Progress and assessment records are used to store evidence of a trainee's development over the course of a placement. Those on foundation and development placements use a progress record while finalists on their consolidation placement complete an assessment record.
Progress records
The progress record is used to record entries that demonstrate the trainee's progress in the five CCF areas of professional learning: behaviour management, pedagogy, curriculum, assessment, and professional behaviours.
There should be a minimum of four dated entries in each area. Evidence should be collected throughout the school experience from professional performance (including pupils’ progress), weekly training records, lesson evaluations, self-evaluations, lesson feedback records, extracurricular evidence, and M&QA meetings.
At the end of the placement, the trainee's progress will be reviewed and it will be recorded whether they are 'on track' or 'not on track' to progress to the next phase, and new developmental targets will be set. Reflective comments will be added by the mentor, PCM or training co-ordinator, trainee, and link tutor.
Please note that BA QTS Year 1 students do not collect evidence against assessment and are required to provide a minimum of two pieces of evidence against the remaining four areas of professional learning.
Assessment records
The assessment record is completed in the same way as a progress record, except that evidence will be collected against the DfE Teachers' Standards and a judgement will be made at the end of the placement as to whether the trainee has 'met' each of the standards. Targets are set at the end of placement to inform the future practice of trainees as they begin their ECT programme.
Reflective comments
Mentors, PCMs, link tutors, and trainees are required to provide a reflective comment at the completion of a progress or assessment record to summarise the phase of training. This might include reflections on:
- strengths of the trainee
- highlights of the phase of school experience
- skills and qualities demonstrated over the phase of training
- areas for development in the next phase of training or work.
A mentor's reflective comment might say:
Trainee X has made consistently good progress over the course of their placement. They have demonstrated the ability to create a positive and safe learning environment for learners and it is clear that all pupils have a positive rapport with Trainee X. It has been impressive to see Trainee X make effective use of the school behaviour policy while also being proactive about establishing their own practices in their teaching. Since joining us in January, Trainee X has built and maintained positive working relationships with the whole teaching team and wider school community, establishing themselves as a valued member of the school through their willingness to help and learn from others.
Trainee X accompanied her class on a trip to the museum and supported their mentor in leading a group throughout the day. They were able to demonstrate pleasing leadership skills and paid attention to the practices put in place to keep children safe on trips. Trainee X has also supported extracurricular clubs and sports activities, as well as contributed to preparation for class assemblies.Trainee X has demonstrated enthusiasm and a willingness to learn from their colleagues in school. They are always open to feedback and it is clear that this is acted upon in their teaching straightaway.
Trainee X continues to focus on their eliciting and challenging of misconceptions in their teaching, which is something that they are able to reflect on well. By maintaining a focus on building confidence in particular areas of the curriculum, Trainee X will be able to plan effective lessons to meet the needs of all learners. Trainee X has not had much opportunity to explore assessment from the perspective of using pupil data in depth and would benefit from exploring this more in the next phase of training.