Forms for School Experience
Contents

Guidance

Lesson Observation Notes

Teacher Standards 2012

Lesson Observation Summary Sheet

Cause for Concern Guidance

Cause for Concern Form

Cause for Concern example
Guidance on completion of lesson observations by class teachers, subject mentors and HEI
tutors.
Observers are asked to utilise the language of the Standards as they complete the summary
form but there is no need to use them verbatim. The London Providers document “Preparing
London for the 2012 QTS Standards” provides additional questions and areas of evidence
which may be useful.
Evidence from the full range of lesson observations and other sources* will be used by school
subject mentors to monitor the student teacher’s (ST) progress and to set targets at the
weekly meetings. The evidence and ST progress will be used to compile a report at the end of
each placement.
Guidance on the standard required to make the judgement for the recommendation for the
award of QTS.
These Standards statements describe and exemplify the minimum standard that can
reasonably be expected of the trainee teacher at the point of recommendation for the award
of QTS. In order to be awarded QTS the Student Teacher will have been assessed as having
met all of the Standards at least at this level and many will have exceeded the minimum in
some or all of the Standards. STs will have had the opportunity to demonstrate achievement
of all of the Standards within the context of the PGCE, in some cases with appropriate support
from experienced practitioners. It is expected that towards the end of their PGCE the Student
Teacher will identify personal and pedagogical aspirations that will be met in the context of
the NQT phase and through ongoing professional development.
* Files, discussions, marking records and other reflections and evaluations.
Lesson Observation Notes
A MEMBER OF THE LONDON PROVIDERS PARTNERSHIP
This form is for use during the lesson observation. A standards prompt sheet is provided to assist the
observer.
Key information from this sheet should be used to write the Lesson Observation Summary Form.
Student Teacher
School
Class
Date
Observer
Lesson time
Lesson Theme
Main Focus of Observation to be discussed with the ST in advance:
Lesson Observation Notes (continuation sheet)
Student Teacher
School
Observer
Lesson time
Teacher Standards 2012
1 Set high expectations which inspire, motivate and challenge pupils
● establish a safe and stimulating environment for pupils, rooted in mutual respect
● set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
● demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.
2 Promote good progress and outcomes by pupils
● be accountable for attainment, progress and outcomes of the pupils
● plan teaching to build on pupils’ capabilities and prior knowledge
● guide pupils to reflect on the progress they have made and their emerging needs
● demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching
● encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
● have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
● demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
● demonstrate an understanding of and take responsibility for promoting high standards of
literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist
subject
● if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
● if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
4 Plan and teach well-structured lessons
● impart knowledge and develop understanding through effective use of lesson time
● promote a love of learning and children’s intellectual curiosity
● set homework and plan other out-of-class activities to consolidate and extend the knowledge
and understanding pupils have acquired
● reflect systematically on the effectiveness of lessons and approaches to teaching
● contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
● know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
● have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and
how best to overcome these
● demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils’ education at different stages of development
● have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with
disabilities; and be able to use and evaluate distinctive teaching approaches to engage and
support them.
6 Make accurate and productive use of assessment
● know and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements
● make use of formative and summative assessment to secure pupils’ progress
● use relevant data to monitor progress, set targets, and plan subsequent lessons
● give pupils regular feedback, both orally and through accurate marking, and encourage pupils
to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment
● have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with
the school’s behaviour policy
● have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
● manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them maintain good relationships with pupils, exercise appropriate
authority, and act decisively when necessary.
8 Fulfil wider professional responsibilities
● make a positive contribution to the wider life and ethos of the school
● develop effective professional relationships with colleagues, knowing how and when to draw
on advice and specialist support
● deploy support staff effectively
● take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues
● communicate effectively with parents with regard to pupils’ achievements and well-being.
Lesson Observation Summary Form
This form is for use as a summary of key features from the Lesson Observation: notes form and may contribute to the Student Teachers' evidence base when
claiming success in achieving the QTS standards. From a single observation it may not be possible to comment in all sections.
School
Student Teacher
Subject
Class
Date & time
Lesson Theme
Teaching Standards - What evidence has the observation provided of the Student Teacher’s progress against the Standards?
TS1 high expectations, TS2 promotion of progression, TS3 subject knowledge, TS4 planning and teaching well-structured lessons,
TS5 response to pupils’ strengths and needs, TS6 use of assessment, TS7 classroom management,TS8 wider professional responsibilities
Strengths/Further comments
Standard
Targets/Areas for development
Standard
Observer’s signature
1-8
( for mentor
or ST’s use)
1-8
(for mentor
or ST’s use)
Student Teacher’s signature
Cause for Concern Guidance
There may be occasions in school when the performance of a student teacher is such that additional
action is required beyond the normal systems of support and assessment. In such cases mentors and
/ or tutors are required to set in motion the Cause for Concern process. A Cause for Concern form
should be initiated by the subject mentor, subject tutor or a senior member of school staff (PCM) in
cases of:
Lack of progress
A student teacher is considered to be failing, or is judged to be in danger of failing, to meet the required
standards for the particular phase of the course. Such cases may be resolvable if action is taken early
enough.
Lack of professionalism
For example: punctuality, dress, lack of self-critical awareness, unable or unwilling to accept
professional criticism, difficult relationships with staff, and so on.
Professional misconduct
The student teacher has acted in a way which is professionally unacceptable.
The purpose of initiating a Cause for Concern Form is to make certain that the student teacher is aware
of the concerns at the earliest possible stage in order that an appropriate supportive action plan can be
agreed in partnership with the student teacher. The university encourages school staff to err on the side
of caution and report a cause for concern, which is then resolved, rather than to wait indefinitely, hoping
for an improvement, which does not materialise. In such cases it may be too late to make an effective
intervention.
The Cause for Concern is intended to:
•
•
Make everyone aware that the concerns are sufficiently serious to warrant a fail grade if there is not
progress
To clarify what needs to change in order for a student teacher to pass.
The Cause for Concern should not be seen as the first step to an inevitable fail grade. With appropriate
targets and changes to the training (where required) and sufficient effort from the student teacher, we
should aim to address the concerns in a positive manner.
The kinds of actions, which may be appropriate, include:
• Ensuring the student teacher receives clear, unambiguous and consistent guidance about
action to be taken.
• Ensuring the teaching load is appropriate for the current situation.
• Ensuring classes being taught are appropriate for the current situation
• Arranging for the student teacher to work alongside an experienced teacher in a support role.
• Providing extra support in developing the student teacher’s subject knowledge.
• Arranging for additional, focused observation perhaps outside as well as inside the department
in order to develop the stu- dent teacher’s understanding of good teaching in practice.
• Setting clear and unambiguous short-term achievable targets.
Cause for Concern Form
Student teacher
School
Mentor
Professional
Coordinating Mentor
University Tutor
Subject
A. Form initiated by
Role
B. Nature of Concern
Evidence for concern
C. Agreed action
Relevant signatures, for example
Signature of mentor
Date
Signature of PCM coordinator
Date
Signature of University tutor
Date
D. I understand that if these targets are not effectively addressed, I may fail to meet the
Teachers’ Standards and will not be awarded Qualified Teacher Status.
Signature of Student teacher
Date
E. Monitoring of progress on agreed action.
Dates
F. Conclusion of process
Date
Copies of form to:
Student teacher
PCM
Mentor
Tutor
Initial Teacher Training: Cause for Concern:
EXAMPLE: PART 1 THE INITIATED CAUSE FOR CONCERN
TRAINEE:
Name (& email)
CLASS TEACHER/MENTOR:
Name (& email)
School: Name & address
Mentor/PCM: Names (& email)
Supervising Tutor: Name & address
A Form Initiated by:
Role:
B Nature of concern(s) Example
Evidence
1.
Punctuality (TS8)
2. Planning & paperwork – submitting to mentor
Supervising tutor visit (date)
on time (TS4)
3. Formative marking of work in line with school
policy (TS6)
Mentor on-going observations
4. Professional relationships, ‘acting as a teacher’
(TS8)
C Agreed Action
1. On site by 8.30 am, and in class ready before each session
2. Plans to be submitted to mentor by agreed dates
3. Mark work after lessons using agreed school system
Develop relationship with mentor and show initiative in contributing to the class
Signatures:
Date:
Class Teacher (Mentor):
Supervising tutor:
I understand that if these standards are not affectively addressed, I may fail to meet the standards for
the award of Qualified Teacher Status (QTS).
Signature of Trainee:
D Monitoring of Progress on Agreed Action
● Check punctuality
● Plans submitted as agreed
● Marking evidenced in books
● Positive contribution/relationship evidenced by
mentor
E Conclusion of Process
Date:
Date:
By (DATE) – tutor visit and on-going–
observed by mentor
Primary Initial Teacher Training: Cause for Concern:
EXAMPLE: PART 2 THE SUCCESSFULLY COMPLETED CAUSE FOR
CONCERN
TRAINEE:
Name (& email)
CLASS TEACHER/MENTOR:
Name
(& email)
School: Name & address
Mentor/PCM: Names (& email)
Supervising Tutor: Name & email
A Form Initiated by:
Role:
B Nature of concern(s) Example
Evidence
5.
Punctuality (TS8)
6. Planning & paperwork – submitting to
mentor on time (TS4)
7. Formative marking of work in line with
school policy (TS6)
Supervising tutor visit (date)
Mentor on-going observations
8. Professional relationships, ‘acting as a
teacher’ (TS8)
C Agreed Action
4. On site by 8.30
am, and in class ready
before each session
5.
Plans to be submitted to mentor by
agreed dates
6.
Mark work after lessons using agreed
school system
7.
Develop relationship with mentor and
show initiative in contributing to the class
Signatures:
Date:
Class Teacher (Mentor):
Date:
Supervising tutor:
Date:
I understand that if these standards are not affectively addressed, I may fail to meet the standards for
the award of Qualified Teacher Status (QTS).
Signature of Trainee:
D Monitoring of Progress on Agreed Action
● Check punctuality
● Plans submitted as agreed
● Marking evidenced in books
● Positive contribution/relationship evidenced by
Date:
Date:
By (DATE) – tutor
mentor
visit and on-going–
observed by mentor
E Conclusion of Process
The CfC was reviewed at a meeting between XXX & XXX on DATE
Punctuality (TS8) - On site by 8.30 am, and in class ready before each session
xxx has been coming in at 8am every day and stays in the school working late. She is ready for each session with
resources ready
Planning & paperwork – submitting to mentor on time (TS4) - Plans to be submitted to mentor by agreed dates
Paperwork has been submitted on the Sunday before the week starts. However, this has sometimes been very late and
xxx has been told that it should be earlier.
Formative marking of work in line with school policy (TS6) - Mark work after lessons using agreed school system
xxx has marked work consistently since her return to school including next steps for each child.
Professional relationships, ‘acting as a teacher’ (TS8)
- Develop relationship with mentor and show initiative in
contributing to the class
xxx has consistently shown a better relationship and has started to act like a teacher. Her relationship with the mentor
is developing and she has started showing initiative in the classroom.
POSSIBLE EXTENSION OF CFC IF REQUIRED: It has been agreed that xxx has made a good start showing
progress against the targets and that a new CfC with new targets will be issued to ensure that xxx
continues in this positive manner. xxx & xxx will do a joint observation on DATE and this will be used to
give xxx a clear idea of where she is in terms of the Student Pen Portrait gradings.