Teacher aides’ 1 2 3 4 5 understanding of Teacher aides often go into Teacher aides gain a basic Teacher aides enter lessons with a lesson objectives and lessons ‘blind’ with little understanding from teachers of clear understanding of the activities understanding of lesson objectives and activities before concepts and information being objectives and activities. lessons. taught, intended learning outcomes, success criteria, and the specific learning needs of students they will work with. Systems for teachers 1 2 3 4 5 and teacher aides to The school has not yet Some teachers organise regular Processes are in place to ensure reflect together established processes for discussions with teacher aides on that there is day-to-day teachers and teacher aides to how things have gone, but processes communication between teachers discuss how things have gone. for this are ad hoc and dependent on and teacher aides on how things individual teachers. have gone and that the results are used in on-going planning. Our score: [Guide: 5–11: Definitely needs attention 12–18: Doing OK, but there’s room for improvement 19–25: A strength in our school] How are we doing in this area? What do our teachers and teacher aides say about how we are doing in this area? What are our specific strengths in this area? Are there particular aspects we need to work on? If we were to improve these aspects, what might we see happening? What specific actions could we take? What barriers might we have to overcome?
Teacher aides’ understanding of lesson objectives and activities 1 2 3 4 5 Teacher aides often go into lessons ‘blind’ with little understanding of lesson objectives and activities. Teacher aides gain a basic understanding from teachers of objectives and activities before lessons. Teacher aides enter lessons with a clear understanding of the concepts and information being taught, intended learning outcomes, success criteria, and the specific learning needs of students they will work with. Systems for teachers and teacher aides to reflect together 1 2 3 4 5 The school has not yet established processes for teachers and teacher aides to discuss how things have gone. Some teachers organise regular discussions with teacher aides on how things have gone, but processes for this are ad hoc and dependent on individual teachers. Processes are in place to ensure that there is day-to-day communication between teachers and teacher aides on how things have gone and that the results are used in on-going planning. Our score: [Guide: 5–11: Definitely needs attention 12–18: Doing OK, but there’s room for improvement 19–25: A strength in our school] How are we doing in this area? What do our teachers and teacher aides say about how we are doing in this area? What are our specific strengths in this area? Are there particular aspects we need to work on? If we were to improve these aspects, what might we see happening? What specific actions could we take? What barriers might we have to overcome?
A-Leaders-Tool-for-Self-Review.docx