b have high expectations of Has high expectations of Does not have high Consistently sustains high Sustains high expectations behaviour, and establish a behaviour, and establishes a expectations of behaviour, and expectations of behaviour. of behaviour. framework for discipline with framework for discipline with a does not establish a framework Establishes and maintains or Establishes and maintains or a range of strategies, using range of strategies, using praise, for discipline with a range of applies the applies the school’s school’s praise, sanctions and sanctions and rewards strategies. framework for discipline framework for discipline, rewards consistently and consistently and fairly. consistently and fairly, using a using a range of strategies. fairly wide range of effective strategies. c manage classes effectively, Consistently manages a high Manages a good level of pupil Is able to manage classes Is unable to manage classes using approaches which are level of pupil motivation and motivation and involvement effectively, using approaches effectively. appropriate to needs involvement using a range of using a range of approaches which are appropriate to pupils’ pupils’ in order to involve and effective approaches appropriate appropriate to the needs in order to involve and pupils’ motivate them to the needs. needs. motivate them. pupils’ d maintain good relationships Consistently demonstrates Demonstrates good Is able to maintain good Is unable to maintain good with pupils, exercising strong and effective relationships relationships with pupils and relationships with pupils, relationships with pupils, does appropriate authority, and with pupils exercising exercises appropriate authority, exercising appropriate authority, not exercise appropriate act decisively when appropriate authority, and acts and acts decisively when and acts decisively when authority and/or act decisively necessary. decisively when necessary. necessary. necessary. when necessary.
b have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly Consistently sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline consistently and fairly, using a wide range of effective strategies. Sustains high expectations of behaviour. Establishes and maintains or applies the school’s framework for discipline, using a range of strategies. Has high expectations of behaviour, and establishes a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. Does not have high expectations of behaviour, and does not establish a framework for discipline with a range of strategies. c manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Consistently manages a high level of pupil motivation and involvement using a range of effective approaches appropriate to the pupils’ needs. Manages a good level of pupil motivation and involvement using a range of approaches appropriate to the pupils’ needs. Is able to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them. Is unable to manage classes effectively. d maintain good relationships with pupils, exercising appropriate authority, and act decisively when necessary. Consistently demonstrates strong and effective relationships with pupils exercising appropriate authority, and acts decisively when necessary. Demonstrates good relationships with pupils and exercises appropriate authority, and acts decisively when necessary. Is able to maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary. Is unable to maintain good relationships with pupils, does not exercise appropriate authority and/or act decisively when necessary.
Student-Teacher--Mentor-Handbook-18-19.docx