data and evaluation handbook

Data and Evaluation Handbook School of Teacher Education

Updated February 2015

“The judicious use of well-timed procedures and the rigorous analysis of data to gauge

trainees’ progress in relation to the Teachers’ Standards, and the use of findings to inform

changes in provision including timely intervention and the tailoring of training content to

trainees’ needs.”

Liverpool Hope University Partnership

Initial Teacher Education inspection report [Ofsted]

Copyright © 2014 School of Teacher Education, Liverpool Hope University

[1]

Contents

Introduction……………………………………………………………………………………………………………………………… 2

Structures, processes and responsibilities…………………………………………………………………………………. 3

Roles and responsibilities within data…………………………………………………………………………………………… 3

Data and Evaluation Map……………………………………………………………………………………………………………… 4

Communication Structure…………………………………………………………………………………………………………….. 5

Data Calendar……………………………………………………………………………………………………………………………….. 6

Data/Evaluation Process……………………………………………………………………………………………………………….. 7

New evaluation proforma 2014/15

New evaluation email

How data is collated and reported…………………………………………………………………………………………………. 9

Quantitative data

Trainee reviews/outcomes

Qualitative data

Report findings

Following up evaluations

Sharing negative feedback

University centre based data……………………………………………………………………………………………………… 12

Trainee evaluations……………………………………………………………………………………………………………………. 13

School Partnership data………………………………………..…………………………………………………………………… 14

Appendices………………………………………………………………………………………………………………………………... 15

1. BA (QTS) Primary Teaching Data Calendar 2014/15

2. PGCE Primary Teaching Data Calendar 2014/15

3. PGCE Secondary Teaching Data Calendar 2014/15

4. Course Cohort Evaluation 2014/15

5. Cohort Curriculum Evaluation 2014/15

6. Cohort Internal Exit Survey 2014/15

7. Trainee evaluation of placement experience 2014/15

Guidance criteria for completing placement experience evaluation

8. Supporting Information: Placement Evaluations

9. Placement Intervention Log 2014/15

10. Evaluations of Partnership completed by school partners 2014/15

11. Liverpool Hope University evaluations of Partnership completed by school partners 2014/15

12. PLC Self Evaluation Checklist Annual Review 2014/15

13. Quality Assurance: Evaluation by Professional Placement Tutor (PPT) 2014/15

14. QA of Professional Learning: To be completed by PLC and Professional Tutor 2014/15

[2]

Introduction

The purpose of this Handbook is to set out data structures, processes and responsibilities in relation to

the School of Teacher Education. This handbook contains all the evaluations collated throughout the

academic year and should be used as a check list for Heads of Year and PPTs who have direct

responsibility in disseminating evaluations to the relevant people.

Following the recommendations set out in the Ofsted inspection in December 2012, data is now

collected in a systematic way, with rigorous analysis and timely use of data which ensures maximum

impact on improvements to priorities on the outcomes for trainees, quality of training and the

leadership and management of the partnership. In light of these priorities, the Ofsted publication in

January 2014 highlighted a key strength in the “judicious use of well-timed procedures and the rigorous

analysis of data”.

Data is central to the University and is a vital provision for strengthening training programmes,

meeting the needs of our students and meeting the requirements set out by Ofsted. We’re using data

in a much smarter way, with systematic tracking and monitoring from interview to graduation. Focused

audits and interventions are enabling in-year adjustments as well as year-by-year developments. The

last academic year has seen a dramatic improvement in the way our trainees have evaluated the

quality and effectiveness of our programmes.

One of the key recommendations highlighted in the 2013 report is to “Make even better use of data

and information from focused observations, evaluations and trainee’s profiles to identify precisely

where support is needed to ensure all trainees make the best progress against each of the teaching

standards.”

Data has shown a huge transformation in the restructuring of data collation, trainee profiling, tracking

trainee progress, dissemination and renovating of evaluations.

Data is collected across all programmes at key points and used in a formative and summative way, and

forms a key part of the improvement at a whole ITE, at programme and school levels, and at an

individual session/trainee level, as appropriate.

The importance of collating data as a Faculty not only adheres to the requirement set out by Ofsted,

but aids in the formation of stronger data provisions, intervention and evidence for self-evaluation as

an Initial Teaching Provider, centred around data objectives

To identify the strengths and weaknesses of the training programme and to identify any

concerns and offer solution for improvement.

To increase student satisfaction through rigorous evaluations, intervention and actions.

To become an outstanding Initial Teacher Training provider.

[3]

Data responsibilities, structures and processes

Roles and Responsibilities within Data

It is the responsibility of the Partnership as a whole to ensure that each fulfils the roles and

responsibilities outlined below:

All partners are responsible for:

taking an active part in enhancing data across

establishing and enabling Primary and Secondary Steering committees to review and inform the

university curriculum, and professional learning experience

contributing to the development and evaluation of ITT programmes via completion of

evaluation surveys and by providing regular feedback on the Partnership

The Faculty Data Officer will:

take responsibility, under the Head of School of Teacher Education, for all aspects of the

effective and efficient management of ITE Data

work in close association with the Head of School of Teacher Education and other senior

colleagues to ensure that the development of data is compliant with Ofsted and QAA

requirements and reflects the priorities and principles of the changing external environment

share information and disseminate of data and evaluation to the relevant people

Heads of Year:

communicate the expectations and outcomes of each trainee to all partners

ensure completion of all evaluation proformas

assume a lead role in supporting trainees with concerns during their programme

feed back any problems with a “you said we did approach”

[4]

University Centre Based Data

Course evaluations

Curriculum evaluations

Internal Exit Survey

SIA evaluations (conferences, professional &

development days)

Subject Knowledge Audit data

Trainee data

E-Profiles

Trainee outcome data (Reviews)

Trainee evaluation of placement

experience

Post PPL Audit of teaching experience

School Partnership data

Cluster evaluations

Mentor training

PLC and PPT evaluation of Partnership

School evaluation completed by

partner schools

School evaluations of role in

partnership

External data

Ofsted data (survey - Hope internal and

national)

NSS Survey - National

NQT Survey

NCTL / HESA Data

External Examiner's report

Employment data - national

Headline Data

Progress reviews

Improvement and Development Plan

(IDP)

Self - Evaluation Document (SED)

Action Plans

Data and Evaluation Map

The data and evaluation map has been constructed to facilitate colleagues’ navigation through the j drive where data is stored. Any evaluations, reports

and statistics can be found within these folders located here: J:\Edustaff\14-15\ITE\Data.

[5]

Communication Structure

The diagram below identifies a chain of command that evaluations go through, to form a systematic and structured line of communication from collection to

circulation.

University Centre Based Data (e.g.

Course, Curriculum, SIA, Subject

Knowledge Audit)

Faculty Data Officer

Programme Lead

Subject/Specialist Interest team

Student Data (e.g. Placements)


Programme Lead Senior Professional

Tutor for Partnership

Partnership Adminstration and

Support

Professional Placement Tutor

Professional learning Coordinator

Class mentor

Professional Placement Learning Data

School Partnership (e.g. PLC/PPT

Evaluations, School Partner evaluations, Role in Partnership)


Partnership Adminstration and

Support

Senior Professional Tutor for Partnership

Programme Lead

[6]

Data Calendar

The new systematic data collection calendar ensures that regular data is collected from all cohorts as

to their overall training, their placement experiences as well as to their training within curriculum

areas. This is supported by evaluations of placements and the partnership in general, which are

completed by School partners. This evaluative data is complemented by review grade information for

all students which is collected at an individual teaching standard level, and also for English,

Mathematics and Phonics for primary trainees. The data which is collected is used to create mid-year

intervention reports which identify issues which need to be addressed in terms of centre based or

school based training and trainees in need of additional support. The impact of these interventions is

reviewed in end of year hand over/end of course review reports, which form part of the basis for the

overall improvement planning cycle. (Please see appendix 1, 2 and 3 for data calendar)

[7]

Data/Evaluation Process

The process of student evaluations should give trainees the opportunity to reflect on their programme

and provide honest feedback on their trainee experience. Trainees share their views with the

understanding that their feedback will be taken seriously and acted upon. Trainees are expected to

complete, electronically or where not possible in paper format, an interim and end of year

evaluation of the course, curriculum, internal exit survey, subject knowledge audit and placement

experience.

The diagram below is a systematic process that the Faculty Data Officer will follow to collate, analyse

and report data. This is demonstrated using six step method of each stage from entry to completion.

*This may take longer during busier term times and/or on the level of detail required for analysis.

New evaluation proformas 2014/15

All evaluation proformas for 2014/15 can be found on the j drive here: J:\Edustaff\14-15\SCHOOL OF

TEACHER EDUCATION 2014 - 15\Data\2014/15 proformas

These evaluation proformas have been amended and updated with a disclaimer, instruction for the

audience and contact information. In order to maintain version control, any evaluation that is on the

old format (2013/14) will not be accepted.

The folder is split into 3 sections:

University centre based evaluations - course, curriculum. internal exit survey

Trainee evaluations - trainee evaluation of placement experience, post PPL of teaching

experience

School partnership - Evaluation by PPT, partner school, school's role in partnership and PLC

self-evaluation checklist

Process

1. Input & check data Collate data

Check consistency & accuracy

Validate data

2. Code & Tabulate Descriptive comments coded

3. Analyse & compare Compare three year trends, cohorts and subjects

Count & % - Pivot table

Frequency distribution and average

4. Report findings Key findings

Identify strengths and weaknesses

Recommendations

5. Follow up/queries Identify causes of concern

Intervene

Share results

6. Timescale *Within 5 days of receiving the evaluation

[8]

New evaluation email

Please send all electronic evaluations/reviews etc. to the [email protected] email and

not through the Faculty Data Office personal email. This is to ensure that evaluations/reviews are in

one place and can be accessed by other members of the team when I am away from my desk or away

on annual leave.

mailto:[email protected]

[9]

How data is analysed and reported?

Quantitative data

All quantitative data will be analysed using pivots table that summarise, analyse, explore and present

summary data. Pivot tables are a useful tool in seeing comparisons, patterns, and trends.

At the bottom of the excel spreadsheet, there will be a tab labelled “pivot tables”. These pivot tables

are broken down by individual question containing the quantitative information that each respondent

has given for that particular question. For example, if you want to find out those trainees who rated a

question Satisfactory/Requires improvement you can go to the pivot tables for that particular

question, double click on the number for that rating (in the count column) and this will pull through

a report of all those respondents who made such a rating.

Please see diagram below:

*ID numbers and Minor Pathway details have been blacked out to protect trainee’s identity.

Trainee reviews/outcomes

All trainee reviews/outcomes will come to the Faculty Data Officer to input onto a google drive and

shared with the relevant people. Each review will conduct the count, % and average of each T

standard for each outcome and will be broken down by category groups.

[10]

Qualitative data

All qualitative data is analysed using coding and labelling of comments in order to identify similarities

and differences and to highlight the important messages, features or findings. Other analysis includes

looking at categories such as events, descriptions, comments, behaviour to identify new and emerging

categories.

Report findings

Both quantitative and qualitative data is reported in a word document that addresses the purpose of

the report, a summary identifying the strengths and weaknesses and the overall picture.

Following up evaluations

In order to collate evaluations and encourage honest feedback, trainees need to feel confident that

their feedback is listened to and valued. To encourage completion of evaluations over during the

course, trainees need to be assured that their feedback has been acted on to improve their teaching

programme. Trainees benefit from getting something back from their course leaders and PPTs that

their needs will be considered to give them the best possible experience. A “You said, we did”

approach is a good way to provide trainees with a summary of what they said, and what the School of

Teacher Education did to meet their needs. Therefore, trainees are made aware of the outcomes of

evaluations and are informed of the changes made as a result of the information they have provided.

An example below has been taken from the BA QTS Year 3 Head of Year who implemented this

approach and sent a copy of the findings to her trainees:

Areas of NSS YOU SAID WE DID

Assessment and feedback

More consistent assessment guidance and information from tutors

Guidance documents have been added to each assignment to support completion; these have been getting more detailed through the year and have been supported where possible by information in lectures. This is a Level H course, the level of support needs to be commensurate with that level of the degree. I agree that, In an ideal world, your IPD tutors would attend these lectures and/or a meeting prior to the release of assignments. However, this is not been possible due to teaching commitments. This year the assignments are new and it will improve year on year as we learn the lessons from previous experience. Changes to the timetable next year will hopefully enable this to be more slick and consistent in the future.

Organisation and management

Better organisation of the timetable

We are determined to do everything we can to improve the timetable issues faced this year. It is as frustrating for tutors as it is to trainees. The University has begun work on the timetable earlier and we are looking to ensure that as many of the sessions are in place and roomed before the end of the academic year and that clashes and issues are identified before the course starts in September. The model we are aiming for next year is a more intensive day which gives purpose for you being here, but that also frees up time for you to spend on independent study and provides opportunities to maintain contact with your school placements. I hope that you will agree that although your university day will be longer and intensive, you will have greater flexibility and purpose in your course.

[11]

Sharing negative feedback

Sharing good feedback is a simple process but feeding back about poor student evaluations can be

problematic, even more so in situations where a student is returning to school.

In order to ensure all placements are good, particular attention is paid to all responses to any

evaluations rated as less than good. Trainees also have the opportunity to complete a supporting

information of school placement proforma which focuses on 3 elements: what the specific

concern/issue is with the placement experience, what actions has the trainee taken to try and resolve

the problem, and finally, what actions do they feel might help resolve the situation. This proforma

must be asked for by the trainee and can be obtained from the data folder on the j drive or by the

trainee requesting the proforma from [email protected]

Where such feedback is collated, the Senior Professional Tutor for Partnership will conduct an

investigation, identifying the overall response to the school from different trainees; there is then

discussion with the relevant PPT, and with the school as appropriate. The outcome of these

investigations is collated into a tracker, along with actions which have been undertaken and any

impact.


[12]

University centre based data

This is a guide to the university’s internal evaluations that are collected and reported

on throughout the year. These evaluations are completed by trainees to identify the

key strengths and weaknesses of the Initial Teacher Education programme.

Cohort Course Evaluation (Please see appendix 4)

This is a replica of the Ofsted questionnaire that is completed by trainees in order to determine how

effective the ITE course is in preparing them to teach and what they feel needs to be improved.

Questions are designed to gauge students’ confidence and the competence of Hope University

training.

Cohort Curriculum Evaluation (Please see appendix 5)

Curriculum Evaluations explore trainees' views of university sessions in core curriculum subjects. These

evaluations are also used to learn how trainees feel about their own practice in each subject area with

regards to confidence and personal subject knowledge.

Cohort Internal Exit Survey (Please see appendix 6)

This is a replica of the NQT survey that asks trainees 6 months after graduation about their

employment situation, whether they are in a teaching post, supply post or another job. The NQT

survey has recently been revised therefore the Internal Exit Survey has also been revised.

Please Note:

Course/Curriculum/Internal Exit evaluations have been colour co-ordinated to make it easier

to distinguish between the cohorts "Colour for the Cohort". Evaluations will be printed out in the

following colours:

BA Year 1 - Pink

BA Year 2 - Orange

BA Year 3 - Yellow

BA Year 4 - Green

PGCE Primary - Purple

PGCE Secondary - Blue

[13]

Trainee Data

This is a guide to the teacher trainee evaluations that are collected and reported on

throughout the year. These evaluations are completed by trainees to document

trainee’s comments on their professional placement learning experience.

Trainee evaluation of placement experience (Please see appendix 7)

This proforma examine individual trainee’s placement experiences as a means of identifying areas of

strength and common complaints.

The new trainee evaluation has been amended following the belief that placement evaluations should

be supportive and responsive to Partnership, rather than become a tool to complain. The amended

proformas has been rewritten to cater these needs rather than promote reasoning for trainees to

complain. The use of the guidance criteria is given to trainees to provide them with a clear frame of

reference when rating their placements. This is intended to make sure trainees fully understand how

to answer questions appropriately, ensuring that evaluation data is both accurate and reliable. It is

important that both these proformas are printed double sided so trainees always have a copy of the

criteria when rating their placement experience/school.

Supporting Information: Placement Evaluations (Please see appendix 8)

This is a supplementary document to be used only when a trainee has a specific grievance with their

placement that cannot be addressed through simply completing a trainee placement evaluation.

This document is guided by the belief that when trainees do have issues and concerns about their

school placement that they feel they need to address, trainees can complete one of these proformas

to express their concerns, not only highlighting what the issue(s) are but what actions they have taken

to address the issue(s).

Placement Intervention Log 2013-2014 (Please see appendix 9)

This document is completed by the Course Leader and the Senior Professional Placement Tutor for

Partnership, to follow up on any negative feedback highlighted in the trainee evaluation.

[14]

School Partnership data

This is a guide to the school partnership evaluations that are collected and reported

on throughout the year. These evaluations are completed by partner schools to

provide quality assurance on the effectiveness of the university’s partnership and

involvement in professional learning.

Evaluations of Partnership completed by school partners 2014/15 (Please see appendix 10)

Partner schools complete these evaluations to provide us with a good approximation of the health of

their partnership with LHU. Questions assess trainee professionalism and impact, communication,

confidence in mentoring and the overall effectiveness of the partnership.

Follow up of evaluations of Partnership completed by school partners 2014/15 (Please see appendix

11)

The purpose of this proforma is to support the Liverpool Hope University ITE Partnership in the process

of self-evaluation. Any issues raised will be addressed by the Partnership Team and support given to

the school/trainee as appropriate.

PLC Self Evaluation Checklist Annual Review (Please see appendix 12)

This is to be filled out by PLCs (Class teachers or mentors) at the end of the academic year. The

evaluation monitors the PLC conduct and sets out clear criteria for PLCs to adhere to, ensuring quality

mentoring.

Quality Assurance: Evaluation by Professional Placement Tutor (PPT) (Please see appendix 13)

These evaluations are used to examine PPT perspectives on the competency of partner schools in

mentoring trainees.

QA of Professional Learning: To be completed by PLC and Professional Tutor (Please see appendix 14)

The QA evaluates the training trainees receive from partner schools and ensures that trainees are

meeting the requirements outlined by LHU

[15]

Appendices

1. BA (QTS) Primary Teaching Data Calendar 2014/15

2. PGCE Primary Teaching Data Calendar 2014/15

3. PGCE Secondary Teaching Data Calendar 2014/15

4. Course Cohort Evaluation 2014/15

5. Cohort Curriculum Evaluation 2014/15

6. Cohort Internal Exit Survey 2014/15

7. Trainee evaluation of placement experience 2014/15

8. Supporting Information: Placement Evaluations

9. Placement Intervention Log 2014/15

10. Evaluations of Partnership completed by school partners 2014/15

11. Liverpool Hope University evaluations of Partnership completed by school partners

2014/15

12. PLC Self Evaluation Checklist Annual Review 2014/15

13. Quality Assurance: Evaluation by Professional Placement Tutor (PPT) 2014/15

14. QA of Professional Learning: To be completed by PLC and Professional Tutor 2014/15

[16]

Appendix 1

BA (QTS) Primary Teaching Data Calendar 2014/15

YEAR SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH ARRIL MAY

Quality Of Teaching

1 Progress Review 1 w/c 16/12

Progress Review 2 w/c 16/02

2 PPL2 Review w/c 27/04

3 Early report w/c 02/11

PPL3a Review w/c 12/01 PPL3b Review w/c 18/05

4 Early report w/c 15/12

PPL4a Review w/c 16/02 PPL4b Review w/c 18/05

Tracking Student Progress

1 Progress Review Updated Interim Progress Review w/c 09/01

Profiling w/c 11/05


Profiling w/c 20/04


Profiling w/c 18/05


Profiling w/c 18/05

Whole Course

Evaluation

1 Course w/c 15/12 Course w/c 04/05



4 Course w/c 24/11

NSS/NQT Mock 1 w/c 08/12

NSS w/c 06/02 Internal Exit Survey w/c 18/05

Course w/c 18/05

Curriculum Evaluation

1 Curriculum w/c 19/01 Curriculum w/c 04/05

2 Curriculum w/c 01/12

Curriculum w/c 02/05





Trainee

Placement Evaluation

1 PPL1 Evaluation w/c 4/02

2 PPL2 Eval w/c 27/04

3 PPL3a Evaluation w/c 12/01

PPL3b Evaluation w/c 18/05

4 PPL4a Evaluation w/c 16/02

PPL4b Evaluation w/c 18/05

Subject Knowledge

Audit

1 SK Audit Interim w/c 06/10

SK Audit End w/c 11/05

2 SK Audit End w/c 27/04

3 SK Audit End w/c 27/04

4 SK Audit Interim w/c 22/09 SK Audit End w/c 18/05

Student Voice

Staff Student Liaison (SSL) And Focus

Groups (FG)

1 SSL w/c 01/12 SSL w/c 23/02 SSL w/c 18/05

FG w/c 12/12 FG w/c 15/05


FG w/c 12/12 FG w/c 15/05

3 SSL w/c 01/12 FG w/c 26/01 SSL w/c 23/02 FG w/c 21/05


FG w/c 09/12 FG w/c 22/05

[17]

Appendix 2

PGCE Primary Teaching Data Calendar 2014/15

SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH ARRIL MAY June

Quality of teaching Early Report w/c 08/12


Tracking Student Progress

Progress Review Updated

Profiling w/c 08/09 Profiling w/c 26/01 Profiling w/c 23/03

Profiling w/c 22/06

Whole Course Evaluation

NSS/NQT Mock 1 w/c 15/12

Course Interim w/c 26/01

National Student Survey w/c 06/02

Internal Exit Survey w/c 18/05

Course end w/c 22/06

Curriculum Evaluation

Curriculum Interim w/c 26/01

Curriculum End w/c 22/06

Trainee Placement Evaluation

PPL1 Interim w/c 24/11

PPL1 End w/c 19/01 PPL2 Interim w/c 27/04

PPL2 End w/c 15/06

Subject Knowledge Audit

SK Audit Interim w/c 06/10

SK Audit End w/c 11/05

Student Voice Staff student liaison w/c 01/12

Staff student liaison w/c 23/02

Staff student liaison w/c 18/05

[18]

Appendix 3

PGCE Secondary Teaching Data Calendar 2014/15

SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH ARRIL MAY JUNE

Quality of teaching Early Report w/c 13/10

Progress Review w/c 15/01


Early Report w/c 23/03



Whole Course Evaluation

SEN Conference w/c 4/11

Subject Evaluation w/c15/12

Start Right Behaviour Conference w/c 6/01

Good to Outstanding Conference w/c 6/05

Internal Exit Survey 2014 w/c 25/06

IPD Evaluation w/c 16/12

Placement Evaluation

SEN PPL w/c 25/11

F weeks PPL Eval 23/02

S Weeks PPL Eval w/c 25/06

Wider University Evaluation

National Student Survey w/c 06/02

Intervention Report/Action

Plan

Key Concern Form& Plan w/c 10/12

Interim Intervention Report w/c 1/03

Key Concern Form & Plan w/c 29/04

End of Year Report w/c 6/07

Appendix 4

[Insert cohort] Course Evaluation 2014/15 [interim, end]

The purpose of this proforma is to support the Liverpool Hope University ITE Partnership in the process of self-

evaluation. We want to regularly collect feedback from you to improve the quality of your experience on your

teacher training programme. Please take a few minutes to complete this.

Many thanks for taking the time to complete this form. Please return this form to your tutor or email a copy to [email protected]

[19]

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Q1 I am confident the training programme I am on will make me a good or an outstanding teacher by the end of my training

Q2 I am confident I will be able to demonstrate I have met the Teachers’ Standards

Q3 I went through a rigorous selection process to gain a place on an ITE programme

Q4 I feel I am being effectively trained by University tutors

Q5 I feel I am being effectively trained by my school based tutor

Q6 Overall, I feel the QTS university sessions have been of high quality

Q7 I feel my IPD sessions have been of high quality

Q8 I feel the university programme supports the school experience. I understand the link between theory and practice

Q9 I feel I am being effectively trained by my PLC / Class teacher

Q10 My PLC/Class teacher has provided me with helpful feedback and clear targets to help me improve the teaching I have received

Q11 I have the knowledge, understanding and skills I need to meet the needs of all learners (including those who are disabled or who have special educational needs) in the age phase for which I was trained

Q12 I know how to promote good behaviour through my teaching and implement a range of behaviour management strategies

Q13 I know how to tackle and deal with bullying if these issues arise in the classroom

Q14 I know how to tackle and deal with homophobia and racism if these issues arise in the classroom

Q15 I know how to promote learners' English skills

Q16 I know how to promote learners' Mathematical skills

Q17 My views on the quality of all aspects of my training are gathered regularly and impact on the quality of training I receive

Q18 I am confident that my training programme is well led and managed

Q19 What improvements can you suggest for your Curriculum Programme (Maths, English, Science etc.)?

Q20 What improvements can you suggest for the Initial Professional Development programme?

ID Number: Minor Pathway:

Appendix 5

[insert cohort] Primary Teaching Curriculum Evaluation [interim/end] 2014/15

[20]

In order to ensure that we prepare you to become an outstanding teacher, we are committed to ensuring that you have the best training possible to enable you to teach across the full Primary Curriculum. Please complete this questionnaire as honestly as possible as it will enable us to ensure that you are fully supported, and to enhance your experience on the course.

ID Number: Subject specialism:

Q1. Ranking your answers from 1 (Very Good) to 4 (Poor), please rate, how good the university sessions were for each Core Curriculum Subject:

Preparing me to teach

Understanding the curriculum requirements of this subject

Helping me to use subject specific

teaching methods

Helping me to develop my subject

knowledge

Mathematics 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

English 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Phonics 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Science 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Computing 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Q2. Ranking your answers from 1 (High) to 4 (Low), please reflect on your own practice in each Core Curriculum Subject/Area:

My confidence to support/enhance children’s

learning in this area (How you feel about your teaching)

My personal subject knowledge (How much do you feel you know

and understand)

Mathematics – Using and applying /problem solving 1 2 3 4 1 2 3 4

Mathematics – Number 1 2 3 4 1 2 3 4

Mathematics –Shape / Geometry 1 2 3 4 1 2 3 4

Mathematics - Measures 1 2 3 4 1 2 3 4

Mathematics – Handling data / statistics 1 2 3 4 1 2 3 4

English – Writing 1 2 3 4 1 2 3 4

English – Speaking 1 2 3 4 1 2 3 4

English – Reading 1 2 3 4 1 2 3 4

English – Spelling and Grammar 1 2 3 4 1 2 3 4

Phonics 1 2 3 4 1 2 3 4

Science 1 2 3 4 1 2 3 4

Computing 1 2 3 4 1 2 3 4

Q3. Ranking your answers from 1 (High) to 4 (Low), please reflect on your own practice in each subject:

I have undertaken workshops in this subject

this year (Please tick if appropriate)

My confidence to teach the subject

(How you feel about teaching a lesson)

My personal subject knowledge

(How much do you understand)

Please see overleaf.

PE 1 2 3 4 1 2 3 4

Art 1 2 3 4 1 2 3 4

Music 1 2 3 4 1 2 3 4

History 1 2 3 4 1 2 3 4

Geography 1 2 3 4 1 2 3 4

RE 1 2 3 4 1 2 3 4

MFL 1 2 3 4 1 2 3 4

PLEASE READ: In order to ensure that we prepare you to become an outstanding teacher, we are committed to ensuring that you have the best training possible to enable you to teach across the full Primary Curriculum. Please complete this questionnaire as honestly as possible as it will enable us to ensure that you are fully supported, and to enhance your experience on the course.

[21]

Many thanks for taking the time to complete this evaluation. Please return this form to your tutor or email a copy to

[email protected]

Q4.Any other comments:

Appendix 6

[Insert cohort] Internal Exit Survey 2014/15

[22]

The purpose of this survey is to hear your views on the quality of your initial teacher training and how well it

has prepared you for your first year in teaching. Please take a few moments to complete this form.

ID Number: Gender: Male/Female

Name: Subject specialism:

Teaching Standard 1 – Set High Expectations Which Inspire, Motivate And Challenge Pupils

1a – Please rate the overall quality of your training Very Good

Good Requires

Improvement Poor

Teaching Standard 2 – Promote Good Progress And Outcomes By Pupils

2a - How good was your training in preparing you to be aware of pupils’ capabilities and prior knowledge?

Very Good

Good Requires

Improvement Poor

2b - How good was your training in preparing you to guide pupils to reflect on the progress they have made and their emerging needs?

Very Good

Good Requires

Improvement Poor

2c - How good was your training in preparing you to integrate the theoretical elements of your programme with your practical experiences?

Very Good

Good Requires

Improvement Poor

Teaching Standard 3 – Demonstrate Good Subject And Curriculum Knowledge

3a - How good was your training in preparing you to understand the National Curriculum?

Very Good

Good Requires

Improvement Poor

3b - How good was your training in preparing you to teach your specialist subject?

Very Good

Good Requires

Improvement Poor

3c - How good was your training in preparing you to teach reading, including phonics and comprehension?

Very Good

Good Requires

Improvement Poor

Any further comments:

3d - How good was your training in preparing you to teach Primary Mathematics?

Very Good

Good Requires

Improvement Poor

Teaching Standard 4 – Plan And Teach Well Structured Lessons

4a - How good was your training in preparing you to plan your teaching to achieve progression for pupils?

Very Good

Good Requires

Improvement Poor

4b - How good was your training in preparing you to use a range of teaching methods to promote pupils learning?

Very Good

Good Requires

Improvement Poor

Teaching Standard 5 – Adapt Teaching To Respond To The Strengths And Needs Of All Pupils

5a - How good was your training in preparing you to teach across a range of abilities?

Very Good

Good Requires

Improvement Poor

5b - How good was your training in preparing you to teach pupils from all ethnic backgrounds?

Very Good

Good Requires

Improvement Poor

5c - How good was your training in preparing you to teach pupils with special education needs in your classes, with appropriate support?

Very Good

Good Requires

Improvement Poor

5d - How good was your training in preparing you to teach pupils with English as an additional language?

Very Good

Good Requires

Improvement Poor

[23]

Many thanks for taking the time to complete this form. Please return this form to your tutor or email a copy to [email protected]

Teaching Standard 6 – Make Accurate And Productive Use Of Assessment

6a - How good was your training in preparing you to assess pupils’ progress?

Very Good

Good Requires

Improvement Poor

6b - How good was your training in preparing you to record and report pupils’ outcomes?

Very Good

Good Requires

Improvement Poor

6c - How good was your training in preparing you to provide feedback to pupils to support their progress?

Very Good

Good Requires

Improvement Poor

6d - How good was your training in preparing you to use pupil data to support your teaching?

Very Good

Good Requires

Improvement Poor

Teaching Standard 7 – Manage Behaviour Effectively To Ensure A Good And Safe Learning Environment

7a - How good was your training in preparing you to establish and maintain a good standard of behaviour in the classroom?

Very Good

Good Requires

Improvement Poor

Any further comments:

7b - How good was your training in preparing you for your teachers' statutory responsibility for the safeguarding of pupils?

Very Good

Good Requires

Improvement Poor

7c - Please rate the effectiveness of your e-safety training. Very Good

Good Requires

Improvement Poor

Teaching Standard 8 – Fulfil Wider Professional Responsibilities

8a - How good was your training in preparing you to deploy support staff effectively?

Very Good

Good Requires

Improvement Poor

8b - How good was your training in preparing you to communicate with parents or carers

Very Good

Good Requires

Improvement Poor

8c - How good was your training in preparing you to identify and address your own continuing professional development needs?

Very Good

Good Requires

Improvement Poor

8d - How good was your training in preparing you to access educational research in your teaching?

Very Good

Good Requires

Improvement Poor

8e - How good was your training in preparing you to assess the robustness of educational research?

Very Good

Good Requires

Improvement Poor

8f - How good was your training in preparing you to understand and apply the findings from educational research?

Very Good

Good Requires

Improvement Poor

9. Employment

How good was your training in helping you to apply confidently for teaching positions (e.g. support with job applications and interviews)?

Very Good

Good Requires

Improvement Poor

Any further comments

Appendix 7

[Insert cohort] Teaching (PPL Type e.g. PPL4a) Placement Evaluation 2014/15

Thank you for taking the time to complete this evaluation. Please return this form to your PPT or send a copy to [email protected]

ID Number: School and Postcode: Subject:

Class teacher: PLC in school: PPT:

Outstanding Good

Requires Improvement

Q1 My induction into my placement school was…

Q2 The opportunities made available to me to observe wider lessons were…

Q3 The support I received with regard to lesson planning was…

Q4 The quality of lesson observation feedback I received which then enabled me to impact on pupil progress was…

Q5 The subject specific feedback I received enabled me to reach the following standard in professional development…

Q6 The school-led programme at my placement school was…

Q7 My involvement in whole school meetings and staff training was…

Q8 The support I received from my PLC/Class teacher was…

Q9 The support I received from my PPT was…

Q10 The support I received from my Head Of Year was…

Q11 Overall my placement experience was…

Q12 Please tell us how your placement experience impacted on your professional development

Q13 With regard to your professional development, is there a teaching standard which you feel you could have had more assistance with from your placement setting?

Q14 Did your school ask you for feedback on your placement? Yes No

If there are any issues with your placement experience that require further attention, please complete the Supporting Information proforma that can be obtained from Eden 120 or by requesting the proforma from your PPT or Head of year.

IMPORTANT: As part of the Ofsted framework, it is essential for ITE providers to monitor the quality of training across the Partnership. Your feedback WILL be shared with schools as a way to ACT on your suggestions and areas of improvement to support you and future trainees in the best way possible. We do ask that you maintain a professional approach when completing this evaluation.

Appendix 7

Guidance criteria for completing placement experience evaluation

Outstanding Good Requires Improvement

1 There are clear induction procedures into the school, after which a progressive timetable is created which is personalised to the trainees’ needs.

There are appropriate induction procedures into the school and a timetable is created.

There is little or no evidence of induction procedures into the school.

2 Trainees are always given the opportunity to observe teaching across all of the school’s key stages.

Trainees are mostly given the opportunity to observe teaching across all of the school’s key stages.

Trainees are sometimes given the opportunity to observe teaching across all of the school’s key stages.

3 The PLC/Class teacher always meets with the trainee to guide, advise and assist the trainee to plan and review lessons and encourage reflective practice, that match the learning outcome and differentiate to meet pupil’s individual needs.

The PLC/Class teacher usually meets with the trainee to guide, advise and assist the trainee to plan and review lessons and encourage reflective practice, that differentiate to meet pupil’s individual needs.

The PLC/Class teacher sometimes meets with the trainee to guide, advise and assist the trainee to plan and review lessons that differentiate to meet pupil’s individual needs.

4 The trainee entitlement (one formal lesson observation with feedback per week) is always met and at times, exceeded, with a positive impact on outcomes for trainees and pupils.

The trainee entitlement (one formal lesson observation with feedback per week) is usually met with an impact on outcomes for trainees and pupils.

The trainee entitlement (one formal lesson observation with feedback per week) is sometimes met.

5 The trainee is always given stringent subject specific targets which drive forward professional development.

The trainee is usually given subject specific targets which promote professional development.

The trainee is sometimes given subject specific targets which encourage professional development.

6 The trainee is always invited to attend a programme of school-led sessions that make use of specialist knowledge from within or beyond the school’s workforce.

The trainee is usually invited to attend a programme of school-led sessions that make use of specialist knowledge from within or beyond the school’s workforce.

The trainee is sometimes invited to attend a programme of school-led sessions that make use of specialist knowledge from within or beyond the school’s workforce.

7 Trainees are always given the opportunity to attend whole school meetings and staff training.

Trainees are usually given the opportunity to attend whole school meetings and staff training.

Trainees are sometimes given the opportunity to attend whole school meetings and staff training.

8 The PLC/Class teacher always meets with trainees at review points, to collaboratively review and set targets, based on a full understanding of trainees’ strengths and areas for development.

The PLC/Class teacher usually meets with trainees at review points, to review and set targets, based on a full understanding of trainees’ strengths and areas for development.

The PLC/Class teacher sometimes meets with trainees at review points, to review and set targets, based on an understanding of trainees’ strengths and areas for development.

9/10

A supportive and strong relationship is formed that promotes open and honest discussion where the PPT/Head of year is always available or accessible to discuss any element of trainee’s placement experience with the trainee and PLC/Class teacher.

A good relationship is formed that encourages open and honest discussion where the PPT/Head of year is usually available or accessible to discuss any element of trainee’s placement experience with the trainee and PLC/Class teacher.

A relationship is formed where open and honest discussion takes place, where the PPT/Head of year is sometimes available or accessible to discuss any element of trainee’s placement experience with the trainee and PLC/Class teacher.

11 Based on the criteria above, an overall rating of the trainee’s placement experience is made.

IMPORTANT: Please refer to the criteria below as a guide when rating your placement experience. If you feel that aspects of your placement experience do not meet the framework provided, you are expected to complete the Supporting Information of Placement Experience proforma.

Appendix 8

Supporting Information of Placement Experience

Please return this form to your PPT or email a copy to [email protected]

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Section 1: Student information

ID Number Class teacher

Student name PLC

Please state year of study PPT

School name & postcode

Section 2: Supporting information detail

What specific concerns(s)/issue(s) are there with your school placement?

What action(s) if any, have you taken to try and resolve these issues?

Please include the response from your Class teacher, PLC, PPT, Head of year.

What actions do you feel might resolve the situation at this stage?

Trainee signature

Date

IMPORTANT: As part of the Ofsted framework, it is essential for ITE providers to monitor the quality of training across the Partnership to support you and in the best way possible. This proforma is to provide supporting information to any issues or concerns you may have with your placement experience. Any concerns or issues provided will be followed up and addressed by your Head of Year and the Partnership team to enhance provision. We ask that you maintain a professional approach when completing this form.

Appendix 9

Placement Experience Intervention Log 2014/15

[27]

Copies to:

Programme Lead

Partnership Administration and Support


Name of School & Postcode

Trainees on Placement

PPT

PLC

Driver(s) for intervention

Action(s) by whom

Outcomes

Further Monitoring (How, by whom)

The purpose of this log is to document the steps taken to try and resolve any concerns/issues in response

to the supporting information of placement experience proforma.

Appendix 10 Liverpool Hope University- School Partnership: [insert ppl type] Evaluations of Partnership to be completed by School Partners 2014/15

The purpose of this proforma is to support the Liverpool Hope University ITE Partnership in the process of self-evaluation. Any issues raised will be addressed by the Partnership Team and support given to the school as appropriate. This can be returned to the trainee as part of their review documentation. Otherwise, please return this proforma to Partnership Administration and Support. Faculty of Education, Eden Building, EDEN120, Liverpool Hope University, Hope Park, Liverpool, L16 9JD or email: [email protected]

[28]

School Name: Postcode:

Member of staff completing this form:

Role within the Partnership:

Thank you for taking the time to complete this proforma. We value your feedback.

Strongly agree

Agree Disagree Strongly disagree

Q1 Communication from Hope is good

Q2 Requirements for reviewing trainees are clear

Q3 I am secure about observing and grading trainee lessons

Q4 I am confident in my ability to lead discussions

Q5 I am confident in my ability to set challenging targets for students

Q6 Trainees demonstrate good professional qualities

Q7 Trainees have positively impacted on pupil progress *

*Please give example(s) of how trainees have positively impacted on pupil progress

Q8 The response from Hope if problems arise is productive

Q9 I am confident the school's views are valued

Q10 Our Hope Professional Placement Tutor (primary) or subject tutor (secondary) provides good support

Q11 Our Partnership with Hope is effective

Q12 Have you (or your staff*) attended training / development sessions organised by Hope this year?

Yes No

Q13 Is there dedicated time for you (or your staff*) to support trainees?

Yes No

Q14 Do you have any suggestions as to how our Partnership could further improve?

Q15 What further training would you find beneficial to support your role?

Appendix 11

Liverpool Hope University – Follow up of evaluation of Partnership completed by Partner Schools 2013- 2014

[29]

The purpose of this proforma is to support the Liverpool Hope University ITE Partnership in the process of self-evaluation. Any issues raised will be addressed by the Partnership Team and support given to the school/trainee as appropriate.

Questions – Grade 4 responses noted Target PPL2 PPL 3a PPL 3b PPL 4a PPL 4b PGCE PPL1

PGCE PPL2

1. Communication from Hope is good Communication

2. Requirements for reviewing trainees are clear Reviews

3. I am secure about observing trainee lessons Mentoring

4. I am confident in my ability to lead discussions Mentoring

5. Confident in my ability to set challenging targets Mentoring

6. Demonstrate good professional qualities Mentoring

7. Response from hope if problems arise Communication

8. I am confident the school's views are valued Partnership

9. Tutor provides good support PPT

10. Our partnership with Hope works well Overall

11. Development sessions organised by Hope? CPD

12. Dedicated time to support trainees? Time

Liverpool Hope University – Evaluation of Partnership completed by Partner Schools 2013- 2014

[30]

Suggestions on how partnership could improve:

Comments

Year 1

Year 2

Year 3

Year 4

PGCE Primary

PGCE Secondary

Appendix 12

PLC/Mentor Self Evaluation Checklist Annual Review 2014/15

[31]

Thank you for taking the time to complete this evaluation. Please return this form to the Faculty Data Officer or email [email protected]

School: Post code:

Member of staff completing this form: Role within Partnership:

Q1 Do you provide an Induction Programme for students? Yes

No

Q1a Please can you identify any features of Induction which you think work particularly well?

Q2 How often do you provide school led sessions? Weekly

Fortnightly

Q3 Do you evaluate the school led programme with the trainees? Yes

No

Q4 Is this evaluation used to adapt the programme? Yes

No

Q5 Do you audit and respond to students needs at the start of placement? Yes

No

Q6 Do you share school-led evaluations with university staff? Yes

No

Q7 Do you monitor and evaluate your subject mentors by?

i Evaluating the quality of lesson observation forms Yes

No

ii Undertaking joint observations Yes

No

iii Attending lesson feedback for students Yes

No

iv Attending subject mentor meetings with trainees Yes

No

v Carrying out student evaluations of subject mentoring Yes

No

Q8 What do you think are the main strengths of your school as a training environment?

Q9 How do you want to further improve your provision for students?

Appendix 13

School Partnership: Quality Assurance Evaluation by Professional Placement Tutor (PPT) 2014/15

The purpose of this proforma is to support the Liverpool Hope University ITE Partnership in the process of self-evaluation. Any issues raised will be addressed by the Partnership Team and support given to the school as appropriate. This can be returned to the student as part of their review documentation. Otherwise, please return this proforma to Partnership Administration and Support. Faculty of Education, Eden Building, EDEN120, Liverpool Hope University, Hope Park, Liverpool, L16 9JD or email: [email protected]

[32]

School Name: Postcode:

University Professional Placement Tutor (PPT):

Number of trainees you have monitored at the school this year:

St

ron

gly

agre

e

Agr

ee

Dis

agre

e

Stro

ngl

y d

isag

ree

Q1 Communication with the school is good

Q2 Mentoring of trainees by the school is good

Q3 The assessment of students against the Teachers’ standards is accurate and robust

Q4 School staff are clear about their role in observation, feedback and target setting for students

Q5 School staff are able to set appropriate, challenging and Subject-specific targets

Q6 The school responds to and meets the individual needs of trainees

Yes No

Q7 Joint observations with the PLC or class mentor take place consistently

Q8 The school alerts us quickly if any issues arise

Q9 The PLC/school staff have attended Partnership training sessions / development events this year?

Ou

tsta

nd

ing

Go

od

Req

uir

es

Imp

rove

men

t

Po

or

Q10 What would be your overall evaluation of this school’s support of students’ professional learning?

Q11 Are there any further comments you would wish to make about this school to add to the overall evaluation including the school’s additional involvement in Partnership e.g. interviewing etc.?

Appendix 14

Quality Assurance of Professional Learning: To be completed by PLC/Class teacher/Mentor

[33]

PLC /Class Teacher/Mentor signature: Date:

Professional Tutor signature:

Name of school & postcode Professional Tutor Mentor/Class teacher St

ron

gly

agre

e

Agr

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D

isag

ree

Stro

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1 Induction for students is effectively organised and has a positive impact on students’ progress

2 The e-Profile has been used to personalise training for the student

3 Mentor development sessions at Hope, through cluster meetings or in your school or via Moodle have had a positive impact on your understanding of the requirements to support ITE students and your ability to support them to make good progress

4 The school/setting always ensures that each student receives the minimum requirement of at least one weekly formal observation

5 Students receive constructive feedback on their teaching which has a positive impact on their progress to becoming a good or outstanding teacher

6 Weekly reviews refer to the Training Plan and are used to secure student progress

7 The school/setting regularly and consistently evaluates their school-led training and sets targets for development and improvement

8 The school/setting regularly shares school-led evaluations with the University staff

9i

The school consistently monitors and evaluates mentoring and training by evaluating the quality of lesson observation forms

ii The school consistently monitors and evaluates mentoring and training by undertaking joint observations

iii The school consistently monitors and evaluates mentoring and training by carrying out student evaluations

Please identify here any areas of best practice:

Notes

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Kate Silvera


R: EDEN 120

T: 0151 291 3698

E: [email protected]


data and evaluation handbook

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