A self-evaluation checklist as mentioned in the book. It is not meant to be the be-all-and-end-all for your teaching, but is meant to be used as a template for the basic ingredients of outstanding teaching.
Self-evaluation checklist
A self-evaluation checklist as mentioned in the book. It is not meant to be the be-all-and-end-all for your teaching, but is meant to be used as a template for the basic ingredients of outstanding teaching.
Thanks- this is a really helpful starting point. The table has the ‘further’ column- is this the equivalent of outstanding and the other boxes are the equivalent of good and satisfactory?
Hi,
Thanks for your comment and glad you found the resource useful. The ‘further’ column is there to enable you to have an idea as to where to go next. If done correctly, the ideas in the ‘further’ column will take you into ‘outstanding’ territory, but it doesn’t necessarily mean that you have to do those to become outstanding! They are good starting points to further your thinking and development. None of the columns link completely with a lesson grade as such.
Hope that helps to clarify things a little.
David Dunn
I also found this to be very helpful and will be using it in my teaching and next lesson observation. Thank you
I’m not too sure what Inspectors look for as I taught a lesson to Year 10 (I am a thinking skills trained teacher of 16 years) where the students did most of what is in the last section on your table.
We had a discussion about the type of thinking my students used during and after they completed a mystery activity. The lesson was judged as satisfactory because one student said, I don’t understand (she has such trouble focussing) and one small group of students relaxed too much when my back was turned whilst I helped another group.