Pm team leader training 30 th september 2013
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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 Plan / CA Progress Plan. Remember to reference to the Teachers’ Standards. Arrange a class to be observed within the observation window.

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PM TEAM LEADER TRAINING 30 TH SEPTEMBER 2013

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Pm team leader training 30 th september 2013

PM TEAM LEADER TRAINING 30TH SEPTEMBER 2013


Key guidance points

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 14th Oct.


Writing the objectives

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.


Examples of objectives

Examples of objectives

Performance Management Planning Form Teaching Staff

-

PM1

Name_______

Mr Teacher

_______________ Date of meeting____

5

/10/12

________

Team Leader_______

Mrs Team Leader

___________________ 201

2

-

1

3

cycle

Objectives for next 12 months:

Objectives

How

success is to be measured

Timescale

1.

Teaching group.

Y11 Greek

GCSE

:

SISRA examination analysis

Until June 2013

A*

-

A

3 students

A*

-

C

85% pass rate

-

Schemes of work

containing

2.

TLR/UPS or Team.

procedures to be applied by all

teachers

To standardise the

-

Feedback on use at all levels

applicati

on of feedb

ack

-

Sharing of good practice in

in Greek

and the

July 2013

meetings

setting of targets at

-

Use of planner to record practical

KS3/4/5.

work

-

Work scrutinies and lesson

observations

3.

Team.

-

Create the register of

Particular

Needs students with specific

Create a SEN register

reference to Greek.

which applies to

practical subjects

practical Particular

-

Target students on the register

July 2013

Needs and develop a

with focussed TA support

more focused

us of t

he

-

Establish a

clear role and

Tas in Greek.

expectation of the use of the TA

within the curriculum area

Class to be

Y12 Greek

Observation focus

:

Teaching and

observed in 2012

/1

3

Learning.

Teacher

Signature ____________________ Team Leader

Signature___

________________


Lesson observations

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.


Lesson observation analysis

Lesson observation analysis


Common outcomes from los

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


Extra guidance to support judgements

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)

R

equires

I

mprovement

(3)

Inadequate (4)

Some, or all

students

are making

Almost all

students

make rapid and

Most

students

make good progress and

Progress is broadly in line with

Progress

inadequate progress as a result of weak

national from similar starting points.

sustained progress.

achieve well over time.

teaching over time.

Deepens

students

’ knowledge and

Adequate, but does not develop all

Planning

Enables

students

to learn exceptionally well.

understanding

, developing their skills.

students

’ knowledge

and

Fails to take sufficient account of needs.

understanding

.

‘Effective’ strategies used. Tasks are

Activities are mostly appropriate,

Activities are not sufficiently well matched

Well

-

judged and often inspirational.

matched well to most

students

’ needs

Teaching

Activities

but do not meet all needs. Time is

to

students

’ needs.

Time is wasted by

Time is used very well.

inc

luding

. least and most able.

Time is

mainly used well.

some or all

students

.

used well.

Some impact, but not always timely

Sharply focused and timely. Match

Additional support has little or no impact

Interventions

‘Appropriate’.

Good impact on learning.

or consistent in meeting individual

individual needs accurately. ‘Notable

on learning

it fails to narrow gaps.

impact’.

needs.

Teacher/other adult manages behaviour

Clear procedures for managing

Procedures for managing behaviour are

Behaviour is managed consistently well.

skilfully and highly consistently. Behaviour

behaviour, but not always used

not clear or are not used consistently or a

Behaviour

Behaviour improves in the lesson as a

consistently. Nearly all

students

significant minority of

students

do not

improves (or is outstanding) in the lesson as

result.

respond promptly to the teacher.

respon

d to them.

a result.

Expectations

Sufficient for satisfactory progress.

Not high enough: progress is limited.

Consistently high

of all

students

.

High for most students

Students

learn exceptionally well.

They

Students

’ learning is satisfactory.

Students

learn well.

Students are

Learning limited;

students

underachieve.

Learning

respond very well to

challenge and

There is sufficient progress made

Progress and

challenge

challenged and make good progress.

Limited challenge.

consequently make very good progress.

by most students.

Activities and timings are chosen to

Activities and timings could have

Activities and timings mean that too many

Activities and timings are chosen so that

Pace

optimise the opportunities for rapid progress

been arranged

better to support

students are not engaged and not making

most students make good progress.

for all students.

progress and learning.

progress.

Progress is assessed regularly and

Work is monitored in the lesson.

accurately. T

eacher

s listen to, carefully

During the

General misconceptions are picked

Assessment is not used effectively to help

Understanding is checked systematically

observe and skilfully question students

to

lesson

up.

Plans are adapted, but this is

students

improve.

and effectively, anticipating

interventions.

reshape tasks & explanations to improve

not always timely or well

-

judged.

learning.

Assessment and

feedback

Appropriate

home study

is set

for

Home study is not set regularly for the

Appropriate

home study

is set

for the group

Appropriate

home study

set

for the group

.

Home study

the group

. It matches most

which matches individual needs accurately.

It matches nearly all

students

’ needs.

group

or it does not contribute to learning.

students

’ needs.

Marking is inconsistent. Some

Students

are rarely, if at all, informed

Consistently high quality marking and

Feedback

Students

know how well they have done

students

do not know how well t

hey

about progress. Many do not know how to

constructive feedback from teachers

and marking

and how to improve.

Marking is regular.

have done and/or how to improve.

improve. Marking is minimal.

ensures that

students

make rapid

progress

.

High levels of engagement and commitment

Students

are interested and engaged.

Teaching over time fails to engage or

Most

students

want to work hard

Attitudes

to learning evident. Attitudes to learning are

Attitudes to learning are consistently

interest

students

, or specific groups (G+T,

and to improve but some do not.

‘exemplary’.

positive.

SEN, FSM

etc

).

An exceptionally positive climate for

A good climate for learning.

Some off

-

task behaviour, but major

Students

’ lack of engagement/low

-

level

Behaviour of

Response

learning.

Low level disruption to lesson is

issues are rare.

disruption reduce learning &/or lead to a

students

Lesson proceeds without interruption.

Disruption

is not endemic.

‘uncommon’.

disorderly classroom environment.

Students

know the major risks they

Students

understand unsafe situations very

Students

understand how to keep

Students

do not understand risk and may

Safety

face and reflect this in their

clearly and are highly aware how to keep

endanger themselves or others.

themselves safe.

themselves and others safe (inc

e

-

safety).

behaviour.


Matching comment to judgement

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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