Key Teaching Tasks and Partnerships in Assessment Framework
The assessment framework for teacher training programs must include a set of 10-15 key teaching tasks that new teachers should be capable of performing on their first day on the job. These tasks need to align with teaching standards, be observable and measurable, and connect directly to working with students. Professional partnerships play a crucial role in identifying and integrating these tasks into the program design. Gradual mastery of the tasks by student teachers is expected over time. The framework allows flexibility in assessing the tasks, which can be sector-specific and integrated into professional placements as determined by providers and partners.
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Requirement 4.3 Key Teaching Tasks
In addition to 4.1, the assessment framework must contain: a set of at least 10-15 key teaching tasks that graduates from the programme can be entrusted to be capable of carrying out as a beginning teacher on day one on the job; an explanation of how the key teaching tasks connect to the Standards; and an explanation of how student teachers will be assessed on their mastery of the key teaching tasks.
The Tight The Tight The Loose The Loose KTT should be observable and measurable No set number of KTT KTT should link directly to the Standards, with adequate coverage against all Standards KTT should directly link to practical, direct work with learners Students can achieve mastery of KTT over time within the programme. No stipulation how or where KTT assessed. Partners must be involved in the identification of KTT, and integration in programme design Other principles of the Assessment Framework should be evident in KTT such as adherence to Diversity. KTT can be sector-specific How KTT fit within professional placements is determined by ITE provider and professional partners. (see Requirements document for more details) (see Requirements document for more details)
So, what might Key Teaching Tasks look like? Design a series of learning experiences for a class with wide ranging abilities Design a series of learning experiences for a class with wide ranging abilities including two or three with dyslexia. including two or three with dyslexia. Help students grasp a complex new curriculum concept with which they are unfamiliar. Help students grasp a complex new curriculum concept with which they are unfamiliar. Make sense of data from standardised tests or exam results that reveal problems in Make sense of data from standardised tests or exam results that reveal problems in patterns of achievement including gender and ethnic group variations. patterns of achievement including gender and ethnic group variations. Carry out a running record for a learner whose current reading level is unknown, Carry out a running record for a learner whose current reading level is unknown, and who has expressed reluctance to read. and who has expressed reluctance to read. Give feedback to a group of students when you have noticed from listening to their talk, Give feedback to a group of students when you have noticed from listening to their talk, several conceptual misunderstandings from some of the group, that you have previously several conceptual misunderstandings from some of the group, that you have previously attempted to clarify with the whole class. attempted to clarify with the whole class. Welcome a new child and her/his Welcome a new child and her/his wh nau wh nau to a setting who has become upset on arrival. to a setting who has become upset on arrival.
