Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record

Evidence of meeting the Standard (OTT to complete, noting the specific items of evidence in the portfolio) Relationships + children & young I believe my teaching style empowers the children to take responsibility for their learning and demonstrates the people importance of time management, a skill that is vital in preparing for their transition year. I also like to meet regularly C1 Have high expectations of children with my students both formally and informally. I make an effort to speak with every child every day and use and young people including a student/teacher conferences entitled What I would like you to know about me! at the start of the year to develop a commitment to ensuring that they can stronger bond with them.
achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. C2 Hold positive values and attitudes and adopt high standards of behaviour in their professional role. Frameworks C3 Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity. Communicating and working with others C4 (a) Communicate effectively with children, young people and colleagues.

Professional attributes

I have a firm but firm policy towards behaviour in my teaching. I use a range of Dr Bill Rogers strategies and my own interpretations with my classroom. I use, and have used, a range of behaviour management strategies and aim to be fair at all times allowing students to feel safe and empowered to have a voice within my classroom.

I have taught in the UK within the current framework for almost 4 years. At all times I have conducted myself professionally and within the government guidelines and curriculum. I have been involved in the writing and implementation of school policies in my positions in Australia and Mexico and am fully aware of the need to provide the opportunity for all students to learn through a balanced and accessible curriculum. I am currently involved in the writing of the Performing Arts policy within Heathbrook, which I will later assist teachers to implement within their classrooms.

I conduct student conferences very early in the year to promote a relaxed and safe environment for the students to learn. At all times I welcome student interaction both during formal lessons and in the playground. I also welcome students into my class both before and after school, and during play times, to try to develop a sense of ownership and belonging where school policy permits.

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record C4 (b) Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being. C4 (c) Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people. C5 Recognise & respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising heir levels of attainment. C6 Have a commitment to collaboration and cooperative working where appropriate. Personal professional development C7 Evaluate their performance and be committed to improving their practice through appropriate professional development C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified. C9 Act upon advice and feedback and be open to coaching and mentoring.

My classroom has an open classroom policy which I feel encourages parents to drop in and see me at anytime. I have conducted parents interviews both formally and informally in each year of my teaching. Th ese have included exclusions, special needs conferences and parent information presentations. Communication with parents is vital to the ongoing support and development of the individual learner. Using term newsletters and information evenings at the start of the year are very good ways of communicating events and expectations. Open classroom evenings are also a way if involving parents in their childs progress. They also give the student ownership of his/her work and work area. Asking for parents to write in students reading journals and sign off home reading also involves and informs parents on the progress of their child. The simple act of involving parents in excursions and in class activities also contributes to the overall connection between parent and school. It again ensures that the avenues of communication are always open. I have always subscribed to the fact that over communication is the way to run a successful classroom. It is essential that all teachers, TAs and parents feel they have a voice and feel welcome to discuss concerns and ideas for the future progression of the class. Throughout my teaching career I have always become heavily involved in the day to day running of the school as well as assisting with the coordinating a range of curriculum areas.

Throughout my time as a teacher I have continually attended professional development. Recent major courses I have attended have included the Literacy and Maths APPs, and PE Funs and dance. Over the past 8 years I have continually tried to improve as a teaching professional and that has at times meant moving out of my comfort zone as a teacher. I have always been open to suggestions and improvements in my teaching and highly value the input and assistance of others.

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record

Evidence of meeting the Standard (OTT to complete, noting the specific items of evidence in the portfolio) Teaching and learning Over my years teaching I have continually been involved in new and updated learning initiatives. Most recently I C10 Have a good, up-to-date working have been using the thinking curriculum based on the tools of D e Bonos Hats, Gardeners Multiple Intelligences knowledge and understanding of a range of and Blooms Taxonomy. These tools promote inquiry based learning approach, which empowers a student lead teaching, learning and behaviour curriculum, which teaches independence of thought and greatly increases student engagement. I have, as management strategies and know how to mentioned above, attended a wide range of PD and have used and still use a range of behaviour management sue and adapt them, including how to techniques dependent on the situation and pupil.
personalise learning to provide opportunities for all learners to achieve their potential. Assessment and monitoring C11 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. C12 Know a range of approaches to assessment, including the importance of formative assessment. C13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. C14 Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. Subjects and curriculum C15 Have a secure knowledge and understanding of their subjects/curriculum

Professional Knowledge and Understanding

Having taught in the UK for almost 4 years and I am fully aware of the assessment criteria for individual subjects in relations to term samples. Assessment is a continual and essential part of teaching which can be a simple observation through to a formative centrally assessed task. Assessment can take the form of a pre-test or post-test and should act as a guide for future teaching not as a standalone task. I have been involved in the analysis of local and national like school data to determine the effectiveness of teaching within the school and across my year levels. This is a vital tool to assessing the overall effectiveness of the school. I have written half term reports and annual reports as a form of feedback for both student and parent. These act as not only a reference point for success but also as an indicator of areas for needed improvements.

Having predominantly taught within KS2 for 5 years across three countries I am very clear on the expectations and content involved in English and Maths. I have acquired additional skills and knowledge through consultation with

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record areas and related pedagogy including: the contribution that their subjects/curriculum areas can make to cross-curricular learning and recent relevant developments. C16 Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.

the standards site and other relevant information for all other areas of the curriculum. I am presently a part of the Performing Arts team. In the previous year and a half I have been actively involved in discussion and professional development working towards the implementation of the new Numeracy Framework. We have discussed in detail the change in format toward blocks and have attempted as a staff to plan for a unit during a staff meeting. This year I have also been involved in discussion and professional development working towards the implementation of the APP assessment. I am presently active in this assessment within my classroom.

Literacy, numeracy and ICT C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

I have used the computer extensively throughout all subjects. I incorporate ICT into maths and literacy on a regular basis and also try to make cross-curricular links with other subjects ie. Science, history, RE and geography.

Achievement and diversity C18 Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. C19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how

Having taught a range of pupils and a range of abilities I have witnessed firsthand that every student must be seen as an individual. I have been in constant liaison with SENCOs and at time the PRU to better serve the needs of my students. I have conducted Gardiners Multiple Intelligence test on students to identify their preferred learning style and Blooms Taxonomy to provide a wide range of learning opportunities to cater for these differences and attempt to increase engagement. I have also provided an exclusively tailored Black History Month Curriculum. Catering to differing abilities is the key to successful teaching, but not only understanding what children know, but understanding how children learn is also of vital importance. Using Blooms Taxonomy to ascertain learning styles and then cater activities for these students will provide the students with a far more positive experience through learning.

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record to take practical account of diversity and promote equality and inclusion in their teaching. C20 Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people. C21 Know when to draw from the expertise of colleagues, such as those responsible for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies. Health and well-being C22 Know the current legal requirements, national policies and guidance on the safeguarding and promotion of well-being of children and young people. C23 Know the local arrangements concerning the safeguarding of children and young people. C24 Know how to identify potential child abuse or neglect and follow safeguarding procedures. C25 Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

The use of colleagues strengths is essential when working in a school environment. Utilising SENCE and S EN teachers when establishing IEPs for students is critical in delivering an accessible curriculum for students of all levels. I have also worked directly with educational psychologists, and learning mentors, to establish links between behaviour/learning issues and specific personal circumstances. Mandatory reporting of any form of abuse should be at the forefront of a teachers mind when dealing with all students and in particular those students who are considered at risk. I have become familiar with th e schools Child Protection and Every Child Matters documentation. As a teacher you are often the major adult influence in a childs day. I have been involved in a few children in care cases where I have worked with social workers to provide the most supportive environment for the student.

Current National Guidelines recommend 2 hours per week of physical activity. Students have a right to be challenged mentally and physically at school and coming from a sporting background I believe this is an area of strength in my teaching, especially including that of dance. The most recent guideline for the guidance for Safe Working Practice for the Protection of Children 2006 clearly outlines the duty of care and safeguarding of children. I have attended an INSET for this and conduct myself within these guidelines to the best of my knowledge. Throughout the year I have been reading over the Every Child Matters document and run a weekly circle time session addressing the issues of bullying and other PSHE issues. At Heathbrook the named person for all child protection issues is Jenny Woodrow and I have discussed the procedures in place for a child protection issue. As a staff we address the latest documentation and each put forward our interpretation of the policy and discussed ways in which to make the recommendations workable in this school.

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record

Professional skills
Planning C26 Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge. C27 Design opportunities for learners to develop their literacy, numeracy, IC and thinking and learning skills appropriate within their phase and context. C28 Plan, set and assess homework, other out-of-class assignments and coursework for examinations, where appropriate, to sustain learners progress and to extend and consolidate their learning. Teaching C29 Teach challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they: (a) Use an appropriate range of teaching strategies and resources, including e-learning, which met learners needs and take practical account of diversity and promote equality and inclusion. (b) Build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress (c) Develop concepts and processes which enable learner to apply new

Evidence of meeting the Standard (OTT to complete, noting the specific items of evidence in the portfolio) Effective planning is the key to effective teaching and through ongoing assessment, planning should be constantly changing and evolving. Planning must also be individualised and show differentiation to accommodate both learning abilities and learning styles. I provide a lot of open ended activities for students to extend and further develop known skills. In maths I began using a visual problem solving box for students to use both in set times and as an extension. This resource provides the students with an opportunity to expand their thinking and reasoning skills within a non threatening environment. With careful planning and use of TAs all students should be given the op portunity to access the content of the lesson at a level that is appropriate to their needs. Homework is a very good tool for teaching if used effectively. Homework must be task specific and differentiated to ensure that the skills practised are a consolidation of a learned skill.

It is important to use a range of media and teaching styles in order to cater for all learning styles in the classroom. Use of the whiteboard is very good for visual learners however you must also provide concrete materials for those kinaesthetic learners. Knowing your students and providing them with appropriate resources is essential for good teaching practice. Effective transition from the previous year level, handing over of formative assessment and maintaining effective formative assessment is needed to ensure that you are able to build on prior knowledge from previous years. Effective sequencing of topics and lessons in an order that builds on previous lessons and knowledge is also vital. Effective planning and ensuring that the National Curriculum is followed closely will ensure that learning targets are met. Through a combination of teacher and pupil directed targets and through attainable IEPs being regularly updated students should be catered for and process in place to ensure the best environment for the learner is provided. Using age appropriate language is vital to the understanding of the pupils. Having visual prompts for those students who are not aural learners is also very important. Allowing time for students to respond to questions and

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record knowledge, understanding and skills (d) Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively. (e) Manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners. C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment. Assessing, monitoring and giving feedback C31 Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners progress and levels of attainment. C32 Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners attainment, progress and areas for development. C33 Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive

allowing time for effective plenary in sessions all contribute to reinforcing the students understanding. Effective use of whole class introduction, small group work, mixed ability pairs and individual learning time clearly provides all students with the opportunity to learn in a safe and secure setting. The physical set up of the classroom also affects students greatly and knowing which students learn best in which area of the classroom can also affect effective teaching. Student engagement is quite simply the key to all successful education. Finding topic, resources and texts that students can relate to and be inspired by is the most effective way to improve student learning.

Detailed formal reporting annually and at times bi annually is the back bone of assessment in teaching. It however should the culmination of continual summative and formative assessment. Observation is one of the most powerful forms of assessment as it is the only true way of assessing the Personal & Social and Emotional development of the child which I believe are of equal if not of greater importance than the academic ability of the child. Using feedback from both peer assessment and formally observed lessons is a very useful tool in the assessment of ones teaching practice. Providing a clear picture of a students progress and providing parents with too ls and strategies for further progress at home are very effective ways of improving the school, parent, and pupil cohesion. Providing both written reports and regular verbal feedback to parents is a clear way of communicating students progress. It is important for students to feel they have control over their learning. Through continual feedback, both formal and informal along with effective attainable target setting are good ways of involving the student in their learning and developing an independent learner.

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record targets for improvement and become successful independent learners. C34 Use assessment as part of their teaching to diagnose learners needs, set realistic and challenging targets for improvement and plan future teaching. Reviewing teaching and learning C35 Review the effectiveness of their teaching and its impact on learners progress, attainment and well-being, refining their approaches where necessary. C36 Review the impact of the feedback provided to learners and guide learners on how to improve their attainment. Learning environment C37 (a) Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school. C37 (b) Make use of the local arrangements concerning the safeguarding of children and young people. C37 (c) Identify and use opportunities to personalise and extend learning through out-of-school context where possible making links between in-school learning and learning in out-of-school contexts.

Self and peer assessment is a valuable tool in involving the student in their learning and developing ownership of his/her studies. Providing assessment and feedback in a positive and non threatening way continually allows the student to feel involved and in control of their learning. As teachers we must continually assess our success against the progress of our students. Peer assessment, senior management assessment, Ofsted assessment are all ways through which we are externally reviewed. I have participated in an Ofsted assessment at Heathbrook School this year, where I was also observed. As well as external assessment it is vital for a teacher to be able to personally assess performance and lessons and learn from mistakes and make improvements continually. Through constant feedback both formal and informal we are able to guide learners. It is vital to know the way students respond to feedback also as many students find feedback as critical and through knowing your students you are able to provide the appropriate feedback and assessment to meet their requirements. Providing a safe and relaxed environment to learn is one of my key strategies. I use individual student interviews at the beginning of the year to establish a bond with the student and I also make time throughout the day to speak with individual students in an informal setting to continue an interest in them as not only learners but as young people. I also believe that every student is entitled to one on one attention everyday be it a welcome or farewell from the classroom to one on one explanations of a task. I am aware of the statutory guidelines in place to protect young people and always carry myself professionally within these guidelines. When planning lessons, incursions, excursions it is important to complete both formal and informal risk assessments to ensure the safety and well-being of all students. During my career as a teacher I have completed many formal risk assessments forms in relation to planning camps, excursions and incursions. In sessions such as science and PE these assessments are done informally however they are one of most importance to ensure child safety. I have been involved in a few extra-curricular activities. These activities have included school sports clubs, intra school competitions, and further study. These activities have not only been vital to the students engagement and sense of belonging within school but also the invaluable chance to meet, mentor and liaise with pupils within a safe

Miranda Stead QTS Overseas Trained Teacher Core Standards Assessment Record C38 (a) Manage learners behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the schools behaviour policy. C38 (b) Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners. C39 Promote learners self-control, independence and co-operation through developing their social, emotional and behaviour skills.

and non threatening environment which is far removed from the classroom. An effective discipline policy is vital in providing an environment that students feel safe and are able to take risks. A school must show solidarity through consistency and fairness when dealing with disciple to establish as sound base for learning. In my class I have used several behaviour management techniques and continue to assess every situation on its merits. I believe my firm, fair and consistent approach allows children to feel safe and able to take risks without fear of ridicule. I have at times had to deal with severe behaviour cases where the calling of parents when it comes to consistent poor behaviour and understand that the key to reporting any consistent poor behaviour is documented and senior involvement from its inception. I use Golden Time to manage difficult students. I have also used table points and individual ticks (towards a sticker chart), however, I reluctantly use these external rewards as I believe once you have the respect and confidence within your class, these students should want to be focussed for themselves and not for reward. As mentioned earlier, I hold the social and emotional well-being of my students above no other. Circle time, individual interviews, class meetings, individual research projects, monitors, school council, leadership workshops and golden time, among others, are all strategies I use to promote a sense of ownership, belonging, independence and social and emotional well-being within my class. As Heathbrook is a two-form entry school, I have always worked directly with a year group partner. I have thoroughly enjoyed the opportunity to plan, assess and moderate as part of a team. I have also team taught within these environments, and in Australia and Mexico, and have always been a strong believer in peer assessment. Teaching in England has provided me with the opportunity to work with othe r adults in the classroom. Have TAs and support staff in the classroom is a wonderful resource if used effectively.

Team working and collaboration C40 Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them. C41 Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.