Aspirational Teachers Programme

Goals Professional Behaviour Aspirational Teachers are to learn how to behave

professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour.

Relating to young people Aspirational Teachers are to learn how they can establish fair, trusting, supportive and constructive relationships with young people in schools.

Engaging with young people’s learning Aspirational Teachers are to learn to communicate effectively in engaging with young people’s learning, when supporting individuals or groups of young people in the classroom, and to give timely, accurate and constructive feedback.

Managing behaviour Aspirational Teachers are to develop some knowledge and understanding of the ways in which effective teachers promote good behaviour, and to begin to develop some strategies for managing young people’s behaviour when working with individuals or groups of young people.

Planning and delivering part or all of a lesson/enterprise session

Aspirational Teachers are to learn how to plan and structure part or all of a lesson and /or enterprise activity, and to begin to develop knowledge and understanding of some effective teaching strategies and different kinds of resources for promoting learning within their subject or phase.

Presenting a positive role-model for pupils wishing to pursue their studies in Higher Education

Aspirational Teachers are to find ways of talking positively to pupils about Higher Education and about the opportunities it can offer to pupils from all backgrounds and educational traditions

The handbook

CONTENTS ........................................................................................................................... 2

INTRODUCTION ................................................................................................................... 3

WHAT THE ASPIRATIONAL TEACHER DOES ........................................................................ 4

BEFORE THE SCHOOL-BASED WORK PLACEMENT .............................................................. 4

THE SCHOOL-BASED WORK PLACEMENT ........................................................................... 4

SCHOOL STAFF .................................................................................................................... 4

WHAT THE ASPIRATIONAL TEACHER DOES IN SCHOOL ...................................................... 6

WIDENING PARTICIPATION ............................................................................................... 10

RECORDING ACHIEVEMENTS AND EXPERIENCES ............................................................. 12

SUPPORT FOR SCHOOLS ................................................................................................... 12

PROTOCOLS AND PROCEDURES ........................................................................................ 12

APPENDIX A GENERAL OBSERVATION PROFORMA .........................................................15

APPENDIX B GENDER OBSERVATION PROFORMA ...........................................................16

CODE OF CONDUCT ........................................................................................................... 17

THE GOALS ........................................................................................................................ 18

Going into school

Jocelyn SumnerPartnership Director

During this session….

• What does learning look like?

• Engaging with young people’s learning

• Managing Behaviour (yours and theirs!!)......

What does learning look like?

What do I look like when I learn?• Fiddling/doodling to concentrate• Talking about the work• Sitting quietly by myself• Joining in with activities• Sharing work in groups• Participating in whole class

discussions• Listening carefully • Competing to achieve success• Questioning

Learning Detectives

What does learning look like?

What does learning look like?

What does learning look like?

Effective communication

Effective CommunicationDON’T SHOUT! Variety of loud

and quiet

Firm and ‘friendly’

Uphold school protocolsDon’t use slang or

anything that could be construed as swearing

Clear and simple

Body languageHandwriting

SmileWritten information

Does the Aspirational Teacher: • communicate in ways that demonstrate respect for others? • demonstrate that communication is a two-way process? • listen, build empathy, consult and negotiate effectively? • motivate, support, challenge, and manage learners effectively in

order to secure learning? • use questioning effectively? • demonstrate sensitivity, for example, to culture and context when

communicating? • communicate effectively both on a one-to-one basis and as a

member of a team • use effective and appropriate non-verbal communication? • seek guidance and support from, and communicate positively and

effectively with, colleagues and other professionals?

Feedback Written feedback

Good, well done, fine, yes, thank you

Peer feedbackHow could you…..?

How do you……?

Why is that such a good answer?What skills have you

gained from this piece of work?

Feedback• Accurate feedback, given at the right time and in

a constructive and positive way, helps learners to identify what they have or have not understood, and helps them to progress

• Feedback should be constructive, matched to learners’ understanding and language abilities, and should engage learners in reflecting on their progress, and their own learning needs.

So what am I actually going to be doing?

Engaging with young people’s learning!• In small groups• One to one• Never alone!• Subject specialisms• Enterprise activity• Widening participation• Extra curricular• HELPING OUT!!

Tasks!A EnquiryA.1 Behaviour

managementA.3 The ‘Gender Gap’

A.2 ICT Survey A.4 Children with Special Needs

B ResourcesB.1 Creating displays B.2 Creating new

resourcesC ObservationC.1 General Observation C.4 Gender agendaC.2 Classroom

organisationC.5 Questioning

C.3 Differentiation C.6 Teaching- Group work

D TeachingD.1 Tutoring an individual

pupilD.3 Whole Class

TeachingD.2 Teaching groups D.4 Extra-Curricular

Teaching

Tasks!

• Widening Participation tasks• Enterprise activity

Being a Professional!

• Create the right impression• The right word at the right

time• Avoiding problems• What should I do now?

Create the right impression!

• Arrive on your first day dressed ‘as if for interview’ , then assess the school’s dress code for future reference

• Establish what time you are expected to be in school (lateness always creates a bad impression)

• Ensure that you have a phone number for the school so that, even on your first day, you can make contact if there is a problem with your arrival time.

• Ensure that you understand the school’s policy about being on-site and follow the appropriate protocol if you need to leave the school site.

The right word at the right time!• No matter how annoyed you are, don’t use

inappropriate language to, or in front of, a pupil, member of staff or parent. If this does happen, please be proactive in discussing it with the ITE Coordinator / ATP tutor.

• Never criticise a member of staff in front of pupils, parents, visitors or other colleagues. Indeed it would be better if you didn’t do it at all!

• Please ensure that the language, images or humour that you use do not convey prejudice or stereotypical assumptions about people.

Avoiding problems• Make sure that you do not disclose any confidential information that is

shared with you and that you follow the school’s code of practice on data protection, particularly with regard to storing it electronically.

• If you are a smoker don’t smoke on school premises nor in the vicinity, nor in any of the pupils’ ‘corners’

• You may be living in the area near to your school. Please avoid potentially unprofessional/embarrassing situations by– not mentioning pupils/staff by name outside of the school grounds: no

matter how ‘funny the story’, you don’t know who might be listening to your conversation

– having regard to your alcohol intake if you might encounter pupils on leaving the pub

– knowing what to do if you find a pupil whom you know to be ‘under-age’ in an age restricted environment

• Please make sure that you use the school network and internet only for school work related purposes

• Please ensure that if you use any social networking spaces such as Facebook that you don’t post comments about your placement, staff or pupils on it.

• Please bear in mind that images of yourself posted on social networks will be accessible to the pupils that you teach and any other ‘interested party’. Please make sure that you review what you have posted before you start your school based work.

What should I do now?• If a parent (or pupil) is aggressive to you either in or out

of school please speak immediately to your ITE Coordinator/ATP tutor (in school) and the Partnership Director (01392 724717 or j.a.sumner@ex.ac.uk). This is serious and should not be ignored.

• If you encounter discrimination of any sort against you or others, please do not ignore it. Discuss the issue with your ITE Coordinator/ATP tutor and the Partnership Director (details above) so that the issue can be appropriately addressed.

• If you encounter something that you consider to be a child protection issue please discuss the issue with your ITE Coordinator/ATP tutor and the Partnership Director (details above) so that the issue can be appropriately addressed.

Code of Conduct• Aspirational Teachers should behave professionally at all times.• Aspirational Teachers should be a positive role model to all children.• Aspirational Teachers should become familiar with the ethos of the school

and promote it.• Aspirational Teachers should dress appropriately, turn off mobiles, attend

regularly and be punctual and reliable.• Aspirational Teachers should be respectful towards colleagues and pupils.• Aspirational Teachers should respect confidentiality and must not gossip.• Aspirational Teachers should be aware of school policies and know who the

school’s Child Protection Officer is and when to refer to this person.• Aspirational Teachers should understand and be committed to the aims of

ATP, have read the documentation and should manage their own professional documents.

• Aspirational Teachers should be enthusiastic, willing to participate and actively engage in all of school life; they should take advantage of every opportunity.

• Aspirational Teachers should display enthusiasm for their own subject.

Managing Behaviour

• Dix’s Behaviour Fixes... Note down what he suggests

• Teachers Media : Behaviour Managementhttp://www.teachersmedia.co.uk/

Shortcut to H4317001.lnk

The paperwork…..

ATP Record of Achievement and Experience

• Opportunity to note down what you’ve done and to reflect on what you learnt from it

Professional Behaviour Induction and training

The Aspirational Teacher has been introduced to:

Give examples of the opportunities you had to demonstrate this and reflect on how you think you developed this skill

Related Teachers’ Standard(s)

Aspirational Teachers are to learn how to behave professionally in a school setting, and to demonstrate and promote in young people positive values, attitudes and behaviour.

A generic code of practice for his/her school placement, making clear how they should behave as a professional in a school and classroom context;

the positive values, attitudes and behaviour that schools seek to foster in young people;

Day 1 S1 Set high expectations which inspire, motivate and challenge pupilsPart 2 Uphold public trust in the profession and maintain high standards of ethics and behaviour within and outside school....and maintain high standards in their own attendance and punctuality

Day 2

Day 3

Day 4

Day 5

Relating to young people

Induction and training

The Aspirational Teacher has been introduced to:

Give examples of the opportunities you had to demonstrate this and reflect on how you think you developed this skill.

(You can record this daily or reflect on it at the end of the week)

Related Teachers’ Standard(s)

Aspirational Teachers are to learn how they can establish fair, trusting, supportive and constructive relationships with young people in schools.

Ways of promoting effective and productive adult-pupil relationships in and out of the classroom;how to respond constructively and appropriately when interacting individuals or groups.

Part 2 .... Treating pupils with dignity, building relationships rooted in mutual respect and at all times observing proper boundaries appropriate to a teacher’s professional position

Opportunity for school to comment on you!