Open Evening (DJB)
27 Jun 2024 16:00 - 20:30
\nFor Line managers:\n\nAppraisals - talk on how to write appraisal targets - measurable, specific, quantifiable.\n\nTalk on UPS - substantial & sustained - from the Key:\n\n1. Teacher is highly competent in all elements of the relevant standards\n\nDownload our tool to help teachers assess their skills against the Teachers' Standards and the latest thinking on the skills needed for effective teaching and learning.\n\nKeyDoc: teachers' skills audit\n\nWe worked with David New and Nina Siddall-Ward, our associate education experts, to produce this template.\n\n2. Teacher's achievements and contribution to the setting are substantial and sustained\n\nYou decide how to define 'substantial and sustained' in your school. Consider what's appropriate for your school, bearing in mind the importance of teacher wellbeing and maintaining a good work-life balance.\n\nOur associate education experts, John Dunne and Sarah Searle-Barnes, gave us suggestions for what this could look like:\n\n * Receiving feedback from parents showing that their support has improved children's enjoyment and achievement at school\n * Receiving similar positive feedback from pupils\n * Taking an active part in school council forums and supporting pupil-led initiatives\n * Taking an active part in charity events and parent-teacher fundraising activities\n * Supporting teaching assistants in their training and/or classroom practice\n * Maintaining a proactive attitude to continuing professional development, beyond attending courses. This might include reading Tes or other journals, as well as contributing to online teacher communities or professional publications\n * Contributing to or leading school assemblies\n * Visiting other schools and feeding back good practice to colleagues\n * Working with local colleagues on projects of common benefit to schools\n * Working with community artists/actors to provide enrichment activities for pupils, often linked to local arts events\n * Carrying out action research in the classroom/school\n * Contributing to the recruitment process by taking part in interviews\n * Presenting to governors, as requested, the strengths and areas for development of a subject area\n * Contributing to extra-curricular activities, such as sports teams or choirs\n * Coaching and mentoring colleagues, including newly qualified teachers and trainee teachers, and demonstrating effective practice\n * Working with pupils to present a special assembly, play or musical performance\n * Providing regular opportunities for pupils to visit off-site educational venues, or leading or participating in residential visits\n * Implementing strategies resulting in success in raising whole-school attendance\n * Developing programmes that significantly improve reading and/or writing for low-attaining pupils\n * Implementing a provision-mapping programme resulting in measurable improvements for pupils identified as underachieving\n\n\n
