Sweltec Lesson Observation Aid- the Teachers Standards from September 2012

Sweltec Lesson Observation Aid- The Teachers’ Standards from September 2012

A trainee teacher must:

1 Set high expectations which inspire, motivate and challenge pupils (High expectations)

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2 Promote good progress and outcomes by pupils (Progression)

be accountable for pupils’ attainment, progress and outcomes

plan teaching to build on pupils' capabilities and prior knowledge

guide pupils to reflect on the progress they have made and theiremerging needs

demonstrate knowledge and understanding of how pupils learn andhow this impacts on teaching

encourage pupils to take a responsible and conscientious attitude totheir own work and study.

3 Demonstrate good subject and curriculum knowledge (SK and Pedagogy)

have a secure knowledge of the relevant subject(s) and curriculumareas, foster and maintain pupils’ interest in the subject, and addressmisunderstandings

demonstrate a critical understanding of developments in the subjectand curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promotinghigh standards of literacy, articulacy and the correct use of standardEnglish, whatever the teacher’s specialist subject

4 Plan and teach well structured lessons (Planning)

impart knowledge and develop understanding through effective use oflesson time

promote a love of learning and children’s intellectual curiosity

set homework and plan other out-of-class activities to consolidate andextend the knowledge and understanding pupils have acquired

reflect systematically on the effectiveness of lessons and approachesto teaching

contribute to the design and provision of an engaging curriculum withinthe relevant subject area(s).

5 Adapt teaching to respond to the strengths and needs of all pupils (Individual Needs)

know when and how to differentiate appropriately, using approacheswhich enable pupils to be taught effectively

have a secure understanding of how a range of factors can inhibitpupils’ ability to learn, and how best to overcome these

demonstrate an awareness of the physical, social and intellectualdevelopment of children, and know how to adapt teaching to supportpupils’ education at different stages of development

have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with Englishas an additional language; those with disabilities; and be able to useand evaluate distinctive teaching approaches to engage and supportthem.

6 Make accurate and productive use of assessment (Assessment)

know and understand how to assess the relevant subject andcurriculum areas, including statutory assessment requirements

make use of formative and summative assessment to secure pupils’progress

use relevant data to monitor progress, set targets, and plansubsequent lessons

give pupils regular feedback, both orally and through accurate marking,and encourage pupils to respond to the feedback.

7 Manage behaviour effectively to ensure a good and safe learningenvironment (Behaviour)

have clear rules and routines for behaviour in classrooms, and takeresponsibility for promoting good and courteous behaviour both inclassrooms and around the school, in accordance with the school’sbehaviour policy

have high expectations of behaviour, and establish a framework fordiscipline with a range of strategies, using praise, sanctions andrewards consistently and fairly

manage classes effectively, using approaches which are appropriate topupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority,and act decisively when necessary.

8 Fulfil wider professional responsibilities(Professional values and practice)

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowinghow and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriateprofessional development, responding to advice and feedback fromcolleagues

communicate effectively with parents with regard to pupils’achievements and well-being.

Part Two (SWELTEC Part 1) The following statements define the behaviour andattitudes which set the required standard for conduct throughout a teacher’scareer.

Teachers uphold public trust in the profession and maintain highstandards of ethics and behaviour, within and outside school, by:

o treating pupils with dignity, building relationships rooted inmutual respect, and at all times observing proper boundariesappropriate to a teacher’s professional positiono having regard for the need to safeguard pupils’ well-being, inaccordance with statutory provisionso showing tolerance of and respect for the rights of otherso not undermining fundamental British values, includingdemocracy, the rule of law, individual liberty and mutual respect,and tolerance of those with different faiths and beliefso ensuring that personal beliefs are not expressed in ways whichexploit pupils’ vulnerability or might lead them to break the law.

Teachers must have proper and professional regard for the ethos,policies and practices of the school in which they teach, and maintainhigh standards in their own attendance and punctuality.

Teachers must have an understanding of, and always act within, thestatutory frameworks which set out their professional duties andresponsibilities

Lesson Aid

In commenting on this lesson, it would be helpful for the trainee to receive feedback on the extent to which the lesson provides evidenceof:-nb – not all aspects of all Standards may be present in any one lesson

TS1 High Expectations

• establishing a safe stimulating and well managed environment for pupils, rooted inmutual respect
• stretching and challengingall pupils learning
• providing a positive role model for pupils

TS2 Progression

• taking responsibility for pupils progress
• using pupils' capabilities and prior knowledge to plan lessons
• encouraging pupils to reflect on the progress they have made
• demonstrating an understanding that pupils learn in different ways
• encourage pupils to take risks in their learning

TS3 Subject Knowledge and Pedagogy

• using secure and up to date knowledge of the subject to engage pupils interest enjoyment and motivation
• anticipating and addressing pupils misunderstandings / misconceptions
• using and promoting high standards of literacy, articulacy and the correct use of standard spoken English

TS4 Planning

• developing pupils knowledge and develop understanding
• using lesson time effectively
• responding positively to pupils intellectual curiosity
• adapting and improving the lesson to suit the learning
• setting well planned homework

TS5 Individual Needs (SEND and EAL)

• Being aware of pupils individual needs including those with SEN and those of high ability; those with disabilities; those with EAL and using teaching approaches to engage and support all pupils learning and progress

TS6 Assessment

• understanding how to use different types of assessment to support pupils learning
• using effective questioning from their own secure knowledge to foster and maintain pupils’ learning
• using supplied data effectively to support the monitoring of pupils learning
• using formative and summative assessment to challenge and secure pupils’ progress

TS7 Behaviour management

• following and having clear rules and routines for good behaviour in the classrooms
• having high expectations of behaviour, and establishing a framework for

discipline with a range of strategies

• using praise, sanctions andrewards consistently and fairly

• managing classes effectively, using approaches which are appropriate to

pupils’ needs in order to involve and motivate them

• maintaining good relationships with pupils, exercising appropriate authority,

and acting decisively and fairly when necessary

TS8 Professional Values and Practice

• maintaining good relationships with pupils and exercising appropriate authority
• deploying support staff effectively
• responding to advice and feedback from colleagues from previous observations

Part Two

• building good relationships and treating pupils with respect –see TS1
• ensuring the safety and well-being of pupils
• upholding the ethos, policies and practices of the school
• acting in a professional way at all times