How well does the Associate Teacher: Evidence for this standard may be demonstrated by: Planning documentation Have secure pedagogical and subject/phase related knowledge and understanding? Subject knowledge, key concepts and principles identified Have knowledge of recent NC frameworks and developments Lesson plans, schemes of work and resources providing examples of including national strategies and initiatives and critically evaluate and how pupil literacy is being developed reflect upon the use of these? Differentiated resources planned and utilised Plan and set subject/phase related targets for individuals and groups Lesson observations from mentors and tutors of learners? Demonstration of clear subject knowledge and the ability to develop Break down ideas and concepts and sequence them logically to pupil understanding support the development of knowledge and understanding? Use of guided reading and development of appropriate subject specific learners’ Answer questions confidently and accurately? vocabulary learners’ Construct and scaffold learning, know when to make effective Questioning builds on answers and pupils asked to build upon and interventions and respond to common misconceptions and reflect upon their answers learners’ mistakes? Pupil assessment records Support learners in using and developing literacy, numeracy and ICT Assessment includes language and literacy learning skills in their subject area/phase? Summative, formative and diagnostic assessment of pupil Demonstrate depth of knowledge and understanding of early reading, understanding and SSP and use a range of strategies for the teaching of early Additional evidence reading and SSP and critically evaluate and reflect upon these? Subject knowledge audits must be included in this section Demonstrate depth of knowledge and understanding of early Curriculum coverage audits must be included in this section mathematics and use a range of strategies for the teaching of early Assignments mathematics and critically evaluate and reflect upon these?
How well does the Associate Teacher: Have secure pedagogical and subject/phase related knowledge and understanding? Have knowledge of recent NC frameworks and developments including national strategies and initiatives and critically evaluate and reflect upon the use of these? Plan and set subject/phase related targets for individuals and groups of learners? Break down ideas and concepts and sequence them logically to support the development of learners’ knowledge and understanding? Answer learners’ questions confidently and accurately? Construct and scaffold learning, know when to make effective interventions and respond to learners’ common misconceptions and mistakes? Support learners in using and developing literacy, numeracy and ICT skills in their subject area/phase? Demonstrate depth of knowledge and understanding of early reading, and SSP and use a range of strategies for the teaching of early reading and SSP and critically evaluate and reflect upon these? Demonstrate depth of knowledge and understanding of early mathematics and use a range of strategies for the teaching of early mathematics and critically evaluate and reflect upon these? Evidence for this standard may be demonstrated by: Planning documentation Subject knowledge, key concepts and principles identified Lesson plans, schemes of work and resources providing examples of how pupil literacy is being developed Differentiated resources planned and utilised Lesson observations from mentors and tutors Demonstration of clear subject knowledge and the ability to develop pupil understanding Use of guided reading and development of appropriate subject specific vocabulary Questioning builds on answers and pupils asked to build upon and reflect upon their answers Pupil assessment records Assessment includes language and literacy learning Summative, formative and diagnostic assessment of pupil understanding Additional evidence Subject knowledge audits must be included in this section Curriculum coverage audits must be included in this section Assignments
Professional_Journey_File_2016-17_1.docx