ‘assessment scheme’) At least two examples of assessments (formative or summative) completed with your learners and One example of your feedback on an assessment (if written, include documentation; if verbal the evidence must be referenced to an observed session). A set of your assessment tracking documents including completed documentation for at least two learners	By end of LL52/6202 By end of LL52/6202 By end of LL52/6202 By end of year
2 (g) EVALUATION One session evaluation activity and the results (this could be informal or formal evaluation where your learners give feedback on at least one session you have taught in an evaluative way. Evidence of at least one course evaluation activity in a format which is required by your organisation. An action plan for improvement which you have created based on the results of both evaluation activities.	By the end of the year.
2 (h) OBSERVATION BY YOU OF OTHER TEACHER At least three observations of experienced teachers in your specialist area (if you are absent during the seminar presentations, you will need to do a minimum of four observations of experienced teachers. Even if you do more than one peer evaluation of a seminar, you still need to do at least three observations of experienced teachers). Copies of any other observations that you carry out of peers/colleagues The observations that you carry out of experienced teachers should be planned to enable you to observe your subject (or a closely related subject) being taught to different age groups, at different levels and/or in different contexts. The intention of this activity is to broaden your experience of teaching your specialist subject beyond the narrow focus of the groups you work with. Practical Teaching Observing another teacher - year 2	By the end of the year

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