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Dear James: From Good to Outstanding

Discussion in 'New teachers' started by willbauly, Mar 29, 2011.

  1. From what I think I know... If all students are engaged and making excellent progress then it is much easier to get a Outstanding.

    Maybe you aren't doing anything different but maybe the children know you better and you feel more comfortable. Little things like tone of voice and control of the class can give an impression of success, both to the observer and the students, that you may not be aware of.

    I think you should be proud that you are scoring an outstanding and spend some time looking at the Ofsted criteria yourself. Use a highlighter, go through what you think you are doing. Ask for some observation CPD with your mentor. This way, you can go through things together. Lots of observers WON'T have been Ofsted trained, or so I've heard.

    Then again, I'm only an NQT myself! :(
     
  2. You have some good pointers above, but why not look at the OFSTED criteria?
    OUTSTANDING (1) In addition to the features of very good teaching (below), difficult ideas or skills, taught in an inspiring and very effective way indicate excellent teaching. Assessment and teaching that enables pupils to play a very strong part in making and recognising improvement in their work is likely to be excellent.
    All pupils engrossed in work and make much better progress than could be expected. Achievement very high, teaching consistently challenging and interesting stemming from excellent subject knowledge. Match to pupils' needs is sensitive and TAs support learning very well. Difficult content taught in an inspiring way indicates excellent teaching. Assessment information used directly in planning. Feedback on work (oral and marking) is well-focused, diagnostic and helps pupils to see how to improve. Pupils are helped to judge the success of their work and to set targets for improvement. Their understanding of new ideas is checked in a range of ways. Almost all pupils have clear understanding of where to focus their efforts to improve.
    GOOD (2) Most pupils progress and achieve well and are very interested in lesson. TAs make a significant contribution. All adults relate well to pupils and expect them to work hard. Challenge is realistic and pupils are productive. Staff understand what next steps pupils need and help them understand these. Marking helps pupils improve their work. Pupils are regularly involved in helping to assess their own work. Pupils are regularly involved in helping to assess their own work throughout the lesson. This information is used to set specific, well-matched and challenging targets for all pupils that pupils know, understand and use. Most pupils are aware of where and how to improve their work.

    SATISFACTORY (3) Most pupils make satisfactory gains in learning, are interested and enjoy working productively. Teaching is accurate and based on secure subject and pedagogical knowledge and is challenging. Relationships are positive and individual needs are met. TAs adequately managed. Orderly atmosphere and feedback provided. Pupils use own ideas and many pupils know where and how to improve their work. Work is marked regularly and pupils are aware of the overall quality of what they have done. Teachers know what pupils have achieved recently and match their planning and teaching accurately to this. The teachers let pupils know how well they are doing and uses this information to set specific, concise targets that pupils understand.

    INADEQUATE (4) Significant proportion of pupils not doing as hard work as they could and learn little that is new. Many pupils compliant but bored. Greater emphasis on managing behaviour than relationships. Subject knowledge patchy and challenge insufficient. Pupils' first efforts accepted and pupils show insufficiently clearing in how to improve their work. Insufficient use of made of assessment in planning work. Targets set for most pupils are too easy, too hard or too general. Marking is general and does little to help pupils improve. Many do not make as much progress as they could.
    Many pupils doing work that is too easy and making little progress. Lack of challenge in work and poor knowledge of what pupils already know. Groups of pupils off task and misbehaving. TAs poorly managed. Target setting is based on hunches rather than a careful assessment of pupils' work. Work is marked infrequently and superficially with little indication of how it could be improved. Pupils are given very little idea of how well they are doing and where to concentrate their efforts.
    Poor behaviour due to weak teaching with no worthwhile learning outcome indicates very poor teaching. Absence of marking or substantial errors in marking are indicators of very poor assessment.

    James
     
  3. cupofteacher

    cupofteacher New commenter

    Thank you very much for all of your advice!!
     

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