ABSTRACT
The role of the teacher extends beyond the immediacy of the classroom into the wider school community; so the teaching folder needs to reflect this by containing policy documents and other pastorally focused material relating, for example, to pupil safeguarding, provision for special needs or strategies for helping pupils for whom English is not a first language. Moving outwards again beyond the immediate school community, the folder might contain evidence of wider engagement with the pedagogy of English teaching: reviews of key texts; notes on training sessions; links to helpful online resources. Trainees need to be aware that, while they might be afforded professional autonomy with regards to the organisation of their teaching practice folders, the format and conventions of formal evidence documentation are usually imposed by the host training institution. Trainees should not be daunted by the judgemental overtones of the formal evidence document.
