Promote good progress and outcomes by pupils
Our short podcasts offer advice and tips from our expert guest speaker, who looks at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, and how they can build evidence and work with their mentor to pass their assessment.
Isabel Instone, the Secondary Curriculum Lead at Ark Teacher Training explores what ECTs need to know about prior knowledge and how they can apply it to their practice for their NQT assessment.
Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.
Where do I get evidence from to show that the ECT is meeting TS3?
Evidence needs to demonstrate that the Early Career Teacher promotes good progress and outcomes by pupils, examples of where this can be found include:
For more advice on how to get evidence for ECT assessments, watch NTA's short presentation below.
Points to consider when writing evaluative statements for Teachers’ Standard 3:
Does the ECT:
Examples of evaluative statements for Teachers’ Standard 3:
Teacher Y has a good understanding of how pupils learn, which is seen in her planning and teaching. She avoids overloading pupils’ working memory by breaking down complex material into smaller steps as well as identifying pupils’ prior knowledge and linking what pupils know to what is being taught. This is a strategy that Teacher Y uses when introducing new grammar concepts and has been observed during formal lesson observations on the 14th October, 19th January and 14th March.
Regular and consistent use of the school’s marking policy by teacher X has ensured that students of all abilities reflect on and improve their own work. Teacher X gives clear development targets and sets tasks that students need to complete in order to develop the identified skill. An example of this is getting students to improve the quality of their French writing by using a wider range of vocabulary – through tasks set in marking students are required to review their work and substitute basic words with more technical vocabulary. This has been seen in book scrutinies on 10th December, April 22nd and June 26th.
How to write an evaluative statement…
An evaluative statement should include a qualitative statement along with something that is being judged, the extent to which it occurs and an example that helps to demonstrate the circumstances in which this was perceived or observed. This could be described as an ESEE statement where:
E = Evaluation
S = Subject
Ext = Extent
Exa = Example
Areas to consider when setting targets for Teachers’ Standard 3
Example targets for TS3:
When planning the year 10 series of lessons on plants, increase the likelihood of material being retained by pupils, through planning activities that regularly review and practise the key concepts. Increase the level of challenge throughout the series of lessons as pupil knowledge becomes more secure.
Ensure you assess and build on pupils’ prior knowledge in your teaching – take into account pupils’ prior knowledge when planning how much new information to introduce and ensure you link what pupils already know to what you are teaching. This will be a focus of your learning walk on 13th January.
How to write an area for development…
When designing areas for development there should be a clear line of sight with the evaluative statement.
|Focussed||Is the afd focussed on the specific standard?|
|Practical||Does the afd provide a practical action?|
|Developmental||Is the afd likely to develop knowledge, skill, understanding?|
|Achievable||Is the afd realistic?|
|Measurable||Will the afd be able to measure this quantitatively or qualitatively?|
For more detailed guidance on writing a good assessment, read the following guide.
Recently qualified teacher Kate Henney talks about what helped her as an ECT to pass her induction.
1. What are the key things that ECTs need to know when trying to develop their knowledge and practice of how pupils learn?
ECTs need to know that students remember what they think hard about (‘Memory is the residue of thought’ Willingham -) – it is key to remember learning is effortful and students won’t find it easy. They also need to understand the basic principles of memory, especially working memory, and how they can tailor lessons to enable new content to be remembered, linked to previous content and for prior learning to be revisited.
2.How did you use your knowledge and understanding of how pupils learn to influence your teaching?
I use this knowledge in all of my lesson planning, by beginning every lesson with a recall task; building in links to prior learning and recall as part of explanations; limiting the amount of new content I introduce at once; and giving students opportunities to think hard about the content.
3.Is there anything you think is a must read to help you to develop this area of practice?
I would recommend Rosenshine’s Principles of Instruction and Daniel Willingham’s ‘Why Don’t Students Like School?’
4.What challenges did you face when trying to promote deep learning?
The most common challenge is students finding deeper learning difficult – (which is how it is supposed to feel!) – and giving up. The key to overcome this is balancing support and challenge, and building in opportunities for students to feel successful to build their confidence, as well as narrating the struggle of deeper thinking.
5.What did you find useful that your mentor did to help you to adapt your teaching as a result of what you know about how pupils learn?
My mentor helped me by modelling the planning process, and shifting my thinking from ‘what tasks are students doing’ at different points in the lesson, to ‘what do students need to know’ and ‘how can I ensure they learn this’ through exposition, questioning and modelling and linking this to effective strategies rooted in understanding the cognitive science behind learning.
6.How did you evidence this for your assessment?
I used lesson plans, scripted expositions and examples of recall tasks, feedback and successful student work.
7.What are you most grateful for?
I am most grateful for being able to feel like I can make a positive difference every day in my career
8.If not blue, what colour do you think the sea should be?
If not blue, the sea should be purple, which would just be fun.
My mentor helped me by modelling the planning process, and shifting my thinking from "what tasks are students doing" at different points in the lesson, to "what do students need to know" and "how can I ensure they learn this"
The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.
Click below to see the “Learn that…” and “Learn how to…” statements.
Avoid overloading working memory, by:
Build on pupils’ prior knowledge, by:
Increase likelihood of material being retained, by: