Assessment Draft And/Or Lesson Observation Sheet

Assessment template and/or lesson observation sheet

NQT: Date: Term: 1, 2 or 3

Part One: Teaching – a teacher must….

Teachers can demonstrate meeting 1) Set high expectations which inspire, this standard with the following Possible Evidence Indicators: Possible Judgements: motivate and challenge pupils behaviours:

 Lesson observation records 1a Establish a safe and stimulating  They constantly encourage pupils to Satisfactory - Standard environment for pupils, rooted in mutual participate and contribute in an  Learning walks atmosphere highly conducive to met with a substantial amount respect  Records of classroom learning. environment i.e. class displays, of teaching judged as good or learning walls, pupil curriculum better or met satisfactorily  They consistently set high target walls but with areas for further 1b Set goals that stretch and challenge pupils expectations of pupils in different  Classroom layout for pupil development of all backgrounds, abilities and learning contexts. independence & cooperation dispositions  Use of pupil rewards &  There are high levels of mutual incentives Unsatisfactory - Not meeting respect between the NQT and pupils.  Identification and the standard, this only applies if Implementation of inclusion you judge an NQT to be They are very effective in promoting 1c Demonstrate consistently the positive   Display and implementation of inadequate against any 1 of the learners’ resilience, confidence and attitudes, values and behaviour which are school/class rules / standards including Part 2: independence when tackling expectations expected of pupils challenging activities. personal and professional conduct.  Pupil voice activities / outcomes If unsatisfactory you must act early &  They generate high levels of  Participation in activities with pupils beyond the classroom provide additional support (agreed enthusiasm, participation and action plan) – see your induction guide  Pupil assessment and commitment to learning. or statutory guidance for further details. evaluation records

Assessment draft or observation notes – You can copy and paste your draft into NQT Manager when completing your assessment online Example draft - This term Ziggy has addressed the targets set in term 1 and is now developing a creative and stimulating indoor learning environment with the introduction of learning walls and pupil rewards. He has formed good relationships with all the children in his class, quickly identifying their individual needs and learning styles through thorough and continuous pupil assessment and evaluation records. He has demonstrated a growing skill of adapting his teaching to meet the range of abilities. Following on from last term, Ziggy has worked hard to put consistent systems and procedures in place so that the children understand rules and routines in order that they can access resources and work independently. He has identified his vulnerable children and put strategies in place to support their particular needs in terms of both academic and emotional targets which is a recognisable strength. The children enjoy his classes which is evident through lesson obs and an increase in academic achievement. He has arranged a class trip to London for next term which all the children are very excited about!! Area(s) for further development: Target(s) set in order to address area(s) of development: ! Important Note: 1a – establish a safe environment - attend e-safety course on 23/9/13 Assessments must be submitted 1b – set challenging goals - shadow/observe Key Stage 1 leader within 7 days of completion Version 1.0 www.mewan.net/teacher-recruitment Assessment template and/or lesson observation sheet

Teachers can demonstrate meeting 2) Promote good progress and outcomes this standard with the following Possible Evidence Indicators: Possible Judgements: by pupils behaviours:

2a Be accountable for pupils’ attainment,  Teachers assume a high level of  Lesson observations Responsibility for the attainment  Analysis of assessment data progress & outcomes progress and outcomes of the pupils from classes/groups taught Satisfactory - Standard they teach. against local / national met with a substantial amount  They demonstrate confident comparisons of teaching judged as good or 2b Be aware of pupils’ capabilities & their prior judgement in planning for pupil  Analysis of achievement and progression both within individual attainment of identified better or met satisfactorily knowledge, & plan teaching to build on lessons and over time and are able to individuals / groups but with areas for further these articulate a clear and well-justified  On-going class / group development rationale as to how they are building assessment records on prior achievement.  Learning objectives in  They actively promote engaging and planning and subsequent Unsatisfactory - Not meeting 2c Guide pupils to reflect on the progress they effective methods that support pupils evaluation against these the standard, this only applies if have made and their emerging needs in reflecting on their learning.  Planning showing awareness you judge an NQT to be  They are able to set appropriately of inclusion needs for inadequate against any 1 of the challenging tasks, drawing on a sound individuals / groups with knowledge of the pupils’ prior appropriate target setting standards including Part 2: 2d Demonstrate knowledge & understanding attainment, which has been obtained Individual SEN records and personal and professional conduct. of how pupils learn & how this impacts on through systematic and accurate reviews assessment. teaching  Awareness of current If unsatisfactory you must act early  They regularly create opportunities for curriculum initiatives/pupil & provide additional support independent and autonomous pedagogy from reading and (agreed action plan) – see your learning. ‘keeping up to date’ 2e induction guide or statutory Encourage pupils to take a responsible &  As a result the majority of pupils make  Work scrutinies conscientious attitude to their own work & very good progress.  Marked worked indicates guidance for further details. study. dialogue/discussion & target setting with pupils

Assessment draft or observation notes – You can copy and paste your draft into NQT Manager when completing your assessment online

Area(s) for further development: Target(s) set in order to address area(s) of development: ! Important Note: Assessments must be submitted within 7 days of completion

Version 1.0 www.mewan.net/teacher-recruitment Assessment template and/or lesson observation sheet

Teachers can demonstrate meeting 3) Demonstrate good subject and this standard with the following Possible Evidence Indicators: Possible Judgements: curriculum knowledge behaviours:

3a Have a secure knowledge of the relevant  They draw on their in-depth subject  Personal CPD records & attendance at subject(s) and curriculum areas, foster and and curriculum knowledge to plan school / NQT training confidently for progression and to  Evidence of subject knowledge Satisfactory - Standard maintain pupils’ interest in the subject, and in teacher’s planning stimulate and capture pupils’ met with a substantial address misunderstandings interest.  Lesson observations records  Accurate subject knowledge amount of teaching judged  They demonstrate very well  Contributions to staff meetings / as good or better or met developed pedagogical subject working groups 3b Demonstrate a critical understanding of satisfactorily but with areas knowledge, by anticipating  Use of school schemes of work in developments in the subject and teachers’ planning for further development common errors and  Identification of appropriate curriculum curriculum areas, and promote the value of misconceptions in their planning. scholarship targets in planning, teaching and assessment Unsatisfactory - Not  They are astutely aware of their  Personal research or further external own development needs in relation accreditations /qualifications meeting the standard, this only 3c Demonstrate an understanding of and take to extending and updating their  Awareness of current curriculum applies if you judge an NQT to responsibility for promoting high standards subject, curriculum and initiatives from reading & ‘keeping up to be inadequate against any 1 of pedagogical knowledge in their date’ of literacy, articulacy and the correct use of the standards including Part 2: early career and have been  Inclusion of current core curriculum standard English, whatever the teacher’s proactive in developing these guidance in planning teaching strategies personal and professional specialist subject effectively during their training.  Contributions to teamwork and school conduct. improvement work  They model very high standards of  Records of visiting / observing in different 3d If teaching early reading, demonstrate a written and spoken communication parts of the school to broaden knowledge If unsatisfactory you must act clear understanding of systematic synthetic in all professional activities. of subjects / issues / key stages early & provide additional  Involvement / observing thematic issues support (agreed action plan) – phonics across the key stage / school  They successfully identify and see your induction guide or exploit opportunities to develop  Planning - showing cross curricular opportunities statutory guidance for further If teaching early mathematics, demonstrate learners’ skills, in communication, 3e reading and writing..  Work scrutiny evidence showing cross details. a clear understanding of appropriate curricular provision and that opportunities teaching strategies have been taken to develop pupils’ skills

Area(s) for further development: Target(s) set in order to address area(s) of development: ! Important Note: Assessments must be submitted within 7 days of completion Version 1.0 www.mewan.net/teacher-recruitment Assessment template and/or lesson observation sheet

Teachers can demonstrate meeting 4) Plan and teach well structured lessons this standard with the following Possible Evidence Indicators: Possible Judgements: behaviours:

4a Impart knowledge and develop  Teachers plan lessons that  Teachers’ personal planning often use well-chosen,  Assessment information is used understanding through effective use of Satisfactory - Standard imaginative and creative to inform planning lesson time met with a substantial strategies, and that match  Lesson observation records individuals’ needs and teachers use of learning amount of teaching judged interests. 4b Promote a love of learning and children’s objectives & learning time as good or better or met  Discussions with pupils during intellectual curiosity  They are highly reflective in satisfactorily but with areas lesson observations critically evaluating their for further development practice.  Use of IEPs, IBPs 4c Set homework and plan other out-of-class  Information from SENCO informs Unsatisfactory - Not activities to consolidate and extend the assessments and records  They can accurately judge the meeting the standard, this only knowledge and understanding pupils have impact of their practice on  Contributions to staff & applies if you judge an NQT to individual and groups of curriculum meetings acquired be inadequate against any 1 of learners and can use their  Homework diaries / records in the standards including Part 2: evaluation to inform future planning personal and professional planning, teaching and  Scrutiny of pupils’ homework 4d conduct. Reflect systematically on the effectiveness learning.  Teacher plans opportunities to of lessons and approaches to teaching how extend learning beyond the pupils learn & how this impacts on teaching  They show initiative in classroom e.g. visits and visitors If unsatisfactory you must act contributing to curriculum  IT use planned within learning early & provide additional planning and developing and opportunities for pupils support (agreed action plan) – producing effective learning Contribute to the design and provision of  Contributions to team/key see your induction guide or 4e resources in their placement an engaging curriculum within the relevant stage/school planning statutory guidance for further settings. details. subject area(s).

Teachers can demonstrate meeting 5) Adapt teaching to respond to the this standard with the following Possible Evidence Indicators: Possible Judgements: strengths and needs of all pupils behaviours:

5a Know when and how to differentiate  Teachers quickly and  Lesson observation records match of teaching strategies to pupil needs appropriately, using approaches which accurately discern their and resulting impact on learning Satisfactory - Standard enable pupils to be taught effectively learners’ strengths and  Class and SEN planning and pupil met with a substantial assessment records needs and are proactive amount of teaching judged in differentiating and  Planning shows aims for individual 5b and groups of learners to extend as good or better or met Have a secure understanding of how a employing a range of range of factors can inhibit pupils’ ability to learning outcomes satisfactorily but with areas effective intervention  Planning shows aims for support learn, and how best to overcome these for further development strategies to secure staff role in lessons to extend learning outcomes progression for individuals  Teacher reflection and self- Unsatisfactory - Not 5c Demonstrate an awareness of the physical, and groups. evaluation recorded in planning meeting the standard, this only social and intellectual development of  Lesson observations identify impact applies if you judge an NQT to children, and know how to adapt teaching of support staff be inadequate against any 1 of  They have an astute  Observation of innovative learning to support pupils’ education at different the standards including Part 2: understanding of how opportunities and resource usage in stages of development effective different teaching teaching personal and professional  Lesson observations show quality of conduct. Have a clear understanding of the needs of approaches are in relation 5d questioning to pupils and exploration to impact on learning and of their understanding all pupils, including those with special If unsatisfactory you must act  Lesson observations show effective educational needs; those of high ability; engagement of learners early & provide additional use of time and flexibility of those with English as an additional strategies to clarify individual and support (agreed action plan) – language; those with disabilities; and be groups of pupil understanding of see your induction guide or able to use and evaluate distinctive lesson content statutory guidance for further teaching approaches to engage and  Lesson observation records showing details. support them. effective behavior management

Teachers can demonstrate meeting 6) Make accurate and productive use of this standard with the following Possible Evidence Indicators: Possible Judgements: assessment behaviours:

6a Know and understand how to assess the  Teachers can confidently and  Planning showing clear use of learning objectives, developed relevant subject and curriculum areas, accurately assess pupils’ attainment against national appropriately across sequences of Satisfactory - Standard including statutory assessment benchmarks. lessons met with a substantial requirements  Assessment and evaluation amount of teaching judged records  They use a range of as good or better or met assessment strategies very  Use of school assessment 6b Make use of formative and summative effectively in their day-to-day procedures in planning and satisfactorily but with areas assessment to secure pupils’ progress practice to monitor teaching for further development progress and to inform future  Use of pupil assessment information to set or moderate planning. Unsatisfactory - Not individual / group / class objectives 6c Use relevant data to monitor progress, set meeting the standard, this only  They systematically and in planning applies if you judge an NQT to targets, and plan subsequent lessons effectively check learners’  Participation in pupil progress be inadequate against any 1 of understanding throughout reviews the standards including Part 2: lessons, anticipating where  Liaison with SENCO on individual personal and professional 6d Give pupils regular feedback, both orally intervention may be needed pupils / groups and through accurate marking, and and do so with notable impact  Completion of transfer records conduct. encourage pupils to respond to the on the quality of learning. effectively and promptly feedback.  Clear learning outcomes set in If unsatisfactory you must act  They assess learners’ progress planning early & provide additional  Lesson evaluations showing regularly and work with them to support (agreed action plan) – analysis of pupil progress towards accurately target further see your induction guide or learning objectives improvement and secure rapid statutory guidance for further progress.  Work scrutiny showing effective marking and written feedback to details. pupils

Teachers can demonstrate meeting 7) Manage behaviour effectively to ensure this standard with the following Possible Evidence Indicators: Possible Judgements: a good and safe learning environment behaviours:

7a Have clear rules and routines for behaviour  Teachers rapidly adapt to the  Lesson observation records different circumstances in which  Behaviour support / intervention in classrooms, and take responsibility for they teach, working confidently  records Satisfactory - Standard promoting good and courteous behaviour within the frameworks established  Lesson observation records showing met with a substantial in different settings and applying both in classrooms and around the school, effective behavior management amount of teaching judged in accordance with the school’s behaviour rules and routines consistently and strategies as good or better or met policy fairly  Targeted use of support staff with  They consistently have high clear aims and strategy defined to satisfactorily but with areas expectations and understand a support all pupils for further development  Differentiation in planning and 7b Have high expectations of behaviour, and range of strategies that experienced teachers use to assessment of the impact of establish a framework for discipline with a promote positive behaviour and individual behaviour on the learning Unsatisfactory - Not range of strategies, using praise, sanctions apply these very effectively, of other pupils meeting the standard, this only and rewards consistently and fairly including use of school sanctions  Learning walks records of classroom applies if you judge an NQT to and rewards, and use of praise, in environment i.e. class displays, be inadequate against any 1 of learning walls, pupil curriculum target order to create an environment the standards including Part 2: highly supportive of learning. walls 7c Manage classes effectively, using  Classroom layout for pupil personal and professional They manage pupil behaviour with  independence & cooperation conduct. approaches which are appropriate to ease so that learners display very  Use of pupil rewards & incentives pupils’ needs in order to involve and high levels of engagement, motivate them courtesy, collaboration and co-  Identification and Implementation of If unsatisfactory you must act inclusion operation.. early & provide additional  Display and implementation of support (agreed action plan) –  They actively seek additional school/class rules/expectations 7d Maintain good relationships with pupils, support in addressing the needs of  Pupil voice activities/outcomes see your induction guide or exercise appropriate authority, and act pupils where significantly statutory guidance for further challenging behaviour is details. decisively when necessary. demonstrated.

Area(s) for further development: Target(s) set in order to address area(s) of development: ! Important Note: Assessments must be submitted within 7 days of completion Version 1.0 www.mewan.net/teacher-recruitment Assessment template and/or lesson observation sheet

Teachers can demonstrate meeting 8) Fulfill wider professional this standard with the following Possible Evidence Indicators: Possible Judgements: responsibilities behaviours:

8a Make a positive contribution to the wider  They are proactive in seeking out  Personal CPD records and attendance at opportunities to contribute in a school / LA /NQT training life and ethos of the school significant way to the wider life and  Contribution made in school development Satisfactory - Standard ethos of the school. discussion and activity  Lesson observation / monitoring evidence met with a substantial  They build strong professional that school policy developments are amount of teaching judged 8b Develop effective professional relationships and demonstrate that they implemented in personal teaching relationships with colleagues, knowing how are able to work collaboratively with practice as good or better or met and when to draw on advice and specialist colleagues on a regular basis.  Self-evaluation and reflection of impact of satisfactorily but with areas development in planning and practice for further development support  They take responsibility for deploying  Contribution to team / key stage / phase support staff in their lessons and for discussion and development seeking advice from relevant  Observing other teachers and being Unsatisfactory - Not professionals in relation to pupils with observed to share professional practice 8c Deploy support staff effectively individual needs.  Adoption of any new duties, roles and meeting the standard, this only responsibilities, including seeking applies if you judge an NQT to They deliberately seek out  assistance and support in developmental be inadequate against any 1 of opportunities 8d stages Take responsibility for improving teaching to develop their own professional  Records of seeking of professional the standards including Part 2: through appropriate professional learning and respond positively to all development opportunities personal and professional the feedback they receive. development, responding to advice and  Areas for development identified in conduct. lesson observation are addressed and feedback from colleagues  They communicate very effectively, evaluated both verbally and in writing, with  Records of seeking and engaging with If unsatisfactory you must act parents and carers in relation to pupils’ professional development opportunities to early & provide additional achievements and well-being when meet identified needs 8e Communicate effectively with parents with required to do so formally, but are also  Effective completion of pupil reports support (agreed action plan) – proactive in communicating in relation  Contribution to pupil reviews see your induction guide or regard to pupils’ achievements and well- to individual pupils’ emergent needs. being.  Preparation and involvement in Parents statutory guidance for further meetings details.  Resolution of parent queries

Version 1.0 www.mewan.net/teacher-recruitment Part Two: Personal & Professional Conduct NQTs and their Induction Tutors may want to review and record evidence of meeting this Standard at the initial CEDP discussion and then at each subsequent half-term reviewAssessment and full-term template Assessment and/or Meetings. lesson A teacher observation is expected sheet to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes, which set the required standard for conduct throughout a teacher’s career.

9) Teachers uphold public trust in the Teachers can demonstrate meeting profession and maintain high standards of this standard with the following Possible Evidence Indicators: Possible Judgements: ethics and behaviour, within and outside behaviours: school, by:

 Planning and evaluation 9a Treating pupils with dignity, building  Teachers have a commitment to Satisfactory - Continues the teaching profession, and are records relationships rooted in mutual respect, and to meet. Relationships at all times observing proper boundaries able to develop appropriate  Lesson observation records professional relationships with with colleagues, pupils and appropriate to a teacher’s professional  School monitoring records colleagues and pupils.  Work scrutiny parents are positive and position.  Contribution in staff supportive or Continues to  They have regard to the need to development meetings meet. Relationships with 9b They have regard for the need safeguard pupils’ well-being, in  Participation in development colleagues, pupils and to safeguard students’ wellbeing, accordance with statutory work groups parents are positive and in accordance with statutory provisions provisions.  Engagement with school/ partnership schools CPD and supportive and based on  They understand that by law that feedback to team / key stage / improving provision for pupil 9c They show tolerance and respect for the schools are required to teach a staff meetings attainment and achievement rights of others. broad and balanced curriculum  Adoption of school vision and and they are beginning to aims in personal practice Unsatisfactory - Not meeting develop learners’ wider  Records of teamwork, 9d They do not undermine fundamental British understanding of social and the standard, this only applies if participation and shared you judge an NQT to be values, including democracy, the rule of cultural responsibility law, individual liberty and mutual respect, diversity. inadequate against any 1 of the  Records of maintaining and standards including Part 2: and tolerance of those with different faiths consolidating school values in personal and professional conduct and beliefs.  They are willing to assume an the wider school context, e.g. appropriate degree of break times, assemblies, If unsatisfactory you must act 9e They ensure that personal beliefs are not responsibility for the extracurricular activities etc. early & provide additional support expressed in ways which exploit students’ implementation of workplace  Identification of issues for (agreed action plan) – see your vulnerability or might lead them to break policies in the different settings in improvement planning from induction guide or statutory the law. which they are working. personal experience guidance for further details.  Participation in trialing of new  They adhere to school policies resources or strategies and practices, including those for  Evaluation of the impact of attendance and punctuality. school improvement Satisfactory – strategies on personal 10) Teachers must have proper and  They have a broad practice and pupil outcomes Relationships with colleagues, professional regard for the ethos, understanding of their statutory  Supporting of school values pupils and parents are professional responsibilities, policies and practices of the school in for other staff and provision of positive and supportive or including the requirement to guidance, where appropriate Versionwhich 1.0 they teach, and maintain high www.mewan.net/teacher-recruitmentpromote equal opportunities and Relationships with colleagues,  Represents school values in to provide reasonable pupils and parents are standards in their own attendance and the wider community, where adjustments for pupils with positive and supportive and punctuality. possible and appropriate, e.g. disabilities, as provided for in business and community links based on improving provision