Planning by teachers and teacher aides EMERGING DEVELOPING CONSOLIDATING Understanding and use 1 2 3 4 5 of teacher aides’ skills Teachers require Teachers have some understanding Teachers understand and make and knowledge opportunities to develop their of teacher aides’ skills and full use of teacher aides’ skills and understanding of teacher knowledge; they need support to knowledge, adding to them by aides’ skills and knowledge increase this understanding so they explicitly modelling effective and how they can incorporate can use teacher aides to their full strategies to teacher aides. this understanding into their potential. day-to-day planning for what teacher aides will do. Joint planning by 1 2 3 4 5 teachers and teacher Teachers have not been Sometimes teachers and teacher Teachers and teacher aides have aides allocated planning time with aides have allocated time to plan allocated time to plan and discuss teacher aides; communication and discuss lessons together. lessons together. is hence largely ad hoc and informal, taking place between lesson changeovers or before school. Teacher aides 1 2 3 4 5 contributing to IEPs The school has not yet Some teachers arrange for teacher Processes are in place to ensure and CLPs (collaborative established processes to aides to contribute to IEPs and CLPs, teacher aides have a voice in IEPs learning plans) ensure teacher aides are able but processes for this are ad hoc and and CLPs, including when they are to contribute to IEPs and CLPs. dependent on individual teachers. unable to attend meetings.
Planning by teachers and teacher aides EMERGING DEVELOPING CONSOLIDATING Understanding and use of teacher aides’ skills and knowledge 1 2 3 4 5 Teachers require opportunities to develop their understanding of teacher aides’ skills and knowledge and how they can incorporate this understanding into their day-to-day planning for what teacher aides will do. Teachers have some understanding of teacher aides’ skills and knowledge; they need support to increase this understanding so they can use teacher aides to their full potential. Teachers understand and make full use of teacher aides’ skills and knowledge, adding to them by explicitly modelling effective strategies to teacher aides. Joint planning by teachers and teacher aides 1 2 3 4 5 Teachers have not been allocated planning time with teacher aides; communication is hence largely ad hoc and informal, taking place between lesson changeovers or before school. Sometimes teachers and teacher aides have allocated time to plan and discuss lessons together. Teachers and teacher aides have allocated time to plan and discuss lessons together. Teacher aides contributing to IEPs and CLPs (collaborative learning plans) 1 2 3 4 5 The school has not yet established processes to ensure teacher aides are able to contribute to IEPs and CLPs. Some teachers arrange for teacher aides to contribute to IEPs and CLPs, but processes for this are ad hoc and dependent on individual teachers. Processes are in place to ensure teacher aides have a voice in IEPs and CLPs, including when they are unable to attend meetings.
A-Leaders-Tool-for-Self-Review.docx