ATS1

Trainee Name:

School:

Mentor:

Link Tutor:

Assessment of Teaching Standards (ATS)

TS1 / TS2 / TS3 / TS4 / TS5 / TS6 / TS7 / TS8
Grade

This is a mapping document to help you to track your achievement against the Teacher Standards and inform your training plan. You will share your self-evaluation with your mentor and University tutor. You must store it in your portfolio and make reference, where appropriate, to any of the other working files that you maintain (e.g. a teaching file).

To prepare for a mentor meeting prior to a review point you should complete this document and self-evaluate your achievement of the Teacher Standards.During a mentor meeting your mentor will discuss the grades with you and agree the final assessment.

The form should be emailed to your University Tutoron completion. A signature is not required if the form is emailed by your mentor.

Please use the supporting documentation, including the ATS Level Descriptorsand the Exemplified Teachers Standards for ITT, which is available on the Middlesex Wiki.

Review of targets from TEP (any targets not met should be added to your ATS1 targets)

Target for development
Subject Knowledge for Teaching Targets (arising from your Subject Knowledge Audit) must be included.
Note the Teacher Standard / Evidence / Met/ Partially Met/ Not met

Assessment of Teacher Standards (refer to the level descriptors)

Teacher Standards:
Part One / Claim / Sources of Evidence (date, evidence and location) / Self-evaluation according to the grading criteria: 1 = Outstanding 2=Good 3= Meeting E=Emerging / Mentor Assessment
This should be agreed with the trainee and discussed with the Link Tutor during visits
1 Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
.
3. Demonstrate good subject and curriculum knowledge / N.B Evidence claims for this standard may refer to subject knowledge enrichment activity
4. Plan and teach well-structured lessons
5. Adapt teaching to respond to the strengths and needs of all pupils
6. Make accurate and productive use of assessment
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities
.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. / Claim / Sources of Evidence (date, evidence and location)
 Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Engaging with the “age ranges immediately before and after…”

Guidance to ITT providers state that trainee teachers should be afforded the opportunity to develop a comprehensive understanding of progression across, and before and after, the age range for which they are training to teach.

Guidance suggests that this might “include enhanced experiences in other age ranges.” (DoE, Initial teacher training criteria, supporting advice ITT criteria for the delivery of ITT from June 2015)

Age ranges / Identify the TWO age ranges for which you are training to teach / Detail any experience you have gained of the “age ranges immediately before and after…” those you are training to teach. (E.g. visits to Foundation Stage and Key Stage 3)
Foundation Stage: Nursery & Reception
Key Stage One: Years 1 and 2
Lower Key Stage Two: Years 3 and 4
Upper Key Stage Two: Years 5 and 6
Key Stage Three : Years 7 to 9

Overall Development (to be completed by mentors)

Please comment on the trainee teacher’s potential to become a grade 2 or grade 1trainee (referring specifically to Part 1 of the Teacher Standards).

Review Point 1 (Dec) / Comments:

Personal and Professional Conduct (to be completed by mentors)

Please comment on the trainee teacher’s personal and professional conduct (referring to Part 2 of the Standards).

Review Point 1 (Dec) / Comments

Timetable (Provide details of your current teaching timetable. Include any planned progression that you are aware of at this stage and the time frame. Adjust the number of rows, headings and spacing as required.)

You will also need to attach a copy of your agreed timetable

Year group of class / Number of lessons per week and length of lesson (e.g. 2x50min) / Ability Range
(e.g. mixed, set 2 of 4) / Subject / Topics / Date and Duration / Team teaching/solo/
assisting/observing

Individual Training & Subject Knowledge Development Plan

(To be agreed with your mentor)

Target for development
To include subject knowledge, pre & post phase experience
Note the Teacher Standard / Strategies/training opportunities / Time frame
(within term 2)

1

ATS Term 1

1