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SLAR - Coggle Diagram
SLAR
Facilitator Role
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During
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If the meeting affirms the judgement, this is noted in the meeting record by the facilitator.
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Following a short introduction by the teacher, the facilitator leads a general
The facilitator asks one member of staff to introduce a sample of work they have assessed Yet to meet expectations
Where there is a lack of agreement, the facilitator should refer to relevant annotated examples of student work provided by the NCCA and, if appropriate, a couple of examples of student work that other teachers in the group have assessed and awarded that descriptor to.
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Afterwards
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submits their report from the meeting, focusing on the outcomes of the discussion of student work at the meeting, and submits it to the school principal.
may also ask teachers, should they wish, to contribute some student work to a bank of
examples
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4 Descriptors
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Exceptional
communication is very clear, very good fluency, accuracy and a range of vocabulary. Student understands and responds with ease to questions/
Yet to meet expectations
limited, not up to the standard, little understanding of Q’s or not great response to Q’s.
Above Expectations
Communication is clear, good fluency and accuracy + range of vocab. Shows a good understanding of Q’s and responds coherently
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Teacher Role
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During
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Best fit, on-balance approach
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