Primary-Early Years (3-7 age phase) Placement Name and Postcode Description of Context (e.g. NOR, FSM, SEND, EAL, Challenging Circumstances, Catchment Area, Ofsted Grade ) 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 Context (e.g. NOR, FSM, SEND, EAL, Challenging Circumstances, Catchment Area, Ofsted Grade ) Professional Mentor Name Class teacher/ Subject Mentor 3-5 EYFS 5-7 KS1 7-9 Lower KS2 9-11 Upper KS2 KS3 Secondary (11-16 age-phase with 16-18 enhancement) Placement Name and Postcode Description of Context (e.g. NOR, FSM, SEND, EAL, Challenging Circumstances, Catchment Area, Ofsted Grade ) Dates Total number of days in Professional Mentor Name Class teacher/ Subject Mentor 7-11 KS2 11-14 KS3 14-16 KS4 Post
Areas of Strength Areas of Development for NQT year PART TWO: Personal and Professional Conduct. Areas of Strength Areas of Development for NQT year 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:
How well does the Associate Teacher: 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? Evidence for this standard may be demonstrated by: 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 answers Pupil assessment records Assessment includes language and literacy learning Summative, formative and diagnostic assessment of pupil understanding Additional evidence Subject knowledge audits must be included in this section Curriculum coverage audits must be included in this section Assignments
S7: Manage behaviour effectively to ensure a good and safe learning environment Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: 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? Evidence for this standard may be demonstrated by: 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 strategies Reflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural and linguistic factors that influence pupil performance Lesson 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 appropriately Pupil assessment records
Standard / sub standard Brief description of evidence, and justification of how it illustrates having met current level of performance. Mentor signature Date/Review Point: S8: Fulfil Wider Professional Responsibilities Key aspects of Associate Teachers’ performance: Monitoring Against the Teachers’ Standards: S8
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 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?
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 Overarching Principles: 1: Unique Child 2: Positive Relationships 3: Enabling Environments 4: Learning and Development