What does this Standard mean?
What would it look like in your school?
1. Set high expectations which inspire, motivate and challenge pupils
Prior knowledge of students, present stage and targets and use of prior data
Lesson observations
Discussions in mentor meeting
Good questioning
Engaging lessons that inspire
Encourage aspirations
Positive language and praise
Relationships created based on mutual trust
Inspire independent learning outside the classroom
High expectations of behaviour in and out of the classroom
Relevant to real world experience
Listen to the student voice
Co-planning with experienced teachers
Observe ASTS in other schools
Lesson observation and planning
Modelling positive behaviour, responsibilities, best practice and courtesy by setting an example
Pace/Engagement/Variety/Creativity
Collaborative learning that supports development and understanding
Actively promote students to choose tasks that will push them forward
Observe examples of outstanding teaching
Training in how to observe and what they should be looking for
Quality of classroom dialectic and engagement
Setting appropriate challenges
Differentiated outcomes
Tracking and target setting
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
2. Promote good progress and outcomes by pupils
Modelling of good outcomes
Understanding progress – clear definitions
Develop independence and resilience
Formative assessment – marking books and oral feedback
Plan for progression – incremental challenge
Evidence – comparing pupils work at different stages in training
Appropriate interventions in place
Reflection and self-assessment – checking of objectives and assessment criteria
Knowledge of what effective learning looks like
Appropriate dialogue
Trainee has target/current data for all teaching classes and understands it
Children awareness of good progress – can they describe it?
High expectations of behaviour
Clear objectives in each lesson
Planning appropriate outcomes, informed by criteria of levels or grades
Good success criteria
Variety of techniques of assessing without inhibiting progress
Recording/marking for improvement
Independent learning
Group work guided by teacher
Evidence – lesson plans and observations
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
3. Demonstrate good subject and curriculum knowledge
Have an ability to think critically about subject knowledge
Evidence should be gathered that trainers develop literacy & numeracy across subjects
Structured questions
Identify misconceptions & admit gaps
Not good but “appropriate” and delivered to the right levels
Progress made by pupils
Cross phase knowledge
Model effective communication
Set targets related to teaching
Use subject knowledge to plan effective lessons
Able to deal with questions from the most able students
Understanding of early steps & basic skills
Lesson plans
Lesson observation
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
4. Plan and teach well-structured lessons
Understand the impact of what they do
Child focused ownership of planning, objectives, success criteria etc
Evidence of observation in different classes to explore different styles and strategies
Range of teaching strategies
Don’t fall into extremes:
* Some modify nothing and use what the department provides
* Some completely change the world and spend hours doing it
3 part lesson with chunks of AFL to show progress
Observe and know what to look for
Awareness of schools plans
Flexible approach to lesson planning that reflect needs of children
Film lessons
Plan to become a large character and use humour
Creative, varied and engaging activities
Clear learning objectives
Planning for learning gains, i.e. progress checks
Ability to facilitate learning by pupils, not always teacher led
Making it real
Timing – Finish on time
Be clear about what makes an outstanding lesson
Balance of teaching and encouraging independent learning
Planning for individual needs
Flexibility and ability to adapt
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
5. Adapt teaching to respond to the strengths and needs of all pupils
Awareness of different ways to differentiate
Lesson evaluations by trainee
TA in lesson
Appropriate use of assessment to adapt lesson plans during lesson to take account of needs
Knowing the students
Spend day on induction week tracking an LSA
Plan for group work, paired work and individual work
Differentiated questioning
All pupils make progress or even exceptional progress
Flexibility in the classroom
Knowledge of barriers to learning
Stretch & challenge for G&T
Creative planning
Plan for regular occurrences such as a particular child being disruptive
Use of prior data
Use of adults
Access to SIMS / data exchanges to other schools to allow more experience
Studies at school measuring progress
Case studies of vulnerable student
Work as a TA mentor meeting targets linked to evaluation & planning
Adapt and adopt ideas from prepared lesson plans and curriculum
Student voice – for evidence
Quality first teaching
Use of data, knowledge of SEN needs etc, tracking pupils and planning for specific students
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
6. Make accurate and productive use of assessment
Training session with schools data manager
Using assessment information to plan appropriate challenge into lessons
Promote self & peer assessment
Understanding data and targets
Training in use of levels and grades, moderation tasks to strengthen understanding
Pupils take responsibility - lesson objectives, moderated work, pupil talk, activity feedback
AFL – variety – respond appropriately
Oral feedback / questioning linked to planning
Define what needs to be covered on placement
Changing what you do next lesson in the light of a previous assessment
Intervention
Incorporate known pupil assessments and lesson plans
Think micro not macro
Develop faith in own judgements
Frequent interim assessment
Questioning used for assessment
Outcomes are connected to levels, understand levels
Use assessment knowledge to enable pupils to make progress
Ensuring pupils act on feedback trainee has given them
Learning dialogue
Moderation activities within department
Gather assessment data, prior knowledge and actually use it to plan a lesson
Marking the class books without having to be nagged
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
7. Manage behaviour effectively to ensure a good and safe learning environment
Knowing your pupils well
SEAL PLTS
Use of seating plans
Health & Safety policy training
Rewards & sanctions - clarity
Ask for help
Catching them getting it right
Use of TA to support behaviour and learning
Evidence commented on about relationships, eg do not push on with the plan regardless
Reference to school policy
Taking ownership of learning behaviour
If it’s not working, try something else
Observe challenging student in classes managed by others
Utilise individual behaviour plans
Evidence in how classes are grouped, managed etc
Comments in reflective journal
Range of experience in classes (training and observation)
Training in behaviour policy
Open classroom
Rapport with students
Range of strategies given
Deal with all kinds of disruption – LL included
Model the behaviour you expect
Generate high pace engagement in their learning
How can your school training facilitate its development?
How could it be captured as evidence?
What does this Standard mean?
What would it look like in your school?
8. Fulfil wider professional responsibilities
Dress code
Tutor
Pro active
Parents evenings – communicating with parents & carers
Planning for using a TA
Not opposing school ethos
Involvement in staff activities
Facebook/Twitter security
Behaviour in the wider community
Relationships
Experience outside of main role
Inset CPD
Focus on areas to develop by action planning process
Attending department meetings
Induction process ‘ECM child protection’
Training and awareness of performance management
Organisation – create systems that work for you, manage your workload
Experience of varied duties (shadow a member of staff)
Act like a teacher (corridor/break/lunch)
How can your school training facilitate its development?
How could it be captured as evidence?