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24-25 MENTOR TEACHING OBSERVATION FORM (Online Teaching)
Trainee:Date/Time:Observing Tutor:Location:Subject Specialism: Type of learners: Qualification, Level and Year:Current PGCE/CertEd Module:
Professional values and practice Occupational Standards (OS) e.g. B1: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control B4: Acts in a professional manner, and in a way that builds and maintains positive relationships with colleagues, students and stakeholders B5: Ethical, fair, consistent and impartial, valuing equality, diversity and championing British values within professional boundaries B6: Model sustainable practices and promote sustainable development principles, values and goals in relation to their subject specialism.
The SoW available to observer Yes / No
Evidence of planning for Learning Support Assistants (where appropriate): - Yes / No
Planning addresses/includes:Health and safety Inclusion/Adaptive practiceEquality & DiversityClass/student profileEmployabilityUse of ILTOccupational Standards
Subject specialist teaching and learning (OS e.g. S6: Promote understanding of equality and diversity and sustainable development. S9: Engage and inspire all learners. S11: Provide ongoing and constructive learner feedback. S13: Encourage learners to develop autonomy and resilience, personal and interpersonal effectiveness, social awareness and respect for others, essential employability skills, a solutions mindset, and the ability to create change. S18: Adapt communication style, method, and terminology to reflect the needs of the audience including individual learners, colleagues, stakeholders.Impact of Subject Specialist Teaching on learners and their learning experience suggested questions to answer about the trainees online teaching
Is the subject specific teaching well-structured and engaging are theories, models or processes presented with clarity?
Does the subject specialist teaching deliver up-to-date content and address appropriate skill development?
How well does the online teaching encourage student autonomy through further reading and research in the subject specialist area?
Are there highly effective or innovative teaching/learning practices taking place that help the students deepen their understanding of their subject specialist area?
Progress against previous observation action points: (OS S21: Continually update and maintain their own knowledge and skills as a teaching professional and a subject specialist as part of managing their own continual professional development (CPD)).
Pass/Fail Please delete as appropriate.
Further comments on the planning and teaching here are some indicative questions that may help shape your feedback please delete any that are not relevant and feel free to add further commentary about any points not addressed by the suggested questions.
Intent/planning
How well does the online teaching fit in with the sequencing of the wider scheme of work?
How does the teacher demonstrate they have explicit plans for the development of appropriate knowledge and skills to aid transition through the current unit/module and onto future learning and employment?
Is the planned learning inclusive and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND), access to the knowledge and cultural capital they need to succeed in life?
Do the resources and materials that that have been selected/devised reflect a high-achiever ethos?
Managing teaching and learning
How does the teacher create a welcoming/positive atmosphere a sense of HYPERLINK "https://elearningindustry.com/social-presence-in-online-learning-7-things-instructional-designers-can-improve" social presence?
Does the online teaching help the students understand how the teaching fits in with the wider unit/module/course processes does it give the HYPERLINK "https://s3-eu-west-1.amazonaws.com/cdn.webfactore.co.uk/5799_great_lessons_dlp_academic.pdf" big picture?
Are the online communications clear and well-structured in their form/layout?
Does the online teaching effectively promote student engagement/participation?
Does the online teaching/learning strategies offer the opportunity for the teacher to check learner understanding and provide feedback ( HYPERLINK "https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/" synchronously or asynchronously)?
Does the online teaching platform allow the students to interact with each other, as well as with the students? How well does the teacher encourage/facilitate this?
Impact
How does the teacher know that the students are taking part in the learning
How does the teacher know that concepts are being learned and applied?
How does the teacher contribute to course/department record keeping about student progress?
Minimum three strengths and examples of good practice Critically reflect on and evaluate your practices, values, and beliefs to improve learner outcomes.
Minimum three targets (with focus on subject specialist targets) to be incorporated into trainees Reflective Development Plan in their Professional Portfolio Critically review and apply your knowledge of educational research, pedagogy, and assessment to develop evidence-informed practice.
Observation by Mentor
Observer name (print):Overall Pass / Fail 1 / Fail 2
Please circle as appropriate
Observers signature:
See attached sheet for guidance on grades in this area of observed practice. Observation grading for PGCE/Cert Ed (Inc DET) 2024-25
Introduction to role of mentor as observer in this instance We are very grateful for your support in developing your mentees teaching practice through their teacher-training programme. The mentor role is a vital one, particularly in relation to subject specialist pedagogy. As well as demonstrating their subject knowledge, through their teaching practice, they must enable their learners to extend their depth and breadth of the subject. Your expertise in teaching your subject specialism will support your mentee in learning how to develop their skills, knowledge and understanding and evaluate the impact their teaching has on learning.
Impact of Subject Specialist Teaching on learners and their learning experience:
Teaching and learning develops subject specialism as well as English, mathematics,
ICT and functional skills to support the achievement of learning goals and career aims
Pass
Demonstration of secure or well-developed subject knowledge, using different and engaging teaching approaches, with ability to identify, explain and address common errors and misconceptions. Modelling of acceptable or good standards of written and spoken communication, maths and ICT encouraging and supporting these skills in learners. Ability to design and employ effective and realistic subject specific assessment activities. Ability to support knowledge and understanding of FE/HE and relevant employment opportunities, and wider social and environmental contexts. Demonstrates impact on learning through adaption and advancement of personal subject specialist knowledge and pedagogy. Whilst these skills are secure there is scope for further development.
Fail
Insufficient knowledge of specialist subject. Failure to select and apply interesting or relevant methods for teaching or assessing learners subject specific knowledge and skills as appropriate to the group or individual. Failure to adapt, or develop, set subject specialist knowledge or pedagogical targets
General Guidelines for observations-
Observers and trainee teachers on the Pre-, and In-service programmes should be aware that the process for observations is as follows:
The trainee must contact the observer with a possible date. The trainee should give as much notice as possible. Observations should be undertaken within the times shown on the Observation Schedule (see HYPERLINK "/student-life/your-studies/academic-services/education-partnerships/further-education" PARTi).
The trainee should talk to the observer about the teaching they are going to do and any relevant information, such as specific reasons for the choice of this session, whether there is anything the trainee would like the observer to look at specifically, and also, whether the trainee would like the observer to be interactive or unobtrusive! The trainee must give the observer clear directions to the location of the centre and the room.
Before the session, the trainee will:
Get a copy of the Scheme of Work. They will need this to show to the observer, and will need to evidence how their lesson plan relates to the scheme.
Compile their own plan for learning, using the Universitys pro forma, which is available on the Portal or HYPERLINK "/student-life/your-studies/academic-services/education-partnerships/further-education" PARTi (NB the second sheet can be replaced with the corresponding part of the Partner College lesson plan or plan for learning).
Provide a copy of previous observation feedback forms.
Provide their completed Reflective Development Plan to the observer, as this will detail all targets set and progress made towards them from previous observations.
Fill out the first section of the Teaching Observation Form.
The trainee will bring the above items to the observed session and would not normally be observed without them. The trainee will make sure that the observer knows the time and place of the session (address and room number) and if necessary they will arrange for parking. Before the observed session, they should have the opportunity to discuss the session with the observer.
When the class is over, the observer will review the session with the trainee, normally with reference to feedback they have made on the observation sheet. If possible, this should be carried out in a quiet environment immediately after the observation. If immediate review is not possible, an arrangement must be made to carry this out as soon as possible. The observer will discuss the trainees progress in evidencing the HYPERLINK "https://www.instituteforapprenticeships.org/apprenticeship-standards/learning-and-skills-teacher-v1-2"Occupational Standards, and will confirm a pass/fail with the tutor observer providing a grade for planning for teaching, managing teaching and learning, promoting inclusion and assessment for learning and the mentor observer providing a grade for subject specialist teaching and learning, in relation to their current professional development.
The observer will leave the typed feedback sheet with the trainee or will send it to them.
The trainee will take an additional copy of the observation feedback to keep in their Teaching File for future observers. The original is submitted with the PP.
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