Needs Analysis Glenn Billingham

8/8/2019 Needs Analysis Glenn Billingham

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The East Northamptonshire Initial Teacher Training College: Graduate TeacherTraining Programme

Trainee Needs Analysis

Trainee personal information

Name of trainee Glenn Billingham

Subject

Subject Co-ordinator (secondary only)

Foundation Stage - Primary

N/A

Employing school

Name of ITT Co-ordinator

Name of Subject Mentor

Higham Ferrers Nursery & Infants

Jo Hutchinson

Karen Draper

Second placement school

Name of ITT Co-ordinator

Name of Subject Mentor

Key Stages

Age ranges (primary only)

Foundation

4-5 years-old

Dates of the programme 01/09/2010 30/06/2010

Please attach the following to your Needs Analysis:

Subject Audit

Letter of application

Application form

The subject report from the subject interview paperwork

Degree transcript


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The East Northamptonshire Initial Teacher Training College: GraduateTeacher Training Programme

Relevant educational prior experience(Record any activities which have allowed you to apply your subject knowledge ina teaching situation.)

Date

Two years in the position of classroom assistant at the International School of

Amsterdam.

One weeks classroom experience of the UK curriculum prior to GTP application,at Eldean Lower School, Northampton.

One year co-teaching English as a foreign language at Icheon SongkokElementary School in South Korea.

Heyford Primary School & Youth Football Club, Northamptonshire, footballcoaching and some practical classroom sessions.

Counsellor at Camp Horizons special needs summer camp, CT, USA.

2008

2010

Oct 2009

2007 2008

2005 2007

Summer2005

Relevant educational courses/training you have attended in the last twoyears

Date

Classroom Assistants Job Swap and Annual Learning Seminar, InternationalSchool of Den Haag.

Getting to Know the Brain, Lecture and seminar sessions by Dr. Joanne Deak,International School of Amsterdam.

May 2010

Aug 2009

Pre-course academic reading and research completed(Please list titles and authors. Reflection should be recorded in the Academic Journal Entry)

Subject specific in for Assignment 1The Emergence of Literacy (N.Hall, 1987)

Literacy in Action (D.Wray, 1989)

Literacy in Learning in the Early Years(M.Rohl & C.Barratt-Pugh, 2000)

Making Language Work (D.Hutchcroft, 1981)

Independent Review of the Teaching of EarlyReading (J.Rose, 2006)

GenericHow Children Learn (L.Pound, 2008)

An Encounter With Reggio Emilia: ChildrensEarly Learning Made Visual (L.Kinney &

P.Wharton, 2008)

Contempory Issues in the Early Years(G.Pugh, 2001)

Learning to Teach in the Primary Classroom(A.Grainger, 2000)

Foundations of Primary Teaching (D.Hayes,2001)


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Subject Mentors pre-course tasks completed (to include a review of examination papers)

Read Higham Nursery & Infant school policy; school handbook, vision & values,assessment policy, anti-bullying policy & child protection policy.

Foundation stage phonics information and assessment methods.

Examination papers completed, including identification of your strengths andweaknesses in relation to these


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Subject Mentor and Trainee analysis oftrainee strengths and weaknesses

in preparation for compiling the Individual Training Plan

(Please refer to both the Subject Audit/Subject Skills Audit and the Needs Analysis)

This is to be completed during the Subject Mentor Meeting in the week beginning 6th

September 2010.

Strengths Weaknesses

Subject specificHistory.Science.Geography.P.E (games and KS2)

School and National Curriculum specifics.Mathematics.Literacy.P.E (foundation and KS1)

PastoralRelationships & communication with parents.PSHEChild Protection.

Inclusion.Diversity.English as a Second Language.Safeguarding.

Report Writing.SEN.G&T.

Outside Agencies (how to utilise them).After school clubs.

GenericCollaborative Working.Risk Assessment.Community Cohesion.Self-Assessment.Peer Assessment.

Marking.Effective Feedback (school policy).Assessment for Learning.Every Child Matters.Governing Body (school).Developing Schemes of Work.Medium Term Planning.Long Term Planning.Teaching and Learning Styles.


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The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Progress towards the Standards for the Award of Qualified Teacher Status

Please tick the box at either Level 1 or Level 2 that most suits your experience/understanding at this stage.

Please refer to the Guidance to accompany the Professional Standards for Qualified Teacher Status and Requirements for InitialTeacher Training when completing this document

St Level 1Induction to training and starting to teach

Level 2Developing your independence

Level 3Establishing your independence

1. Professional attributes

Relationships with children and young people

Q1 Begin to demonstrate through your teachingand form tutor work that you have highexpectations of pupils and begin to establishfair, respectful, trusting, supportive andconstructive relationships with them.

Demonstrate through your teaching and for tutorwork that you have high expectations of pupilsand work to maintain fair, respectful, trusting,supportive and constructive relationships withthem.

Have high expectations of children andyoung people including a commitment toensuring that they can achieve their fulleducational potential and to establishingfair, respectful, trusting, supportive andconstructive relationships with them.

Q2 Demonstrate the positive values, attitudes andbehaviour you expect from children and youngpeople.

Demonstrate the positive values, attitudes andbehaviour you expect from children and youngpeople.

Demonstrate the positive values, attitudesand behaviour they expect from childrenand young people.

Frameworks

Q3(a) Start to understand and work with schoolpolicies such as SEN, Equal Opportunities,anti-bullying, ECM, behaviour and discusswith appropriate staff.

Demonstrate that you are fully integrated into thework of the department and year group you areattached to and that you are working within thepolicies and practices of the school.

Be aware of the professional duties ofteachers and the statutory frameworkwithin which they work;

Q3(b) Be aware of the policies and practices ofthe workplace and share in collectiveresponsibility for their implementation.

Communicating and working with others

Q4 Communicate effectively with children, youngpeople and colleagues.

Communicate effectively with children, youngpeople and colleagues and begin, with support,to communicate with parents and carers.

Communicate effectively with children,young people, colleagues, parents andcarers.

Q5 Understand the role of pastoral care in theschool, the way it supports attainment and itsunderpinning in Every Child Mattersdocumentation.

Take an active role in the pastoral care system ofthe school including reporting to parents onattainment, with support.

Recognise and respect the contributionthat colleagues, parents and carers canmake to the development and well-beingof children and young people and toraising their levels of attainment.


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The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training ProgrammeSt Level 1

Induction to training and starting to teachLevel 2Developing your independence


Q6 Be willing to work collaboratively withcolleagues.

Demonstrate that you have a commitment tocollaboration and co-operative working bysharing tasks such as: team writing of schemesof work, preparing resources, team-teaching etc.

Have a commitment to collaboration andco-operative working.

Personal professional development

Q7(a) Work with others to set up your IndividualTraining Plan. Begin to incorporate ideas intoyour teaching which you learn from otherteachers and tutors and write reflective

evaluations of these. Begin to developroutines in your teaching and takeresponsibility for students.

Begin to question and develop your routinesincorporating and extending new ideas you meetat training and in school. Take up opportunitiesfor professional development in school and write

reflective evaluations of these.

Reflect on and improve their practice, andtake responsibility for identifying andmeeting their developing professionalneeds;

Q7(b) Identify priorities for their earlyprofessional development in the contextof induction.

Q8 Show that you are willing to learn from newsituations by contributing to discussions inCore Sessions. Try out ideas you have learntin these sessions and discuss these with yourSubject Mentor and colleagues supportingyou.

Show in school and in Core Sessions, that youare able to select and adapt new ideasappropriate to your pupils and you schools andstart to try them out and evaluate theireffectiveness.

Have a creative and constructively criticalapproach towards innovation, beingprepared to adapt their practice wherebenefits and improvements are identified.

Q9 Act upon advice and feedback and be open tocoaching and mentoring.

Act upon advice and feedback and be open tocoaching and mentoring.

Act upon advice and feedback and beopen to coaching and mentoring.

2. Professional knowledge and understanding

Teaching and learning

Q10 Research the teaching and learning andbehaviour management strategies used inyour school and start to apply them.

Continue to develop your understanding of therange of teaching, learning and behaviourmanagement strategies open to you, beginning

to use your professional judgement to applythem appropriately and consistently to get thebest out of all learners.

Have a knowledge and understanding ofa range of teaching, learning andbehaviour management strategies and

know how to use and adapt them,including how to personalise learning andprovide opportunities for all learners toachieve their potential.

Assessment and monitoring

Q11 Become familiar with the assessment andexam requirements generally in your schooland specifically for your department.

Begin to use the NC levels, subject specificationsand grade descriptions in your practice with yourpupils to develop your understanding of them.Become familiar with either Key Stage 3(primary) or Key Stage 5 (secondary)assessment requirements and specifications.

Know the assessment requirements andarrangements for the subjects/curriculumareas in the age ranges they are trainedto teach, including those relating to publicexaminations and qualifications.


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Q12 Begin to understand the importance ofAssessment for Learning techniques.

Develop your awareness of a range ofapproaches to formative assessment by triallingthem in your classroom.

Know a range of approaches toassessment, including the importance offormative assessment.

Q13 Know that local and national statistical data isused to evaluate, track and monitor theprogress of pupils.

Begin to use local and national statistical data toevaluate, track and monitor the progress ofpupils.

Know how to use local and nationalstatistical information to evaluate theeffectiveness of their teaching, to monitorthe progress of those they teach and toraise levels of attainment.

Subjects and Curriculum

Q14 Have some knowledge and understanding of

your subject and related pedagogy to enableyou to teach across the age and ability range.

Have a wider knowledge and understanding of

your subject and related pedagogy to enable youto teach effectively across the age and abilityrange.

Have a secure knowledge and

understanding of their subjects/curriculumareas and related pedagogy to enablethem to teach effectively across the ageand ability range for which they aretrained

Q15 Develop an understanding of the NC for yoursubject and its implications for planning andteaching.

Extend your understanding to the widerFrameworks affecting primary/secondaryeducation, such as the Primary Strategies, theKey Stage 3 Strategy and general teachingrequirements of the National CurriculumHandbook.

Know and understand the relevantstatutory and non-statutory curricula,frameworks, including those providedthrough the National Strategies, for theirsubjects/curriculum areas, and otherrelevant initiatives applicable to the ageand ability range for which they aretrained.

Literacy, numeracy and ICT

Q16 Have passed the professional skills tests innumeracy, literacy and information and

communication technology (ICT).

Have passed the professional skills tests innumeracy, literacy and information and

communication technology (ICT).

Have passed the professional skills testsin numeracy, literacy and information and

communication technology (ICT).Q17 Know what skills in literacy, numeracy andICT are and understand their relevance for theteacher. Use ICT to support the writing of yourNA, ITP and Journal.

Develop your use of English for teaching and forcommunicating with parents. Develop your useof numeracy for teaching. Use ICT to plan, teachand evaluate lessons and to research relevantsubject websites to support your teaching.

Know how to use skills in literacy,numeracy and ICT to support theirteaching and wider professional activities.

Achievement and diversity

Q18 Recognise that there are differences betweenpupils by gett ing to know them anddemonstrating an interest in them asindividuals.

Be sensitive to the fact that you need to takeaccount of the developmental, social, religious,ethnic, cultural and linguistic differences of pupilswhen planning, teaching and assessing.

Understand how children and youngpeople develop and that the progress andwell-being of learners are affected by arange of developmental, social, religious,ethnic, cultural and linguistic influences.


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Q19 Understand the importance of adaptingprovision for individual pupils.

Know how your school takes practical account ofdiversity and demonstrate that you have begunto implement its policies with the support of yourcolleagues in planning, differentiation ofresources and the provision of personalisedlearning opportunities.

Know how to make effective personalisedprovision for those they teach, includingthose for whom English is an additionallanguage or who have special educationalneeds or disabilities, and how to takepractical account of diversity and promoteequality and inclusion in their teaching.

.Q20 Know and understand the roles of colleagueswith specific responsibilities for learners withspecial educational needs and disabilities and

other individual learning needs.

Know and understand the roles of colleagueswith specific responsibilities for learners withspecial educational needs and disabilities and

other individual learning needs.

Know and understand the roles ofcolleagues with specific responsibilities,including those with responsibility for

learners with special educational needsand disabilities and other individuallearning needs.

Health and well-being

Q21(a) Understand the legal requirements forsafeguarding and promoting the well-being ofchildren and young people.

Know and work within your school's policies forsafeguarding children and young people's well-being.

Be aware of current legal requirements,national policies and guidance on thesafeguarding and promotion of the well-being of children and young people;

Q21(b) With guidance, begin to support children andyoung people whose progress, development orwell being is affected by changes or difficulties intheir personal circumstances. Know when torefer them to colleagues for specialist support.

Know how to identify and support childrenand young people whose progress,development or well-being is affected bychanges or difficulties in their personalcircumstances, and when to refer them tocolleagues for specialist support.

3. Professional skills

Planning

Q22 Be able to plan individual lessons using thedepartmental/school schemes of work toensure pupils' progress. Demonstrateplanning of sequences of lessons within yourtwo Key Stages.

Demonstrate understanding of how pupilsprogress through your medium term planning foryour two Key Stages (some evidence for KeyStages 5 for secondary trainees).

Plan for progression across the age andability range for which they are trained,designing effective learning sequenceswithin lessons and across series oflessons and demonstrating securesubject/curriculum knowledge.

Q23 Understand the contribution that your subjectmakes to the development of literacy,numeracy and ICT skills.

Plan opportunities for pupils to use their literacy,numeracy and ICT skills.

Design opportunities for learners todevelop their literacy, numeracy and ICTskills.

Q24 Understand the role of homework in extendingand consolidating learning.

Plan homework or other out-of-class work toconsolidate learners' progress.

Plan homework or other out-of-class workto sustain learners progress and toextend and consolidate their learning


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Teaching

Q25 Teach lessons and sequences of lessonsacross the age and ability range in which youshow some evidence of:

Teach lessons and sequences of lessons acrossthe age and ability range in which you showincreasing confidence in the use of:

Teach lessons and sequences of lessonsacross the age and ability range for whichthey are trained, in which they:

Q25(a) using a range of teaching strategies andresources, including e-learning, takingpractical account of diversity and promotingequality and inclusion.

using a range of teaching strategies andresources, including e-learning, taking practicalaccount of diversity and promoting equality andinclusion.

use a range of teaching strategies andresources, including e-learning, takingpractical account of diversity andpromoting equality and inclusion;

Q25(b) building on prior knowledge, developingconcepts and processes, enabling learners to

apply new knowledge, understanding andskills and meet learning objectives.

building on prior knowledge, developingconcepts and processes, enabling learners to

apply new knowledge, understanding and skillsand meet learning objectives.

build on prior knowledge, developconcepts and processes, enable learners

to apply new knowledge, understandingand skills and meet learning objectives;

Q25(c) adapting their language to suit the learnersthey teach, introducing new ideas andconcepts clearly and using explanations,questions, discussions and plenary effectively.

adapting their language to suit the learners theyteach, introducing new ideas and conceptsclearly and using explanations, questions,discussions and plenaries effectively.

adapt their language to suit the learnersthey teach, introducing new ideas andconcepts clearly, and using explanations,questions, discussions and plenarieseffectively;

Q25(d) managing the learning of individuals, groupsand whole classes, modifying their teaching tosuit the stage of the lesson.

managing the learning of individuals, groups andwhole classes, modifying their teaching to suitthe stage of the lesson.

manage the learning of individuals,groups and whole classes, modifying theirteaching to suit the stage of the lesson.

Assessing, monitoring and giving feedback

Q26(a) Make effective use of assessment, monitoringand recording strategies.

Make effective use of a range of assessment,monitoring and recording strategies.

Make effective use of a range ofassessment, monitoring and recordingstrategies;

Q26(b) Assess the learning needs of those you teachin order to set appropriate learning objectives.

Assess the learning needs of those you teach inorder to set challenging learning objectives.

Assess the learning needs of those theyteach in order to set challenging learning

objectives.

Q27 Understand the importance of constructivefeedback and target setting. Demonstrateconstructive feedback to pupils duringlessons.

Demonstrate increasing skill in providingfeedback and in addition, demonstratedevelopment of target setting for pupils.

Provide timely, accurate and constructivefeedback on learners attainment,progress and areas for development.

Q28 Understand the need to engage learners inthe learning process.

Demonstrate some use of self and peerassessment to engage pupils in identifying theirown learning needs.

Support and guide learners to reflect ontheir learning, identify the progress theyhave made and identify their emerginglearning needs.


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Reviewing teaching and learning

Q29 Demonstrate the abil ity to identifymisconceptions and gaps in pupils' learningusing this to question the effectiveness of yourplanning and teaching.

Demonstrate that you can analyse in depth theoutcomes of your teaching and take action tocater for different learning needs.

Evaluate the impact of their teaching onthe progress of all learners, and modifytheir planning and classroom practicewhere necessary.

Learning environment

Q30 With support from colleagues, establish apurposeful and safe learning environmentconducive to learning.

Establish an increasingly purposeful and safelearning environment conducive to learning andidentify some opportunities for learners to learnin and out of school contexts.

Establish a purposeful and safe learningenvironment conducive to learning andidentify opportunities for learners to learnin out of school contexts.

Q31 With support from colleagues, establish clearand appropriate expectations of pupils'behaviour and trial management strategiesrecommended by TENITTC and by yourschool and departmental policies.

Demonstrate independence in establishing clearand appropriate expectations and begin toestablish consistency in using a range ofconstructive management techniques. (You maystill need help with more challenging pupils andclasses).

Establish a clear framework for classroomdiscipline to manage learners behaviourconstructively and promote their self-control and independence.

Team working and collaboration

Q32 Work as a team member within thedepartment and the pastoral team to whichyou are attached.

Continue to work as a team member. Begin toshare your ideas and resources with thedepartment. Look for opportunities to work withcolleagues beyond your department.

Work as a team member and identifyopportunities for working with colleagues,sharing the development of effectivepractice with them.

Q33 Understand the role of support staff in yourschool and within the department.

Follow school and departmental policy onworking with support staff and demonstrate onyour lesson plans how you plan to make bestuse of support staff skills in your lessons.

Ensure that colleagues working with themare appropriately involved in supportinglearning and understand the roles theyare expected to fulfil.


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Trainee is aware of the need to achieve a balance of work done with ICTand work done away from the screen and that pupils are positionedappropriately.

A. Effective teaching and assessment methods KnowledgeStrong Some Limited

Trainee is aware of the contribution that ICT can make to teaching pupilswith special educational needs and that he/she can provide tasksappropriate to pupils needs and subject-specific support.

Trainee is able to use the most suitable software to meet teachingobjectives.

Trainee is able to assess the suitability of softwarefor the pupils accordingto age, development and prior experience.

Trainee is able to evaluate the success ofthe use of ICT.

Trainee is able to contribute to the development of pupils ICT capability byteaching the ICT skills and applications, using the ICT terminology, and

using correct procedures as examples of good practice.

Trainee is aware how to monitor pupils progress by setting clear objectives,planning to achieve them, observing pupil activity, and monitoring andsupporting progress.

Trainee is able to ask key questions which lead pupils to an understandingof their use of the software.

Trainee is aware of computer functions, which change teacherexpectations, e.g. spellchecking, image making and representation ofgraphs.

Trainee is able to work with pupils to interpret and present information

acquired from CD-Rom which is relevant and specific.

Trainee is able to assess individual achievement, through observation,record keeping and questioning, when students have worked together.

Trainee is able to differentiate between quality of learning of the pupil andthe quality of the presentation as a result of using ICT.

Trainee is able to set up ICT activities with targeted objectives, which allowpupils to demonstrate achievement, understanding and learning.

B. Trainees knowledge and understanding of ICT competence

Trainee must have opportunities to evaluate a range of information and

communication technologies, e.g. computers, Internet and digital cameras,and be able to justify the selection and use of ICT in their planning,teaching, assessment and class management.

Trainee must understand and use the ICT specialist terms in order to beprecise in their explanations to pupils.

Trainee must be able to use ICT for his/her own personal record-keepingand administration.

Trainee can employ common ICT tools for their own and pupils benefit, e.g.word processing, e-mail, presentation software, data handling.

Trainee can successfully connect and set up ICT equipment, load and runsoftware, manage files, use online help facilities, and user guides.

Trainee observes health and safety regulations, and appreciates theimportance of passwords and general security of equipment.

Trainee is aware of the characteristics of information, its accuracy andvalidity, and that information takes up memory when saved and stored.


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Trainee is aware that information can be linked between applications andcan be shared with others at remote locations.


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B. Trainees knowledge and understanding of ICT competence KnowledgeStrong Some Limited

Trainee knows how to use ICT to find things out, identify sources ofappropriate information, plan search strategies by widening and narrowingdown options, and can show pupils how to structure data collected and

interpret it.

Trainee appreciates the facilities of a spreadsheet and can use the softwareto explore alternatives, model relationships, predict patterns, and use thewhat if facility.

Trainee is able to use ICT to communicate and exchange ideas.

Trainee is able to use features of ICT to complete routine tasks, to log dataand to interpret it, to analyse and search for patterns within data, to explainand present results, to measure and record events, and to exploresequences of actions.

Trainee is able to appreciate the range of forms in which ICT can presentinformation, the value of CD-Rom and the Internet as sources of informationand be able to judge the accuracy of the information and its credibility.

Trainee is aware of the ability to make rapid changes within text, designsand models when using ICT.

Trainee is able to use ICT to prepare and present teaching more effectively,taking account of audience, and adapting work to subject matter andobjectives, to pupils prior attainment, reading ability or special educationalneeds.

Trainee is able to use the most appropriate forms of presentation to meetteaching objectives.

Trainee is aware of the ICT requirements of the National Curriculumrelevant to the level of pupils being taught.

Trainee has an understanding and appreciation of the facilities of thesoftware.

Trainee is aware of the use of scanners, computer aided design (CAD),midi keyboards, distance learning activities, and integrated learningsystems.

Trainee is aware of the current health and safety legislation relating to theuse of computers, the legal considerations, e.g. Data Protection Act,Copyright Legislation, etc, and of the dangers of unsuitable materialaccessed through the Internet.

Trainee is able to use ICT to improve their own professional efficiency, tofacilitate administration and record keeping, and to locate teaching materialand support through the National Grid for Learning.

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