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  • A Warm Welcome

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Teacher Self-assessment

 You can use this table to decide which aspect(s) of your teaching you would like to prioritise, either through in-class coaching, video coaching or a self-directed professional study.

 

Expectation

Mastery

Planning

(i) Planning follows departmental schemes of work (SOW) and takes into consideration student prior knowledge from the previous year and (ii) breaks down dense, complex learning outcomes into smaller strands of more focused learning. 

(iii) Success criteria make explicit what students need to do to achieve each developmental step. The ‘how you show you have learned it’.

(iv) Lesson planning is designed to help students to progress through ‘learning focused’ tasks.

(v) When technology is used, it is purposefully embedded in learning experiences to enhance learning, revision, research, feedback or communication of ideas.

(vi) Teachers demonstrate a deep understanding of the lesson design and structure with contingencies planned in response to offline simulation.

(vii) SOW or teacher planning includes several key questions to challenge misconceptions, stimulate thought and discussion and probe for depth of understanding.

(viii) Retrieval practice through frequent quizzes, starters and regular testing is used to support knowledge retention. SOW are structured to support distributed practice (also known as spaced practice).

 

(i) Lesson planning takes into account the gaps in students’ knowledge and understanding. (ii) Plans draw on SOW and clearly outline ways to teach and assess the different levels of skill complexity and understanding associated with each learning outcome. Teachers will plan every lesson by breaking down themes in SOW into smaller chunks.

(iii) Students can use taxonomies to create their own developmental steps and corresponding success criteria.

(iv) Teacher planning allows students to extend their learning; this could be through cooperating with others on learning activities.

(v) Students use technology to lead their own personalised learning away from the classroom and then bring back questions and ideas to develop higher order thinking and more advanced learning.

(vi) Teachers have a deep awareness of the lesson content. If appropriate, teachers should prepare alternative pathways that students may explore, drawing upon students’ prior learning and AFL.

(vii) Different levels of questions are planned to ensure higher order thinking and breadth of thought.

(viii) Distributed practice is embedded within the structure of a SOW.  Tests and quizzes that support knowledge retention are scheduled at regular intervals.

Questioning

Teachers ask open questions to extend and develop student thinking and to ensure that students are engaging with their own learning.

Teachers use questioning to establish a motivating context for students to create their own higher order questions to drive learning. Students ask questions and the teacher supports them to refine their thinking to create more sophisticated, higher order questions about big ideas associated with their learning.

Pace and rigour

Classroom structures are in place to ensure student independence, including resources being accessible at all times and students knowing and using strategies to gain support without waiting for the teacher. All students are working within their Zone of Proximal Development for a high proportion of the lesson.

When students consolidate, revise or take the next step in their learning, resources are available to them without them needing to ask the teacher. iPads are used to re-watch instructional videos, resources are at hand to scaffold learning and the classroom climate supports autonomy, ensuring that each student is usually working within their Zone of Proximal Development.

Challenge and engagement

Teachers constantly assess student engagement and respond accordingly to ensure productive, effective learning. Students are engaged in challenging tasks.

Students exhibit ‘flow’ as a result of the teacher continually advancing challenge levels at an individual level.

Differentiation

Differentiation should be visible and designed to stretch all children as well as providing opportunities for the lower performers to catch up with the main lesson objective. Teachers promote growth mindsets through their positive interactions.

Teachers are constantly monitoring students’ needs using assessment as learning, assessment for learning and assessment of learning to ensure that the levels of differentiation are meeting the needs of the class.

Assessment

Formative assessment tasks are used purposefully in each lesson to inform the teacher, guide lesson content and engage students with their own learning.

A spirit of assessment is apparent in all student-teacher interactions, tasks and students’ work.

All students confidently engage in assessment dialogue to improve their work and extend their learning.

Feedback

Written and oral feedback follows the departmental policy and the teacher gives students verbal and/or written instruction to inform the next steps of their learning.

Written and oral feedback is explicit and guides the student towards meaningful next steps in their learning in relation to learning outcomes. The student acts on the feedback and shows excellent progress over time. This is evident in their future work.

Lesson structure

A learning structure (such as P E² A) to ensure learning is progressive.

A hook to stimulate interest, discussion or questioning.

Learning outcomes /success criteria shared, discussed and understood by all students.

Learning structures used to increase on-task discussions and Zone of Proximal Development.

Thoughtful and reflective questioning and formative assessment opportunities. Learning summaries (mini-plenaries) to refresh aims and to provide exemplars. Fluid transitions between tasks so no time is wasted.

Lesson structures are highly responsive to student need and foster student autonomy.

Behaviour for learning

Lessons show that students have strong relationships with self (confident learners), others (behaviour is seen in context) and the curriculum (students value curriculum progress). Communication student-to-student and teacher-to-student is calm, clear, positive and respectful.

There is no need for behavioural intervention as pupils are so engaged in their learning.

Metacognition

Teachers help students to think about the particular strategies they could and do use to learn, and support them in working through different metacognitive phases.

Teachers optimise the conditions to enable students to self­question effectively throughout the metacognitive process and become reflective learners.