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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Performance Management Planning Form Teaching Staff
_______________ Date of meeting____
Mrs Team Leader
Objectives for next 12 months:
success is to be measured
SISRA examination analysis
Until June 2013
85% pass rate
Schemes of work
TLR/UPS or Team.
procedures to be applied by all
To standardise the
Feedback on use at all levels
on of feedb
Sharing of good practice in
setting of targets at
Use of planner to record practical
Work scrutinies and lesson
Create the register of
Needs students with specific
Create a SEN register
reference to Greek.
which applies to
Target students on the register
Needs and develop a
with focussed TA support
us of t
clear role and
Tas in Greek.
expectation of the use of the TA
within the curriculum area
Class to be
observed in 2012
Signature ____________________ Team Leader
Judging lessons based on Ofsted criteria
Italicised text is not in the OFSTED Evaluation Schedule and has been added for guidance.
Some, or all
make rapid and
make good progress and
Progress is broadly in line with
inadequate progress as a result of weak
national from similar starting points.
achieve well over time.
teaching over time.
’ knowledge and
Adequate, but does not develop all
to learn exceptionally well.
, developing their skills.
Fails to take sufficient account of needs.
‘Effective’ strategies used. Tasks are
Activities are mostly appropriate,
Activities are not sufficiently well matched
judged and often inspirational.
matched well to most
but do not meet all needs. Time is
Time is wasted by
Time is used very well.
. least and most able.
mainly used well.
some or all
Some impact, but not always timely
Sharply focused and timely. Match
Additional support has little or no impact
Good impact on learning.
or consistent in meeting individual
individual needs accurately. ‘Notable
it fails to narrow gaps.
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 improves in the lesson as a
consistently. Nearly all
significant minority of
improves (or is outstanding) in the lesson as
respond promptly to the teacher.
d to them.
Sufficient for satisfactory progress.
Not high enough: progress is limited.
High for most students
learn exceptionally well.
’ learning is satisfactory.
respond very well to
There is sufficient progress made
challenged and make good progress.
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
optimise the opportunities for rapid progress
better to support
students are not engaged and not making
most students make good progress.
for all students.
progress and learning.
Progress is assessed regularly and
Work is monitored in the lesson.
s listen to, carefully
General misconceptions are picked
Assessment is not used effectively to help
Understanding is checked systematically
observe and skilfully question students
Plans are adapted, but this is
and effectively, anticipating
reshape tasks & explanations to improve
not always timely or well
Home study is not set regularly for the
for the group
for the group
. It matches most
which matches individual needs accurately.
It matches nearly all
or it does not contribute to learning.
Marking is inconsistent. Some
are rarely, if at all, informed
Consistently high quality marking and
know how well they have done
do not know how well t
about progress. Many do not know how to
constructive feedback from teachers
and how to improve.
Marking is regular.
have done and/or how to improve.
improve. Marking is minimal.
High levels of engagement and commitment
are interested and engaged.
Teaching over time fails to engage or
want to work hard
to learning evident. Attitudes to learning are
Attitudes to learning are consistently
, or specific groups (G+T,
and to improve but some do not.
An exceptionally positive climate for
A good climate for learning.
task behaviour, but major
’ lack of engagement/low
Low level disruption to lesson is
issues are rare.
disruption reduce learning &/or lead to a
Lesson proceeds without interruption.
is not endemic.
disorderly classroom environment.
know the major risks they
understand unsafe situations very
understand how to keep
do not understand risk and may
face and reflect this in their
clearly and are highly aware how to keep
endanger themselves or others.
themselves and others safe (inc
“Give more support for the more able; improve the pace of the lesson”.
“Differentiate with questioning to create challenge”.