learning Inconsistent application of Environment is students are encouraged to inclusive for students, and environments strategies to manage predominantly safe and take chances in their learning. where challenging behaviours behaviour or ineffective productive for students. Applies a of strategies to are managed skilfully strategies implemented Successfully applies strategies support the learning for student participation, environments, which are well sometimes with support. organised and where challenging behaviour is appropriately managed Standard 5 Not able to assess students Able to assess students Assessment is used to aid Able to use formative and Assess, provide learning limited range of strategies student learning. summative assessment feedback and report Feedback is poorly Feedback is used with some, Feedback is timely and useful productively as part of the on student learning inconsistent and ineffective but limited effect, on learning process learning. Feedback is timely, continuous, and supports students learning Standard 6 Does not engage with Engages in professional Engages appropriately in Listens carefully and responds Engage in professional learning learning in a limited way and professional learning positively to advice, feedback professional learning Sporadic listening to advice or may struggle to incorporate opportunities and applies to and professional learning acting on it. this into teaching teaching relevant. opportunities Attends professional learning Listens to feedback but Seeks to improve practice from activities but does not use doesn't always have the feedback. them to inform practice. desire or capacity to employ No effective use of feedback in own practice. Standard 7 Reluctant to engage with Communicates with Engages with colleagues in Contributes current Engage teaching colleagues, mentors colleagues as required pedagogical discussions. educational knowledge to professionally with and other PSTs. Adequate communication Communicates professionally pedagogic discussions with colleagues, No useful relationships with parents, where with parents as required. colleagues parents/carers and with the wider school appropriate. Works positively with Develops a productive the community community or parents/carers. colleagues. relationship with parents Engages with colleagues and actively works to improve professional practice. Students in PER 1 will need to be at 2 or above Students in PE 1 will need to be mostly at 2 with some at Level 1 Students in PER 1 &2 will need to be at Level 3 or Students in PE2 will need to be at Level 2 or above above Students in PE3 will need to be at Level 3 or above Students in PE 4 will need to be at Level 3 or above.
learning environments Inconsistent application of strategies to manage behaviour or ineffective strategies implemented Environment is predominantly safe and productive for students. Successfully applies strategies for student participation, sometimes with support. students are encouraged to take chances in their learning. Applies a of strategies to support the learning environments, which are well organised and where challenging behaviour is appropriately managed inclusive for students, and where challenging behaviours are managed skilfully Standard 5 Assess, provide feedback and report on student learning Not able to assess students learning Feedback is poorly inconsistent and ineffective Able to assess students limited range of strategies Feedback is used with some, but limited effect, on learning. Assessment is used to aid student learning. Feedback is timely and useful Able to use formative and summative assessment productively as part of the learning process Feedback is timely, continuous, and supports students learning Standard 6 Engage in professional learning Does not engage with professional learning Sporadic listening to advice or acting on it. Attends professional learning activities but does not use them to inform practice. No effective use of feedback Engages in professional learning in a limited way and may struggle to incorporate this into teaching Listens to feedback but doesn't always have the desire or capacity to employ in own practice. Engages appropriately in professional learning opportunities and applies to teaching relevant. Seeks to improve practice from feedback. Listens carefully and responds positively to advice, feedback and professional learning opportunities Standard 7 Engage professionally with colleagues, parents/carers and the community Reluctant to engage with teaching colleagues, mentors and other PSTs. No useful relationships with the wider school community or parents/carers. Communicates with colleagues as required Adequate communication with parents, where appropriate. Engages with colleagues in pedagogical discussions. Communicates professionally with parents as required. Works positively with colleagues. Contributes current educational knowledge to pedagogic discussions with colleagues Develops a productive relationship with parents Engages with colleagues and actively works to improve professional practice. Students in PER 1 will need to be at 2 or above Students in PER 1 &2 will need to be at Level 3 or above Students in PE 1 will need to be mostly at 2 with some at Level 1 Students in PE2 will need to be at Level 2 or above Students in PE3 will need to be at Level 3 or above Students in PE 4 will need to be at Level 3 or above.
Rubric%20fro%20Professional%20Standards%2017-1-17%202.docx