PHASE II TRAINING MODEL – PRIMARY

Developing Teaching, Learning and Assessment.

Associate Teachers should be starting to develop aspects of their planning and teaching and class management, together with knowledge for subject teaching. There is a focus on ATs planning lessons for effective learning, using precise learning objectives based on the needs of the group and individuals within it and using an increased range of teaching strategies to achieve the lesson outcomes. ATs with guidance should be planning their own lessons with the continued guidance and coaching from the mentor. These plans can include small group teachingup to solo lessons. These plans can be based on medium term plans used by the school. They should be becoming clearer about the expectation for the age and ability of the pupils they are teaching and the contribution that others can make to the learning environment. ATs at this stage should be developing a good understanding of how children learn and planning should be appropriate to the needs of groups of children in their classes. ATs should be able to evaluate their own teaching and assess pupils’ learning more effectively and take responsibility for their own professional development in identified areas. The learning environment and pupils’ behaviour becomes better managed as experience of planning, delivery and assessment grows during this phase. As a general target ATs should be looking very closely at the criteria in the ‘Developing’ column in the Standards Profile Section 3 (PJF).
Programme Guide:
Planned Teaching Time: Starting at 40% and growing to 50% of the timetable by RP2 / SBL A Final
  • Team teaching which involves sharing the planning, teaching and evaluation of a lesson with an experienced teacher
  • Micro-Teaching (Perhaps via video analysis of component parts of a lesson – VEO app can support this).
  • Solo teaching- planning, teaching and evaluation of lessons and sequences of lessons
Planned Directed Time: 25% of the timetableExamples include:
  • Observation of learning and teaching across the whole curriculum (both within and outside the subject specialism).
  • Supporting the Subject Mentor by working with smaller groups of pupils (who may have particular educational needs).
  • Focussed observation of formative assessment practices
  • Investigation of summative tracking systems used in school/ setting
  • Attending PSHEE activities.
  • Attending an aspect of extra-curricular activity work.
  • Attending staff meetings/training as appropriate.
Planned Protected Time: 25% of the timetableTo include:
  • Non-contact protected time for Associate Teachers to research, plan, prepare, assess pupils, evaluate their teaching and reflect on their professional learning – focuson developing understanding of assessment – PR7103

Associate Teacher / Mentor / Coach
General
  • Meet Professional Mentor and Class Mentor on a weekly basis.
  • Be prepared to share your profile experience and initial needs audit with Mentors.
  • Ensure you have a learning timetable which has a focus on developing your skills and abilities as a Primary teacher.
Directed Time
  • Attend Professional Development Learning sessions.
  • Consider learning theory and practice links – see PR7103.
  • Using the observation schedule as a guide spend part of the weekly timetable observing outstanding teaching/learning – this could be across age phases 3-5, 5-7, 7-9, 9-11.
  • Record observation notes – reflective dialogue with Mentors.
  • Observe Learning interventions with SEND pupils and discuss the role of the SENDCO.
  • Research learning interventions for EAL pupils – what strategies are used Inschool
Teaching alongside an experienced Class teacher
  • Plan and teach a larger group of pupils as part of a team teaching lesson.
  • Plan, teach and review a solo lesson(s) (when ready), in negotiation with the class teacher.
Protected Time
  • Research and plan teaching (using planning documents).
  • Evaluate teaching and assess pupils learning.
  • Begin to identify pupil profiles – tracking.
  • Reflect on wider professional learning – see PR7103, reflecting on assessment practices and how they link to theory
  • Record meetings with Mentors – including reference to targets met and targets set in relation to Teaching Standards
  • Update Professional Journey File (PJF) (general).
  • Complete Subject Knowledge and Curriculum Experience Audits as appropriate
  • Signpost evidence against the Teachers’ Standards for Review Point 2 / SBL A Final Review using the Standards profile Section 3 (PJF).
Important – School Direct ATs only
In December/January School Direct ATs should visit their contrasting placement school – use this as induction time to meet mentors, organise timetable, gather information on the pupils that you will be teaching / Planning/design
  • Plan meeting times for AT with Professional Mentor and Class Mentor
  • Plan a learning timetable for AT, including opportunities for observation, shared teaching, meeting times with Mentors, pastoral time, protected time, extra-curricular opportunities. Link timetable to RP1 / SBL A Interim and weekly review targets.
  • Ensure there are opportunities for AT to develop subject knowledge (S3).
Training
  • Establish a Professional Development Learning Timetable which connects with SBL (as above).
  • Share planning and teaching documents. Within school guidelines provide information on prior pupil attainment to support the planning process.
  • Model good teaching practice.
Monitoring and Assessment AT progress
  • Establish weekly review meeting which follows the guidance set out in the PJF.
  • Check AT files and planning.
  • Observe AT teaching pupils.
  • At least once per week formally record observation (using lesson observation sheet).
  • Discuss lesson observed – feedback and set targets with AT.
  • Complete Review Point 2 / SBL A Final Review formal report.
  • Help ATs review their teaching (specific parts e.g. plenary / questioning / modelling) in a micro teaching situation.