Edge Hill University Lesson Observation Proforma for Further Education and Training 2015 - 2016
To be used in conjunction with the Edge Hill University Further Education and Training Lesson Grading Criteria
Name of Trainee: / School/College/Setting Name: / Name of Observer and Role:Year/Class Group: / Date and Time: / Lesson Observed/ Subject: / Observation No: / Duration of Observation:
Trainee's Current Targets from previous observations: / Review of Targets:
1. / 1.
2. / 2.
3. / 3.
4. / 4.
Each of the Professional Standards has been arranged thematically to enable a narrative flow on the quality of the following areas: Planning, Teaching Learning, Assessment Feedback and Reflection Evaluation.
We recognise that some standards may cross the borders between the four areas and this can be highlighted in feedback if required. We have selected 8 Standards that we believe should be evidenced in every teaching session. ThesePriority Standardsare highlighted and trainees’ planning documentation should include reference to them for every observed session. Trainees must evidence allstandards by the end of the professional practice.
Indicative Content statements of the Professional Standardsare listed at the end of this form, identifying content at Outstanding, Good and Requires Improvement levels. Trainees who do not demonstrate any of the indicativecontent at any of these levels would be deemed to be Inadequate and require immediate intervention.
Please note that trainees are not graded against the standards during observed sessions, butweexpect observers to indicate which elements of individual standards have been demonstrated,by circling the relevant indicative content statements,so that trainees are able to track their progress over time. When the term ‘consistent’ is used, we would consider this to mean demonstration over a MINIMUM of three observed sessions.
Grades for the standards are only given at the interim and summative stages of the trainee journey and should be recorded on the Interim and Summative Reports.Each of the Priority Standards must be graded Outstanding in the Summative Report in order to award an overall Grade 1 for Professional Practice.
N.B. The Priority Standards have been shaded within this document for ease of recognition
Section One: Planning. Incorporating Professional Standards 4, 5, 7, 8, 9 and 14. Please circle relevant indicative content statement of these standards at the back of this report so that trainees can track their progress and further improvements required.
4. Be creative and innovative in selecting and adapting strategies to help learners to learn5. Value and promote social and cultural diversity, equality of opportunity and inclusion
7. Maintain and update knowledge of your subject and/or vocational area
8. Maintain and update your knowledge of educational research to develop evidence-based practice
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment
Please comment on the positive aspects of the planning and other documentation provided, with reference to the above standards but with a focus on the appropriateness of the planning as it links to the lesson being observed: / Please identify any areas for development in respect of planning, with reference to the above standards but with a focus on how planning could be improved for future teaching:
Section Two – Teaching and Learning. Incorporating Professional Standards 3, 6, 11, 15, and 16. Please circle relevant indicative content statement of these standards at the back of this report so that trainees can track their progress and further improvements required.
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge6. Build positive and collaborative relationships with colleagues and learners
11. Manage and promote positive learner behaviour
15. Promote the benefits of technology and support learners in its use
16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning
Please comment on the positive aspects of teaching and learning, with reference to the above standards but with a focus on the appropriateness of the teaching and learning as it links to the lesson being observed: / Please identify any areas for development in respect of teaching and learning, with reference to the above standards but with a focus on how teaching and learning could be improved for future lessons:
Section Three – Assessment and Feedback – Incorporating Professional Standards 13, 17 and 18. Please circle relevant indicative content statement of these standards at the back of this report so that trainees can track their progress and further improvements required.
13. Motivate and inspire learners to promote achievement and develop their skills to enable progression17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge
18. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement
Please comment on the positive aspects of assessment and feedback, with reference to the above standards but with a focus on the appropriateness of the assessment and feedback strategies as they link to the lesson being observed: / Please identify any areas for development in respect of assessment and feedback, with reference to the above standards but with a focus on assessment and feedback could be improved for future lessons:
Section Four – Reflection and Evaluation – Incorporating Professional Standards 1, 2, 10, 12, 19 and 20. Please circle relevant indicative content statement of these standards at the back of this report so that trainees can track their progress and further improvements required.
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners2. Evaluate and challenge your practice, values and beliefs
10. Evaluate your practice with others and assess its impact on learning
12. Understand the teaching and professional role and your responsibilities
19. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers
20. Contribute to organisational development and quality improvement through collaboration with others
Please comment on the positive aspects of reflection and evaluation, with reference to the above standards but with a focus on how this links to the lesson being observed: / Please identify any areas for development in respect of reflection and evaluation, with reference to the above standards but with a focus on how this could be improved to benefit future lessons:
Agreed new Generic Targets:Maximum of 4 / Agreed new Subject Specific Targets: Maximum of 4
1. / 1.
2. / 2.
3. / 3.
4. / 4.
Please identify a Lesson Grade using the Edge Hill University Further Education and Training Lesson Grading Criteria / 1 / 2 / Requires Improvement / Inadequate
If the Lesson Grade is Requires Improvement
Please contact the trainee's University Visiting Tutor/Edge Hill University Mentor and advise them accordingly. / If the Lesson Grade is Inadequate
Please contact the trainee's University Visiting Tutor/ Edge Hill University Mentor immediately.
Signature of Observer: / Name of Observer 2 (If a joint observation)
Signature of Trainee: / Trainee Name:
Professional Standards Indicative Content Statements – Please underline relevant statements for each of the Standards indicated on the trainee’s Rationale for this lesson
Section One: Planning:
4. Be creative and innovative in selecting and adapting strategies to help learners to learn. Trainees:4.1.1Plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests
4.1.2Take risks when trying to make teaching interesting, are able to deal with the unexpected and ‘grab the moment’
4.1.3Select and use new technology to effectively support learning
4.1.4Teach lessons that invariably capture the interest of learners, are inclusive of all learners, and feature debate between learners and between learners and the teacher
Additional Guidance with Specific Reference to:
- Understand causes of low attainment in some underperforming groups
- Identify and build on learners’ prior knowledge to ensure their progress
- Select and use teaching strategies that are effective in ensuring progress for all Learners including those from underperforming groups
4.2.2 Know how to learn from both success and ‘failure’
4.2.3 Know when/who to ask for support both in trying out new approaches and in evaluating how well they work
4.3.1 Tend to have a limited, but adequate, range of teaching and assessment strategies, but use these competently and with confidence
4.3.2 Use new technology to enhance learning
5. Value and promote social and cultural diversity, equality of opportunity and inclusion. Trainees:
5.1.1 Fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity
5.1.2 Frequently employ effective and innovative approaches to the integration of social and cultural diversity
5.1.3 Are able to use effective strategies to support the learning and progress of all learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010)
5.1.4 Are highly skilled in meeting the learning requirements of a wide range of learners
5.2.1 Make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity
5.2.2Employ a range of approaches to the integration of social and cultural diversity
5.2.3Ensure that all learners are included in all learning activities
5.3.1 Are beginning to develop learners’ wider understanding and appreciation of social and cultural diversity
5.3.2 Have a developing understanding of the needs of all learners and are able to articulate distinctive teaching approaches and strategies needed to engage and support all learners, including those with ‘Protected Characteristics’ as stated in the Equality Act (2010)
5.3.3 Are able to meet the needs of all learners most of the time
7. Maintain and update knowledge of your subject and/or vocational area. Trainees:
7.1.1 Consistently explore and exploit opportunities to maintain and update knowledge of their own subject specialism
Additional Guidance with Specific Reference to:
- Understand the curriculum and its associated examination and assessment arrangements
- Have secure subject knowledge across all Levels
7.3.1 Are beginning to recognise the need to maintain knowledge of their own subject specialism
8. Maintain and update your knowledge of educational research to develop evidence-based practice. Trainees:
8.1.1 Consistently seek out opportunities to maintain and update knowledge of educational research
8.1.2 Draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture learners’ interest
8.1.3 Consistently review their professional learning and practice to successfully identify and employ strategies for improvement
8.2.1 Have well-developed knowledge and understanding of the relevant subject/curriculum areas and subject specialism they are training to teach and use this effectively to maintain and develop learners’ interest
8.2.2 Apply detailed subject and curriculum knowledge to plan for progression and to stimulate and capture learners’ interest
8.2.3 Review their professional learning and practice to successfully identify and employ strategies for improvement
8.3.1 Have reasonably secure knowledge and understanding of the relevant subject/curriculum areas and subject specialism to teach effectively in the age phase for which they are training to teach
8.3.2 In most situations, are able to apply subject and curriculum knowledge to plan for progression and to stimulate and capture learners’ interest
8.3.3 Review their professional learning and practice to identify and employ strategies for improvement, although this review sometimes lacks depth.
9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence. Trainees:
9.1.1 Use their in-depth and highly developed theoretical understanding of effective practice in teaching, learning and assessment and draw on research and other evidence to employ highly effective teaching, learning and assessment strategies
9.1.2 Successfully use understanding gained through engaging with research to test out new approaches to practice
9.2.1 Have a well-developed theoretical understanding of effective practice in teaching, learning and assessment and draw on research and other evidence to employ effective teaching, learning and assessment strategies
9.2.2 Use understanding gained through engaging with research to test out new approaches to practice
9.3.1 Are developing a level of secure theoretical understanding of effective practice in teaching, learning and assessment and are beginning to draw on research and other evidence to inform teaching, learning and assessment strategies
9.3.2 Are beginning to engage with research to test out new approaches to practice
14. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.
Trainees:
14.1.1 Plan lessons that often use well-chosen, imaginative and creative strategies that match individuals’ needs and interests
14.1.2Quickly and accurately discern their learners’ strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure appropriate progression for individuals and groups, including those from underperforming groups
14.1.3Fully exploit possibilities to promote learners’ understanding and appreciation of social and cultural diversity
14.1.4Manage behaviour effectively to ensure a good and safe learning environment, and understand how to tackle bullying, including cyber and prejudice-based bullying
Additional Guidance with Specific Reference to:
- Select and use new technology to effectively support learning
14.2.2 Can make links with and explore possibilities to develop learners’ understanding and appreciation of social and cultural diversity
14.3.1 Generally maintain the pace of the learning, are usually able to respond flexibly to what is happening in the classroom and are developing the confidence to adapt their teaching in order to respond to the needs of the learners
14.3.2 Are beginning to develop learners’ wider understanding and appreciation of social and cultural diversity
Section Two: Teaching and Learning:
3. Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge. Trainees:3.1.1 Constantly motivate learners to participate and contribute in an atmosphere highly conducive to learning
3.1.2Consistently set high expectations which challenge all learners in different training contexts
3.1.3Show high levels of mutual respect between the trainee and learners
3.1.4Are very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities
3.1.5Generate very high levels of enthusiasm, participation and commitment to learning
Additional Guidance with Specific Reference to:
- Challenge and motivate all Learners and in particular in schools/colleges where attainment is low
3.2.2 Have set appropriately high expectations, believing that all learners have the potential to make progress
3.2.3 Are well respected by learners and effectively promote learners’ resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate
3.3.1 Are developing the ability to motivate learners to participate and contribute in an atmosphere conducive to learning
3.3.2 Sometimes set high expectations of learners in their different training contexts.
3.3.3 Are beginning to develop a rapport with a range of individuals and groups. As a consequence of this most learners are engaged in their learning
3.3.4 Are developing the ability to demonstrate professional behaviour, showing respect for learners
3.3.5 Demonstrate enthusiasm for working with young people and for teaching and learning
6. Build positive and collaborative relationships with colleagues and learners. Trainees:
6.1.1 Build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues and learners on a regular basis
6.1.2 Demonstrate an understanding of the range of professionals that contribute to learners’ overall development and their place in the ‘bigger picture’ – well-informed discussion about individual/groups of learners and particular needs
6.2.1 Are effective in building good professional relationships with colleagues and learners and demonstrate that they can work well collaboratively when required to do so
6.2.2 Can give examples of working with a wider range of professionals to secure the overall development of learners
6.3.1 Are starting to build effective professional relationships with various colleagues and learners and have the skills required to work collaboratively
6.3.2 In most cases, they know who they should turn to for expert advice on particular aspects of learners’ overall development, specifically safeguarding issues
11. Manage and promote positive learner behaviour. Trainees:
11.1.1 Rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly
11.1.2Consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of setting sanctions, rewards, and use of praise, in order to create an environment highly supportive of learning
11.1.3Manage learner behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation
11.1.4Actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated
11.1.5 Understand how to tackle bullying, including cyber and prejudice-based bullying
11.2.1 Work within the setting’s framework for behaviour and apply rules and routines consistently and fairly, including those related to tackling bullying, including cyber and prejudice-based bullying
11.2.2Always have high expectations and understand a range of strategies that teachers use to promote positive behaviour and apply these effectively, including use of setting sanctions, rewards, and use of praise, in order to create an environment supportive of learning
11.2.3Manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual
11.2.4Actively seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated
11.3.1 Are developing the practice of working within the setting’s framework for behaviour and are learning how to apply rules and routines consistently and fairly, including those related to tackling bullying, including cyber and prejudice-based bullying
11.3.2Usually have high expectations, are aware of the range of strategies that experienced teachers use to promote positive behaviour, but are not yet consistently applying these
11.3.3Are developing the skills to be able to apply these appropriately, in the context of the settings policy using sanctions and rewards, including praise, in order to create an environment supportive of learning
11.3.4Understand when to seek additional support in addressing the needs of learners where significantly challenging behaviour is demonstrated but do not always implement this
11.3.5Recognise that planning appropriate lessons that challenge learners, teaching using a variety of strategies to address learners’ needs and employing appropriate assessment strategies will all contribute to successful behaviour management but are not yet consistent in applying this
11.3.6Show an understanding of how barriers to learning can impact on learner behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate
11.3.7 Understand that behaviour management is context-dependent and are beginning to articulate which factors may contribute to more challenging behaviour being exhibited within their sessions
15. Promote the benefits of technology and support learners in its use. Trainees:
15.1.1Select and use a wide range of new technologies to maintain engagement and participation
15.1.2Use new technology effectively to promote the development of academic skills and autonomous learning
15.2.1 Select and use a range of new technologies to maintain engagement and participation
15.2.2Use new technology to promote the development of academic skills and autonomous learning
15.3.1 Are developing the use of new technology to maintain engagement and participation and are beginning to understand how technology can be used effectively to promote learning
16 Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning. Trainees:
16.1.1 Successfully identify and exploit naturally occurring opportunities to develop learners’ skills in communication, reading, writing and mathematics (as appropriate)
16.1.2Draw on their very strong knowledge and understanding of the principles and practices of teaching mathematics and English to select and employ highly effective teaching strategies (as appropriate)
16.1.3Can promote high standards of communication, reading, writing and mathematical skills for all learners (as appropriate)
Additional Guidance with Specific Reference to:
- Demonstrate confidence and competence in preparing to teach learners from minority ethnic backgrounds and those for whom English is an additional language
- Are prepared to teach learners with special educational needs and disabilities with appropriate professional support
16.2.2Have a very secure knowledge and understanding of the principles and practices of teaching mathematics and English and employ effective teaching strategies (as appropriate)
16.2.3Have an understanding of how to overcome barriers to learning such as low levels of literacy and numeracy (as appropriate)
16.3.1 Demonstrate an understanding of the need to promote high standards of communication, reading, writing and mathematical skills for all learners and are beginning to build this into lessons (as appropriate)
16.3.2Understand the principles and practices of teaching and assessing mathematics and English, and are beginning to be able to apply these effectively (as appropriate)
Section Three: Assessment and Feedback: