Lesson Observation - Special Schools Lesson Observation - Mathematics Lesson Observation forms - Phonics Informal Observation Form Lesson Observation Tracking Form Lesson Observation Aide-memoire Baseline Grading Form Half Termly Progress against QTS Grading Sheets Tasks Checklist Career Entry Profile Record of evidence in the portfolio Assignment front sheets Front sheets for evidence bundles Class Context Planner Monitoring the quality of Mentoring - School Mentor Checklist Meetings QTS Portfolio Front Sheet Trainee Support Plans Peer-to-peer pro-forma Individual Training Plan Individual Training Plan
instructions professional regard for the policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Has appropriate resources to hand and uses them effectively Teachers must have an understanding of, and always act within, the statutory frameworks that set out their professional duties and responsibilities. Maintains a good learning pace Promotes a love of learning and children's intellectual curiosity Matches the work to pupils' needs and abilities Uses a range of teaching strategies to capture children’s interests and ensure their understanding Identified areas of strength: Resulting areas for development: Any areas requiring additional support or personalized training (any action plans should be hyperlinked here):
Staff attendance expectations (including reasonable arrival and departure times); Staff dress code; Health, safety and safeguarding (including any agreed approaches to the Prevent Agenda); Arrangements for pupil support (SEND, EAL, Pupil Premium and G & T); Approaches to planning and assessment; Approaches to communicating with parents; School approaches to phonics, reading and early maths; ICT used in teaching and learning; Staff meetings (dates and expectations of attendance) Evacuation, accidents and reporting; Procedures for managing stress, worries etc; Arrangements for School Mentor meetings and PPA time with Class Mentors. Areas you should cover with your mentor Have you been formally introduced to the class & other staff Have you been class data (assessment and personal, SEND plans etc) Have you been shown where to find class resources and resources around the school Have you been talked through approaches to managing behaviour Have you been given copies of planning (medium and short term) Have you discussed how to manage the additional adults in the classroom Have you discussed agreed school approaches to communication with parents Have you agreed meeting for CM meetings and collaborative planning Have you agreed meeting times for your weekly School Mentor sessions Do both your mentors have all they need? Have both your mentors received the Mentor handbooks Have both your mentors received mentor meeting dates Have both your mentors received your timetable Are both your mentors aware of the SCITT absence policy Data you need to gather and return to the SCITT office The date of your school’s last Ofsted inspection Headteacher’s email (if this has changed since last year) Name and email for your School mentor Name and email for your Class mentor
5. Target Recording sheet Target Recording sheet To be uploaded into Google Docs Creating meaningful targets Targets should be: S – Specific M – Measurable A – Attainable R – Realistic T – Time related Targets should be developmental Verb Object Result QTS Reference What is done What/whom With what outcome in terms of impact on pupil progress standard 6. Record of Mentor Meeting
Feedback Goal – Where you are aiming for the trainee to be. Reality – Where the trainee is at the moment. Options – How you and the trainee can work together to help reach their goal. Will – What you have jointly decided to do to ensure the trainee will reach their goal. 9. Lesson Observation Prompts Lesson Observation Prompts To Assist with Grading Within A Lesson Pupils Outstanding Good Requires improvement All children feel able to take risks in their learning. The majority of pupils make better than expected progress. Children are motivated and inspired to learn All pupils engaged Pupils to reflect independently on their learning Some children feel able to take risks All pupils make progress. Most children are motivated and inspired to learn. Most pupils engaged Pupils reflect on learning Few children feel able to take risks Few pupils make progress Some children are motivated and inspired to learn Poor level of pupil’s engagement. Pupils do not reflect on their learning Trainees Teacher’s Standard Outstanding Good Requires improvement
professional responsibilities school. effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Deploy support staff effectively. responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues. effectively with parents with regard to pupils’ achievements and well-being. PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes that set the required standard for conduct throughout a teacher’s career. Standards Evidence 1 Evidence 2 Checked by CM/SM/PT Date 9. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position Having regard for the need to safeguard pupils’ in accordance with statutory provisions Showing tolerance of and respect for the rights of others Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual
PT support Recruitment and selection Leadership and admin NQT support Other Additional information: Do you have any members of staff who have developed strategies to overcome ‘dyslexia’ and would be prepared to offer professional advice to trainees? on reasons why cannot take more trainees. Information on website administrator. 29. Trainee Support Support Plan – Stage 1 Trainee: Date: School: Key for development Targets
Review dates should be set within two weeks of the production of the action plan. Trainee… ………………………………… Please sign Personal Tutor… ……………………………………… School Mentor…… ……………………Date …… Action Plan Review Targets Target met or on going Personal Tutor………………………………………… School Mentor………………………………………… Date ……………….. Please tick the correct statement Move to stage 1 action plan Stage 2 action plan to continue I am aware of the concerns that have led to the creation of this action plan and have been informed that there is a possibility that I may fail my teaching practice: Signed Date