Weeks PROFESSIONAL DEVELOPMENT TRAINING MODEL. 1-8 Associate Teacher Professional Support Professional Development Activity Week 1: Share a copy of your Y1 SBL Final Discuss with the AT the progress made against Review and be prepared for a discussion with the Teachers’ Standards and Subject Knowledge Professional Development your mentor/s in school about your progress so Audits (Check all have been updated); Activities as included in far, and your priorities for progression against Arrange and set regular weekly review time with booklet. the Teachers’ Standards; Discuss formal AT; targets set (with PAT, based on your Y1 SBL Discuss the developmental targets and possible Final Review) for this period of School-based strategies; Ensure you have ‘baselined’ learning); Schedule a regular weekly review Support AT’s development of subject knowledge your class, using data and time with mentor; by negotiating opportunities to work with other information from colleagues in Attend an aspect of work (before, class teachers in subject areas; order that you can adapt your during or after school); Facilitate effective dialogue; lessons and activities Attend and contribute to school cycle of Ensure AT has a weekly programme of accordingly. meetings; professional development learning including key Discuss any SEND with SENCO and show experiences that he/ she may yet not have had; Using any information evidence of use in planning, teaching and Support AT progress; supplied to you during the first assessment; Maintain/ensure that AT is making good progress few days of the placement, Planning should demonstrate: against the targets set; make a diagram to show Facilitate AT’s inclusion and social interaction; curriculum/subject Good lesson objectives and Check ATs have access to extra-curricular responsibilities, whole-school outcomes; provision; responsibilities and A range of differentiated teaching AT lesson planning documentation and administrative responsibilities, activities; files; and identify areas of overlap. the learning of specific groups Check AT evaluation of lessons and how the AT and individuals have been considered; articulates the impact of teaching on pupil Specific indications where you have learning; Obtain a copy of the school planned for inclusion; Complete Interim Review grading in Week 4 and behaviour policy and analyse Specially how you are going to set targets with AT. Complete Final Review in the differences with your Y1 monitor and assess pupil progress; Week 8. placement school/ setting. Planning should be thoroughly Discuss with your mentor the informed from evaluations of previous differences and how you will lessons and demonstrate how you implement them. have built upon prior learning indicated by assessments.
Weeks 1-8 PROFESSIONAL DEVELOPMENT TRAINING MODEL. Associate Teacher Professional Support Professional Development Activity Week 1: Share a copy of your Y1 SBL Final Review and be prepared for a discussion with your mentor/s in school about your progress so far, and your priorities for progression against the Teachers’ Standards; Discuss formal targets set (with PAT, based on your Y1 SBL Final Review) for this period of School-based learning); Schedule a regular weekly review time with mentor; Attend an aspect of work (before, during or after school); Attend and contribute to school cycle of meetings; Discuss any SEND with SENCO and show evidence of use in planning, teaching and assessment; Planning should demonstrate: Good lesson objectives and outcomes; A range of differentiated teaching activities; the learning of specific groups and individuals have been considered; Specific indications where you have planned for inclusion; Specially how you are going to monitor and assess pupil progress; Planning should be thoroughly informed from evaluations of previous lessons and demonstrate how you have built upon prior learning indicated by assessments. Discuss with the AT the progress made against the Teachers’ Standards and Subject Knowledge Audits (Check all have been updated); Arrange and set regular weekly review time with AT; Discuss the developmental targets and possible strategies; Support AT’s development of subject knowledge by negotiating opportunities to work with other class teachers in subject areas; Facilitate effective dialogue; Ensure AT has a weekly programme of professional development learning including key experiences that he/ she may yet not have had; Support AT progress; Maintain/ensure that AT is making good progress against the targets set; Facilitate AT’s inclusion and social interaction; Check ATs have access to extra-curricular provision; AT lesson planning documentation and files; Check AT evaluation of lessons and how the AT articulates the impact of teaching on pupil learning; Complete Interim Review grading in Week 4 and set targets with AT. Complete Final Review in Week 8. Professional Development Activities as included in booklet. Ensure you have ‘baselined’ your class, using data and information from colleagues in order that you can adapt your lessons and activities accordingly. Using any information supplied to you during the first few days of the placement, make a diagram to show curriculum/subject responsibilities, whole-school responsibilities and administrative responsibilities, and identify areas of overlap. Obtain a copy of the school behaviour policy and analyse the differences with your Y1 placement school/ setting. Discuss with your mentor the differences and how you will implement them.