Application of appropriate strategies Book scrutiny and quality of marking next steps – Training records ability to articulate why children identified – need a particular type of approach Interventions including more able and other vulnerable Lesson plans show understanding of next steps based groups on children’s needs Deployment of other adults Meetings with SENCo, IEP, pupil progress meetings all Using information from previous/ other current teachers show personalisation to inform planning and effective class after ‘hand-back’ Lesson plans show explicit differentiation placement In observation, resources created show awareness of The following can be used to demonstrate that effective feedback has been need for differentiation, delivery is inclusive provided for pupils: Written feedback and pupil/ parent meetings show understanding of different needs Books/ Work scrutiny Appropriate methods of assessment and next steps Lesson observations feature in lesson planning and delivery as well as pupil Pupil conferences, tutor group time interaction Pupil questionnaires Learning opportunities for the more able promoted Pupils can articulate targets throughout Fulfil wider professional responsibilities TS7 Manage behaviour effectively to ensure a good & safe learning TS8 environment Supporting school at New Parents Evenings, etc. Observation(s) focussing on pupil behaviour Peer mentoring/coaching Pupil conferencing / discussions with pupils Developing and contributing to development of SoW, Praise versus sanction rates; behaviour log policies, teaching resources Clear, visible classroom rules; evidence of class Engaging in enrichment activities – agreement on rules; rewards/consequences boards planning/leading/organising to include after- school – -Evidence of positive behaviour management/ school activities, residentials, whole school events, home/school rewards events, clubs, fairs, community and charity events. Staffroom discussions; discussions with pupils Being a team player and taking ownership of the Teacher behaviour modelling to pupils – environment you in’ ‘live
Application of appropriate strategies Training records – ability to articulate why children need a particular type of approach Lesson plans show understanding of next steps based on children’s needs Meetings with SENCo, IEP, pupil progress meetings all show personalisation Lesson plans show explicit differentiation In observation, resources created show awareness of need for differentiation, delivery is inclusive Written feedback and pupil/ parent meetings show understanding of different needs Appropriate methods of assessment and next steps feature in lesson planning and delivery as well as pupil interaction Learning opportunities for the more able promoted throughout Book scrutiny and quality of marking – next steps identified Interventions including more able and other vulnerable groups Deployment of other adults Using information from previous/ other current teachers to inform planning and effective class ‘hand-back’ after placement The following can be used to demonstrate that effective feedback has been provided for pupils: Books/ Work scrutiny Lesson observations Pupil conferences, tutor group time Pupil questionnaires Pupils can articulate targets TS7 Manage behaviour effectively to ensure a good & safe learning environment Observation(s) focussing on pupil behaviour Pupil conferencing / discussions with pupils Praise versus sanction rates; behaviour log Clear, visible classroom rules; evidence of class agreement on rules; rewards/consequences boards -Evidence of positive behaviour management/ school rewards Staffroom discussions; discussions with pupils Teacher behaviour – modelling to pupils TS8 Fulfil wider professional responsibilities Supporting school at New Parents Evenings, etc. Peer mentoring/coaching Developing and contributing to development of SoW, policies, teaching resources Engaging in enrichment activities – planning/leading/organising – to include after- school activities, residentials, whole school events, home/school events, clubs, fairs, community and charity events. Being a team player and taking ownership of the environment you ‘live in’