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The Action & Development Plan (ADP) The ADP is geared towards making the NQT a reflective practitioner, and NQTs are strongly encouraged to take ownership of this document, or an alternative one throughout their induction period. The ADP should be discussed with the Induction Tutor at all review meetings, and amended/updated accordingly. It is designed to help NQTs make the transition from initial teacher training to their first teaching post, and from their induction year to the first 2-3 years of their career. It should highlight successes and achievements, whilst identifying areas where additional support, experience and development are required. It is not meant to be a time consuming or arduous process, but rather a complement to the first year of teaching, and should be fitted to meet the needs of individual NQTs in individual schools. The ADP should incorporate:
• Between 3 and 5 SMART objectives (agreed by the NQT and the Induction Tutor)
• Action points (for the NQT and any other relevant person) • Target dates (which are realistic) • Review dates (for the coming term)
The Role of the Induction Tutor/Mentor
• Discuss the ADP with the NQT in the first few weeks of term to ascertain priorities, and encourage the NQT to amend any targets set whilst completing ITT
• Help the NQT to set objectives (and avoid ‘to do’ lists) NB The Career Entry & Development Profile (CEDP) is no longer mandatory, but may have been completed by the NQT to Transition Point 1 (the end of ITT) before induction begins.
NQT AT RISK: AN ACTION PLAN FOR IMPROVEMENT
Action plan NQT at risk 2012-13
INTRODUCTION
This action plan is designed to be used by Induction Tutors and Subject/Key Stage Mentors either in IStip clinic sessions or as a self-help tool in a real school setting.
It can be completed by an individual Tutor or Mentor or, more helpfully, in partnership with a colleague or in a small group. It may prove helpful to involve the NQT in considering some of the questions.
There are a few prompts but no suggested answers. The boxes are for you to put your responses into words and explore them a little so be specific and clear if you can; recognise when you are being general and ask yourself why that is.
Action plan NQT at risk 2012-13 2 | P a g e
How do we identify the problem(s) more thoroughly?
Think about my NQT; identify the Standard(s) towards which progress is not being made _________________
• what evidence led me to this conclusion?
• what have others seen / heard / told me that supports the conclusion that satisfactory progress is not being made? (be
as specific as possible – what exactly did they see/hear? when and where?)
• am I certain that this evidence is secure? If so, why? If not, why not? What evidence of progress may the NQT produce
if I say that I believe that satisfactory progress is not being made?
• have there been occasions when progress has been made or when the adverse signs have not been present?
Is the NQT aware of my concern?
• if not, why not and what steps need to be taken? Why not?
What steps now?
• if the NQT is aware, does he/she agree with me? if not, why might this be?
• is IStip aware of my concerns? (if not, I need to phone and tell them!)
How do we clarify expectations?
Action plan NQT at risk 2012-13 3 | P a g e
Considering the same NQT and the problems I have already identified
• how do I describe the behaviour, action or characteristic I am looking for?
• why am I looking for this? what will be the benefit to NQT or to others? Why?
What benefit?
• can I explain how the behaviour / characteristic I’m seeking is linked to the Standards ? What are the Standards? How is the behaviour/characteristic I’m looking for linked?
• what has the NQT got to do to produce this behaviour, action or characteristic? Have I told him/her?
• can I break down what the NQT has to do into SMART objectives to share with him/her?
• what practical advice can I give that might help the NQT to start making progress?
• what support might the NQT want or need in order to meet these new objectives? Have I asked him/her?
What is meant by ‘additional monitoring and support’?
Bearing in mind the existing support structures and monitoring in place for this NQT…
Action plan NQT at risk 2012-13 4 | P a g e
• would additional lesson observations be helpful in addressing the situation? if so who could do them and join the support team (if they are not already part of it)?
• what training might additional support colleagues require?
• if lesson observations won’t help, what might? training (with whom?)? more one-to-one time with me or KSM or HoD or an additional mentor conscripted for this purpose?
• what regular meetings with the NQT are currently taking place as part of the existing support who with?
how often?
timetabled?
is that time protected?
• could any of the current arrangements be improved upon to make them more effective? be specific
• have I got sufficient time for (more) support meetings with the NQT? if not could time be made? What are the key points to make to the Head?
• can I suggest any changes to the NQT’s timetable, duties, commitments, etc that might help him/her to make the required progress?
I need to be clear exactly what the changes are, why they might help and what I would expect from the NQT if they were implemented - make things SMART!
Now consider the NQT’s obligations1
What is the evidence that the NQT is (or is not) … • …providing evidence of his/her own progress against the Standards?
1 See Section 5.2 of Statutory Guidance …..
Action plan NQT at risk 2012-13 5 | P a g e
• …participating fully in the agreed monitoring and development programme?
• …using the reduced timetable allowance effectively?
• …keeping track of lesson observations, progress reviews and assessments?
• … recording his/her objectives/priorities and keeping them under review?
If not, he/she should be; how will I tell him/her? If he/she asks me why this needs to be done what am I going to say convincingly?
What is the evidence that the NQT is (or is not) … • …participating effectively in lesson observations?
• …participating fully in progress reviews?
If not, how do I know? What are my criteria for full and effective participation in these activities?
How might the NQT benefit if his/her participation was improved as I suggest?
Is the NQT actively engaging in the process of Induction? If not, how could he/she be encouraged to change? What do I mean by ‘actively engaging’ – what are the criteria? what are the signs I look for?
Induction Action/Development Plan (ADP) 2012-13
Use additional sheets for additional areas for development and the objectives within those areas. As objectives are met, indicate this fact and keep completed sheet(s) as evidence Action/Development Plan 2012-13
NQT: (name) Induction Tutor / Mentor: (name)
Sheet No:
Areas for Development – linked to Teachers’ Standards
Objectives within this area for development
By when do you hope to see evidence of progress?
Support arrangements –
activities, people to help you achieve progress
Success criteria – what are you looking for?
Reviewed – initials, dates
Content/Structure of Assessment Forms 2012-2013
Assessment form content - Aide memoire 2012-13
It is essential that the Assessment Form Template is used for drafting the Assessment Form. The template contains reminders about what is required in the form.
1. Overall judgement
How well is the NQT doing?
2. Evidence of progress within and between assessment periods
What key progress has been made this term/period, and from the last assessment
period, towards meeting the NQT’s previous objectives?
3. Reference to evidence
How do you know this progress (or lack of progress) has been made? Any progress
identified must be supported by specific evidence.
4. Reference to the Teachers’ Standards (Part 1)
All of them in every assessment form, by number.
5. Particular Strengths
Identify any key areas of strength, backed up by specific evidence
6. Areas for (further) development/objectives
Ditto. These may be areas of relative inexperience, and/or weaknesses and/or areas that
a more experienced NQT has identified as the next step in their professional
development pathway.
Objectives should be copied from the NQT’s action/development plan and quoted in the
Assessment Form. Objectives should be reviewed and updated at every Professional
Progress Review meeting.
7. Part 2: Personal & Professional Conduct
Should be commented upon, and evidence cited
8. NQT comment on the assessment
After the assessment has been written the NQT must add a reflective, analytical
commentary on their own progress with reference to the Standards and their own
objectives.
Assessment meeting agenda 2012-13
Agenda/Record sheet for Formal Assessment Meeting 2012 - 13 Term/period: 1st 2nd 3rd Agenda
Purpose - for the term/period just completed, • consider the progress made against the Teachers’ Standards, as identified during the last two Professional
Progress Reviews • draft the Assessment Form using the IStip template and (a) identify key evidence of strengths/progress; (b)
identify/agree areas for development and/or targets • ensure the draft is considered by all parties and amended if necessary • review the Personal and Professional Conduct of the NQT (part 2 of the Teachers’ Standards) • review the support/monitoring programme and other Induction activities that have taken place
Assessment Form Part 1: Teaching
Professional Progress Review records Discussed Yes / No
Draft Assessment Form – evidence of strengths/progress and areas for development/targets identified Yes / No
Evidence to be added or amended Discussed Yes / No
NQT’s comments Discussed Yes / No
Assessment form part 2: Personal and Professional Conduct The NQT upholds public trust in the profession and maintains high standards of ethics and behaviour, within and outside the school Discussed Yes / No
The NQT has proper and professional regard for the ethics, policies and practices of the school in which they teach, and maintains high standards in their own attendance and punctuality Discussed Yes / No
The NQT has an understanding of, and always acts within, the statutory frameworks which set out their professional duties and responsibilities Discussed Yes / No
Additional questions Number of days served in this induction period Days completed Days absent
10% timetable reduction received Yes / No
Regular Professional Progress Reviews have taken place Yes / No
NQT is familiar with the Teachers’ Standards Yes / No
Number of formal observations of NQT’s teaching during this term/period, with self-evaluation and written notes of feedback given Number Evidence on file Yes / No
Number of lessons that the NQT has observed and discussed Number Evidence on file Yes / No
Regular minuted meetings have taken place Yes / No Evidence on file Yes / No
NQT has attended IStip Regional Meeting Yes / No
Other support and monitoring arrangements in place / identified Yes / No
Any other matters to record
Date of meeting: Signed: IT Signed: NQT
NQT monitoring and assessment audit trail 2012-13
e audit trail 2012-13
Name of NQT Dept / Key Stage Mentor / Tutor Date of registration
Lesson observations completed by Mentor / Tutor date class Focus of observation Feedback
meeting held
Signed NQT
Signed IT/SM
Dates
1 2 3 4 5 6 7 8 9
Autumn term / Induction period 1 Induction activities Signed
NQT Signed IT/SM
Dates
1 Developmental objectives agreed 2 Monitoring/support programme for term agreed 3 Regular meetings organised and held 4 Progress review meeting held; objectives reviewed 5 Progress review meeting held; objectives reviewed 6 Assessment meeting – form discussed; NQT comments added 7 Completed assessment signed and submitted to IStip
Spring term / Induction period 2 Induction activities Signed
NQT Signed IT/SM
Dates
1 Monitoring/support programme for term agreed 2 Regular meetings held 3 Progress review meeting held; objectives reviewed 4 Progress review meeting held; objectives reviewed 5 Assessment meeting – form discussed; NQT comments added 6 Completed assessment signed and submitted to IStip
Summer term / Induction period 3 Induction activities Signed
NQT Signed IT/SM
Dates
1 Monitoring/support programme for term agreed 2 Regular meetings held 3 Progress review meeting held; objectives reviewed 4 Progress review meeting held; objectives reviewed 5 Assessment meeting – form discussed; NQT comments added 6 Completed assessment signed and submitted to IStip
Additional Induction activities (eg lesson observations by NQT) undertaken and discussed Activity Signed
NQT Signed IT/SM
Dates
1 2 3 4 5
Guidance to Writing the Assessment Form Introduction Assessment forms have three functions:
1. They are a record of the assessment, by the school/Induction Tutor, of the NQT’s progress towards meeting the Standards.
2. They are evidence that the Induction procedures and processes have been conducted in accordance with Statutory Guidance.
3. They are the basis upon which the Teacher Induction Panel judges whether or not the NQT has met the Standards.
The content of these forms must help to fulfil these functions. All forms are read by an IStip officer before being passed on to Panel for approval. If a form does not satisfy the requirements as outlined above it may be returned to the school for amendment or for clarification. This will generally happen within twenty working days after receipt. At the Onset of Induction Ensure you have made key staff aware of the need to provide evidence for the summative termly assessment of NQTs. These people are likely to be subject or key stage mentors, but could also be pastoral and co-curricular staff, (other) members of the SMT, support staff, and the Head. They will need to be aware of the Standards. Before the Assessment meeting/end of period Review meeting Gather all evidence together in advance from all sources: while lesson observations and minutes of review meetings will form the core of this, other types of information can and should constitute part of the evidence base.
• Feedback from a head of year • Feedback from staff involved in co-curricular activities • Parents’ meetings feedback • The NQT’s use of targets and self evaluation
Use the meeting to confirm progress against the standards to date, and targets for the following term. When Completing the Form For Part I - Teaching For each Part I Standard (all 8 of which must be explicitly referenced in each assessment form):
• the school should make a clear overall statement about the NQT’s progress towards meeting the relevant Standard;
• this should be supported with specific evidence ( see notes below) illustrating how/how far the NQT is doing this
• the NQT’s particular strengths should be highlighted (see notes below)
For Part I, overall, in each assessment form: • areas for development (whether weaknesses or areas where greater experience is needed)
and targets set (copied from the action/development plan [ADP]) should be included (see notes below)
Notes Evidence:
• should cite brief details of real evidence to endorse judgements rather than generalisations such as, ‘as seen in lesson observations’;
• should, where appropriate, refer to particular lessons, dates, activities; • may include reference to observations/comments made by other colleagues, pupils or
parents reflecting the quality of the NQT’s work.
Strengths: • can be recognised by consistently good practice or by individual instances of particular note; • should make clear what the NQT does well and its significance for the pupils.
If current strengths have arisen from previous areas of development this should be made clear. Areas for development may relate to:
• Standards that will take some time to meet fully in the NQT’s current role and context; • areas of inexperience or current weakness ; • developing further a quality already identified as a strength.
Areas for development:
• will have been agreed between the IT and NQT, and should be recorded on the ADP; • may relate to one or more Standard; • should have clear and relevant context, so may include a brief explanation of the reasons
and/or expected outcomes.
Targets • should be real objectives (not merely tasks or ‘to dos’); • should relate to an area for development; • may include a brief comment about how the target is expected to be achieved; • are likely to relate to individual Standards.
In any section of the form reference should be made, where appropriate, to induction activities, and/or support (eg regular meetings with the IT or SM, self evaluations, progress reviews) where these have particularly helped to identify or solve problems, to clarify objectives or to endorse success. For Part II – Personal & Professional Conduct A statement/paragraph, backed by evidence should be made for each of the 3 main headings:
• The NQT upholds public trust in the profession and maintains high standards of ethics and behaviour, within and outside the school;
• The NQT has proper and professional regard for the ethics, policies and practices of the school in which they teach and maintains high standards in their own attendance and punctuality;
• The NQT has an understanding of, and always acts within, the statutory frameworks which set out their professional duties and responsibilities.
Quick checklist after drafting the assessment
• Does the report convey a sense of assessment? • Is it evaluative? • Is the evidence real and specific – will it convince the Panel? • Does the assessment endorse the overall statements about progress? • In the final form – have targets been set for CPD in the coming year?
Please complete all the boxes which precede the main assessment judgement The number of (working, including inset) days served in that induction period, and the number of days absent should be accurately tallied These boxes on the forms indicate the support and monitoring put in place by the school, and as such form a record of the process of induction as laid out in the DfE guidance:
• the statutory 10% timetable remission • the use of the action/development plan • the review and assessment meetings, and the regular meetings • lessons observed of and by the NQT
The NQT Comment – the statutory guidance (2012) requires all NQTs to comment upon their progress during each assessment period; if no comment is made, the form will be returned.
The comment box should be seen as part of the self evaluation process for NQTs. It is a chance for the NQT to reflect on achievement and progress, as well as areas where improvements still need to be made. The comment should:
• make a statement about the progress the NQT believes they are making; • give some evidence to endorse that belief; • give some examples of the impact the NQT’s progress has had on the children they are
teaching; • explain how the support the NQT has received has helped them make progress; • indicate what further support would be welcome in the next period; • in the final assessment form, reflect on the whole induction period, and look forward to the
next 2-3 years of teaching.
It should be written after the NQT has seen the draft form and has had a chance to correct any factual inaccuracies.
The Signatures The assessment form is deemed to be incomplete without the digital signatures of the Head, NQT and Induction Tutor. The Tutor will not be able to sign the form until the NQT has added their comments and signed – the Head then has the final sign-off. Email prompts will be sent to all parties. The form should be completed on-line within 10 working days of the assessment meeting taking place.
A Brief Guide to Observing Lessons NQTs should be observed at least once during each half term (if full time), and therefore, at least 6 times during the course of their induction. These observations should be spread evenly throughout the period, and prior warning of observations should always be given. Observations should last for the entire lesson, although it is practical to agree upon one or two areas of focus beforehand, based around the Standards (unless this is the first observation which is used to diagnose future areas of focus). Oral feedback should be given soon after the lesson and written feedback should accompany this. This feedback should be signed and dated by both the NQT and the induction tutor. The lesson observation notes and feedback MUST make reference to the standards as it is against these that the NQT is judged. An agreed area of focus could concentrate on a few of the standards: the NQT cannot be expected to demonstrate competency in all standards in one lesson. NQTs should be expected to give induction tutors/observers a copy of the lesson plan in advance, and any hand-outs/text books which will be used. After the observation, the NQT will need time to evaluate the lesson, and they are expected to bring a completed self-evaluation form with them to the formal feedback session. It is entirely appropriate for more than one person to observe the NQT teach over the course of the induction year, but all observers should be aware of the Teachers’ Standards, and use the IStip forms.
Observation OF an NQT by a colleague 2012-13
Lesson Observation OF NQT 2012-13 the Teachers’ Standards are printed overleaf
One of the Teachers’ Standards or a particular objective from the NQT’s action/development plan (ADP) should be the focus for the observation. Date of lesson: Observer: Lesson/subject: Year Group/ No of pupils
AGREED FOCUS FOR THE OBSERVATION: Observations relating to the agreed focus, to be discussed with NQT at feedback, linked to Teachers’ Standards (listed overleaf)
Feedback summary
Actions to take forward
NQT has completed a separate self-evaluation sheet Yes / No
Feedback completed: Date Signed: NQT Observer
Teachers’ Standards A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
4 Plan and teach well structured lessons
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
7 Manage behaviour effectively to ensure a good and safe learning environment
8 Fulfil wider professional responsibilities
IStip meetings/evidence funnel, 2012-13
Regular meetings - weekly
Over the course of the term, discuss:
- Lesson observations/NQT self evaluation
- Use of 10% - Inset/Development - Action & Development Plan - NQT's observations of others - Standards checklist/index of evidence - Co-curricular - Pastoral - Communication with parents - Formative & summative assessment
Review meetings -
one in first half of term
- Capture on IStip form evidence already gathered through regular meetings; complete electronically so evidence can be copied and pasted onto assessment form later - Both NQT and tutor bring evidence
Review meetings -
one in second half of term
- Capture on IStip form evidence already gathered through regular meetings; complete electronically so evidence can be copied and pasted onto assessment form later - Both NQT and tutor bring evidence
Assessment meeting – end of term
- Evidence from each half term already gathered in review meetings; copy and paste from Review meeting minutes
- Discuss form with NQT
IStip minimum requirements of evidence for Induction 2012 - 13
IStip min evidence requirements of induction 2012-13
Secure evidence is written, dated and countersigned and shows links to the Teachers’ Standards. This evidence must be made available in the event of a Quality Assurance visit by IStip
School and/or NQT will collect the following evidence Evidence Further details Notes Timetable Show teaching periods and 10% additional
non-contact time given Could show regular meetings with IT / SM, protected time, non-teaching contact time
Formal lesson observations of NQT [minimum 6]
The NQT’s teaching should be observed regularly; focus should be indicated; feedback must be planned in advance and recorded.
Use IStip forms; with written evidence of feedback given/received; twice per term is minimum good practice
Lesson observations of colleagues by NQT
No set number of observations; focus should be related to NQT’s own objectives
Use IStip forms; should show the observation has been discussed with SM / IT.
Regular professional progress reviews [6 – two each term/period]
Regular reviews of progress in relation to the Standards and the NQT’s own objectives
Use IStip forms; should review progress at least twice per term/period.
Assessment meetings [3] One at end of each term/period Assessment form completed on line is main outcome of this meeting.
Completed assessment forms [3] Completed by IT; Must be countersigned by Head1, IT and NQT
Must be completed on-line within 10 days of Assessment Meeting
Personalised, pre-planned programme of monitoring and support
Planned observations, regular meetings, additional INSET, visits, meetings with key people in school – all related to NQT’s developmental objectives and the Teachers’ Standards
Use IStip Timeline for an Induction Period to help ensure that support is a planned programme
NQT will provide Evidence Further details Notes QTS gained QTS certificate, acknowledgements of 3 skills
tests passed2 PGCE /B Ed certificate is NOT evidence of QTS
Written self-evaluations Should accompany each formal lesson observation as evidence of effective participation.
Use IStip forms; should show they have been discussed with IT
Written evidence of professional development objectives
Objectives should be identified and recorded at start of first term/period. Objectives link to Standards, and regular reviews will identify evidence of progress
Use IStip action/development plan (ADP) as record. Should be regularly reviewed, discussed with IT/SM and added to.
Further evidence of progress being made against Standards
NQT should be able to tell IT where evidence of progress against each Standard can be found
Evidence of engagement and familiarity with Standards e.g. notes, dates and jottings on IStip Index of Evidence
Use of reduced timetable allowance
NQT should be able to explain how 10% additional time has been used for Induction
NB this is in addition to normal PPA time
In addition, best practice will show evidence of the following: Evidence Further details Notes Attendance at IStip regional meetings
Considered essential by IStip
Other INSET opportunities taken Should be recorded – title of training, date and relevance to Standards/NQT’s Objectives
Evidence that IT has time and experience necessary for the role and is trained
IT must have sufficient time to undertake role effectively and should be trained
Recent IStip training should be considered a priority and is evidence of the school’s commitment to the Induction process
All the above evidence is drawn upon in completing the three Assessment Forms submitted to the Panel.
The instructions for completing Assessment Forms explain how to summarise the evidence so that the Panel can reach a secure judgement as to whether the NQT has or has not met all the Teachers’ Standards.
1 No-one can sign in place of the Head, except in emergencies and only after consultation with IStip 2 NQTs trained in Wales are exempt from Skills Tests
NQT’s observation of another colleague’s lesson 2012-13
NQT observation OF a colleague 2012-13 the Teachers’ Standards are printed overleaf
Date of lesson observed: Lesson/Subject/Teacher: Year Group:
Focus of observation or ‘Why are you observing this teacher/lesson?’ (link to Standards and/or to your personal objectives):
Observation prompts: How did the teacher… 1. motivate pupils? 2. promote progress? 3. demonstrate good subject/curriculum knowledge? 4. structure the lesson? 5. adapt teaching to the strengths/needs of all pupils? 6. use assessment? 7. manage behaviour?
Action: e.g. what have I seen that I am going to try; what changes am I going to make in planning. timing, etc; have I thought of things I do that I must try not to do etc?
Key points for discussion with IT/SM after lesson:
Date discussed: Signed NQT: IT/SM/Other:
NQT observation OF a colleague 2012-13
Teachers’ Standards A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
4 Plan and teach well structured lessons
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
7 Manage behaviour effectively to ensure a good and safe learning environment
8 Fulfil wider professional responsibilities
NQT Preparation for Professional Progress Review, 2012-13 Term/Period ___________ Date _________________ NQT ___________________
NQT preparation for Progress Review 2012-13 please turn over Page 1
Use in preparation for Professional Progress Review meetings or as on-going record of significant events as they occur
Teachers’ Standards Sources of evidence
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
4 Plan and teach well structured lessons 5 Adapt teaching to respond to the
strengths and needs of all pupils 6 Make accurate and productive use of
assessment 7 Manage behaviour effectively to ensure
a good and safe learning environment 8 Fulfil wider professional responsibilities
Lesson observations, self-evaluation and feedback; parents’ meetings; meetings with colleagues and their emails of thanks; use of additional 10%; familiarity with policies and practices, curricula and frameworks. Working with G&T, EAL students; work with SENCO; familiarity with assessment; use of ICT; assessment results; mark book; subject/KS INSET; interactions with parents/carers; safeguarding awareness; lesson planning; schemes of work; homework & coursework; differentiation; reports to parents and pupils; self-evaluation; your classroom environment; extracurricular involvement; impact and presence around school. Thank you notes after staff meeting; TA weekly log page with thanks; your own diary of induction activities/personal learning etc In your notes be as clear as you can about where and what the evidence is
Consider each Standard in turn. 1. What progress have you made and evidenced against the Teachers’ Standards to date? 2. What progress have you made and evidenced against your chosen objectives (as recorded on your
action/development plan (ADP))? Identify telling examples of impact. (NB If you have a full and detailed evidence log, bring it to the review meeting in lieu of completing this part of the form)
NQT preparation for Progress Review 2012-13 Page 2
Guidance, opportunities or support needed (relate to specific standard(s)/objective(s))
NQT’s Lesson Self Evaluation 2012-13 Date of observation: ______________ Year group: ___________________
NQT Self-evaluation form 2012-13 the Teachers’ Standards are printed overleaf
Reflect critically on the lesson. Highlight any particular points you want to discuss /seek comments on during feedback with your Mentor.
1. What was the agreed focus of this observation?
2. Pupils’ learning - progress/no progress? Evidence of this?
3. Comment on effectiveness and outcome of different activities
4. Teaching strategies - reflect critically; what did you do well/not so well? (voice, position, knowledge)
5. Behaviour management
6. Action points: link these to how the lesson went in relation to the focus of the observation and indicate possible objectives for future lessons; if relevant transfer to this term’s action/development plan (ADP)
Date: Signed NQT: Signed IT/SM Other:
NQT Self-evaluation form 2012-13 Page 2 of 2
Teachers´ Standards A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
4 Plan and teach well structured lessons
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
7 Manage behaviour effectively to ensure a good and safe learning environment
8 Fulfil wider professional responsibilities
Professional Progress Review meeting, 2012 –13
Professional Progress Review Mtg 2012-13 please turn over Page 1
Part 1 Teaching
Overall progress made since last review (general statements)
Areas of strength (relating to particular Standards) with evidence
Professional Progress Review Mtg 2012-13 Page 2
Areas for development and specific objectives taken from action/development plan (ADP) (relating to particular Standards)
(In second and third term/period) Progress made in meeting objectives identified in previous Assessment Form
Action/development plan (ADP) reviewed and updated Yes / No
Progress made in meeting objectives in action/development plan (ADP) since last Review
Agreed steps to be taken to help meet (new) objectives
Part 2: Personal & Professional Conduct
The NQT upholds public trust in the profession and maintains high standards of ethics and behaviour, within and outside the school Discussed Yes / No Evidence still needed / ok / strong
The NQT has proper and professional regard for the ethics, policies and practices of the school in which they teach, and maintains high standards in their own attendance and punctuality Discussed Yes / No Evidence still needed / ok / strong
The NQT has an understanding of, and always acts within, the statutory frameworks which set out their professional duties and responsibilities Discussed Yes / No Evidence still needed / ok / strong
Any other matters to note
Date of next Professional Progress Review meeting:
Date: Signed: NQT IT
Agenda/Minutes for regular meeting 2012 –13
Regular meeting agenda-minutes 2012-13 please turn over Page 1
There is no requirement to comment on all areas at each meeting. Wherever possible link comments made to the relevant Teachers’ Standard(s).
Progress made with action points from last meeting
Use made of additional 10% timetable time since last meeting
Planned use of 10% additional timetable time (e.g. observing lessons, form shadowing, consulting with specialist colleagues (e.g. SENCO, ICT) visits to other schools)
Evidence of progress made towards achieving objectives since last meeting
Regular meeting agenda-minutes 2012-13 please turn over Page 2
Evidence of progress against Standards since last meeting
Lessons observed of and by NQT since last meeting and points for action
Action/development plan reviewed Yes / No
Action points for next meeting
Any other matters to record
Date: Signed: NQT IT/SM
TEACHERS’ STANDARDS Index of evidence 2012 – 13 Name: ________________________ Date Induction started ______________________
Teachers' Stds - Index of evidence 2012-13 Page 1 please turn over
This form could be kept in a shared area on line so that NQT, KSM/SM, IT and others could add evidence references to it as they are observed.
Teachers’ Standard Brief description of evidence Where evidence found Date / initials
1 Set high expectations which inspire, motivate and challenge pupils
2 Promote good progress and outcomes by pupils
3 Demonstrate good subject and curriculum knowledge
TEACHERS’ STANDARDS Index of evidence 2012 – 13 Name: ________________________ Date Induction started ______________________
Teachers' Stds - Index of evidence 2012-13 Page 2 please turn over
4 Plan and teach well structured lessons
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
7 Manage behaviour effectively to ensure a good and safe learning environment
TEACHERS’ STANDARDS Index of evidence 2012 – 13 Name: ________________________ Date Induction started ______________________
Teachers' Stds - Index of evidence 2012-13 Page 3 please turn over
8 Fulfil wider professional responsibilities
Pt 2
Personal & Professional Conduct
Timeline for Induction 2012-13
Timeline 2012-13
Planning the personalised programme of monitoring and support
NQT _____________
Term/period 1 / 2 / 3 Start date: End date:
Compliance – what you have to do (you must plan all these in advance)
Enhancement – additional support/enhancement activities1
Setting developmental objectives Date/Time
Formal lesson observation of NQT Date/Time
Self-evaluation and feedback Date/Time
Professional progress review Date/Time
MID-POINT OF INDUCTION PERIOD (half term if FT)
Review of action/development plan (ADP) Date/Time
Formal lesson observation of NQT Date/Time
Self-evaluation and feedback Date/Time
Professional progress review Date/Time
Assessment meeting Date/Time
NQT comments made and Assessment Form signed Date/Time
Assessment form submitted on line Date/Time
1 e.g. additional lesson observations of the NQT, observations of other teachers by the NQT, visits to other schools, meetings with SENCO, Bursar, etc., INSET, NQT regional meetings, taking part in working groups, etc
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