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
Faculty of Education and Children’s Services 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:
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 3-5 EYFS 5-7 KS1 7+ KS2 Use additional rows for each placement/experience you undertake as part of your Programme/Phase. Primary (5-11 age-phase) Description of School/Setting Context Dates Total number of days in
Placement Name and Postcode Professional Mentor Name Class teacher / Subject Mentor 3-5 EYFS 5-7 KS1 7-9 Lower KS2 9-11 Upper KS2 11-14 KS3 Use additional rows for each placement/experience you undertake as part of your Programme/Phase. Secondary (11-16 age-phase with 16-18 enhancement) Placement Name and Postcode Description of School/Setting Context Dates Total number of days in Professional Mentor Name Class teacher/ Subject Mentor 7-11 KS2 11-14 KS3 14-16 KS4 Post
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).
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
S2: Promote good progress and outcomes by pupils Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: 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? Evidence for this standard may be demonstrated by: 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 resources Reflective Documents Evaluations identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence pupil performance Lesson 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
S4: Plan and Teach well-structured Lessons Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: 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? Evidence for this standard may be demonstrated by: 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
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
S6: Make accurate and productive use of assessment 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
Standard / sub standard 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 Key aspects of Associate Teachers’ performance: Monitoring Against the Teachers’ Standards: S7
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?
Homework set: LP3a: Assessment of Child / Pupil Learning Assessment of individual learners Individual/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)
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