Lesson observations 2011 14

+

Parkside Federation Matt Gore Specialist Leader of Education Physical Education

Lesson Observations 2011-2014

PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(9(Invasion(Games(((((((((Date((((15th(November(2013(((((((((((((Observer(s)((((John(Jones(5(Head(of(School(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!

Teaching

!

Teacher!planning!and!expertise!

Excellent!subject!knowledge.!Planning!is!astute.!!LOs!and!tasks!are!challenging!and!take!into!account!different!pupils’!needs!and!abilities.!!Time!is!used!exceptionally!well.!!WellAjudged!and!often!imaginative!strategies!are!used.!!

WellAdeveloped!subject!knowledge.!Planning!is!effective.!LOs!and!tasks!are!challenging!and!match!most!pupils’!needs!and!abilities.!!Pace!is!good.!!!

Subject!knowledge!is!not!always!secure.!LOs!and!tasks!are!sometimes!not!entirely!appropriate!and!teaching!does!not!always!meet!the!needs!and!abilities!of!all!groups!of!pupils.!Pace!is!compromised!and!teaching!time!is!wasted.!!!

Subject!knowledge!is!inappropriate.!Planning!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding!of!tasks.!!!LOs!and!tasks!are!not!sufficiently!well!matched!to!pupils’!needs!and!do!not!enable!all!pupils!to!make!progress.!!The!lesson!lacks!any!real!pace.!

Teacher!expectations!

!Expectations!are!consistently!high!of!all!pupils.!!Pupils!are!inspired!and!enthusiastic.!

Expectations!are!generally!high!and!pupils!are!motivated!and!engaged!!

Low!expectations!do!not!enable!all!pupils!to!work!hard!and!achieve!and!therefore!the!!majority!make!limited!progress.!

Expectations!are!not!high!enough!and!weak!teaching!fails!to!engage!or!interest!most!different!groups!of!students.!

Resources!

Resources!make!a!marked!contribution!to!the!quality!of!learning,!as!does!the!precisely!targeted!teaching!support!provided!by!other!adults.!!

Good!and!imaginative!use!is!made!of!resources!to!enhance!and!deepen!learning.!Other!adults’!teaching!support!is!well!focused!and!makes!a!significant!contribution!to!the!quality!of!learning.!

Adequate!use!is!sometimes!made!of!a!range!of!insufficiently!differentiated!resources!to!support!learning.!Support!provided!by!other!adults!is!not!always!effectively!deployed.!!

Inadequate!use!is!made!of!resources!and!teaching!support!provided!by!other!adults!is!not!effective.!There!is!little!/!no!differentiation!!to!allow!sufficient!progress!to!be!made!by!all!groups!of!students.!

Teaching!of!RWCM!

Teaching!of!literacy!and!numeracy!is!exceptional.!!Every!opportunity!is!taken!to!develop!these!skills!in!a!highly!effective!manner.!!

Reading,!writing,!communication!and!mathematics!are!taught!effectively.!!

Teaching!of!literacy!and!numeracy!is!inconsistent!and!/!or!ineffective.!!

Opportunities!to!promote!literacy!and!numeracy!are!missed!and,!as!a!result,!these!skills!are!not!applied!as!well!as!they!should!!be.!!

Learning

!

*Pupil!progress!

Almost!all!pupils!(including!those!with!SEND)!are!making!rapid!and!sustained!progress!as!a!result!of!teaching!that!is!at!least!good!and!much!!that!is!outstanding!

Most!pupils!and!groups!of!pupils!(including!those!with!SEND)!are!learning!and!making!good!progress!and!achieve!well.!!

Due!to!poor!teaching,!pupils!show!little!interest!in!their!work!and!are!not!making!progress!that!is!broadly!in!line!with!their!capabilities.!!!

Pupils!learn!very!little!and!no!progress!is!made.!Learning!activities!are!not!sufficiently!well!matched!to!the!needs!of!all!pupils.!

Pupil!attitude!

Pupils!show!high!levels!of!engagement,!interest,!resilience,!confidence!and!independence.!There!is!very!strong!evidence!of!SMSC!!development.!

Most!pupils!are!motivated!to!participate.!!Resilience,!confidence!and!independence!are!promoted.!There!is!good!evidence!of!!SMSC!development.!!

Many!pupils!are!easily!distracted!and!do!not!want!to!work!hard!or!improve!their!learning.!Links!to!SMSC!development!need!to!be!!improved.!!

Pupils!lack!motivation!and!do!not!engage!with!the!lesson.!The!climate!created!is!not!positive!for!learning!and!SMSC!development!is!not!evident.!!

Pupil!behaviour!!!

Pupils!‘make!every!effort’!to!ensure!that!others!learn!and!thrive!in!an!atmosphere!of!respect!and!dignity.!Very!high!levels!of!engagement,!courtesy,!collaboration!and!cooperation.!Lesson!proceeds!without!interruption.!There!is!a!systematic,!consistently!applied!approach!to!behaviour!management.!

Pupils!respond!very!well!to!the!teacher’s!behaviour!systems.!Disruption!to!lesson!is!‘unusual’!.Pupils!are!typically!considerate,!respectful!and!courteous;!they!consistently!meet!the!teacher’s!expectations.!Behaviour!management!strategies!are!applied!consistently.!

Pupils!do!not!always!respond!promptly!to!teacher’s!directions.!They!sometimes!work!cooperatively.!Major!disruption!to!learning!is!uncommon!but!there!is!occasional!lowAlevel!disruption.!There!are!clear!procedures!for!managing!behaviour;!these!are!usually!applied,!but!not!always!consistently.!

Pupils’!lack!of!engagement!and!persistent!lowAlevel!disruption!contribute!‘more!than!occasionally’!to!reduced!learning!and/or!a!disorderly!lesson.!

Assessmen

t!

Assessment!to!support!

progress!in!lesson!

The!teacher!systematically!and!effectively!checks!pupils’!understanding!throughout!lessons,!anticipating!interventions!and!doing!so!with!striking!impact!on!the!quality!of!!learning.!

The!teacher!regularly!listens!to,!observes!and!questions!groups!of!pupils!during!lessons!in!order!to!reshape!tasks!and!explanations!to!improve!teaching.!!

The!teacher!does!not!regularly!monitor!pupils’!work!during!the!lesson!and!fails!to!pick!up!general!misconceptions!or!to!adjust!their!plans!accordingly!to!support!the!learning!needs!of!!the!pupils.!!

Assessment!is!not!used!effectively!to!help!pupils!improve.!!It!takes!too!little!account!of!pupils’!prior!learning!or!their!understanding.!

Marking,!feedback!and!homework!

Marking!and!dialogue!are!consistently!of!a!very!high!quality!and!constructive!feedback!ensures!that!pupils!understand!in!detail!how!to!improve!their!work!and!consequently!they!make!rapid!gains.!Appropriate,!regular!homework!contributes!very!well!to!independent!!learning.!!

Pupils!are!provided!with!detailed!feedback,!both!orally!and!through!marking.!!They!know!how!well!they!have!done!and!can!discuss!what!they!need!to!do!to!sustain!good!progress.!!Appropriate!and!regular!homework!contributes!well!to!independent!learning.!!!

Pupils!are!not!always!informed!about!their!progress!or!how!to!improve!through!marking!and!dialogue!with!other!adults.!!Appropriate!homework!is!not!set!regularly!and!fails!to!contribute!to!learning!outcomes,!including!for!SEND!pupils.!

Marking,!feedback!and!homework!are!not!used!effectively!to!help!pupils!improve!or!work!independently.!

This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE()CONCLUSIONS)AND)FEEDBACK) ) ) ))(Strengths(

• Innovative(and(imaginative(use(of(resources(and(group(work(resulting(in(high(levels(of(engagement(and(consequently(impressive(progress(made(by(all(students.(

• Excellent(use(of(differentiated(materials(allowing(all(students(to(feel(positive(about(their(performances.(Regular(use(of(‘mini(plenaries’(reinforced(learning(and(allowed(teacher(to(support(students(who(required(additional(input.(

• Very(positive(relationship(with(all(students.((The(students(were(respectful(and(keen(to(impress(and(please(the(teacher.((

• Learning(Objective(clearly(defined(and(referred(to(during(the(lesson.((Numeracy/Literacy(work(undertaken(was(also(impressive(and(felt(a(natural(part(of(the(lesson.(

(Areas(for(Development(

• Voice(at(times(unnecessarily(used(as(students(were(already(engaged,(although(information(was(complex(at(the(start(of(the(lesson(

• ((

• (((

(Additional(notes(/(information(

PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(10(GCSE(BTEC((((((Date((((4th(March(2013((((((Observer(s)((((Beverly(Jones(5(Principal(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!

Teaching

!











Resources!





Teaching!of!RWCM!





Learning

!

*Pupil!progress!





Pupil!attitude!





Pupil!behaviour!!!





Assessmen

t!


progress!in!lesson!










This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE(

)CONCLUSIONS)AND)FEEDBACK) ) ) ))(

Strengths(

• Meticulous(planning,(especially(in(terms(of(differentiation(for(a(mixed(ability(group.((

• Clear(high(expectations(and(outstanding(level(of(behaviour(for(learning(

• High(pace(and(levels(of(challenge,(including(strong(focus(on(student(leadership(throughout.(Demonstrations(outstanding(

• Individual,(group(and(whole(class(activities(linked(through(skilful(plenaries(and(methods(of(practical(assessment(

(

Areas(for(Development(

• Increased(emphasis(where(possible(with(explicit(cross(curricular(numeracy(

• (

• (

• (

(

Additional(notes(/(information(

PARKSIDE)FEDERATION)ACADEMIES))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))LESSON)OBSERVATION)PROFORMA)))Teacher:(Matthew(Gore((((((((Class(/(Year(Group(5(Year(11(Leadership((((((((Date((((23rd(November(2012(((((((((((((Observer(s)((((Jenny(Griffiths(5(Deputy(Head(! ! OUTSTANDING!(!=!1)! GOOD!(!=!2)! REQUIRES!IMPROVEMENT!(!=!3)! INADEQUATE!(!=!4)!

Teaching

!











Resources!





Teaching!of!RWCM!





Learning

!

*Pupil!progress!





Pupil!attitude!





Pupil!behaviour!!!





Assessmen

t!


progress!in!lesson!










This(overall(grading(for(this(lesson(is(OUTSTANDING(/(GOOD(/(REQUIRES(IMPROVEMENT(/(INADEQUATE()CONCLUSIONS)AND)FEEDBACK) ) ) ))(Strengths(((

• Excellent(resourcing((• Clear(strategies(based(on(knowledge(of(group(and(individual(needs(• Student(engagement(through(leadership(and(coaching(model((• Group(and(independent(learning(present(through(clear(learning(episodes(• Exemplary(use(of(own(faculty(teaching(model(• Maximised(student(engagement(and(success(

(Areas(for(Development(

• Increased(use(of(written(assessment(opportunities((Weather(dependant)(• (• ((

((Additional(notes(/(information(

Parkside)Federation)Academies)Lesson)Observation)Form))

Teacher/TA:)Matthew)Gore) Date)and)time:)March)22)2012))

Class:Year)11)Nutrition)in)Sport) Observers:)A)Smith)G)Deputy)Head)

1 2 3 4 NA

1. The)teacher’s)/)TA’s)presence)establishes)a)calm)learning)environment.)Students)

are)placed)according)to)a)seating)plan)and)a)register)is)taken.))X

2. As)a)result)of)good)assessment)procedures,)the)teacher)/)TA)has)planned)well)to)

meet)the)learning)and)behavioural)needs)of)all)students.)X

3. The)teacher)/)TA)makes)clear)to)the)students)what)they)will)have)learnt)by)the)

end)of)the)lesson.)X

4. The)teacher)/)TA)leads)a)short,)engaging)starter)which)refers)to)prior)learning.) X

5. The)teacher)/)TA)outlines)the)main)task,)showing)confidence)in)subject)

knowledge.)They)do)this)through)explanation,)modelling,)or)setting)up)an)

enquiry.)

X

6. The)teacher)/)TA)effectively)uses)resources)(including)digital)technologies))to)

support)learning)activities.))X

7. The)teacher)/)TA)differentiates)activities)to)allow)every)student)to)make)

progress.) X

8. The)teacher)/)TA)listens)to,)observes)and)questions)groups)of)students)in)order)

to)reshape)tasks)and)explanations)to)improve)learning.))X

9. The)teacher)/)TA)systematically)checks)students’)understanding)throughout)the)

lesson,)intervening)when)necessary)to)make)impact.))X

10. All)students)are)motivated,)engaged,)and)work)at)a)good)pace.)) X

11. The)teacher)/)TA)leads)a)plenary)which)reflects)back)on)learning)objectives)and)

checks)understanding)of)new)learning.))X

12. The)teacher)/)TA)checks)that)the)lesson)objectives)have)been)achieved)and)that)all)students)have)made)progress.)

X

)))))Overall quality of the lesson X 1. Outstanding 2. Good 3. Satisfactory 4. Inadequate

)

Conclusions)and)Feedback)

Strengths))•)Excellent)relationship)with)students.)Clear)two)way)respect,)including)links)to)improving)independent)and)group)learning))•)Regular)links)to)SMSC)based)content,)especially)though)elite)athlete)circumstances))•)Lots)of)linkage)to)standards,)helping)students)to)understand)what)to)do)to)improve.)Explicit)to)objectives)and)next)level)progression))•)Inspired)way)to)deliver)a)practical)based)lesson)from)content)generally)only)delivered)in)a)traditional)classroom)

Parkside)Federation)Academies)Lesson)Observation)Form)

)

Conclusions)and)Feedback)

Areas)for)Development))•)Limited)need)for)differentiated)resources)due)to)high)level)cohort)accessing)given)materials.)Consideration)for)future)cohorts.))•)Potential)in)future)to)bring)in)an)athlete,)or)dietician)for)a)link)session))•))•)

1 2 3 4 NA

1. The teacher’s / TA’s presence establishes a calm learning environment. Students are placed according to a seating plan and a register is taken.

2. As a result of good assessment procedures, the teacher / TA has planned well to meet the learning and behavioural needs of all students.

3. The teacher / TA makes clear to the students what they will have learnt by the end of the lesson.

4. The teacher / TA leads a short, engaging starter which refers to prior learning.

5. The teacher / TA outlines the main task, showing con!dence in subject knowledge. They do this through explanation, modelling, or setting up an enquiry.

6. The teacher / TA e"ectively uses resources (including digital technologies) to support learning activities.

7. The teacher / TA di"erentiates activities to allow every student to make progress.

8. The teacher / TA listens to, observes and questions groups of students in order to reshape tasks and explanations to improve learning.

9. The teacher / TA systematically checks students’ understanding throughout the lesson, intervening when necessary to make impact.

10. All students are motivated, engaged, and work at a good pace.

11. The teacher / TA leads a plenary which re#ects back on learning objectives and checks understanding of new learning.

12. The teacher / TA checks that the lesson objectives have been achieved and that all students have made progress.

Overall quality of the lesson

1. Outstanding 2. Good 3. Satisfactory 4. Inadequate

Conclusions and Feedback

Strengths•

•

•

•

Areas for Development•

•

•

•

Parkside Federation Academies Lesson Observation Form

Teacher/TA: Date and time:

Class: Observers:

Matt Gore 7-11-11 lesson 4

9 DCO NNE

X

X

X

X

X

X

X

X

X

X

X

X

X

Excellent teamwork throughout

Leadership focus. Students clear on expectations and really motivated.

Superb coaching and modelling leadership.

All students making excellent progress.

None that we could see.

Documents

Lesson observations 2011 14