1PP1

Goals for MA1 Placement:

1. To develop and build a knowledge of and relationship with the school, community, pupils and staff. This may include a knowledge of the schools policies, working with other teachers, or being out in the community with the pupils.

2. Gain more knowledge on the curriculum and the new Curriculum for Excellence outcomes and organisers and how these help make children’s learning more effective.

3. Feel comfortable using behaviour management strategies in the classroom and also confident in organization skills.

4.  Know how to plan a lesson effectively, using resources and teaching strategies, in order for the children to develop learning and CfE outcomes to be met across different curricular subjects.

5. Engage in reflective practice in order to become a reflective practitioner and continually improve and develop my professional learning and expertise. This can be done by taking on board constructive criticism from tutor/class teacher and engaging in wide reading.

 

Links to the SPR:

1.     2.2.2  Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them

develop and understanding of the sector and schools in which they are working, including: the role of education authorities, the organisation and management of schools and resources, improvement planning, professional review and development and how these connect to teachers’ professional practice

• have a working knowledge of the teacher’s contractual, pastoral and legal responsibilities
• have an awareness of and respect for a school’s distinctive ethos
• have an understanding of the roles and responsibilities of all staff within the learning community

3.1.5  Work effectively in partnership in order to promote learning and wellbeing

• ensure learners contribute to planning and enhancement of their own learning programmes
• demonstrate an ability to work co-operatively in the classroom and the wider learning community with staff, parents and partner agencies to promote learning and wellbeing

 

1.4      Professional Commitment

• Engaging with all aspects of professional practice and working collegiately with all members of our educational communities with enthusiasm, adaptability and constructive criticality

 

 

2.  2.1.1   Have knowledge and understanding of the nature of the curriculum and its development

• Develop an understanding of the principles of curriculum design and the contexts for learning
• Know about and understand the processes of change and development in the curriculum
• Develop an awareness of connections with other curricular areas,
• stages and sectors

2.1.2  Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

• acquire knowledge and understanding of theory and practical skills in curricular areas, referring to local and national guidance
• understand how to match the level of curricular areas to the needs of all learners
• understand the importance of using and designing materials for teaching and learning to stimulate, support and challenge all learners
• know how to develop realistic and coherent interdisciplinary contexts for learning, particularly in relation to sustainability

3.  3.2.2  Develop positive relationships and positive behaviour strategies

• demonstrate care and commitment to working with all learners
• demonstrate knowledge and understanding of wellbeing indicators
• show awareness of educational research and local and national advice, and demonstrate the ability to use a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success
• apply the school’s positive behaviour policy, including strategies for understanding and preventing bullying
• know how and when to seek the advice of colleagues in managing behaviour
• demonstrate the ability to justify the approach taken in managing behaviour

 

4. 2.1.3  Have knowledge and understanding of planning coherent and progressive teaching programmes

• know how to plan for effective teaching and learning across different contexts and experiences
• know and understand how to justify what is taught within curricular areas in relation to the curriculum and the relevance to the needs of all learners

 

3.1.1  Plan coherent, progressive and stimulating teaching programmes which match learners’ needs and abilities

• plan appropriately for effective teaching and in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work

 

3.1.3  Employ a range of teaching strategies and resources to meet the needs and abilities of learners

• demonstrate that they can select creative and imaginative strategies for teaching and learning appropriate to learners as individuals, groups or classes
• demonstrate that they can select and use a wide variety of resources and teaching approaches, including digital technologies and outdoor learning opportunities
• demonstrate the ability to justify and evaluate professional practice, and take action to improve the impact on all learners

 

5. 3.4.2  Engage in reflective practice to develop and advance career-long professional learning and expertise

• reflect and engage in self evaluation using the relevant professional standard
• adopt an enquiring approach to their professional practice and engage in professional enquiry and professional dialogue
• evaluate their classroom practice, taking account of feedback from others, in order to enhance teaching and learning
• engage where possible in the processes of curriculum development, improvement planning and professional review and development
• work collaboratively to share their professional learning and development with colleagues
• maintain a record of their own professional learning and development, culminating in an Initial Professional Development Action Plan

 

3.4.1  Read and critically engage with professional literature, educational research and policy

• read and analyse a range of appropriate educational and research literature
• use what they have learned from reading and research to challenge and inform practice