Targets Support S4: Plan and Teach well structured Lessons Standard Prompts Not on track to meet On to meet Meeting Embedding a) Impart knowledge and develop understanding through effective use of lesson time. Shows little effective use of time and pacing. Lacks confidence to adapt learning as the needs arises. Pupils are often over or under challenged. 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. Not yet able, or has limited ability, to take into account pupils’ responses and shows little evidence of being able to develop and expand on 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. Willing to take risks to capture interest and make learning interesting. Pupils can generally see the relevance of learning and this often stimulates their intellectual curiosity. Consistently supports all learners to develop, enhance and apply new knowledge, skills and understanding in a range of circumstances and situations. Takes risks when making learning interesting. Pupils see the relevance of their learning and this stimulates their intellectual curiosity.
b) Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Limited awareness of the and responsibilities of colleagues. Shows no, or limited evidence of, being able to draw upon other colleague’ expertise without support and guidance. Understands the roles responsibilities of different colleagues. Consults with and can utilise other colleagues’ expertise when necessary including those with responsibility for special needs and disabilities. Consults with the different colleagues as appropriate knowing when to draw on their help and advice. Effectively utilises the expertise of other colleagues when necessary including those with responsibility for special needs and disabilities. Effectively consults with the different colleagues as appropriate knowing when to draw on their help and advice. c) Deploy support effectively Not yet able, or has limited ability, to deploy support staff effectively. Has some ability to deploy support staff effectively to facilitate pupil learning. Evidence of consultation with support staff in planning and classroom delivery. Able to deploy support staff effectively to facilitate pupil learning for all groups. Evidence of collaborative work with support staff to facilitate pupils’ learning. 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. d) Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. Unaware of, or has limited awareness of, own strengths and areas for development. Not proactive in own development. Does not respond, or rarely responds, to advice and feedback from colleagues. Engages with own professional development. Shows willingness to take advice and feedback from colleagues and engage in discussion about improvements and areas for development. Proactive with their own learning and professional development. Shows willingness to take advice and act upon feedback from colleagues and engage in discussion about improvements and areas for development. Proactive with their own learning and professional development in order to improve teaching. 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 Requires structured guidance to communicate with parents and carers about 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.