Links
Do not delete cell

Advance Skills Teachers

Working with other teachers on classroom organisation and teaching methods/providing model lessons

• leading continuing professional development activities;

• holding workshops on classroom management, differentiation, pace and challenge;

• matching teaching approaches to pupil learning styles;

• making a video of model lessons;

• acting as a consultant to teams developing strategies for pupils experiencing difficulties;

• supporting the operation of the literacy and numeracy hours.

Disseminating best practice based on educational research

• identifying educational research to enhance existing practices;

• acting as a link with the LA in implementing strategies for dealing with challenging behaviour and promoting inclusions;

• co-ordinating the assessment and analysis of results and developing action planning;

• co-ordinating the assessment and analysis for targeting underachievement and reducing disaffection.

Producing high quality teaching materials

• updating existing schemes of work and supporting their introduction;

• leading the introduction of new technologies, such as video conferencing, white board technology, the use of the National Grid for Learning and the Internet;

• developing resource packs to support existing teaching.

Advising on professional development

• designing and delivering professional development activities;

• participating in the planning and delivery of focused in-service training days;

• identifying CPD activities needed to support local processes for improving teaching and learning.

Participating in the performance management of other teachers

• contributing to the development and introduction of the school’s performance management policy;

• developing a code of good practice in the observation of teaching;

• undertaking the observations and feedback in schools (not the AST’s)

Helping teachers experiencing difficulties

• observing and feeding back on the teaching of colleagues experiencing difficulties;
• providing a structured programme of advice and support (but not with inadequate of failing teachers)

Mentoring newly qualified teachers

• providing a weekly discussion and overseeing personal action planning;

• formulating a handbook to provide support across the school.

Initial teacher training

• providing exemplar lessons for trainee teachers;

• contributing to the assessment of students’ teaching practice;

• participating in the training of teachers within teacher training institutions;

• acting as a mentor to trainee teachers;

• leading the development of a School Cantered Initial Teacher Training Scheme;

In addition, the AST’s excellence as a classroom teacher will enable them to be very effective in supporting school priorities.  They may, for example:

• provide workshops for pupils on key borderlines;

• provide targeted support for disaffected or more able pupils;

• support or lead strategies for helping particular groups such as underachieving boys.

ASTs are not expected to do all of the above at once but over time could be expected to work on particular projects and on completion move onto others.