D

​ BS Observation Learning Assistant Standards: Observer Reference Sheet

Outstanding Good Satisfactory Unsatisfactory

● Is highly skilled at encouraging the engagement of ● Encourages the engagement of students with variable ● Little impact on the engagement of students
students ● Demonstrates skill in encouraging the engagement of results
T students ● directions and procedures are confusing to students.
e ● Directions and procedures are clear to students and ● Directions and procedures are clarified after initial
a anticipate possible student misunderstanding. ● Directions and procedures are clear to students. student confusion. ● Shares limited observations of students learning and
c attainment
h ● Fully contributes to effective assessment and planning ● Contributes to assessment and planning by supporting ● Shares observations of students learning and
i by supporting the monitoring, recording and reporting of the monitoring, recording and reporting of pupil attainment ● Lack of ability to support the work of the teacher
n pupil performance and progress as appropriate to the performance and progress as appropriate to the level of through activities designed to meet student needs.
g level of the role. the role. ● Support the work of the teacher through activities
designed to meet student development. ● Questions are virtually all recall quality.
a ● Uses a variety of methods to support the work of the ● Uses different methods to support the work of the Interaction between teaching assistant and student is
n teacher designed to meet student development. Often teacher designed to meet student development. ● Questions are a combination of mostly recall with a few predominantly recitation style, with teaching assistant
d being proactive to source further resources from around higher order. Only some invite a response. Teaching mediating all questions and answers.
the school ● Most questions are of higher order. Wait time is not assistant attempts to engage students in a true
L always adequate for student response. Classroom discussion. ● Feedback is either not provided or is not provided in a
e ● Questions are adapted and a variety of types in order to interaction represents true discussion, with teaching timely manner. It is of uniformly poor quality.
a accommodate students with varying needs. Adequate assistant stepping, when appropriate, to the side. ● Feedback is consistent in quality and timeliness. Some
r wait time is given for student response. Students elements of specificity are present; others are not
n assume responsibility for the success of the discussion, ● Feedback is consistently specific and timely.
i initiating topics and making unsolicited contributions.
n
g ● Feedback is consistently specific and timely. Student is
observed using feedback in their learning.

C
l ● Demonstrates genuine caring and respect for individual ● Student relationships are respectful and caring. Teaching ● Generally appropriate but clearly shows favoritism or ● Interactions are negative, demeaning, or sarcastic.
a students, their unique culture, and the culture of a class assistant takes into account cultural differences. disregard for students’ culture. Students show minimal Students show little respect for teaching assistant.
s of students. respect for teaching assistant.
s ● Use behaviour management strategies in line with the ● Lack of behaviour management strategies in line with
r ● Uses effective behaviour management strategies school’s policy. Rules of conduct are clear to all students ● Sometimes uses behaviour management strategies in the school’s policy. No rules for conduct appear to
o consistently in line with the school’s policy. Is often seen and are appropriately applied. line with the school’s policy. However rules of conduct have been established, or students are confused as to
o using positive language and direct instructions of what appear to have been established. what the rules and consequences are.
m they need to see e.g. walk please. Rules of conduct are ● Promotes age appropriate independence
clear to all students and appear to have been developed ● Praises age appropriate independence ● Limits appropriate independence strategies
E with student participation. ● Maintains the learning environment by organising and
n managing physical teaching space and resources. ● Is guided to develop the learning environment by ● learning environment is not organised and managing
v ● Facilitates age appropriate independence organising and managing physical teaching space and physical teaching space and resources is inconsistent.
i resources.
r ● Maintains a stimulating and safe learning environment
o by organising and managing physical teaching space and
n resources.
m
e
n
t
K
n ● Shares responsibility in ensuring that their knowledge is ● Asks questions and acts on feedback to develop their ● Asks questions to develop their knowledge and improve ● Rarely seeks feedback to develop their knowledge
o up to date identifying relevant professional development knowledge and improve personal impact in the their support in the classroom. and skills to develop their impact on student learning .
w to improve personal effectiveness. classroom.
l ● Contributes to the delivery of support to meet individual ● Inconsistent/limited contributions to the delivery of
e ● Demonstrate expertise and skills in understanding the ● Demonstrate skills in understanding the needs of all needs. support to meet individual needs.
d needs of all pupils and contributes effectively to adapting students and contributes to the delivery of support to
g and the delivery of support to meet individual needs. meet individual needs. ● Has a limited subject and curriculum knowledge ● Inaccurate or insufficient subject and curriculum
e relevant to their role and apply this in supporting knowledge relevant to their role and apply this in
& ● Demonstrate a level of subject and curriculum ● Has a sound subject and curriculum knowledge relevant teachers and students. supporting teachers and students.
U knowledge relevant to their role and apply this to their role and apply this in supporting teachers and
n effectively in supporting teachers and pupils. students. ● Aware of roles and responsibilities within the classroom ● Inadequate execution of roles and responsibilities
d and whole school context supporting extra curricular, within the classroom and whole school context
e ● Proactively demonstrates roles and responsibilities within ● Demonstrates of an awareness of roles and supervision and movement around school supporting extra curricular, supervision and movement
r the classroom and whole school context supporting extra responsibilities within the classroom and whole school around school
s curricular, supervision and movement around school context supporting extra curricular, supervision and
t movement around school
a
n
 d
i
n
g
T
e
a ● Recognise and respect the role and contribution of other o Understand the role and contribution of other ● Acknowledge the role and contribution of other ● Little respect of the role and contribution of other
m professionals, parents and carers professionals, parents and carers professionals, parents and carers professionals, parents and carers
w ● Work effectively in teams for the benefit of students’ o Work in teams for the benefit of students’ learning, ● Occasionally work in teams for the benefit of students’ ● Little contribution to working in a team for the benefit
o learning, safety and the school environment safety and the school environment learning, safety and the school environment of students’ learning, safety and the school
r environment
k

● Have proper and professional regard for the ethos,
policies and practices of the school in which they work
as professional members of staff.
● Demonstrates positive attitudes, values and behaviours
C
o to develop and sustain effective relationships
n ● understand the need to safeguard pupils’ well-being by
d following school policies and practice.
u ● Upholding values consistent with those required from
c
t teachers e.g. respect, confidentiality, reflection, self
evaluation
● Is aware of the ethos, policies and practices of the
school in which they work as professional members of
staff.
● Usually demonstrates positive attitudes, values and
behaviours to develop and sustain effective relationships
● understand the need to safeguard pupils’ well-being and
usually follows school policies and practice.
● Usually upholds the values consistent with those
required from teachers e.g. respect, confidentiality,
reflection, self evaluation
● Has limited understanding of the ethos, policies and
practices of the school in which they work as
professional members of staff.
● Demonstrates an inconsistent attitude, values and
behaviours to develop and sustain effective
relationships
● Aware of safeguard of pupils’ well-being but is not up to
date with school policies and practice.
● aware of values consistent with those required from
teachers but does not always demonstrate them on a
daily basis e.g. respect, confidentiality, reflection, self
evaluation
● Lack of understanding of the ethos, policies and
practices of the school in which they work as
professional members of staff.
● Poor attitude, values and behaviours to develop and
sustain effective relationships
● Aware of safeguard of pupils’ well-being but is not up
to date with school policies and practice and training .
● does not demonstrate the values consistent with those
required from teachers but does not always
demonstrate them on a daily basis e.g. respect,
confidentiality, reflection, self evaluation

September 2018