- Lesson Evaluation Toolkit (new version)
- Lesson Observation feedback template (December 2018)
- Professional Learning Plan (PLP) – May 2019
- Teacher self-evaluation paperwork, May 2019
LESSON EVALUATION TOOLKIT (April 2019)
(Click on the hyperlinked statements for further information)
Typical elements of very good practice
(including Weekly & Monthly Review)
|· Low-stakes assessment, promoting re-call from everyone.
· Includes material required for the lesson, recent and less-recent material.
|Learning intentions||· Set out precise learning goals (derived from course content).
· Clearly communicated (verbally and visually, if possible) in student friendly language.
· Revisited during lesson and in Plenary.
· If appropriate, reveal lesson structure.
|Success criteria||· Clear communication of what you are looking for / what success looks like, e.g.:
· Statements of standards
· Common mistakes and misconceptions
· Students involved in creation (if appropriate).
· Used to support student self-evaluation.
|Presentation of content||· Checking what students know or can do already.
· Clear presentation, including explanations and visuals which stimulate interest.
· Interactive – includes frequent checks for understanding.
· Repeating and summarising key points.
|Practice||· Guided first, then independent.
· Co-operative learning opportunities.
· Over-learning – lots of opportunities to master content.
· Teacher circulating class, checking on everyone.
|Plenary||· Revisits the learning intention and success criteria.
· Reinforces the main learning points of the lesson.
· Gathers further evidence about what has been learned, was difficult, or not learned (e.g. via Exit Tickets).
· Summarises next steps.
|Challenge & support||· Tasks are appropriately challenging – not too easy but not too difficult.
· Balance of familiar and less-familiar content.
· Choices within activities, with differing levels of challenge.
· Availability and use of support resources, e.g.:
· Knowledge Organisers
· Checklists & scaffolds
· Peer teaching
|Make students think & check for understanding||· Strategies to make everyone think and everyone’s learning visible, e.g.:
· Questioning: pose, pause, pounce, bounce.
· Discussion (e.g. chat to a partner, think-pair-share)
· Active assessment methodologies (e.g. true/false, multiple choice)
· Show-me boards.
|Feedback||· Clear and precise.
· Recognises positives and points to next steps – ‘what’ and ‘how’.
· Links to success criteria (e.g. modelling, examples, statements of standards).
· Individual and whole-class messages.
· Includes verbal and written comments (as appropriate).
· Time available for students to take on board feedback and improve (may be via homework).
|Relationships||· Knowing students well.
· Positive and professional interactions.
· Recognition of positives, particularly effort.
|High Expectations||· High expectations of effort, behaviour and quality of work.
· Target / goal setting (e.g. personal bests).
|Management||· Calm, ordered, under control.
· Effective use of time, space and resources.
· Appropriate pace.
|Behaviour||· Students are on-task, engaged, interested, motivated.
· Poor student behaviours are dealt promptly and in as low-level a way as possible.