Assessment
All trainees will be assessed against and will have to have met all of the revised QTS standards in order to be recommended for qualified teacher status.
Standards are organised under three inter-related categories:
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Professional Attributes
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Outline the attitudes and commitment expected of anyone qualifying to be a teacher – eg treating pupils and students consistently; communicating sensitively and effectively with parents and carers. |
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Professional knowledge and understanding
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Require newly qualified teachers to be confident and authoritative in the subjects they teach, and to have a clear understanding of how all pupils should progress and what teachers should expect them to achieve. |
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Professional Skills
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Relate to the skills involved in actually delivering lessons – eg planning, monitoring, assessment and class management. They are underpinned by the values and knowledge covered in the first two sections. |
To find out more about these standards download the Professional Standards document here.
The training is divided into distinct phases. At the end of each phase, progress towards the attainment of QTS is summarised in a review statement. Evidence is reviewed from a number of different sources including lesson observations, mentor/trainer comments, file evidence, performance in school based situations.
As part of the final assessment procedures at the end of the training period, trainees must submit files of evidence which demonstrate attainment of the standards. It is the decision of the Management Committee Validation Panel as to whether to recommend that a trainee has satisfactorily met the standards for the award of QTS.
All trainees must pass the QTS tests in the numeracy, literacy, and ICT.
Following an Initial Needs Assessment a trainee who has extensive evidence of prior attainment of the standards or who is able to demonstrate that they have met the standards for the award of QTS early may be considered for a shorter training period.
Masters Level Accreditation
Wessex Schools Training Partnership in partnership with Winchester University is now able to offer all trainees the possibilty to gain credits towards a Masters Level Qualification.
Two theoretical components are likely to be offered in 2010.
Module 1: Improving The Quality Of Teaching And Learning (20 credits)
Module 2: Devloping And Reflecting On Professional Practice (40 Credits)
Trainees who do not wish to complete Masters Level work as part of the training program can still obtain QTS but will need to submit two Curriculum Assignments.