East Sussex Teacher Training Partnership 2015 - 16

East Sussex Teacher Training Partnership 2015 - 16

Terms 3 and 4

Trainee: / Observer: / Date of observation:
School: / Subject: / Agreed focus:
Year/class: / Number in group/class: / Overall grade:
Lesson observation – Terms 3 and 4

Working towards pass level practice

Lesson generated some effective learning
Used a range of teaching and learning strategies competently in their teaching
Beginning to build upon pupils’ prior knowledge when planning lessons; set appropriate learning objectives and provided clear ideas of how to meet them
Effectively described and communicated concepts and skills to pupils
Organised and managed time and resources competently in order to facilitate learning
Sustained a secure working atmosphere through competent classroom management.
Used the school’s policies and strategies to good effect in order to sustain a purposeful atmosphere
Evaluates their teaching conscientiously and, with support, can use this to improve teaching and learning

Pass level practice

Pupils made some progress with their learning, built upon their knowledge and understandingUsed several different teaching and learning strategies effectivelyIdentified and built upon prior knowledge and skills when planning; showed good understanding of learning objectives and learning sequences to meet themExplained and communicated concepts and skills to pupils using appropriate language and a variety of approaches as necessary
Organised and managed time and resources to support learning objectives and enable pupils to learn well
Made use of effective behaviour management strategies to establish a clear framework for classroom discipline, in line with the school’s expectations

Evaluated the impact of their teaching thoughtfully in order to improve teaching and learning

Good or above level practice

Pupils made effective progress with their learning, built upon their prior knowledge and understanding

Selected appropriate teaching strategies and used them very effectively to enable pupils to make progress

Based expectations in lesson upon thoughtful and thorough analysis of pupils’ prior achievements

Skilful in explaining and communicating new concepts and skills to pupils

Made creative use of resources available to create a stimulating environment and to enthuse and motivate pupils.

Managed classroom environment, organisation and time effectively and thoughtfully to support learning

Engaged learners’ interests so that they became fully involved in the lesson

Demonstrated depth of subject knowledge and understanding of how to overcome barriers to learning such as low levels of literacy or numeracy

Deployed and managed colleagues such as TAs effectively
Reflected thoughtfully and analytically on the impact of their teaching

Scrutiny of Planning – Terms 3 and 4

Plans

Working towards pass level practice

Plan shows an effective learning sequence within lesson
With support has set clear learning objectives and has adjusted activities and resources to take account of pupils’ needs
Where published materials are used, these have been adapted to take account of the age and ability range within the class

Pass level practice

Thought has been given to devising clear learning objectives and to how skills and understanding will be built up
Selects appropriate resources, adjusted as necessary to meet the particular demands within the class
Indicates what support staff are supposed to do
Has evidence of differentiation
Identifies opportunities to assess children’s progress
Extends pupils’ learning by providing relevant experiences
Good or above level practice
Learning objectives and success criteria take account of previous learning
Appropriate resources that interest and challenge pupils
Clear roles for support staff with indicators of how they should e.g. adapt the lesson for individual pupils with SEN
Challenge for more able pupils
Clearly identified assessment foci and opportunities
Relevant first hand experiences and links with other subjects

Working with others – Terms 3 and 4

Working towards pass level practice

Demonstrates positive values
Communicates with pupils and colleagues in a professional manner
Communicates appropriately with colleagues working in the classroom

Pass level practice

Consistently demonstrates and promotes positive values
Communicates with pupils and colleagues in an entirely appropriate, professional and sensitive manner
 Works and communicates effectively with other adults in the classroom
Collaborates very effectively as a member of a team, playing a full and active role
Good or above level practice
Consistently demonstrates and promotes positive values and enthusiasm for learning

Communicates with pupils and colleagues in a highly professional and sensitive manner

Communicates very effectively and sensitively with colleagues working in the classroom to support pupils’ learning

Collaborates highly effectively as a team member in planning, teaching, monitoring and reviewing learners’ progress

Strengths and achievements (Give examples from the lesson)
Points for development (Maximum of three development/progression points)


 / Action plan (How and when)

Lesson observation feedback – follow up discussion checklist

Trainee: Date: School:
Discussion points / Actions arising
Reflective journal
Ask to see evidence of trainee’s reflections / reflective journal.
How is the trainee using the reflections to inform and improve their practice?
Which areas of evidence are strong? Where are there gaps in evidence and how could these be filled?
Weekly SBT meetings
Are notes/minutes being kept of these meetings? Ask to see evidence of these.
Check what impact these are having e.g.
What has the key learning been? How has practice in the classroom been adapted as a result?
Tracking progress of six pupils
Check that this is being maintained.
What information has this provided the trainee?
How will the trainee use this information in their evidence file?
Evidence file
Check progress with this and ensure you actually see the evidence file.
Pieces of evidence should be annotated with reflective comments, notes and observations to strengthen the evidence.
Ensure evidence is included to demonstrate the progress made by pupils.

Grade for Lesson Observation:inadequate /working towards pass level practice /pass level practice / good or above level practice

Signed (observer) ……………………………………………………….

Date……………………………..

Forms

Completed forms shouldbe sent tothe following emailaddress:

Forms should be submitted electronically.

Forhandwritten lesson observations completed whilst observing, the form should be scanned andsent to the above inbox.

Copies should be kept by both the trainee and school.

Completed observation forms should be submitted within one week of the observation orsooner if the trainee is receiving additional support. If this is a final assessment observation, the form must be submitted prior to the date of the Final Assessment Moderation Panel meeting.

Forms must be sent by the tutor

East Sussex Teacher Training Partnership

Tel 01273 481408 or 01273 482088