Please consult the Policies and Procedures document for further advice. Any issues or queries arise during a placement should be shared and discussed with the appropriate contacts listed on the previous page. Mentee Entitlements Each AT placed in a setting/school/work placement is entitled to the following: A Formal Weekly Observation and resulting dialogue where together you agree the level at which the AT has achieved the Standards and any targets and ways of achieving these which again you agree together (a copy of the observation should be signed and given to the mentee, either electronically or as a hard copy and lodged in the mentee files). For the process involved in the weekly observation please access the Professional Journey file (PJF 2017-2018, Page 19). For a copy of the Formal Weekly Observation proforma please see Page 21/22 (PJF) and Appendix 1 in this guide. For examples of completed observations please see Appendix 2. For an example of how to promote dialogue following the observation please see Appendix 3 in this guide. AND A Weekly Review Meeting to capture and review AT Progress. During the meeting Standards are verified, targets are set, dialogue occurs concerning the Formal Weekly Observation, the weekly activity plan is reviewed, impact on pupil learning and progress is discussed and further profession development activities are identified and added to the activity plan. For the process involved in the Weekly Review please consult the PJF Section 2, Page 19 and Page 24 for further guidance. For an example of a completed Weekly Review please see Appendix 4. In Secondary Programmes A Professional Programme of activities written to Standards (please ensure mentees have a copy of the Programme for their files.) Please see Appendix 6. Please note: Primary and Early Years ATs will have a Professional Development Activities booklet for each placement. AND Formal Review Point Reports These documents evidence the formal assessment review points. The ULT will collect these reviews. Please save a signed and dated copy for your records,
S6c Establish how children’s progress is monitored to ensure all are making progress Discuss with the CT how the computer tracking system is used( what it covers, when it is updated etc) Look at information already available on the system to establish what the children can already do. I will have an understanding of how children’s progress is monitored I will be able to use the information on the system to help plan appropriate activities for the children and set appropriate targets. Children will be making good progress as work will be pitched at an appropriate S7a Establish classroom rules and routines with the children to promote good behaviour Obtain, read and annotate the school behavior policy. Observe the policy in action in all classes within the school. Make use of praise and sanctions in line with the school policy I will confidently use the school behavior policy in all my lessons. I will make use of praise and sanction in teaching (evidence from observations) Any misbehavior will be dealt with promptly to maximize learning time. S7d Intervene appropriately and effectively where children are ‘off task’ in lessons Observe how my CT manages any misbehavior is dealt with. a more confident stance in the classroom and use my voice effectively. Monitor the classroom and deal with any misbehavior promptly. Children will be ‘on task’ and making progress. Any misbehaviour will be dealt with in line with school policy and children will be subject to sanctions in line with school policy. I will discuss their behavior with them to ascertain why they were ‘off task’ S8c Ensure that pupils make progress through the effective deployment of the TA in mathematics lessons Discuss with the CT how he plans for the TA. Make time to talk with the TA about his role in the classroom. Involve the TA in my planning reading for next week. Plan for the TA to support groups in mathematics teaching TA will be fully involved in planning and feels confident to contribute his ideas. TA is clear about his role in the mathematics lessons for the week. Children are making progress having received focused support from the TA