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PM TEAM LEADER TRAINING 30 TH SEPTEMBER 2013. KEY GUIDANCE POINTS Make your appointments! Ensure that targets are linked to the WIGs / School Progress.

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Presentation on theme: "PM TEAM LEADER TRAINING 30 TH SEPTEMBER 2013. KEY GUIDANCE POINTS Make your appointments! Ensure that targets are linked to the WIGs / School Progress."— Presentation transcript:


2 KEY GUIDANCE POINTS Make your appointments! Ensure that targets are linked to the WIGs / School Progress Plan / CA Progress Plan. Remember to reference to the Teachers’ Standards. Arrange a class to be observed within the observation window. Collect 3 pieces of feedback. Return documentation by Mon 14 th Oct.

3 Writing the objectives 3 objectives: Teaching group TLR/UPS or team WIG or SPP or team Make sure the teaching group is based on prior attainment data. Be clear in the ‘how success is to be measured’ section on how the objective will be addressed.

4 Examples of objectives

5 Lesson Observations Make sure that you give some verbal feedback before the end of the day. Give written feedback within 72 hours or 3 working days. Make sure that your judgements match the comments on the sheet. Move around the room, talk to students, examine their work.

6 Lesson observation analysis

7 Common outcomes from LOs Strengths Subject knowledge Relationships with students Range of activities Use of questioning Targets Allow more thinking time Differentiation Pace Application of feedback and home study policies

8 Extra guidance to support judgements Judging lessons based on Ofsted criteria. Italicised text is not in the OFSTED Evaluation Schedule and has been added for guidance. Outstanding (1) Good (2) RequiresImprovement(3) Inadequate (4) Teaching Progress Almost allstudents make rapid and sustained progress. Moststudents make good progress and achieve well over time. Progress is broadly in line with national from similar starting points. Some, or allstudents are making inadequate progress as a result of weak teaching over time. Planning Enablesstudents to learn exceptionally well. Deepensstudents’ knowledge and understanding, developing their skills. Adequate, but does not develop all students’ knowledge and understanding. Fails to take sufficient account of needs. Activities Well-judged and often inspirational. Time is used very well. ‘Effective’ strategies used. Tasks are matched well to moststudents’ needs including. least and most able.Time is used well. Activities are mostly appropriate, but do not meet all needs. Time is mainly used well. Activities are not sufficiently well matched tostudents’ needs.Time is wasted by some or allstudents. Interventions Sharply focused and timely. Match individual needs accurately. ‘Notable impact’. ‘Appropriate’.Good impact on learning. Some impact, but not always timely or consistent in meeting individual needs. Additional support has little or no impact on learning– it fails to narrow gaps. Behaviour Teacher/other adult manages behaviour skilfully and highly consistently. Behaviour improves (or is outstanding) in the lesson as a result. Behaviour is managed consistently well. Behaviour improves in the lesson as a result. Clear procedures for managing behaviour, but not always used consistently. Nearly allstudents respond promptly to the teacher. Procedures for managing behaviour are not clear or are not used consistently or a significant minority ofstudents do not respond to them. Progress and challenge Expectations Consistently highof allstudents. High for most students Sufficient for satisfactory progress. Not high enough: progress is limited. Learning Students learn exceptionally well. They respond very well tochallenge and consequently make very good progress. Students learn well. Students are challenged and make good progress. Students’ learning is satisfactory. There is sufficient progress made by most students. Learning limited;students underachieve. Limited challenge. Pace Activities and timings are chosen to optimise the opportunities for rapid progress for all students. Activities and timings are chosen so that most students make good progress. Activities and timings could have been arrangedbetter to support progress and learning. Activities and timings mean that too many students are not engaged and not making progress. Assessment and feedback During the lesson Understanding is checked systematically and effectively, anticipatinginterventions. Progress is assessed regularly and accurately. Teachers listen to, carefully observe and skilfully question students to reshape tasks & explanations to improve learning. Work is monitored in the lesson. General misconceptions are picked up.Plans are adapted, but this is not always timely or well-judged. Assessment is not used effectively to help students improve. Home study Appropriatehome study is setfor the group which matches individual needs accurately. Appropriatehome study set for the group. It matches nearly allstudents’ needs. Appropriatehome study is set for the group. It matches most students’ needs. Home study is not set regularly for the group or it does not contribute to learning. Feedback and marking Consistently high quality marking and constructive feedback from teachers ensures thatstudents make rapidprogress. Students know how well they have done and how to improve. Marking is regular. Marking is inconsistent. Some students do not know how well they have done and/or how to improve. Students are rarely, if at all, informed about progress. Many do not know how to improve. Marking is minimal. Response Attitudes High levels of engagement and commitment to learning evident. Attitudes to learning are ‘exemplary’. Students are interested and engaged. Attitudes to learning are consistently positive. Moststudents want to work hard and to improve but some do not. Teaching over time fails to engage or intereststudents, or specific groups (G+T, SEN, FSMetc). Behaviour of students An exceptionally positive climate for learning. Lesson proceeds without interruption. A good climate for learning. Low level disruption to lesson is ‘uncommon’. Some off-task behaviour, but major issues are rare. Disruptionis not endemic. Students’ lack of engagement/low-level disruption reduce learning &/or lead to a disorderly classroom environment. Safety Students understand unsafe situations very clearly and are highly aware how to keep themselves and others safe (inc e-safety). Students understand how to keep themselves safe. Students know the major risks they face and reflect this in their behaviour. Students do not understand risk and may endanger themselves or others.

9 Matching comment to judgement Target: “Give more support for the more able; improve the pace of the lesson”. Target: “Differentiate with questioning to create challenge”.


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