Lesson Observation (Mentor)
Trainee:
Observer:
School:
Area of Learning:
Date:
Year Group:
No of Pupils:
Identified focus for observation (focus on 2, 3 or 4 Teaching Standards and any previous targets)
TS
1
LESSON ASSESSMENT DESCRIPTORS
To be used in conjunction with the Warwick Assessment Descriptors which provide extension of the criteria.
NOT YET MET
REQUIRES
GOOD
OUTSTANDING
IMPROVEMENT
Some learners engaged
throughout the lesson
Requires support to create a
safe stimulating environment
Most learners engaged
throughout the lesson
Some strategies/ resources in
place to create a safe
stimulating environment
Consistently demonstrates
positive attitude including
SMSC in some lessons
Some learners make progress
which is expected.
Developing planning making
provision for, pupil progression
taking into account evidence of
prior knowledge &
achievement.
All learners engaged and motivated
throughout the lesson
A range of strategies/ resources in
place to create a safe stimulating
environment
Consistently demonstrates positive
attitudes including SMSC in all
lessons
Most learners make progress which
is expected.
Consistently take into account the
prior learning and making provision
for pupil progress over time.
High level of engagement and
enthusiasm throughout the lesson
As for good but creative
strategies/resources
Some pupils are given
opportunities to reflect
effectively.
Select a range of teaching
strategies to facilitate learning
and overcome potential
barriers. Developing targeted
intervention at times.
Most pupils are given opportunities
to reflect effectively and identify
emerging needs.
Select effective teaching strategies
to encourage independent learning
and set challenging tasks. Pupils
overcome barriers. Routinely
checking pupils understanding, well
targeted interventions.
All pupils are given opportunities to
reflect effectively identify emerging
needs
As for good but enables all pupils to
overcome barriers. Systematically
checking pupils understanding
alongside well targeted interventions.
Strategies employed to
encourage independent
learning.
Has a secure subject and
curriculum knowledge, uses
this in their planning to
develop pupils’ learning &
skills, address misconceptions.
Some effective strategies employed
to encourage independent learning
at times.
Has a good subject and curriculum
knowledge, uses this consistently
in their planning to develop pupils’
learning & skills and address
misconceptions.
Effective strategies are employed to
encourage independent learning
routinely
Has a strong subject and curriculum
knowledge, uses this to maximize
learning in a lesson.
With support helps pupils
understand the value of
learning.
Promotes the correct use of
literacy and numeracy with
support.
Can help pupils understand the
value of learning.
Plans a range of opportunities to
help pupils understand the value of
learning.
Develops the mathematical and
communication skills of the pupils
they teach; promotes and supports
the correct use of literacy and
numeracy across a range of
lessons.
Requires support to plan
structured lessons and to set
clear and/or challenging LOs.
Is beginning to develop pace.
Use subject specific language
accurately; adapt their
language to suit the learners
they teach.
Plans structured lessons with
clear and challenging LOs,
some support may be
required. Teaches
appropriately structured and
paced lessons; uses subject
specific language accurately;
adapts their language to suit
the learners they teach.
Teaches lessons which engage
pupils, arouse their curiosity
and promote learning.
Uses ICT, to support their
teaching, and pupils’ learning.
Takes every opportunity to help
pupils understand the value of
learning.
Effectively teaches mathematics and
communication skills to enhance
pupil progress.
Consistently & proactively promotes
and supports the correct use of
literacy and numeracy throughout
their practice.
As for good but Consistently
Uses exceptionally clear subject
specific language which is
consistently matched to the full
range of learners needs.
Can demonstrate positive
values including SMSC
Learning not evident
Demonstrate some
understanding of planning
sharing an awareness for the
provision of pupil progression
& taking into account pupil’s
prior knowledge.
Developing understanding for
the need for pupils to reflect
2
Requires support to adopt
teaching strategies which
facilitate learning to overcome
potential barriers including any
interventions.
Developing ideas to encourage
independent learning.
Is developing secure subject
and curriculum knowledge,
requires support to develop
pupils’ learning& skills and
address misconceptions.
3
4
With support is able to teach
lessons which engage pupils,
arouse their curiosity and/or
promote learning. Requires
support to use ICT to support
their teaching, pupils’ learning.
Understands the need to
promote the correct use of
literacy and numeracy and
builds in appropriate support
opportunities into their
teaching.
Plans structured lessons with clear
and challenging LOs.
Teaches appropriately structured
and paced lessons, effective use of
lesson time at all stages of the
lesson. Uses subject specific
language accurately; language is
well-matched to learners’ needs.
Teaches well, engaging pupils,
arousing curiosity and promoting
learning. A range of carefully
matched approaches. Uses a range
of ICT resources, to support their
teaching& learning.
Is proactive in consistently
demonstrating positive attitudes and
SMSC in all lessons
All learners make good progress or
better than expected
Confidently and consistently plan for
pupil progression. Able to articulate a
clear rationale for building on prior
achievement securing pupil progress.
As for good but teaches exceptionally
well.
Uses a range of ICT resources, to
enhance their teaching and pupils’
learning.
4
5
6
7
8
Understands how homework
work can sustain learners’
progress, consolidate learning
and with help, can design and
set appropriate tasks.
Understands how homework
can sustain learners’ progress,
consolidate learning and can
design and set appropriate
tasks.
Understands how homework can
sustain learners’ progress,
consolidate learning and can design
and set appropriate and engaging
tasks.
As good but in addition recognizing
that the intended audience is both
parent and child.
Is beginning to seek advice
from colleagues on how to
improve; tries to act
appropriately on written and
oral feedback and targets.
Limited differentiation in place
Seeks advice from colleagues
on how to improve, and acts
appropriately on written and
oral feedback and targets.
Uses well-focused short- and
longer-term developmental
targets to improve their practice.
As good but in addition, judging the
impact on all groups of learners.
Some approaches/resources in
place to enable all pupils to be
taught effectively
Clear differentiation in place and
appropriately deployed to allow for
purposeful learning
Developing understanding of
barriers to learning
Deploys a limited range of
strategies to overcome barriers
to learning
Plans/deploys well-targeted
interventions to overcome
potential barriers to learning
Marking or feedback is
infrequent and/or irregular
and/or fails to provide pupils
with guidance on how work can
be improved. Corrections not
done. Work incomplete.
Marking and feedback are
encouraging and provide pupils
with some guidance on how
work can be improved.
Pupils encouraged to respond
to feedback.
Marking and feedback are frequent
and provide pupils with guidance
on how to improve. Corrections/
improvements are carried out and
most missing work is completed.
Developing understanding of
purpose of assessment
strategies
Uses a limited range of
assessment strategies
Requires support to set
assessment criteria
Sets assessment criteria.
Plans informal and structured
assessment opportunities into
their teaching, using an increasing
range of strategies
Sets clear and accurate assessment
criteria and personalized targets
Creative strategies /resources used
effectively to allow all pupils to be
taught effectively. ( or to learn
independently )
Plans/deploys well-targeted
interventions to overcome potential
barriers to learning for a range of
pupil needs
Marking and feedback are frequent
and regular, providing pupils with
very clear guidance on how work can
be improved.
Corrections/improvements are
carried out and any missing work is
completed.
Plans informal and structured
opportunities, using a wide range of
strategies
Little/no evidence of self/peer
assessment
Learners evaluate their
achievement
Requires support to exercise
appropriate authority to
manage behaviour positively
Beginning to promote mutually
respectful trainee - pupil
relationships
Some evidence that learners
respond promptly to teachers’
direction and work
cooperatively
Requires prompting to use
praise, sanctions, rewards
consistently and fairly
Requires support to plan
for/deploy support staff to
enable learning and teaching.
Exercises appropriate authority
to manage behaviour
positively.
Mutually respectful trainee pupil relationships
Learners respond promptly to
teachers’ direction and work
cooperatively
Learners evaluate their
achievement against success
criteria to improve performance
over time.
Manage learners’ behaviour largely
in a way which promotes selfcontrol and independence
Has a developing rapport with
learners with a positive attitude to
learning
Learners demonstrate positive
attitudes towards teacher, learning
and others; lesson flows smoothly
Uses praise, sanctions, rewards
consistently and fairly
Effective use of praise, sanctions,
rewards to promote self-discipline
(Where applicable) deploys
support staff enabling learning
and teaching.
(Where applicable) deploys support
staff, in an increasing range of
ways which promote learning
Observer comments, including strengths and areas for development:
Trainee Reflections:
Signed SM:
Signed trainee:
Makes effective use of clear and
accurate assessment and targets to
maximise learning
Learners to evaluate their
achievement against success criteria
which improves their performance
within the lesson.
Manage learners’ behaviour
consistently in a way which promotes
self-control and independence
Established rapport with learners
encouraging a positive attitude to
learning
Learners display very high levels of
engagement, courtesy, collaboration
and cooperation
Effective use of directed praise,
rewards to promote learning
outcomes for pupils
(Where applicable) deploys support
staff, in an extended range of ways
which maximises learning