They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways.
They can build effective professional relationships with various colleagues and have the skills required to work collaboratively.
They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils.
They understand when to ask for information and advice from specialist staff about individual pupils with specific needs.
They seek out and are responsive to advice from more experienced colleagues.
In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets.
They recognise the importance of communicating with parents and carers in supporting pupils’ achievement and monitoring pupils’ well-being. They communicate effectively at set points in the school year, including at parents’ evenings and through written reports.
They understand the need to communicate [ ] at other points in response to individual pupils’ emergent needs. |
They are proactive in seeking out opportunities to contribute to the wider life and ethos of the school.
They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so.
They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.
They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further.
They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being. They assume some responsibility for doing so in response to individual pupils’ emergent needs. |
They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school.
They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis.
They take responsibility for deploying support staff [] in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs.
They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive.
They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but are also proactive in communicating in relation to individual pupils’ emergent needs. |
