JPS Appraisal System - Process flow

1. Initial
Lesson
Observation
and Feedback
2. Self
Reflection
3. Pupil
Progress
Target Setting
4. Draft
Personal
Action Plan
5. Appraisal
Meeting 1
6. Personal
Action Plan
complete
7.
Professional
Development
and Actions
8. Appraisal
meeting 2 -
including Pupil
Progress
Meeting 2 -
December
9. Lesson
Observation 2
- Early T3
10. Pupil
Progress
Meeting 3
11. Appraisal
Meeting 3
Name Helen Green
Appraiser Dave Baldwin
Reflections on previous year's
objectives/targets
My targets were to lead children to achieve highly and gain a keen interest inevents such as the World Scholar's Cup,
Debating and the MUN in order to encompass the GEMs core values of Global Citizenship, Pursuing Excellence and
Growing by Learning. 15 students qualfied for the GLobal WSC and of these 9 attended the event in Singapore. In
addition JPS won 80% of the medals in the primary round of the WSC. Whilst in Readin we came joint first in the
Strengths
Understanding of the needs and challenges of G and T students and organisation of extra out of class provision
through competitions. Ensuring Higher Order Thinking Skills are used in all GT sessions and encouraging all teachers
to use these skills too.
Possible areas of development
and interest
To develop as an outstanding practitioner in Gifted and Talented Support particularly in class support and higher
order thinking skills and Mark Treadwell brain learning) To further develop out of class experiences for pupils at JPS.
( More competitions led by JPS and facilitating competitions by other schools)
Aspirations including timeline
To instill into students a desire to learn and be resilient in the face of challenges and to encompass a wide range of
learning into their daily lives. Time line ongoing. To create an Advanced learning plan in line with Ministry guidelines
and to share and implement its use across all subjects by the end of the academic year.
Self Reflection
Name:
Apprasier:
Focus When? Who? CPD Needed Resources
1
1
2
3
Oct 2014 HG No No P:\Learning and
Teaching\Departments\
Gifted and
Talented\2014-15
3
Nov 14 HG NO No
Strategy/ action
completed
Appraiser:
3 - Contributes effectively to Year Team/Departmental/School Development Plan.
To embody and evidence the GEMs core values in GT sessions Evidence of all 4 Core values in each competition,
through learning, photos, written or verbal
feedback.
To contribute to GT/Enrichment/ Inclusion dept/ school development plan as
required
Write job specification role of Sp En TA
To contribute to GT/Enrichment/ Inclusion dept/ school development plan as
required
Write ALP (Advanced Learning Plan)
Actions and Targets Success/Impact Indicators:
Identify baseline performance data and set ambitious targets All children have ambitious targets in-line with
school expectations. ALP is shared with and
reviewed by the GT children
Pupil Progress meeting to evaluate progress and define intervention in-line with
agreed targets.
Most (75% +) children are making outstanding
progress, with all making 'good', or better
progress.
Personal Development Plan
Purpose: This is an annual document, which is owned and shared by the appraisee. It should
contain actions and impact indicators to be used as the stimulous for all performance related and
professional development activities.
1 - Attainment and Progress outcomes are outstanding - This is based on high quality learning, teaching and assessment,
(Teacher Standards 2013, part 1)
2 - Embodies GEMS Core values and JPS School culture, securing the highest standards of professional conduct (Teacher
Standards 2013 part 2)
Name: Helen Green
Performance Outcomes/Key Performance Indicators (KPI's)
8 7 6 5 4 3 2 1
Progress
Use of Teaching
Assistants
A
S
S
E
S
S
M
E
N
T
Written Feedback and
Marking
Marking is frequent/regular and in-line with the
agreed school policy. It provides very clear
guidelines to pupils on how well they have
achieved and how they can improve their work or
secure their learning, independence and
understanding.
Marking is frequent/regular and in-line with the
agreed whole-school policy. The commentary is
well focused; it is linked to particular standards
and this promotes further learning, independence
and understanding.
Work is marked regularly and clearly. Comments
are related to standards/expectations. They help
build confidence; the majority of these recognise
success and effort.
Learners' work is inadequately marked. The
majority of marking is clerical and about task
completion. In some books, however, it is
sporadic and does not provide guidance to pupils.
A significant number make little, limited or no
progress.
High quality inspirational teaching, which grabs
pupils' imagination quickly and drives learning
forward at pace, stems from the teacher's expert
knowledge of their subject, how to teach it and
how their students learn. Methods enable
pupils/groups to make rapid progress; these
structure/facilitate learning extremely well.
Modelling and facilitation are pitched well.
Specialist terms and skills are used consistently
very well.
Teaching is confident and enthusiastic and the
teacher knows their subject well, how to teach it
and how their students learn. Learning is driven
forward well. Very effective modelling and
facilitation enables different groups to make good
progress. Key terms and skills are taught very well
and their accuracy is reinforced.
Teaching is based in a secure understanding, as
the teacher knows their subject well, how to
teach it and how their students learn, but is not
sufficiently flexible in places. Methods and
activities engage most pupils but do not provide
well-tuned challenge for pupils with differing
ability levels. Teaching approaches do not get all
learners working quickly or keep everyone
productive and engaged.
Teaching shows inadequate understanding, as the
teacher is insecure in their knowledge of subjects
and/or how to teach them. Methods are
mundane, repetitive, lack purpose and do not
sustain interest. Work and facilitation are not
pitched at the right level to engage pupils.
Teaching strategies
very successfully meet
the individual needs of
students. Teachers have
high expectations of all
groups of students and
provide very challenging
work.
Teaching strategies meet the
individual needs of students
well. Teachers have good
expectations of all groups
of students and provide
challenging work.
Teaching strategies
satisfactorily address the
individual needs of students.
Teachers have appropriate
expectations of all groups
of students and provide
appropriate challenge.
Teaching strategies fail
to address the individual
needs of students. Teachers
have low expectations of
all groups of students and
do not provide enough
challenge.
The teacher plans lessons that acknowledge
pupils' capabilities/needs. Teaching focuses more
on delivery rather than impact on learning.
Expectations are not sufficiently demanding or
clear. The teacher uses resources, other than
textbooks, appropriately to ensure that students
learning is adequate. The learning environment
motivates the students to some extent.
Transitions and lesson phases are adequately
managed. Some lead to a fall in productivity and
in the quality of learning.
Teacher's planning does not structure or facilitate
learning very well. Pupils are not provided with
enough opportunities to practise their skills, to be
actively engaged in their learning or to experience
sufficient challenge. The teacher does not use
resources well enough to ensure that students
learning is adequate. Time is not used efficiently.
The learning environment is bleak and
uninspiring.
The teachers interactions with students ensure
they are always active participants in achieving
meaningful and relevant learning. The teacher
regularly listens acutely to, carefully observes and
skillfully questions pupils. There is high quality
dialogue which is about progress and constructive
verbal feedback. Pupils routinely respond to this
information. Consequently, students make
excellent progress.
L
E
A
R
N
I
N
G
Key Aspects
Students cannot find things out for themselves
and lack skills in technology to support their
learning. Critical thinking skills are
underdeveloped.
Lesson fails to catch learners' interest and
enthusiasm. Students rarely work without
supervision or constant teacher direction. They
are easily distracted and rarely reflect on their
learning to evaluate their strengths and
weaknesses. They do not understand what it is to
be learnt and do not know how to improve their
work.
They communicate their learning well to others.
Most collaborate well in a range of learning
situations to achieve. Pupils' behaviour and
attitudes contribute to their good learning; there
is a positive environment. Partner/group work are
consistently effective.
They can discuss and explain their learning to
others clearly. They are able to work productively
in groups. Pupils behave so learning proceeds and
time is not wasted. They understand what is
expected of them. Partner/group work are
hesitant.
They find it difficult to discuss their learning and
are unable to collaborate effectively in groups.
Greater effort is exerted on managing behaviour
that inhibits progress or wellbeing on more than
isolated occasions. There is little or no effective
partner or group work.
Students make clear connections with other
learning and relate these well to the real world.
Students rarely make connections with other
learning and do not relate their learning to the
real world.
Students make a few connections between new
and previous learning and do not relate learning
enough to the real world.
Most students find things out for themselves and
use technology to support their learning. Critical
thinking skills are a common feature of learning.
Students occasionally find things out for
themselves. They use technology in limited ways
to support their learning. Critical thinking skills
are a developing feature of learning.
Students make meaningful connections with other
learning and use these to deepen their
understanding.
Application of learning
to the real world and
making connections
between areas of
learning
Students are independent, reflective learners.
They find things out from a variety of different
sources and use technology effectively to support
their learning. Critical thinking skills are an
intrinsic part of learning.
Enquiry, research and
critical thinking skills,
including use of
technology
The teacher's interactions with students ensure
they are active participants in achieving
meaningful and relevant learning. The teacher
actively listens to and observes pupils; they notice
what is happening and respond, e.g. by asking
specific questions to make learners think. They
reshape tasks or explanations and give pupils clear
feedback/challenge. Consequently, students make
good progress.
Teaching occasionally results in student
participation that is not active enough. Pupils
receive feedback on their work. At times,
assessment is not focused well enough to help
pupils to improve or secure their learning, e.g.
teacher-pupil feedback does not ask learners to
qualify their responses and thinking.
Consequently, students only make steady
progress.
Teaching regularly results in student participation
that is too passive. Feedback comments are too
general; dialogue and feedback are not specific
enough to help pupils improve. Mistakes,
inaccuracies and misconceptions are infrequently
checked. Consequently, students make too little
progress.
The teacher plans well-organised, logically
sequenced and purposeful lessons imaginatively.
Teaching is based on high expectations; it foresees
difficulties; and work provides realistic challenge.
The teacher provides an interesting learning
environment and uses time and resources
effectively to enable students to learn
successfully. Transitions and lesson phases, e.g.
plenary, question and answer sessions, etc. are
managed well and pupils moved on briskly and
appropriately.
The teacher plans imaginative lessons that have a
clear vision and consistently high expectations.
Objectives/success criteria are precise,
challenging and shared; these promote higher
order thinking. Teachers provide an inspiring
learning environment and use time and resources
creatively to enable students to learn very
successfully. Highly effective use of phases, e.g.
plenaries, question and answer sessions, etc., time
and activities ensure learners are challenged.
Transitions are managed very well.
The development of enquiry, reflection and
critical thinking skills is a priority
The development of enquiry, reflection and
critical thinking skills is inconsistent.
There is little development of enquiry, reflection
and critical thinking skills.
Well-directed TA supports learning very
effectively, including when the teacher is
facilitating from the front, through effective
questioning and tailored support.
TAs support learning throughout the lesson. Even
when the teacher is leading from the front the TA
is active and vigilant.
TAs contribute well to pupils' learning. There may
be some times, such as when the teacher is
leading from the front, when they are not active.
TA is not used effectively to support learning.
The development of enquiry, reflection and
critical thinking skills is the norm.
T
E
A
C
H
I
N
G
Teachers knowledge of
their subjects, how
they are learned and
pitch
The promotion of
critical thinking,
reflection and
independent learning
Teaching strategies to
meet the needs of all
groups of students
Teacherstudent
interactions including
the use of dialogue and
questions
Lesson planning, the
learning environment
and the use of time and
resources
Most learners make considerably better progress
than might be expected
Unsatisfactory (1)
Students engagement
in and responsibility for
their own learning
Learners are engrossed. They show consistently
high levels of enjoyment and productivity and
take responsibility for their own learning in
sustained ways. They focus well and reflect on
their learning to evaluate their strengths and
weaknesses accurately. Most act on them in order
to improve.
Students interactions,
collaboration and
behaviour
Students have positive attitudes to learning and
enjoy participating in suitable activities. They
understand what to do and can work for short
periods without teacher intervention. Although
they may be passive in their learning, students
know what they have learned and how to improve
their work.
Students are enthused, work productively and
take responsibility for their own learning. They
discuss work confidently and are aware of their
strengths and weaknesses and take steps to
improve. Pupils are busy and challenged
throughout; they know what is expected.
Outstanding (4) Good (3) Acceptable (2)
Pupils interact confidently and use specialist
terms accurately. They communicate their
learning very clearly, share achievements and
collaborate very effectively in a wide range of
learning situations. Pupils' consistently thoughtful
behaviour is an outstanding factor in their
successful learning. Partner/group work is
constantly strong.
Most learners make good progress Most learners make at least satisfactory progress
8 7 6 5 4 3 2 1
Progress
Use of Teaching
Assistants
A
S
S
E
S
S
M
E
N
T
Written Feedback and
Marking
TA is not used effectively to support learning.
Marking is frequent/regular and in-line with the
agreed school policy. It provides very clear
guidelines to pupils on how well they have
achieved and how they can improve their work or
secure their learning, independence and
understanding.
Marking is frequent/regular and in-line with the
agreed whole-school policy. The commentary is
well focused; it is linked to particular standards
and this promotes further learning, independence
and understanding.
Work is marked regularly and clearly. Comments
are related to standards/expectations. They help
build confidence; the majority of these recognise
success and effort.
Learners' work is inadequately marked. The
majority of marking is clerical and about task
completion. In some books, however, it is
sporadic and does not provide guidance to pupils.
Teaching regularly results in student participation
that is too passive. Feedback comments are too
general; dialogue and feedback are not specific
enough to help pupils improve. Mistakes,
inaccuracies and misconceptions are infrequently
checked. Consequently, students make too little
progress.
The promotion of
critical thinking,
reflection and
independent learning
The development of enquiry, reflection and
critical thinking skills is the norm.
The development of enquiry, reflection and
critical thinking skills is a priority
The development of enquiry, reflection and
critical thinking skills is inconsistent.
There is little development of enquiry, reflection
and critical thinking skills.
Teaching strategies to
meet the needs of all
groups of students
Teaching strategies
very successfully meet
the individual needs of
students. Teachers have
high expectations of all
groups of students and
provide very challenging
work.
Teaching strategies meet the
individual needs of students
well. Teachers have good
expectations of all groups
of students and provide
challenging work.
Teaching strategies
satisfactorily address the
individual needs of students.
Teachers have appropriate
expectations of all groups
of students and provide
appropriate challenge.
Teaching strategies fail
to address the individual
needs of students. Teachers
have low expectations of
all groups of students and
do not provide enough
challenge.
T
E
A
C
H
I
N
G
Teachers knowledge of
their subjects, how
they are learned and
pitch
High quality inspirational teaching, which grabs
pupils' imagination quickly and drives learning
forward at pace, stems from the teacher's expert
knowledge of their subject, how to teach it and
how their students learn. Methods enable
pupils/groups to make rapid progress; these
structure/facilitate learning extremely well.
Modelling and facilitation are pitched well.
Specialist terms and skills are used consistently
very well.
Teaching is confident and enthusiastic and the
teacher knows their subject well, how to teach it
and how their students learn. Learning is driven
forward well. Very effective modelling and
facilitation enables different groups to make good
progress. Key terms and skills are taught very well
and their accuracy is reinforced.
Teaching is based in a secure understanding, as
the teacher knows their subject well, how to
teach it and how their students learn, but is not
sufficiently flexible in places. Methods and
activities engage most pupils but do not provide
well-tuned challenge for pupils with differing
ability levels. Teaching approaches do not get all
learners working quickly or keep everyone
productive and engaged.
Teacherstudent
interactions including
the use of dialogue and
questions
The teachers interactions with students ensure
they are always active participants in achieving
meaningful and relevant learning. The teacher
regularly listens acutely to, carefully observes and
skillfully questions pupils. There is high quality
dialogue which is about progress and constructive
verbal feedback. Pupils routinely respond to this
information. Consequently, students make
excellent progress.
The teacher's interactions with students ensure
they are active participants in achieving
meaningful and relevant learning. The teacher
actively listens to and observes pupils; they notice
what is happening and respond, e.g. by asking
specific questions to make learners think. They
reshape tasks or explanations and give pupils clear
feedback/challenge. Consequently, students make
good progress.
Teaching occasionally results in student
participation that is not active enough. Pupils
receive feedback on their work. At times,
assessment is not focused well enough to help
pupils to improve or secure their learning, e.g.
teacher-pupil feedback does not ask learners to
qualify their responses and thinking.
Consequently, students only make steady
progress.
Well-directed TA supports learning very
effectively, including when the teacher is
facilitating from the front, through effective
questioning and tailored support.
TAs support learning throughout the lesson. Even
when the teacher is leading from the front the TA
is active and vigilant.
TAs contribute well to pupils' learning. There may
be some times, such as when the teacher is
leading from the front, when they are not active.
Teaching shows inadequate understanding, as the
teacher is insecure in their knowledge of subjects
and/or how to teach them. Methods are
mundane, repetitive, lack purpose and do not
sustain interest. Work and facilitation are not
pitched at the right level to engage pupils.
Lesson planning, the
learning environment
and the use of time and
resources
The teacher plans imaginative lessons that have a
clear vision and consistently high expectations.
Objectives/success criteria are precise,
challenging and shared; these promote higher
order thinking. Teachers provide an inspiring
learning environment and use time and resources
creatively to enable students to learn very
successfully. Highly effective use of phases, e.g.
plenaries, question and answer sessions, etc., time
and activities ensure learners are challenged.
Transitions are managed very well.
The teacher plans well-organised, logically
sequenced and purposeful lessons imaginatively.
Teaching is based on high expectations; it foresees
difficulties; and work provides realistic challenge.
The teacher provides an interesting learning
environment and uses time and resources
effectively to enable students to learn
successfully. Transitions and lesson phases, e.g.
plenary, question and answer sessions, etc. are
managed well and pupils moved on briskly and
appropriately.
The teacher plans lessons that acknowledge
pupils' capabilities/needs. Teaching focuses more
on delivery rather than impact on learning.
Expectations are not sufficiently demanding or
clear. The teacher uses resources, other than
textbooks, appropriately to ensure that students
learning is adequate. The learning environment
motivates the students to some extent.
Transitions and lesson phases are adequately
managed. Some lead to a fall in productivity and
in the quality of learning.
Teacher's planning does not structure or facilitate
learning very well. Pupils are not provided with
enough opportunities to practise their skills, to be
actively engaged in their learning or to experience
sufficient challenge. The teacher does not use
resources well enough to ensure that students
learning is adequate. Time is not used efficiently.
The learning environment is bleak and
uninspiring.
Students are independent, reflective learners.
They find things out from a variety of different
sources and use technology effectively to support
their learning. Critical thinking skills are an
intrinsic part of learning.
Most students find things out for themselves and
use technology to support their learning. Critical
thinking skills are a common feature of learning.
Students occasionally find things out for
themselves. They use technology in limited ways
to support their learning. Critical thinking skills
are a developing feature of learning.
Students cannot find things out for themselves
and lack skills in technology to support their
learning. Critical thinking skills are
underdeveloped.
Application of learning
to the real world and
making connections
between areas of
learning
Students make meaningful connections with other
learning and use these to deepen their
understanding.
Students make clear connections with other
learning and relate these well to the real world.
Students make a few connections between new
and previous learning and do not relate learning
enough to the real world.
Students rarely make connections with other
learning and do not relate their learning to the
real world.
Outstanding (4) Good (3) Acceptable (2) Unsatisfactory (1)
Key Aspects
L
E
A
R
N
I
N
G
Most learners make considerably better progress
than might be expected
Most learners make good progress Most learners make at least satisfactory progress
A significant number make little, limited or no
progress.
Students interactions,
collaboration and
behaviour
Pupils interact confidently and use specialist
terms accurately. They communicate their
learning very clearly, share achievements and
collaborate very effectively in a wide range of
learning situations. Pupils' consistently thoughtful
behaviour is an outstanding factor in their
successful learning. Partner/group work is
constantly strong.
They communicate their learning well to others.
Most collaborate well in a range of learning
situations to achieve. Pupils' behaviour and
attitudes contribute to their good learning; there
is a positive environment. Partner/group work are
consistently effective.
They can discuss and explain their learning to
others clearly. They are able to work productively
in groups. Pupils behave so learning proceeds and
time is not wasted. They understand what is
expected of them. Partner/group work are
hesitant.
They find it difficult to discuss their learning and
are unable to collaborate effectively in groups.
Greater effort is exerted on managing behaviour
that inhibits progress or wellbeing on more than
isolated occasions. There is little or no effective
partner or group work.
Students engagement
in and responsibility for
their own learning
Learners are engrossed. They show consistently
high levels of enjoyment and productivity and
take responsibility for their own learning in
sustained ways. They focus well and reflect on
their learning to evaluate their strengths and
weaknesses accurately. Most act on them in order
to improve.
Students are enthused, work productively and
take responsibility for their own learning. They
discuss work confidently and are aware of their
strengths and weaknesses and take steps to
improve. Pupils are busy and challenged
throughout; they know what is expected.
Students have positive attitudes to learning and
enjoy participating in suitable activities. They
understand what to do and can work for short
periods without teacher intervention. Although
they may be passive in their learning, students
know what they have learned and how to improve
their work.
Lesson fails to catch learners' interest and
enthusiasm. Students rarely work without
supervision or constant teacher direction. They
are easily distracted and rarely reflect on their
learning to evaluate their strengths and
weaknesses. They do not understand what it is to
be learnt and do not know how to improve their
work.
Enquiry, research and
critical thinking skills,
including use of
technology
8 7 6 5 4 3 2 1
Progress
Use of Teaching
Assistants
A
S
S
E
S
S
M
E
N
T
Written Feedback and
Marking
TA is not used effectively to support learning.
Marking is frequent/regular and in-line with the
agreed school policy. It provides very clear
guidelines to pupils on how well they have
achieved and how they can improve their work or
secure their learning, independence and
understanding.
Marking is frequent/regular and in-line with the
agreed whole-school policy. The commentary is
well focused; it is linked to particular standards
and this promotes further learning, independence
and understanding.
Work is marked regularly and clearly. Comments
are related to standards/expectations. They help
build confidence; the majority of these recognise
success and effort.
Learners' work is inadequately marked. The
majority of marking is clerical and about task
completion. In some books, however, it is
sporadic and does not provide guidance to pupils.
Teaching regularly results in student participation
that is too passive. Feedback comments are too
general; dialogue and feedback are not specific
enough to help pupils improve. Mistakes,
inaccuracies and misconceptions are infrequently
checked. Consequently, students make too little
progress.
The promotion of
critical thinking,
reflection and
independent learning
The development of enquiry, reflection and
critical thinking skills is the norm.
The development of enquiry, reflection and
critical thinking skills is a priority
The development of enquiry, reflection and
critical thinking skills is inconsistent.
There is little development of enquiry, reflection
and critical thinking skills.
Teaching strategies to
meet the needs of all
groups of students
Teaching strategies
very successfully meet
the individual needs of
students. Teachers have
high expectations of all
groups of students and
provide very challenging
work.
Teaching strategies meet the
individual needs of students
well. Teachers have good
expectations of all groups
of students and provide
challenging work.
Teaching strategies
satisfactorily address the
individual needs of students.
Teachers have appropriate
expectations of all groups
of students and provide
appropriate challenge.
Teaching strategies fail
to address the individual
needs of students. Teachers
have low expectations of
all groups of students and
do not provide enough
challenge.
T
E
A
C
H
I
N
G
Teachers knowledge of
their subjects, how
they are learned and
pitch
High quality inspirational teaching, which grabs
pupils' imagination quickly and drives learning
forward at pace, stems from the teacher's expert
knowledge of their subject, how to teach it and
how their students learn. Methods enable
pupils/groups to make rapid progress; these
structure/facilitate learning extremely well.
Modelling and facilitation are pitched well.
Specialist terms and skills are used consistently
very well.
Teaching is confident and enthusiastic and the
teacher knows their subject well, how to teach it
and how their students learn. Learning is driven
forward well. Very effective modelling and
facilitation enables different groups to make good
progress. Key terms and skills are taught very well
and their accuracy is reinforced.
Teaching is based in a secure understanding, as
the teacher knows their subject well, how to
teach it and how their students learn, but is not
sufficiently flexible in places. Methods and
activities engage most pupils but do not provide
well-tuned challenge for pupils with differing
ability levels. Teaching approaches do not get all
learners working quickly or keep everyone
productive and engaged.
Teacherstudent
interactions including
the use of dialogue and
questions
The teachers interactions with students ensure
they are always active participants in achieving
meaningful and relevant learning. The teacher
regularly listens acutely to, carefully observes and
skillfully questions pupils. There is high quality
dialogue which is about progress and constructive
verbal feedback. Pupils routinely respond to this
information. Consequently, students make
excellent progress.
The teacher's interactions with students ensure
they are active participants in achieving
meaningful and relevant learning. The teacher
actively listens to and observes pupils; they notice
what is happening and respond, e.g. by asking
specific questions to make learners think. They
reshape tasks or explanations and give pupils clear
feedback/challenge. Consequently, students make
good progress.
Teaching occasionally results in student
participation that is not active enough. Pupils
receive feedback on their work. At times,
assessment is not focused well enough to help
pupils to improve or secure their learning, e.g.
teacher-pupil feedback does not ask learners to
qualify their responses and thinking.
Consequently, students only make steady
progress.
Well-directed TA supports learning very
effectively, including when the teacher is
facilitating from the front, through effective
questioning and tailored support.
TAs support learning throughout the lesson. Even
when the teacher is leading from the front the TA
is active and vigilant.
TAs contribute well to pupils' learning. There may
be some times, such as when the teacher is
leading from the front, when they are not active.
Teaching shows inadequate understanding, as the
teacher is insecure in their knowledge of subjects
and/or how to teach them. Methods are
mundane, repetitive, lack purpose and do not
sustain interest. Work and facilitation are not
pitched at the right level to engage pupils.
Lesson planning, the
learning environment
and the use of time and
resources
The teacher plans imaginative lessons that have a
clear vision and consistently high expectations.
Objectives/success criteria are precise,
challenging and shared; these promote higher
order thinking. Teachers provide an inspiring
learning environment and use time and resources
creatively to enable students to learn very
successfully. Highly effective use of phases, e.g.
plenaries, question and answer sessions, etc., time
and activities ensure learners are challenged.
Transitions are managed very well.
The teacher plans well-organised, logically
sequenced and purposeful lessons imaginatively.
Teaching is based on high expectations; it foresees
difficulties; and work provides realistic challenge.
The teacher provides an interesting learning
environment and uses time and resources
effectively to enable students to learn
successfully. Transitions and lesson phases, e.g.
plenary, question and answer sessions, etc. are
managed well and pupils moved on briskly and
appropriately.
The teacher plans lessons that acknowledge
pupils' capabilities/needs. Teaching focuses more
on delivery rather than impact on learning.
Expectations are not sufficiently demanding or
clear. The teacher uses resources, other than
textbooks, appropriately to ensure that students
learning is adequate. The learning environment
motivates the students to some extent.
Transitions and lesson phases are adequately
managed. Some lead to a fall in productivity and
in the quality of learning.
Teacher's planning does not structure or facilitate
learning very well. Pupils are not provided with
enough opportunities to practise their skills, to be
actively engaged in their learning or to experience
sufficient challenge. The teacher does not use
resources well enough to ensure that students
learning is adequate. Time is not used efficiently.
The learning environment is bleak and
uninspiring.
Students are independent, reflective learners.
They find things out from a variety of different
sources and use technology effectively to support
their learning. Critical thinking skills are an
intrinsic part of learning.
Most students find things out for themselves and
use technology to support their learning. Critical
thinking skills are a common feature of learning.
Students occasionally find things out for
themselves. They use technology in limited ways
to support their learning. Critical thinking skills
are a developing feature of learning.
Students cannot find things out for themselves
and lack skills in technology to support their
learning. Critical thinking skills are
underdeveloped.
Application of learning
to the real world and
making connections
between areas of
learning
Students make meaningful connections with other
learning and use these to deepen their
understanding.
Students make clear connections with other
learning and relate these well to the real world.
Students make a few connections between new
and previous learning and do not relate learning
enough to the real world.
Students rarely make connections with other
learning and do not relate their learning to the
real world.
Outstanding (4) Good (3) Acceptable (2) Unsatisfactory (1)
Key Aspects
L
E
A
R
N
I
N
G
Most learners make considerably better progress
than might be expected
Most learners make good progress Most learners make at least satisfactory progress
A significant number make little, limited or no
progress.
Students interactions,
collaboration and
behaviour
Pupils interact confidently and use specialist
terms accurately. They communicate their
learning very clearly, share achievements and
collaborate very effectively in a wide range of
learning situations. Pupils' consistently thoughtful
behaviour is an outstanding factor in their
successful learning. Partner/group work is
constantly strong.
They communicate their learning well to others.
Most collaborate well in a range of learning
situations to achieve. Pupils' behaviour and
attitudes contribute to their good learning; there
is a positive environment. Partner/group work are
consistently effective.
They can discuss and explain their learning to
others clearly. They are able to work productively
in groups. Pupils behave so learning proceeds and
time is not wasted. They understand what is
expected of them. Partner/group work are
hesitant.
They find it difficult to discuss their learning and
are unable to collaborate effectively in groups.
Greater effort is exerted on managing behaviour
that inhibits progress or wellbeing on more than
isolated occasions. There is little or no effective
partner or group work.
Students engagement
in and responsibility for
their own learning
Learners are engrossed. They show consistently
high levels of enjoyment and productivity and
take responsibility for their own learning in
sustained ways. They focus well and reflect on
their learning to evaluate their strengths and
weaknesses accurately. Most act on them in order
to improve.
Students are enthused, work productively and
take responsibility for their own learning. They
discuss work confidently and are aware of their
strengths and weaknesses and take steps to
improve. Pupils are busy and challenged
throughout; they know what is expected.
Students have positive attitudes to learning and
enjoy participating in suitable activities. They
understand what to do and can work for short
periods without teacher intervention. Although
they may be passive in their learning, students
know what they have learned and how to improve
their work.
Lesson fails to catch learners' interest and
enthusiasm. Students rarely work without
supervision or constant teacher direction. They
are easily distracted and rarely reflect on their
learning to evaluate their strengths and
weaknesses. They do not understand what it is to
be learnt and do not know how to improve their
work.
Enquiry, research and
critical thinking skills,
including use of
technology
Teachers Standards
Preamble
Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and
integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in
the best interests of of their pupils.
Part One: Teaching
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils
establish a safe and stimulating environment for pupils, rooted in mutual respect
set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils
be accountable for pupils attainment, progress and outcomes
be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these
guide pupils to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
encourage pupils to take a responsible and conscientious attitude to their own work and study
3. Demonstrate good subject and curriculum knowledge
have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings
demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist
subject
if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4. Plan and teach well structured lessons
impart knowledge and develop understanding through effective use of lesson time
promote a love of learning and childrens intellectual curiosity
set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these
demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of
development
have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
make use of formative and summative assessment to secure pupils progress
use relevant data to monitor progress, set targets, and plan subsequent lessons
give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in
accordance with the schools behaviour policy
responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the schools behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. Fulfil wider professional responsibilities
make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
communicate effectively with parents with regard to pupils achievements and well-being.
Teachers Standards
Part Two: Personal and Professional Conduct
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour,
1. treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing
proper boundaries appropriate to a teachers professional position.
2. having regard for the need to safeguard pupils well-being, in accordance with statutory provisions.
3. showing tolerance of and respect for the rights of others.
4. not undermining fundamental British and Islamic values, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and beliefs.
5. ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might
lead them to break the law.
6. Teachers must have proper and professional regard for the ethos, policies and practices of the school in
which they teach, and maintain high standards in their own attendance and punctuality.
7. practices of the school in which they teach, and maintain high standards in their own attendance and
punctuality.
8. Teachers must have an understanding of, and always act within, the statutory frameworks which set
out their professional duties and responsibilities.
GEMS Core Values