Other Assessment Tools. The School may use other assessment tools in its discretion that are educationally relevant, sound, and consistent with this Charter, at its own expense.
Other Assessment Tools. In addition to those assessment tools identified in this Charter and in the School’s governing laws and rules, the School will utilize all other assessment tools specified in the School’s Approved Application (Appendix 1).
Other Assessment Tools. 7 As stated in approved Application.
Other Assessment Tools. The CEC Recruitment Guide specifies that a range of assessment methods may be used, in addition to an interview. For teachers, this may include delivering an observed lesson episode or other assessment methods. Where this additional assessment tool is used, it must directly relate to the competencies detailed in the GTCS Professional Standards. It must be used for all candidates for a given post. (It does not have to be used for all posts.) Where a teaching episode is to be used, the following guidelines must be observed to ensure that an observed learning episode is a fair, equitable and transparent assessment method. • Individual schools can decide on competencies/standards being observed, depending on the nature of the role and the priorities of the SQIP. This provides for necessary flexibility, as long as all candidates for the same post are considered under the same competencies/standards. • Seven days’ notice must be provided where the process will include a teaching episode. • Candidates must be provided with: a seating plan; appropriate information about pupils including those with ASN; full access to the classroom’s ICT resources, paper and any other requested resources. They should have access to the teaching room for a reasonable period before the lesson begins. • Candidates must be provided with clear information about the current work of the class. • Candidates must use the Learning Intentions & Success Criteria provided to deliver a learning episode. • All candidates will be required to deliver a learning episode to the same year group. The class will comprise no more than 20 (practical) or 30 (non-practical) and will, more generally, be considerably smaller than this. • Individual schools can determine the criteria for selecting groups of pupils for the teaching episodes depending on the competencies/standards/priorities identified at the outset. As far as practicable each group should have roughly similar characteristics and be such as to enable all candidates to demonstrate the relevant competencies. • Prior to the episode time should be given to candidates to familiarise themselves with a seating plan and associated ASN requirements. • Observed learning episodes should last no more than 25 minutes. • The learning episodes will be observed by a panel of two. The panel should comprise teachers and/or CLs who have a role in the school’s Learning & Teaching Working Group or equivalent. • As with interview panels, the two people observing shou...
