• Do you use the three Areas drawn directly from the Professional Standards for Teachers document: Attributes; Knowledge and understanding; Skills?
• Or ... Do you use the five Themes drawn from the Supporting the Induction Process document?
• How would you most appropriately sum up an individual’s current status in respect of any given standard? For example, would the following be satisfactory: “Needs more opportunity to develop; Meets consistently and competently; Exceeds Standards”?
• At what points in the review cycle, during an induction year, do you address specific elements of the Core Standards? Are these points down to personal preference or are you working to a set agenda?
• Do you employ the type of prompt questions that are used, for instance, at the end of each of the five themes in order to direct engagement on the topic with an NQT?
Not sure how you would assess well outside the context of induction if you only used the raw professional standards. Surely the themes make that approach more relevant? As for summing up how well someone meets the standard - I'm not sure if you would actually take each standard in isolation: more likely to address a group of standards together and conclude to what extent these have been met. That would come out in the classroom obs and in discussion ...
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