University of Chesterchester.ac.uk › sites › files › chester › Professional... · Web...

Faculty of Education and Children’s Services

Associate TeacherProfessional Journey File

2017/2018Confirmed August 2017

Contents

Section 1: Associate Teacher Profile

Section 2: Associate Teacher SBL Assessment / Outcomes

Section 3: Teachers’ Standards Assessment Criteria

Section 4: Teaching / School-based Learning File with Planning Procedures and Proformas

Section 5: Appendices: Primary Subject Knowledge Confidence Audits

NB: Secondary Subject Knowledge Audits to be shared and completed as part of the Subject Programme

3

Section 1: Associate Teacher Profile

This section contains:

The Associate Teacher Profile

Part I (Pre-programme CV)Part II (Pre-programme School-based Learning – Self Review – Initial Audit against the Teachers’ Standards)Part III (Associate Teacher Journey compliance check)Part IV (Experience Log)

Guidance notes for Associate Teachers and Mentors:

The intention in this section is for Associate Teachers to have a professional profile which identifies personal details, prior experience and qualifications, relevant employment and voluntary activity and other significant learning experiences which contribute to their professional identity.

We envisage this to be a useful starting point in opening up dialogue with the Associate Teachers as to their initial developmental needs and a subsequent initial training plan. It is also of use in identifying how their strengths and previous experience may be utilised at the start of the course.

Exemplars can be found at:

https://www.chester.ac.uk/education/journey

4



ASSOCIATE TEACHER PROFILE PART IProgramme Title

Year of Programme

Insert a digital passport sized photograph here

University ID Number Title e.g. Mr, Mrs

Surname(s) or Family name(s)

Forename(s) in full

Use of car for placement Yes No

Permanent Home Address

Postcode

Term Time Address

Postcode

Home phone Number

Mobile Number

QUALIFICATIONS

Please indicate all ‘A’ level and ‘AS’ level results and/or any BTEC, GCSE or other recognised qualifications obtained.

Exam dateMonth Year Exam Level Subject Grade/Result

Title of First degree Classification

Subjects covered

5

Please indicate whether you hold any other awards/qualifications (including postgraduate academic)e.g. NVQ, Governing Body/Coaching Awards, Health and Safety, First Aid etc.

Date of AwardMonth Year Award level Subject Grade/Result

RELEVANT PRE-PROGRAMME EMPLOYMENT / VOLUNTARY EXPERIENCE

Previous Experience related to intended career:Work Experience Name and

PostcodeDescription of Experience Date of

Experience

UNIVERSITY OF CHESTER SCHOOL-BASED LEARNING PLACEMENT(S)

Placement Name and Postcode Key Stage / Age Phase Date of Experience

SPECIFIC CIRCUMSTANCES

If applicable - Please indicate any special circumstances you would like us to consider when matching placements for you (e.g. if you have a registered disability, health problems, or if you have children, friends or relatives in schools, [giving the name of the schools]). Please note that, whilst the Programme Leader will try to take these circumstances into consideration, this cannot be guaranteed and other factors may take a higher priority.

Please also let us know if you have a partner / spouse studying ITE programmes at Chester (BA QTS / PGCE / PGCE School Direct).

6


ASSOCIATE TEACHER PROFILE PART II

Pre-programme School-based Learning – Self Review INITIAL AUDIT AGAINST THE TEACHERS’ STANDARDS

Associate Teacher:Primary-Early Years/ Primary / Secondary / age phase

Reflecting on the interview process and your experience of teaching and learning to date, please refer to Section 3 (Teachers’ Standards Assessment Criteria) and complete the tables below.

Teachers’ Standards

Experience to date of this Standard Next steps / key actions for development

Self-grade

No Experience N

Beginning B

Developing D

S1. Set high expectations which inspire, motivate and challenge pupils:

Experience:

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

Experience:

S3. Demonstrate good subject and curriculum knowledge

Experience:

S4. Plan and teach well-structured lessons

Experience:

7

S5. Adapt teaching to respond to the strengths and needs of all pupils

Experience:

S6. Make accurate and productive use of assessment

Experience:

S7. Manage behaviour effectively to ensure a good and safe learning environment

Experience:

S8. Fulfil wider professional responsibilities

Experience:

PART II: PERSONAL AND PROFESSIONAL CONDUCT

Key Strengths in entering my initial teacher education programme

Key areas I am keen to develop

Associate Teacher’s Signature: Date:

8


ASSOCIATE TEACHER PROFILE PART III

Associate Teacher Compliance Check

The details contained in this form are essential in supporting the University’s ITE Partnership in monitoring its compliance with national regulations (ITT Criteria). Ensure details are full and accurate.

NB

Primary-Early Years ATs (3-7 years) must be assessed against the Teachers’ Standards in KS1 and EYFS. In addition, they should have some teaching experience and be aware of (curriculum) expectations in KS2 and 0-3. ATs should spend a minimum of 5 days in each of KS2 and 0-3. (Page11)

Primary ATs (5-11 years) must be formally assessed against the Teachers’ Standards in two age-groups, all in 5-7 years and either within 7-9 or 9-11 years. In addition, where the assessed KS2 placement is in 7-9 only, there must be substantial time spent in 9-11 developing understanding and teaching experience with this phase (e.g. in small group work). Similarly, where the assessed KS2 placement is within the 9-11 age phase, it will be important to spend time productively in 7-9 age-phase. In addition, they should have some teaching experience and have awareness of the curriculum expectations in EYFS and KS3. ATs should spend a minimum of 5 days in each of EYFS and lower KS3. (Page12)

Secondary ATs (11-16 with 16-18 enhancement) must be assessed in both Key Stages 3 and 4 throughout the programme. In addition, they should have some teaching experience (e.g. group work) and be aware of curriculum expectations in post-16 and upper KS2. ATs should spend a minimum of 5 days in each of post 16 and KS2. (Page13)

Secondary ATs (14-19 with KS3 enhancement) must be assessed in both Key Stages 4 and 5 throughout the programme. In addition, they should have some teaching experience (e.g. group work) and be aware of curriculum expectations in KS3 (minimum 5 days) and where feasible, additional post-16 experience e.g. in an FE College (Page14)

All Associate Teachers should complete a minimum of 120 days of school-based learning as part of their programme.

9

Choose your Programme/Phase in the following section and complete the relevant page/s (11-15).

10

Primary-Early Years (3-7 age phase)

Placement Name and Postcode

Description of School/Setting Context Dates Total number of days in Professional Mentor Name

Class teacher/Subject Mentor

0-3 3-5EYFS

5-7 KS1

7+KS2

Use additional rows for each placement/experience you undertake as part of your Programme/Phase.

11

Primary (5-11 age-phase)




3-5

EYFS

5-7

KS1

7-9

Lower KS2

9-11

Upper KS2


12

Secondary (11-16 age-phase with 16-18 enhancement)




7-11KS2

11-14KS3

14-16 KS4

Post 16


13

Secondary (14- 19 age-phase with 11-14 enhancement)




11-14 14-16 16-19 Other post 16


14

Other significant experiences (all ATs)

Other significant time spent in school/college/other establishments contributing to TrainingPlacement name and postcode

Description of School/Setting Context Description of the experience Dates of Experience

SEND

EAL

PE (Primary / EYFS)

Challenging circumstances

Other

Associate Teacher’s Signature: Date:


15

Associate Teacher Profile Part IV: Experience LogThe log is a checklist to support you in gaining the breadth of experiences deemed necessary to be able to attain the Teachers’ Standards for QTS. Keep this log in your Professional Journey File.

This document supports the Compliance Check (AT Profile Part III).

Complete the log as you progress through your School Based Learning placements. It can be completed in any order and at any time. Some of the experiences are long term and all you need do is write in start and end dates.

School Policies: It is not always possible or desirable to take copies for your own use or reference. Nevertheless, you do need to familiarise yourself with policies and documents. Read the documents thoroughly and note key points and how specifically the policy impacts on your role as an AT within the school.

Policy Date read Policy Date readBehaviour management Safe guardingEqual opportunities E-safetyMarking and assessment HomeworkEnglish as an Additional Language Recording and reportingDepartmental Health and SafetyEducational visits

Observing pupil learning and behaviour/ observing other teachers, meeting colleagues, reading policy documents

How experienced Date(s)

Track EYFS pupil for a day (Early Years and Primary ATs)Track KS1/KS2 pupil for a day (Early Years and Primary ATs)Track KS3/KS4 pupil for a day (Secondary ATs)Observe and discuss a range of lessons with different teachersShadow a teacher and/or teaching assistantVisit feeder Primary/Secondary (Cross Phase)Meet KS2/3 transition coordinator (Primary)Meet SENDCO & discuss …

Codes of practice and home/schoolcontractsPupil PremiumInclusion policy and school proceduresAble children, and Gifted and Talented

16

EAL Policy and not yet fluent pupilsRaising achievement policy and proceduresLSA/TA deployment

Read the school’s OFSTED report, then …

Meet pastoral manager or head/s of yearMeet a governor Meet head/deputy to discuss curriculum and/or discuss with mentor

Area - Pastoral How experienced Date(s)Work with form tutor/class teacherInvolvement with pastoral system

Attend assemblies

Shadow break duty

Deliver a PSHEE lesson

Meet with global dimensions/ citizenship co-ordinator and discuss school policies and issuesPlan opportunities to contribute to pupils’ personal moral, spiritual, social & cultural developmentHave experience of working with an EAL pupil

Subject/CurriculumExperience of coursework moderation/assessmentWork with children with special needsWork with foundation classes (Primary/EY)Work with KS1 classes (Primary/EY)Work with KS2 classes (Primary/EY & Secondary)Work with KS3 classes (Primary & Secondary)Work with KS 4 classes (Secondary)including experience of exam syllabusesExperience of post 16 (Secondary)

17

Develop familiarity with & use of ICT resourcesGain familiarity with Health & Safety Policy

Safeguarding training

Create a display in your class which enhances the learning environment e.g. learning prompts/interactive resourcesTeach in the outdoor environment (Primary)Teach PE/Dance/Drama (Primary)

General How experienced Date(s)Attend staff/department meeting(s) (subject to school approval)Attend INSET day(s) (subject to school approval)

Experience compilation of pupil progress reports Attend parents evening/s and/or review day/s (subject to school approval)

Add in other relevant professional developments not recorded above, as appropriate (E.g. courses, INSET in school, sports, music, extra-curricular activities, private tuition, previous career)

Nature of professional development Location and date

18

Section 2: Associate Teacher SBL Assessment/Review


The formal lesson observation form Weekly review meeting form Review point reports (1-4 or Interim and Final) Record of Attendance PAT meeting form NQT transition interview form


This section provides a record of all the formative and summative assessments related to Associate Teachers’ learning and progress.

Lesson Observation Associate Teachers will be observed formally at least once weekly and will have their lesson observation recorded using the University of Chester lesson observation proforma. In each observation and weekly review it is expected that the Associate Teacher and Mentor/Coach will include a focus specifically on S2 and S3 (Impact on Pupil Progress and Subject Knowledge).

Weekly review meetings are positioned to provide an opportunity for AT and Mentor/Coach to capture and review AT progress (see Weekly Review for specific guidance)

Part 1 enables the AT and Mentor/Coach to review targets from the last mentor meeting, and identify supporting evidence, noting its location and justification.

Part 2 provides an opportunity for the AT and Mentor/Coach to reflect on the School-based learning that has taken place during the week. The intention is for this to form the basis of a discussion as to how additional school-based learning, and developmental activities have had an impact on the AT.

Part 3 focuses on the impact the AT has had on pupil learning. It is envisaged this may focus on cohorts/classes/groups and on individuals (e.g. child profile children, EAL pupils etc.) but it is expected that this discussion may focus on pupil progress over time including reference to whole group/class attainment assessments, data and individual/whole class/school targets.

Part 4 provides an opportunity to set SMART targets for the forthcoming week. Again there is a specific focus on S3 (Subject Knowledge) which must be included each week.

Part 5 is the Associate Teacher weekly activity plan. This section enables the AT and Mentor to discuss how planned activities will meet the developmental targets identified in the review meeting and subsequent target setting. This can include lessons, professional development activities, working in other classes, group work, observations, inset, meetings etc.

Review Point Reports. These documents evidence the formal assessment review points of the programme. They provide a formative snap shot of AT progress and a final summative judgement of AT attainment (Final Review/RP4). Please ensure that your Review Points are completed on Abyasa Pro by the designated dates.

19

Please note all formal reviews must include a triangulation of views/dialogue between ATs, Mentors and University Link Tutor.

Record of Attendance- it is expected, as part of an AT’s professional responsibilities, that a record of attendance is maintained on a daily/weekly basis. This ensures ATs meet the requirements of the validated programme in terms of training and school-based learning days.

PAT Meetings- it is expected that ATs will meet their Personal and Academic Tutor regularly to ensure effective academic and pastoral support. This meeting is reflective and focuses attention on the AT’s professional and academic progress.

NQT transition interview- This is the final interview prior to the end of the course, and takes place with the PM and/or ULT (PGCE School Direct), PAT (PGCE Core and BA QTS). The purpose of the interview is to identify developmental targets for the NQT year and focus for CPD and an evaluation of the current training programme/ provision.



20


LESSON OBSERVATIONAssociate Teachers should be observed formally and given written feedback on a weekly basis, though it is recognised that informal observation may be undertaken at any time. Please note NOT all Standards will be or indeed need to be assessed during each lesson observation. The AT should identify prior to the observation and circle below the focused standards. Please report on and grade QTS Focus initially, then comment on other standards as and if appropriate. Associate Teacher:

Teachers’ Standards Focus

School: Class/Year Group (Size)Mentor/Teacher/Tutor: Subject and Topic:

S1. Set high expectations which inspire, motivate and challenge pupils:

(S1a) (S1b) (S1c)B D G O

S2. Promote good progress and outcomes by pupils (Impact on Pupil Progress)

(S2a) (S2b) (S2c) (S2d) (S2e)B D G O

S3. Demonstrate good subject and curriculum knowledge

(S3a) (S3b) (S3c) (S3d) (S3e)B D G O

S4. Plan and teach well-structured lessons

(S4a) (S4b) (S4c) (S4d) (S4e) B D G O

S5. Adapt teaching to respond to the strengths and needs of all pupils

(S5a) (S5b) (S5c) (S5d) B D G O

21

S6. Make accurate and productive use of assessment

(S6a) (S6b) (S6c) (S6d) B D G O

S7. Manage behaviour effectively to ensure a good and safe learning environment

(S7a) (S7b) (S7c) (S7d) B D G O

S8. Fulfil wider professional responsibilities

(S8a) (S8b) (S8c) (S8d) (S8e) B D G O

Key Strengths of Lesson (At least three) To be added as evidence by Associate Teacher to Professional Development File

Dialogue arising out of this lesson: To be focused upon in weekly review meeting

Mentor/Tutor:

Associate Teacher:

Date:

Refer to Teachers’ Standards Log for guidanceB –Beginning, D – Developing, G – Good, O – Outstanding

22

LESSON OBSERVATION – additional notesThis form is to help mentors notes during lessons where additional space is required. – * * * * *The lesson analysis form should be completed as a record of the observation.

Associate Teacher:

School: Programme:

Mentor/Teacher/Tutor: Date:

23

Weekly SBL checklist - to be read in conjunction with SBL Guidance

Associate Teacher: Mentor: Draft Parts 1-3 of the weekly review and

share with your mentor prior to the scheduled weekly review meeting.

Arrange to meet with your AT for approximately an hour for their weekly review meeting.

The AT should share Parts 1-3 of this meeting with you prior to this time (this should ‘set the agenda).

In the meeting review your progress against targets (Part 1 and Part 4 from the previous weekly review).

(Part 2) Discuss how the assessments and evaluation of the lesson (LP3b) impact on your planning (S4) of subsequent lessons. This may also include detailed discussions in relation to identified learners and their progress (S2) (LP3 & child profiles).

(Part 3) Discuss your impact on pupil progress, highlighting examples, utilising the results of formative and summative assessments (S6) of individuals and groups (recorded on LP3a).

Discuss ATs progress over the previous week.A key focus should be the AT’s progress on targets identified in the previous weekly meeting and against the standards continuum. (Part 1 and Part 4 from the previous weekly review)

(Part 2) The formal lesson observation will inevitably feed into this meeting, it should focus more widely on developments the AT has made over the entire week, and how the AT has impacted on pupils’ progress.

(Part 3) Another key focus will be AT impact on pupil learning and progress.

For Part 4 identify new targets to address in the forthcoming week. This should spring naturally out of progress made thus far and dialogue with your mentor on your evolving practice.

With your mentor, identify when, where and how you will meet new targets- create a new weekly activity plan for the forthcoming week (Weekly Activity Plan Part 5). This should include work for your experience log, observations of other colleagues, engagement in wider school activities e.g. extracurricular activities.

For Part 4 set new targets with the AT for the forthcoming week in light of current discussion.

For Part 5 identify on weekly activity plan where, when and how the AT can work towards new targets set (you may need to assist in arranging additional opportunities for the AT: e.g. observations of colleagues, extracurricular opportunities, work in other classes/Key Stages)

In addition to the Weekly Review In addition to the Weekly Review Reflect (highlight) recent progress on

Standards log: add justification statements with descriptions of suitable supporting evidence and ‘signpost’ clearly where this can be found (highlight/post it notes).

Ensure your mentor agrees and signs off evidence and that you have made progress).

Verify all progress made: Targets met, in weekly review. Progress in subject knowledge- audits/ progress

against S3. Progress along the standards continuum-

justifications of AT progress with descriptions and scrutiny of effective supporting evidence.

Check AT files: Are all documents up to date? Are all lesson plans and evaluations completed? Does the experience log reflect SBL? Do subject knowledge audits reflect evolving

practice and progress to date? Check Child profiles are being completed/updated

with relevant additional information to support. Sign off AT’s record of attendance, including time

spent in other Key stages/Age Phases.

Update your subject knowledge audits (in S3) to take account of new learning/ demonstration of secure subject knowledge/ teaching experiences.

Update your Experience Log to reflect new experiences over the week. Identify new opportunities with your mentor to gain a range of experiences e.g. observation of colleagues, extracurricular (add to weekly activity sheet)

Update the Child profiles: you may wish to include evaluations (of the pupils’ progress/LP3), weekly review discussions and examples of pupils’ work (if applicable)

24

WEEKLY REVIEW OF PROGRESS

Weekly Review

AT Name: DATE:

Class Teacher/Subject Mentor:

Part 1 - Review of targets from last mentor meeting

To include: How I addressed all my targets from the last Weekly Review, including Standards, training undertaken, and other matters: Standar

d Target to be reviewedProgress/ Evidence (Has the

target been met) and location of evidence

Verified

S2

S3

Part 2 – Review of School-based learning

Review of School-based Learning undertaken this week For example

1. Observation of good teaching eg AfL2. Personal reflection3. Professional Development Action4. SBL task

Issues to be discussed:Points from lesson observations of the AT:

Other areas of discussion:

25

Part 3 - Mentor and Associate Teacher discussion: how Associate Teacher impacted on pupil learning / progress

Part 4 – Weekly TARGET SETTING To include 3-4 targets each week. Some may be carried over from the previous week dependant on progress. The weekly target setting should inform and respond to the

forthcoming Weekly Activity Plan (Part 5)

Standard

Target (Objective) Reference to QTS

Standards wherever applicable

Action to be taken (realistic)

Success Criteria/Outcome(specific, attainable)

Date to be reviewed

(time )

S2

S3

26

Part 5- Associate Teacher Weekly Activity Plan Week beginning (This document should record all activities to be undertaken including teaching, observation, professional development activities, INSET, meetings, extra-curricular activities, etc.). The activities planned should be informed by, and inform, the weekly target setting (part 4).Monday

Tuesday

Wednesday

Thursday

Friday

This Associate Teacher is making satisfactory progress: Yes/No

If no, this Associate Teacher requires an Early Alert Yes/No

If yes, Cause for Concern activated: Yes/No Date

Mentor: Date:

27

Associate Teacher: Date:

28

SCHOOL-BASED LEARNING REVIEW POINT DOCUMENTATION PROGRAMME

PGCE SCHOOL DIRECT Secondary, Primary, or Primary-Early Years

RP1 RP2 RP3

PGCE CORE Secondary, Primary, or Primary-Early Years

SBLA Interim SBLA Final SBLB Interim

BA QTS Primary or Early Years-PrimarySBL1

InterimSBL1 Final

SBL2 Interim

SBL2 Final

SBL3 Interim

ASSOCIATE TEACHER (AT) :

SCHOOL/ESTABLISHMENT Primary-EY Base Class/Year Group for the AT:

PROFESSIONAL MENTORMENTOR (Subject or Class Teacher)

PART ONE: SUMMARY GRADING: TEACHING ** as evidenced in Professional Journey File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O

S1: Set high expectations which inspire, motivate and challenge pupils

S2: Promote good progress and outcomes by pupils

S3: Demonstrate good subject and curriculum knowledge

S3d *Primary and Early Years only (Phonics and Early Reading)

S3e *Primary and Early Years only ( Mathematics)

S4: Plan and teach well-structured lessons

S5: Adapt teaching to respond to strengths and needs

S5d: Special Educational Needs and/or disability

S6: Make accurate and productive use of assessment

S7: Manage behaviour effectively to ensure a good safe learning environment

S8: Fulfil wider professional responsibilities

PART TWO: SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCTB D G O

Respect for pupils, regard for the need to safeguard pupils’ well-being

Honesty, integrity, trust and due regard for fundamental British valuesProper and professional regard to school ethos, policies & practices including own attendance, punctuality, professional dress (i.e. as appropriate within the

setting/school) and use of professional language (i.e. modelling of appropriate English to pupils)

Understanding and acting within the statutory frameworks for professional duties and responsibilitiesOVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

29

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:

S1: Set high expectations which inspire, motivate and challenge pupilsAreas of Strength

Areas of Development for the next phase of teaching and Learning

S2: Promote good progress and outcomes by pupilsAreas of Strength


S3: Demonstrate good subject and curriculum knowledgeAreas of Strength


S3d *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach Systematic Synthetic PhonicsAreas of Strength


S3e *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach mathematics (please specify which topics taught) Areas of Strength


S4: Plan and teach well-structured lessonsAreas of Strength


S5: Adapt teaching to respond to strengths and needsAreas of Strength


S5d: Special Educational Needs and/or disabilityAreas of Strength


S6: Make accurate and productive use of assessmentAreas of Strength


S7: Manage behaviour effectively to ensure a good safe learning environmentAreas of Strength


30

S8: Fulfil wider professional responsibilitiesAreas of Strength


PART TWO: Personal and Professional Conduct.Areas of Strength


Professional Mentor Comments:

Associate Teacher Comment:

University Link Tutor Comment:

Has the Associate Teacher been identified as making poor progress and been provided with clear targets to support their progress? YES N/A

If Yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Class teacher /Subject Mentor:

Professional Mentor:

Associate Teacher:

University Link Tutor:

31

SCHOOL-BASED LEARNING FINAL REVIEW POINT DOCUMENTATION ASSOCIATE TEACHER (AT) :

SCHOOL/ESTABLISHMENT Primary / EY Base Class / Year Group for the AT:

PROFESSIONAL MENTORMENTOR (Subject or Class Teacher)

PROGRAMME

PGCE SCHOOL DIRECT Secondary, Primary, or Primary-Early Years (RP4)

PGCE CORE Secondary, Primary, or Primary-Early Years (SBLB Final)

BA QTS Primary or Early Years-Primary (SBL3 Final)

PART ONE: SUMMARY GRADING: TEACHING ** as evidenced in Professional Journey File**

B – Beginning, D – Developing, G – Good, O – Outstanding

Teachers’ Standards B D G O




S3d *Primary and Early Years only (Phonics and Early Reading)

S3e *Primary and Early Years only ( Mathematics)

S4: Plan and teach well-structured lessons

S5: Adapt teaching to respond to strengths and needs

S5d: Special Educational Needs and/or disability


S7: Manage behaviour effectively to ensure a good safe learning environment

S8: Fulfil wider professional responsibilities

PART TWO: SUMMARY GRADING: PERSONAL AND PROFESSIONAL CONDUCT

B D G O

Respect for pupils, regard for the need to safeguard pupils’ well-being

Honesty, integrity, trust and due regard for fundamental British valuesProper and professional regard to school ethos, policies & practices including own attendance, punctuality, professional dress (i.e. as appropriate within the

setting/school) and use of professional language (i.e. modelling of appropriate English to pupils)

Understanding and acting within the statutory frameworks for professional duties and responsibilitiesOVERALL GRADE for PERSONAL AND PROFESSIONAL CONDUCT

OVERALL GRADINGB

BeginningD

Developing G

Good O

Outstanding * * *FINAL GRADING* * * To be recommended for QTS - ATs will normally be graded 'G' across all the Teachers’ Standards (including all parts of S3 and Part 2: Personal and Professional Conduct). This effectively means the AT is graded as good against what is expected by the 'end of the QTS programme' and is ready to be recommended for QTS. To achieve a Grade 'O', ATs must achieve a minimum of six grade O’s against the 8 Teachers’ Standards and Grade O for Personal and Professional Conduct. In the case of any AT not attaining ‘Good’ overall, an individual Case Review, concerning all parties, will be held.

32

SUMMARY REPORT ON ASSOCIATE TEACHER'S ABILITY TO:

S1: Set high expectations which inspire, motivate and challenge pupilsAreas of Strength

Areas of Development for NQT year

S2: Promote good progress and outcomes by pupilsAreas of Strength


S3: Demonstrate good subject and curriculum knowledgeAreas of Strength


S3d *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach Systematic Synthetic PhonicsAreas of Strength


S3e *Primary and Early Years only The extent to which the Associate Teacher demonstrates knowledge and understanding of how to teach mathematics (please specify which topics taught) Areas of Strength


S4: Plan and teach well-structured lessonsAreas of Strength


S5: Adapt teaching to respond to strengths and needsAreas of Strength


S5d: Special Educational Needs and/or disabilityAreas of Strength


S6: Make accurate and productive use of assessmentAreas of Strength


S7: Manage behaviour effectively to ensure a good safe learning environmentAreas of Strength


33

S8: Fulfil wider professional responsibilitiesAreas of Strength


PART TWO: Personal and Professional Conduct.Areas of Strength


Professional Mentor Comments:

Associate Teacher Comment:

University Link Tutor Comment:

Has the Associate Teacher been identified as making poor progress and been provided with clear targets to support their progress? YES N/A

If Yes, identify what stage of the process the AT is at (see also Policies & Procedures). Early Alert Stage Cause for

Concern (full)

SIGNATURES: DATE

Class teacher /Subject Mentor:

Professional Mentor:

Associate Teacher:

University Link Tutor:

34

Record of Attendance

NAME OF ASSOCIATE TEACHER

As part of the programme Associate Teachers will be expected to attend all sessions at University and school unless there is a genuine reason for absence (see attendance policy in Policies and Procedures Handbook). It is part of their professional responsibilities to keep a record of attendance on a daily basis.

* * *Associate Teachers must demonstrate that they have fulfilled the ITT Criteria for School-based learning by successfully completing the required number of days in schools (minimum 120 days PGCE/School Direct/ BA QTS). NB Programme expectations allow for a slightly longer period in school. * * *

See Programme Handbooks for guidance.

Week Commencing Monday Tuesday Wednesday Thursday Friday MentorSignature

18th September

25th September

2nd October

9th October

16th October

23rd October

30th October

6th November

13th November

20th November

27th November

4th December

11th December

18th December

25th December

1st January

8th January

15th January

22nd January

29th January

6th February

35

13th February

20th February

27th February

29th January

5th February

12th February

19th February

26th February

5th March

12th March

19th March

26th March Bank Holiday

2nd April Bank Holiday

9th April

16th April

23rd April

30th April

7th May Bank Holiday

14th May

21st May

28th May Bank Holiday

4th June

11th June

18th June

25th June

2nd July

9th July

When on placement please follow your school’s holiday pattern.

36

Faculty of Education and Children’s ServicesRecord of PAT Meeting/Review

Progress against the Teachers’ Standards (QTS) and Academic LearningASSOCIATE TEACHER

PAT TUTOR

PROGRAMME PGCE (Core) PGCE (School Direct)

BA (Hons) QTS

DATE OF PAT MEETING

FILE SCRUTINY:

PJF SBL File Comments about AT files in these areas

Teacher Standards continuum in section 3 of the PJF is being reviewed.

LP1-LP4 used appropriately

Progress against the Teacher Standards at review points (including initial/starting point) is clearly demonstrated in terms of evidence and justifications (section 3).

Evidence for the Teacher Standards signposted within Section 4 (e.g. labelling of evidence in planning etc.).

Weekly review, observation and target setting processes are evident and supportive of progress.

Evidence of range of subjects/ ages taught, as well as teaching in other classes/key stages.

Weekly activity plans support target setting and indicate percentage of teaching time and directed time.

Use of LO1 (lesson observation proforma) to observe a range of practitioners.

Subject knowledge Audits are completed, and have been logged on S3- standards’ continuum log and experience log.

Child profiles are being completed/ updated

Other findings: Other findings:

Progress against Teachers’ Standards

Beg

inni

ng

Dev

elop

ing

Goo

d

Out

stan

ding

PART 1 Teachers’ StandardsS1 Set high expectations which inspire, motivate and challenge pupils S2 Promote good progress and outcomes by pupils S3 Demonstrate good subject and curriculum knowledgeS4 Plan and teach well-structured lessonsS5 Adapt teaching to respond to the strengths and needs of all pupilsS6 Make accurate and productive use of assessmentS7 Manage behaviour effectively to ensure a good and safe learning environmentS8 Fulfil wider professional responsibilitiesPART 2 Professional Conduct

37

Review of progress with PATSubject Knowledge – Review of Teachers’ Standards continuum

AT reflection on areas of strength.

AT reflection on areas to be addressed as identified (e.g. in assignment feedback or SK audits or teaching.

Subject Knowledge – Review of SK Audits and teaching experience.AT reflection on areas of strength.

AT reflection on areas to be addressed.

Academic LearningReflection on areas of strength.

Reflection on areas to be addressed as identified in assignment feedback

SMART targets as a result of meeting with PAT. Standards Targets Outcome Date to complete

Other areas of discussion:

38

Transition to NQT Interview – Guidance for Associate Teachers

Thank you for completing the SBL B Final Review / RP4.

Please ensure that you have a copy of the SBL B Final Review / RP4 form and your Professional Journey File (PJF) available for this interview.

The purpose of the Transition to NQT Interview is for you to be best placed to share, with professional colleagues in your first teaching post, those specific targets which will help shape your NQT year.

At the interview with your Professional Mentor and / or ULT / PAT please discuss:1. Each section of the Teachers’ Standards, identifying (where appropriate) targets for your NQT year2. Your focus for continued professional development3. Evaluation of the current training programme / provision

Please submit the Transition to NQT Interview; it is part of the overall process of being able to recommend you for QTS.

A link to the Transition Interview will be emailed to you during your final SBL in May, in preparation for the end of the Programme.

39

Section 3: Teachers’ Standards Assessment Criteria

This section contains:The Associate Teacher – Teachers’ Standards (2012) Record, which includes:

Target setting against the Teachers’ Standards, tracking the Teachers’ Standards and the evidence of meeting and exceeding the Teachers’ Standards.

Guidance notes for Associate Teachers, Mentor and/or Coach:The intention in this section is for Associate Teachers to have an on-going record of meeting and exceeding the Teachers’ Standards as they apply to Initial Teacher Training. In reference to each Standard (and in order to make judgements) – notes are provided in the form of: Questions – how well does the Associate Teacher? Evidence sources (these are indicative only and other evidence may be used if appropriate); Criteria which identify Associate Teacher progress from Beginning to Outstanding; Finally there is a Target setting / Evidencing section which requires the justification of progress and the signposting of evidence.

We envisage this section to be used significantly at the main review points in the year when there is triangulated dialogue (between AT, Mentor and ULT – ideally at the same time whenever possible) to review progress against the Teachers’ Standards and when setting new targets for the next phase of teaching and learning.

Therefore, this section (in conjunction with the Review Points – Section 2) comes into play, and normally follows the pattern below: PGCE Associate Teachers

August/September (Pre Course) School Direct Early Years, Primary and Secondary and Secondary Core: October/November (RP1),

December/January (RP2), March/April (RP3), June/July (RP4) Early Years and Primary Core: December (SBLA Interim), February (SBLA Final), May (SBLB

Interim), June (SBLB Final)

REVIEW PROCESSBefore a Review Point meeting, the AT completes a self-monitoring exercise against the Teachers’ Standards.

They shade the progress criteria (beginning to outstanding) to indicate where they are at that point. It is acceptable to highlight parts of criteria, where applicable.

They complete the evidence grid to show what their best evidence is, where it is and to justify why it shows the progress they are claiming to have made. There is no expectation that an extra evidence file should be created.

During the meeting: The AT, mentor and ULT discuss the evidence and the progress and agree where the AT is on the

continuum. If necessary, the shading and evidence grid are amended, based on the evidence The mentor signs and dates the evidence to indicate that they agree with what the criteria and

evidence grid now indicate

This, alongside the Attendance Record and Experience Log, is then used to inform the dialogue around the Review Point Document. As with other aspects of documentation it is the responsibility of the Associate Teachers to keep the Teachers’ Standards record up to date both in terms of target setting, recording and justifying the quality the evidence.

Guidance Exemplars for this section can be found at:www.chestereducation.co.uk/exemplars

40

http://www.chestereducation.co.uk/exemplars

S1: Set high expectations which inspire, motivate and challenge pupilsAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards

How well does the Associate Teacher:

Establish fair, respectful, trusting, supportive and constructive professional relationships with pupils?

Help learners to show respect and sensitivity in their relationships with one another and the teacher?

Demonstrate a purposeful and safe atmosphere characterised by respect and co-operation?

Encourage pupils to try hard, recognise their efforts and have pupils take pride in all aspects of their work?

Establish high expectations of pupils’ attitudes to learning? Succeed in teaching learners to co-operate, to collaborate and listen

to others? Plan work at a suitably high level for age and ability and to external

benchmarks such as NC level descriptors that stretch and challenge all pupils?

Maintain high expectations and personalise the learning taking account a range of diverse needs through an inclusive approach?

Understand and demonstrate the values and attitudes that they expect from pupils, respect for others, positive attitude towards learning, care for the environment and social responsibility?

Resolve conflicts and individual learner’s problems sensitively to protect their self-esteem?

Establish high expectation for learner’s behaviour? Demonstrate an understanding of the needs of all pupils and

minority groups?

Evidence for this standard may be demonstrated by:

Planning documentation Clear classroom risks, resources and routines identified Resources planned to engage and stimulate sensitive the needs of

pupils Activities planned that are challenging and engaging for all pupils

Reflective Documents Evaluations reflect upon the learning environment Evaluations identify different progress between pupils and groups of

pupilsLesson observations from mentors and tutors

Health and safety risks communicated to pupils Pupils aware of tasks and on task Expectations made clear to pupils Associate Teacher is courteous to all pupils and demonstrates

enthusiasm Associate Teacher challenges inappropriate behaviour including

sexist, racist, homophobic or other inappropriate personal commentsPupil assessment records

Assessment is undertaken regularly and pupil progress monitored in order plan future learning

Include appropriate targets in pupil books

42


Standards Beginning AT Developing AT Good AT Outstanding ATa) Establish a safe and stimulating environment for pupils, rooted in mutual respect.

With advice, is able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Routinely able to establish a safe and stimulating environment to engage and sustain most pupils’ interest and learning.

Able to adopt and adapt a range of approaches to establish a safe and stimulating environment to sustain pupils’ interest in learning.

Uses innovative and creative approaches to establish a safe and stimulating environment that sustains pupils’ interest in learning.

There is evidence of mutual respect in the classroom.

Sufficient (mutual) respect for most pupils to routinely accept and follow leadership and direction.

Mutual respect allows for a range of approaches to learning and classroom organization.

Highly respected which allows a wide range of approaches to learning and classroom organisation.

Increasingly demonstratessound understanding, presence and management skills to maintain a purposeful and safe learning environment

Routinely demonstrates the necessary, understanding, presence and management skills to maintain a purposeful and safe learning environment.

Increasingly utilises an extended range of strategies to maintain a purposeful and safe learning environment.

Able to demonstrate innovative and creative strategies to set up and maintain a purposeful, safe learning environment.

b) Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.

With advice and support, is able to set goals that stretch and challenge pupils of various backgrounds, abilities and dispositions, including those with special educational needs and/or disabilities, according to school context.

Able to set goals that engage most pupils in their learning including those from all backgrounds and with special educational needs and/or disabilities.

Sets goals that motivate, enthuse and challenge most pupils.

Sets goals that challenge and generate high levels of enthusiasm for, participation in and commitment to learning in all pupils.

c) Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Uses acknowledged strategies to create and sustain a positive working climate. Sets a good example through personal conduct.

Consistently demonstrates the positive attitudes, values and behaviour expected of all pupils.

Consistently and effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show an impact on the conduct and behaviour of all pupils.

Always effectively demonstrates the positive attitudes, values and behaviour expected of all pupils and these show a positive impact on the conduct and behaviour of all pupils.

43

*AT EACH REVIEW POINT THE EXPECTATION IS THAT ASSOCIATE TEACHERS WILL SELF ASSESS AGAINST TEACHERS’ STANDARDS, IDENTIFY AND SIGNPOST BEST EVIDENCE TO SUPPORT CURRENT LEVELS OF ATTAINMENT*

Standard / sub standard

Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review

Point:


Key aspects of Associate Teachers’ performance: Monitoring Against the Teachers’ Standards: S1

44

S2: Promote good progress and outcomes by pupilsAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Have a secure understanding of how learners learn? Take account of prior learning in planning and teaching? Construct and scaffold learning and analyse learner’s progress and

make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all pupils

make good progress in their learning? Plan for continuity and progression across the key stage(s) building on

pupils’ prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to

recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve?

Encourage pupils to take pride in their work and achievements? Develop pupils’ capacity to learn from mistakes? Engage learners in setting objectives for the development of their own

learning and development?


Planning documentation Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Lesson planning takes account of wider objectives linked to social and

personal skills Lesson plans promote independent and collaborative working Structure of lesson that reflects the needs of pupils and their learning e.g.

appropriate pace and resourcesReflective Documents Evaluations identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence

pupil performanceLesson observations from mentors and tutors Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect

upon their answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Opportunities built into lessons to celebrate success

Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback provided to pupils Building in opportunities for pupils to reflect upon their progress and identify

areas for development

45

S2: Promote good progress and outcomes by pupilsStandard Beginning AT Developing AT Good AT Outstanding AT

a) Be accountable for pupils’ attainment, progress and outcomes.

With advice shows some understanding of how to monitor pupil attainment, progress and outcomes.

Able to evaluate and communicate the impact of teaching on learning outcomes for groups of pupils, including those with special educational needs and/or disabilities.

Maintains and communicates well detailed and informed evaluation of the impact of teaching which highlights the attainment and progress of the pupils in most lessons.

Systematic, in-depth evaluation of the impact of teaching takes into account and informs the contributions of others acting in support and enables pupils to make progress in all areas of learning.

Demonstrates developing ability to evaluate the impact of teaching on learning outcomes for some groups of pupils, including those with special educational needs and/or disabilities, according to school context.

Aware of school policy and practice and is broadly in line with this

Follows school policy and practice Fully understands and is able to model school-level policy and practice and guide other professional colleagues such as teaching assistants.

Is developing awareness of school policy and practice.

Provides extensive, varied examples of how sustained progression for all groups of learners has been secured.

b) Plan teaching to build on pupils’ capabilities and prior knowledge

With advice plans teaching to build on pupils’ capabilities and prior knowledge.

Broadly accurate use of evidence gathered on pupils’ capabilities and prior knowledge in the planning of teaching and learning opportunities, so that all groups of learners make some progress.

Well informed about the pupils’ capabilities and prior learning, drawing on focused assessment.

Thorough and detailed understanding of the pupils’ capabilities and prior learning based upon systematic use of focused assessment.

Plans are annotated to support progression. Plans are differentiated/ personalised.c) Guide pupils to reflect on the progress they have made and their emerging needs.

Is developing knowledge of strategies that can be used to provide feedback and set targets.

Able to identify and communicate the progress made by pupils.

Developed a detailed understanding of the pupils’ progress and their emerging needs.

Identified the personal progress and learning needs of each pupil.

With advice and assistance involves pupils in reflecting on their progress and is able to help pupils to identify their own next steps in learning.

A range of strategies used to provide feedback and set targets to enable pupils to reflect on achievements and recognise next steps.

Provide frequent, consistent and clear feedback which enables pupils to recognise and explain what they need to do next.

Pupils receive systematic and developmental feedback which enables them to identify and quantify attainment and contribute to longer-term target-setting.

d) Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

Developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has a developing a knowledge and understanding of how pupils learn and how to deal with barriers to learning.

Has good knowledge and understanding of how pupils learn and a clear recognition of how to deal with barriers to learning.

Has detailed knowledge and understanding of how pupils learn and how to overcome potential barriers to learning.

Demonstrates developing knowledge and understanding of how pupils learn and how this impacts on teaching

Able to use targeted interventions to facilitate learning for all groups. Able to adapt teaching to respond to the strengths and needs of all pupils.

Able to use well targeted interventions to facilitate learning for all groups. Checks pupils’ understanding and routinely adapts teaching to respond to the strengths and needs of all pupils.

Consistently able to use well-targeted interventions to secure learning for all groups. Systematically and effectively checks learners’ understanding, anticipating and enacting where intervention is needed.

e) Encourage pupils to take a responsible and conscientious attitude to their own work and study.

With advice encourages pupils to take a responsible and conscientious attitude to their own work and studyIncreasingly sets high expectations for pupils.

Sets high expectations for most pupils leading to responsible and conscientious attitudes to work and study in most pupils’ responses.

Sets high and at times challenging expectations for responsible and conscientious attitudes to work and study which are consistently reflected in the pupils’ responses.

Pupils’ are strongly motivated to meet high and consistently challenging expectations for responsible and conscientious attitude to work and study.

46


Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point:



47

S3: Demonstrate good subject and curriculum knowledgeAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Have secure pedagogical and subject/phase related knowledge and understanding?

Have knowledge of recent NC frameworks and developments including national strategies and initiatives and critically evaluate and reflect upon the use of these?

Plan and set subject/phase related targets for individuals and groups of learners?

Break down ideas and concepts and sequence them logically to support the development of learners’ knowledge and understanding?

Answer learners’ questions confidently and accurately? Construct and scaffold learning, know when to make effective

interventions and respond to learners’ common misconceptions and mistakes?

Support learners in using and developing literacy, numeracy and ICT skills in their subject area/phase?

Demonstrate depth of knowledge and understanding of early reading, and SSP and use a range of strategies for the teaching of early reading and SSP and critically evaluate and reflect upon these?

Demonstrate depth of knowledge and understanding of early mathematics and use a range of strategies for the teaching of early mathematics and critically evaluate and reflect upon these?


Planning documentation Subject knowledge, key concepts and principles identified Lesson plans, schemes of work and resources providing examples of

how pupil literacy is being developed Differentiated resources planned and utilised

Lesson observations from mentors and tutors Demonstration of clear subject knowledge and the ability to develop

pupil understanding Use of guided reading and development of appropriate subject specific

vocabulary Questioning builds on answers and pupils asked to build upon and

reflect upon their answersPupil assessment records

Assessment includes language and literacy learning Summative, formative and diagnostic assessment of pupil

understandingAdditional evidence

Subject knowledge audits must be included in this section Curriculum coverage audits must be included in this section Assignments

48


Standards Beginning AT Developing AT Good AT Outstanding ATa) Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

Developing understanding and use of subject knowledge in relation to their specific subject area and its place in the wider curriculum

Appropriate subject knowledge in relation to their specific subject area and its place within the wider curriculum.

Competent level of subject knowledge related to both their specific subject area and to the wider curriculum.

Highly confident and competent level of subject knowledge related to their specific subject area and the wider curriculum.

Demonstrates developing ability to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain pupil interest in the subject by delivering effective teaching episodes, supporting learner progression and addressing misunderstandings.

Is able to foster and maintain increasing pupil interest in their subject and the wider curriculum as well as addressing misunderstandings.

Is able to foster maintain increasing pupil interest in the subject by delivering engaging teaching episodes, ensuring progression is made by all learners and addressing misunderstandings.

b) Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

Is developing understanding and shows some awareness of developments and changes in the subject and curriculum area.

Demonstrates awareness of developments and changes in the subject and curriculum area.

Promotes scholarship and further study within their subject and curriculum area.

Demonstrates good awareness and critical understanding of developments and changes in both the subject and the curriculum area.

Promotes scholarship and further study to all pupils within their given subject and curriculum area.

Demonstrates a high level of awareness and critical understanding of developments in both the subject and curriculum area.

Promotes high levels of scholarship and the value of further study to all pupils within their subject and curriculum area.

c) Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

Demonstrates a developing use and understanding of strategies for promoting high standards of literacy, articulacy and the correct use of standard English, in the teacher’s specialist subject

Demonstrates the necessary understanding of strategies for promoting high standards in literacy, articulacy and the correct use of standard English and is able to put these into practice

Demonstrates an established understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a range of strategies to put these into practice.

Demonstrates a well-established and thorough understanding of strategies for promoting high standards for literacy, articulacy and the correct use of standard English and is able to use a wide range of strategies to put these into practice.

d) If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics

Demonstrates a developing understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates sufficient understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a good understanding of the role of systematic synthetic phonics in the teaching of early reading to develop pupils’ reading skills.

Demonstrates a thorough understanding of the role systematic synthetic phonics in the teaching of early reading and applies this knowledge to provide engaging and challenging learning opportunities to develop pupils’ reading skills.

e) If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. NB For ‘Early maths’ read Early and Primary.

Demonstrates a developing understanding of strategies for the teaching of early mathematics.

Demonstrates sufficient understanding of strategies for the teaching of early mathematics.

Demonstrates a good understanding of strategies for the teaching of early mathematics

Demonstrates a thorough understanding of strategies for the teaching of early mathematics.

Increasingly applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills

Applies this knowledge to devise appropriate learning opportunities to support pupils’ developing mathematical skills.

Increasingly applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills.

Consistently applies this knowledge to prepare and deliver engaging and challenging learning opportunities to develop pupils’ mathematical skills.

49





*Ensure subject and curriculum coverage audits are completed/updated and housed here.*

50

S4: Plan and Teach well-structured LessonsAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Select and adapt teaching styles and strategies to suit the stage of the lesson, and the learning of individuals, groups and whole classes as appropriate?

Manage the timing and pace of lessons, intervene effectively and change direction and the shift in emphasis to support learning?

Use a variety of imaginative resources and innovative learning activities that interest and challenge pupils’ learning and put this into the context of the real world?

Design homework and out of class work that takes account of learners’ attainment, needs and interest that can be completed independently or with appropriate support?

Use the feedback from more experiences colleagues and the experience of observing others to identify ways of improving their practice?

Seek opportunities to engage in collaborative planning and teaching?

Understand the need to consider the role of parents and carers in supporting learners with homework?

Know about the appropriate arrangements and risk assessments required for out of class activities?


Planning documentation Plans which show challenging learning objectives based upon prior learning Planning shows differentiation and effective use of time Homework that is suitably challenging and engaging Planning that demonstrates an understanding of school, national curriculum,

examination requirements Lesson planning takes account of wider objectives linked to social and

personal skills Documentation supporting out of class learning Lesson plans promote independent and collaborative working

Reflective Documents Accurate evaluations consistent with colleagues judgements Reflection activities that actively seeks to improve practice Evaluations and reflections that have led to improvements

Lesson observations from mentors and tutors Observation identifies enthusiasm for teaching Observations of out of class activities Lessons utilising appropriate teaching and learning strategies

Pupil assessment records Assessment of homework consistent with subject/ school policy Appropriate and timely feedback to learners

51

S4: Plan and Teach well-structured Lessons

Standards Beginning AT Developing AT Good AT Outstanding ATa) Impart knowledge and develop understanding through effective use of lesson time.

Demonstrates a developing ability to maintain the pace of learning, and is increasingly able to respond to events; showing growing confidence to adapt their teaching in order to respond to the needs of pupils.

Maintains the pace of the learning, is able to respond flexibly to events and have the confidence to adapt their teaching in order to respond to the needs of pupils.

Lesson pace and learning is well maintained and shows constructive use of time.

Learning is evident through well-paced activities

b) Promote a love of learning and children’s intellectual curiosity.

Demonstrates developing understanding of how to employ teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Employs teaching strategies and resources which support pupils in developing their knowledge, skills, understanding, interests, enthusiasm and intellectual curiosity.

Interactions are carefully planned to allow learners to develop and apply knowledge, skills, understanding, interests and enthusiasm to a range of situations.

Consistently supports all learners to develop, enhance and apply new knowledge, skills and understanding in a range of circumstances and situations.

Willing to take risks to capture interest and make learning interesting.

Takes risks when making learning interesting.

Pupils can generally see the relevance of their learning and this often stimulates their intellectual curiosity.

Pupils see the relevance of their learning and this stimulates their intellectual curiosity.

c) Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

With guidance, plans and sets appropriate homework and/or other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.

Understands how and can sustain pupils’ progress and consolidate learning.

Plans homework that consolidates, extends and reinforces knowledge and understanding.

Plans focused homework and out of class learning that consolidates, reinforces and extends existing knowledge and understanding and helps pupils appreciate the need to revisit learning.

Can design and set appropriate tasks. Plans opportunities for out-of-class activities which are safe and generally relevant and suitable.

Plans opportunities for out-of-class activities which are safe, relevant and suitable.

d) Reflect systematically on the effectiveness of lessons and approaches to teaching

Evaluates the effectiveness of lessons and approaches to teaching.

Evaluates and reflects in order to improve on own practice.

Uses reflective practice in discussion with colleagues, accepts and acts upon advice and support.

Critically reflective in systematically evaluating their own practice, judging its impact on all groups of learners to inform future planning, teaching and learning.

Takes and acts upon advice and accept constructive criticism to improve practice.

Assesses the effectiveness of lessons and approaches to learning, seeking advice from colleagues on how to improve, and acts appropriately on feedback and targets.

Shows ability to learn from both success and ‘failure’ by systematically evaluating practice, including its impact on pupils.

Acts upon advice and guidance to develop their professional practice.

e) Contribute to the design and provision of an engaging curriculum within the relevant subject areas.

Is increasingly able to contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Works collaboratively with colleagues, and is aware of recent curriculum developments when adapting and/or developing existing curriculum.

Collaborates with colleagues and has made contributions to curricular developments.

Has contributed to curricular initiatives or developments and accepts/assumes responsibility for developing an aspect of the curriculum.

52



S4: Plan and Teach well-structured Lesson


53

S5: Adapt teaching to respond to the strengths and needs of all pupilsAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Take into account the key factors that contribute to the development and well-being of learners?

Understand the extent to which different backgrounds and influences may have an impact on learning?

Know and understand the factors that can present barriers to learning, progress and well-being and how these barriers might be overcome?

Interpret and use school level data to identify targets for learners?

Know how to identify the needs of pupils and differentiate tasks, activities, resources effectively to support learners including those with special educational needs, those with disabilities, those for whom English is an additional language and those form diverse social, cultural, ethnic, religious and linguistic backgrounds?

Recognise differences in the rates of progress and attainment of pupils experiencing challenging circumstances?


Planning documentation Planning based upon prior assessments Planning identifies clear differentiation strategies Clear Assessment for Learning (AfL) strategies planned

Reflective Documents Awareness of social and emotional factors and cultural and linguistic factors that

influence pupil performanceLesson observations from mentors and tutors

Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect upon their

answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Support staff employed appropriately

Pupil assessment records Assessment is undertaken regularly Record keeping is up to date and used formatively Use of school data e.g. FSM, EAL, SEN

54

S5: Adapt teaching to respond to the strengths and needs of all pupilsStandards Beginning AT Developing AT Good AT Outstanding AT

a) Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

With advice and guidance shows knowledge of when and how to differentiate appropriately and how to use approaches which enable pupils to be taught effectively.

Lessons show evidence of having considered some individual learning needs and employ differentiation strategies that address the learning needs of some pupils and thus remove some barriers to learning.

Lessons show evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of pupils and thus remove many barriers to learning.

Lessons show consistently strong evidence of having considered the individual learning needs and employ differentiation strategies that address the learning needs of all pupils and thus remove barriers to learning.

Lessons begin to show evidence of having considered individual learning needs and of having employed some differentiation strategies that address the learning needs of some pupils.

b) Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

Knows and is beginning to understand how a range of factors can inhibit pupils’ ability to learn. In context is developing knowledge and understanding how best to overcome these factors.

Respects and accommodates individual differences between pupils and has an understanding of how a narrow range of factors can inhibit pupils’ ability to learn, and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has an understanding of a range of factors that can inhibit pupils’ ability to learn and can adapt teaching to help overcome these.

Respects and accommodates individual differences between pupils and has a very good understanding of a range of factors that inhibit pupils’ ability to learn.

Understanding is shown of the challenges and opportunities of teaching in a diverse society.

Has an appropriate level of understanding of the challenges and opportunities of teaching in a diverse society.

Has a thorough understanding of the challenges and opportunities of teaching in a diverse society.

c) Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

Knows that raising pupils’ achievement must acknowledge physical, social and intellectual development of children, and is developing awareness of how to adapt teaching to support pupils’ education at different stages of development

Demonstrates awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates a sound awareness of how physical, social and intellectual development can influence pupils’ educational outcomes.

Demonstrates an excellent awareness of how physical, social and intellectual development can influence pupil outcomes

d) Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

Shows some understanding of the diverse needs of pupils.

Demonstrates understanding of the diverse needs of pupils.

Demonstrates sound understanding of the diverse needs of most learners.

Demonstrates an excellent understanding of the diverse needs of all learners.

Is beginning to differentiate some teaching and personalises some provision to meet individual needs of pupils and is beginning to evaluate approaches.

Is able to adjust teaching, and evaluate it, to meet the different needs of pupils.

Is able to adapt teaching effectively, and evaluate it to meet the different needs of most learners.

Is able to adapt teaching effectively and evaluate it to meet the diverse needs of all learners.

55



Point:

S5: Adapt teaching to respond to the strengths and needs of all pupils


56

S6: Make accurate and productive use of assessmentAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Know the assessment requirements and arrangements for the subjects/phase including those for examinations?

Make effective use of the schools: monitoring, assessment and recording policy?

Know how to prepare pupils for assessment activity? Know the NC levels of attainment and use these

appropriately and effectively to monitor progress and attainment and develop and extend learning?

Relate assessment to learning objectives, learning activities and learning outcomes?

Use a range of assessment strategies including self and peer assessment effectively?

Give appropriate and timely oral and written feedback to motivate and reinforce learning and help pupils to set targets to improve?

Know, understand and use available data sets to improve the quality of teaching and learning and set appropriate targets for pupils?


Planning documentation Clear classroom routines identified Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Lesson planning takes account of wider objectives linked to social and

personal skills Lesson plans promote independent and collaborative working.

Reflective Documents Evaluations identify future learning targets

Lesson observations from mentors and tutors The use of effective feedback at individual, small group and whole class

level Questioning builds on answers and pupils asked to build upon and reflect

upon their answers Effective use of plenaries to identify pupil understanding Learners reflect on learning and set / review own targets Observes pupil activity and makes appropriate responses

Pupil assessment records Assessment is undertaken regularly Use of tests, mock examinations and controlled assessments to provide

appropriate feedback Record keeping is up to date and used formatively Pupils know how to progress to the next level

Additional evidence Assignments


57

Standards Beginning AT Developing AT Good AT Outstanding ATa) Know and understand how to assess the relevant subject andcurriculum areas, including statutory assessment requirements

Is aware of and has some knowledge of assessment expectations in the subject area curriculum and of relevant assessment frameworks.

Recognises opportunities for, and carries out, assessment of relevant subject knowledge of the pupils they teach.

Uses well developed subject knowledge and accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set challenging tasks.

Draws on excellent subject knowledge to plan and set challenging tasks based on accurate assessment of learner’s prior skills, knowledge and understanding.

Has developing knowledge of the statutory assessment requirements.

Demonstrates knowledge and understanding of the statutory assessment requirements and, with guidance, can make accurate assessments against benchmarks

Carries out assessment of relevant subject knowledge effectively, and demonstrates a good understanding of statutory assessment requirements and makes accurate assessments.

Assessment carried out effectively, and demonstrates an excellent knowledge of statutory assessment.

b) Make use of formative and summative assessment to secure pupils’ progress

Has developing knowledge of a range of formative and summative assessment strategies to secure pupil progress, including those with special educational needs/and or disabilities. Is beginning to apply some of these.

Uses appropriate opportunities for formative and summative assessment to secure pupil progress including those with special educational needs/and or disabilities.

Makes frequent use of a range of formative and summative assessment methods to secure individual pupils’ progress; can give examples of how they have secured progression for all groups of pupils, including those with special educational needs and/or disabilities.

Accommodates individual pupils’ differences in their use of a range of formative and summative assessment to secure progress; can give extensive and varied examples of how they have secured and sustained progression for all groups of pupils, including those with special educational needs/and or disabilities within a lesson and over a sequence of lessons.

c) Use relevant data to monitor progress, set targets, and plan subsequent lessons

Knows what assessment data is available for pupils in order to monitor progress, set targets and plan lessons.

Uses relevant data to monitor progress, set targets and plan subsequent lessons.

Uses a range of relevant data to monitor progress, set targets and plan subsequent lessons.

Uses a range of relevant data to monitor pupil progress and set targets. Lesson planning is informed by how well pupils meet targets.

Has developing knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Records of pupil progress and attainment are maintained.

Records of pupil progress and attainment are kept up to date and used to inform future planning and target setting;

Records of pupil progress and attainment are up to date, detailed and used to inform future planning and target setting.

Broadly makes accurate use of assessment demonstrating secure knowledge of different kinds of assessment to secure and monitor progress, give feedback, set targets and plan subsequent lessons.

Assesses pupils’ progress regularly and accurately; discusses assessments with them so that learners know how well they have done and what they need to do to improve.

d) Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

With guidance, can give informed feedback and guidance for progress in a manner which encourages pupils to respond to the feedback

Recognises and uses appropriate opportunities to give pupils regular oral feedback and written comments.

Uses a range of methods to give pupils regular and constructive feedback.

Uses and analyses a range of methods to give pupils regular and constructive feedback.

Pupils are encouraged to respond to feedback. Pupils are encouraged and given time to respond to constructive feedback.

Pupils are encouraged and given time to respond to constructive feedback which is then reflected in their progress

58



Point:


Key aspects of Associate Teachers’ performance: Monitoring Against the Standards: S6

59

S7: Manage behaviour effectively to ensure a good and safe learning environmentAspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress??

Ensure that pupils know the boundaries of acceptable behaviour and understand the consequences of their actions?

Minimise the impact of negative behaviour of some pupils on teaching and the learning of others?

Establish and maintain effective relationships in the classroom between teacher to pupil, other adult to pupil and pupil to pupil?

Understand the link between learners’ behaviour and their involvement and engagement with learning?


Planning documentation Seating plans and clear classroom routines identified Planning showing the effective use of additional classroom

support Planning showing consideration of clear behaviour

management strategiesReflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural

and linguistic factors that influence pupil performanceLesson observations from mentors and tutors High expectations and effective and appropriate behaviour

management strategies observed Variety of styles, variation of tone and language

appropriate to audience Effective relationships with pupils being developed School policies for behaviour used appropriatelyPupil assessment records Records of sanctions and disruptive pupils maintained

60

S7: Manage behaviour effectively to ensure a good and safe learning environmentStandards Beginning AT Developing AT Good AT Outstanding AT

a) Have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy

Increasingly establishes rules and routines in accordance with the school’s behaviour policy

Clear rules and routines for behaviour in the classroom applied in accordance with the school’s behaviour policy.

Clear rules and routines for behaviour are well-established and implemented consistently in accordance with the school’s behaviour policy.

Pupils demonstrate a shared understanding of rules and routines for behaviour which are embedded and implemented consistently in accordance with the school’s behaviour policy.

Developing responsibility for promoting good and courteous behaviour in the classroom and around school.

Takes responsibility for promoting good and courteous behaviour in the classroom and is beginning to do so around the school.

Consistently reinforces good and courteous behaviour in the classroom and around the school

Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation

b) Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly

Evidence of high expectations of behaviour. High expectations of behaviour are evident. Maintains high expectations of pupils’ behaviour. Sustains high expectations of behaviour which are integral to learning.

Increasingly manages behaviour in lessons in orderly & positive ways by using praise and sanctions.

Establishes a framework for discipline, deploying strategies, including the use of praise, sanctions and rewards applied consistently and fairly.

Establishes and maintains an effective framework for discipline, consistently and fairly incorporating the use of praise, sanctions and rewards.

Establishes and maintains a very effective framework for discipline, consistently and fairly, using a wide range of strategies.

c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

With advice they can manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Manages, involves and motivates classes effectively using approaches which are appropriate to most pupils’ needs.

Demonstrates a wide range of approaches in managing, involving and motivating classes in ways appropriate to pupils’ needs.

Manages a high level of pupil motivation, involvement and engagement throughout the lesson using a wide range of approaches appropriate to pupils’ needs.

d) Maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary

Developing ability to establish effective and appropriate relationships with pupils.

Maintains appropriate relationships with most pupils creating a supportive learning environment.

Makes timely and appropriate interventions to maintain good discipline.

Strong relationship with pupils ensures a productive and inspiring learning environment.

Is gaining confidence and interventions are increasingly effective.

Is able to exercise appropriate authority and act decisively when necessary.

Ensures that any matters relating to pupil behaviour are addressed immediate thus maximising their learning.

61


Brief description of evidence, and how it illustrates having met current level of performance. Mentor signature Date/Review

Point:

S7: Manage behaviour effectively to ensure a good and safe learning environment


62

S8: Fulfil Wider Professional Responsibilities Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards


Involve themselves in the wider role of the school through pastoral/form tutor work. PSHCE, assemblies, out of school learning, extracurricular activity, staff meetings and CPD activity?

Seek support and communicate effectively with other colleagues?

Recognise the value, expertise and benefits to learning of co-operative working?

Plan for, brief and deploy effectively other adults in and out of the classroom?

Review their professional learning and practice on a regular basis and identify strategies to improve?

Seek out guidance and support from mentors and other colleagues and use the feedback to improve practice?

Promote equality of opportunity and diversity in teaching and learning?

Demonstrate sensitivity to home background, ethnicity, culture and religion when communicating with parents and carers?

Acknowledge the contribution that parents and carers can make to the children’s learning and wellbeing despite home circumstances or experiences of education?


Planning documentation Participation in jointly planned activities Development and sharing of resources

Reflective Documents Effective use off feedback from mentors/tutors Identification of professional development (CPD) needs Evaluate and act upon advice and suggestions

Lesson observations from mentors and tutors Participation in wider school activities Taking of assemblies, form time, PSHCE Consultations with parents, pastoral staff, SENCO, other teachers to support

and plan for the pupils they teach Team teaching Understands and implements whole school policies e.g. dress code,

communication with parents, assessment and recording proceduresPupil assessment records

Parents consultation and general communication with parents in line with school policy and procedures

Additional evidence Assignments and audits

S8: Fulfil Wider Professional Responsibilities

63

Standards Beginning AT Developing AT Good AT Outstanding ATa) Make a positive contribution to the wider life and ethos of the school

With advice is identifying opportunities where a positive contribution to the wider life and ethos of the school can be made

Beginning to contribute positively to the wider life and ethos of the school.

Proactive about making a positive contribution to the life and ethos of the school.

Are proactive and make a significant contribution to the wider life and ethos of their school.

Has knowledge of teachers’ legal responsibilities

Has an understanding of teachers’ legal responsibilities.

Has a good understanding of teachers’ legal responsibilities.

Has a clear understanding of teachers’ legal responsibilities.

b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

Has an awareness of the roles and responsibilities of colleagues.

Understands the roles responsibilities of different colleagues.

Consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Effectively consults with the different colleagues as appropriate knowing when to draw on their help and advice.

Increasingly utilises other colleagues’ expertise when necessary, including those with responsibility for special needs and disabilities.

Consults with and can utilise other colleagues’ expertise when necessary including those with responsibility for special needs and disabilities.

Effectively utilises the expertise of other colleagues when necessary including those with responsibility for special needs and disabilities.

c) Deploy support staff effectively

Is developing the ability to deploy support staff effectively to facilitate pupil learning.

Has some ability to deploy support staff effectively to facilitate pupil learning.

Able to deploy support staff effectively to facilitate pupil learning for all groups.

Clear evidence of effective professional relationships with support staff that demonstrate collaborative working and deployment of support staff to maximise the learning of all pupils.

With advice has consulted with support staff in planning and classroom delivery.

Evidence of consultation with support staff in planning and classroom delivery.

Evidence of collaborative work with support staff to facilitate pupils’ learning.

d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.

Is beginning to take responsibility for improving teaching through appropriate professional development, and takes and acts on advice to advance own professional development.

Engages with own professional development. Proactive with their own learning and professional development.

Proactive with their own learning and professional development in order to improve teaching.

Acts upon feedback from colleagues. Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development.

Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development.

Are open to coaching and mentoring and respect the advice and guidance offered by colleagues; clear evidence that this is used to secure improvements in professional practice.

e) Communicate effectively with parents with regard to pupils’ achievements and well being

With guidance and support is able to communicate with parents with regard to pupils’ achievements and well-being.

Communicates adequately with parents and carers about learners’ achievements and well-being.

Communicates well with parents and carers about learners’ achievements and well-being.

Communicates very effectively with parents and carers about learners’ achievements and well-being.

64



Point:

S8: Fulfil Wider Professional Responsibilities


65

Part 2 of Teachers’ StandardsPersonal and Professional Conduct

Standard Prompts Areas specific to this section will be exemplified by Associate Teacher teachers when they are: Teachers uphold public trust in the

profession and maintain high standards of ethics and behaviour, within and outside school, by treating pupils with dignity, building

relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position

having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach

Teachers must maintain high standards of attendance and punctuality.

Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

punctual and prepared for lessons following procedures for reporting their own absence or lateness, and making suggestions for cover work for their classes registering classes and coding absences helping children and young people to become confident and successful learners addressing the class in ways which demonstrate authority and mutual respect; e.g. learning pupil names and using them aware of relevant issues in the classes they teach and talking with support staff and pastoral staff about the needs of

pupils discussing any concerns about children with relevant colleagues e.g. notify the relevant member of staff relating to

academic and pastoral matters (usual class teacher/form tutor for emotionally distressed pupils) meeting with the SENCO and other support staff to ensure understanding of schools’ approach to SEN and disability sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in

lesson observations and/or their evaluations. clear which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within the

school situations taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession

and working as part of a team and co-operate with other professional colleagues dealing appropriately with incidents of intolerance or prejudice when they arise in the classroom or elsewhere in the

school e.g. racism, homophobia, sexism, religious prejudice, personal appearance demonstrating an understanding of the child protection procedures in the school clear who to contact when issues arise e.g. know who the named child protection person is within the school and follow

policy relating to child protection knowledgeable about the relevant school policies and statutory regulatory frameworks in relation to promoting

values/ethos and able to explain how these policies inform their own planning and teaching e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good relations between groups

aware of cyber bullying and prevention schemes aware of fire procedures, health and safety measures, first aiders etc. aware of their statutory professional responsibilities including the requirement to promote equal opportunities and to

provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities legislation aware of any tensions or difficulties in the school as a whole or in the classes they teach, and know what to do about this putting the wellbeing, development and progress of children and young people first demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents

and carers demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession

66

Section 4: Teaching / (School-based Learning) File


Lesson plan proformas Lesson plan proformas (EYFS) Lesson evaluation proformas Planning proformas (planning with an additional adult) Medium term plan proformas Lesson observation proformas (for observing other teachers / colleagues)


It is expected that as the programme progresses this section/your Teaching File will become a file (or files) in its own right.

The Teaching File(s) should be a working document which comprises lesson plans, medium-term plans, evaluations, records of assessments, resources and other materials that will need to be organised on a daily basis.

The File(s) should: Be clearly divided into sections; Updated daily and with the AT in school for inspection by your Professional Mentor, classteacher

and University Tutor; Shared with your classteacher at least once a week, especially with regard to your assessment and

planning

The File is a professional document and therefore: Is shared only with those in the professional setting including the ULT; Is free of spelling and grammatical errors and should be preferably word processed but can be

handwritten. (All handwriting must be legible); Conforms to the principles set out in the Faculty Ethics Code referenced in your Programme

Handbook. Children must be referred to by their first name only. Photographs of children should only be taken under the direction of the Professional

Mentor/classteacher, and must remain the property of the school/setting. The AT must not use his/her own camera to take photographs of the children. Photographs of children participating in PE, games or swimming must not be taken under any circumstances.

Please NoteIt is essential that your initial planning is shared with your Professional Mentor/classteacher before teaching begins.

Planning:The following proformas are to be completed by the AT and used as evidence to support the Teachers’ Standards. Guidance is given for each form and exemplars can be found on the personal journey website.

a) LP1 – Lesson Plan Front profoma b) LP2 – Lesson Plan – working plan (to be used to deliver the lesson) c) LP3 – Lesson Evaluation d) LP4 – Planning for an additional adulte) MP1 – Medium Term Planning form

67

f) LO1 – Lesson Observation (for ATs to make notes on their observations) g) CP1 – Child profile proforma

* * *All these forms should be available at any given time. It is recommended that the AT keep hard copies in the SBL Teaching file* * *

* * * * For all lessons taught the following forms should be completed: LP1, LP2, LP3, LP4

a) LP1 – Lesson Plan Front proforma :This should be completed by the Associate Teacher for every lesson/group work that they take responsibility for teaching. Thoughtful completion of this form indicates that the AT has considered of all the factors needed to be taken into consideration when planning a lesson or activity. The AT should word process this form.

b) LP2 – Lesson Plan – Working Plan:This is the form that should be used by the AT to deliver the lesson. It should show enough detail so that another adult can teach the lesson but not too much information so that it cannot be followed at a quick glance. It is suggested that bullet points (instructions) are used so that the AT does not need to memorise the lesson or make additional notes on other pieces of paper.

The proforma should show continuity with LP1 in that this clearly indicates where during the lesson Learning Objectives and Outcomes indicated on LP1 are covered/assessed.

In this plan there should be specific detail to the types of strategies that are being used. For example where there is differentiation it should be clear as to the type and the task that is being set for the group/individuals.

The AT can annotate on these plans during the lesson or when evaluating the lesson so the AT can show where adaptations have been made whilst teaching (where something went particularly well or to indicate what did not work and what the AT did/ would do about it)

c) LP3 – Lesson EvaluationOne of the keys to good teaching is the completion of good lesson evaluations/ reflections. An evaluation should be completed for every lesson/group work taught in order to ‘feed forward’ and inform future planning.

It is suggested a number of blank hard copies are kept in the SBL Teaching file so that the evaluation is completed when the lesson has finished or soon thereafter. This can also be completed when you are team teaching or leading a starter. Completing the evaluations are key to noting the finer details and reflections on the lesson. Leaving the evaluations for a few days can mean that some details are forgotten. Therefore it is advised that the evaluations are handwritten the same day.

d) LP4 - Planning with an additional adultThis form should be completed prior to every lesson that an additional adult is working in the classroom. This should give the additional adult clear focus and knowledge of what they should be doing. It is advised that this is discussed prior to the lesson, and completed with the additional adult.

e) MP1 - Medium Term Planning form The AT should be able to provide evidence that they can engage with the curriculum and plan for sustained teaching over the medium term. Therefore it is advised that if the AT has not engaged in this learning process prior to the final placement they should plan and teach a minimum of 2-3 medium term plans.

The AT may need guidance and help from the mentor in planning for the medium term. There should be evidence of engagement with the curriculum, planning for continuity and progression, demonstrate a range of teaching strategies differentiation, inclusion and assessment.

These medium term plans are used as evidence of S4 Teachers’ Standards for QTS.

68

f) LO1 - Lesson Observation ( for ATs to make notes on colleague observations) This form is for the AT to make notes during observations they make of class teachers. These observations are professional development activities and there should be a clear focus for the observation set or confirmed by the mentor as part of the target setting process or on a particular strategy.

These observations provide useful evidence against the Teachers’ Standards for QTS.

g) CP1: Child Profile ProformaAims:

Enable Associate Teachers to gain a greater understanding of assessment, target setting and tracking of children’s progress.

Enable Associate Teachers to gain a greater understanding of factors that affect children’s attainment.

In completing the Child Profiles, Associate Teachers must demonstrate that they are aware of (for English and Mathematics):

each child’s attainment in relation to national age-related expectations and baseline attainment at the start of the year and/ or key stage/ age phase;

how the child’s attainment has been tracked over time; each child’s quantitative and qualitative targets, and how these impact on planning; contributory factors that may have impacted on the child’s learning and attainment.

Associate Teachers must also provide evidence of how they have (for English and Mathematics): monitored the child’s progress towards targets; planned for and assessed the child’s learning in relation to their targets.

Outstanding Associate Teachers will: demonstrate a degree of autonomy and initiative in addressing the above; liaise with appropriate colleagues in school in support of the child’s learning.

Using the Child Profiles for SBL and UBL assessmentAssociate Teachers are to complete a minimum of two child profiles per placement and are encouraged to draw upon quantitative and qualitative data in the Child Profiles as evidence towards Teachers’ Standards and to support critical reflection in academic assignments, where appropriate.

The Child Profiles should enable Associate Teachers to demonstrate their proficiency in relation to the Teachers’ Standards identified below:5b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best

to overcome these5c) demonstrate an awareness of the physical, social and intellectual development of children, and know

how to adapt teaching to support pupils’ education at different stages of development5d) have a clear understanding of the needs of all pupils, including those with special educational needs;

those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6b) make use of formative and summative assessment to secure pupils’ progress6c) use relevant data to monitor progress, set targets, and plan subsequent lessons

Presentation of Child ProfilesAside from the cover sheet, there is no set presentation format for the Child Profiles. They should provide evidence of Associate Teachers’ impact on each child’s learning from the very beginning of SBL.

Where work samples are included, they should be annotated in an analytical way, with direct reference made to the child’s attainment and/ or targets.

The evidence in the Child Profiles should enable Associate Teachers to provide a very detailed verbal or written report at the end of SBL which highlights the child’s strengths and weaknesses, progress towards targets and areas for development. Associate Teachers should be able to identify factors which have had an impact on the child’s learning and reflect on the impact of their teaching.

69

Child Profiles – examples of possible content Records of pupil tracking Details of qualitative and quantitative targets (and assessment made in relation to these) Examples of summative and formative assessment that has been completed (e.g. using APP) Work samples (annotated to demonstrate relevance)

EYFS Planning Guidance

The following documents are to support the AT in planning outstanding provision in an Early Years setting. There is a degree of choice as Early Years setting can vary considerably in their organisation and delivery.

LESSON/ACTIVITY PLANNER: this can be adapted electronically to address delivery to a whole class or small group. One of these will be completed for any lesson or activity that the AT delivers and engages in with the children.

CONTINUOUS PROVISION PLANNER (WEEKLY if required): this is to engage the AT in the powerful learning of continuous provision. It should enable them to see how through play and investigation the learning they have presented can be extended. It addresses the areas and characteristics of learning in the areas of the setting.

HALF-TERM/PROGRESSION PLANNER: these are to offer choice so that the AT can plan more in keeping with the setting. I do not envisage both being completed.

CHILD-INITIATED: this, of course depends on the setting and how the curriculum is driven forward. Again it is engaging the AT in what is required to develop and support children’s learning.

OBSERVATION SHEET: this supports assessment and draws the AT into the language of Areas of Learning and Characteristics of Learning, also the idea of planning for next steps.


www.chestereducation.co.uk/exemplars

70

http://www.chestereducation.co.uk/exemplars

LP1: LESSON PLAN – Front Proforma

Name: Class: No: Date:

Assessment of individual learners (from the previous lesson)Individual / Group LO1 LO2 LO3 Commentary: (drop relevant information from LP3a) to include specific comments relating to the learning that has been assessed from the

previous lesson, areas of difficulty

Area of Learning/National Curriculum Reference (where applicable)

At least 3 Teachers’

Standards to be evidenced during

the lesson.

S3S2S

71

Learning Objectives:What will be learnt? (At least one)

Learning Outcomes:What all learners should be able to demonstrate during/by the end of the lesson/ ( differentiation for individuals/groups on LP2)

Assessment Opportunities:What evidence will be gathered to confirm learning outcomes have been achieved?

1 1

2 2

3 3

Personalised learning, differentiation and inclusion:Identify strategies for individuals/groups

Teaching approaches, strategies and organisation: ( including key concepts, questions, vocabulary)

Resources: other than those standard to the teaching space

PSHCEE/SMSC/Functional Skills ( not all need to be addressed in every lesson) :Literacy, ICT, Numeracy, EAL and other cross-curricular opportunities taken up

72

LP2: LESSON PLAN – Working Plan

Time (approx)Learning Objectives (number)

Learner Activity:What are the learners doing?What is strategy for learning?What is the differentiation for the activity(enable/extend)?

Teacher Activity:Including class management, organisation, teaching points and questions – a separate script may be used (indicate when here).

Learning outcomes addressed:

Assessment opportunities:Assessment of learning; How will evidence be recorded?

Homework set:

73

LP3a: Assessment of Child / Pupil Learning

Assessment of individual learnersIndividual/Group LO1 LO2 LO3 Commentary: to include specific comments relating to the learning that has been assessed, areas of difficulty and how this will be

addressed in the following lesson (this is a significant aspect of S6 and should be used to inform the next lesson and teaching approaches- this should be dropped into LP1)

Key: x - not achieved √ - achieved √√ - achieved easily74

LP3b: Evaluation of Teaching

Commentary on the lesson: Comments relating to what went well and what the emerging development areas are.To include reference to the lesson plan, the quality of my subject knowledge, the teaching strategies/approaches used, and assessment of the pupils’ learning.

Commentary moving forward:As a consequence of what you have learnt about your teaching, what are you taking forward into the next lesson?

75

LP4: Planning with an Additional Adult

Planning with an Additional AdultDate Lesson/ Focus

Objectives 1

2

3

Activity (a brief account of the activity and the AA’s role in any whole class introduction, shared reading, mental and oral, etc.)

Resources needed

Key vocabulary to use

Key questions to use

For completion by the Additional Adult after group workNames(First name only)

Achieved or made good progress

Needs additional assistance

Notes/Targets

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

76

MP1: Medium Term Plan (suggested)

Programme of Learning ExperiencesLesson no.

LEARNING OBJECTIVES(to be refined in Lesson Plan)

POSSIBLE TEACHING ACTIVITIES

LEARNING OUTCOMES & ASSESSMENT OPPORTUNITIES

POINTS TO NOTE(EG: key points; ‘difficult’ topics; health & safety, spiritual, moral, social & cultural elements, literacy, numeracy, EAL. ICT)

Pupils should learn to: Teachers should plan to: Pupils should demonstrate they can:

Teachers should consider how to:







77

LO1: Lesson Observation (for ATs to make notes on colleagues observations)

Observation with a focus of your choice, e.g. Teaching Strategies/ Class Management/ SEND/ Questioning Year No. of ChildrenLesson Objectives

Learning and Teaching Strategies(can be changed in line with focus)

Class Management and Behaviour Management of specific children or groups(can be changed in line with focus)

At the beginning of the lesson

During the lesson

At the end of the lesson

78

CP1: Child Profile Proforma (**minimum of two per placement**)

Child A/B

Gender Male/ Female Age (years / months)

Date of Birth Year Group

Special Educational Needs and Disability (if appropriate)/ Other significant information

Hobbies and interests

Curricular strengths and areas of weakness

Baseline information

(Subject/ English and Maths attainment levels)Consider start of Key Stage and academic year

Progress this year to date

Current progress towards curricular targets (English and Maths attainment levels- primary pupils)

Current targets

Qualitative and quantitative targets

79

Record of Supporting Learning Through Child-Initiated Activities

Date:

Time:

Duration:

Context: (Number of children, area of setting, resources, relevant previous experience, adult in area etc.)

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organization, previous input etc.)

How did you support and/or extend this learning? (e.g. did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open that enable children to show their thinking?)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.)

Evaluation: How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)

Overarching Principles:1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development

80

Weekly FS1 / FS2 Planning for Continuous Provision


81

Area of Provision Eg: water, sand, role play

AREA OF LEARNINGPSED/C&L/PD/MD/L/UW/EA&D

Characteristics of Effective Learning

(CEL)

Need / interest identified & Evidence /Theme (What)

Opportunities for Assessment (AfL)

Resources needed to provide for this need /

interest

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

PS

ED

/C

&L/

PD

/MD

/L/

UW

/E

A&

D

Early Years Foundation Stage (FS1/FS2) LESSON / ACTIVITY PLAN

Area of Learning and Development / CoL:

Lesson / Theme / Activity title:

Name of adult and role:

Date:

Time:

Length of session:

Age and no of children:

Whole class / small group

Student Personal Professional target from weekly review (e.g. behaviour management / use of praise or a particular Teachers’ Standard)

Phase of Development Focus (see the EYFS Phases of Development)

Prior learning / interests (Anything you noticed through observation as part of previous learning / evaluation that will inform / support the children’s learning in this plan?)

Key Vocabulary: (Think how you are enhancing the children’s vocabulary and understanding / think about the age appropriateness of what you say. Use of higher order questioning.)

Resources and materials required (What equipment will you need to carry out the activities?)

Organisation (Who introduces the activity e.g. trainee / class teacher / classroom assistant / other adult? How will the children be organised during activity e.g. directed / free choice / as individuals / in groups / whole class / in a base / outdoors? Also consider is this activity for the whole class / small group / following child’s interest?)


82

Differentiation for (Consider SEN&D, EAL, PP, equal opportunities here. Ask yourself how each activity allows for different learning preferences and what choices there are available to the children e.g. choosing whether to work independently or in a pair / choosing whether to work at a pc or writing in a conventional way / choosing where to work i.e. on the carpet or at a table)

Input/Modelling (This should be designed to catch the children’s attention. How will you introduce the session? What stimuli will be provided e.g. visual aid, story, objects, visit, visitor, song, poem?)

Activity (How will you develop the stimuli? What is the learning? Think about your role, other adults’ role and the children’s role: possible adult roles - observe, interact or intervene? What will the children do? Directed play, activities, games etc)

Continuous Provision / Possible extensions / Developments (Consider activities that you have modelled in a previous lesson / activities that can become CP activities and allow choice e.g. using a part of the role play area, or playing a game as a group)

Conclusion / Plenary (How will the activity end? What will you do? Review with the children what they have learnt? Encourage the children to share their learning / creations e.g. painting, Lego model. Thank the children for their participation)

Assessment opportunities (AfL) (Who? What? How? When? Who will you observe? Consider areas you will focus on. How will you assess and how will you know if they have understood? Success Criteria. When will you assess? Answer each of these questions)


83

EYFS (2015) Area of Learning and Development:

Class: FS1 / FS2(Nursery / Reception)

Age of Children: Number of Children:

Week beginning: Adults: (teacher / TA / other SS)

Focus Learning Intentions & Outcomes (which part)

Success criteria:

Links to other Areas of Development: (Prime: PSED/ C&L/ PD & or Specific: Literacy M / U of the W / Exp A&D)Teacher directed warm-up: Carpet time / small group – specify (rhymes / songs / conversations / dialogue / stimuli)

Learning Intentions & Outcomes (objective in your own words)

Content / key points Language for Adult-Directed Teaching (& opportunities for dialogue )

Activities (that support Learning Intentions/Outcomes & differentiation) Resources

Continuous Provision (extension activity / self-chosen or on-going previous adult modelled activity)

Assessment (AfL) (who, what, when. how)

1

2

3

4


84

FS1 / FS2 Observation Sheet (Adult-led or Child-initiated)

Name of child / children: Child-initiated / interest:

Or

Key person / teacher:

Date: Adult focus (LO supported by a link to phases of development)

Observation Next Steps Characteristics of effective learning

What learning did the children show through their actions or communication? (Provide evidence of what you observed)

What enabled the children to experience new learning? (Resources, sensitive intervention by yourself, organisation, previous input etc.)

What needs to be provided to take this learning forward? (adult support, planning, resources, organisation etc.)

How successful were you in supporting the children’s learning? (Did you differentiate the support according to individual needs? If you were to observe a similar child initiated activity how might you improve the way in which you provide support?)

How did you support and/or extend this learning? (eg did you listen and respond / follow children’s suggestions / model your thinking to encourage their thinking / did you ask open questions that enabled children to show their thinking?)

Playing and exploringActive learningCreative and thinking criticallyPrime areas Specific areasPersonal, social and emotional development

Literacy Reading

Making relationships

WritingMathematics

Self-confidence and self- awareness

Numbers

Managing feelings and behaviour

Shape, space and measures

Communication and language

Understanding the world

Listening and attention

People and communities

Understanding The worldSpeaking Technology

Physical development

Expressive arts and design

Moving and handling

Exploring and using media and materials

Health and self-care

Being imaginative


85

FREQUENTLY ASKED QUESTIONS- ASSOCIATE TEACHERS:

General:Do I have to do everything electronically?Handwritten documents are fine, as long as they are legible. It is advised that work be produced electronically but this is not obligatory. Electronic work is easier to share with tutors and mentors rather than hard copies which may have to be photocopied numerous times. All work produced electronically must regularly and routinely be printed off and hard copies kept in files.

Weekly review meeting: Do I have to have a weekly review? How long should it last?You are entitled to a weekly review every week. The length of the review will be dependent on your progress, work and training needs. You should come to the meeting fully prepared, having reflected on your learning over the week, and have evidence to support having met targets (set in the previous meeting), and having met any standards.

The weekly review is essential!

It is time allocated to ensure you have sufficient support during your school based learning, and so that your mentor can monitor and report on your progress. This is the key meeting to set and review targets, discuss your impact on pupil progress, and set new targets and create a new weekly activity plan.

You should come to the weekly review with the form almost entirely completed- this is not something for your mentor to do!

The timing/day of the weekly review is for you and your mentor to agree upon.

Standards Log:How many pieces of evidence do I need?For each standard, and at each review point (interim and final) you will need to support your current level of attainment at that point. Quality not quantity is the message. There is a page before each standard in the standards log which details numerous examples to support your evidence collection. You should be proactively seeking opportunities and evidence to demonstrate you have met a standard.

Prior to your Review Point meeting, you will complete a self-monitoring exercise against the Teachers’ Standards and shade the progress criteria (beginning teaching to outstanding teaching) to indicate where you are at that point. It is acceptable to highlight parts of criteria, where applicable. You will also complete the evidence grid to show what and where the evidence is to justify and support the level of progress, and articulate how it evidences that level of progress.

Your mentor and university tutors will be able to give you additional support and guidance to ensure your evidence is consistent and coherent and of high quality. There may be many opportunities to cross reference evidence against more than one standard; however one piece of evidence cannot be used more than twice. This is an ongoing process and part of a learning dialogue between you and your mentor and ULT. The information provided by you will be reviewed (discussed/ ratified) at the review(s).

How often should I update my standards log?You must have updated your standards log prior to review points, and ready for the triangulation meeting (between you, your mentor and the university tutor). It should reflect

86

your professional journey, and record at key assessment points your progress against each standard.

Target setting:Do I set my own targets? Or does my mentor set them?Targets arise from lesson observations and dialogue with the mentor, or other ATs or other members of staff.

Targets you set for yourself should be discussed regularly with your mentor, in addition to those that the mentor may set at the weekly review meeting, or that arise naturally from your School based learning experience.

How many targets should I be set each week?3-4 each week. You must have a target that addresses development in S3 each week. You will also agree with your mentor on which targets will be the focus for your weekly formal lesson observation.

Planning: Do I have to use the University planning pro forma for every lesson I teach?For every lesson that an AT teaches (solo) all planning documents (LP1, 2, 3 and 4) must be completed (for those ATs teaching in EYFS they must use the EYFS planning documents- Lesson/Activity Planner, Continuous Provision Planner, Half term/ Progression Planner, Child Initiated, Observation Sheet).

Why are there 2 documents for the lesson plan?LP1This should be completed by you for every lesson/group work that you take responsibility for teaching. This form demonstrates that you have been conscious of all the factors needed to be taken into consideration when planning a lesson or activity. The AT should preferably word process this form. LP1 also identifies which standards (and how) the AT will be evidencing during the lesson. This document allows the AT to recap on the learning and previous knowledge of the pupils and prior learning targets.

LP2This is a suggested proforma. There may be other forms of planning (e.g. PowerPoint presentation, handouts etc.) which may supplement or replace this form.

This is the form that should be used by you to deliver the lesson. It is suggested that bullet points (instructions) are used so that you do not need to memorise the lesson or make additional notes on other pieces of paper.

This proforma should show continuity with LP1 in that this clearly indicates where during the lesson Learning Objectives and outcomes indicated on LP1 are covered/assessed.

Both LP1 and LP2 should be written in sufficient detail to allow another colleague to teach the lesson if/when required.

LP3 Do I have to do a lesson evaluation for every lesson?Yes- an evaluation enables you to ensure effective planning for pupil progression following a lesson, and allows you to refine your approaches and strategies. It is strongly advised that you make your evaluations as soon as is practicable after the lesson- this means reflections are fresh and accurate. Handwritten notes and annotations are perfectly acceptable but do not replace the evaluation forms.

87

LP4 This form should be completed prior to every lesson that an additional adult is working in the classroom. This should give the additional adult clear focus and knowledge of what they should be doing. It is advised that this is discussed prior to the lesson, and completed with the additional adult.

Medium term plan:Can I use my school’s Medium term plan pro forma?Initially you will need to reflect on existing plans used in your school, this will inevitably mean you are analysing the school’s existing work.

Can I use my school/department’s existing medium term plans?You need to be able to provide evidence that you can engage with the curriculum and plan for sustained teaching over the medium term.

You may need guidance and help from the mentor in planning for the medium term and in creating your own plans, but there should be evidence of your engagement with the curriculum, planning for continuity and progression, demonstrate a range of teaching strategies differentiation, inclusion and assessment.

As with lesson plans, these need to be shared with your mentor prior to delivery.

Child Profile:How many child profiles should I have?You need to complete a minimum of two child profiles per placement.

How do I choose the children to use for my profiles?Your programme may have stipulated a specific focus with regards child profiles. Some secondary ATs like to use children from their form group (if they are attached to one), as they will see them daily. Your mentor will be able to advise you on possible/suitable children to use. You may wish to be proactive when selecting a child to focus on as this may enable you to provide further evidence against a standard e.g. EAL child, SEND, behavioural difficulties etc. or link to particular research you are undertaking.

88

FREQUENTLY ASKED QUESTIONS- MENTORS:Weekly review:How often and for how long do I need to meet with my AT for their weekly review meeting?As a guide weekly reviews should take place once a week and last approximately 1 hour (although this may vary according to the progression of the AT and the timing/point of the placement). The weekly review should be used as a stand-alone meeting to review the entire week of learning and experience in school, and should not incorporate formal feedback from a lesson observation. Lesson observations should not impinge on time for the review meeting.

How much input should I have on the weekly review form?ATs should share their weekly review document with you prior to the meeting. You can discuss their reflections, and prompt new targets through dialogue (on Part 1). You will need to assist the AT in reflecting on how they have impacted on pupil learning/progress (Part 3)Through dialogue with the AT you should also help in creating new targets for the forthcoming week, and how these can be achieved by inputting on the weekly activity plan/ timetable.

Observations:How often do I need to observe my Associate Teacher?ATs are entitled to one formal observation, and formal written feedback per week. The AT should be observed informally regularly and given verbal feedback to consolidate progress and maintain and improve practice, and to safeguard pupil progress.

Am I the only person who can observe my Associate Teacher?It is advisable for the AT (wherever possible) to receive formal feedback (and written) from one person - usually the subject mentor/professional mentor – over a series of lessons so that there is some continuity. However, observation from a range of colleagues, across a school or department is also advantageous to the AT for numerous reasons, particularly for example in primary feedback from the literacy and mathematics subject leaders is invaluable.

Can I use the school’s observation forms when observing an AT?All formal observations need to be recorded on the Chester proformas. This ensures clarity and consistency for ATs’ assessment against standards and a shared approach across the partnership. Informal observations could use the school format, preferably with reference to the Teachers’ Standards clearly indicated. This would keep AT feedback specific and focused and enable to AT to utilise these for their evidence.

Standards Log:How often do I need to monitor the standards log?Associate Teachers and you should be reflecting on this in the weekly review meetings to assist in the target setting process and ensure ATs are able to meet all the expectations of the standard. The standards log will be used to record the ATs current rates of progress, and signpost evidence at each formal review point. The AT must be well prepared for this and have this evidence logged/organised prior to a review point, marking their progress level on the standards continuum.

Target setting:Do I have to set the targets?Yes. This is something you and your AT should work on together. The AT should have completed a self-audit against standards’ at the start of their programme /SBL and this is a useful starting point for setting developmental targets. Targets should be revisited weekly as

89

part of the on-going dialogue and the further development of the AT (in conjunction with the weekly activity plan).

Planning:Planning proformas (LP1&2)Can the AT use the school’s planning proformas?ATs should use the Chester University planning proformas for all lessons they deliver. If the school has a specific planning requirement that is not included on the current planning docs the AT/ school can add to the form- nothing should be removed.

Review points:Do I write the formal review (interim/final)?The review documents should be a collaborative venture between the AT and mentor, completing the sections in draft ready for the triangulation meeting with the ULT. This will ensure that all parties feel confident that they have arrived at the right judgements. Furthermore, it will clarify future targets and training needs for the AT.

90

Section 5: Primary Subject Knowledge Confidence Audits


Subject Knowledge Confidence Audits


The intention in this section is for Associate Teachers to complete and revisit the following audits on a regular basis throughout the Programme. We envisage this to be a useful starting point in opening up dialogue with the Associate Teachers as to their initial confidence levels as well as their developmental needs. Subsequent targets can then be identified in order to ensure AT progression is monitored, supported and assured.

*Ensure subject and curriculum coverage audits are completed/updated and housed in S3.*

91

University of Chesterchester.ac.uk › sites › files › chester › Professional... · Web...

Documents

Transcript of University of Chesterchester.ac.uk › sites › files › chester › Professional... · Web...