ProfessionalValues and Practice Look for differentiation. Monitor lesson plans (planning links). IEPs used Short evaluations should be encouraged (and read by mentor). Lesson observation to look at pupil relationships. Are incidents in and out of the classroom handled in a professional manner. Change of practice through training and feedback. This can be monitored through lesson observations. Punctuality, attendance, coping with bullying. Requisitions in on time for technicians

Lesson plans linked to NC. Progression and differentiation. SEN/G&T clearly identified. Lesson observations of themselves and others. Change of practice through training and feedback. Communication with colleagues. Log of participation and contributions made at parents evenings. Extra curricular activities. Lesson evaluations to improve performance. Awareness and use of statutory frameworks e.g.Health & safety Log of courses/INSET and how they have been useful. Punctuality, appearance, attendance, conduct. Commitment – concern for the childs progress. Following school policy Video feedback of lessons – where it is appropriate Set a professional example yourself Involve other teachers in target setting.

Subject Knowledge & Understanding Ability to make the subject relevant and pitch the material at an appropriate level. Can the trainee communicate subject knowledge in a pupil friendly way. Relevant use of ICT. When to use it. Why it is used. How prior knowledge of KS2 is used. Determine pupil understanding of KS2 work and make use of the information. This will be evident in the planning of lessons. Teaching, questioning, helping pupils. This will show how the trainee utilises knowledge and understanding. Production of appropriate resources. Are they appropriate for their intended use.

Provision Ensure access to syllabus, SOW and resources. Give the trainee opportunities to speak with other staff to find Out about PSHE, citizenship, health and safety. Provide evidence on lesson plans that areas are being Addressed. Evidence ICT competence and use. In service training courses. In service training plans. Consortium training courses. LEA training courses.

Planning, Expectations and Targets Appropriate sharing of objectives with pupils. Setting of challenging teaching and learning objectives. Making use of classroom support staff. Mentor explains to the Trainee how to manage them. Arrange visit to SENCO. Modelling-the mentor plays the support role Production of lesson plans, worksheets and other resources. Find out what is required to organise trips. Give the trainee access to pupils who do not use English as Their main language. Time management, getting equipment lists in on time.

Introduce trainee to framework, NC and specifications. Trainees to understand the SOW. Show trainees examples of lesson plans. Ask trainees to construct lesson plans. Trainees to complete half full lesson plans. Trainees to be given plans for those lessons they observe. Failing trainees should be given more support and increased mentoring time. Trainees should plan for ethnic diversity. Introduce trainees to traveller education, find published strategies. Encourage trainees to share resources. Attend departmental/year meetings. Trainees should be encouraged to plan/organise extra Curricular activities.

Monitoring and Assessment Marking books and tests. Is it done? Is it constructive marking? Does it help learning? Feedback from tests, setting of levels. Setting of coursework at an appropriate level. Target setting. Mark books to include CAT, SAT scores. Projected targets. Ideally, work should be monitored to assess Whether a pupil is progressing towards targets in a satisfactory way. Questioning techniques Awareness of grade requirements.

Use of a wide range of strategies. Question and answer sessions/plenary sessions. Use register to monitor absence-who missed what. Make sure marking and grading of class work and homework is done according to school policy. Setting and marking of tests. Use of NC levels. Knowledge of requirements for each level. Reporting back to parents – participating in parents evenings. Set pupils self assessment exercises and self marking of work.

Teaching and Classroom Management Following SOW Correct deployment of cross-curricular links. Are links with literacy and numeracy correctly exploited? Problem solving, use of open tasks. Strategies used are appropriate and effective. Look for pace, variety and challenge. Differentiation by outcome and by task. Look for differentiated worksheets. Setting of homework and feedback to pupils about their strengths and weaknesses. (Diagnostic marking). Management of pupils. Are pupils on task and learning.

Evidence of competence from lesson plans/long term planning. Mentors occasionally produce examples to assist trainee. Use of staff planner to show evidence of using school policies. Team teaching to show good practice. Assist mentee in taking smaller groups. Observation of staff in other subject areas. Written evaluation of these lessons. Give the trainee a variety of classes – mixed ability, set classes, to see how they cope and their use of different strategies. Share ideas/strategies on classroom management. Regular feedback-written and verbal from a variety of staff. Use of school/personal policies.Consistent use of praise/sanctions Mentor/mentee relationship should be positive. A partnership. Enough time to discuss and share ideas properly. Trainee meets SENCO to allow them to follow school policy. Mentor to show examples of differentiation and extension work. How these help pupils to achieve their potential. Set targets for the mentee to meet in regard to lesson planning.