Analytical account of the pr

Analytical account of the pr
ocess of mentoring one colleague (1500 words)
• 
ident
ified 
colleague’
s 
developmental 
needs 
in 
relati
on 
to 
ideas 
from 
the 
programme 
• 
describes the interventio
ns, observations, feedback 
given
• 
evalu
ated th
e success of the mentoring process
• 
analy
sed 
what 
has 
been 
learned 
about 
ef
fective 
mentoring 
working 
with 
a 
colleague
• 
submitted 
appendices 
for 
the 
analytical 
account 
of 
the 
process 
of 
mentoring 
that includes:
- observations 
of 
mentee’
s teaching 
with 
a focus 
on 
identified 
developmental 
needs - records 
of 
written 
feedback 
given 
to 
the 
colleague 
including 
tar
gets 
for 
development - collea
gue’
s 
(mentee’
s) 
reflective 
accounts 
of 
learnin
g 
in 
relation 
to 
the 
focus of mentoring
1 & 3

103
B1
Effective practice Planning: 4 sequential session plans – 
evidence:
• 
coherent 
plans 
(from 
the 
first 
four 
week 
face 
to 
face
 event 
for 
teachers) 
each 
with a clear structure and clearly stated aims and objectives/ outcomes
• 
how 
the 
plans 
have 
been 
designed 
to 
meet 
the 
needs 
of 
teachers, 
as 
individuals 
and as a group
• 
a 
range 
of 
approaches 
to 
teaching 
and 
learning 
planned 
to 
be 
used 
with 
activities 
that
 are 
designed 
to 
motivate 
the 
teachers 
to 
learn 
and 
encourages 
them to think critically
• 
how 
new 
approaches 
to 
teaching 
and 
learning 
will 
be 
facilitated 
using 
constructivist methods
• 
how 
formative 
assessment 
is 
integrated 
into 
the 
sessions 
and 
used 
to 
monitor 
and support learning
• 
suitably 
prepared 
learning 
materials, 
resources 
and 
facilities 
to 
support 
the 
teachers’
 learning
• 
why
, in 
a 
brief 
commen
tary
, the 
approaches 
taken
 in 
designing 
the 
sessions 
have been chosen
2 &1
B2
Teaching: Records of 4 taught sessions 
– that includes:
• 
a 
scanned 
entry 
from 
the 
trainer
’s Reflective 
Journal 
that 
evidences 
they 
have 
identified 
and 
recorded 
a 
critical 
issue(s) 
of 
teaching 
and 
learning 
that 
can 
be 
used for reflective practice
• 
6 
digital 
images 
that 
evidence 
facilitation 
of 
active 
learning, 
teachers’
 engaged 
in a variety of tasks
• 
evide
nce 
of 
feedback 
from 
teachers 
that 
focus 
on 
learning 
and 
teaching 
- used 
for reflective practice
• 
evide
nce 
of 
observation 
feedback 
from 
an 
expert 
that 
can 
be 
used 
for 
reflective 
practice
• 
a 
brief 
commentary 
explains 
how 
these 
records 
fit 
together 
to 
present 
an 
authentic presentation of critical events 
• 
a 
short 
video, 
if 
available
, used 
as 
additional 
evidences 
eg 
trainer 
facilitating 
learning
2 & 1

104
B3 3.1
3.2
Assessing: Records of formative and summative assessment – evidence (а) 
Two records, providing evidences of formative assessment in your practice: • 
How you used formative
 assessment during four sessions with teachers;
• 
How 
you 
used 
formative
 assessment 
during 
the 
process 
of 
creating 
portfolio 
of evidences by teachers
NB 
Records 
must 
contain 
feedbacks, 
which 
were 
given 
to 
your 
teachers. 
In 
a 
brief 
comment 
(250 
words) 
t is 
necessary 
to 
explain 
why 
you 
chose 
this 
or 
that 
approach(- es).
(b) 
Two records, which demonstrate your use of summative assessment of • 
Teachers’
 portfolio 
(group 
trainer 
and 
independent 
trainer
’s 
summative 
assessment rubrics);
• 
Teachers’
 presentation on
 portfolio components.
2 & 1
B4
A
 r
eport (1500 words) that r
eflects on the 4 taught sessions 
– evaluates
• 
the success of the teache
rs’
 learning during the sess
ions –
 ○were 
all 
the 
aims 
and 
objec
tives/ 
outcomes 
achieved, 
if 
so 
how
, if 
not, 
why 
not  
○
were 
the 
needs 
of 
the 
teach
ers 
as 
individuals 
and 
as 
a 
group 
met, 
if 
so 
how
, 
if not, why not  
○
were 
the 
teach
ers 
engaged 
in 
learning 
and 
did 
they 
rema
in 
on-task 
throughout 
all 4 sessions  
○
were 
the 
teach
ers 
motivate
d 
to 
learn 
and 
did 
they 
have 
to 
think 
critically
, if 
so how
, if not, why not
 ○did 
using 
constructivist 
approaches 
make 
the 
teaching 
and 
the 
learning 
more 
ef
fective, if so how
, if not, why not
 ○did 
integratin
g 
formative 
assessment 
into 
the 
sessions 
help 
to 
monitor 
and 
support the teachers’
 learning, if so how
, if not, why not
 ○did 
the 
learning 
materials, 
resources 
and 
facilities 
help 
to 
support 
the 
teachers’
 learning if so how
, if not, why not
• 
the 
strengths 
and 
areas 
for 
improvement 
in 
own 
planning, 
teaching 
and 
assessment 
practice 
when 
teaching 
teachers 
about 
new 
pedagogical 
approaches
3 & 1

105
C
C1
Reflection and development
A
 reflective 
account 
of 
own 
learning 
and 
how 
futur
e practice 
will 
change 
(1500 
words) 
– that includes as evidence:
• 
what 
has 
been 
learned 
about 
existing 
practice 
through 
the 
train 
the 
trainer 
and 
teacher 
trainin
g 
process 
by 
reflecting 
on 
feedback 
from 
a 
variety 
of 
sources 
including teachers, observers, peers, Reflective Journal, etc.
• 
how 
future 
practice 
as 
a 
trainer 
will 
change 
as 
a 
result 
of 
reflective 
thinking 
by 
reference 
to 
and 
engagement 
with 
contempora
ry 
theories, 
ideas 
and 
approaches 
to 
teaching 
and 
learning 
– 
how 
do 
these 
ideas 
underpin 
and 
help 
to 
shape future learning and practice
• 
the 
specific 
changes 
planned 
to 
be 
introduced 
in 
future 
practice 
as 
a 
trainer 
in 
helping teachers become excellent practitioners.
3 & 1

106
Level 3
Ref
Portfolio evidence
Assessment
Criteria
very
str
ong
str
ong
weak
not
pr
esent
A A1
A2
Knowledge and understanding of key ideas Reflective accounts of two coaching sessions (2500 words) – evidences
• 
Two 
coachi
ng 
session 
plans 
that 
evidence 
how 
they 
meet 
needs 
of 
the 
learner(s)
• 
Two reflect
ive accounts 
(each 750) words) that incl
ude:
- 
ration
ale 
for 
focusing 
on 
particular 
ideas 
from 
the 
programme 
in 
this 
context 
(identifying the professional development needs of teachers in their school) - description of the coachin
g sessions
- evaluation 
of 
what 
went 
well 
and 
what 
did 
not 
go 
so 
well 
in 
the 
coaching 
sessions
- evaluation 
of 
the 
teachers’
 learning 
in 
relation 
to 
the 
ideas 
addressed 
during 
the 
coaching sessions
• 
Reflective 
account 
of 
coach’
s 
learning 
in 
relation 
to 
their 
coaching 
practice 
– 
analysed 
how 
coaching 
skills, 
knowledge 
and 
understanding 
have 
been 
developed through training and practice
Analytical account of the pr
ocess of mentoring one colleague (1500 words)
• 
ident
ified 
colleague’
s 
developmental 
needs 
in 
relation 
to 
ideas 
from 
the 
programme 
• 
describes the interventio
ns, observations, feedback 
given
• 
evalu
ated th
e success of the mentoring process
• 
analy
sed 
what 
has 
been 
learned 
about 
ef
fective 
mentoring 
working 
with 
a 
colleague
• 
submitted 
appendices 
for 
the 
analytical 
account 
of 
the 
process 
of 
mentoring 
that 
includes: - observations 
of 
mentee’
s 
teaching 
with 
a 
focus 
on 
identified 
developmental 
needs - records 
of 
written 
feedback 
given 
to 
the 
colleague 
including 
tar
gets 
for 
development - collea
gue’
s (mentee’
s) 
reflective 
accounts 
of 
learning
 in 
relation 
to 
the 
focus 
of 
mentoring
1 & 3

107
B
B1
Effective practice
Planning: 4 sequential session plans – evidence:
• 
coherent 
plans 
(from 
the 
first 
four 
week 
face 
to 
face 
event 
for 
teachers) 
each 
with a clear structure and clearly stated aims and objectives/ outcomes
• 
how 
the 
plans 
have 
been 
designed 
to 
meet 
the 
needs 
of 
teachers, 
as 
individuals 
and as a group
• 
a range 
of 
approaches 
to 
teaching 
and 
learning 
planned 
to 
be 
used 
with 
activities 
that 
are 
designed 
to 
motivate 
the 
teachers 
to 
learn 
and 
encourages 
them 
to 
think 
critically
• 
how 
new 
approaches 
to 
teaching 
and 
learning
 will 
be 
facilitated 
using 
constructivist methods
• 
how 
formative 
assessment 
is 
integrated 
into 
the 
sessions 
and 
used 
to 
monitor 
and support learning
• 
suitably 
prepared 
learni
ng 
materials, 
resources 
and 
facilities 
to 
support 
the 
teachers’
 learning
• 
why
, in 
a 
brief 
comment
ary
, the 
approaches 
taken 
in 
designing 
the 
sessions 
have 
been chosen
2 & 1
B2
Teaching: Records of 4 taught sessions
 – that includes:
• 
a 
scanned 
entry 
from 
the 
trainer
’s 
Reflective 
Journal 
that 
evidences 
they 
have 
identified 
and 
recorded 
a 
critical 
issue(s) 
of 
teaching 
and 
learning 
that 
can 
be 
used for reflective practice
• 
6 
digital 
images 
that 
evidence 
facilitation 
of 
active 
learning, 
teachers’
 engaged 
in a variety of tasks
• 
evide
nce 
of 
feedback 
from 
teachers 
that 
focus 
on 
learning 
and 
teaching 
- used 
for reflective practice
• 
evide
nce 
of 
observation 
feedback 
from 
an 
expert 
that 
can 
be 
used 
for 
reflective 
practice
• 
a brief 
commentary 
explains 
how 
these 
records 
fit 
together 
to 
present 
an 
authentic 
presentation of critical events 
• 
a 
short 
video, 
if 
availab
le, 
used 
as 
additional 
evidences 
eg 
trainer 
facilitating 
learning
2 & 1

108
B3 3.1
3.2
Assessing: Records of formative and summative assessment 
- evidence
(а) 
Two records, providing evidences of formative assessment in your practice: • 
How you used formative
 assessment during four sessions with teachers;
• 
How 
you 
used 
formative
 assessment 
during 
the 
process 
of 
creating 
portfolio 
of 
evidences by teachers
NB 
Records 
must 
contain 
feedbacks, 
which 
were 
given 
to 
your 
teachers. 
In 
a 
brief 
comment 
(250 
words) 
t is 
necessary 
to 
explain 
why 
you 
chose 
this 
or 
that 
approach(- 
es).
(b) 
Two records, which demonstrate your use of summative assessment of • 
Teachers’
 
portfolio 
(group 
trainer 
and 
indepen
dent 
trainer
’s 
summative 
assessment rubrics);
• 
Teachers’
 presentation on
 portfolio components.
2 & 1
B4
A
 r
eport (1500 words) that r
eflects on the 4 taught sessions 
- evaluates 
• 
the success of the teache
rs’
 learning during the sess
ions –
 ○were all the aims and objectives/ outcomes achieved, if so how
, if not, why not
 ○were 
the 
needs 
of 
the 
teach
ers 
as 
individuals 
and 
as 
a 
group 
met, 
if 
so 
how
, if 
not, why not  
○
were 
the 
teachers 
engaged 
in 
learning 
and 
did 
they 
remain 
on-task 
throughout 
all 4 sessions  
○
were 
the 
teachers 
motivated 
to 
learn 
and 
did 
they 
have 
to 
think 
critically
, if 
so 
how
, if not, why not
 ○did 
using 
constructivist 
approaches 
make 
the 
teaching 
and 
the 
learning 
more 
ef
fective, if so how
, if not, why not
 ○did 
integratin
g 
formative 
assessment 
into 
the 
sessions 
help 
to 
monitor 
and 
support the teachers’
 learning, if so how
, if not, why not
 ○did 
the 
learning 
materials, 
resources 
and 
facilities 
help 
to 
support 
the 
teachers’
 
learning if so how
, if not, why not
• 
the 
strength
s and 
areas 
for 
improvement 
in 
own 
planning, 
teaching 
and 
assessment 
practice when teaching teachers about new pedagogical approaches
3 & 1

109
C
C1
Reflection and development
A
 r
eflective 
account 
of 
own 
learning 
and 
how 
futur
e 
practice 
will 
change 
(1500 
words) –
 that includes as evidence:
• 
what 
has 
been 
learned 
about 
existing 
practice 
through 
the 
train 
the 
trainer 
and 
teacher 
traini
ng 
process 
by 
reflecting 
on 
feedback 
from 
a 
variety 
of 
sources 
including teachers, observers, peers, Reflective Journal, etc.
• 
how 
future 
practice 
as 
a 
trainer 
will 
change 
as 
a 
result 
of 
reflective 
thinking 
by 
reference 
to 
and 
engagement 
with 
contemporary 
theories, 
ideas 
and 
approaches 
to 
teaching 
and 
learning 
– 
how 
do 
these 
ideas 
underpin 
and 
help 
to 
shape 
future 
learning and practice
• 
the 
specific 
changes 
planned 
to 
be 
introduced 
in 
future 
practice 
as 
a 
trainer 
in 
helping teachers become excellent practitioners.
3 & 1

110
Appendix 4: Role definitions
Assessment Board 
for Trainer and 
Expert Certification 
(“Assessment 
Board”)
The  Assessment  Board  oversees  all  assessment  procedures, 
and is responsible for approving the pass lists for Trainers and 
Experts.
Principal Expert
The  person  designated  by  the  Centre  for  Pedagogical 
Measurements  (CPM)  to  be  responsible  for  maintaining  the 
overall quality, consistency and accuracy of trainer and expert 
assessment, leading the whole team of Experts in Assessment, 
and reporting to the Assessment Board and has the power to 
make final decisions on portfolio assessment. 
Team Leaders
The Experts in Assessment are organised into teams, related to 
language and region, and for each team one Expert is designated 
as Team Leader, responsible for the assessment work of the 
team, and accountable to the Principal Expert.
Experts in 
Assessment
The Experts in Assessment are the assessors engaged by CPM 
to  be  responsible  for  assessing  and  mentoring  Trainers,  and 
moderating assessments of teacher portfolios and presentations.
Trainers
Trainers  are  engaged  by  Centres  of  Excellence  and  are 
responsible  for  planning  and  preparing,  teaching,  assessing 
and evaluating teacher professional development programmes.
№38 от 30-07-2015