Guide to Objectives

in teacher training
2021-22
Good Objectives
Good feedback and target setting is at the heart of good teacher training. We expect
Objectives to be set at least once every week by the mentor and agreed with the
trainee.

Good objectives are evaluative rather than descriptive and focus on the impact of the
trainee’s teaching on the progress and learning of all pupils, although they may well
focus on the impact on particular groups. We expect Objectives to be set and
reviewed during the weekly mentor meetings, although this may happen at other
times as priorities arise.

Objectives will be developmental, linked to the Teacher Standards and focus on the
trainee’s progress and on their impact on pupil learning. Objectives will also relate to
the trainee’s subject and curriculum knowledge and pedagogic understanding.

During weekly meetings, trainees will present evidence of their impact on pupil
progress and learning over time. Mentors will explore this evidence, triangulating
against planning, assessment information, pupil work and discussions with pupils
about their progress over time. Together, the trainee and mentor will regularly
evaluate and action against previous Objectives.

This following two sections are designed to assist in Objective setting.

- Examples of Objectives are worked examples to help you think through how
to set objectives
- Objective setting to support trainee progress provides examples from each of
the Teacher Standards
Examples of Objectives

Organisation
Teacher Standard Objective title Performance Criteria Actions Commitments
TS1 Set goals that stretch and Demonstrate progress made by For every taught activity, identify goals to Support from mentor
Set high challenge pupils pupils through their work and/or stretch the more able on your planning and
expectations formative assessment share the learning objectives and success
which inspire, criteria with them.
motivate, and Ask pupils to set themselves a mini goal for
challenge pupils the week/topic and then judge whether they
have achieved it. Encourage pupils to reflect
on the progress they have made and their
emerging needs.

TS5 Using pupil choice to Demonstrate progress made by Provide children with a range of resources to Class teacher and
Adapt Teaching to respond to different different groups or individuals in choose from to support their learning. Pitch SENDCo to help trainee
Respond to the strengths and needs of response to differentiation activities at different levels and provide the access relevant data on
Strengths and pupils children with opportunities to choose their own the class.
Needs of all Pupils activity and level at which they learn. Provide
some flexibility in how pupils present their
learning

TS6 Use formative and Be able to show how written Review a sample of pupils’ books from XXX’s Facilitate observation of
Make accurate summative assessment feedback has encouraged pupils to class – identify good practice in terms of the written work from a
and productive more effectively respond and improve their work written feedback – what strategies does he range of classes
use of assessment use to encourage pupils to respond and
improve their work? What impact did this have
on pupils’ progress?
Try to model this good practice when marking
class books – how did the pupils respond?
What impact did it have on their progress?

TS6 Use formative assessment Extend range of assessment Observe XXX teaching and answer the Create opportunities to
Make accurate more effectively strategies which encourage following questions– what does she ask pupils observe a range of
and productive children to evaluate and improve to do to evaluate their work? How do the teachers
use of assessment their work and hence make pupils respond? Do the pupils know now how
demonstrable progress to improve their work? Did this strategy help to
 progress? How could I adapt this strategy for
my class?
Include this ‘new’ assessment strategy in your
next lesson
TS8 Deploy support staff Brief support staff effectively and Observe and note the range of activities Support from mentor to
Fulfil wider effectively monitor how they facilitate pupil support staff carry out during lesson time. facilitate working with
professional learning and have a positive impact support staff
responsibilities on pupil learning. Discuss your observations with your teacher
and how they communicate their requirements
to support staff to ensure they carry out their
role effectively.

Find time to talk about the role with your

support staff and make notes about what they
need to know for reference at a later date
Objective setting to support trainee progress
These tables give suggestions to guide mentors and trainees in setting Objectives. Whilst Objectives will need to be contextualised for each
trainee, this table sets out the sorts of targets mentors might be setting for trainees at different points in their progress.
TS1 - Set high expectations
which inspire, motivate, and
challenge pupils
1a) Establish a safe and Observe your pupils more closely To increase your expectations To ensure that your To further promote very high
stimulating environment for to find out what they know and their of pupil behaviour. expectations of behaviour are expectations of behaviour by
pupils rooted in mutual respect interests consistently high, you should enthusing learners to take
To ensure that you
communicate instructions responsibility for their own
consistently implement a range
Establish clear working clearly and model examples actions e.g. use role play
of behaviour strategies such
relationships, class rules, modelling good behaviour
as rewards/sanctions, clear
behaviour systems, and Use circle time to address taking roles of responsibility
learning objectives, group
management strategies that you behaviour issues
targets and feedback
can consistently implement. Use frequent positive
To increase your expectation reinforcement of acceptable
Establish a firm but fair working of learners' work to ensure all behaviour
relationship by setting clear rules
learners make progress. Praise good behavior
and expectations and consistently
applying and modelling these
To ensure consistent use of Avoid negativity
through your own behaviour
clear group targets but also
individual targets in Core
Demonstrate consistently a positive
Subjects
attitude to the behaviour and
learning expected of pupils.

1b) Set goals that Stretch Begin to set goals that… When setting goals Increase the use of Continue to set goals in all
and challenge pupils of all differentiate more by... differentiated goals… subjects and refine them by…
backgrounds, abilities and You need to plan in greater detail
dispositions in order to enable pupils to Reconsider the goals you set
progress by.... for particular groups

.
1c) Demonstrate To act as a role model for pupils To act as a good role model To act as an excellent role Consistently show a high level
consistently the positive through the way you speak to other for all pupils through your model for all pupils and to of professionalism when dealing
attitudes, values and adults e.g. through avoiding professionalism and setting show other adults a high level with all pupils, staff, parents and
behaviour which are inappropriate language high standards of professionalism members of the public
expected of pupils
TS2 - Set high expectations
which inspire, motivate, and
challenge pupils
2a) Be accountable for pupils' Know and understand how to apply Develop further... more Reflect through lesson Develop efficient but effective
attainments progress and school policies relating to … individual detail/information evaluations upon your records to show pupil progress
outcomes Assessment/subject about pupils' progress in teaching and systematically and attainment across all
learning review teaching areas to subjects
knowledge/SEN/EAL/Behaviour
identify targets for
management
Continue to develop improvement. Plan and integrate
Develop a knowledge of/ knowledge about the cooperatively the work of
appropriate level of expectation individual attainment and Demonstrate through your others into your classroom
in… progress of... understanding of school management and organisation
policy how to support and
Be able to identify the progression
Develop a clear system of manage other adults working Be able to demonstrate an in-
in learning that …have made in …
communication about pupil alongside you. depth knowledge of a pupil’s
attainment that is easily learning and progress
understood by... Improve your record keeping
to show…

2b) Plan teaching to build on Use lesson plan proformas Consistently use the record Develop more focused Start to develop in practice the
pupils' capabilities and prior consistently to develop clear lesson keeping system to inform assessment and show how concept of personalised
knowledge structures. planning and pupil progress. this has informed your learning focusing on …
planning
Use assessment data collected in a
Ensure assessment for
lesson to inform your planning by...
learning (AfL) is an integral Use focused assessment to
Ensure planning is accurate and part of your lessons on a daily set different expectations for
takes account of all pupil groups. basis groups.

In planning and lesson

delivery, show how different
groups are clearly catered for
2c) Guide pupils to reflect on In planning write clear learning Further develop your subject Through clear evidence be Start to think through a clear
the progress they have made objectives and success criteria to knowledge for … able to speak with authority system for giving feedback to
and their emerging needs show progress about your pupils’ attainment pupils that enables them to …
Consistently show how you and focus. Start to give
are giving feedback to pupils focused marking
Develop a range of strategies developmental feedback
(oral/written feedback) to show Frequently ask pupils to
pupils where they are making explain their understanding Ensure pupils understand the
progress of... next steps to learning in ...
2d) Demonstrate knowledge Try and use a variety of strategies Overcome pupils’ barriers to Systematically check pupils’ Be able to orally assess the
and understanding of how such as… learning by … learning needs of pupils, articulate this
pupils learn and how this and …
Start to use other sources of
impacts on learning Develop a good
information to gain a better
understanding of how pupils
understanding of your pupils and
learn and select teaching
the way they learn
strategies
2e) Encourage pupils to take a Set clear expectations from pupils Develop higher expectations Continue to encourage pupils Introduce pupils to more
responsible and conscientious about expected standards for … for all learners by... to work hard by... independent study
attitude to their work and study By use of questions/
Model your expectations when
Extend higher achievers by activities/plenaries, etc.,
introducing an activity/task.
introducing more challenge in challenge pupils to…
More consistently engage with …
pupils about their learning … Use pupil responses as
Consistently reward effort model for their peers.
Ensure that pupils are rewarded for
effort as well as attainment …
TS3 – Demonstrate good
subject and curriculum
knowledge
3a) Have a secure knowledge Develop a better subject You need to become more You need to widen your You need to develop an
of the relevant subject(s) and knowledge in … by focusing on ... secure in your subject knowledge base so that you awareness of the generic key
curriculum areas, foster and Develop a knowledge of teaching knowledge by… and convey can demonstrate effectively skills that link to subject related
maintain pupils’ interests in the this to the pupils clearly to cross-curricular links between skills and be able to apply these
sources that are available to
subject, and address improve standards subjects at a higher level and
improve your subject knowledge
misunderstandings focus on …
via your own research
Your subject knowledge is
To improve your teaching, you patchy and needs to be secure You need to demonstrate a
should look at how you can turn if you are going to be able to high level of understanding
pupils' misconceptions into apply it effectively in the and application of the use of
successful teaching context of what pupils need. cross curricular themes by …

Know clearly what strategies

you might use with pupil x.

3b) Demonstrate a critical You have a surface knowledge of... Consistently apply your Begin to show an awareness Work towards an insightful
understanding of developments but also need to be familiar with … knowledge of … knowledge of teacher feedback
in the subject and curriculum and how to apply it. and how it can promote pupil
areas, and promote the value of Consistently use strategies Introduce pupils to learning
scholarship In your planning, you need to make for … metacognitive activities
reference to curriculum standards by… Carry out a book scrutiny and
by… Try and promote a love of talk through impact on pupil
learning by … learning
You have some understanding of
the curriculum but need to...
Start by concentrating on the
requirements for
literacy/articulacy/standard English
and be able to put these into
practice

3c) Demonstrate an Make better use of your English Continue to demonstrate how Continue to demonstrate how Systematise strategies you
understanding of and take subject knowledge by… high standards can be high standards can be use to promote standard
responsibility for promoting high achieved by using… English
standards of literacy, articulacy Begin to use consistently standard achieved in English by
and the correct use of English, English in your teaching by using…
whatever the teacher’s modelling …
specialist subject

3d) If teaching early reading, Develop the knowledge and Continue to develop phonics Create challenging learning Consider the role of phonics
demonstrate a clear understanding needed to teach teaching skills by… opportunities for pupils by… alongside High Word Frequency
understanding of systematic phonics by … as an effective teaching
synthetic phonics Demonstrate a variety of strategy and start to develop
strategies to teach phonics practice using both approaches
Devise more appropriate strategies
to develop pupil learning by…
3e) If teaching early Devise appropriate maths Demonstrate a variety of Be able to use different Challenge pupils by…
mathematics, demonstrate a activities to develop pupil learning strategies in … strategies in developing this
clear understanding of by… maths concept and And through other mathematical
appropriate teaching strategies Great challenge for pupils by… demonstrate through… learning opportunities
TS4 – Plan and teach well-
structured lessons
4a) Impart knowledge and To plan more effectively by Although your planning is Review planning more Your planning is consistently of
develop understanding through satisfactory it needs to be rigorously by being more a high standard with objectives
Using a lesson plan pro forma
effective use of lesson time more consistent and contain specific on the review of activities, resources and
Ensuring objectives and success more specific detail in… planning evaluation and being outcomes all matched well to
criteria and assessments are more self-critical the needs of the varying groups
clearly stated So that the match of activities taught.
and resources to intended Make sure your planning is
Making a direct link between
outcomes is fully worked out consistently high standard Develop your planning further
planned activities and resources
by ensuring… by identifying AfL questions
used.
In planning opportunity must for plenaries
Plan to develop different teaching be more consistently taken to Objectives and success
approaches to meet individual consider cross curricular links criteria are always clearly Extending the opportunities for
pupils’ needs defined pupils to develop ICT skills
In personalising your planning within lessons through careful
try to meet the needs of all Learning resources and planning
Challenge pupils more by setting your pupils by clear reflection learning activities are
challenging tasks, differentiated on previous learning, accurate matched carefully Refining your planning to
learning objectives, asking expectations for the lesson encompass the following skills
sharper questions, involving and appropriate support Assessment opportunities for pupil development:
children in problem-solving resources purposeful thinking, communication, self-
management, problem-solving
Plan to include more In planning, ensure that
opportunities for all learners to your planning system
develop their skills by linking crosses curricular links
to other subject areas
Allow pupils to select the
resources they need to
achieve the task
4b) Promote a love of Start using a variety of teaching Make your lesson objectives Give the pupils more To involve pupils more in their
learning and children’s strategies to take into account the more challenging by… opportunity to apply that learning involving different
intellectual curiosity different way that pupils learn knowledge by encouraging work situations for example
Engaging pupils in their various ways to report back to pairs, mixed ability
In planning lessons try and include
learning through the use of the class.
a Wow factor at the beginning of
interactive displays, common Encourage greater popular
the lesson
discussion, problem-solving, All the foundations of lesson participation by increasing their
During the course of the active learning strategies planning and delivery are in involvement in establishing the
lesson think about introducing place so to now start to take success criteria for a lesson.
mini plenaries Involve the pupils more in more risks in your letter in
learning by refining your your teaching to make On a regular basis set
learning more interesting challenging targets.
 Listen carefully to what the pupils teaching to cater for the needs
are saying and use this as a of groups or individuals.
starting point to develop their
interest To make the lessons more
interesting try something
unusual in the lesson
evaluated in terms of effect on
pupil motivation engagement
and learning.
4c) Set homework and plan Set homework on a regular basis Ensure homework is set in Consistently use homework Make innovative use of ICT to
other out of class activities to and monitor its completion. line with school policy as an opportunity to extend learning beyond the
consolidate and extend the consistently. consolidate, reinforce, classroom
understanding pupils have extend existing knowledge
acquired Ensure that the homework that is And ensure homework is
set is linked to current learning linked to consolidating current On a regular basis, plan out
learning. of class activities which are
challenging.
Look at how you might use
out-of-school learning to help
you in your teaching by …
4d) Reflect systematically on Following lessons make sure you Consider your current practice Modify teaching within To ask for regular feedback
the effectiveness of lessons and evaluate your teaching and people and begin to consistently lessons to suit the needs of from the pupils about your
approaches to teaching learning and link this to lesson review the impact of your the learners. marking comments and review
planning. teaching on pupils’ progress. how effective they are in helping
Change lesson structures so pupils improve the learning.
Be more open to changing you move away from the
your planning and teaching in three-part lesson. Ensure the efforts of other
the light of the progress is adults in the room or also
being made by pupils. Consider outdoor teaching impacting on the progress of all.
wherever possible.
Recognise how your teaching
has influenced the learning of
pupils.
4e) Contribute to the design and Respond positively to targets and Continue to contribute Contribute to planning Take more risks by introducing
provision of engaging suggestions given by others. positively to group or whole sessions by … …
curriculum within the relevant school planning
subject areas. Begin to accept some
Review your planning Improve your curriculum curricular responsibility for…
delivery by …
TS5 – Adapt teaching to
respond to the strengths and
needs of all pupils
5a) Know when and how to Introduce into lessons You’re beginning to Be consistent in meeting the Demonstrate on a regular basis
differentiate appropriately using planning and delivery … so differentiate but now you need individual needs of … by… the ability to meet the diverse
approaches which enable pupils time is used effectively to do more consistently by… needs of your pupils
to be taught effectively Continue to develop and successfully
Introduce other strategies to
Continue to try different refine differentiation
differentiate by … strategies by…
teaching strategies such as…
5b) Have a secure Start with the question why? about Trying to adapt to your Unable to consistently apply Be able to demonstrate how
understanding of how a range the pupil’s inability to learn teaching for … group your teaching skills in you are tackling some of the
of factors can inhibit the Think and talk to others about by… differentiating between pupils barriers to learning by…
pupils’ ability to learn and how by…
ways you can overcome barriers to
best to overcome these For pupils with learning Be able to discuss the
learning
difficulties make use of Be able to list and apply… challenges and opportunities of
Talk to others about why… is individual targets or learning teaching strategies suitable to teaching and how these can be
struggling with learning plans. different groups of learners accommodated in the daily life
of the classroom
Show a greater degree of
empathy by …
5c) Demonstrate an Start to look at the class as groups Consider further the needs of Vary your lesson structure Be able to show the
awareness of the physical, and then to plan to meet their pupils by… and type to cater for pupil development of your pupils by
social and intellectual needs by… development by… illustrating the stage of their
development of children, and Build on your current physical, social, intellectual and
know how to adapt teaching to understanding of pupil needs Be able to demonstrate to or cultural development
support pupils’ education at Think about the social and by … other adults the differing
different stages of physical needs of the class by… needs of groups
development
5d) Have a clear understanding Think about how you can meet all Become more aware of… As well as identifying the Show how you are meeting the
of the needs of all pupils, the needs of your class by … needs of all learners, learning needs of…
including those with special Consistently cater for… demonstrate how this reflects
educational needs and or in your teaching Demonstrate your ability to
disability, those of high ability Look at the requirements of pupils’ When teaching … group, try adapt your teaching by…
and those with EAL and be able IEP/IEP and explore how these can new strategies such as … Be able to show how … has
to use and evaluate distinctive be integrated into learning progressed over time
teaching approaches to engage
and support them Be able to demonstrate with
confidence your ability to …
TS6 – Make accurate and
productive use of
assessment
6a) Know and understand how Be able to demonstrate class Be able to demonstrate class Be able to articulate the Be able to demonstrate
to assess the relevant subject recording and assessment recording and assessment function of AfL consistently a full range of AfL
and curriculum areas including procedures for core subjects procedures for core subjects elements in planning and
statutory assessment teaching
requirements
Gain knowledge of local and Gain a working knowledge of
national data that has been used in KS1 and KS2
the evaluation of pupils’ learning
6b) Make use of formative To become aware of all types of Although assessment is In order to improve further Start to use assessment and
and summative assessments assessment strategies satisfactory, to improve you need to demonstrate that: recording information to set
to secure pupil progress you need to: You use AfL flexibly through challenging Learning Objectives
Use LO, Success Criteria the use of Success Criteria, a as well as consistently
Be able to demonstrate use of AfL, and feedback consistently in variety of questioning monitoring pupil progress
Learning Outcomes and Success all lessons techniques and are selective
Criteria Make more consistent use of in your use of assessment Further develop the use of AfL
formative assessment and recording strategies by developing peer and self-
strategies. You give the pupils an assessment, planning
Record pupil progress formally overview of what is being rigorously, different types of
by using a record keeping learnt across the whole unit questions to be used in
system that reflects the LOs of work plenaries, e.g. multiple choice
and is informative, clear and You model the learning questions that provoke
concise task/activity consistently to discussion
Start using these records as raise pupil awareness of
part of the Tracking System expectations
to ensure that pupils make
progress against learning Write more precise and
outcomes assessable Learning
Objectives, and identify
To improve in assessing the assessment strategies
learning needs of pupils you targeting individuals and
need to … groups
Show you are modifying your
planning

6c) Use relevant data to Be able to keep accurate records Be able to make use of Show high quality recording Show consistent use of a high
monitor progress, set targets of pupil learning statistical data (e.g. tracking) systems through your quality recording system that
and plan subsequent lessons in helping to differentiate assessment and monitoring illustrates the links between
teaching in order to raise file planning, assessments, target
achievement
 Begin to consistently keep records Make adjustments to planning setting recording and reporting
of assessment Collect and collate simple for groups and individuals systems
statistical information so that
Be able to show the links between planning is mainly referenced Set realistic and achievable Show high quality recording
assessment and subsequent to whole targets that all contribute to systems through assessment
planning School/class/individual targets raising achievement record-keeping, make
adjustments to planning for
Be clear about the learning Targets that you set need to Consistently make sure that groups and individuals, setting
outcomes for lessons be consistently realistic and the pupils know their own realistic and achievable targets
achievable for… targets by… that contribute to raising
Make target setting realistic by… achievement.
Consistently monitor targets
Gain knowledge of local and especially with reference to Change teaching as a result of
national data that has been used in . Assessment for Learning during
the evaluation of pupils’ learning Use targets to differentiate a lesson
work by...
See how data is used to manage
pupil learning

6d) Give pupils regular Consistently give feedback to Give constructive feedback to You now need to show that Use assessment to diagnose
feedback, both orally and pupils about their learning whilst pupils that helps them to the constructive comments learners’ needs
through accurate marking, and lessons are taking place. progress their learning you give to pupils are
encourage pupils to respond to consistently applied and Use assessment to set
feedback Give written feedback that helps Establish regular monitoring relevant to their current challenging but realistic targets
the learner to understand how they and reporting systems so that learning needs for pupil achievement
have performed and how they can learners know their next
improve further. targets or steps in learning To improve, you need to
because of the quality of involve learners in identifying
Take a more consistent approach feedback given their own learning needs
to written feedback through discussion/
involvement in selecting
Make target setting realistic bγ … Success Criteria for lessons /
in discussing Learning
Outcomes in plenary sessions
/ in setting their own learning
targets.
Begin to consistently record the
assessments of your lessons

Start to work on the previous

teaching targets that were set by...

Develop written feedback that is

constructive, positive, and involves
pupil reflection

Provide positive comments and

give examples of how the work can
be improved, if appropriate.
TS7 - Manage behaviour
effectively to ensure a good
and safe working
7a) Have clear rules and You need to establish clear Be more specific in stating why Adapt your behaviour Having established good
routines for behaviour in the guidelines with the pupils for them pupil behaviour is good or not management techniques classroom discipline, explore
classroom and take to follow. These guidelines need to desirable. where necessary. Consider strategies and techniques for
responsibility for promoting be applied consistently throughout. Make sure your expectations the ways that body language making pupils more
good and courteous behaviour are consistently adhered to can control pupil behaviour as independent learners by:
Make your expectations clear to
in the classroom and around the and in line with school policy. well as the use of your Voice reviewing your teaching
the pupils by …
school, in accordance with the Plan and contribute to lesson methods, giving pupils
school behaviour policy Follow the school behaviour Try out different control planning with others on a increased responsibility for
management policy and apply it strategies with ..., e.g. pair with regular basis. their learning through problem-
consistently. different pupils, set individual solving challenges and
tasks, give precise investigations, raising the level
achievement targets of expectation through focused
feedback to pupils who are
meeting your expectations

7b) Have high expectations of Consistently set clear expectations You have established some How can you adapt your Develop extension activities to
behaviour and establish a of behaviour by… basic strategies for teaching strategies for individual challenge different groups of
framework for discipline, and behaviour management learners? learners
Ensuring that the class rules are
consistently and fairly with a adhered to by …
range of strategies, using Make sure that you are
praise, sanctions and rewards Consider how you are using praise consistent in the way you use
consistently and fairly them
Think about how you wish the
pupils to respond to your teaching
in the way they engage with
activities

Develop a clear plan on which to

base your lessons.

7c) Manage classes Think about more than one You now need to focus on You need to be able to begin You need to practice consistent
effectively, using approaches behaviour management strategy different groups and begin to to demonstrate and talk about ‘small step’ learning for lower
which are appropriate to pupils’ and how you might implement plan for individual learners personalised learning achievers
needs in order to involve and these in the classroom, e.g. by by… strategies on a consistent
motivate them ‘chunking’ lessons basis across… Provide appropriate challenge
and deep learning activities for
all pupils
 Ensure boundaries are clear and Plan to give pupils a greater
that pupils understand your range of learning opportunities
expectations by …
7d) Maintain good relationships Learn to listen to … Monitor the classroom Can you make the Be able to articulate the link
with pupils exercising carefully so that timely relationships you have between a pupil’s behaviour
Start to find out about pupils as
appropriate authority and act interventions can take place established in the class and their engagement in the
people by…
decisively when necessary to… stronger by … lesson
Be clear in your own mind of the
school rules and how to apply them You have established a pattern Ensure the systems you use Continue to develop the use of
fairly of discipline: now apply it for interventions are… the voice by…
Be more assertive when… consistently
Think about the learning Experiment using different
Think of ways to create a more Think of ways you can engage environment to… teaching styles, for example…
positive learning environment and pupils in their wider learning
how you can… by… Minimise the impact of poor
behaviour that occasionally
Think of how you can create a happens by…
fair learning environment by…
Vary the tone and language
you use to cater consistently
for all learners
TS8 – Fulfil wider
professional responsibilities
8a) Make a positive contribution Become more aware of the Take part in an assembly, Plan and lead an assembly or Explore the different learning
to the wider life of the school context in which the school works school trip, school fayre, school trip or run a school communities around the
school club etc. club school and explore how they
might be of use to you

Contribute to a staff meeting or

inset day

8b) Develop effective Get to know how other colleagues Engage the Teaching Maximise the opportunities to To demonstrate working
professional relationships with might help you in your teaching Assistant and others in the collaborate with others cooperatively with others by
colleagues, knowing how and and in preparing work for individual work of the classroom contributing to school planning
when to draw on advice and pupils In dealing with others be development, taking a class
specialist support On a regular basis, where consistently professional by... assembly or running an extra
To begin to collaborate and
appropriate, engage with the curriculum activity
cooperate with professionals in the
parents in the class.
school by: liaising with other
teachers and subject coordinators
talking to other staff in the school Engage and collaborate with
the lunchtime staff
Reading and responding to the
school teaching and learning policy Where possible engage others
in the support of teaching and
learning. e.g. on school trips

To actively share/receive
advice or give information to
colleagues. For example, by
joint planning with others, by
attending meetings, by acting
on advice given, by beginning
to involve others in lesson
delivery

8c) Deploy support Identify how Teaching Assistants Engage in professional Engage more regularly in Experiment in how best to
staff effectively will support pupil learning on your discussion about lessons professional discussions use …
lesson plan with … about lessons with …
8d) Take responsibility for To take more responsibility for your To be regularly proactive in Evaluate your own To be able to set your own
improving teaching through teaching, planning, assessment to using the expertise of competencies and seek professional targets for
appropriate professional help structure your lessons colleagues to assist in active ways to develop continuing professional
development, responding to developing your skills by yourself as a professional development
advice and feedback from
colleagues
 Sharing your planning more with discussing with, e.g. SENCO To conduct a professional
your mentor or subject coordinators discussion with your mentor
about your strengths and
To respond positively to Objectives Involve others in lesson areas for development for the
delivery to promote effective induction year
learning…
To be able to recognise the
development you have made
by mapping your growing
expertise and recognise
areas for further development

To regularly evaluate your

planning and lesson delivery

To seek out opportunities for

professional development
by…

To begin to plan your own

professional development by
…
8e) Communicate effectively Get to know how other colleagues Make use of reading diaries to Keep records of quality that Develop innovative ways to
with parents with regard to might help in your teaching or communicate with … can be used as evidence in work with parents to promote
pupils’ achievements and well- preparing work for individual pupils reporting to parents pupil learning
being Start to interact with parents
when the opportunity arises Interact with parents on a
daily basis
Develop an understanding of
parents’/carers’ rights with
regards to communication