Section 10: Contributing to planning and assessment activities HLTA standards 17, 18, 24 and 25 Yes Examples from my day to day work No What development would I need to feel activities of how I apply my knowledge/ confident that I met this standard fully? To what extent do I? experience/ skills Use my area of expertise to contribute to the planning and preparation of learning activities (17) Use my area of expertise to plan my role in learning activities (18) Support the evaluation of learners' progress using a range of assessment techniques (24) Contribute to maintaining and analysing records of learners' progress (25) Is this my Do I feel confident Do I need further What development would I need to feel confident strength in this area? input? to apply for preparation for HLTA status? Planning with my teacher/ team Working from lesson plans to plan for individuals/groups Planning lessons or parts of lessons by myself Planning from curricular documents Giving oral and written feedback to colleagues Assessing against given criteria Marking work Keeping formative or summative records Using records to inform my own planning
Section 10: Contributing to planning and assessment activities HLTA standards 17, 18, 24 and 25 To what extent do I? Yes Examples from my day to day work activities of how I apply my knowledge/ experience/ skills No What development would I need to feel confident that I met this standard fully? Use my area of expertise to contribute to the planning and preparation of learning activities (17) Use my area of expertise to plan my role in learning activities (18) Support the evaluation of learners' progress using a range of assessment techniques (24) Contribute to maintaining and analysing records of learners' progress (25) Is this my strength Do I feel confident in this area? Do I need further input? What development would I need to feel confident to apply for preparation for HLTA status? Planning with my teacher/ team Working from lesson plans to plan for individuals/groups Planning lessons or parts of lessons by myself Planning from curricular documents Giving oral and written feedback to colleagues Assessing against given criteria Marking work Keeping formative or summative records Using records to inform my own planning