From Good to Outstanding Trainee and Teacher S Perspective

“From Good to Outstanding” – Trainee and Teacher’s Perspective

GOOD – Usually / Sometimes OUTSTANDING - Always  Well planned lessons  Well planned lessons demonstrated a knowledge of the class

 Self-critical and reflective  Self-critical and reflective – use this to inform planning

 A range of behaviour management  Plan for learning styles strategies

 Consider learning styles  Differentiation – high expectation

 Differentiation with appropriate challenge  Inclusion for Special Education Needs

 Good use of Teaching Assistant support  Effective deployment of teaching assistants to target and support children – Communication!!  Assessment informs planning  Assessment informs planning

 Involvement with wider school life  A good relationship with whole school community – wider school lif “From Good to Outstanding” – Trainee and Teacher’s Perspective

GOOD PRACTICE OUTSTANDING PRACTICE Mutual Respect

High Expectations across all subjects Constantly encouraging children to participate and contribute (continuous praise for doing so) Motivate, inspire and challenge (performing – even if Asking, involving children in their learning you’re not confident / don’t like a subject you need to pretend you do / are. Differentiation for different abilities For every learner

AFL – Being able to be flexible / adapt lessons

Making learning outcomes and success criteria clear, Referring back to learning outcomes and success discussing and understanding. criteria through and getting children to give examples Maintain good behaviour. Be consistent with rewards and sanctions. Follow whole school procedures. Deploying support staff well. Prior planning together or inform them exactly what they need to do. Include examples of questions to ask / target. Know your subject knowledge. Being prepared for common mis-conceptions / questions.

OUTSTANDING . Full engagement of all children. . Independent / collaborative learning. “From Good to Outstanding” – Trainee and Teacher’s Perspective . Dialogue through marking – check on next steps – children reflect on learning. . Keep up with records / assessments. . React quickly when progress is slow – change tack / take risks THEN change next lesson. . WOW factor – inspiring. . Bring real life into learning. . Differentiation by skill not activity. . More involvement in wider life – For example: assemblies / run clubs. . Use initiative – don’t expect to be told what to do. . Ask questions / reflect. . Understand progression – what comes before / after?

GOOD . Engaging pupils. . Differentiation – use AFL within lesson. . Good behaviour management. . Good pace. . Mini plenaries. . Effective use of adults. . Use range of resources – including ICT. . Use of questioning – put key questions on planning. . Good relationships – team work. . Good marking with next steps – dialogue. . Contribute to ethos of school. “From Good to Outstanding” – Trainee and Teacher’s Perspective

MARKING ASSESSMENT CONTRIBUGTE TO SCHOOL PRACTICE DIFFERENTIATION NEXT STEPS LEVELLING ADVICE FROM FELLOW STAFF

PLENARY

MINI PLENARIES SUBJECT KNOWLEDGE

BEHAVIOUR MANAGEMENT PRESENCE EFFECTIVE USE OF TA

TIMING SUPPORT ALL ABILITIES PACE / PITCH DETAILED PLANNING ADAPTABILITY / FLEXIBILITY TARGET SETTING

PROGRESSION EXTENTIONS SETTING THE SUBJECT KNOWLEDGE “RIGHT LEVEL” CHALLENGE MEETING SUCCESS CRITERIA

WELL DEVELOPED STEPS (PLANNING) CONSISTENTLY DIALOGUE APPLIED STRATEGIES ABILITY TO CHANGE FLUID / Q&A TO ANY GIVEN SITUATION “MEETING THEIR NEEDS” PUPIL PROFILES