normally be planning to teach the equivalent of approximately 60% of the class timetable. This should be structured so that the Associate Teacher becomes confident and competent in the curriculum across the age range he/ she is training to teach, and is able to demonstrate that he/she has a good understanding of both prior and subsequent curriculum learning. Within the SBL, there is directed time for professional development activities and protected study time. This allows for investigations and data collection for university assignments and to support AT attainment against the Teachers’ Standards. Throughout the SBL period, ATs will be expected to fully address Part II of the Teachers’ Standards, demonstrating a strong commitment to personal and professional conduct: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Paired Placements This is normally a paired Learning placement and the school may choose the methods by which this arrangement may operate. Many schools choose the Leader/Navigator model whereby: The lesson is planned collaboratively and one AT the lesson as a solo experience whilst the other supports individuals and groups. There is collaborative and individual reflection on their performances and about the impact on pupil learning. The teacher organises the pair so that one AT Literacy lessons whilst the other Maths lessons for a number of weeks and then this rotates. There are good examples of co-planning and individual planning. The strengths and experiences of the pair can be used here to assist the other to develop subject knowledge. Collaborative mentor weekly reviews usually happen in where there is joint reflection and dialogue; some mentors choose to have meetings with one AT at key points to discuss individual progress against the standards. There are other very good models and methods of organising these placements to meet the needs of the Associate Teachers. Further guidance for paired placements can be found at Teachers uphold public in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others; not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
normally be planning to teach the equivalent of approximately 60% of the class timetable. This should be structured so that the Associate Teacher becomes confident and competent in the curriculum across the age range he/ she is training to teach, and is able to demonstrate that he/she has a good understanding of both prior and subsequent curriculum learning. Within the SBL, there is directed time for professional development activities and protected study time. This allows for investigations and data collection for university assignments and to support AT attainment against the Teachers’ Standards. Throughout the SBL period, ATs will be expected to fully address Part II of the Teachers’ Standards, demonstrating a strong commitment to personal and professional conduct: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. Paired Placements This is normally a paired Learning placement and the school may choose the methods by which this arrangement may operate. Many schools choose the Leader/Navigator model whereby: The lesson is planned collaboratively and one AT the lesson as a solo experience whilst the other supports individuals and groups. There is collaborative and individual reflection on their performances and about the impact on pupil learning. The teacher organises the pair so that one AT Literacy lessons whilst the other Maths lessons for a number of weeks and then this rotates. There are good examples of co-planning and individual planning. The strengths and experiences of the pair can be used here to assist the other to develop subject knowledge. Collaborative mentor weekly reviews usually happen in where there is joint reflection and dialogue; some mentors choose to have meetings with one AT at key points to discuss individual progress against the standards. There are other very good models and methods of organising these placements to meet the needs of the Associate Teachers. Further guidance for paired placements can be found at Teachers uphold public in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position; having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others; not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
y2_sbl_guide_2014-15.docx