Navigating the ADP
(Assessment & Development Portfolio)
What is the Assessment & Development Portfolio?
It is an online, shared ecosystem of files that supports and assesses the development of a student teacher; and grows with them as they learn to teach in their school placements.
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It works with UCL's Competencies, which encompass & go beyond the DfE’s Teachers’ Standards and the Core Content Framework. At the end of the year it then asks STs to consider progress against the Teachers’ Standards and identify their next developmental steps ready for the first ‘ECT’ year.
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The ADP is not a collection of all teaching inputs (lesson plans, resources, letters home etc.) but instead focuses on the outcomes of teaching – The student and expert others’ views on the ST's teaching impacts in the classroom, shown through formal observations, periodic Pause Points reflections, mentor meeting notes, tutor visits or end of placement reports.
Navigating the 11 folders (A-L)
A. ADP at a glance
Introduction and guide to the Assessment & Development Portfolio:
A.1 - Getting started with the ADP & sharing with placement schools
A.2 - How the ADP fits together.
A.3 - What needs to be done and when.
A.4 - Tasks Timeline
A.5 - Technical Support
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B. Development Milestones
Document to support and showcase the development of my professional teaching practice:
B.1 - Baselines - CV, Audit of Prior learning Experiences, 'What makes a good teacher?', Initial School Experience certificate
B.2 - Pause Points - Competencies, Development Indicators
B.3 - Tutor visit summaries
B.4 - Student Teacher Support Framework
B.5 - End of SE reports and targets
B.6 - Summative Review & Career Development Profile
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C. School Professional Studies
A list of your School Professional Studies sessions, showing what specialist school-based Professional Studies input you have had over the year to complement IPS, Subject Studies and your subject-based support in-school:
C.1 - SPS Overview
C.2 - SE1 Experience
C.3 - SE2 Experience
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D. Fundamental English and Maths
During the PGCE year, all initial teacher training providers must ensure that student teachers have certain fundamental English and mathematics skills in order to be recommended for QTS:
English - The Secondary PGCE at UCL is designed so that fundamental English skills are necessary in order to pass the course and there is no requirement for you to do anything additional
Maths - There are several tasks this year that require mathematical skills. However, it is also required that STs Self assess their mathematical proficiency with an online tool: The National Numeracy challenge and complete two departmental data tasks.
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E. Quality Assurance Check Record
A checklist review to identify the elements provided for the ST in their placement schools.
E.1 - SE1 Induction check
E.2 - SE1 Midway check
E.3 - SE2 Induction check
E.4 - SE2 Midway check
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F. Mentor Meetings Record
SMs and STs should decide which of the two Mentor Meeting Minutes (MMM) formats they wish to use (structured or open checklist) – this may change as the placement progresses.
F.1 - Mentor Meetings from SE1
F.2 - Mentor Meetings from SE2
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G. Formal Lesson Observations Record
Insert the completed forms below as the placement proceeds, ensuring at least five are added over the course of the placement (approximately one every two weeks):
G.1 - SE1 - 1-5
G.2 - SE2 - 1-5
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H. School Based Study
The School Based Study (SBS) is a small-scale research project during SE1 which normally sees at least two STs working together to explore a pertinent school issue before presenting their findings to school staff.
STs and their PCMs identify a topic or question which arises in school – e.g. approaches to teaching and learning, school policy on behaviour for learning or reward systems, or the wider context in which schools work:
H.1 - SBS Proposal
H.2 - SBS Work schedule
H.3 - SBS Presentation Feedback form
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J. Focussed Observations Guidance
STs need to complete at least 7 observations of other teachers’ lessons focused on a range of important areas in secondary education across SE1 and SE2:
J.1 - Focussed Observation on Behaviour
J.2 - Focussed Observation on Literacy
J.3 - Focussed Observation on Mathematical Skills
J.4 - Focussed Observation on SEND
J.5 - Focussed Observation on EAL Learners
J.6 - Focussed Observation on Embedding Anti-Discriminatory Approaches to Education
J.7 - Focussed Observation on Embedding environmental issues in the classroom
J.8 - Focussed Observation on 'Optional Wildcard'
K. Focussed Observations Guidance
Here we list key information supporting the functioning of your ADP and Professional Practice module on your school placements.:
K.1 - The Six competencies
K.2 - The Core Content Framework
K.3 - The Teachers' Standards
K.4 - Roles and Responsibilities
K.5 - Student Teacher Support and Concerns Procedure
K.6 - Professional Practice Panel
K.7 - Glossary
L. Competency Architecture
Document detailing the structuring by which the ST develops the six competencies required for effective teaching practice.
L.1 - Positive Relationships (PR)
L.2 - Knowledge & Curriculum (KC)
L.3 - Pedagogy & Planning (PP)
L.4 - Inclusive Teaching (IT)
L.5 - Assessment (A)
L.6 - Professional Values & Wellbeing (PVW)