Бағдарламасы «Назарбаев Зияткерлік мектептері»

94
A2  Analytical account of the process of mentoring one colleague (mentee) (1500 
words and appendices) to include:
•  Identification  of  needs:  What  were  the  colleague’s  developmental  needs  in 
relation to ideas from the programme (this might relate to the same ideas as those 
addressed in the group coaching sessions).
•  What were the interventions, observations, feedback given
•  Evaluation of the success of the mentoring.
•  Learning about effective mentoring gained from working with their colleague.
•  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 targets for 
development
  colleague’s (mentee’s) reflective accounts of learning in relation to the 
focus of mentoring
For Level 1
A1  A reflective account of the ‘condition’ of the school (1000 words) based on:
•  A synthesis of evidence collected during the school-based period
A2  A reflective account of what changes need to be made(1000 words) based on:
•  School based data and the match with OECD recommendations
A3  A detailed reflective account of the school development planning process 
(1000 words) to include:
•  Timelines, targets, outcomes and success criteria
A4  A detailed analytical account of the evaluation plan (1000 words) presenting:
•  The research design to collect evidence of impact
Section B:  Effective practice
Teacher programmes
B1  Planning – records of 4 sequential session plans from a training programme 
with teachers  that:
•  shows how you have shaped the design of the sessions to meet the needs of the 
teachers
•  indicates how you have adapted the plans, provided or designed during induction, 
to use with your teachers
•  includes a brief (250 words) commentary explaining why you have taken the 
approaches chosen

95
B2  Teaching – records of critical events from the 4 taught sessions planned in B1 
that includes:
•  one scanned entry from your Reflective Journal
•  six (maximum) digital images taken from any of the 4 taught sessions
•  evidence of feedback from your teachers
•  evidence  of  observation  of  practice  and  feedback  by  an  Expert,  colleague  or 
mentor
•  a brief (250 words) commentary that explains how these records fit together to 
present an authentic presentation of critical events
•  a short video, if available, that can be used as additional evidence
B3  Assessing – records of assessment, 2 formative and 2 summative
B3.1  Provide two records of formative assessment
•  one record must evidence a formative assessment activity you have designed 
and used during one of the 4 taught sessions planned in B1 to support and monitor 
the teachers’ learning
•  one record must evidence how you have formatively assessed a teacher’s portfolio 
of evidence and provided feedback to help develop their learning and practice
•  you must include a brief (250 words) commentary that explains the approaches 
you have taken
B3.2  Provide two records of summative assessment
•  one record must evidence your summative assessment decision of a teacher’s 
portfolio and the feedback provided
•  one record must evidence your summative assessment decision of a teacher’s 
presentation relating to entries from their portfolio of evidence
•  you must include a brief (250 words) commentary that explains the approaches 
you have taken
B4  Evaluating – a report (1500 words) that reflects on the 4 taught sessions and 
evaluates:
•  the success of the teachers’ learning during the 4 taught sessions
•  the strengths and areas for improvement in your own planning, teaching and 
assessment practice when teaching teachers about new pedagogical approaches
•  this report must be about the success of the teachers’ learning and how you are 
going to improve your own practice as a trainer.

96
Section C:  Reflection and development
C1  A reflective account of trainer learning and how future practice will change 
(1500 words) – to include:
•  what you have learned about your existing practice as a trainer using a variety of 
sources including teacher and observer feedback and your own Reflective Journal
•  how your 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
•  what specific changes you plan to introduce in your role as a trainer in helping to 
support teachers become excellent practitioners

97
Appendix 3 - Rubrics for
 assessing trainers’
 portfolios
Level 1
Ref
Portfolio evidence
Assess Criteria
Very str
ong
Str
ong
W
eak
Not
pr
esent
A
A1
Knowledge and understanding of key ideas
A1 
A
 reflective 
account 
(1,000 
words) 
of 
the 
‘condition’
 of 
the 
school, 
based 
on:
• 
Synthesis, 
collected 
during 
school 
practice, 
where 
initial 
opportunities 
of 
one 
specific 
school 
should 
be 
considered, 
analysis 
of 
current 
situation 
based 
on 
data 
about 
school 
in 
order 
to 
facilitate 
adequate 
reflective 
assessment 
before 
implementing any changes to this school.
Does the report answer the questions: • 
How data a
bout the scho
ol was collected, processed
 and systematized?
• 
What are th
e long-term g
oals reflected in the schoo
l plans?
• 
Do 
the 
Senior 
Managem
ent 
Team 
and 
the 
entire 
staf
f of 
the 
school 
co-ordinate 
to 
make decisions to determine the trends of forward work?
• 
Does 
the 
school 
take 
into 
account 
the 
views 
of 
students 
and 
of 
parents 
in 
making 
decisions to undertake fundamental changes in the school practice?
• 
Do 
the 
teachers 
have 
deep 
understanding 
of 
the 
nature 
of 
the 
learning 
process, 
the 
ability 
to 
inte
grate 
a 
variety
 of 
strategies, 
approaches 
and 
techniques 
to 
improve 
the process of learning and development of students?
• 
Does 
the 
professional 
development 
of 
teachers 
in 
the 
school 
meet 
the 
content 
of 
their work?
• 
Do 
the 
teachers 
have 
the 
opportunity 
of 
a joint 
– 
tim
e elaboration, 
implementation, 
management 
and 
planning 
of 
the 
educational 
environm
ent 
with 
their 
colleagues?
• 
Does the school staf
f have opportunities to perform
 the leadership functions?
• 
How 
can 
the 
collected 
data 
help 
to 
define 
the 
problem 
field 
and 
the 
focus 
of 
further development of the school?
1 & 3

98
A2
A3
A2 
A
 r
eflective 
account 
(1,000 
words) 
of 
what 
changes 
need 
to 
be 
made, 
based 
on: • 
Data about school accord
ing to OECD recommenda
tions
Does the report answer the questions: • 
Why 
do 
countries 
have 
been 
reforming 
the 
education 
system? 
To 
what 
extent 
are 
those reforms relevant and applicable to Kazakhstan as a whole?
• 
 How 
can 
the 
collected 
data 
help 
determine 
the 
focus 
of 
school 
development 
in 
the context of the recommendations of the OECD?
A3 
A
 detailed 
reflective 
account 
(1,000 
words) 
of 
the 
school 
development 
planning pr
ocess, including:
• 
Graphs, tar
gets, expected
 results and criteria for suc
cess 
• 
Attac
hment
 to account: S
chool development plan
Does the report answer the questions: • 
What 
was 
the 
basis 
for 
setting 
certain 
goals 
to 
plan 
the 
school 
development? 
What 
was 
the 
way 
I 
planned 
to 
achieve 
the 
objective
s 
and 
obtain 
the 
expected 
results?
• 
 What 
needs 
were 
identifi
ed 
to 
be 
made 
at 
school 
for 
implementation 
of 
the 
specific changes?
 ( graphs ) • 
 How 
and 
why 
was 
it 
scheduled 
to 
or
ganize 
their 
own 
activities 
in 
managing 
the 
implementation of reforms?
• 
How 
were 
the 
participants 
of 
the 
carried 
out 
transformations 
chosen? 
(in 
the 
school and out) 
• 
Justification
 of 
methods 
and 
approaches 
scheduled 
for 
changes 
in 
the 
school 
practice.
• 
 How 
did 
you 
carry 
out 
the 
selection 
of 
planned 
act
ivities 
to 
support 
your 
col-
leagues (coaching and mentoring) for implementation of these changes?
• 
How 
were 
the 
indicator
s 
of 
the 
intermediate 
results 
in 
achieving 
the 
intended 
objectives defined?
• 
How were the success criteria to measure the chang
e made defined?

99
A4
A4 
A
 detailed 
analytical 
account 
(1,000 
words) 
of 
the 
evaluation 
plan, 
demonstrating: Development of research methods on collecting evidences of influence
Does the report answer the questions: • 
How 
and 
with 
the 
help 
of 
what 
 will 
it 
be 
possible 
to 
determine 
the 
impact 
of 
changes 
taken
 place 
on 
the 
teachers’
 work, 
their 
relationships 
with 
students 
and 
on the ef
fectiveness of the learning process?
• 
How 
and 
on 
the 
basis 
of 
what 
will 
it 
be 
possible 
to 
understand 
that 
the 
changes 
are ef
fective / positive?
• 
 How 
do 
you 
plan 
to 
carry 
out 
the 
quality 
assessment 
(EV
ALUA
TION) 
over 
the 
changes taking place?
• 
How 
will 
the 
plan 
be 
adjusted 
taking 
into 
accoun
t 
the 
intermediate 
results 
of 
implemented changes?
B
B1
Effective practice
Planning: r
ecords of planning fr
om 4 sequence of sessions
• 
Plans 
(from 
the 
first 
four 
week 
face 
to 
face 
event 
for 
teachers) 
should 
demonstrate 
that 
you 
took 
into 
account 
teachers’
 needs 
in 
session 
planning. 
In 
a brief 
comment 
(250 
words) 
it 
is 
necessary 
to 
explain 
why 
you 
have 
chosen 
this 
or 
that 
approach. 
If 
you 
use 
samples, 
which 
you 
have 
used 
during 
introductory 
sessions, 
you 
need 
to explain how you adapted the plan to satisfy your teachers’
 needs accordingly
.
• 
Do the proposed session plans reflect key ideas of t
he programme courses?
• 
Do session objectives co
nform training aims?
• 
Do 
tasks 
proposed 
by 
trainers 
satisfy 
teachers’
 needs 
and 
facilitate 
developing 
their critical thinking?
• 
Is 
it 
possible 
to 
integrate 
key 
ideas 
of 
programme 
to 
curriculum 
through 
used 
forms and methods of training?
• 
Does 
learning 
environme
nt 
created 
by 
trainer 
facilitate 
teachers 
developing 
values, 
systematic 
vision 
and 
necessary 
practical 
skills 
for 
realization 
new 
approaches in learning?
• 
Is 
there 
any 
assessment 
of 
teachers 
learning 
and 
tea
ching 
in 
order 
to 
improve 
their practices in the future?
• 
Do 
addition
al 
sources 
of 
information 
used 
by 
traine
r ensure 
a 
personal-oriented, 
constructivist approaches?
2 & 1

100
 B2
Teaching: r
ecords of critical events fr
om the 4 taught sessions, also
• 
scanned 
entry 
from 
Trainer 
Reflective 
Journal 
that 
is 
relevant 
to 
the 
issues 
of 
learning and teaching 
• 
up 
to 
6 
digital 
images 
that 
illustrate 
the 
practice 
of 
active 
learning 
and 
teachers 
learning;
• 
brief 
feedbacks 
from 
teachers 
on 
teaching 
and 
lea
rning 
that 
can 
be 
used 
for 
reflective practice (feedback on session outcomes in various forms);
• 
observation
 feedback 
from 
colleague 
or 
mentor 
(Expert) 
for 
improving 
practice 
in the future
• 
in 
addition,
 if 
this 
is 
possible, 
a 
short 
video 
(1.5 
to 
3 
minutes 
long) 
showing 
support 
of 
teachers 
in 
their 
learning 
and 
the 
ef
fect
ive 
management 
of 
the 
situation in the classroom
• 
NB 
All 
documents 
liste
d 
above 
must 
be 
more 
like 
records, 
than 
reflective 
accounts or descriptions. 
In 
a 
brief 
(250 
words) 
comment 
explain 
how 
these 
records 
from 
authentic 
representation 
of 
these 
important 
events, 
how 
they 
strengthen 
evidence 
quality 
and 
provide 
interc
onnection 
and 
interdependence 
of 
components 
in 
B 
section 
of 
trainer 
portfolio
2 & 1
B3
3.1
3.2
Assessing: r
ecords of 2 formative and 2 summative assessments
(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

101
B4
Evaluating: 
report 
(1,500 
words) 
that 
evaluates 
the 
4 
taught 
sessions 
according
• 
how successful was teachers’
 learning on sessions; 
• 
strengths 
of 
your 
practic
e 
and 
what 
can 
be 
improve
d 
in 
methods 
you 
used 
in 
teaching new pedagogical approaches
• 
the 
core 
of 
this 
report 
is 
to 
show 
how 
successful 
was 
teachers’
 learning 
(it 
is 
necessary 
to 
provide 
the 
evidences 
of 
successful 
tea
chers 
learning 
within 
held 
trainings), and how you intend to improve own trainer practice in future
• 
How successful was teachers’
 training in the course
 of these sessions?
• 
Does 
described 
learning 
environment 
facilitate 
teachers 
to 
the 
formation 
of 
values?  
• 
Is teachers experience be
ing used as the basis for le
arning?
• 
Do used materials and re
sources have the logic and
 sequence in the application?
• 
Is 
descripti
on 
of 
the 
choice 
of 
the 
forms, 
strategies 
and 
techniques 
given 
taking 
into account the singularities of listeners? 
• 
Does 
the 
report 
contain 
the 
analysis 
of 
the 
ef
fective
ness 
of 
teachers 
assessment 
use? 
• 
Are 
the 
cause-and-ef
fect 
relationships 
been 
analyzed 
in 
the 
problems 
occurrence 
while teachers learning? 
• 
What 
needs 
to 
be 
improved 
in 
own 
practice 
of 
tea
ching 
new 
approaches 
in 
the 
future? 
• 
Does 
the 
report 
include 
constructive 
conclusions 
and 
suggestions 
concerning 
further trainer practice?
3 & 1
C C1
Reflection and development Reflective 
account 
(1,500 
words) 
of 
own 
learning 
and 
how 
futur
e 
practice 
will 
change
, which evaluates:
• 
What you have learned a
bout your own practice du
ring teachers training;
• 
How 
your 
own 
trainer 
practice 
will 
change 
in 
the 
result 
of 
reflection 
on 
application 
modern theories, ideas, approaches to teaching and learning;
• 
What 
specific
 changes 
do 
you 
plan 
to 
make 
in 
your 
practice 
in 
future 
teacher 
trainings 
3 & 1

102
Level 2
Ref
Portfolio evidence
Assess Criteria
Very str
ong
Str
ong
W
eak
Not
pr
esent
A A1
 A
2
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:
- 
rationale 
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 - evalu
ation 
of 
the 
teache
rs’
 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

жүктеу/скачать 2,23 Mb.

Достарыңызбен бөлісу: