School of teaching, Health and Care
PCET – Subject SpecialistMentor Observation Form
Teacher Observed:
Leanne Mackie
Observer:
Damien O'Keeffe
PCET course and year: PCET Cert Ed. Year 2
Observed course/ level:
Level 2 and 3 Performing Arts
Date:
No. of students:
23.4.15
32
Session Focus (context):
Rehearsal for major performance project. Leanne has co-directed this production and has shared
responsibility for the assessment of rehearsal and performance elements.
Summary of any outstanding features and particular strengths:
Very subject knowledge
Effective rapport with the students in the class
Ability to recognise the individual needs of students and respond accordingly
Summary of areas for development:
Ensure that students’ nerves and excitement are focused and directed, especially with
large cast groups. Clear expectations set.
How has the trainee planned effectively to deliver the subject specialism?
(Consider how planning take into account curriculum and learner needs, while remaining flexible.)
The rehearsal schedule had been well planned in advance. Due to the change of performance
dates, student absence and other demands on the cast, the schedule had to be adapted late on
in the process. These potential difficulties were dealt with effectively and flexibly during the
observed session. Key learning outcomes for the unit being delivered were reinforced and met as
the rehearsal progressed.
How effective are the resources in supporting learning in the subject?
(Consider how they made links between specialist area and its wider context (e.g. work, legislation, current issues)
and helped learners identify transferable skills.)
The main resource for this session (and the overall production) is the theatre space itself. This is
an excellent resource and presents the students with a vocationally relevant setting in which to
work. Health and safety, professional working practices, and key practical skills are all embedded
in the production and performance processes. At this stage Leanne, quite rightly, focused on the
professional practices and skills required for effective public performance.
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Issue 2.0
School of teaching, Health and Care
PCET – Subject SpecialistMentor Observation Form
Describe the range, and quality, of teaching techniques used in the subject and how the
trainee established a purposeful and motivating environment?
(Consider how the traineeused a range of appropriate, flexible and varied teaching and learning techniques, and
motivated all learners.)
The students were clearly excited and nervous for the forthcoming performances, and this
manifested itself in a number of ways. Leanne was able to identify how each of the students in
the cast reacted to the situation. There is a broad range of experience and skill in the class as
students from both L2 and L3 work together. Leanne’s rapport with the students meant that was
able to use appropriate techniques such as direct questioning, small group tasks, peer mentoring,
and whole group activities as required.
How did the trainee use formative assessment to check all learners’ progress and was this
assessment accessible?
(Are the assessment records are accurate, standardised and relevant to awarding bodies?)
Formative assessment in this scenario took the form of feedback notes to the students after they
had performed their scenes. Observation sheets have been used in other sessions. In the
observed session the feedback was given in a whole group setting, and peer feedback was
encouraged. Individual feedback and encouragement was also given to several of the lessconfident students.
How were questioning and answering used effectively, and describe how the trainee gave
constructive feedback?
(How has the trainee encouraged reflection amongst learners, supported and promoted inclusivity and diversity?)
Questioning and discussion were used effectively during the observed session. Reflection is
encouraged a standard practice in this type of work and this could have been extended in some
cases during the session. The confidence to ‘pause’ the practical work (the bit that the students
really want to be doing) and encourage them to reflect on what they are doing or have just done
comes with experience.
How has the trainee managed the classroom to support the learning of the subject?
(Consider how they managed behaviour and challenged discriminatory attitudes,while ensuring professional
boundaries are maintained.)
The theatre space was managed effectively in order to support the learning. It was pleasing to
see Leanne take a firmer line and be more confident to set the expectations for behaviour and
professional practice rather than relying on her colleague to do this. Between them they managed
the space well – it is effectively divided between the ‘stage’, ‘off-stage’ and ‘auditorium’ and
Leanne had good control of the latter whilst Andy managed the others. They then swapped as
Leanne focused on one aspect of the performance and rehearsed a particular section.
Again, more experience will give the confidence to direct the students’ nerves/excitement/fear in
such a way as to establish a slightly calmer working atmosphere at the beginning of the session.
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Issue 2.0
School of teaching, Health and Care
PCET – Subject SpecialistMentor Observation Form
Circle as many of the following that best describes the trainee during this
observation:
Fluent
Articulate
Creative
Effective
Sound
Innovative
Secure
Original
Dynamic
Re-observation
needed
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Issue 2.0