S7: Manage behaviour effectively to ensure a good and safe learning environment 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 Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate Seating plans and clear classroom routines identified learning behaviour, self-control and independence so that all Planning showing the effective use of additional classroom learners can make progress?? support Ensure that pupils know the boundaries of acceptable behaviour Planning showing consideration of clear behaviour and understand the consequences of their actions? management strategies Minimise the impact of negative behaviour of some pupils on Reflective Documents teaching and the learning of others? Evaluations identify future learning targets Establish and maintain effective relationships in the classroom Awareness of social and emotional factors and cultural between teacher to pupil, other adult to pupil and pupil to pupil? and linguistic factors that influence pupil performance Understand the link between behaviour and their Lesson observations from mentors and tutors learners’ involvement and engagement with learning? High expectations and effective and appropriate behaviour management strategies observed Variety of styles, variation of tone and language appropriate to audience Effective relationships with pupils being developed School policies for behaviour used appropriately Pupil assessment records
S7: Manage behaviour effectively to ensure a good and safe learning environment Aspects of Associate Teachers’ performance: Self-Monitoring against the Teachers’ Standards How well does the Associate Teacher: Make use of the relevant school behaviour policy and be able to employ a range of effective strategies to secure appropriate learning behaviour, self-control and independence so that all learners can make progress?? Ensure that pupils know the boundaries of acceptable behaviour and understand the consequences of their actions? Minimise the impact of negative behaviour of some pupils on teaching and the learning of others? Establish and maintain effective relationships in the classroom between teacher to pupil, other adult to pupil and pupil to pupil? Understand the link between learners’ behaviour and their involvement and engagement with learning? Evidence for this standard may be demonstrated by: Planning documentation Seating plans and clear classroom routines identified Planning showing the effective use of additional classroom support Planning showing consideration of clear behaviour management strategies Reflective Documents Evaluations identify future learning targets Awareness of social and emotional factors and cultural and linguistic factors that influence pupil performance Lesson observations from mentors and tutors High expectations and effective and appropriate behaviour management strategies observed Variety of styles, variation of tone and language appropriate to audience Effective relationships with pupils being developed School policies for behaviour used appropriately Pupil assessment records
Professional_Journey_File_2016-17_1.docx