CCT 6 Feedback sheet.


Name Mark Perryman Tutor Brian Sanderson

Commentary: Reflection on my development as a teacher

In this task you are asked to reflect upon your own development as a teacher using the following headings from the Standards for QTS and the Induction Standards:





  1. Consider how the 5 CCTs have contributed to your development under each of these headings. You should discuss examples from your own classroom teaching to illustrate how working on the CCTs has enabled you to respond to particular issues relating to that heading generally or to a particular standard. You might also refer to contributions from other aspects of the course such as SCTs and Masters assignments



NB You are not required to give examples for every standard.



  1. Under each heading, identify a further learning target relating to your future learning and development arising from the reflection and evaluation of your teaching experiences so far.

Ensure that the target for each heading is clearly identified by setting it out under each heading in the following way:



My Professional Attributes target is ………….



My Professional Knowledge and Understanding target is ……..



My Professional Skills target is …………



To be submitted by 3/5/2011 Word length: 1500words



This task may help to develop evidence towards the following standard(s): Q7


Professional Reflection

Pass

Commentary shows

  • At least satisfactory level of professional reflection and self awareness used to develop targets for future development

  • Synthesis of ideas and practices drawn from

    • Discussion with and observation of practitioners

    • Other CCTs and SCTs

    • Own experience



Presentation

Pass

  • A competent presentation within a generally satisfactory overall structure which may lack balance in some areas

  • Generally well written with at least adequate spelling, punctuation and grammar



Comment


A useful and thoughtful CCT Mark and I feel this final task has helped you to reflect upon your experiences throughout the PGCE year. The targets are quite general perhaps you could make them more specific before putting this into your PDP?


It has been a pleasure having you in my Core group and I wish you a long and successful teaching career.





Professional attributes

The professional attributes require teachers to have strong and valuable relationships with children, young people and adults, and to make full use of advice, innovation and feedback to improve their teaching practice.

In school, form tutors have an invaluable role to play in terms of demonstrating positive values and establishing constructive relationships with their pupils. Researching and writing CCT 2, The Pastoral Role of the Year 7 Form Tutor, was a valuable experience in considering the multitude of ways in which a form tutor can be a supportive influence on pupils who are experiencing a major shift in their experience of education. It was useful to note the uncertainties, misunderstandings and worries that can arise if pupils do not have the information, reassurance and support they require.

Although CCT 2 focussed on the form tutor's responsibility to build relationships with their pupils, I also touched upon the role of the subject teacher to ease pupils into new teaching styles. It is important to note that children spend far more time with subject teachers than their form tutor and all teachers must establish fair, trusting and supportive relationships with pupils. I have learnt the importance of having high expectations and earning pupils respect. I look forward to helping more pupils to reach their educational potential.

With regards collaboration with other adults, CCT 3, Child Protection, emphasises the importance of sharing information that might indicate that a pupil is coming to harm. This can only happen where there are effective lines of communication between teachers, child protection officers, parents and external agencies. As I mentioned in the report, patterns of behaviour will only be noticed and dealt with if individual teachers are prepared to discuss potential signs of abuse with each other and the pupil's form tutor.

Teachers are also expected to work in collaboration with colleagues such as teaching assistants. Help like this in the classroom is usually targeted to children with particular needs. For example, some pupils with EAL (CCT 4), or other SEN require support in addtion to that which the teacher can provide. During my teaching practice, I have had good opportunities to work with teaching assistants in various classes, and have learnt about the importance of ensuring that they are fully aware of the best way in which they can support the lesson.

The final three standards within this section are all focussed upon the importance of making the most of chances to improve the quality of teaching; by reflecting upon practice, identifying needs, adapting practice where innovation shows potential for improvement, and acting upon advice and feedback. In CCT 1, I considered some of the elements that make up effective teaching. One of these, the interactive use of ICT, is an innovation that I have used in my teaching: when discussing scatter graphs, I asked pupils to come to the front of the classroom to plot points on a graph. None the less, this is a facility that I have not used as much as I could have done and it is fair to say that I have occasionally been slow to adapt my practice.

My Professional Attributes target is to reflect more fully on my teaching. Ensuring that every lesson is reflected upon, with occasional thorough reflections, will allow me to more easily identify improvements to be implemented.

Professional knowledge and understanding

This section requires teachers to understand the pedagogy and content of their subject area, as well as some of the issues arising from the diverse population of a school.

CCT 4, Pupils learning English as an additional language, usefully addressed some of the issues and opportunities that diversity brings. Although in my teaching practice I have not encountered the specific situation that CCT 4 addressed, all classrooms have children with a multitude of different needs. Many of the same strategies apply, ensuring that all pupils are involved in the lesson, making sure that teachers understand the individual needs of pupils. In one of my classes, a couple of the pupils have significant difficulty with reading, and it is imperative that this does not become a barrier to their learning. Therefore, whenever there is text to be read, I, or the TA, read it aloud. Were their difficulty not noted, then they would not be able to follow and engage in the lesson.

The use of ICT to support teaching is covered by Q17, and it was useful to consider the different ways in which this can be put into practice in SCT 5, ICT Resource. This task involved creating a resource (for example a spreadsheet) that could be used to help pupils investigate an area of mathematics. In one lesson, I provided a year 8 class with a spreadsheet containing data about box office takings and asked them to plot the data onto a graph; firstly pie charts and bar charts, and then scatter graphs. Most of the class were able to do the task, which helped to consolidate the prior learning about graphs.

Knowing a range of assessment purposes and strategies is an important element of the standards. Writing the Subject Masters assignment was a valuable opportunity to consider the different roles that assessment can play. My first placement school was very keen on providing data about every pupil, so the pupils' prior performance was known even before entering the classroom. My second placement school's emphasis is on assessment for learning, and so self- and peer-assessment is much more important. In my own teaching, I have sometimes struggled to provide sufficient feedback to pupils. Although I am confident that my knowledge of assessment is good, sometimes the execution leaves something to be desired.

My Professional Knowledge and Understanding target is to consolidate some of the practical ways in which assessment, especially formative assessment, can be used to full effect in my teaching.

Professional skills

Standard Q21 is a reminder that teaching is about the child as much as the subject. CCTs 2 and 3 provided a good grounding in the ways that the welfare of children can be protected. CCT 2 discussed ways of instilling confidence during the transition into secondary schools; a time when many children are particularly vulnerable. The focus of CCT 3 is on those children who are suffering from abuse, and details various ways in which signs of abuse can be identified and reported.. I have not experienced a situation where I have had to deal with an especially vulnerable child, but I am confident that I am aware of strategies for preventing and reporting abuse where it occurs.

The main bulk of the professional skills section is focussed on effective planning and teaching. Planning must focus on progression and must develop literacy, numeracy and ICT and must include homework. My short and medium term planning has been strongly influenced by the process of putting together SCT 1 and 3. The first involved a 6 lesson topic plan for a mathematical topic, with a lesson plan for one of the lessons. The second was a similar format, but for a physics topic. Together they helped to provide a model for lesson and topic planning, that I have tried to keep to. To date, my topic planning has been substandard; largely because I have had to adapt the plan after the first few lessons. As I gain experience, I expect that I will better understand the way that children will react to lessons, and therefore the quality of my planning over a whole topic will naturally improve.

I have already mentioned the effect of the Subject Masters on my understanding of assessment, and referred to the implementation of my theoretical understanding as a target for improvement. The experience of peer assessing some of the CCTs and SCTs has demonstrated the benefits that such a model of assessment can bring. During many of my lessons, pupils are asked to self assess their learning to that point. While personally reassuring, there is much more use that I could make from this self-assessment in order for it to be truly formative.

Undoubtedly the biggest standard is Q25, which encompasses the core of effective teaching within its 4 sections. There is not space in this report to go into detail about how each section has affected my teaching, but there are a few points that are worthy of mention. In CCT 1, I noted a variety of techniques and styles that were used by effective teachers. One of these was making good use of exercises by checking pupils' work and addressing misconceptions during the exercise. They were able to address these misconceptions with individuals, groups or the whole class as appropriate, while those who did not need such clarification were able to continue working. I have tried to put this into practice within my own lessons, directing teaching to individuals or the whole class depending on the situation.

During my teaching, I have used a wide range of techniques, with some success. However, on occasions, it is clear that I have not understood the most appropriate way of using a technique and the outcomes have therefore been disappointing. A prime example is my use of plenaries. While I understand the desired outcomes, I have not always been sure how best to put a successful plenary into practice.

My Professional Skills target is to improve my use of a greater range of teaching strategies, in particular the use of plenaries.

[1568 words]