S2: Promote good progress and outcomes by pupils Aspects of Associate performance: Self-Monitoring against the Standards Teachers’ Teachers’ How well does the Associate Teacher: Evidence for this standard may be demonstrated by: Planning documentation Have a secure understanding of how learners learn? Assessment data is used to inform planning Take account of prior learning in planning and teaching? Planning of high order and diagnostic questions Construct and scaffold learning and analyse progress and learner’s make accurate assessments of their learning and achievements? Linking learning sequences Monitor and assess progress and give feedback so that all pupils Lesson planning takes account of wider objectives linked to social and make good progress in their learning? personal skills Plan for continuity and progression across the key stage(s) building on Lesson plans promote independent and collaborative working prior knowledge and attainment? Structure of lesson that reflects the needs of pupils and their learning e.g. pupils’ Devise opportunities for individuals, groups and whole classes to appropriate pace and resources recall, review and draw conclusions about what they have achieved Reflective Documents and guide and support them in what they need to do next to improve? Evaluations identify future learning targets Encourage pupils to take pride in their work and achievements? Awareness of social, emotional, cultural and linguistic factors that influence Develop capacity to learn from mistakes? pupil performance pupils’ Lesson observations from mentors and tutors Engage learners in setting objectives for the development of their own learning and development? Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect upon their answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Opportunities built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback provided to pupils Building in opportunities for pupils to reflect upon their progress and identify areas for development
S2: Promote good progress and outcomes by pupils Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: Have a secure understanding of how learners learn? Take account of prior learning in planning and teaching? Construct and scaffold learning and analyse learner’s progress and make accurate assessments of their learning and achievements? Monitor and assess progress and give feedback so that all pupils make good progress in their learning? Plan for continuity and progression across the key stage(s) building on pupils’ prior knowledge and attainment? Devise opportunities for individuals, groups and whole classes to recall, review and draw conclusions about what they have achieved and guide and support them in what they need to do next to improve? Encourage pupils to take pride in their work and achievements? Develop pupils’ capacity to learn from mistakes? Engage learners in setting objectives for the development of their own learning and development? Evidence for this standard may be demonstrated by: Planning documentation Assessment data is used to inform planning Planning of high order and diagnostic questions Linking learning sequences Lesson planning takes account of wider objectives linked to social and personal skills Lesson plans promote independent and collaborative working Structure of lesson that reflects the needs of pupils and their learning e.g. appropriate pace and resources Reflective Documents Evaluations identify future learning targets Awareness of social, emotional, cultural and linguistic factors that influence pupil performance Lesson observations from mentors and tutors Observation identifies clear introduction and sequences of learning Questioning builds on answers and pupils asked to build upon and reflect upon their answers Effective use of plenaries to reflect upon learning Pupils are attentive at the start of episodes of learning Opportunities built into lessons to celebrate success Pupil assessment records Summative and formative assessment is undertaken regularly Record keeping is up to date and used formatively Constructive verbal and written feedback provided to pupils Building in opportunities for pupils to reflect upon their progress and identify areas for development
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