PROFESSIONAL DEVELOPMENT PORTFOLIO
SECTION 1
/ / Application for Funding of Training / Preparationand Assessment
SECTION 2 /
/Self-study Units Using Staff Expertise and Training
School Website for SupportSECTION 3 /
/Individual Action Plan Relating to Standards
SECTION 4 /
/Grids for Overview of Evidence for Standards
SECTION 5 /
/PDP Record Sheet (Master Copy
Meetings with SM /DMSECTION 6 /
/ Lesson Plans(Number them LP1, 2, 3 etc)
SECTION 7 /
/ Lesson Observations(Number them LO1, 2, 3 etc)
SECTION 8 /
/Liaison with Parents / Carers
(Number them Lia1, 2, 3 etc)SECTION 9 /
/INSET Activities
(Number them Ins1, 2, 3 etc)SECTION 10 /
/Information on Assessment for the Award of HLTA
The Bishop of Hereford’s Bluecoat School
Training School
HIGHER LEVEL TEACHNG ASSISTANT
P.D.P
The Bishop of Hereford’s Bluecoat School
Training School
Tupsley
Hereford, HR1 1UU
Tel: 01432 347529 or 347450
Fax: 01432 347566
e-mail:
Introduction
P.D.P. for Higher Level Teaching Assistants /
Cover Supervisors
This P.D.P. is to be used to set out the evidence candidates may present to show they meet all of the Standards (Professional Attributes, Professional Knowledge and Understanding and Professional Skills). The PDP ‘Master’ will be on the Training School website for future reference and to download necessary documentation,
Candidates for HLTA status will use evidence from their work with pupils and teachers. A single activity or experience may allow a candidate to demonstrate several “Standards” at the same time, on the other hand, a single ‘Standard’ might be evidenced in different ways across a range of activities and assessment tasks.
A grid system can be used to record where evidence can be found. (This is explained in Section 4 of this PDP).
All candidates will be monitored and coached / mentored with a special focus on PDP.s and Individual Action Plans.
Carol Rushton
Assistant Headteacher
PDP Section 2
BOOKLET FOR HIGHER LEVEL TEACHING ASSISTANTS
Self-study / mentoring / coaching units
Mentoring / Self-Study Unit 1
Classroom Management, Behaviour Management
Standards 1, 2, 3, 8, 18, 26, 27, 32
How the study has enhanced my understanding
How I will provide evidence
e.g. “I will be observed by a colleague and reflect upon my practice”
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 2
The Reflective HLTA
Standard 7
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
“During my weekly Lesson Planning meeting, I was asked to focus on …... to prepare pupils to …....” After the lesson , I had a discussion with the teacher, then I reflected on my practice.
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 3
Communication with Children, Young People, Colleagues, Parents and Carers
Standard 4, 5
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 4
Every Child Matters, Accelerated Learning, Personalised Learning
Standards 8, 9, 10, 20
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 5
Motivation
Standards 8, 9, 10, 16, 19, 21
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 6
Working with Colleagues / Stress and Time Management
Standards 3, 6, 7
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 7
Differentiation
Standards 6, 8, 9, 10, 14, 15, 17, 20, 21, 22, 27
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 8
Equal Opportunities / Gender Issues
Standards 1, 2, 3, 8, 9, 10, 15, 16, 20, 21, 27
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
Mentoring / Self-Study Unit 9
Mathematics, English, ICT Skills Audit
Standards 11, 12
Training Booklet available on Training School Website
How the study has enhanced my understanding
How I will provide evidence
Signed
Signed (Mentor)
Date
HLTA Documentation
Individual Training Plan Relating to HLTA
Name: ______Date: ______
Subject/Dept Mentor: ______
Standard / Training Need / Support/INSET NeededCopy to Training School / Completed
(Date)
Please ensure that you forward you Training and Development Needs to the Training School
PDP Section 3
The Bishop of Hereford’s Bluecoat School
Training School
Individual Action Plan relating to
Standards for HLTAs - Term One
Name: ______Date: ______
Plan drawn up with: ______
Areas of particular strengthStandard
e.g. Using ICT for making worksheets for administrative purposes2
- ______
- ______
- ______
- ______
- ______
- ______
Areas for development and how to achieveStandard
e.g.I need to achieve English and Maths qualifications11
Contact Mike Nelson and enrol for courses. Get support from
______and ______at school
- ______
- ______
- ______
- ______
- ______
- ______
Check of P.D.P
Signed
Signed (Line Manager)
Date
The Bishop of Hereford’s Bluecoat School
Training School
Individual Action Plan relating to
Standards for HLTAs - Term Two
Progress to dateStandard
e.g. I have made good progress towards my literacy/numeracy 11
qualifications. The website
has helped as well as the course(s) I am following
- ______
- ______
- ______
- ______
- ______
- ______
Areas for development and how to achieveStandard
- ______
- ______
- ______
- ______
- ______
- ______
Signed
Signed (Line Manager)
Date
Bishop of Hereford’s Bluecoat School
Training School
Individual Action Plan relating to
Standards for HLTAs - Term Three
Name: ______Date: ______
Plan drawn up with: ______
Progress to dateStandard
e.g. I have passed the test(s) for numeracy and literacy11
- ______
- ______
- ______
- ______
- ______
- ______
Areas for development and how to achieveStandard
- ______
- ______
- ______
- ______
- ______
- ______
Signed
Signed (Line Manager)
Date
PDP Section 4
GRIDS FOR RECORDING EVIDENCE RELATING TO HLTA STANDARDS AND HIGHLIGHTING TRAINING NEEDS
Key for Completing Grids for Recording Evidence
LM= Line Manager meetings
(number them LM1, LM2, LM3 (etc)
DM = Department/Subject Mentor Meetings
(number them DM1, DM2, DM3 etc)
LP = Contributions to Lesson Plans
(number them LP1, LP2, LP3 etc)
LO =Lesson Observations
(number them LO1, LO2, LO3 etc)
Lia = Liaison with Parents and Carers
(number them Lia1, Lia2, Lia3 etc)
INS = Inset activities to improve own practice
(number them INS1, INS2, INS3 etc)
OTH=Other
(number them Oth1, Oth2, Oth3 etc)
TRAINING AND DEVELOPMENT ATENCY FOR SCHOOLS
TDA
Notes on the terminology used in the standards
- The term ‘learners’ is used instead of ‘children and young people’ when learning per se is the main focus of the standard. It refers to all children and young people including those with particular needs, for example, those with special educational needs, looked after children, those for whom English is an additional language, those who are not reaching their potential or those who are gifted and talented.
- The term ‘colleagues’ is used for all those professionals with whom a HLTA might work. It encompasses teaching colleagues, the wider workforce within an educational establishment, and also those from outside with whom HLTAs may be expected to have professional working relationships, for example early years and health professionals and colleagues working with children’s services.
- The term ‘learning activities’ is used to cover teaching and learning activities wherever they take place, whatever their nature and length, and however they might be organised, and are applicable to all educational phases and contexts.
- The term ‘well-being’ refers to the rights of children and young people (as set out, and consulted upon in the Every Child Matters Green Paper and subsequently set out in the Children Act 2004), in relation to:
-Physical and mental health and emotional well-being
-Protection from harm and neglect
-Education, training and recreation
-The contribution made by them to society
-Social and economic well-being
Those awarded HLTA status must meet all of the following standards.
Professional AttributesThose awarded HLTA status must demonstrate, through their practice, that they:
1. / Have high expectations of children and young people with a commitment to helping them fulfil their potential
2. / Establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. / Demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. / Communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. / Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. / Demonstrate a commitment to collaborative and cooperative working with colleagues
7. / Improve their own knowledge and practice including responding to advice and feedback
Professional Knowledge and Understanding
Those awarded HLTA status must demonstrate, through their practice, that they:
8. / Understand the key factors that affect children and young people’s learning and progress
9. / Know how to contribute to effective personalised provision by taking practical account of diversity
10. / Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. / Have achieved a nationally recognised qualification at level 2 or above in English / literacy and Mathematics / numeracy
12. / Know how to use ICT to support their professional activities
13. / Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. / Understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. / Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. / Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice
Professional Skills
Teaching and learning activities must take place under the direction of a teacher and in accordance with arrangements made by the Headteacher of the school.
Planning and Expectations
Those awarded HLTA status must demonstrate, through their practice, that they:
17. / Use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. / Use their area(s) of expertise to plan their role in learning activities
19. / Devise clearly structured activities that interest and motivate learners and advance their learning
20. / Plan how they will support the inclusion of the children and young people in the learning activities
21. / Contribute to the selection and preparation of resources suitable for children and young people’s interest and abilities
Monitoring and Assessment
Those awarded HLTA status must demonstrate, through their practice, that they:
22. / Monitor learners’ responses to activities and modify the approach accordingly
23. / Monitor learners’ progress in order to provide focussed support and feedback
24. / Support the evaluation of learners’ progress using a range of assessment techniques
25. / Contribute to maintaining and analysing records of learners’ progress
Teaching and Learning Activities
Those awarded HLTA status must demonstrate, through their practice, that they:
26. / Use effective strategies to promote positive behaviour
27. / Recognise and respond appropriately to situations that challenge equality of opportunity
28. / Use their ICT skills to advance learning
29. / Advance learning when working with individuals
30. / Advance learning when working with small groups
31. / Advance learning when working with whole classes without the presence of the assigned teacher
32. / Organise and manage learning activities in ways which keep learners safe
33. / Direct the work, where relevant, of other adults in supporting learning
Professional Knowledge and Understanding
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH1. / Have high expectations of children and young people with a commitment to helping them fulfil their potential
2. / Establish fair, respectful, trusting, supportive and constructive relationships with children and young people
3. / Demonstrate the positive values, attitudes and behaviour they expect from children and young people
4. / Communicate effectively and sensitively with children, young people, colleagues, parents and carers
5. / Recognise and respect the contribution that parents and carers can make to the development and well-being of children and young people
6. / Demonstrate a commitment to collaborative and cooperative working with colleagues
7. / Improve their own knowledge and practice including responding to advice and feedback
Other Notes of Interest:
In column 1, Needs Analysis, please place S = Secure, D = Developing, N = Needing Development
Professional Attributes
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH8. / Understand the key factors that affect children and young people’s learning and progress
9. / Know how to contribute to effective personalised provision by taking practical account of diversity
10. / Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. / Have achieved a nationally recognised qualification at level 2 or above in English / literacy and Mathematics / numeracy
12. / Know how to use ICT to support their professional activities
13. / Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. / Understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. / Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. / Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice
Other Notes of Interest:
In column 1, Needs Analysis, please place S = Secure, D = Developing, N = Needing Development
Professional Attributes
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH8. / Understand the key factors that affect children and young people’s learning and progress
9. / Know how to contribute to effective personalised provision by taking practical account of diversity
10. / Have sufficient understanding of their area(s) of expertise to support the development, learning and progress of children and young people
11. / Have achieved a nationally recognised qualification at level 2 or above in English / literacy and Mathematics / numeracy
12. / Know how to use ICT to support their professional activities
13. / Know how statutory and non-statutory frameworks for the school curriculum relate to the age and ability ranges of the learners they support
14. / Understand the objectives, content and intended outcomes for the learning activities in which they are involved
15. / Know how to support learners in accessing the curriculum in accordance with the special educational needs (SEN) code of practice and disabilities legislation
16. / Know how other frameworks, that support the development and well-being of children and young people, impact upon their practice
Other Notes of Interest:
In column 1, Needs Analysis, please place S = Secure, D = Developing, N = Needing Development
Planning and Expectations
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH17. / Use their area(s) of expertise to contribute to the planning and preparation of learning activities
18. / Use their area(s) of expertise to plan their role in learning activities
19. / Devise clearly structured activities that interest and motivate learners and advance their learning
20. / Plan how they will support the inclusion of the children and young people in the learning activities
21. / Contribute to the selection and preparation of resources suitable for children and young people’s interest and abilities
17. / Use their area(s) of expertise to contribute to the planning and preparation of learning activities
Other Notes of Interest:
In column 1, Needs Analysis, please place S = Secure, D = Developing, N = Needing Development
Monitoring and Assessment
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH22. / Monitor learners’ responses to activities and modify the approach accordingly
23. / Monitor learners’ progress in order to provide focussed support and feedback
24. / Support the evaluation of learners’ progress using a range of assessment techniques
25. / Contribute to maintaining and analysing records of learners’ progress
Other Notes of Interest:
In column 1, Needs Analysis, please place S = Secure, D = Developing, N = Needing Development
Professional Knowledge and Understanding
Those meeting the Higher Level Teaching Assistant Standards must demonstrate all of the following:
Needs Analysis / LM / DM / LP / LO / Lia / INS / OTH26. / Use effective strategies to promote positive behaviour
27. / Recognise and respond appropriately to situations that challenge equality of opportunity
28. / Use their ICT skills to advance learning
29. / Advance learning when working with individuals
30. / Advance learning when working with small groups
31. / Advance learning when working with whole classes without the presence of the assigned teacher
32. / Organise and manage learning activities in ways which keep learners safe
33. / Direct the work, where relevant, of other adults in supporting learning
Other Notes of Interest: