Things to consider when setting targets Specific (precise) Be clear about what you want the trainee to achieve and why; for example, impact on pupil progress and learning over time, subject knowledge development, etc. (linked to the relevant Standards and grade descriptors). Teachers’ Measurable/Achievable Pitched at an achievable (realistic) level and modelled so that the trainee can understand how to achieve the target. Appropriate levels of challenge and support should be provided which link to clearly identified success criteria. Realistic In terms of the context, is there the time, the opportunity and the resources available to achieve the target? Can this target be met alongside other targets that the trainee may already be working towards? Time-constrained Targets should be achievable within a stated time period, with explicit steps for successful achievement. Additional guidance on lesson appraisals and SMART target setting Lesson appraisals form part of a record of the student teachers professional development These can be handwritten or typed Student teachers should have one formal lesson appraisal per week followed by professional dialogue on strengths/areas for development. The write-up may focus on one particular area, for example behaviour management, a specific standard OR they may reflect a more general appraisal The appraisal can take the form of narrative or bullet points linked to the standards If the appraisal is to focus on a specific area or standard this should be negotiated prior to the lesson (for example it may have come out of discussion at a prior mentor meeting) Targets set must be related to standards and strategies for achieving the targets should be discussed. Targets from lesson appraisals should be on the target tracking sheet to ensure development/ progress.
Things to consider when setting targets Specific (precise) Be clear about what you want the trainee to achieve and why; for example, impact on pupil progress and learning over time, subject knowledge development, etc. (linked to the relevant Teachers’ Standards and grade descriptors). Measurable/Achievable Pitched at an achievable (realistic) level and modelled so that the trainee can understand how to achieve the target. Appropriate levels of challenge and support should be provided which link to clearly identified success criteria. Realistic In terms of the context, is there the time, the opportunity and the resources available to achieve the target? Can this target be met alongside other targets that the trainee may already be working towards? Time-constrained Targets should be achievable within a stated time period, with explicit steps for successful achievement. Additional guidance on lesson appraisals and SMART target setting Lesson appraisals form part of a record of the student teachers professional development These can be handwritten or typed Student teachers should have one formal lesson appraisal per week followed by professional dialogue on strengths/areas for development. The write-up may focus on one particular area, for example behaviour management, a specific standard OR they may reflect a more general appraisal The appraisal can take the form of narrative or bullet points linked to the standards If the appraisal is to focus on a specific area or standard this should be negotiated prior to the lesson (for example it may have come out of discussion at a prior mentor meeting) Targets set must be related to standards and strategies for achieving the targets should be discussed. Targets from lesson appraisals should be on the target tracking sheet to ensure development/ progress.
Student-Teacher--Mentor-Handbook-18-19.docx