Faculty of Education and Children’s Services ASSOCIATE TEACHER PROFILE PART I (Pre-placement CV) Programme 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 date Month Year Exam Level Subject Grade/Result Title of First degree Classification Subjects covered
S4. Plan and teach well-structured lessons Experience: 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
Early Years-Primary (3-7 age phase) Placement Name and Postcode Description of School/Setting Context (include proportions of children as follows: free school meals; SEN; EAL) Dates Total number of days in Professional Mentor Name Class teacher/ Subject Mentor 0-3 3-5 EYFS 5-7 KS1 7+ KS2 Primary (5-11 age-phase) Dates Total number of days in
Placement Name and Postcode Description of School/Setting Context (include whole school data - proportions of children as follows: free school meals; SEN; EAL) Professional Mentor Name Class teacher/ Subject Mentor 3-5 EYFS 5-7 KS1 7-9 Lower KS2 9-11 Upper KS2 Significant experiences (all ATs) Other significant time spent in school/college/other establishments contributing to Training Placement name and postcode Description of School/Setting Context Description of the experience Dates of Experience
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 guidance B –Beginning, D – Developing, G – Good, O – Outstanding LESSON OBSERVATION – additional notes This 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:
S1: Set high expectations which inspire, motivate and challenge pupils Standards Beginning AT Developing AT Good AT Outstanding AT a) 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 demonstrates sound 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.
Standard / sub standard Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point: S4: Plan and Teach well-structured Lesson Key aspects of Associate Teachers’ performance: Monitoring Against the Teachers’ Standards: S4
Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: 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? Evidence for this standard may be demonstrated by: 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
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? Teacher Activity: Including class management, organisation, teaching points and questions (Note, this column may be split in 2 if this benefits the AT) Role of additional adults (note activity, resources, vocabulary and key questions) (LP4 should be used at the beginning of training, and until agreed otherwise) Learning outcomes addressed: Assessment opportunities: Assessment of learning; How will evidence be recorded? Homework set:
Weekly FS1 / FS2 Planning for Continuous Provision Area of Provision Eg: water, sand, role play AREA OF Characteristics of Effective Learning (CEL) Need / interest identified & Evidence /Theme (What) Opportunities for Assessment (AfL) Resources needed to provide for this need / interest Overarching Principles: 1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development