Action Planning Guidance - Professional Development Target Setting

Characteristics of effective professional development targets (S.M.A.R.T.)

Specific - precise, sharp and centred on trainee’s learning rather than an action that is to be completed or too broad to be meaningful. Promotes analysis and evaluation of impact.

Measurable – can be used to identify concrete evidence of either trainee’s learning and/or the impact that trainee’s learning has had on pupil progress.

Attainable – can it realistically be achieved within an allotted time span (usually a week but may be longer term). Usually taken from mentor/tutor feedback and discussed at mentor meeting.

Relevant- personal to trainee rather than a repeat of the standard and relevant to the school context. The right amount of challenge rather than something that is simple to achieve. Can be directly applied to teaching practice and evaluated on lesson plans. Can be experimental, trying out something unfamiliar.

Time- related – has a review date planned on action plan (usually the following mentor meeting).

Original target / Improved example / Rationale / Possible Actions to support learning
Record questions on planning (TS4) / To develop the use of questioning strategies that deepen understanding and enhance pupil progress (TS4) / The original target is an action rather than a target that trainee needs to learn how to do effectively. The reworded example provides a purpose related to pupil’s understanding that could be measured by outcomes. / Create a bank of strategies with guidance from appropriate colleague.
Increase use of open questioning and the ‘no hands up’ rule.
Improve written feedback (TS6) / Provide accurate and timely written feedback that contributes to pupil progress and learning over time (TS6) / The improved example is more specific and personal to the trainee’s needs. It is an example of a longer term target that could be measured by pupils’ outcomes in their learning. It also mirrors the language used for a Grade 1 in the grading descriptors to move a trainee from 2 to 1. / Revisit reading on formative assessment from taught sessions.
Meet with assessment co-ordinator to discuss school approach to marking and tracking progress.
Provide time for pupils to respond to feedback.
Plan and teach lessons all week (TS4) / To develop a range of effective strategies that challenge most able pupils and enhances progress (TS5) / The original target is an action. The improved example is more precisely focussed on a particular group’s progress. It also has the potential to promote experimentation and to be approached creatively. / Carry out a focussed observation of a colleague who is strong in this area.
Read recommended theory/ literature.
Focussed informal observation by mentor.
Meet with staff member responsible for inclusion.
Track pupils’ progress.