Lesson Observation Pro forma
Observer:
Teacher:
Class& Group:
No.
Present:
Date:
Subject:
Purpose (Please circle)
Time in
Lesson:
Judgmental/Developmental/Other
Developmental Focus:
1. Planning and Differentiation, Subject Knowledge and Course Requirements,
a)
The teacher has consistently high expectations of all pupils and has planned the lesson astutely, setting challenging
tasks that are closely matched to the specific learning needs of the pupils.
b)
The teacher is very knowledgeable in the relevant subject area/course/NC/ specification requirements.
a)
The teacher has high expectations of all pupils and has planned the lesson carefully, setting tasks that are effective in
challenging the vast majority of pupils and are matched to their specific learning needs.
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Comments
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The teacher has good knowledge of the relevant subject area/course/NC/ specification requirements.
a)
The teacher’s expectations enable most pupils to work hard, learn more and achieve satisfactorily and the individual
needs of pupils are usually met correctly.
b)
Teachers’ subject knowledge and expertise ensures that pupils make the progress expected given their starting points.
a)
The teacher does not have sufficiently high expectations.
b)
Subject knowledge is weak and/or knowledge of the relevant subject area/course/NC/ specification requirements is weak.
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Planning:
2. Teaching
c)
The teacher enthuses, engages and motivates pupils, engendering high levels of enthusiasm and commitment to
learning and ensuring that no time is wasted.
d)
The teacher systematically and effectively checks pupils’ understanding throughout the lesson, anticipating where he/she
will need to intervene and doing so with notable impact on learning.
e)
f)
Every opportunity is taken to develop crucial skills such as reading, writing, speaking and listening and maths.
Other adults in class help to enthuse, motivate and engage groups of pupils so that they make at least expected progress.
c)
The teacher enthuses pupils, ensuring that they are motivated, engaged, concentrate well and persevere with their tasks.
d)
The teacher listens astutely to, observes carefully and skilfully questions groups of pupils during the lesson in order to
reshape tasks and explanations to improve learning.
Communication skills, including reading, writing, speaking and listening and maths are taught effectively.
All additional adult support and intervention is well focussed, resulting in accelerated progress for nearly all pupils so that
attainment gaps are narrowing.
e)
f)
c)
The teacher ensures that most pupils want to work hard and improve.
d)
The teacher actively monitors the pupils’ work during the lesson, picking up any general misconceptions and adjusting
their plans accordingly to support learning. Occasionally, these adaptations are not identified quickly enough and this slows
the learning for some pupils.
e)
f)
Communication skills, including reading, writing, speaking and listening and maths are taught effectively.
The teacher carefully deploys any available additional support and this contributes reasonable well to the quality of learning.
c)
Teaching fails to excite, enthuse, engage or motivate groups of pupils.
e)
Pupils cannot communicate, read, write or use maths as well as they should,
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3. Behaviour
g)
Pupils are consistently very well behaved, showing high levels of collaboration and cooperation.
h)
Pupils are highly adept at managing their own behaviour positively.
g)
Pupils consistently show consideration to each other and behave well.
h)
Pupils respond very well to Behaviour for Learning and disruptive incidents rarely occur
O
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Teaching:
g)
Pupils overwhelmingly respond to the teacher’s direction and there is an orderly classroom environment.
h)
Pupils respond well to Behaviour for Learning and disruption to learning is uncommon.
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g)
Pupils’ lack of engagement and low level disruption contribute to reduced learning / a disorderly classroom environment.
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h)
A significant minority of students show a lack of respect and tolerance for each other or staff, resulting in poor behaviour.
Behaviour:
4. Assessment for Learning
i)
j)
The teacher consistently and accurately assesses pupils’ progress and shares with information with pupils.
Marking and constructive feedback from teacher and pupils are frequent and of a consistently high quality.
k)
Marking and feedback enable pupils to understand how to improve their work.
i)
j)
The teacher regularly and consistently assesses pupils’ progress accurately and shares this information with pupils so
that they are motivated and encouraged.
Pupils are provided with detailed and accurate feedback, both orally and through marking.
k)
Pupils know how well they have done and can discuss what they need to do to improve further.
i)
j)
k)
Due attention is often given to the careful assessment of pupils’ learning, but this is not always conducted rigorously
enough and may result in some repetition of work and tasks being set that do not fully challenge.
Pupils are informed about the progress they are making through timely marking and dialogue.
Marking and dialogue informs pupils how to improve their work.
i)
k)
Assessment is not frequent or accurate enough to monitor learners’ progress
Learners do not know how to improve.
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Assessment for Learning:
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5. Learning and Progress
l) Almost all pupils make rapid and sustained progress given their starting points.
m) Pupils show resilience, confidence and independence when tackling challenging activities.
n) Pupils learn well, acquire knowledge quickly and in depth and have high levels of understanding.
o)
Pupils develop and apply a wide range of skills effectively, including speaking, listening reading and writing.
l) Most pupils make better than expected progress given their starting points.
m) Pupils are motivated, actively engaged, concentrate well and persevere with their tasks.
n)
o)
O
G
Pupils acquire knowledge quickly and are secure in their understanding,
Pupils develop a range of skills well, including speaking, listening, reading and writing and numeracy.
l)
m)
Many pupils make at least expected progress and some make good progress.
Most pupils want to work hard and improve.
n)
o)
Pupils generally learn well with good knowledge acquisition and understanding.
Pupils develop and apply skills including speaking, listening, reading and writing and numeracy so that they are
adequately prepared for the next stage in their education.
l)
Pupils make inadequate progress
o)
Pupils cannot communicate, read, write or use mathematics as well as they should.
Strengths:
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Learning and Progress:
Areas for Development:
Date of feedback:
Quality of Feedback:
Overall Judgement:
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