- Uses positive the different types of develop conceptual - Establishes orderly reinforcement and clear learners in the class understanding routines through effective non-verbal signals to communication to maintain enhance students’ - Responds effectively to classroom boundaries and - Employs a range of engagement questions and questioning techniques support student comments; clearly states such as open/closed understanding and instructions and questioning to elicit participation explanations; prior understanding questioning techniques are well developed - Acknowledges and logically develops - Is developing a student responses in an consistency of practice inclusive manner which underpins all classroom activities and - Uses voice effectively enables effective with respect to tone, teaching pitch, strength, speed and confidence, for the students’ level or stage - Demonstrates effective use of non-verbal forms of communication, such as teacher presence, pausing, circulating throughout the environment, eye contact and varying gestures, for student engagement and management 3.6.1 Demonstrate broad - Is introduced to the - Willingly accepts - Writes lesson plans that - Ensures assessment is - Participates in complex nature of constructive feedback incorporate appropriate departmental, stage and knowledge of strategies an integral part of the that can be used to effective planning and implemented assessment approaches teaching and learning whole school reviews about evaluate teaching reflective evaluation, lessons such as questioning and cycle and that lesson planning and programming programs to improve and why consideration of observation planning indicates - Supports colleagues by student learning students’ prior - Understands the appropriate links mentoring them and correlation between providing
- Uses positive reinforcement and clear non-verbal signals to enhance students’ engagement the different types of learners in the class - Responds effectively to questions and comments; clearly states instructions and explanations; questioning techniques are well developed - Is developing a consistency of practice which underpins all classroom activities and enables effective teaching develop conceptual understanding - Employs a range of questioning techniques such as open/closed questioning to elicit prior understanding - Acknowledges and logically develops student responses in an inclusive manner - Uses voice effectively with respect to tone, pitch, strength, speed and confidence, for the students’ level or stage - Demonstrates effective use of non-verbal forms of communication, such as teacher presence, pausing, circulating throughout the environment, eye contact and varying gestures, for student engagement and management - Establishes orderly routines through effective communication to maintain classroom boundaries and support student understanding and participation 3.6.1 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning - Is introduced to the complex nature of effective planning and reflective evaluation, and why consideration of students’ prior - Willingly accepts constructive feedback implemented lessons - Understands the correlation between - Writes lesson plans that incorporate appropriate assessment approaches such as questioning and observation - Ensures assessment is an integral part of the teaching and learning cycle and that lesson planning indicates appropriate links - Participates in departmental, stage and whole school reviews about planning and programming - Supports colleagues by mentoring them and providing
Standards-Assessment-Continuum-Evolving-3.docx