prof growth handbook 2015-2016 june 2015 · lesson!observation!form! ......

INTERNATIONAL SCHOOL OF TURIN

PROFESSIONAL GROWTH HANDBOOK

2015-‐2016

CONTENTS

Professional Growth Committee: ...................................................... Error! Bookmark not defined.

IST Mission Statement ...................................................................... Error! Bookmark not defined.

What makes a good IST teacher? ................................................................................................. 3

Goals and Principles .................................................................................................................... 3

Standards .................................................................................................................................... 4

Professional Growth Process ....................................................................................................... 6

Developing an Action Plan ........................................................................................................... 6

Explanation of Terms ................................................................................................................... 7

Formal Observations ................................................................................................................................ 7

Optional Formal Observation .................................................................................................................. 7

Peer Observations .................................................................................................................................... 7

Action Plan ............................................................................................................................................... 7

Professional Growth Record .................................................................................................................... 7

Optional Student Reflections ................................................................................................................... 7

Professional Growth Process Timeline ......................................................................................... 8

What evidence can be included in the Professional Growth Record ............................................. 9

Appendix 1 Self Reflection Rubrics ..................................................................................... 12

S1 Knowledge ......................................................................................................................................... 12

S2 Planning ............................................................................................................................................. 13

S3 Assessment ....................................................................................................................................... 14

S4 Teaching and Learning ...................................................................................................................... 15

S5 Classroom Atmosphere ..................................................................................................................... 16

S6 Professionalism ................................................................................................................................. 17

S7 Communication ................................................................................................................................. 18

S8 Collaboration ..................................................................................................................................... 19

Appendix 2 Lesson Observation Form ................................................................................. 20

Appendix 3 Peer Observation Form ..................................................................................... 22

Appendix 4 Action Plan ....................................................................................................... 23

Appendix 5 Professional Growth Record Guidelines ............................................................ 27

Appendix 6 Student Feedback to Teachers .......................................................................... 31




PROFESSIONAL GROWTH AT THE INTERNATIONAL SCHOOL OF TURIN The professional growth process was designed in 2010 by a committee from the school community to support and promote the continued growth and development of teachers at IST. In the larger context of school improvement, the process provides a framework that can bring about improvements in teacher and student learning as well as serve to ensure the highest academic quality of the school. The process is also designed to foster the collaboration and relationship-‐building that are essential to creating and sustaining a professional learning community in the school.

WHAT MAKES A GOOD IST TEACHER? Good IST teachers are dedicated, motivated and enthusiastic towards inspiring students and stimulating their interests and curiosity. They are global citizens who are internationally aware and appreciative of all cultures and languages. They support and model the attributes of the IB Learner Profile. They are positive, flexible, honest, punctual, diplomatic and reliable. They enjoy working as part of a professional team and have good relationships with all members of the IST community. They have high expectations of themselves, their students and colleagues. They have sound knowledge and understanding of subjects and the IB programmes being taught and are willing and eager to develop professionally. They are innovative, organized, imaginative and have a clear methodology. They utilize varied strategies for behaviour management, planning, teaching and assessment and consider students’ varying needs and ways of learning.

-‐-‐Developed by the Faculty in January, 2010

GOALS AND PRINCIPLES The purpose of the IST professional growth programme is to improve and support student learning and to recognise teacher achievement through an agreed-‐upon, structured process that promotes ongoing professional development. The goals of professional growth are:

• To enhance student learning. • To recognize and acknowledge expertise, experience and commitment to the school. • To ensure that consistent and coherent curriculum planning and preparation, teaching and

learning strategies and assessment of student understanding and learning are taking place. • To guarantee the professional development of all teaching staff.

Professional growth at IST:

• Will be beneficial for the individual, the student and the whole school. • Will take place within an atmosphere of professional respect, trust and honesty. • Will be informative, providing meaningful and timely feedback to each staff member. • Will be consistent and ongoing across the school. • Will be a collaborative process.

STANDARDS The Professional Growth Committee has defined 9 standards of good practice within five domains (knowledge; planning; assessment; teaching and learning; professionalism, communication and collaboration) which form the basis for professional growth and evaluation. Standard 1 : Knowledge. Teaching reflects knowledge of PYP, MYP, DP philosophy, subject content, relevant research, connections within and across curriculum areas and student needs (according to age level and individual requirements). Standard 2: Planning. Planning is consistent with: the school mission, the IB Learner Profile; the relevant written curriculum; an inquiry approach; student needs (according to age level and to differentiated individual requirements). Planning reflects interdisciplinary considerations. Sequencing and time use are appropriate. Strategies, activities and resources (including technology as appropriate) are varied and suitable. Teacher plans collaboratively. Planning addresses assessment outcomes and builds on students’ prior knowledge. Standard 3: Assessment The assessment of student learning is consistent with the IST Whole School Assessment Policy. Learning expectations and integral assessment strategies are made clear to students. Feedback is relevant, constructive and specific. Assessment outcomes are recorded and inform planning. Students are involved in self and peer assessment and are encouraged to reflect on their own learning. Assessment allows for meaningful reporting to parents about a student’s progress. Standard 4: Teaching and Learning The teaching inspires students to actively participate in their own learning and to take appropriate action in response to their own needs and the needs of others. Teaching uses a range and balance of teaching strategies to meet the objectives of the programme. Teaching and learning recognizes and reflects multiple perspectives. Teaching and learning addresses the needs of students who have reached different stages in their development and those who have different learning styles. Teaching and learning is supported by a range of resources including technology when appropriate. Teaching engages students as critical thinkers encouraging them to develop views of their own. Teaching and learning encourages students to take appropriate action in response to their own needs and the needs of others. Standard 5-‐Classroom atmosphere Teacher manages time, space, resources and students effectively. Standards of conduct are clear to all students and the teacher effectively manages student behaviour in ways that are appropriate, successful and based on respect. Student learning is celebrated through displays. Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness. Classroom environment provides a safe, secure and stimulating environment. Standard 6: Professionalism, Communication and Collaboration Teacher reflects on, and aims to improve his or her own performance. Teacher models the learner profile. Teacher evaluates own planning and teaching strategies. Teacher adapts teaching and contribution to the written curriculum in the light of all relevant information. Teacher continuously strives to improve learning outcomes. Teacher seeks professional growth opportunities and aims to expand own knowledge and skills. Teacher meets deadlines, completes routine tasks, maintains accurate and ongoing records, and meets expectations for reporting on student learning. Teacher reinforces the positive image of the school. Communication S7-‐Oral and written communication is effective. Standard description: Teacher communicates effectively with students, colleagues and parents. Teacher is accessible to, respectful of, and professional with students, colleagues and parents. Teacher treats students as individuals: demonstrates warmth, understanding, and interest in their well being. Rules and expectations are explained by the teacher and jointly agreed with the students.

Collaboration S8-‐Teacher works effectively with all members of the IST community. Standard description: Teacher seeks ways to support colleagues, and is active and positive in team work, while retaining focus on student learning. Teacher works effectively with parents to engage them in their child’s learning. Teacher actively contributes expertise and skills across the school. Teacher demonstrates willingness to participate in wider-‐school-‐life activities that enhance the student learning experiences.

Professional Growth Process The professional growth process at IST will be based on a yearly cycle and is differentiated as follows:

• Teachers in their first year at IST • All other teachers

TEACHERS IN THEIR FIRST YEAR AT IST ALL OTHER TEACHERS

Formal observation by Dean by end of October. No formal observations will take place for teachers unless requested by teachers who feel it would support their professional development. This would be an optional formal observation or if the Dean feels it is necessary.

Teacher participates in at least one peer observation. The focus of the observation will be determined by each teacher’s action plan or from the outcome of the discussions from the formal observation.

All teachers will take part in at least two peer observations each year prior to February/March. The focus of the observations will be determined by each teacher’s action plan.

Formulate Action Plan by end of February

Update Action Plan by end of February

Begin to compile Professional Growth Record: this should provide evidence of goals being met from individual action plans. Time will be provided in meetings to update and share the records with colleagues. The Professional Growth Record will be shared with a member of the ELT as part of the Staff development interview.

Update Professional Growth Record: this should provide evidence of goals being met from individual action plans. Time will be provided in meetings to update and share the records with colleagues. The Professional Growth Record will be shared with a member of the ELT as part of the Staff development interview.

Possible second formal observation by HOD/ELT by end of mid-‐May to ensure advice is being implemented within lesson and that an IB/IST philosophy is present in teaching.

The staff development interview will take place in February/March to allow time to reach goals for the following academic year.

The staff development interview will take place in May/June to allow time to plan for goals for the following academic year.

Revise Action Plan based on staff development interview.

Developing an Action Plan Each teacher develops his/her own draft action plan using the self-‐reflection rubrics (appendix 1), reflecting on performance according to each of the eight professional development standards. Four targets should be set:

Target 1: focusing on the standards S1 (Knowledge), S2 (Planning), S4 (Teaching and Learning) and S5 (Classroom Atmosphere)

Target 2: focusing on Standard 3 (Assessment) Target 3: focusing on the standards S6 (professionalism) and S7 (communication) Target 4: focusing on standard S8 (collaboration)

For target 1 and target 3: only one standard has to be chosen from those listed. For target 2: exam based targets could be set if appropriate.

Explanation of Terms Formal Observations Formal observations are carried out by the relevant Dean. A mutual time will be arranged between the observer and the observed, with the focus of the observation being made clear beforehand. The observer will complete a formal observation form (see appendix 2) based on the 8 standards. At the end of the observation, a time will be arranged for feedback to be given (no longer than a week after the observation has taken place). Optional Formal Observation Staff can choose to request a formal observation if they feel they would like some confirmation or advice relating to a professional development target. This observation will be carried out by Deans, Coordinators or Heads of Departments. Peer Observations The purpose of peer observations is to share good practice and teacher strengths with colleagues in the school. Each year teachers can identify an appropriate colleague from any section of the school that could help them achieve a particular goal on their action plan. First of all this colleague is observed in class or is involved in discussions. Then, after a certain period decided mutually between the two colleagues, the teacher with the particular strength informally observes the other colleague and provides feedback via the peer observation form (see appendix 3) Action Plan Every teacher will devise an action plan (see appendix 4). The goals set in the action plan will be based on any number of sources: personal reflections on the 8 standards using the rubrics (see appendix 1), formal observation feedback and peer observations. The action plan will be reviewed annually during a staff development interview carried out with a member from the ELT. Professional Growth Record The Professional Growth Record is a folder/file maintained by the teacher to record their professional growth activities throughout each year relating to their personal action plans. It will contain evidence that goals have been met or are being worked on during each year. The guidelines (see appendix 5) outline what type of evidence could be included in this record. Optional Student Reflections Student reflections on individual teachers are optional. The purpose is to inform the teacher of the students’ thoughts and feelings on various aspects of their education and classroom environment. The responses are only to be viewed by the teacher and should be considered in context. The forms (appendices 6-‐9) serve only as examples and may be modified by the teacher. Staff Development Interview The Staff Development Interview will take place once a year for all teachers in conjunction with a member of ELT. During the interview, a reflection will take place on the teacher’s action plan using the evidence collected in the Professional Growth Record. The self reflection rubrics for the 8 standards will also be used as a reflection tool and the outcomes of these rubrics will help inform the next steps for the teacher action plan.

Professional Growth Process Timeline TEACHERS IN THEIR FIRST YEAR AT IST ALL OTHER TEACHERS

September-‐October October-‐February February March March/April May May/June

Formal observation by Dean

Teacher participates in at least two peer observations

Teacher participates in at least one peer observation

Formulate Action Plan

Begin to compile Professional Growth Record

Second formal observation if necessary

Staff development interview

Update Action Plan

Update Professional Growth Record

Staff development interview

Optional formal observation

Revise Action Plan

What evidence can be included in the Professional Growth Record to show that you are achieving your goals according to your action plan?

STANDARDS EXAMPLES OF EVIDENCE Knowledge S1-‐Teacher displays knowledge of content and student learning needs. Standard description: Teaching reflects knowledge of PYP, MYP, DP philosophy, subject content, relevant research, connections within and across curriculum areas and student needs (according to age level and individual requirements)

Detailed curriculum documents e.g. unit plans, planning book, long term plans, scope and sequence, schemes of work

Classroom displays

Formal and peer observation feedback

Planning S2: Planning is consistent with IST expectations. Standard description: Planning is consistent with: the school mission, the IB Learner Profile; the relevant written curriculum; an inquiry approach; student needs (according to age level and differentiated for individual requirements). Planning reflects interdisciplinary considerations. Sequencing and time use are appropriate. Strategies, activities and resources (including technology as appropriate) are varied and suitable. Teachers plan collaboratively. Planning addresses assessment outcomes and builds on students’ prior knowledge.

Detailed curriculum documents e.g. unit plans, planning book, long term plans, scope and sequence, schemes of work Evidence of differentiation in planning documents


Assessment S3-‐Assessment of student learning is consistent with IST Whole School Assessment Policy. Standard description: Learning expectations and integral assessment strategies are made clear to students. Feedback is relevant, constructive and specific. Assessment outcomes are recorded and inform planning. Students are involved in self and peer assessment and are encouraged to reflect on their own learning. Assessment allows for meaningful reporting to parents about a student’s progress.

Detailed curriculum documents e.g. unit plans, planning book, long term plans, scope and sequence, schemes of work Summative and formative assessment tasks Photographs and videos of students work Student work with teacher feedback Review of summative tasks which are incorporated into planning Informative report card comments which link to assessment feedback from above Departmental moderation and standardization to aid proper implementation / interpretation of grading criteria, review and planning of assessment tasks

DP mock exams – appropriate to level and syllabus coverage IB feedback on assessments submitted by the teacher.

STANDARDS EXAMPLES OF EVIDENCE Teaching and Learning Unit plans

S4-‐Teaching and learning Standard description: Teaching inspires students to actively participate in their own learning. Teaching uses a range and balance of teaching strategies to meet the objectives of the programme. Teaching and learning recognizes and reflects multiple perspectives. Teaching and learning addresses the needs of students who have reached different stages in their development and those who have different learning styles. Teaching and learning is supported by a range of resources including ICT when appropriate. Teaching engages students as critical thinkers encouraging them to develop views of their own. Teaching and learning encourages students to take appropriate action in response to their own needs and the needs of others.


Evidence of Community and Service activities included within unit plan(s) where appropriate Teacher advice and strategies which can be applied to IA’s and/or EE’s within the DP Action boards in the Lower School Student feedback/survey if teacher wishes this to be included

S5-‐Classroom atmosphere Standard description: Teacher manages time, space, resources and students effectively. Standards of conduct are clear to all students and the teacher effectively manages student behaviour in ways that are appropriate, successful and based on respect. Student learning is celebrated through displays. Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness. Classroom environment provides a safe, secure and stimulating environment.

Formal and peer observation feedback Classroom management within observation feedback Arrangement of classroom Quality of classroom displays

Professionalism S6-‐Teacher reflects on, and aims to improve, own performance. Standard description: Teacher models the learner profile. Teacher evaluates own planning and teaching strategies, and keeps up-‐to-‐date with relevant research. Teacher adapts teaching and contribution to the written curriculum in the light of all relevant information. Teacher continuously strives to improve learning outcomes. Teacher seeks professional growth opportunities and aims to expand own knowledge and skills. Teacher meets deadlines, completes routine tasks, maintains accurate and ongoing records, and meets expectations for reporting on student learning. Teacher reinforces the positive image of the school.

Examples of up to date research Teacher seeks professional development when appropriate: change of syllabus or for MYP certification. Examples of quality report writing and curriculum documentation Meets report deadlines Demonstrates good time keeping skills and is punctual for all lessons Attends all required meetings

STANDARDS EXAMPLES OF EVIDENCE Communication S7-‐Oral and written communication is effective.

Formal and informal observation feedback

Standard description: Teacher communicates effectively with students, colleagues and parents. Teacher is accessible to, respectful of, and professional with students, colleagues and parents. Teacher treats students as individuals: demonstrates warmth, understanding, and interest in their well being. Rules and expectations are explained by the teacher and jointly agreed with the students.

Checking of any correspondence with parents by HOD or ELT Quality of report writing Evidence of collaborative planning through unit plans Observations demonstrate positive learning atmosphere Use of teacher expectations and course outlines at the beginning of the course (upper school) Takes an active role in meetings

Collaboration S8-‐Teacher works effectively with all members of the IST community. Standard description: Teacher seeks ways to support colleagues, and is active and positive in teamwork, while retaining focus on student learning. Teacher works effectively with parents to engage them in their child’s learning. Teacher actively contributes expertise and skills across the school. Teacher demonstrates willingness to participate in wider-‐school-‐life activities that enhance the student learning experiences.

Teacher takes an active role in the department: ideas for curriculum, improving student learning, supporting new colleagues Teacher seeks out parents where there is a need to advise on strategies for success Teacher undertakes a participative role in activities outside normal timetabled lessons to further student learning

Appendix 1 Self Reflection Rubrics The self-‐reflection rubrics below cover the 8 standards which are central to the professional growth process for teaching staff at IST. These rubrics will form the basis for discussion at the Staff Development Interview that will take place once a year in conjunction with a member of the ELT. It is intended that the discussion and reflections that take place whilst considering these rubrics will lead to setting goals on individual action plans. These should be kept in the professional growth folder.

S1 Knowledge Teacher displays knowledge of content and student learning needs. Standard description: Teaching reflects knowledge of PYP, MYP, DP philosophy, subject content, relevant research, connections within and across curriculum areas and student needs (according to age level and individual requirements).

Unsatisfactory Satisfactory Good Outstanding Teaching reflects knowledge of PYP, MYP, DP philosophy

Teaching does not reflect knowledge of programme philosophy

Teaching sometimes reflects knowledge of the programme philosophy

Teaching reflects the programme philosophy

Teaching consistently reflects the programme philosophy.

Teaching reflects knowledge of subject content.

Teaching does not reflect knowledge of subject content

Teaching sometimes reflects knowledge of subject content

Teaching reflects knowledge of subject content.

Teaching effectively reflects knowledge of subject content.

Teaching reflects knowledge of relevant research.

Teaching does not reflect teacher’s own research into the latest subject knowledge or pedagogical techniques.

Teaching reflects some knowledge of relevant research.

Teaching reflects knowledge of relevant research

Teaching consistently reflects knowledge of research into the latest subject knowledge or pedagogical techniques.

Teaching reflects knowledge of connections within and across subject areas

Teaching does not reflect knowledge of connections within and across other subject areas.

Teaching sometimes reflects knowledge of connections within and across other subject areas.

Teaching reflects knowledge of connections within and across subject areas.

Teaching consistently reflects knowledge of connections within and across subject areas.

Teaching reflects knowledge of student needs (according to age level and to differentiated individual requirements)

Teaching does not reflect knowledge of student needs. Teacher does not differentiate or pitch knowledge to appropriate learning level.

Teaching sometimes reflects knowledge of student needs and teacher differentiates and pitches knowledge to appropriate learning level.

Teaching reflects knowledge of student needs (according to age level and individual requirements).

Teaching consistently reflects knowledge of student needs. Teacher differentiates whenever required within their normal teaching and always pitches knowledge to appropriate learning level.

S2 Planning Planning is consistent with IST expectations. Standard description: Planning is consistent with: the school mission, the IB Learner Profile; the relevant written curriculum; an inquiry approach; student needs (according to age level and to differentiated individual requirements). Planning reflects interdisciplinary considerations. Sequencing and time use are appropriate. Strategies, activities and resources (including technology as appropriate) are varied and suitable. Teachers plan collaboratively. Planning addresses assessment outcomes and builds on students’ prior knowledge.

Unsatisfactory Satisfactory Good Outstanding Planning is consistent with the school mission statement and the IB Learner Profile and demonstrates an inquiry approach

Planning is inconsistent with two or more of the following: the school mission statement, IB Learner Profile, an inquiry approach

Planning is sometimes consistent with the school mission statement, IB Learner Profile, and sometimes demonstrates an inquiry approach

Planning is consistent with the school mission statement, IB Learner Profile, and demonstrates an inquiry approach

Planning is always consistent with the school mission statement, IB Learner Profile, and always demonstrates an inquiry approach

Planning is consistent with the relevant written curriculum and curriculum documents are updated to reflect changes

Planning is inconsistent with the relevant written curriculum and/or curriculum documents are not regularly updated to reflect changes

Planning is sometimes consistent with the relevant written curriculum and/or curriculum documents are sometimes updated to reflect changes

Planning is consistent with the relevant written curriculum and/or curriculum documents are updated to reflect changes

Planning is always consistent with the relevant written curriculum and curriculum documents are regularly updated to reflect changes

Planning is consistent with student needs (according to age level and to differentiated individual requirements)

Planning is inconsistent with student needs and does not take into consideration the age level and/or the differentiated individual requirements.

Planning is sometimes consistent with student needs and sometimes takes into consideration the age level and/or the differentiated individual requirements

Planning is consistent with student needs and takes into consideration the age level and the differentiated individual requirements

Planning is always consistent with student needs and clearly takes into consideration the age level and the differentiated individual requirements

Planning reflects interdisciplinary considerations and a collaborative approach

Planning does not reflect interdisciplinary considerations and a collaborative approach

Planning sometimes reflects interdisciplinary considerations and a collaborative approach

Planning reflects interdisciplinary considerations and a collaborative approach

Planning always reflects interdisciplinary considerations and a collaborative approach

Planning addresses assessment outcomes and builds on students’ prior knowledge. Sequencing and time use are appropriate

Planning does not address assessment outcomes or build on students’ prior knowledge. Sequencing and time use are often inappropriate

Planning sometimes addresses assessment outcomes and tries to build on students’ prior knowledge. Sequencing and time use are sometimes appropriate.

Planning addresses assessment outcomes and builds on students’ prior knowledge. Sequencing and time use are appropriate

Planning always addresses assessment outcomes and effectively builds on students’ prior knowledge. Sequencing and time use are consistently appropriate.

Strategies, activities and resources (including technology as appropriate) are varied and suitable

Strategies, activities and resources are not varied and are frequently unsuitable.

Strategies, activities and resources are sometimes varied and usually suitable

Strategies, activities and resources are varied and suitable

Strategies, activities and resources are consistently varied and always suitable

S3 Assessment Assessment of student learning is consistent with IST Whole School Assessment Policy. Standard description: Learning expectations and integral assessment strategies are made clear to students. Feedback is relevant, constructive and specific. Assessment outcomes are recorded and inform planning. Students are involved in self and peer assessment and are encouraged to reflect on their own learning. Assessment allows for meaningful reporting to parents about a student’s progress.

Unsatisfactory Satisfactory Good Outstanding Assessment of student learning is consistent with IST Whole School Assessment Policy

Does not use and apply the school assessment policy when assessing student learning

Is starting to refer to and use the school assessment policy when assessing student learning

Regularly refers to and uses the school assessment policy when assessing student learning

Assessment of student learning is always consistent with school assessment policy

Learning expectations and integral assessment strategies are made clear to students

Learning expectations and assessment strategies are not made clear to students

Learning expectations and assessment strategies are sometimes made clear to students

Learning expectations and assessment strategies are made clear to students

Learning expectations and assessment strategies are consistently made clear to students

Feedback is relevant, constructive and specific

Feedback from assessment tasks is either not taking place or is irrelevant and not constructive

Feedback from assessment tasks is sometimes taking place and is relatively constructive, relevant and specific

Feedback is taking place and is relevant, constructive and specific

Feedback is consistently taking place and is always very constructive, relevant and specific

Assessment outcomes are recorded and inform planning

Assessment outcomes are not recorded and assessment is not used to inform future planning

Assessment outcomes are sometimes recorded and used to inform planning

Assessment outcomes are recorded and are used to inform planning

Assessment outcomes are consistently recorded in a detailed and useful way and are used to inform all planning

Students are involved in self and peer assessment and are encouraged to reflect on their own learning

Students are not involved in self and peer assessment and do not reflect on their own learning

Students are sometimes involved in self and peer assessment and at times reflect on their own learning

Students are involved in self and peer assessment and are encouraged to reflect on their own learning

Students are consistently involved in self and peer assessment and always reflect on their own learning

Assessment allows for meaningful reporting to parents about a student’s progress

Assessment does not allow for meaningful reporting to parents about a student’s progress

Assessment allows for some reporting to parents about a student’s progress but lacks meaningful detail

Assessment allows for meaningful reporting to parents about a student’s progress

Assessment consistently allows for effective and meaningful reporting to parents about a student’s progress

S4 Teaching and Learning Teaching inspires students to actively participate in their own learning and take appropriate action in response to their own needs and the needs of others. Teaching uses a range and balance of teaching strategies to meet the objectives of the programme. Teaching and learning recognizes and reflects multiple perspectives. Teaching and learning addresses the needs of students who have reached different stages in their development and those who have different learning styles. Teaching and learning is supported by a range of resources including ICT when appropriate. Teaching engages students as critical thinkers encouraging them to develop views of their own. Teaching and learning encourages students to take appropriate action in response to their own needs and the needs of others

Unsatisfactory Satisfactory Good Outstanding Teaching inspires students to actively participate in their own learning and take appropriate action in response to their own needs and the needs of others

Students are not inspired to participate in their own learning or take action

Students sometimes participate in their own learning and sometimes take appropriate action

Students are inspired to actively participate in their own learning and take appropriate action in response to their own needs and the needs of others

Students are consistently inspired to actively participate in their own learning and take appropriate action in response to their own needs and the needs of others

Teaching uses a range and balance of teaching strategies to meet the objectives of the programme

Teaching involves only one type of teaching strategy

Teaching uses a range of strategies but they are not balanced

Teaching uses a range and balance of teaching strategies to meet the objectives of the programme

Teaching uses a wide range and balance of strategies which consistently helps meet the objectives of the programme

Teaching and learning addresses the needs of students who have reached different stages in their development and those who have different learning styles

Teaching and learning is not appropriate for the developmental stage of the students

Teaching and learning is sometimes appropriate for the developmental stage of the students and sometimes addresses different learning styles

Teaching and learning addresses the needs of students who have reached different stages in their development and those who have different learning styles

Teaching and learning is well suited for the developmental stage of the students and always addresses those who have different learning styles

Teaching and learning is supported by a range of resources including ICT when appropriate

Resources are used from only one or two sources and ICT is rarely used to support student learning

Teaching and learning is sometimes supported by a range of resources and sometimes includes ICT when appropriate

Teaching and learning is supported by a range of resources including ICT when appropriate

Resources from a variety of sources are used and ICT is used in a way that significantly enhances the learning experience

Teaching engages students as critical thinkers with developing views of their own

Teaching promotes critical thinking and independent views in a very limited way

Teaching sometimes promotes critical thinking and independent views

Teaching regularly promotes critical thinking and independent views

Teaching consistently promotes critical thinking and always encourages students to develop views of their own

S5 Classroom Atmosphere Teacher manages time, space, resources and students effectively. Standards of conduct are clear to all students and the teacher effectively manages student behaviour in ways that are appropriate, successful and based on respect. Student learning is celebrated through displays. Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness. Classroom environment provides a safe, secure and stimulating environment.

Unsatisfactory Satisfactory Good Outstanding Teacher manages time, space, resources and students effectively

Does not manage time, space, resources or students effectively

Sometimes manages, space, resources and students.

Manages time, space, resources and students effectively.

Consistently manages time, space, resources and students effectively.

Standards of conduct are clear to all students and the teacher effectively manages student behaviour in ways that are appropriate, successful and based on respect

The teacher has not established a clear code of conduct and has poor classroom management

Students are aware of the code of conduct and the teacher sometimes manages student behaviour in ways that are appropriate, successful and based on respect

Standards of conduct are clear to all students and the teacher effectively manages student behaviour in ways that are appropriate, successful and based on respect

Standards of conduct are evidently clear to all students and the teacher always manages student behaviour in ways that are appropriate, successful and based on respect

Student learning is celebrated through displays

Student learning is not celebrated through displays

Student learning is sometimes celebrated through displays

Student learning is celebrated through displays

Student learning is celebrated through a range of effective and meaningful displays

Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness

Classroom environment is not conducive to inquiry, it does not empower independent learners or promote international mindedness

Classroom environment is sometimes conducive to inquiry, sometimes empowers independent learners and sometimes promotes international mindedness

Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness

Classroom environment is strongly conducive to inquiry, effectively empowers independent learners and promotes meaningful international mindedness

Classroom environment provides a safe, secure and stimulating environment based on understanding and respect

Classroom environment is unsafe, not secure and is not stimulating, nor is it based on understanding and respect

Classroom environment is safe, secure and sometimes stimulating. There are aspects based on understanding and respect

Classroom environment provides a safe, secure and stimulating environment based on understanding and respect

Classroom environment is consistently safe, secure and stimulating based on understanding and respect

S6 Professionalism Teacher reflects on, and aims to improve, own performance. Standard description: Teacher models the learner profile. Teacher evaluates own planning and teaching strategies. Teacher adapts teaching and contribution to the written curriculum in the light of all relevant information. Teacher continuously strives to improve learning outcomes. Teacher seeks professional growth opportunities and aims to expand own knowledge and skills. Teacher meets deadlines, completes routine tasks, maintains accurate and ongoing records, and meets expectations for reporting on student learning. Teacher reinforces the positive image of the school.

Unsatisfactory Satisfactory Good Outstanding Teacher models the learner profile

Does not model the learner profile

Sometimes models the learner profile

Models the learner profile

Consistently models the learner profile

Teacher evaluates own planning and teaching strategies

Does not evaluate own planning and teaching strategies

Sometimes evaluates own planning and teaching strategies

Evaluates own planning and teaching strategies

Consistently evaluates own planning and teaching strategies

Teacher adapts teaching and contribution to the written curriculum in the light of all relevant information

Does not adapt teaching and contribution to the written curriculum in the light of relevant information

Sometimes adapts teaching and contribution to the written curriculum in the light of some relevant information

Adapts teaching and contribution to the written curriculum in the light of all relevant information.

Effectively adapts teaching and contribution to the written curriculum in the light of all relevant information

Continuously strives to improve learning outcomes

Does not strive to improve learning outcomes

Sometimes strives to improve learning outcomes

Continuously strives to improve learning outcomes

Continuously strives to improve learning outcomes and is successful

Seeks professional growth opportunities and aims to expand own knowledge and skills

Does not seek professional growth opportunities and does not aim to expand own knowledge and skills

Sometimes seeks professional growth opportunities and sometimes aims to expand own knowledge and skills

Seeks professional growth opportunities and aims to expand own knowledge and skills

Consistently seeks professional growth opportunities and aims to expand own knowledge and skills

Meets deadlines, completes routine tasks, maintains accurate and ongoing records, and meets expectations for reporting on student learning. completed on time

Does not meet deadlines or complete routine tasks. Fails to maintain accurate and ongoing records, and does not meet expectations for reporting on student learning

Sometimes meets deadlines and completes routine tasks. Maintains ongoing records, and sometimes meets expectations for reporting on student learning

Meets deadlines, completes routine tasks, maintains accurate and ongoing records and meets expectations for reporting on student learning

Consistently meets deadlines and completes routine tasks. Maintains accurate and ongoing records and always meets expectations for reporting on student learning

Reinforces the positive image of the school

Does not reinforce the positive image of the school

Sometimes reinforces the positive image of the school

Reinforces the positive image of the school

Consistently reinforces the positive image of the school

S7 Communication Oral and written communication is effective. Standard description: Teacher communicates effectively with students, colleagues and parents. Teacher is accessible to, respectful of, and professional with students, colleagues and parents. Teacher treats students as individuals: demonstrates warmth, understanding, and interest in their well being. Rules and expectations are explained by the teacher and jointly agreed with the students.

Unsatisfactory Satisfactory Good Outstanding Teacher communicates effectively with students, colleagues and parents

Does not communicate effectively with students, colleagues and parents

Sometimes communicates with students, colleagues and parents

Communicates effectively with students, colleagues and parents

Communicates effectively with students, colleagues and parents in a consistent manner

Teacher is accessible to, respectful of, and professional with students, colleagues and parents

Is not accessible to, respectful of, and professional with students, colleagues and parents

Is sometimes accessible to, respectful of, and professional with students, colleagues and parents

Is accessible to, respectful of, and professional with students, colleagues and parents

Is consistently accessible to, respectful of, and professional with students, colleagues and parents

Teacher treats students as individuals: demonstrates warmth, understanding, and interest in their well being

Refrains from treating students as individuals: does not demonstrate warmth, understanding, and interest in their well being

Sometimes treats students as individuals: demonstrates some warmth, understanding, and interest in their well being

Treats students as individuals: demonstrates warmth, understanding, and interest in their well being

Consistently treats all students as individuals: demonstrates warmth, understanding, and regularly shows interest in their well being

Rules and expectations are explained and jointly agreed

Rules and expectations are not explained or agreed

Some rules and expectations are explained and jointly agreed

Rules and expectations are explained and jointly agreed

Rules and expectations are consistently explained and jointly agreed

S8 Collaboration Teacher works effectively with all members of the IST community. Standard description: Teacher seeks ways to support colleagues, and is active and positive in team work, while retaining focus on student learning. Teacher works effectively with parents to engage them in their child’s learning. Teacher actively contributes expertise and skills across the school. Teacher demonstrates willingness to participate in wider-‐school-‐life activities that enhance the student learning experiences.

Unsatisfactory Satisfactory Good Outstanding Teacher seeks ways to support colleagues, and is active and positive in team work, while retaining focus on student learning

Does not work with members of staff or seek positive ways to support and work together

Sometimes works with members of staff and is starting to seek positive ways to support and work together

Works with members of staff seeking positive ways to support and work together

Works effectively with members of staff seeking positive ways to support and to work together

Teacher works effectively with parents to engage them in their child’s learning

Does not work with parents to engage them in their child’s learning

Is starting to work with parents to engage them in their child’s learning

Works with parents to engage them in their child’s learning

Works effectively with parents to engage them in their child’s learning

Teacher actively contributes expertise and skills across the school

Does not share and contribute expertise and skills across the school

Sometimes shares and contributes expertise and skills across the school

Shares and contributes expertise and skills across the school

Actively shares and contributes expertise and skills across the school

Teacher demonstrates willingness to participate in wider-‐school-‐life activities that enhance the student learning experience

Is not willing to participate in wider-‐school activities to enhance student learning and the profile of the school

Sometimes participates in wider-‐school activities to enhance student learning and the profile of the school

Participates in wider-‐school activities to enhance student learning and the profile of the school

Actively and willingly participates in wider-‐school activities to enhance student learning and the profile of the school

Appendix 2 Lesson Observation Form

Teacher’s Name: Date: Time: Grade: Observer’s Name: Lesson: No. of students:

STANDARD FOCUS OF OBSERVATION COMMENTS

1 Knowledge

-‐Teaching reflects knowledge of: programme philosophy subject content connections within and across subject areas student needs (age level and individual requirements)

2 Planning

-‐Planning is consistent with student needs (age level and individual requirements) -‐ Planning addresses assessment outcomes and builds on students’ prior knowledge. -‐Sequencing and time use are appropriate -‐Strategies, activities and resources (including technology as appropriate) are varied and suitable

3 Assessment

-‐Assessment is consistent with IST Assessment Policy -‐Learning expectations and assessment strategies are made clear to students -‐Feedback is relevant, constructive and specific -‐Students are involved in self and peer assessment and are encouraged to reflect on their own learning

4 Teaching and Learning

-‐Teaching inspires students to actively participate in their own learning -‐Teaching uses a range and balance of teaching strategies to meet the objectives -‐Teaching and learning addresses the individual needs of students (differentiation and learning styles) -‐Teaching and learning is supported by a range of resources including ICT when appropriate -‐Teaching engages students as critical thinkers with developing views of their own

5 Classroom atmosphere

-‐Teacher manages time, space, resources and students effectively -‐Student learning is celebrated through displays -‐Classroom environment is conducive to inquiry, empowers independent learners and promotes international mindedness -‐Classroom environment provides a safe, secure and stimulating environment based on understanding and respect

6 Professionalism

-‐Teacher models the learner profile

7 Communication

-‐Teacher communicates effectively with students -‐Teacher is accessible to, respectful of, and professional with students -‐Teacher treats students as individuals: demonstrates warmth, understanding, and interest in their well being -‐Rules and expectations are clear

Strengths of the lesson: Areas for further development:

Signed : Observer Teacher

Appendix 3 Peer Observation Form

Teacher: Date: Observer: Focus of the Observation:

Notes and Observations Areas of Strengths linked to the focus: Strategies to Consider/Suggestions:

prof growth handbook 2015-2016 june 2015 · lesson!observation!form! ......

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