PebblePad

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Leeds Beckett students use an e-portfolio workbook for placement assessment and learning using the University's e-portfolio tool, PebblePad.

You will receive guidance from your Course Director and Level Leads with regards to how to engage with and use PebblePad, and what you need to complete on it. During your placement, your Lead Mentor will be a source of support. The library has produced a PebblePad user guide which is available online.

Whilst on placement, you are expected to be the expert, guiding your school-based Mentor in how to use PebblePad and what they need to complete within it.

PebblePad user guide PDF, 1.3MB

What your Mentor and you need to complete on PebblePad

Below are details of what is required to be completed by your Mentor and you as a student on PebblePad during your placement.

Location in PebblePad	School-based Mentor action	Student action
Guidance > Pre-course Tasks	No action necessary	Tick the boxes to show which tasks you have completed and upload supporting documents.
Guidance > Student Information	No action necessary, but you can find out background information about your student.	Add your details.
Guidance > Reasonable Adjustment Plan (RAP)	No action necessary, but you can find out if your student has a RAP and what support they might need if they have chosen to upload it.	Upload your RAP if you have one. This is optional but will help you get the support you need on your school placement.
Guidance > Placement Documentation	This is where you will find: Handbooks and placement dates Lesson planning proformas Lesson observation proformas and guidance Teachers’ Standards Statement Guidance	This is where you will find: Handbooks and placement dates Lesson planning proformas Lesson observation proformas and guidance Teachers’ Standards Statement Guidance
Subject Development > Subject > Subject Overview	This is where you can find one-page subject overviews that detail the student’s university curriculum, the relevant research base which informs it, and your role in supporting its delivery and practice.	No action necessary.
UG Subject Development	No action necessary.	Complete the Audit and Action Plans for each subject and upload evidence of your university-based subject development work.
PG Primary Subject Development	No action necessary.	Complete the audits, action plans, skills trackers, reflective progress logs and skills and training sections.
PG Secondary Subject Development > Audit	No action necessary.	Complete the Audit, Weekly Reflective Progress Log and Skills and Training.
Other experiences	No action necessary.	Complete the following sections: PG/UG Primary: Lower Key Stage Placement, Higher Key Stage Placement, ITAPs PG Secondary: Lower Key Stage Placement, Post-16 Placement, ITAPs
UG Phase 1-3 and PG Phase 1-2 > Placement Readiness Engagement Planner (PREP)	If your student is re-sitting a placement, this page will detail what they have done to prepare for their resit.	If you are re-sitting a placement, you will compete this with your Personal Tutor prior to starting the placement.
UG Phase 1-3 and PG Phase 1-2 > Phase Overview	Read the overview, this will provide: A summary of what your student has learnt and done before arriving with you A guide of what the student and you should be doing over placement A summary of where the student should have got to before coming back to the university.	Read the overview, this will provide: A summary of what you should have learnt and done before arriving at your placement school A guide of what you and your Mentor should be doing over placement A summary of where you should have got to before coming back to university.
UG Phase 1-3 and PG Phase 1-2 > School Information	No action necessary.	Complete details, tick boxes and upload a copy of your teaching timetable.
UG Phase 1-3 and PG Phase 1-2 > Attendance	Verify the accuracy of the attendance record by the end of the placement in the Final Review section.	Complete your attendance record daily.
UG Phase 1-3 and PG Phase 1-2 > Progress Overview > Core Areas	Review these with your student each week covering each of the expected progress statements in the five areas. Use the tables as working documents, moving ticks as appropriate each week. All tables must be completed 48 hours before the Final Review meeting.	Review these with your Mentor each week covering each of the expected progress statements in the five areas. Use the tables as working documents, moving ticks as appropriate each week. All tables must be completed 48 hours before the Final Review meeting.
PG Phase 2 and UG Phase 3 > Progress Overview > Meeting the Standards	At least 48 working hours before the Final Review meeting, for all Teachers’ Standards: Tick ‘Yes’ Provide a statement of how your student has met the Standard Tick the part 2 section as ‘Met’ and complete the Mentor comments.	At least 48 working hours before the Final Review meeting, for all Teachers’ Standards provide a statement of how you have met each strand of the Standards, including examples.
UG Phase 1-3 and PG Phase 1-2 > Progress Overview > Progress Review	Complete the table, strengths and areas to work on at least 48 working hours before the Progress Review visit.  You can ‘save and hold’ your entry so only you and the university Lead Mentor can see this prior to the meeting – you can then ‘save and release’ later.	Add a comment after the Progress Review has taken place.
UG Phase 1-3 and PG Phase 1-2 > Progress Overview > Final Review	Complete the attendance verification, Final Review table, strengths, areas to work on, subject development table for your phase and comments at least 48 working hours before the Final Review meeting.  You can ‘save and hold’ your entry so only you and the unversity Lead Mentor can see this prior to the meeting – you can then ‘save and release’ later.	Add in the number of days you have attended the placement.  Add a comment after the Final Review meeting has taken place.
UG Phase 1-3 and PG Phase 1-2 > Support Plan	Should a support plan be required, you will fill this in with the Lead Mentor.	Should a support plan be required, this will be completed by your school-based Mentor and university Lead Mentor and discussed with you.
UG Phase 1-3 and PG Phase 1-2 > Weekly Meetings	Review the Core Areas’ Expected Progress statements and set weekly targets with your student. They should be: simple, small-step and where possible, SMART. ~3 Core Areas per week against the most relevant but have a comment in in each area. based on the expected progress statements. reviewed the following week. Complete one weekly observation of your student (a colleague can also do this) on the Leeds Beckett lesson observation proforma.  Add a comment to each weekly meeting record that includes: A comment on progress/professionalism A comment on subject knowledge One strength linked to the Core Areas’ expected progress statements One area for development linked to the Core Areas’ expected progress statements	Record the weekly meeting information, including: the date a review of targets your observations of other teachers the lesson plan and observation form for your observed lesson targets for the next week.  These targets should be: Simple, small-step and where possible, SMART ~3 Core Areas per week against the most relevant but have a comment in in each area. based on the expected progress statements. reviewed the following week.
PG only - Values in Practice Journal	No action necessary.	At key junctures in the course, you will be instructed to complete a reflective journal post for your Values in Practice Journal.
UG Phase 1 – 2 and PG Phase 1 > Action plan for the next phase	No action necessary.	Complete this with your Personal Tutor.
UG Phase 3 and PG Phase 2 > ECT Transition	No action necessary.	Complete this with your Personal Tutor.