is out a range of methods for gaining the attention in the middle of the “Try pupils’ lesson” perhaps more helpful than need to get better at getting the “you pupils’ attention” a set of questions prior to the lesson which require pupils to answer more than “Devise “yes” instead of or in order to develop a your use of questioning with “no” discussion” “improve pupils” “Trial different methods of peer assessment with other classes over the next week or so and rather than evaluate which works best and why you think you think this your use of peer is” “ assessment needs to be more effective”. With a high performing teacher, it is important to set challenging targets which will really stretch them - think about what else they could do to really develop their skills, knowledge and practice for the benefit of pupils as well as themselves. USING THE & PROGRESS INDICATORS TEACHERS’ STANDARDS PROGRESS INDICATORS The descriptions used in the Progress Indicators encompass the Standards for the Award Teachers’ of Qualified Teacher Status They constitute a mechanism that is structured in order to assist in monitoring, recording, reporting and supporting teacher attainment against the Standards for the Award of teachers’ Teachers’ Qualified Teacher Status The descriptions are designed to be progressive as the headings at the top of each column indicate. The left hand column is divided from the other columns by a bold line. A teacher whose progress is described by the statements in this column is not making satisfactory progress. This would constitute a cause for concern and subsequent failure if not addressed. The Professional/Primary Mentor will work with the teacher within the terms of their employment contract to address these concerns. The Purpose of is to: ‘Progress Indicators’ ensure consistency to support the process of formative and summative assessment provide a useful mechanism for making judgements at review points make more rigorous use of evidence contribute to mentor development help mentors to provide quality feedback to teachers support mentors and teacher teachers in identifying focused, realistic targets guide teachers in identifying particular strengths and areas for development in order to ensure a smooth transition from ITE to the NQT Induction assist the teacher in: ‘Progress Indicators’ preparing for review discussing progress identifying areas of strength/ for development negotiating targets for action monitoring improvement assist professional mentors, subject mentors and tutors in: ‘Progress Indicators’ conducting reviews discussing progress providing feedback planning for improvement
“Try out a range of methods for gaining the pupils’ attention in the middle of the lesson” is perhaps more helpful than “you need to get better at getting the pupils’ attention” “Devise a set of questions prior to the lesson which require pupils to answer more than “yes” or “no” in order to develop a discussion” instead of “improve your use of questioning with pupils” “Trial different methods of peer assessment with other classes over the next week or so and evaluate which works best and why you think you think this is” rather than “ your use of peer assessment needs to be more effective”. With a high performing teacher, it is important to set challenging targets which will really stretch them - think about what else they could do to really develop their skills, knowledge and practice for the benefit of pupils as well as themselves. USING THE TEACHERS’ STANDARDS & PROGRESS INDICATORS PROGRESS INDICATORS The descriptions used in the Progress Indicators encompass the Teachers’ Standards for the Award of Qualified Teacher Status They constitute a mechanism that is structured in order to assist in monitoring, recording, reporting and supporting teacher teachers’ attainment against the Teachers’ Standards for the Award of Qualified Teacher Status The descriptions are designed to be progressive as the headings at the top of each column indicate. The left hand column is divided from the other columns by a bold line. A teacher whose progress is described by the statements in this column is not making satisfactory progress. This would constitute a cause for concern and subsequent failure if not addressed. The Professional/Primary Mentor will work with the teacher within the terms of their employment contract to address these concerns. The Purpose of ‘Progress Indicators’ is to: ensure consistency to support the process of formative and summative assessment provide a useful mechanism for making judgements at review points make more rigorous use of evidence contribute to mentor development help mentors to provide quality feedback to teachers support mentors and teacher teachers in identifying focused, realistic targets guide teachers in identifying particular strengths and areas for development in order to ensure a smooth transition from ITE to the NQT Induction ‘Progress Indicators’ assist the teacher in: preparing for review discussing progress identifying areas of strength/ for development negotiating targets for action monitoring improvement ‘Progress Indicators’ assist professional mentors, subject mentors and tutors in: conducting reviews discussing progress providing feedback planning for improvement
PROGRAMME-HANDBOOK-2017-18.docx