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The Bishop of Hereford’s Bluecoat School Professional Development Portfolio: Teachers

1

Professional Development Portfolio

for

Teaching Staff

Name:


2

Contents

Introduction: PDP for Teaching Staff In order to view the whole PDP for Teaching Staff online, and print individual sections, please

go to www.bhbs.hereford.sch.uk, select ‘Training School’ then PDP for Teaching Staff.

INTRODUCTION

Aims of the PDP

The Performance Management Cycle to include process and

timings

Standards for Teachers in full

SECTION 1

(Pages 11 – 12)

Previous Performance Management Statement

(You will place your own previous Performance Management

Statement here)

End of Year Review Document

SECTION 2 (Pages 14 – 15)

(Page 16)

Performance Management Documentation

Pre Appraisal Meeting – Self Review

Preparations for Forthcoming Cycle

Please also refer to Grid in Section 11 for

Needs Analysis relating to Teachers’ Standards


Target Setting Progress, Tracking and Review Booklet

Review and Planning Statement 20____to 20_____


Preparations for carrying out lesson observation

SECTION 5

(Pages 32 - 33)

(Pages 34 – 38)

(Pages 39 – 40)

(Pages 41 – 42)

Lesson Observation Protocol and Planning and Observation

Booklet for :

Lesson Plan

Lesson Observation Evaluation Sheet

Form Tutor / Roll Call Observations

Peer Observations

SECTION 6 (Page 43)

Lesson Observations of Myself


From Good to Outstanding – simple ideas to improve


Teaching Standards and Career Stage Expectations


(Pages 55 – 56)

INSET Activities and how they relate to School, Team,

Individual CPD Needs and Teachers’ Standards

CPD Genie – How to Request INSET


Extra Curricular / Whole School / Outreach Activities Relating

to Teachers’ Standards


The Teachers’ Standards Grids

How to use the grids for needs analysis, self evaluation and for

recording evidence during the appraisal cycle


Staff Development Policy

http://www.bhbs.hereford.sch.uk/


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Professional Development Portfolio for Teachers relating to

Teachers’ Standards and School Teachers’ Appraisal Regulations

INTRODUCTION AND AIMS OF PDP

Every period in education seems to be marked by one or another

particular priority; a continuous emphasis is on professional

development of all staff.

We are proud to place Continuing Professional Development at the

heart of school activities and to consider it an important element of

School and Team Improvement Plans as well as individuals’ needs. We

are also pleased to make new experiences and responsibilities open to

staff, which provide an opportunity for professional development.

Performance Management and the exploration of training and

development needs through mentoring and coaching are the right of

all colleagues.

Legislation relating to Teachers’ Standards and Appraisal indicates that staff

should give consideration to:

THE TOTALITY OF PERFORMANCE MANAGEMENT

Assessment of

overall Performance

and targets /

objectives

Observations Job Description

Team priorities

(Curriculum / House Development Plans)

School priorities (School

Improvement and Development Plan)

Individual CPD needs

relating to Teachers’ Standards


4

AIMS

To encourage teachers to take responsibility for their own

professional development by:

- building up a record of their own professional development during

the academic year which relates to the Teachers’ Standards’,

School/Team Development plans, Lesson Observations and

Individual CPD needs.

- having both an interim review and a summative review with

their reviewer during the academic year.

- drawing up appropriate targets in consultation with Line

Managers/ appraiser at the beginning of each academic year.

- making a record of these targets and relating them to the

Teachers‘ Standards.

- collecting evidence in support of the achievement of these targets.

- reviewing the achievement of these targets during and at the

end of the academic year.

- keeping a record of lesson observations (i.e. lessons in which

they have been observed and lessons which they have

observed). These observations will have been discussed and

scheduled (at least in principle) during the Autumn Term

Review Meeting.

TARGETS/OBJECTIVES

Should relate to School Improvement Plan / Team Development

Plans / Teachers’ Standards / Individual CPD needs.

There should be at least four and usually not more than six targets.

One must relate to student progress.

One of these must refer to the development of teaching and learning

styles.

One should relate to the role as specified in the job description.

One should relate to some aspect of professional development.

Targets should be challenging: specific, measurable, achievable,

realistic and time specific. (SMART)

Targets should be agreed with the appropriate Line Manager(s).

Targets will be reviewed and moderated by the Headteacher to

ensure that they are thorough, challenging and equitable.

Following a review, appropriate feedback will be given to each

Line Manager.


5

THE PERFORMANCE MANAGEMENT CYCLE

Summer Term

Preparations for Review

Cycle Begins

September / October Review

October – March Self-evaluation

regular review of

targets

Easter Interim Review

and Evaluation

Previous document and targets

discussed.

Lesson observations planned

and CPD / training / coaching

discussed and documented

(SECTIONS 1 – 3 of PDP TO BE

COMPLETED BY MID OCTOBER)


6

Process and Timings: Timeline for agreeing the planning meeting statement

*No appeal should be made until after

any moderation process is complete.

PROCESS AND TIMINGS

Within 10 working days of receipt of

the statement the HT may review

the statement, and may instruct the

appraiser to make changes

10 days

If the HT instructs the appraiser to

make changes, within 10 working

days of being requested to make

changes ...

Appraiser prepares

new planning &

review statement

Revised

statement

signed &

resubmitted

to HT within

10 days

Copy passed

to appraisee

Appraisee may

add comments

Consult with

appraisee

10 days

Appraisee can appeal against

final copy of statement*

Appraiser

prepares draft

planning &

review

statement

Copy passed

to appraisee

Planning

meeting

10 days

Appraiser

prepares

and signs

final

version

Appraisee

may add

comments

Submit the

signed

statement to

HT


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STANDARDS FOR TEACHERS

PART 1: TEACHING A teacher must:

1 Set high expectations which inspire, motivate and challenge students

a. Establish a safe and stimulating environment for students, rooted in mutual respect

b. Set goals that stretch and challenge students of all backgrounds, abilities and

dispositions

c. Demonstrate consistently the positive attitudes, values and behaviours which are

expected of students

2 Promote good progress and outcomes by students

a. Be accountable for students’ attainment, progress and outcomes

b. Plan teaching to build on students’ capabilities and prior knowledge

c. Guide students to reflect on the progress they have made and their emerging needs

d. Demonstrate knowledge and understanding of how students learn and how this

impacts on teaching

e. Encourage students to take a responsible and conscientious attitude to their own

work and study

3 Demonstrate good subject and curriculum knowledge

a. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and

maintain students’ interest in the subject, and address misunderstandings

b. Demonstrate a critical understanding of developments in the subject and curriculum

areas, and promote the value of scholarship

c. Demonstrate an understanding of and take responsibility for promoting high

standards of literacy, articulacy and the correct use of standard English, whatever

the teacher’s specialist subject

d. If teaching early reading, demonstrate a clear understanding of systematic synthetic

phonics

e. If teaching early mathematics, demonstrate a clear understanding of appropriate

teaching strategies

4 Plan and teach well structured lessons

a. Impart knowledge and develop understanding through effective use of lesson time

b. Promote a love of learning and children’s intellectual curiosity

c. Set homework and plan other out-of-class activities to consolidate and extend the

knowledge and understanding students have acquired

d. Reflect systematically on the effectiveness of lessons and approaches to teaching

e. 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 students

a. Know when and how to differentiate appropriately, using approaches which enable

students to be taught effectively

b. Have a secure understanding of how a range of factors can inhibit students’ ability

to learn, and how best to overcome these

c. Demonstrate an awareness of the physical, social and intellectual development of

children, and know how to adapt teaching to support students’ education at

different stages of development

d. Have a clear understanding of the needs of all students, 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

a. Know and understand how to assess the relevant subject and curriculum areas,

including statutory assessment requirements

b. Make use of formative and summative assessment to secure students’ progress

c. Use relevant data to monitor progress, set targets, and plan subsequent lessons

d. Give students regular feedback, both orally and through accurate marking, and

encourage students to respond to the feedback


8

7 Manage behaviour effectively to ensure a good and safe learning environment

a. Have clear rules and routines for behaviour in classrooms, and take responsibility for

promoting good and courteous behaviour both in classrooms and around school,

in accordance with the school’s behaviour policy

b. Have high expectations of behaviour, and establish a framework for discipline with

a range of strategies, using praise, sanctions and rewards consistently and fairly

c. Manage classes effectively, using approaches which are appropriate to students’

needs in order to involve and motivate them

d. Maintain good relationships with students, exercise appropriate authority, and act

decisively when needed

8 Fulfil wider professional responsibilities

a. Make a positive contribution to the wider life and ethos of the school

b. Develop effective professional relationships with colleagues, knowing how and when

to draw on advice and specialist support

c. Deploy support staff effectively

d. Take responsibility for improving teaching through appropriate professional

development, responding to advice and feedback from colleagues

e. Communicate effectively with parents / carers with regard to students’

achievements and well-being

PART 2: PERSONAL AND PROFESSIONAL CONDUCT

(At The Bishop of Hereford’s Bluecoat School this section is incorporated

in our expectations of all staff.)

A teacher is expected to demonstrate consistently high standards of personal and professional

conduct. The following statements define the behaviour and attitudes which set the required

standard for conduct throughout a teacher’s career

a. Teachers uphold public trust in the profession and maintain high standards of ethics and

behaviour, within and outside school, by:

Treating students with dignity, building relationships rooted in mutual respect, and at

all times observing proper boundaries appropriate to a teacher’s professional

position

Having regard for the need to safeguard students’ wellbeing, in accordance with

statutory provisions

Showing tolerance of and respect for the rights of others

Not undermining fundamental British values, including democracy, the rule of law,

individual liberty and mutual respect, and tolerance of those with different faiths and

beliefs

Ensuring that personal beliefs are not expressed in ways which exploit students’

vulnerability or might lead them to break the law

b. Teachers must have proper and professional regard for the ethos, policies and practice of

the school in which they teach, and maintain high standards in their own attendance and

punctuality

c. Teachers must have an understanding of, and always act within, the statutory frameworks

which set out their professional duties and responsibilities


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POST-THRESHOLD

1. Professional Attributes

Frameworks

P1. Contribute significantly, where appropriate, to implementing workplace policies and practice

and to promoting collective responsibility for their implementation.

2. Professional Knowledge and Understanding

Teaching and Learning

P2. Have an extensive knowledge and understanding of how to use and adapt a range of

teaching, learning and behaviour management strategies, including how to personalise learning to

provide opportunities for all learners to achieve their potential.

Assessment and Monitoring

P3. Have an extensive knowledge and well-informed understanding of the assessment

requirements and arrangements for the subjects/curriculum areas they teach, including those

related to public examinations and qualifications.

P4. Have up-to-date knowledge and understanding of the different types of qualifications and

specifications and their suitability for meeting learners’ needs.

Subjects and Curriculum

P5. Have a more developed knowledge and understanding of their subjects/curriculum areas and

related pedagogy including how learning progresses within them.

Health and Well-being

P6. Have sufficient depth of knowledge and experience to be able to give advice on the

development and well-being of children and young people.

3. Professional Skills

Planning

P7. Be flexible, creative and adept at designing learning sequences within lessons and across

lessons that are effective and consistently well-matched to learning objectives and the needs of

learners and which integrate recent developments, including those relating to subject / curriculum

knowledge.

Teaching

P8. Have teaching skills which lead to learners achieving well relative to their prior attainment,

making progress as good as, or better than, similar learners nationally.

Team Working and Collaboration

P9. Promote collaboration and work effectively as a team member.

P10. Contribute to the professional development of colleagues through coaching and mentoring,

demonstrating effective practice, and providing advice and feedback.


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PREVIOUS

PERFORMANCE

MANAGEMENT

STATEMENT

AND

END OF YEAR

REVIEW DOCUMENT

PDP Section 1


11

TEACHER APPRAISAL: END OF YEAR REVIEW

APPRAISEE:

APPRAISER:

DATE:

Assessment Against Target 1

(Summary of achievements,

evidence etc.)

Met

Further

Development

Not Met

Please add brief notes below:



evidence etc.)

Met

Further

Development

Not Met




evidence etc.)

Met

Further

Development

Not Met


Assessment Against Relevant

Teachers’ Standards

(To include reference to role as: TLR

etc, as appropriate)

Include Post Threshold performance

where applicable

Please add brief notes below: Teachers’ Standards

Part 1 √

Part 2 √

Post Threshold √

1

1 Professional Attributes

2

2 P1

3 3 Professional Knowledge

& Understanding

4

P2

5

P3

6

P4

7

P5

8 Professional Skills

P6

P7

P8

P9

P10

PDP Section 1


12

Wider School Contributions: e.g.

visits, delivery of INSET,

coaching, extra-curricular

commitment:


evidence etc.)

Summary of training,

development & Support

received:

Further comments: e.g.

attendance:

Pay Recommendation:

(if applicable add scale point

reference)

Please note other evidence available in PDP of Appraisee

(e.g. lesson observations, work scrutiny, form observation, progress grades)

Appraisee’s Comments:

Signed (Appraisee):

Date:

Signed (Appraiser):

Date:

CONFIDENTIALITY

The APPRAISAL process and related paperwork will be treated with confidentiality.

However, APPRAISAL paperwork may need to be shared beyond the appraiser and appraise in the

following circumstances:

With senior leaders for the purposes of quality assurance

With the Headteacher (where not the appraiser) for the purposes of assessing eligibility for

progression or pay progression

Where unsatisfactory performance is identified

With those senior leaders and governors responsible for decisions on pay progression


13

PERFORMANCE

MANAGEMENT

DOCUMENTATION

1. Pre Appraisal Meeting – Self Review

2. Preparations for Forthcoming Cycle

Please also refer to Grid in Section 11 for Needs Analysis relating to


PDP Section 2


14

Pre Appraisal Meeting – Self Review

This can be used to help you prepare for your Appraisal Meeting. All areas may not be relevant to each individual

Name: Faculty: Date:

What have your successes been over the past year

(as appropriate to role and current objectives):

Notes / Evidence / Dates

Students?

Standards / attainment

Progress

Behaviour / attitude

Attendance

Contributions

Curriculum development?

Developed / improved resources

Increased personal knowledge

Use of assessment procedures

Professional use of ICT skills

Contribution to wider curriculum e.g. sports clubs

Support for wider aspects of school life?

More efficient systems / processes introduced

Contributed to policy development

Member of a working / project group?

Support for other staff / team members and impact?

Shared new knowledge or skills

Built significant relationships

Mentored / coached a colleague(s)

What learning or development opportunities have you

experienced over the year and their impact? For example:

Professional learning courses / networks / events

Shadowing colleagues

Observations

PDP Section 2


15

What have your successes been over the past year

(as appropriate to role and current objectives):

Notes / Evidence / Dates

How have your successes this year impacted on the way you

have achieved in relation to:

The Students?

- Student progress

- Student behaviour / attitude

- Student attendance

- Student contributions

The Curriculum?

- Developed / improved resources

- Increased personal knowledge

- Use of assessment procedures

- use of ICT skills

- Contribution to wider curriculum

The School

- More efficient systems introduced

- Contributed to policy development

- Member of a project group

The Team

- Shared new knowledge or skills

- Built relationships

What areas do you feel you need to focus on in the coming

year (and what support / professional learning do you need?

Students?

Curriculum?

School?

Team?

Personal Development?

PDP Section 2


16

Preparations for Forthcoming Cycle

Please refer to Teachers’ Standards and Professional Standards (Threshold)

Name: Faculty: Date: Please √ Teachers’ Standard(s) Relating to Each Target

Target 1

Part One 1 2 3 4 5 6 7 8

Part Two 1 2 3

Post Threshold P1 P2 P3 P4 P5 P6 P7 P8 P9 P10

Target 2

Part One 1 2 3 4 5 6 7 8

Part Two 1 2 3


Target 3

Part One 1 2 3 4 5 6 7 8

Part Two 1 2 3


Additional Target (if appropriate)

Part One 1 2 3 4 5 6 7 8

Part Two 1 2 3


Emerging CPD Needs (please also refer to School

Improvement and Department Development Plans)

Part One 1 2 3 4 5 6 7 8

Part Two 1 2 3


PDP Section 2


17

REVIEW AND PLANNING

STATEMENT

PDP Section 3


18

REVIEW AND PLANNING STATEMENT 20______ to 20______

Name of

Appraisee:

Name and Role of

Line Manager /

Appraiser:

Post Held:

Additional

Responsibilities:

Date of Target

Setting Meeting:

Date of Review

Meeting:

Post Threshold:

YES

NO

WISH TO

APPLY

Dates of Appraisal

Observations and

Area(s) of Focus

Relating to Teachers’

Standards:

Phase 1: Completion of targets and agreed areas of focus - Autumn Term.

Agreement / Signatures:

Appraisee:

Appraiser:

Date:

Phase 2: Interim Review to discuss progress towards targets between Appraisee / Appraiser - Spring Term.


Appraisee:

Appraiser:

Date:

Phase 3: Review Meeting at the end of the cycle (please use ‘End of Year Review Sheet – PDP Section 1)


Appraisee:

Appraiser:

Date:

Outcome of Standards Audit:

September 20_________

*ACSE = Aspirational Career Stage Expectations

CSE = Career Stage Expectations


Part 1


Part 2

Post Threshold

Met To

Develop

Not Met Met To

Develop

Not

Met

Meets

*CSE/ACSE

Below

CSE

1 1 Professional Attributes

2 2 P1

3 3 Professional Knowledge & Understanding

4

P2

5 P3

6 P4

7 P5

8 P6

The statements in these documents should be agreed and show a fair

refection of the Performance Management discussions. The contents

are confidential unless the Headteacher agrees otherwise.

Professional Skills

P7

P8

P9

P10

PDP Section 3


19

Target 1 - Student Progress Objective: 20 _____ to 20 _____

Consider the main challenge that you think stands between each of the students you have named and the

attainment target you are aiming at. List the names again under the appropriate headings below.

Class(es)

FFTD+ Girls FFTD+ Boys Current

+ or – Residual

A* A B C D E F G A* A B C D E F G



Concern Student Name(s) Action

SEN:

PPG:

Behaviour:

Motivation:

Specific Technical

Weakness:

Subject Knowledge:

Exam Technique:

Other:

Training and

Development Needs:

Lesson Observation(s), Dates and Areas of Focus:

Date: Area(s) of Focus: Judgement After Discussion &

Feedback:

How target relates to Teachers’ Standards Please √

Teachers’ Standards Part 1: 1 2 3 4 5 6 7 8

Teachers’ Standards Part 2: 1 2 3

Post Threshold: P1 P2 P3 P4 P5 P6 P7 P8 P9 P10

PDP Section 3


20

Target 2 - Teaching and Learning Related Objective: 20 _____ to 20 _____

Comments: When setting objectives, think about baseline evidence i.e. where are the students / teachers

now, where do they want / need to be and how will they get there. At the end of the cycle the same

evidence can be measured to show impact.

Objective:

Success Criteria:

Evidence:

Link to SDIP / Team

Development Plan:

Training and Development

Needs:


Date: Area(s) of Focus: Judgement After Discussion &

Feedback:





Objective:

Success Criteria:

Evidence:

Link to SDIP / Team

Development Plan:

Training and

Development Needs:


Date: Area of Focus: Judgement After Discussion & Feedback:





PDP Section 3


21

Target 3 - TLR Related Objective: 20 _____ to 20 _____

Objective:

Success Criteria:

Evidence:

Link to SDIP / Team

Development Plan:


Needs:


Date: Area(s) of Focus:

Judgement After Discussion &

Feedback:





PDP Section 3


22

Additional Target (if required): 20 _____ to 20 _____

Objective:

Success Criteria:

Evidence:

Link to SDIP / Team

Development Plan:


Needs:


Date: Area(s) of Focus:

Judgement After Discussion &

Feedback:





PDP Section 3


23

Training and Development Need(s)

Please return this sheet to C Rushton, so that your requirements can be entered onto the Training and

Development Plan (maximum of 3). Thank you

Name:

Faculty:

Training and Development Need

Support Required

By When?

1.

2.

3.

PDP Section 3


24

INTERIM REVIEW 20______ to 20______

Name of Appraisee:

Name and Role of Line

Manager / Appraiser:

Faculty:

Date:

Target 1

Target 2

Target 3

Additional Target

Further Notes / Comments

Lesson Observations

CPD Progress

PDP Section 3


25

Preparing for and

Carrying Out Lesson

Observations

In Section 5 of the PDP for teaching staff, there are three Lesson

Planning and Observation documents for:

Lesson Observations – teaching staff

Peer Observations

Form Tutor / Roll Call / Assembly Observations

Preparations

The Lesson Focus should be agreed and discussed before the lesson

takes place. This should be supportive, developmental and relate to

the Teachers’ Standards. Please study ‘Area of Focus’ in Lesson

Observation Booklet and select the appropriate ones.

The length of the observation should be made clear. Where

judgements are being made, observations should be no shorter

than 30 minutes to ensure that there is sufficient evidence.

Discussion about where the observer should sit, etc, may take place.

Both parties should be familiar with the Lesson Observation

documents and the Teachers’ Standards.

Appropriate time for feedback will be agreed in advance of the

lesson observation.

Please consult Training School weblink for CPD

support materials and other useful booklets

www.bhbs.hereford.sch.uk

PDP Section 4

http://www.bhbs.hereford.sch.uk/


26

The Stages Involved in Lesson Observation

The observer will consider the areas of planning which are highlighted

in the template for the Lesson Plan for Teachers.

Timing/Phase

STUDENT ENTRY (TS Part 1.7)

- Clear Objectives / Outcomes and Meaningful Starter / Reference to Big Picture of Learning (TS4)

KNOWLEDGE, PLANNING AND TEACHING

- Subject Knowledge (TS Part 1.3)

- Challenging Learning Objectives Relevant to Age and Ability (TS Part 1.1)

- Lesson Forms Part of Planned Sequence of Lessons (TS Part 1.2)

- How Feedback Will Be Used to Support Learning (TS Part 1.5)

- Interesting and Motivating Lesson Content and Resources (TS Part 1.1)

- Language Used and Differentiation (TS Part 1.5)

- Liaison with Other Adults (TS Part 1.4)

CLASSROOM MANAGEMENT

- Classroom / Behaviour for Learning Strategies (TS Part 1.7)

- Interactive Teaching Methods / Group Work / Independent Learning Opportunities (TS Part 1.4)

- Management of Activities / Pace (TS Part 1.4)

- Assessment – Range of Assessment Strategies, Formative Assessment, Assessment to Support

Pupils’ Learning and Inform Future Learning Needs (TS Part 1.6)

- Students demonstrating and consolidating their learning During Lesson and Through Relevant

Homework / Project Work (TS Part 1.4 and 1.1)

END OF LESSON

- Lesson to be Effectively Summarised and Learning Objectives Revisited. Preparations for exit of

students(TS Part 1.4, and 1.7)


27

Stage 1

The observer and observee will be familiar with the elements which constitute an

inadequate, satisfactory, good or outstanding lesson. These criteria are in The

Observation Booklet

Stage 2

After the Lesson, the observer will complete the Summary of the Lesson, which is to

be found in the Lesson Observation Booklet.

Stage 3

After the Lesson the Observer will fill out a “Lesson Review”. This will form a baseline

for discussions and facilitates self-review for the teacher who has been observed.

Stage 4

Staff will be clear how the information about the lesson will be used, whether the

teacher’s name will be written on any record of the observation and whether the

information will be stored; if so, where and in what form.

Stage 5

Practical advice will be given to the teacher to help make realistic improvements

and a support plan will be formed when a lesson has been found to require

improvement.

Stage 6

Future observations can focus on the areas for development. Peer coaching may

be activated as a support and development mechanism.

Stage 7

Staff should be given the opportunity to engage in classroom observation with other

professional colleagues, by agreement in order to review and develop practice

using the PEER OBSERVATION BOOKLET.

Stage 8

Giving Feedback

For joint observations it is useful to leave time for observers to discuss / agree their

findings before giving the oral feedback. They will need to agree on the strengths

and points for development and identify any questions required for issues that need

clarification.

Verbal Feedback:

Verbal feedback should be given by the end of the next working day.

When giving the feedback the observer should keep the discussion as positive as

possible and ensure that strengths of the lesson are given.

The teacher must be given clear feedback about the aspects for his / her

development and an outline of what he or she needs to do to improve (i.e.

strategies).

The teacher may correct any factual errors on the part of the observer and this

should be taken into account when the written feedback is given.


28

Written Feedback:

Written feedback should be given within 5 working days of the observation.

When writing the feedback the observer should write up the key points of the

lesson observation as ‘strengths’ and ‘areas for development’, with appropriate

evidence, using the agreed feedback document. A summative judgement will also

be included if this has been agreed.

Verbal and written feedback should not vary, apart from adjusting the factual

errors from verbal feedback. Verbal feedback (above) focuses on the positive – the

written needs to identify points for positive feedback together with exploration of

areas for development.

If a teacher and an observee differ on the quality of the lesson outcome, this should

be recorded.


29

LESSON

OBSERVATION

PROTOCOL AND

LESSON PLANNING /

LESSON

OBSERVATION

for

Lesson Observations

Peer Observations

Form Tutor / Roll Call Observations / Assembly

Observations

PDP Section 5


30

LESSON PLANNING

AND

LESSON OBSERVATION BOOKLET

Introduction: Lesson Observation Protocol and Criteria for Outstanding Lessons

Lesson Plan

Lesson Observation Evaluation Sheet

(This sheet is to be passed to Headteacher after observation

and feedback)

Grade Descriptors for Outstanding, Good, Satisfactory and

Inadequate

Roll Call / Tutor Time Observation Sheet

Peer Observation Record


31

Introduction

Lesson Observation Protocol 1. During Performance Management Interview

Arrange Lesson Observations / agree area(s) of focus and how they relate to Teachers’

Standards and Ofsted criteria. Make sure this is recorded on Summary in the Target Setting

Booklet. PDP Section 3 at start of Performance Management cycle.

Agree on any other documentation / evidence to be included (e.g. students’ exercise

books, targets etc)

Arrange time for feedback

2. Before Lesson Observation

Arrange receipt of Lesson Plan – check focus and how it relates to targets, ‘Standards’ &

Ofsted criteria.

Arrange cover (if necessary) for observation and feedback.

Check where teacher being observed would like you to sit, etc.

Get documentation ready – everything on Training School weblink under Training School,

PDP for Teaching Staff Section 5.

3. During Observation & Feedback

Have Teachers’ Standards, Lesson Plan / Lesson Observation Grid and Lesson Evaluation

Sheet available.

Use above for feedback

4. For more details, please refer to Teacher Appraisal Policy.

What makes an Outstanding Lesson? Lesson quality reflects the emphasis on progress, challenge, feedback and engagement as well as

the use of a range of teaching and learning strategies including thinking skills and engagement of

students. Progress, challenge, feedback and engagement. The standard of teaching and learning

is evaluated using the new Ofsted criteria of

1 - Outstanding; 2 - Good; 3 - Satisfactory and 4 - Inadequate

When delivering lessons you could focus upon the following:

Planning Phase

There is a clear evidence that prior attainment has influenced planning of individual students

Lessons are well planned and have clear objectives and outcomes, and are understood by all

The teacher employs a range of learning strategies and challenging tasks to engage students

Learning support staff have a clear role with individuals or groups of students

Teaching

Teaching is exciting, vibrant and inspirational

Expectations are high and are achieved, the pace is strong and the students rise to the

challenge

Students’ understanding is probed through incisive/rich questioning techniques

The teacher acts as a facilitator for learning – independent and interdependent learning

Learning

The teacher uses stimulating materials that challenge and extend students’ thinking

exceptionally well

Learning opportunities to allow excellent progress

Evidence of a variety of learning experiences

Behaviour

Teachers and learning support staff create a positive learning atmosphere, prompting excellent

relationships and ensure all students enjoy the lesson

The teacher has an excellent relationship with students and learning support staff who are well

prepared and understand their role and the Ofsted criteria

Teachers have high expectations of student behaviour and consistently employ appropriate

strategies to promote a positive learning environment


32

Please circle as appropriate

Teacher: Subject: Observer Date:

Day of Week Monday Tuesday Wednesday Thursday Friday

Period 1 2 3 4 5

Year Group 7 8 9 10 11

Ability Level Mixed Lower Middle Higher Kielder

Number of Students in Class Number of Students with EAL Number of Boys Number of Girls Number of Students with AEN

LSA(s) present and informed of

objectives / outcomes

Yes / No

Seating Plan, Targets / AEN Codes Pupil Premium LPA* CLA*

* LPA – Low Prior Attainment (below Level 4 on entry) *CLA – Child Looked After

Lesson Focus:

How Lesson Relates to Prior Learning, Schemes of Work and ‘Big Picture’:

Learning Outcomes:

Homework / Research / Independent Learning:

Differentiation / Resources / Special Consideration:

Agreed Area(s) for Observation – Please refer to Teachers’ Standards:

Teachers’

Standards

Part One (please tick)

1 2 3 4 5 6 7 8 Teachers’

Standards

Part Two (please tick)

Opportunities in this Lesson to Develop:

Social, Moral,

Cultural Spiritual:

Literacy:

Numeracy:

Reading:

Oracy:

(TS = Teachers’ Standards Part One – the number after it is one of the subsections 1 – 8)

PDP SECTION 5

LESSON PLAN


33

Timing/Phase Student Activity / Resources / Learning Support Involvement

STUDENT ENTRY (TS7)

- Clear Objectives /

Outcomes and Meaningful

Starter / Reference to Big

Picture of Learning (TS4)

KNOWLEDGE, PLANNING

AND TEACHING

- Subject Knowledge (TS3)

- Challenging Learning

Objectives Relevant to Age

and Ability (TS1)

- Lesson Forms Part of

Planned Sequence of

Lessons (TS2)

- How Feedback Will Be

Used to Support Learning

(TS5)

- Interesting and Motivating

Lesson Content and

Resources (TS1)

- Language Used and

Differentiation (TS5)

- Liaison with Other Adults

(TS4)

CLASSROOM MANAGEMENT

- Classroom / Behaviour for

Learning Strategies (TS7)

- Interactive Teaching

Methods / Group Work /

Independent Learning

Opportunities (TS4)

- Management of Activities

/ Pace (TS4)

- Assessment – Range of

Assessment Strategies,

Formative Assessment,

Assessment to Support

Pupils’ Learning and Inform

Future Learning Needs (TS6)

- Students demonstrating

and consolidating their

learning During Lesson and

Through Relevant

Homework / Project Work

(TS4, TS1)

END OF LESSON

- Lesson to be Effectively

Summarised and Learning

Objectives Revisited.

Preparations for exit of

students(TS4, TS7)

PDP SECTION 5


34

Please copy this sheet for:

Teacher being observed,

Observer, Headteacher


Teacher: Subject: Subject: Observer: Date:

Day of Week Monday Tuesday Wednesday Thursday Friday

Period 1 2 3 4 5


Ability Level Mixed Lower Middle Higher Kielder Intervention

Number of Students in Class Number of Students with EAL

Number of Boys Number of Girls

Number of Students with AEN



Yes

/No

Seating Plan, Targets / AEN Codes

Pupil Premium LPA* CLA*


Lesson Focus:

Learning Objectives and Outcomes:

Agreed Area(s) of Focus for Observation (please agree from P.30 – 32 prior to observation and mark with *)

Teachers’

Standards

Part One

(please tick)

1 2 3 4 5 6 7 8 Teachers’

Standards

Part Two (please tick)

Lesson Observation EVIDENCE FORM

Summary of Main Points and Evaluation:

LESSON OBSERVATION EVALUATION SHEET

PDP SECTION 5


35

FOCUS AREA OUTSTANDING GOOD SATISFACTORY INADEQUATE 1. Use of

assessment in

planning.

TS Part One

1, 4, 5, 6, 7

*TS = Teachers’

Standards

Information from

assessments is used to

set tasks that are

perfectly matched to

the students’ prior

attainment

Information from

assessment is used to set

tasks that are well

matched to groups of

students’ prior

attainment

Information from

assessments is used to

set tasks that are well

matched to the needs

of the class

Information from

assessments is not used

in planning

Evidence and comments:

2. Level of

challenge.

TS Part One

1,2,7

The work is pitched at a

level that is achievable

if individual students

work hard and try their

very best



for most within the group

if they work hard and try

their best



for all within the class

with extension activities

and support

mechanisms in place

Tasks are not suitably

matched to students’

prior attainment, so they

find the work too easy or

too hard


3. Use of resources.

TS Part One

5,7,8

Resources, including

teaching assistants

where applicable, are

highly effective in

promoting rapid

learning for groups of

students regardless of

their aptitudes and

needs


teaching assistants

where applicable, are

well deployed to support

learning for groups of

students regardless of

their aptitudes and

needs so that all such

groups make at least

good progress


teaching assistants

where applicable,

provide suitable support

for groups of students

regardless of their

aptitudes and needs.

Such support helps them

to achieve the objective

of the lesson, but may

miss opportunities to

promote wider skills


teaching assistants were

applicable, do not meet

the needs of groups of

students so that their

learning is limited by too

much being done for

them, rather than

helping them to do the

work for themselves


4. Support for

students with

specific learning

needs.

TS Part One

5,7,8

Students with specific

learning needs receive

support at the time and

level it is required to

optimist their learning



support that allows them

to work independently

and make good

progress during the

lesson



support that allows them

to make satisfactory

progress


learning needs are not

provided with

appropriate support and

guidance to allow them

to make progress


5. Opportunities to

develop reading,

writing, maths and

ICT skills.

TS Part One

3,4

The work includes

opportunities to

develop students’ skills

in reading, writing,

mathematics and ICT,

as well as providing

opportunities for

extending wider skills

such as research and

co-operative working

The work includes

opportunities to develop

students’ skills in reading,

writing, mathematics

and ICT

The work includes

opportunities to develop

students’ skills in reading,

writing, mathematics

and ICT, but these are

inconsistent in the longer

term

The promotion of basic

skills is ignored


FOCUS AREA OUTSTANDING GOOD SATISFACTORY INADEQUATE

Please place * next to

agreed area(s) of focus




36

6. Pupils’ level of

engagement.

TS Part One

1,2,7

The tasks themselves

enthuse students so

that they persevere

when faced with

difficult problems and

are keen to succeed

and to learn more

Students find the tasks

interesting and

enjoyable. They

concentrate well and

pay full attention to the

teacher

Students find the tasks

interesting. Most

concentrate well and

pay full attention to the

teacher. However,

some may lose interest

and need to be

reminded to

concentrate by the

teacher

Students are bored by

the tasks, and may

become disruptive


7. Behaviour and

discipline

TS Part One

7

There is no need for any

overt discipline as

students are engrossed

in their work

Only the briefest of

reminders is required to

refocus any students

whose attention may

have wandered

The school’s behaviour

policies and procedures

are applied consistently

and effectively when

required so that there is

no significant or

sustained disruption

to learning

Too much time is spent

managing behaviour at

the expense of

promoting learning


8. Pace and depth

of learning.

TS Part One

1,4,5,7

The pace of learning is

optimised throughout

the lesson by the

teacher being able to

use the time to the best

effect in supporting

students at the time

they need such support


good throughout the

lesson as no time is

wasted. The teacher

provides support for

groups as appropriate

and they do not have

to wait for such input

Students make steady

progress throughout the

lesson because the work

is reasonably

challenging. Students

may have to wait with

their hands up for

support


slow because students

are held back by

having to wait for the

teacher or other

members of the class


9. Expertise and

subject knowledge.

TS Part One

3

The teacher

demonstrates a high

degree of subject

knowledge when

framing and answering

questions

The teacher

demonstrates a good

degree of subject

knowledge when

framing and answering

questions

The teacher

demonstrates sufficient

subject knowledge to

deliver the content and

to answer questions

correctly

Subject knowledge is

poor, so that incorrect

information is imparted

or the teacher is unable

to answer questions that

are of a level to be

expected in the

lesson


10. Use of

questioning.

TS Part One

5,6

Questions tease out

students’ understanding

so that the teacher is

exceptionally aware of

the degree to which

students are secure

Questions tease out

most students’

understanding so that

the teacher is aware of

the degree to which

most students are secure

Questioning provides a

broad overview of

students’ understanding

and ensures they are all

listening

Questions are closed

and are not used to

assess pupils’

understanding, so the

teacher is unable to

adapt the task in the

light of such

assessment


FOCUS AREA OUTSTANDING GOOD SATISFACTORY INADEQUATE




37

11. Assessment of

learning during

lessons.

TS Part One

1,4,6,7

The work for each

individual is adapted in

the light of any

misconceptions that

are brought to light

through questioning or

checks on students’

work

Lessons are adapted in

response to

misconceptions that are

brought to light through

questioning or checks on

students’ work

In-class assessment

identifies general

misconceptions, but is

not always acted upon

straight away with either

individuals or the class as

a whole

Questions are closed an

are not used to assess

students’ understanding,

so the teacher is unable

to adapt the task in the

light of such assessment


12. Marking and

feedback.

TS Part One

6

Marking is frequent and

regular, providing

students with very clear

guidance on how work

can be improved

Marking is frequent and

regular, providing

students with guidance

on how work can be

improved

Marking is encouraging

and provides the student

with some guidance on

how work can be

improved

Marking is infrequent

and/or irregular and/or

fails to provide the

student with guidance

on how work can be

improved


13. Corrections and

missing work.

TS Part One

6,7

The teacher ensures

that corrections are

carried out and any

missing work is

completed

The teacher ensures that

corrections are carried

out and most missing

work is completed

Some effort is made to

ensure corrections are

carried out and missing

work completed, but this

is not consistently

applied

There is no insistence

that corrections are

carried out and any

missing work is

completed


14. Homework.

TS Part One

1,8

Homework is an integral

part of the lesson. It

extends the learning

and is treated as being

as important as the

lesson

Homework is used

effectively to extend the

learning

Homework is used to

extend the learning

Homework is not set or is

seen as a ‘bolt on’ with

little relevance to the

lesson


Bullet Points of Teachers’ Standards Part One for Reference

1. Set high expectations which inspire, motivate and challenge students

2. Promote good progress and outcomes by students

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well structures lessons

5. Adapt teaching to respond to the strengths and needs of all students

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

Opportunities in this Lesson to Develop: Social, Moral,

Cultural Spiritual:

Literacy:

Numeracy:

Reading:

Oracy:

Judgement on the Overall Quality of the Lesson

(1) Outstanding (2) Good (3) In Need of

Improvement

(4)

Inadequate


38

Notes From Lesson Observation Feedback (Verbal and Written)

Appraiser: Appraisee: Date:


39

House : Quantifiable factors Yes No

Tutor : Punctuality – tutor

Observed by : Punctuality – students

Date : Expectations reinforced

Please circle / tick as appropriate Roll call taken

Day of Week Mon Tues Wed Thurs Fri Planners checked

Roll Call (am /

pm)

Form trays

Tutor/student engagement

Tutor Time 7 8 9 1034 11 Entrance / exit managed

Noticeboard – up to date

Focus:

Learning Objectives for Tutor Time: (are these discernible through the activity?)

Agreed Area(s) of Focus for Observation (please relate to Teachers’ Standards):

Teachers’

Standards

Part One

(please tick)

1 2 3 4 5 6 7 8 Teachers’

Standards

Part Two

(please tick)

SUMMARY The following area(s) of good practice were evident

1.

2.

3.

SUMMARY The following area(s) of development were noted

1.

2.

3.

Opportunities in this session to develop SMSC, literacy, numeracy, reading, oracy

Number of Students in Class Number of Students Present Number of Boys Number of Girls Number of Students with AEN Number of Students with EAL LSA(s) present Yes / No Pupil Premium LPA* CLA*


PDP SECTION 5

Roll Call/Tutor Time OBSERVATION SHEET


40

Tutor Time

E = Entrance S = Settling Down A = main activity C = Clearing Up /

Evaluation

Ex = Exit

Tutor time

Phase

Observations / Comments / Good Practice

PDP SECTION 5

OBSERVATION RECORD


41


Day of Week Mon Tues Wed Thurs Fri

Period 1 2 3 4 5


Ability Level Mixed Lower Middle Higher Kielder

Focus (Please refer to Teachers’ Standards) :

Learning Objectives for Tutor Time: (are these discernible through the activity?)

Agreed Area(s) of Focus for Observation (please relate to Teachers’ Standards): Teachers’

Standards

Part One

(please tick)

1 2 3 4 5 6 7 8 Teachers’

Standards

Part One

(please tick)

GOOD PRACTICE SUMMARY The following will enhance my own practice

1.

2.

3.

Comments by Observer / Points for further discussion

Opportunities in this session to develop SMSC, literacy, numeracy, reading, oracy

Teacher:

Subject:

Observed by:

Date:

Number of Students in Class Number of Students Present Number of Boys Number of Girls Number of Students with AEN Number of Students with EAL



Yes / No Pupil Premium LPA* CLA*


PDP SECTION 5

PEER OBSERVATION RECORD


42

OBSERVATION RECORD E = Entrance S = Settling Down A = main activity C = Clearing Up /

Evaluation

Ex = Exit

Lesson

Phase

Observations / Comments / Good Practice (please refer to Lesson Observation Grid)

PDP SECTION 5


43

LESSON

OBSERVATIONS

OF MYSELF

PDP SECTION 6


44

FROM

GOOD TO OUTSTANDING

Simple Ideas to Improve

PDP SECTION 7


45

Simple ideas to improve the lesson

Create thought provoking starter activities – have it ready as soon as they arrive

on the desk / whiteboard – get them to start as latecomers arrive.

Use tiered learning objectives: colour coded to help students realise progression

from green to orange to red means difficulty increases.

Use learning objectives not task based objectives.

- define / recall / describe / summarise (green L/O)

- explain / compare / discuss / compose (orange L/O)

- analyse / evaluate / investigate (red L/O)

Refer to learning objectives consistently throughout the lesson – not just the

beginning and the end.

Use hinge point questions (questions to test understanding before allowing

students to move on to the next learning objective)

Have mini-whiteboards on the desk most lessons – even if you hadn’t planned to

use them, you might find them invaluable when you have to re-model a task and

think on your feet.

Make sure your resources are creative and have learning objectives on

worksheets so students know where they are in the lesson.

Avoid getting students to copy out definitions / key information – get them to

work for this information themselves.

Step back from being the expert in the class from time to time and let students

show their ability to learn independently (odd one out / choose the correct

definition / here’s the answer – what was the question?)

Use different types of activities from lesson to lesson – aim to keep students on

their toes each lesson so they do not know what to expect.

Re-model tasks verbally to help differentiate – you can verbally scaffold tasks for

individual students without having to have 8 zillion different worksheets.

PDP SECTION 7

FROM GOOD TO OUTSTANDING


46

Ensure that you speak to every student in the room at least once during a lesson

(say hello, ask them a question, praise them, comment on their work).

If students simply aren’t getting the content of your lesson – don’t soldier on in

fear of deviating from your lesson plan. Instead re-model and re-shape your

learning objectives and lesson.

Ask probing, open-ended questions – ask them to the students without their

hands up – even better – apply a no hands up policy from time to time.

Be consistent with behaviour rules / discipline with every student in the class.

Ensure you know where the learners are withy their progression (AFL – mini

whiteboards – post it notes etc).

Always have an extension task or two ready – students should never run out of

work to complete.

Ensure that you complete a plenary to find out what students have reached

what learning objective. Give students the chance to demonstrate / evaluate

their learning.

The DfE NCSL and TES websites are excellent sources to refer to. They constantly

update with new initiatives and helpful hints on ensuring lessons are at least good

and often outstanding.

www.education.gov.uk www.tes.co.uk www.nationalcollege.org.uk

http://www.education.gov.uk/

http://www.tes.co.uk/

http://www.nationalcollege.org.uk/


47

TEACHING STANDARDS AND CAREER STAGE

EXPECTATIONS

PDP SECTION 8


48

Name:________________________________________________ Date:_________________ Completed by Appraisee

Teaching Standards and HASH Agreed Career Stage Expectations Each of the standards is underpinned by further detail, which is linked below to

Professional: Practice, Outcomes, Relationships, (part 1) Professional Development and Conduct (part 2)

Preamble

Teachers make the education of their students 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/carers in the best interests of

their students.

Part 1 Teaching

A teacher must:

1.1. Set high expectations, which inspire, motivate and challenge students

1.2. Promote good progress and outcomes by students

1.3. Demonstrate good subject and curriculum knowledge

1.4. Plan and teach well structured lessons

1.5. Adapt teaching to respond to the strengths and needs of all students

1.6 . Make accurate and productive use of assessment

1.7 Manage behaviour effectively to ensure a good and safe learning environment

1.8 Fulfil wider professional responsibilities

Part 2 Personal and Professional Conduct

The following statements define the behaviour and attitudes, which set the required standard for conduct throughout a teacher’s

career

2.1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school,

2.2 Teachers must have a proper and professional regard for the ethos, policies and practice of the school in which they teach, and

maintain high standards in their own attendance and punctuality

2.3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and

responsibilities

PDP SECTION 8


49

Professional Area M2 M4 M6 UPS1 UPS3

PROFESSIONAL

PRACTICE Typically all teaching

still developing, much

good or better

Typically most

teaching good or

better

Typically all teaching

good; some

outstanding

Typically all teaching

good; some

outstanding

Typically all

teaching good;

most outstanding Relevant standards

Part: section: sub-section Standard

1.1a Establish a safe and stimulating environment for students, rooted in mutual respect

1.2b Plan teaching to build on students’ capabilities and prior knowledge

1.2c Guide students to reflect on the progress they have made and their emerging needs

1.2e Encourage students to take a responsible and conscientious attitude to their own work and study

1.3c

Demonstrate an understanding of and take responsibility for promoting highest standards of literacy, articulacy

and the correct use of standard English, whatever the teacher’s specialist subject

1.4a Impart knowledge and develop understanding through effective use of lesson time

1.4b Promote a love of learning and children’s intellectual curiosity

1.4c

Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding

students have acquired

1.5a

Know when and how to differentiate appropriately, using approaches which enable students to be taught

effectively

1.5c

Demonstrate an awareness of the physical, social and intellectual development of children, and know how

to adapt teaching to support students’ education at different stages of development

1.6b Make use of formative and summative assessment to secure students’ progress

1.6c Use relevant data to monitor progress, set targets, and plan subsequent lessons

1.6d Give students regular feedback, both orally and through accurate marking, and encourage students to respond to the

feedback

1.7a

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 school’s behaviour

policy

1.7b

Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using

praise, sanctions and rewards consistently and fairly

1.7c Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate

them

1.8c Deploy learning support staff effectively

PDP SECTION 8


50

Relevant standards Part: section: sub-section

1.1b Set goals that stretch and challenge students of all backgrounds, abilities and dispositions

1.2a Be accountable for students’ attainment, progress and outcomes

M2 M4 M6 UPS1 UPS3

PROFESSIONAL

RELATIONSHIPS

Positive working

relationships with

students,

colleagues and

parents/carers

These relationships

are securely

focused on

improving provision

for students

Professional

relationships with

students,

colleagues and

staff lead to

excellent class

provision

Plays a proactive

role in building key

stage or

departmental

teams to improve

provision and

outcomes

Plays a proactive

role in building

school-wide

teams to improve

provision and

outcomes


1.7d Maintain good relationships with students, exercise appropriate authority and act decisively where necessary 1.8b

Develop effective professional relationships with colleagues, knowing how and when to draw on advice and

specialist support

1.8e Communicate effectively with parents/carers with regard to students’ achievements and well-being

2.1a Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper

boundaries appropriate to a teacher’s professional position

M2 M4 M6 UPS1 UPS3

PROFESSIONAL

OUTCOMES

Most Students

achieve in line with

school

expectations

Almost all students


school

expectations

Almost all students


school

expectations and

some exceed them

Almost all students


school

expectations; some

exceed them

Almost all students


school

expectations; many

exceed them

PDP SECTION 8


51


1.2d Demonstrate knowledge and understanding of how students learn and how this impacts on teaching

1.3a

Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students’ interest

in the subject and address misunderstandings

1.3b

Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the

value of scholarship

1.4d Reflect systematically on the effectiveness of lesson and approaches to teaching

1.4e Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

1.5b

Have a secure understanding of how a range of factors can inhibit students’ ability to learn and how best to

overcome these

1.5d

Have a clear understanding of the needs of all students’, including those with special educational needs; those

with 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

1.6a

Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment

requirements

1.8d Take responsibility for improving teaching through appropriate professional development, responding to advice

and feedback from colleagues

M2 M4 M6 UPS1 UPS3

PROFESSIONAL

DEVELOPMENT

Able, with support, to

identify key

professional

development needs

and respond to

advice and feedback

Takes a proactive

role in accessing

relevant support and

professional

development from

colleagues

Fully competent

practitioner able to

keep up-to-date with

changes and adapt

practice accordingly

Plays a proactive role

in leading the

professional

development of key

stage or

departmental

colleagues

Plays a proactive role

in leading the

professional

development of

colleagues across the

school

PDP SECTION 8


52


1.1c Demonstrate consistently the positive attitudes, values and behaviour which are expected of students

1.8a Make a positive contribution to the wider life and ethos of the school

2.1

b

c

d

e

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and

outside school, by:

Having regard to the need to safeguard students’ well-being, in accordance with statutory provisions

Showing tolerance of and respect for the rights of others

Not undermining fundamental British values, including democracy, the rule of law, individual liberty and

mutual respect, and tolerance of those with different faiths and beliefs

Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead

them to break the law

2.2

Teachers must have a proper and professional regard for the ethos, policies and practice of the school in which

they teach, and maintain high standards in their own attendance and punctuality

2.3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their

professional duties and responsibilities

Teachers make the education of their students 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/carers in the best interests of their students.

M2 M4 M6 UPS1 UPS3

PROFESSIONAL

CONDUCT

Meets all standards Meets all standards Meets all standards Meets all standards Meets all standards

PDP SECTION 8


53

INSET ACTIVITIES

PDP SECTION 9


54

Underneath make a record of all types of activities relating to your own

professional development. These may be either in or out of school. Whole school

INSET days should also be included. You can also record everything through CPD

Genie. Details of using CPD Genie can be found overleaf.

DATE NATURE AND TYPE OF

activity

SECTION(S) OF TEAM /

SCHOOL IMPROVEMENT

PLAN TO WHICH IT

RELATES/RELEVANT TO

JOB DESCRIPTION

VALUE OF THE COURSE AND

HOW IT RELATES TO CPD

NEEDS / TEACHERS’

STANDARDS

EVALUATION FOR SCHOOL

(PLEASE TICK)

INSET ACTIVITIES

PDP SECTION 9


55

At The Bishop of Hereford’s Bluecoat School the system we now use for staff to

request INSET and keep INSET records is called CPD Geniesuite.

Whether in school or at home you will be able to:

- Request to go on a course

- Check if cover is going to be available for the required dates

- See whether cover and your request for training have been approved

- Record and feed back on courses you have attended - View and print your own training records

First you will need to log onto the Geniesuite website

Go to

www.geniesuite.co.uk

Select ‘Herefordshire’ from the second dropdown box on the left hand side

Click ‘Enter’

Select ‘The Bishop of Hereford’s Bluecoat School’ from the list

Enter your username and password.

- Your Username is your first initial followed by your

surname e.g. Username: jsmith

Your password has initially been set for you.

This Password is: for Teaching Staff - bishop321

for Associate Staff - hereford123

Click ‘Login’

Click on

- You will need to change your password to something you will remember.

You do this by clicking Change My Profile.

You can also change any other details about yourself that are not correct.

How to Request INSET at The Bishop of Hereford’s Bluecoat School

http://www.geniesuite.co.uk/


56

1. Sign into your personal account.

2. Under the ‘Add Records’ section, click CPD application.

3. Complete the form.

4. Click the button marked Submit Request.

5. Your training request has now been sent to the Cover Officer who will check whether the

dates you have requested training are suitable.

6. The Cover Officer will then respond by adding Cover Approved

7. or Cover Declined. If cover is declined a reason will be given.

Once Cover has been approved, your request will be forwarded to the Training

School.

The Training School Manager will consider all requests for training and either Approve

Training or Decline Training. You will be able to see this whenever you log onto the

CPD Genie.

If your request for training is declined, a reason will be given.

If training is approved, you will need to make sure the Training School has sufficient

information about the course in order to make the booking for you e.g. a completed

booking form, website details / course code etc.

The Training School will book the course for you and raise the necessary purchase

order. You will be able to see when this has been done by logging onto the CPD

Genie.

Your days for Cover will have been approved by this stage but it is still essential that

you complete and submit the ‘Blue Cover Slip’ in the usual way to give details of your

absence.

If you would like to submit a request to attend a training course you will need to log

onto www.geniesuite.co.uk

You can check the progress of a request for training at any time

You can use Geniesuite as much or as little as you choose. Did you know you can also:

View and print your own training records

Record feedback on courses you have attended

View and book in-house training e.g. Twilight INSET

Record training you have led,

Add Coaching and Mentoring records

Record lesson observations

Add your Performance Management Targets

View Departmental and School Development Targets

View Professional Standards and assess / record performance

Whole school INSET that you attend will also appear on your personal training record.



57

EXTRA CURRICULAR / WHOLE SCHOOL /

COACHING & MENTORING /

OUTREACH ACTIVITIES

PDP SECTION 10


58

EXTRA CURRICULAR / WHOLE SCHOOL / COACHING & MENTORING /

OUTREACH ACTIVITIES

Underneath make a record of activities that you are involved in.

Some activities may be continuous.

DATE

ACTIVITY

TEACHERS’ STANDARDS

PDP SECTION 10


59

THE TEACHERS’ STANDARDS GRIDS

HOW TO USE THE GRIDS FOR NEEDS ANALYSIS,

SELF EVALUATION AND FOR

RECORDING EVIDENCE DURING THE APPRAISAL

CYCLE

PDP SECTION 11


60

- Look at Part One “Teaching”, Section One, Subsection 3

“Demonstrate consistently the positive attitudes, values and behaviour which are

expected from students”

- How could you provide evidence that you have met this?

Evidence of this could be an observation of a lesson taught where it was noted

that strengths or areas for development were evident e.g. a group discussion,

group work, reminding students of listening, reminding students to respect one

another, showing respect and consider action for students. It could be when the

teacher cared for a student during an extra-curricular activity or a school trip.

Evidence relating to these Standards will be kept in a PDP (Professional

Development Portfolio).

Work on the Standards could be evident during.

A simple way of 'keeping track' is a grid.

Look again at Part One, Section One “Set high expectations which inspire,

motivate and challenge students”.

- If you have been observed teaching and this is a strength noted by the person

observing you, than you could enter this on your grid as LO3 (Lesson Observation 3)

and label the Lesson Observation as LO3.

Relate everything to the Standards to highlight your strengths/areas for

development.

PDP SECTION 11

An Example of How a Grid can Help to Track Standards

and Locate Evidence


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STANDARDS FOR TEACHERS, PART ONE - TEACHING

1. Set high expectations which inspire, motivate and challenge students

Needs

Analysis

LM LO LP OPR

a. establish a safe and stimulating environment for

students, rooted in mutual respect

b. set goals that stretch and challenge students of all

backgrounds, abilities and dispositions

c. demonstrate consistently the positive attitudes,

values and behaviour which are expected of

students.

Evidence for PDP

This grid can also be used as a Needs Analysis document in preparation for Performance Management

Use first column to enter: S = Secure, D = Developing, ID = In Need of Development

LO = Lesson Observation LM = Line Manager

LP = Lesson Plan OPR = Other Professional Requirements

PDP SECTION 11


62


2. Promote good progress and outcomes by students Needs

Analysis

LM LO LP OPR

a. be accountable for students’ attainment, progress

and outcomes

b. be aware of students’ capabilities and their prior

knowledge, and plan teaching to build on these

c. guide students to reflect on the progress they have

made and their emerging needs

d. demonstrate knowledge and understanding of

how students learn and how this impacts on

teaching

e. encourage students to take a responsible and

conscientious attitude to their own work and study.

Evidence for PDP






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3. Demonstrate good subject and curriculum knowledge

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. have a secure knowledge of the relevant subject(s) and

curriculum areas, foster and maintain students’ interest in

the subject, and address misunderstandings

b. demonstrate a critical understanding of developments in

the subject and curriculum areas, and promote the value

of scholarship

c. demonstrate an understanding of and take responsibility

for promoting high standards of literacy, articulacy and

the correct use of standard English, whatever the

teacher’s specialist subject

d. if teaching early reading, demonstrate a clear

understanding of systematic synthetic phonics

e. if teaching early mathematics, demonstrate a clear

understanding of appropriate teaching strategies.




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4. Plan and teach well structured lessons

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. impart knowledge and develop understanding

through effective use of lesson time

b. Promote a love of learning and children’s

intellectual curiosity

c. set homework and plan other out-of-class activities

to consolidate and extend the knowledge and

understanding students have acquired

d. reflect systematically on the effectiveness of lessons

and approaches to teaching

e. contribute to the design and provision of an

engaging curriculum within the relevant subject

area(s)




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5. Adapt teaching to respond to the strengths and needs of all students

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. know when and how to differentiate appropriately, using

approaches which enable students to be taught effectively

b. have a secure understanding of how a range of factors can

inhibit students’ ability to learn, and how best to overcome

these

c. demonstrate an awareness of the physical, social and

intellectual development of children, and know how to

adapt teaching to support students’ education at different

stages of development

d. have a clear understanding of the needs of all students,

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.




66


6. Make accurate and productive use of assessment

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. know and understand how to assess the relevant

subject and curriculum areas, including statutory

assessment requirements.

b. make use of formative and summative assessment

to secure students’ progress.

c. use relevant data to monitor progress, set targets,

and plan subsequent lessons.

d. give students regular feedback, both orally and

through accurate marking, and encourage

students to respond to the feedback.




67


7. Manage behaviour effectively to ensure a good and safe learning environment

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. 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

school’s behaviour policy

b. have high expectations of behaviour, and

establish a framework for

c. discipline with a range of strategies, using praise,

sanctions and rewards consistently and fairly

d. manage classes effectively, using approaches

which are appropriate to students’ needs in order

to involve and motivate them

e. maintain good relationships with students, exercise

appropriate authority, and act decisively when

necessary.




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8. Fulfil wider professional responsibilities

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. make a positive contribution to the wider life and

ethos of the school

b. develop effective professional relationships with

colleagues, knowing how and when to draw on

advice and specialist support

c. deploy support staff effectively

d. take responsibility for improving teaching through

appropriate professional development, responding

to advice and feedback from colleagues

e. communicate effectively with parents with regard

to students’ achievements and well-being.




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STANDARDS FOR TEACHERS, PART TWO – PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following

statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career

Evidence for PDP



Needs

Analysis

LM LO LP OPR

a. Teachers uphold public trust in the profession and maintain high

standards of ethics and behaviour, within and outside school, by:

treating students with dignity, building relationships rooted in

mutual respect, and at all times observing proper boundaries

appropriate to a teacher’s professional position

having regard for the need to safeguard students’ well-being,

in accordance with statutory provisions

showing tolerance of and respect for the rights of others

not undermining fundamental British values, including

democracy, the rule of law, individual liberty and mutual

respect, and tolerance of those with different faiths and beliefs

ensuring that personal beliefs are not expressed in ways which

exploit students’ vulnerability or might lead them to break the

law.

b. 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.

c. Teachers must have an understanding of, and always act within,

the statutory frameworks which set out their professional duties and

responsibilities.




70

Policy for Staff Development

1. Principles, Values and Entitlements

Staff Development is a regular, systematic and continuous process whereby the skills,

and knowledge of ALL staff can be developed. In this way, they can keep abreast of

change so that both personal growth and career development are encouraged.

By developing staff, we enable the school to grow, creating a pool of knowledge and

talent to benefit the whole learning community. Initiatives and ideas can be

encouraged, with competencies and skills being recognised and used so that new

challenges can be met with enthusiasm and confidence.

Good staff development recognises and responds to the professional, academic,

pastoral and welfare needs of individuals, teams and the school as a whole, resourcing

each in a balanced and fair way. This includes:

N.Q.Ts

I.T.T. Trainees

Associate staff

New and established staff

Faculty or Department teams

Pastoral teams

Middle Leaders

Leadership team members

Governors

Staff from other schools and members of the community

Regular supply staff

2. Identifying C.P.D. Needs

Who will be responsible?

Overall responsibility for staff development is with the Headteacher and Governing

Body who delegate this function to the Assistant Head, Continuing Professional

Development Co-ordinator. In order to manage this effectively, the Co-ordinator will

liaise with Team Leaders, Heads of House and Heads of Faculties to identify and

monitor staff development needs of teams, departments and house.

Important Issues

I. An overview of both the School Improvement Plan and Departmental/House

Development Plans are necessary, so that when staff explore CPD opportunities

they mesh CPD targets highlighted through Appraisal with whole school

developments/targets.

II. When staff apply to partake in CPD, professional development needs which have

been highlighted through Appraisal will be considered.

The Assistant Headteacher will have an overview of all professional development

targets to ensure that training opportunities are meaningful, relevant, cost

effective and relate to the School Improvement Plan and Department/House

PDP SECTION 12


71

Development Plans. CPD Genie is used for this purpose. (Appendix 1 – How to

use CPD Genie).

III. Feedback to colleagues/evaluations will be placed on the CPD Genie weblink so

that meaningful evaluations can contribute to development of all staff.

The Training School CPD weblink (www.bhbs.hereford.sch.uk/trainingschool) will

encourage full staff awareness of on-line training materials for individuals or groups.

This will enhance shared practice and a global view of important national and

school initiatives. The Training School will update this weblink on a regular basis.

Administrative support for short, medium and long-term planning is available through

the Training School secretary so that paperwork and weblink entries are promptly

dealt with and up-to-date information on the ‘whole school picture’ is always

available.

It is also important for the CPD Co-ordinator to be mindful of the complexities of

cover arrangements and possible problems with the day to day running of the

school if too many staff are off timetable at any one time. CPD Genie ensures that

this situation is addressed.

Appraisers too have a key role in helping to identify the development needs of

colleagues through Performance Management, and to monitor that needs are

being met. (Appendix 2 – CPD needs highlighted through Appraisal (which is part of

the ‘PDP for Teaching Staff, www.bhbs.hereford.sch.uk/trainingschool).

Important management tools are the School Improvement Plan, Department/House

Development Plan and Performance Management Targets relating to Appraisal.

3. How Needs are Met

Strategies:

Specified INSET

In-school courses – during the day, after school sessions, agenda items in

meetings

Distance learning (e.g. OU), award bearing courses and the Training School

weblink

Reciprocal school visits

Shadowing colleagues in school/peer observations

Team planning/teaching

Extending experience – new classes/groups/topics, new responsibilities,

leadership, working parties

Short industrial placements/visits

Induction review and follow up

Regular appraisal

Best Practice Research/Action research

Possible secondments

The Learning Hub holds a reference library of books and course information.

http://www.bhbs.hereford.sch.uk/trainingschool

http://www.bhbs.hereford.sch.uk/trainingschool


72

4. Finance

At a time of financial restraint expenditure is carefully monitored.

Financial support is available for the following areas:

Whole school priorities/mandatory training e.g. First Aid

Departments/Teams/Houses

Management/Leadership Development

Pastoral

Governors’ development

Miscellaneous/individual needs

5. The Whole School Training Plan

This reflects proposed allocations for the year, the priorities proposed by teams, and the

whole school priorities to be addressed on INSET days/Twilight INSET. (Appendix 3 – Front

page of Whole School Training Plan, an example). The Whole School Training Plan can

be found in Staff Stared Work/Training School and is constantly updated throughout the

academic year.

6. How Evaluations Take Place

a. Identify their own personal objectives and how they feel they and the organisation

could benefit.

b. Overtime for associate staff must be discussed with line manager and agreed by the

Headteacher in advance of any booking being made.

c. Staff will be expected to look into the cheapest transport available.

Afterwards

a. Comment on the quality of the INSET

b. Formulate a simple personal action plan

c. A short report on ALL external courses including “recommendations to the

school” to be placed on the CPD Genie weblink


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7.

Timeline for CPD School Focus

April/May

CJR to present to SLT ideas around developing all staff in a

cost-effective way

Staff awareness of Whole School Priorities as per School

Development Plan and current funding

Faculty/Department/House (both teaching and associate)

form Development Plans to include section “Continuing and

Short-term Priorities” (Template provided)

June

Submit template to CJR to form overall Training and

Development Matrix

CJR to meet with Wigmore Teaching School to discuss

‘Training Network’ for Herefordshire Schools.

CJR to report back/share developments with SLT. Overall

plan for INSET days/Twilight INSETS mapped out and placed in

school calendar

September/October

Individual training needs through Appraisal e-mailed to CJR

by end of October. Faculty/Department Development Plans

revisited

Training and Development Matrix amended/enhanced to

prioritise needs

November to March

Further plan, monitor, evaluate and review

N.B. Raised staff awareness re. travel costs e.g.

return fare to Birmingham, under £15 – mileage much more

Advance purchase train fare to London for example, between £36 - £46


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8. Checklist for Heads of Departments/Heads of House/Team Leaders when considering

INSET

a. Is the INSET related to team/whole school/individual priorities?

b. Will the course help X to enhance his/her role?

c. Will there be any follow-up implications – further INSET need – other resource need?

d. Has X partaken in other INSET recently?

A check-list for consideration when meeting individual (miscellaneous) needs:

a. Is the training award bearing?

b. Is the training part of a longer course?

c. Is the award leading to higher qualification?

d. Is the applicant receiving support for other training this year?

e. Will there be some benefit to school?

f. Is the funding supported by personal contribution (where necessary)

9. The Role of the Staff Development Co-ordinator

Managing staff development funding through careful monitoring of budget

and support of activities which will benefit individuals’ professional

development and enhance teaching and learning within the School and the

Community.

Promoting development of individuals and shared practice within the

organisation and beyond.

Awareness of strengths and development priorities for departments and

individuals which ‘mesh’ with School Improvement Plan and Department

Development Plans.

Supporting the development of reflective practice, and sound evaluation of

professional development activities undertaken.

Helping to articulate values, beliefs and behaviours that are at the heart of

the organisation.

Encouraging discourse, shared practices and team building and function.

Maintain a professional development website to promote whole school

awareness of development activities and expertise available.

Informing and advising staff of quality development activities that meet

identified individual or collective needs as part of the ‘Whole School Training

Plan’.

Making sure change through professional development is effective and

lasting.

Liaising with Governing Body.

Having an input into whole school INSET days/Twilight INSET.

Reporting to the Governing Body on the benefits of the CPD undertaken and

future needs.


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Appendix 1

Check if cover is going to be available for the required dates At The Bishop of Hereford’s Bluecoat School the system we now use for staff to request INSET and keep INSET records is called CPD Geniesuite.

Whether in school or at home you will be able to:

- Request to go on a course

- See whether cover and your request for training have been approved

- Record and feed back on courses you have attended

- View and print your own training records

First you will need to log onto the Geniesuite website

Go to www.geniesuite.co.uk

Select ‘Herefordshire’ from the second dropdown box on the left hand side

Click ‘Enter’

Select ‘The Bishop of Hereford’s Bluecoat School’ (IN FULL)

How to Request INSET at The Bishop of Hereford’s Bluecoat School



76

Enter your username and password. - Your Username is your first initial followed by your surname e.g. Username: jsmith

Your password has initially been set for you. This Password is: for Teaching Staff - bishop321 for Associate Staff - hereford123

Click ‘Login’

Click on - You will need to change your password to something you will remember.

You do this by clicking Change My Profile.

You can also change any other details about yourself that are not correct.

1. Sign into your personal account. 2. Under the ‘Add Records’ section, click CPD application. 3. Complete the form. 4. Click the button marked Submit Request. 5. Your training request has now been sent to the Cover Officer who will

check whether the dates you have requested training are suitable. 6. The Cover Officer will then respond by adding Cover Approved

or Cover Declined. If cover is declined a reason will be given. IF APPROVED – YOU WILL STILL NEED TO SUBMIT YOUR PURPLE

COVER REQUEST FORM LORAINE ARMS

Once Cover has been approved, your request will be forwarded to the Training School. The Training School Manager will consider all requests for training and either Approve Training

or Decline Training. You will be able to see this whenever you log onto the CPD Genie. If your request for training is declined, a reason will be given. If training is approved, you will need to make sure the Training School has sufficient information

about the course in order to make the booking for you e.g. a completed booking form, website details / course code etc.

The Training School will book the course for you and raise the necessary purchase order. You will be able to see when this has been done by logging onto the CPD Genie.

Your days for Cover will have been approved by this stage but it is still essential that you complete and submit the ‘Cover Request Form’ in the usual way to give details of your absence.

If you would like to submit a request to attend a training course you will need to log onto www.geniesuite.co.uk

You can check the progress of a request for training at any time



77

You can use Geniesuite as much or as little as you choose.

Did you know you can also:

View and print your own training records Record feedback on courses you have attended

View and book in-house training e.g. Twilight INSET Record training you have led,

Add Coaching and Mentoring records

Record lesson observations

Add your Performance Management Targets

View Departmental and School Development Targets

View Professional Standards and assess / record performance

Whole school INSET that you attend will also appear on your personal training record.


78

Appendix 2

Professional Development Portfolio for Teachers relating to

Teachers’ Standards and School Teachers’ Appraisal Regulations

INTRODUCTION AND AIMS OF PDP

Every period in education seems to be marked by one or another particular priority; a

continuous emphasis is on professional development of all staff.

We are proud to place Continuing Professional Development at the heart of school

activities and to consider it an important element of School and Team Improvement

Plans as well as individuals’ needs. We are also pleased to make new experiences and

responsibilities open to staff, which provide an opportunity for professional

development. Performance Management and the exploration of training and

development needs through mentoring and coaching are the right of all colleagues.

Legislation relating to Teachers’ Standards and Appraisal indicates that staff should give

consideration to:

THE TOTALITY OF PERFORMANCE MANAGEMENT

Assessment of

overall Performance

and targets /

objectives

Observations Job Description

Team priorities

(Curriculum / House Development Plans)

Individual CPD needs

relating to Teachers’ Standards

School priorities (School

Improvement and Development Plan)


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Training and Development Need(s)

Please return this sheet to C Rushton, so that your requirements can be entered onto the Training and

Development Plan (maximum of 3). Thank you

Name:

Faculty:

Training and Development Need

Support Required

By When?

1.

2.

3.


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The Bishop of Hereford’s Bluecoat School

Professional Development Portfolio

THE APPRAISAL CYCLE

Previous appraisal. Identification of

Present performance Training Needs

(Early Autumn Term) (September)

Self Review and Evaluation Review Meeting

(Easter and Summer (September/October)

Review Targets

(October – March) TIMESCALE

September – October

Initial target setting meeting with appropriate team leader and

informing Training School of CPD needs.

October onwards

Collection of evidence by appraisee and team leader

March – April

Interim review meeting with team leader

June

Summative review meeting with team leader

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