Young people's recommendations for GCSE maths and English. Making the most of the Maths and English entry assessment materials. Entry assessments for Mathematics (Numeracy) Teacher Training. Pre-course initial assessment: Developing the personal maths skills of teachers and assessors - Skip to main content.
Self-evaluation - Career-long Professional Learning - Professional learning. Having highly-skilled, committed and motivated teachers is to the benefit of all our children and young people by improving their learning experiences.
Developing and maintaining skills, commitment and motivation is part of a career-long process. This process involves all teachers engaging in self-evaluation and in being career-long learners. Teachers who engage in self-evaluation are best placed to be active participants in determining the focus of their learning and its intended outcomes, how their learning occurs and how its success is evaluated. Teachers' standards. This guidance is for: school leaders school staff governing bodies The standards themselves (part 1 and part 2) have statutory force (under regulation 6(8)(a) of the Education (School Teachers’ Appraisal) (England) Regulations 2012).
They are issued by law; you must follow them unless there’s a good reason not to. They define the minimum level of practice expected of trainees and teachers from the point of being awarded qualified teacher status. You can also use them to assess the performance of all teachers with qualified teacher status who are subject to The Education (School Teachers’ Appraisal) (England) Regulations 2012. The standards replace the ‘standards for qualified teacher status’ and the ‘core professional standards’, previously published by the former Training and Development Agency for Schools.
The assessment forms which schools should use to carry out their statutory induction of newly qualified teachers are also available to download. Math Hombre: Self-Assessment for Teachers. Merry Christmas to all!
(I offer these greetings sincerely and in peace, not trying to bludgen anyone with it.) As my colleague David Coffey and I were planning for the winter student teachers, we were discussing ways to involve the student teachers in self-assessment. Dave is quite the assessment guru, and we want to have them help develop the rubric, but at the same time support them with what we might develop. Kathy Coffey, local first grade teacher par excellence, develops these amazing rubrics with her students. If first graders can, I figure novice teachers have a shot. Of course, how to evaluate teaching is a thorny enough process that we are having a national hissy fit over it as a country. The best resources we've found so far are the NCTM professional standards (going on 20 years old at this point; need a membership to read the full thing, unfortunately), and the research Rebecca Walker noticed in JRME this past semester.
The Foci of Evaluation Original. LearningJournal2. Self Assessment - Geoff PettyGeoff Petty. Think of something you are good at, and I bet you learned it by self-assessment.
That is, asking: What am I trying to do exactly? What went well and why? What went less well and why? How could I do better next time? Carl Rogers places self assessment at the start and heart of the learning process. So get (back) into the habit of evaluating or self assessing (same thing) your lessons: Self assess a lesson or a typical lesson of yours against standards for excellent teaching.
It is most important that you reflect in a way that enables you to learn. If you are interested in learning from experience, or would like some help in writing a learning journal, you might find this short extract from ‘Teaching Today’ helpful: Download – reflection and journals There is much more on the theory of self assessment and learning from experience in ‘Teaching Today: a practical guide’ Geoff Petty, 3rd Ed (2004) published by Nelson Thornes.
4991-Prof-standards-A4_4-2.pdf. Professional Standards Animation with subtitles. Working mathematically - OpenLearn - Open University - ME620_1. In this unit you will explore a number of major issues in mathematics education.
For example, when you think about mathematics, do you see it mainly as a collection of topics (mathematical content) or as a way of thinking (mathematical process)? Later in the unit you will be asked to consider further the distinction between content and process in mathematics. You will also be asked to consider a particular organising framework for thinking about your teaching. It is referred to as the do–talk–record (DTR) framework. You will also be asked to work on some mathematics yourself and then reflect on what you have done. But first, take a little time to reflect on your own feelings about your aims for this unit. Activity 1 Hopes and fears In your notebook, complete the following sentences. I expect this unit to include work on …I personally would like to work on …An anxiety that I have about the unit is … Comment.
My Professional Learning. Self-evaluation Tools. SKE bis 14 677 further education initial teacher training mathematics subject knowledge enhancement ske programme guide. 05 SKE for ETPs Details Final. 03 Lesson Study. 04 Core Maths Masters.