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necessary, may intervene and amend the trainer’s judgement. The presence of an Expert
at the teachers’ presentation will primarily contribute to the process of supporting and
assessing the trainers.
Independent trainers, peers and Experts may use pro-forma to assist assessment of each
element in the presentation. These can be found in the ‘Assessment Tool Box’.
4
Moderation of portfolio and presentation grades
Some assessment decisions will be subject to moderation.
The following cases will be moderated:
1) Where group trainer and independent trainer portfolio grades differ by two or more
levels
2) Where either final portfolio grade or final presentation grade are ‘borderline’
In case 1) an Expert or second independent trainer will review the teacher’s portfolio and
discuss the grades given with the group trainer and independent trainer. The Expert or
second independent trainer will make a final decision.
In case 2) an Expert or second independent trainer and the independent trainer will
consider and discuss the teacher’s portfolio and presentation in order to decide whether
there is sufficient evidence that the teacher has satisfied each of the three key criteria. The
Expert and second independent trainer will have access to the portfolio through the portal.
They may have observed the presentation, if not they may use video of the presentation
to inform their decision if this is available. The Expert or second independent trainer will
make a final decision.
By the end of this moderation process all teachers will be allocated a programme grade
of Pass or Fail.
All course participants who gain a pass in the programme grade will be entitled to proceed
to the CPM examination for formal certification. As the moderation process will not be
complete before the examination takes place, any participants assessed as ‘borderline’
will be allowed to take the exam.
Participants receiving a fail programme grade after moderation will not be entitled to
certification regardless of the result of the examination.
5
Formal approval of the pass list, re-submission and appeals
Following the moderation process, grades attributed to all candidates will be used to
generate a proposed pass list for submission to the Assessment Board. The Assessment
Board will review and formally approve the pass list. The board will consider the cases
of candidates deemed to have failed as well as any cases of malpractice. They will make
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decisions about resubmissions or re-registrations by these candidates based on evidence
presented.
Candidates whose portfolios or presentation are assessed as ‘fail’ will be allowed to re-
submit one failed element on one occasion. Candidates who fail both the portfolio and
presentation will not be allowed to re-submit.
The Assessment Board will consider the cases of candidates who do not complete the
programme due to ill health or personal circumstances. The board will decide whether
the candidate should be allowed to re-register for the programme and what parts of the
programme they need to complete.
The Assessment Board will also consider any cases where malpractice, usually plagiarism,
is suspected. A statement about what constitutes plagiarism may be found in the Teacher’s
Handbook. The board will make decisions about the possibility for re-submission by
candidates whose work is found to be plagiarised.
Following the Assessment Board a formal pass list will be issued as well as decisions
about re-submissions or re-registrations for those candidates who failed.
Appeals
Candidates are entitled to appeal against a decision of fail. However, appeals may only be
made on procedural grounds. Assessment and moderation judgements made by trainers,
independent trainers and Experts about the quality of portfolios and presentations may
not be questioned. Appeals may only be made in cases where the processes of assessment
and moderation set out in this document were not followed. In such cases candidates
should write to the Principal Expert giving details of and evidence for, any perceived
procedural errors, bias or inappropriate action performed in the assessment process. Such
an appeal should be made within 14 days of the pass list being issued.
The Principal Expert will acknowledge the request for a review immediately after its
receipt. The appeal will be investigated by the Principal Expert who will consult with
trainers, independent trainers and Experts involved in the assessment of the individual
making the appeal. The candidate may be asked to make their representation in person
to the Principal Expert. The Principal Expert will communicate in writing whether the
appeal is accepted or rejected and provide a summary of the reasons for the decision.
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Appendix 1 - The Standards for Teachers at Level 2
Professional Knowledge and Understanding
Criteria of
professionalism
Competence: Illustration of Professional Practice
Level 2 teachers:
Teachers have gained
knowledge and
understanding of the
key ideas presented in
the programme
• Have extensive knowledge of issues related to
individual learner needs (talented and gifted in
accordance with age related difference, etc.) and know
how to consult with other teachers about these issues.
Professional Skills
Criteria of
professionalism
Competence: Illustration of Professional Practice
Level 2 teachers:
Teachers are applying
these ideas within their
own practice
• Support other teachers in using effective teaching,
learning and behaviour management strategies, including
how to select and use approaches that personalize
learning to provide opportunities for all learners to
achieve their potential;
• Initiate and sustain professional conversations about
teaching and learning with groups of teachers and engage
in lesson study within a school;
• Lead the learning of a team of teachers through coaching
and mentoring;
• Create and sustain a professional learning community of
teachers within a school;
• Make judgments about the effectiveness of other teacher
colleagues and use this as a basis for improving teaching
and learning within a school;
• Take a lead in planning collaboratively with colleagues
in order to promote effective school practice including
making cross-curricular links;
• Work as mentors with less Expert teachers to plan
sequences of lessons within the school;
• Make deliberative judgments about classroom practice
and help other less Expert teachers to solve problems in
their classrooms;
• Can work with classroom practitioners and help other
less Expert teachers to respond to individual pupils
learning needs;
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•
Help other teachers in the effective practice of
summative and formative assessment;
•
Have an excellent ability to provide learners,
colleagues and parents with timely, accurate and
constructive feedback on learners’ attainment,
progress and areas for development that promotes
pupil progress.
Professional Values and commitment
Criteria of
professionalism
Competence: Illustration of Professional Practice
Level 2 teachers:
Teachers are reflecting
on the implementation
of new practices and
considering implications
for further development:
• Build and sustain positive professional working
relationships with other teachers in school;
• Lead and support other teachers’ professional
development in school;
• Have the disposition to ask difficult questions of
themselves and colleagues to improve teaching;
• Research and evaluate innovative curricular practices
and draw on research outcomes and other sources of
external evidence to inform their own practice and that
of colleagues;
• Conduct action research with the aim of improving
teaching practice of all teachers within the school.
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Appendix 2 – Requirements for each assignment
Requirements of the Action Research report
The Action Research report is assessed against the three key criteria of the programme.
In arriving at a grade, assessors should also consider whether it includes all the required
elements. These are:
1)
A rationale for the focus of the Action Research
a) An explanation of why the teacher chose to focus on a particular aspect or aspects
of the seven topics
b) An explanation of what is already known about the aspect of teaching and learning
that was investigated in the action research
c) A research question giving a clear indication of exactly what the teacher was trying
to find out
2)
An account of changes to practice made and data collection methods used
a) An explanation of what changes were made to practice
b) An explanation of what evidence was collected to show pupils learning and an
explanation of how this evidence was collected
3)
Findings and analysis
a) Clear and concise presentation of findings
b) An analysis of findings which makes substantiated judgements about what was
thought to have happened. This analysis should help answer the research question.
4)
The limitations of the Action Research process and implications for future
practice
a) A discussion of difficulties encountered in carrying out the changes to practice and
in collecting evidence of children’s learning
b) An explanation of what could be done better another time
c) An explanation of how what was learned from this action research project will
influence future practice
Requirements of the Reflective account of coaching sessions
The Reflective account of coaching sessions is assessed against the three key criteria of
the programme. In arriving at a grade, assessors should also consider whether it includes
all the required elements. These are:
Reflective accounts of training sessions
1)
Rationale for focus of the sessions
a) An explanation of the focus of the coaching session, e.g. using peer-assessment
and success criteria, organising collaborative group work, helping gifted and talented
pupils develop higher level thinking etc.
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b) An explanation of the context of the coaching session
c) An explanation of why the teacher chose to focus on this aspect of teaching and
learning
d) An explanation of why the teacher chose to work with these particular teachers
2)
Description of coaching session and evaluation of teaching
a) The learning objectives for the coaching session
b) A description of what the teacher did in the coaching session (coaching activity)
c) A description of what the teacher colleagues did in the session
d) An explanation of what went well and why
e) An explanation of what did not go well and why
3)
Evaluation of the teachers’ learning in relation to the ideas addressed
a) An explanation of what teacher colleagues learned from the coaching session
b) Evidence of the teacher colleagues’ learning
c) Suggestions about what the teacher would do differently another time to enhance
teacher learning in relation to this learning objective
Reflective account of learning in relation to coaching practice
This should be an explanation of what was learned from the coaching experience in
relation to:
a) The ideas which the teacher was conveying
b) Teaching children
c) Coaching adults
d) Themselves as a teacher
e) Themselves as a coach
f) How they will improve their coaching in future
Requirements of the analytical account of the process of mentoring one colleague
The Analytical account of the process of mentoring one colleague is assessed against the
three key criteria of the programme. In arriving at a grade, assessors should also consider
whether it includes all the required elements. These are:
1)
Identification of mentee developmental needs
a) A brief resume of their mentee - their qualifications, their role, how long they have
been teaching
b) An explanation of how the teacher identified the developmental needs of the
mentee
2)
Interventions, observations and feedback
a) An explanation of any interventions initiated with the mentee
b) A discussion of any observations made of the mentee’s teaching
c) A discussion of the feedback and feed forward given to the mentee
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3)
Evaluating the success of mentoring
a) Discussion about the teacher’s relationship with the mentee
b) An explanation of what the mentee learned from the mentoring experience
c) The activities that were thought to be most/least successful and why
d) The ways in which the practice of the mentee changed as a result of the mentoring
process
e) What the teacher would do differently if they were able to repeat this experience
f) The further support that could be given to this teacher
4)
Learning in relation to mentoring
a) An explanation of what was learned about effective mentoring from this experience
b) Specific examples of how this learning occurred
c) How the teacher will amend the way they work with mentees in the future based
on this learning
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Appendix 3 - Grading against the criteria
Grades given will be one of the following:
• Good Pass (portfolios only)
• Pass
• Borderline
• Fail
A Good Pass will be given where there is strong evidence in the portfolio or presentation
that the teacher has satisfied each of the three key criteria. There will be evidence in
relation to two or three of the criteria that the teacher has consistently satisfied the criteria
at a high level.
Note - The grade ‘good pass’ is used to identify work in portfolios that may be used as
examples in future training.
A Pass grade will be given where there is clear evidence in the portfolio or presentation
that the teacher has satisfied each of the three key criteria. A Pass grade may be given
where evidence for one of the key criteria is weak but where there is strong evidence for
the other two.
A Borderline grade will be given where there is some evidence in the portfolio or in the
presentation that the teacher has begun to satisfy all three criteria. Where evidence for
two or three of the key criteria are weak, the portfolio or presentation will be assessed as
Borderline.
A Fail grade will only be given for portfolios in the case of non-submission or where items
are missing or do not address the key criteria. Fail will only be given for presentation
if the teacher fails to give presentation or when presentation does not address the key
criteria. There may be some evidence of satisfying one or two of the key criteria in the
portfolio and presentation of a teacher. However, if there is no evidence of addressing any
one of the three key criteria across the portfolio and presentation, the teacher’s overall
programme grade will be Fail.
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