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The Purpose of the CE Academy Professional Development Portfolio

Section 1 Professional Record1. Personal Details2. Employment History3. Qualifications gained and evidence of training4. Current job description

Section 2 Evidence of your achievements

1. Past achievements2. Evidence to support good practice3. Evidence of positive feedback4. Samples of pupils’ work5. Minutes of meetings6. Your analysis of pupil data7. Outcomes of research you have undertaken8. Lesson plans9. Examples of your ICT work10. Policies you have developed or been involved in11. Ofsted report12. Examinations results13. Visits and residential experiences

Section 3 Performance Management/Appraisal Record

1. Performance Management Targets2. Performance Management Statement3. Records of classroom observation4. Records of self-evaluation of lessons5. Examples of pupils’ work

Section 4 Appendices1. Threshold Assessment Evidence2. National Standards for Subject Leaders - Self--

Evaluation

The Purpose of the CE AcademyThe Purpose of the CE Academy Professional Development Portfolio Professional Development Portfolio

You may prioritise these in different ways depending on your role or your career aspirations.

To celebrate your achievements and prepare evidence for:a job interviewpromotionapplications for Threshold or Advanced Skills Teacherannual appraisals, work reviews, Performance Management reviews and/or professional development reviewsthe possible accreditation of learning

To plan your career by:recording your career historycollecting evidence of your current achievementsshowing skills and/or improvements in aspects such as learning and teaching, leadership and managementconsidering your personal aspirations and ambitionsplanning for further qualifications

To keep track of professional development and learning by providing a record of:

job descriptionyour education and qualificationsyour career historythe Continuing Professional Development you have undertakenpersonal and professional achievementsprofessional acknowledgementsannual appraisals, work or performance reviewsclassroom observationsrelevant documents eg Performance Management Policy, Continuing Professional Development Policy

This sect ion enables you to compi le a record of your career and your profess ional exper iences and development.The fo l lowing pages prov ide space for you to record:

1. Personal Detai ls ( m e m o r y s t i c k t e m p l a t e )

2. Employment History ( m e m o r y s t i c k t e m p l a t e )

3. Qualifications gained and evidence of training ( m e m o r y s t i c k t e m p l a t e )

4. Current job description

1 -Personal DetailsPersonal Details

Name

Date of Birth

Address

Phone

Mobile

Email Personal

Email Business

NI Number

DfE Number

Pay Ref Number

2 -2 - Employment HistoryEmployment History

Date

from

Date

to

School/company details

including addressPosition held

and job descriptionContact details

if applicable

Make sure any significant gaps in employment are accounted forMake sure any significant gaps in employment are accounted for

3 - Qualifications gained and3 - Qualifications gained and evidence of trainingevidence of training

I N D E XDate(s) Details of

qualifications/trainingAwarding body/ training provider

4 – Current job description

This sect ion can be used to store ev idence

which demonstrates your knowledge and sk i l ls , successes and achievements .The range of evidence could inc lude:

1 Past achievements (Memory S t i ck (MS) templa te )

2 Evidence to support good pract ice (MS templa te )

3 Evidence of pos it ive feedback (MS templa te )

4 Samples of pupi ls ’ work5 Minutes of meet ings6 Your analys is of pupi l data7 Outcomes of research you have

undertaken8 Lesson plans9 Examples of your ICT work10 Pol ic ies you have developed or been

involved in

Date Nature of

Achievement CircumstancesWhat have you

gained from this experience?

Could you share anything from this with others including peers

and young people?

1 - 1 - Past AchievementsPast Achievements

2 - 2 - Evidence to support good practiceEvidence to support good practiceI N D E X

Include examples of lesson observations, self evaluation forms, photographs, evidence of pupil’s work, evidence of successful trips, displays, residentials and

contributions to whole school development

Date Title of evidence

3 – Evidence of positive feedbackI N D E X

Evidence from parents, pupils, SLT and press cuttings about the service, work, good practice or personal achievements

Date Evidence

This sect ion enables you to compi le a record of your Performance Management Reviews or the outcomes of your appraisa ls system relevant to your ro le.This could inc lude:

1 Performance Management Targets (memory stick template)

2 Performance Management Statement

3 Records of classroom observation

4 Records of self-evaluation of

Performance Management TargetsPerformance Management Targets

1 Threshold Assessment Evidence

2 National Standards for Subject Leaders - Self-Evaluation

3 Skil ls and Attributes - based on National Professional Qualification for Headship

Performance

Appendix 1Threshold Assessment Evidence

Teachers applying to go through Threshold to Upper Pay Spine 1 or onto Upper Pay Spine 2 are advised to provide evidence which should reflect individual good practice which is ‘substantial and sustained’ across the following eight areas of the standard:

1 Knowledge and understandingHave a thorough and up to date knowledge of the teaching of their subject(s) and take account of wider curriculum developments which are relevant to their work.

Possible evidenceMember of professional organisation(s)Involvement in curriculum groupCoursework planner showing how individual lessons are linked to schemes of work and NCEvidence of personal researchEvidence of how ICT is used in teachingCurriculum developmentOFSTED feedbackExperience from public examination markingModerating SATSStandardising statutory teacher assessmentAspects of professional development

2.1 Teaching and assessment - planning lessonsConsistently and effectively plan lessons and sequences of lessons to meet pupils’ individual learning needs.

Possible evidenceEvidence of ongoing lesson planningMark books showing pupil progressLesson plans showing arrangements for differentiationEvidence that the academic records are used to inform lesson planning showing individual pupil progress and needs are being taken into accountIndividual Education PlansAnnotated examples of pupils’ workRecords of homework

2.2 Teaching and assessment - classroom managementConsistently and effectively use a range of appropriate strategies for teaching and classroom management.

Possible evidenceAs 2.1 plus:Lesson plans should show good lesson structureEvidence of a beginning, middle, end to the lesson incorporating use of the academic/behaviour recordsEvidence of a variety of activities during lessons. Eg use of ICT, video/CD/DVD, discussion, paired/group activitiesUse of support co-ordinators if appropriateRecognition of the different behaviour and learning needs of individual pupilsBehaviour management activitiesContingency plans!Evidence of low incidence of pupils leaving lessons due to frustration or boredom!Individual pupil behaviour logsDetails of rewards systemsClassroom observation records

2.3 Teaching and assessment - monitoring progressConsistently and effectively use information about prior attainment to set well-grounded expectations for pupils and monitor progress to give clear and constructive feedback.

Possible evidenceAs 2.1 plus:

Examples of pupils’ work marked (in line with CE policy)Consistent use of academic records to inform lesson planningEvidence of changing academic targets linked with lesson plans and pupils’ achievementExample of debrief notes/white sheets showing follow up by staff (discussion with pupil/parent/carer)Completed baseline assessment sheetsEvidence of link between evidence on baseline sheets/referral form and other recordsEvidence of subject-based testing/feedback to pupilsMark and/or record booksRecords of classroom observationsCopies of pupils’ annual reportsRecords of interviews with parentsPlanning files

Records of target setting discussionsCopies of reports on individual pupils (IEP’s)Pupils’ Progress Files

3 Pupil ProgressAs a result of the teacher’s teaching, their pupils achieve well relative to the pupils’ prior attainment, making progress as good or better than similar pupils nationally. This should be shown in marks or grades in any relevant national tests or examinations, or school based assessment for pupils where national tests and examinations are not taken.

Possible evidenceEvidence of referral forms/baseline information set against GCSE achievement - improvement grade achieved vs predicted gradeExamples of academic/behaviour records showing progressOFSTED commentsImprovements in numbers of pupils entered for examinationsImprovements in results of pupils enteredEvidence of pupil improvement in curriculum based testsEvidence of pupils’ behaviour improved - show by linking baseline information/behaviour targets/review meetings/lilac sheetsInternal or external pupil data comparing levels when the teacher started teaching them, to levels at end of year showing progress attributable to the teacher’s teaching

4.1 Wider professional effectiveness - personal developmentTake responsibility for their professional development and use the outcomes to improve their teaching and pupils’ learning.

Possible evidenceAs 2 plus:

Evidence of courses attended (last 5 years) not organised by Complementary Education/The CE AcademyEvidence of courses outside directed timeEvidence of impact of any courses on your teaching/classroom management - show in details of content of course matched with lesson plansImpact of any personal research/reading on your lessons (subject or behaviour). What have you read? Show how it has impacted on your lesson planning/deliveryInvolvement in cross-curricular week planningEvidence of involvement and contribution to curriculum groups/outcomesSchool CPD logsPersonal records of CPD activities and experiences

Certificates of attendanceMinutes of staff meetings

4.2 Wider professional effectiveness - school developmentMake an active contribution to the policies and aspirations of the school.

Positive evidenceEvidence from 2.1 or 2.2 plus:

Evidence of involvement in cross-curricular week planning groupEvidence of involvement in writing policy documents, eg rewards and sanctions, marking, drugs, 14-19 curriculumFirst AiderInvolvement in activities - playing games with young people during breaks and lunchesFollowing young people when they go off siteHelping to make breakfast - toast - on a regular basisRegularly engaging young people in discussion/conversation outside lesson timesEvidence on ‘white sheets’ of consistently following up issues with parents/carers either by telephone or visitsEvidence of regular pupils’ reviewsEvidence of regularly changed, appropriately set targetsEvidence of teamworkEvidence of promoting behaviour policy - feet off tables etcEvidence of review dates posted on wall in campusWelcomes/greets early pupilsInvolvement in working partiesHow policies have been implementedInvolvement in school councilsOut of schools visits and activitiesActive membership of departmental teams

5 Professional CharacteristicsAre effective professionals who challenge and support all pupils to do their best through:

inspiring trust and confidence building team commitment engaging and motivating pupils analytical thinking positive action to improve the quality of pupils’ learning

Positive evidenceEvidence from 2.1, 2.2, 4.1, 4.2 plus:

Evidence of residential tripsOFSTED/other commentsFeedback from parents/carers - evidence from Positive Comments bookInvolvement in activities - playing games with young people during breaks and lunchesFollowing young people when they go off siteHelping to make breakfast - toast - on a regular basisRegularly engaging young people in discussion/conversation outside lesson timesEvidence on ‘white sheets’ of consistently following up issues with parents/carers either by telephone or visitsEvidence of regular pupils’ reviewsEvidence of regularly changed, appropriately set targetsEvidence of change in pupil attitude to learning/behaviour through academic/behaviour records and lilac sheetsAttendance of parents at OFSTED parents eveningComments of parents in feedback (written returns) to OFSTED inspectors - see OFSTED reportsAttendance record of key pupils/subject pupils. Actively involved in encouraging regular attendance - evidence in pupil records/’white sheets’Evidence of regularly involved in putting up displaysContributes to the maintenance of a clean, tidy, graffiti-free environmentAt a centre, either before the day officially starts, or at the end of the dayRole model for pupils - welcomes/greets early pupilsEvidence of ability to work with colleagues/foster good relationshipsEvidence of marking booksExtracts from planning filesContributions to whole school/departmental meetings

Appendix 2 National Standards for Subject Leaders - Self-Evaluation

Key tasksI could

coach other colleagues

I amconfident in my practice

I needto develop this area

I needhelp and support

What evidence do you have? OR What support do you need?

I know about and understand school aims, priorities and targets and action plans

I know about and understand statutory curriculum requirements relating to my subject (including requirements for assessments and reporting of achievement and progress)

I know about and understand the characteristics of quality teaching and strategies to improve learning and teaching

I know about and understand the implications of the Code of Practice for SEN in relation to my subject

You can use this form to assess yourself against the National Standards for subject leaders. They do apply to all phases. It will enable you to identify those areas that you can develop yourself, and those areas where you need help and support. Coaching others, by passing on your own knowledge and understanding, is an excellent development opportunity for you as well as for the colleagues you coach. You can use the right hand column to identify evidence, which may be helpful for performance management purposes, or for identifying evidence for threshold applications. Alternatively you could use it to identify specific aspects were you need help and support.

1 - Knowledge and Understanding

2 - Planning and Setting Expectations

Key tasksI could


I am confident in my practice




I set expectations and targets for staff and pupils in relation to standards of pupil achievement and quality of teaching in my subject

I work with the SENCO to ensure that IEPs are used effectively to support progress in my subject

I establish (with the involvement of appropriate staff) short, medium and long term plans for the subject which:

a contribute to whole school aims, including those related to behaviour, bullying and harassment

b are based on comparative information and evidence including attainment of pupils

c identify realistic and challenging targets for improvement

d are clear about actions to be taken, timescales and criteria for success

3 - Teaching and Managing Pupil Learning

Key tasksI could






I ensure curriculum coverage, continuity and progress for all groups of pupils

I ensure that teachers are clear about subject coverage, based on clear objectives

I ensure that guidance about methodology is available and used by all staff

I ensure, in co-operation with other staff, effective development of pupils’ literacy, numeracy and ICT skills through my subject

I ensure that the teachers know how to develop individual and collaborative skills

Key tasksI could






I receive analysis of and interpret relevant data, research and inspection evidence to inform policy and practice in the subject

I establish and implement (with colleagues) clear policies for assessing, recording and reporting on pupil achievement and for using this information to inform target setting (where appropriate)

I ensure that information about prior achievements by pupils is used effectively

I evaluate the teaching in the subject and use this analysis to identify effective practice and areas for improvement to further improve the quality of teaching

4 - Assessment and Evaluation

Key tasksI could






I establish, where appropriate, clear targets for pupil achievement and evaluate progress and achievement of all pupils, including those with special needs and linguistic needs

Where appropriate, I use data effectively to help identify pupils who are underachieving and, where necessary, initiate and support the implementation of plans of action to support them

5 - Pupil Achievement

6 - Relations with Parents and the Wider CommunityI establish a partnership with parents to involve them in their child’s learning, as well as providing information about the subject and related targets

I develop effective links with local community, including business and industry, in order to extend the learning opportunities in the subject

I communicate effectively, orally and in writing, with parents, governors, external agencies and the wider community

Key tasksI could



I needto developthis area



I prioritise and manage my own time effectively, particularly in relation to balancing the demands made by teaching, and subject leadership

I achieve challenging professional goals

I take responsibility for my own professional development

7 - Managing Own Performance and Development

Key tasksI could






I help staff to achieve constructive working relationships with pupils

I establish clear expectations and constructive working relationships among staff, including through team work and mutual support

Where appropriate, I devolve responsibilities and delegate tasks; I develop an acceptance of accountability

I lead professional development through personal example and support

I co-ordinate the provision of high quality professional development by methods such as coaching and drawing on other expertise

I ensure that trainees and newly qualified teachers are appropriately trained, monitored and supported

8 - Managing and Developing Teaching Staff and Other Adults

Key tasksI could






I establish staff and resource needs and advise SMT about likely priorities

I allocate available resources with maximum efficiency to meet our school objectives, ensuring good value for money

I deploy, or advise SMT on the deployment of staff to ensure the best use of expertise

I ensure the effective and efficient management and organisation of resources including ICT

I maintain exiting resources and explore opportunities to develop or incorporate new resources from a wide range of sources

I use accommodation to create an effective and stimulating environment for learning and teaching

I ensure that there is a safe working and learning environment in which risks are properly assessed

9 - Managing Resources

Key tasksI couldcoach other

colleagues





I help to create a climate which enables other staff to develop and maintain positive attitudes towards school aims

I develop and implement policies which reflect the school’s commitment to high achievement and effective learning and teaching

I ensure that the SMT and the governors are well informed about the subject plans, targets and policies

I ensure that the SMT and governors are aware of our success in meeting objectives and targets

I establish a clear and shared understanding of the importance and role of the subject in contributing to pupils’ spiritual, moral, cultural, mental and physical development, and in preparing them for the opportunities, responsibilities and experiences of adult life

10 - Strategic Leadership

Appendix 3 Skills & Attributes - Based on National Professional Qualification for Headship

While the following standards are requirements for those seeking to become a headteacher, all teachers need to develop their leadership skills and attributes, be it leading pupils in their own classroom, or leading colleagues as a subject co-ordinator or head of department. It is therefore worth assessing yourself against this list as another way of identifying areas where you need to develop yourself. So, for Headteachers, read teachers and put a mark to indicate where you feel you are along each row.

1 - Leadership Skills 2 - Decision Making Skills

Headteachers should be able to:I am

confident in my practice




Make decisions based upon analysis, interpretation and understanding of relevant data and information

Think creatively and imaginatively to anticipate and solve problems and identify opportunities

Demonstrate good judgement






Create and secure commitment to a clear vision for an effective institution

Initiate and manage change and improve-ment in pursuit of strategic objectives

Prioritise, plan and organise

Direct and co-ordinate the work of others Build, support and work with high performing teams

Work as part of a team Devolve responsibilities, delegate tasks and monitor practice to see that they are being carried out

Motivate and inspire pupils, staff, parents, governors and the wider community

Set standards and provide a role model for pupils and staff

Seek advice support when necessary Deal sensitively with people and resolve conflicts

3 - Communication Skills






Communicate effectively, both orally and in writing, to a range of audiences

Negotiate and consult effectively

Manage good communication systems

Chair meetings effectively

Develop, maintain and use an effective network of contacts

4 - Self Management






Prioritise and manage their own time effectively

Work under pressure and to deadlines

Achieve challenging professional goals Take responsibility for their professional development

5 - AttributesHeadteachers draw on and display the following attributes:





Personal impact and presences Adaptability to changing circumstances and new ideas

Energy, vigour and perseverance

Self-confidence

Enthusiasm

Intellectual ability

Reliability and integrity

Commitment

Appendix 4: Post Threshold Expectations of PerformanceTeachers wishing to progress through the upper pay spine may find the following pages helpful in recording their evidence.

Threshold Standard 1Teachers should demonstrate that they:

Knowledge and UnderstandingDo I What evidence do I have?

actively keep up to date with relevant research and pedagogy?

promote links between my subject and other areas of the curriculum?

use a range of ICT strategies effectively in my teaching?

demonstrate excellent subject or specialist knowledge?

have a good understanding of connections and progressions in my subject and between key stages?

have a thorough and up to date knowledge of their teaching subject and take account of wider curriculum developments, which are relevant to their work.

Threshold Standard 2.1Knowledge and UnderstandingDo I What evidence do I have?

plan for learning outcomes which incorporate current and previous achievement of pupils? Eg pupils who have special educational needs, are very able, are from ethnic minorities, are disaffected etc?

set consistently high expectations in their class and homework?

ensure the inclusion of all individuals and groups of pupils?

make a substantial contribution to effective planning at team or school level?

Teachers should demonstrate that they:

consistently and effectively plan lessons and sequences of lessons, to meet pupils’ individual learning needs.

Threshold Standard 2.2Knowledge and UnderstandingDo I What evidence do I have?

use the most effective teaching methods to respond to pupils’ learning styles and the nature of learning required?

create opportunities for pupils to learn from experience beyond the classroom?

develop pupils’ literacy, numeracy and ICT?

display flair and creativity in engaging, enthusing, and challenging groups of pupils?


consistently and effectively use a range of appropriate strategies and classroom management.

Threshold Standard 2.3Teachers should demonstrate that they:

Assessment and EvaluationDo I What evidence do I have?

use assessment to diagnose pupils’ needs and to set realistic and challenging targets?

use prior assessment to inform my own teaching?

take account of national and local data to inform my expectations and teaching methods?

develop pupils’ own capacity for self-assessment in order to improve learning?

consistently and effectively use information about prior attainment to set well-grounded expectations for pupil and monitor progress to give clear and constructive feedback.

Threshold Standard 3Pupil AchievementDo I What evidence do I have?

set high expectations of the pupils I teach?

expect and attain high standards of behaviour and discipline?

establish clear targets for pupil attainment?

use data effectively to identify pupils who are under achieving?

Teachers should demonstrate that as a result of their teaching, their pupils achieve well in relation to the pupils’ prior attainment, making progress as good as or better than similar pupils nationally. This should be shown in marks or grades in any relevant national tests or examinations, or school based assessment for pupils where national tests and examinations are not taken.

Threshold Standard 4Managing Personal Performance and DevelopmentDo I What evidence do I have?

actively look for and engage in opportunities to develop my skills as a teacher and as a member of the school community?

seek feedback from colleagues in order to evaluate my own practice and develop my skills?

achieve challenging goals?

ensure that the outcomes of my professional development have a positive impact on pupils’ learning?


take responsibility for their own professional development and use the outcomes to improve their own teaching and pupils’ learning (Standard 4.1)make an active contribution to the policies and aspirations of the school (Standard 4.2)

Threshold Standard 4 (continued 1)

Managing ResourcesDo I What evidence do I have?

establish resource needs for my subject area/area of responsibility?

develop and incorporate new resources from a range of sources?

use resources to create an effective and stimulating environment in my classroom?


Strategic LeadershipDo I What evidence do I have?

support strategies for meeting school priorities?

contribute to the identification of areas of improvement in the school and help develop new approaches to improve or replace existing procedures?

promote the school’s values through my own professional behaviour and my commitment within and beyond the school?

make a substantial and sustained contribution to aspects of the curriculum, organisation and pastoral functions of the school?

take a leading role in school improvement activities?


Relationships with Parents and the Wider CommunityDo I

What evidence do I have?

establish a partnership with parents to involve them in their child’s learning?

develop effective links with the local community in order to extend learning opportunities?

communicate effectively with parents, governors and the local community?


Managing and Developing other Staff and AdultsDo I What evidence do I have?

work with colleagues in adjacent key stages or phases?

work in partnership with other adults (eg Teaching Assistants) in order to meet pupils’ learning needs?

make a positive contribution towards enabling the school to meet priorities identified in the Improvement Plan?

Threshold Standard 5Teachers should demonstrate that they are effective professionals who challenge and support all pupils to do their best through:

inspiring trust and confidenceengaging and motivating pupilspositive action to improve the quality of pupils’ learningbuilding team commitmentanalytical thinking.

Managing and Developing other Staff and AdultsDo I

What evidence do I have?

plan and prioritise my own time effectively?

provide a positive role model for pupils and other staff?

motivate pupils and staff through my own conduct and generate respect?

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