b) Learning objectives are shared at the beginning and reviewed at the end of the lesson c) Steps of success are developed throughout the lesson making reference to class success criteria or differentiated criteria for target group d) Previous learning is referred to within the lesson and connection made to this and real life contexts e) Children are encouraged to become actively involved i.e. not passive but active learners 3. Teaching & Learning Comments of strength Areas for development a) TA supports the work of a specific group of pupils either within or outside the classroom b) Prepare for lesson, including organising and managing learning activities and resources safely, taking into account VAK learners c) Questioning of pupils to establish current knowledge level, ensure they understand what they are to do, what they will learn and what outcome is expected of them. d) Misconceptions dealt with effectively e) Observing individual pupils for assessment purposes or Monitoring pupils’ responses to learning task and feeding back to the teacher f) TA demonstrates good subject knowledge g) TA models clearly what they expect the children to do, referring to how the learning objective and success criteria are being met h) Working with pupils to achieve productive outcomes – pupils prepared to answer a question or feedback during plenary. 4. Behaviour Comments
demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study overcoming difficulties On-going assessments leading to children making good progress Discipline clear understanding of rights and responsibilities charter and sanctions Identifying / sharing personal /individual targets Celebrate success Observations reflect positive 3 Demonstrate good subject and curriculum knowledge Examples of possible evidence Own evidence have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of Be proactive with own professional development Use correct vocabulary Ability to clarify skills for children who are struggling variety of strategies adopting different teaching styles Have subject knowledge beyond that that is being taught
and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 4 Plan and teach lessons Examples of possible evidence Own evidence impart knowledge and develop through effective use of lesson time promote a love of learning and children’s intellectual curiosity set homework and plan other activities to consolidate and extend the knowledge and Lessons follow a structure of input, main and plenary Following a medium term plan linked to NC Keeping to time/pace Resources prepared and readily available Assessment for learning to identify next steps towards end goal Good/appropriate use of adults Having a realistic expectation for activities to be completed Knowledge of different learning styles and ability
pupils have acquired reflect on the of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s) to cater variety of tasks to these Ability to design scheme of work which progresses logically Good knowledge of objectives to be taught in a topic Knowing knowledge of objectives to be taught in topic Knowing pupil’s capability Displays to celebrate learning 5 teaching to respond to the strengths and needs of all pupils Examples of possible evidence Own evidence know when and how to differentiate using approaches which enable pupils to be taught effectively have a secure of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these Children show teacher respond to courtesy / respect / classroom management rules mission statement working environment Rewards and sanctions system Use of TA observing recording behaviour Placing children in correct places Appropriate content & pedagogical differentiation
know and understand how to assess the relevant subject and curriculum areas, including statutory assessment make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Blue book APP All groups effectively placed Assessment followed up for subsequent lessons Use varied formative and summative assessments. Use of data /APP for planning interaction with data Books include developmental marking with time to respond Flexibility of grouping as task dependent Planning lessons measurable progress in lessons over time Tests administered properly Lesson content is accurate - demonstrating learning and if you don’t know something. 7 Manage behaviour effectively to ensure a good and safe learning Examples of possible evidence Own evidence
have clear rules and routines for behaviour in classrooms, and take for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, approaches which are appropriate to pupils’ needs in order to involve and Clear rules clear routines that children have ownership of in and around school Clear consistent understanding of praise reward and sanctions Working consistently within school policies Children understand expectations of behaviour and learning intentions within each lesson Teacher clear objective of what they want to achieve Ability to maintain a purposeful learning environment Children need to know that they are independent learners and are encouraged to take responsibility for behaviour of learning and school environment Expectations of different learning environments not just in class Planning lessons measurable progress in lessons over time
motivate them maintain good with pupils, exercise appropriate authority, and act decisively when necessary administered properly Lesson content is accurate - demonstrating learning and if you don’t know something 8 Fulfil wider professional Examples of possible evidence Own evidence make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues Motivate to run / lead extra- curricular activities/clubs Apply completes policy of procedure for whole school Evidence of acting upon lesson observations (audits) to improve level including seeking support from co-ordinator Questionnaire - parents regarding regular communication Observe us of TA during meetings / professional dev. Meetings All consistency in all aspects of
5 & 6 Barriers to Success What might stop me achieving this target? CPD What CPD is needed to achieve target? Communication Who to know? Headteacher Moderation Has this target been moderated? Yes / No Planning Stage Sign and date: Appraisee: Appraiser: Mid-year Monitoring Statement for target Sign and date: (Traffic light action steps – achieved (green), in progress (amber), slippage (red). Annotate steps with references to evidence and impact. Review CPD needs and steps.) Appraisee: Appraiser: End of year Statement for target Sign and date: (Traffic light action steps again. Annotate action steps with references to evidence.) Appraisee: Appraiser: APPENDIX 9 Record of Evidence from Mid-Year Monitoring 2013-14 (Teaching Staff) Name of Appraisee: Job Title: Name of Appraiser: Date of Mid-Year meeting: Activities/Events (Refer to Objectives set) Record of Evidence as Activities/Events are completed 1 2
4.4 Decision meeting As with formal capability meetings and formal review meetings, at least five working days’ notice will be given and the notification will give details of the time and place of the meeting and will advise the employee of their right to be accompanied by a workplace companion who may be a colleague, a trade union official, or a trade union representative who has been certified by their union as being competent. If an acceptable standard of performance has been achieved during the further monitoring and review period, the capability procedure will end and the appraisal process will re-start. It may be appropriate to provide a short period of informal monitoring outside of the formal process to ensure that the improved performance is fully embedded. If performance remains unsatisfactory and the evidence is that the employee is unlikely to attain the standard expected within a reasonable timescale then a decision, or recommendation to the Governing Body, will be made that the employee should be dismissed or required to working at the school. The power to dismiss staff in this school rests with the Personnel & Pay Committee acting with the Headteacher. Before the decision to dismiss is made, the school will discuss the matter with the local authority. The employee will be informed as soon as possible within five working days of the decision meeting of the reasons for the dismissal, the date on which the employment contract will end, the appropriate period of notice and their right of appeal. 4.5 Appeal If an employee feels that a decision to dismiss them, or other action taken against them, is wrong or unjust, they may appeal in writing against the decision within five working days of the decision, setting out at the same time the grounds for appeal. Appeals will be heard without unreasonable delay, usually within ten working days of receipt of appeal notice and, where possible, at an agreed time and place. The same arrangements for notification and right to be accompanied will apply as with formal capability and review meetings and, as with other formal meetings, notes will be taken and a copy sent to the employee. The appeal will be dealt with impartially and, wherever possible, by managers or governors who have not previously been involved in the case. The employee will be informed in writing of the results of the appeal hearing as soon as possible and unless exceptional circumstances this will be within five working days In the the employee does appeal against a warning the arrangements, preparation and hearing of the appeal will not interrupt the timescales and/or capability process unless the appeal decision leads to the matter being reconsidered.
APPENDIX 12 Professional Area Relevant Teacher Standards MPR1 £21,804 MPR2 £23,528 MPR3 £25,420 MPR4 £27,376 MPR5 £29,533 MPR6 £31,868 Professional Practice 1.1(1); 1.2 (2,3,5) 1.3 (1,3) 1.4(1,2,3) 1.5 (all) 1.6 (1) 2.1 (2,4) 1.8 (3) 2.1 (2,4) Preamble NQT In Induction Year, See ‘Teacher Standards’ Teaching becoming good Successfully completed NQT Induction year, meeting ‘Teacher Standards’. Most teaching good Practice is consistently good Practice is consistently good Practice is consistently good with elements of outstanding practice Practice is consistently good and outstanding Professional Outcomes (2) 1.2 (1,2,3) 1.5 (1) 1.6 (3,4) Preamble Most students achieve in line with expectations Students achieve in line with expectations Most students achieve expected or good progress Most students make accelerated progress with many making good progress Almost all students make good progress Almost all students make good progress and some make outstanding progress Professional Relationships (1) 1.6 (4) 1.7 (4) 1.8 (2,3,5) 2.1 (1,3,4) Preamble Forging positive working relationships with students, colleagues and parents Forms positive working relationships with students, colleagues and parents positive working relationships with students, colleagues and parents to ensure student progress Relationships are securely focussed on improving the provision and progress of students Relationships are securely focussed on improving provision and good progress of students Professional relationships with pupils, parents and staff that lead to outstanding provision and progress Professional Development (4,5) 1.3(1,2,4,5) 1.4 (5) 1.5 (2,3,4) 1.6 (1) 1.8 (4) Working towards completion of Induction year Successfully completed induction year and Able to independently identify key professional developmental Takes a proactive role in accessing relevant Takes a proactive role in accessing relevant Fully competent practitioner able to keep up-to-date
2.1 (2) 2.3 Preamble to ‘Appraisal Cycle’ Able, with support, to identify key professional development needs and to respond to advice and feedback needs and to respond to advice and feedback support and professional development from colleagues to improve school outcomes support and professional development from colleagues to improve school outcomes with changes and adapt practice accordingly to maintain good school outcomes Professional Conduct 1.1 (3) 1.7 (1) 1.8 (1) 2.1 (all) 2.3 2.3Preamble Meets all standards by year end Meets all standards Meets all standards Meets all standards Meets all standards all standards APPENDIX 13