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Trainers will give formative advice and support to the teachers in their training groups on
both the content and structure of portfolios in order to support the development of entries
for summative assessment.
Portfolio content to be assessed:
1)
Action research project report (4000 words) to include:
• Rationale for research focus (related to the 7 themes of the programme)
• Account of changes to practice – What was the intervention?
• Data collection – What methods were used to collect data? Why were these methods
chosen?
• Key findings – What did the data show?
• Analysis of the data – Assess the effects of the intervention to determine if
improvement has occurred. If there is improvement, does the data clearly provide the
supporting evidence? If not, what changes can be made to the actions to elicit better
results in further cycle of your action research?
• Limitations – What difficulties were encountered during the project?
• Implications – How will the findings of this project influence your future practice?
2)
Reflective accounts of two coaching sessions to include:
• Two coaching session plans
• Two reflective accounts of coaching sessions (each 1000 words) to include:
o Rationale for focusing on particular ideas from the programme in this context
(identifying the professional development needs of teachers in their school)
o Description of the coaching sessions
o Evaluation of what went well and what did not go so well in the coaching sessions
o Evaluation of the teachers’ learning in relation to the ideas addressed during the
coaching sessions
• Reflective account of the coach’s learning in relation to their coaching practice
(1000 words)
3)
Analytical account of the process of mentoring one colleague (mentee) (2000
words) to include:
• Identification of needs: What were the colleague’s developmental needs in relation
to ideas from the programme (this might relate to the same ideas as those addressed
in the group coaching sessions)
• Interventions, observations and feedback
• Evaluation of the success of the mentoring
• Learning about effective mentoring gained from working with their colleague.
The following appendices must be included with the analytical account of the process of
mentoring:
• Observations of mentee’s teaching with a focus on identified developmental needs
• Records of written feedback given to the colleague including targets for development
• Colleague’s (mentee’s) reflective accounts of learning in relation to the focus of
mentoring
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2.3 The process of assessment of portfolios
2.3.1 Initial assessment of portfolios by group trainers
During the second face to face phase of the Level 2 training, trainers will support the
completion of, will become familiar with, and will make an initial assessment of the
portfolios of the teachers in their training group. This assessment will be made in relation
to the criteria outlined above and grades of Good Pass, Pass, Borderline or Fail given.
The grade Good Pass is used to identify work that may be used as exemplars in future
training programmes. Teachers receiving this grade may also be encouraged to develop
their work for submission to a professional journal. Descriptors of these grades are given
in Appendix 3. Trainers will complete a list of initial grades for each of the teachers in
their group. These will be passed on to the independent trainer assigned to the group who
will independently assess the teachers’ portfolios and presentation.
2.3.2 Independent assessment of portfolios
Teachers will submit their portfolios electronically and these will be accessible on- line
to group trainers and independent trainers for assessment purposes. Following the second
face to face training period, independent trainers will review the portfolios and give an
independent trainer grade. They will then determine a final portfolio grade for each teacher
by comparing their independent trainer grade with the group trainer grade according to an
algorithm which can be found in the Assessment Toolbox. Portfolios will be moderated
by an Expert or second independent trainer where group trainer and independent trainer
grades differ by two levels or where the independent trainer has given a borderline grade.
3
Assessment of Presentation
3.1 Principles for the assessment of presentation
During the second face to face period, teachers will give presentation relating to entries in
their portfolios. This presentation will help establish authenticity of the teacher’s portfolio
and demonstrate their presentation skills. Presentation will focus on the implementation
of ideas from the two strands of the programme into practice in schools.
3.2 Content of the presentation
Reflection on implementation and managing the changes to own and collegues’
practice (20-22 mins). Presentation will consist of 6 slides or 6 posters, which will
demonstrate:
The findings of the action research and how these will influence the teacher’s future
practice
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Slides should not attempt to explain the process of the project but only what the teacher
found out and how they intend to make use of these findings in future planning and
teaching.
An evaluation of the learning of colleagues from one coaching session to include
evidence of such learning
In thess slides the teacher will need to briefly describe the coaching session minutes.
They should spend most of the time explaining what they think their colleagues learned
and presenting evidence to support their assertions. This evidence may include, for
example, photographs of group posters made during the session, colleagues’ evaluations
of the session, colleagues’ lesson plans written after the session demonstrating the
implementation of ideas addressed, etc.
Reflective account of the effectiveness of their mentoring of one colleague to include
evidence of mentee learning.
This should include what the teacher felt went well and not so well in the mentoring
process and why, e.g.
‘I think that my focused observations and feedback discussions were really useful in
helping my mentee develop her questioning.’
There should be brief explanations of what the teacher did, e.g.
‘In a lesson focusing on how my colleague used questioning to develop critical thinking
I … After the lesson we met and discussed her use of different types of questions and I
showed her my observation checklist’ (show the checklist).
Most of the presentation should focus on what learning was achieved through the
mentoring activities, e.g.
My mentee said … In the next lesson I observed she …. This demonstrated that she has
learned …’
The teacher should use photographs, video clips and artefacts such as lesson plans,
children’s work or teacher evaluations to support any contentions about what mentees
learned.
3.3 The process of assessment of presentation
Independent trainers unknown to the teachers will have the final responsibility for the
assessment of presentation. Presentation will be assessed against the three key assessment
criteria. Presentation should address all three key criteria however each individual
presentation may be more focused on one or two of the criteria. Presentation will be
assessed as Good Pass, Pass, Borderline or Fail.
Other teachers in the presentation group will also observe the presentation of their peers.
Participation in peer-assessment of portfolio presentation will contribute to the learning
process for all teachers. The independent trainer may take account of these but will
make the final assessment. The independent trainers’ assessments may be supported by
an Expert if they are observing the process. Experts may act as moderators and where
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