professional learning and respond They are pro-active in terms of They seek out and are Seek out and are not responsive positively to all the feedback they their own professional learning responsive to advice from more to advice from more experienced receive. This is then cascaded to the and value the feedback they experienced colleagues. colleagues. team; they take a proactive stance in receive from more experienced providing feedback to staff about colleagues, using it to develop . . changes and developments in the their own practice further. This is sector. cascaded to other staff in the setting/school where appropriate. 8.6 They are highly effective in reflecting and evaluating on the quality of provision. They proactively They can reflect on enhancements They can evaluate practice and Evaluate practice and do not take and consistently propose changes to and opportunities in the setting take a lead role in the a lead role in the development of effect .high quality continuous and can take a lead in action development of the the setting/school to promote provision by influencing and planning and implementation. setting/school to promote children’s outcomes. impacting on practice, plans and children outcomes. policies which leads to action planning and implementation. 8.7 They use their holistic awareness Recognise the benefits and of children and families and are able They are aware of the important They recognise the benefits and challenges of working in a to take a lead role when working in a role of multi-agency working and challenges of working in a multi-agency team. team and do not can contribute to a team, team and can contribute employing practices to support contribute fully in order to children outcomes. fully in order to support support children’s outcomes children’s outcomes
professional learning and respond positively to all the feedback they receive. This is then cascaded to the team; they take a proactive stance in providing feedback to staff about changes and developments in the sector. 8.6 They are highly effective in reflecting and evaluating on the quality of provision. They proactively and consistently propose changes to effect .high quality continuous provision by influencing and impacting on practice, plans and policies which leads to action planning and implementation. 8.7 They use their holistic awareness of children and families and are able to take a lead role when working in a multi-agency team. They are pro-active in terms of their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own practice further. This is cascaded to other staff in the setting/school where appropriate. They can reflect on enhancements and opportunities in the setting and can take a lead in action planning and implementation. They are aware of the important role of multi-agency working and can contribute to a team, employing practices to support children outcomes. They seek out and are responsive to advice from more experienced colleagues. . They can evaluate practice and take a lead role in the development of the setting/school to promote children outcomes. They recognise the benefits and challenges of working in a team and can contribute fully in order to support children’s outcomes Seek out and are not responsive to advice from more experienced colleagues. . Evaluate practice and do not take a lead role in the development of the setting/school to promote children’s outcomes. Recognise the benefits and challenges of working in a team and do not contribute fully in order to support children’s outcomes
EYTS-ITT-2015-Assessment-and-Grading-Criteria.docx