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NQT Self-Reflection / Evaluation Sheet for NQT:

Checklist for NQTsKey aspects: (tick boxes below)

Please Note: the following sheets are optional and are intended as a guide to assist Manchester NQTs with reflecting upon their own practice and progress towards embedding the teaching standards during induction including identifying professional development needs / CPD / activities / additional support all of which will improve their overall practice.

Tip: This form is best used with and can be typed onto using Adobe Acrobat Reader (Free)

NQT: Next Page ▷

Have you been registered for Induction i.e. received login details for NQT Manager. Induction Guidance and/or Statutory Guidance have been readInitial meeting has taken place with your Induction Tutor/Co-ordinator Have you been provided with key school / statutory policies inc the Teaching StandardsTargets/objectives for the upcoming period have been discussed/agreed with Tutor Regular progress reviews inc half term review date provisionally arranged by Tutor10% PPA and 10% NQT time have been allocated (must be protected by law - see diagram)

End of term assessment review meeting provisionally scheduled in/arranged by Tutor

Ensuring a reduced timetable for NQTs during induction

http://www.teach-manchester.org/Content.aspx?ContentId=5

https://manchester.nqtmanager.com/Uploads/Documents/20/710-542-Statutory%20Induction%20for%20Newly%20Qualified%20Teachers%20Guidance%20-%20September%202015.pdf

https://manchester.nqtmanager.com/Login.aspx

http://www.teach-manchester.org/Content.aspx?ContentId=5

https://www.gov.uk/government/publications/induction-for-newly-qualified-teachers-nqts

https://www.gov.uk/government/publications/teachers-standards

https://acrobat.adobe.com/uk/en/acrobat/pdf-reader.html

NQT self-reflection sheetfor

Part 1: Teaching Standard 2 ▷

Previous development targets for this standard (if applicable) How have you progressed against these previous targets ? (if applicable)

Next review: Points for discussion with Induction Tutor at next review / 1:1 CPD / Resources / Support needed to develop your practice (if applicable)

AREA

1a) How have you established a safe, stimulating environment rooted in mutual respect ?

• CPD e.g. Safeguarding / H&S / E-Safety / First Aid• Lesson observation records / drop ins / pupil voice• Records of classroom environment i.e. layout,

regularly updated class displays, learning walls, curriculum walls / target walls / calm behaviour

• Display and implementation of school / class rules / expectations / routines / clear boundaries

• Use of pupil rewards, sanctions & incentives

1b) How do you set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions ?

• Good use of resources and support staff• Lesson observation / celebration of achievements• Pupil assessment and evaluation records• Regular feedback to pupils/pupil progress/next steps• Classroom layout for pupil independence &

cooperation inc. planning for EAL and SEN pupils• Quality lesson planning / differentiated tasks• Pupil voice activities / outcomes

1c) How do you demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils ?

• Participation in activities with pupils beyond the classroom e.g. support for playtime / lunchtime

• Lesson observation records/professional discussions• Modelling expectations / feedback from colleagues• High levels of attendance & punctuality;• Behaviour in classroom / around school / community• Feedback from outside agencies and community,

e.g. trips out, visitors’ book, parents’ feedback• Adherence to school code of conduct inc dress code

1.(What did you do ? what impact did it have ? what did you learn ? (To compile as evidence towards meeting this standard)

Your reflection comments/notes Suggested evidence

Note: This sheet is optional and can be used to prepare for assessment/review meetings with your induction tutor as well as forming a cumulative record for each term of induction. Please also note that a portfolio of evidence is not a requirement for induction but it is good practice for you to maintain one.

(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard)

Set high expectations which inspire, motivate & challenge pupils.

this is an area of difficulty and I need feedback/further guidance from my Tutor/SLT







AREA2a) How are you accountable for pupils’ attainment, progress and outcomes ?

• Analysis of assessment data from classes/groups taught • APP & teacher records / learning journals / IEP reviews• Book scrutiny; marking in books & indicating next steps• Progress against targets / personal support plans• Records of pupil progress meetings/Intervention & impact

2b) How are you aware of pupils’ capabilities and their prior knowledge and how do you plan teaching to build on these ?

• Baseline assessments / transition information• Annotated lesson plans (including differentiation)• Learning logs / learning walks / AFL strategies• Records of barriers to learning / pupil tracking sheets• Observations / seating & group plans / cohort meetings

2c) How do you guide pupils to reflect on the progress they have made and their emerging needs ?

• Lesson observations / learning walls / pupil progress• Peer evaluations / IEP reviews / response to feedback• Pupil awareness of development targets / reflection time• Discussion with pupils / self assessment / target setting /

pupils select own success criteria

2d) How have you demonstrated knowledge and understanding of how pupils learn andhow this impacts on teaching ?

• CPD / staff training / using a range of resources• Curriculum planning / skills progression / weekly reviews• Work scrutinies / lesson study / self evaluation notes• Varied and creative teaching styles to meet varied needs• Awareness of current curriculum initiatives/SEN

processes/IEPs inc own research & ‘keeping up to date’

2e) How do you encourage pupils to take a responsible and conscientious attitude to their own work and study ?

• Marked worked indicates dialogue/discussion & target setting with pupils / exam and test outcomes

• Good balance between teacher talk & independent work• Student voice activities • Samples of pupils works / pride taken in their work

2. Suggested evidencePromote good progress and outcomes by pupils







(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard) (What did you do ? what impact did it have ? what did you learn ?)

Your reflection comments/notes(To compile as evidence towards meeting this standard)





AREA3a) How have you demonstrated a secure knowledge of the relevant subject(s) & curriculum

areas ? foster and maintain pupils’ interest in the subject and address misunderstandings ?

• CPD records e.g attendance at internal/external training• Evidence of subject knowledge in teacher’s planning• Use of school schemes of work in teachers’ planning• Lesson observations records / scaffolding in lessons• Accurate/up to date subject and curriculum knowledge• Contributions to INSET / staff meetings / working groups

3b) How have you demonstrated a critical understanding of developments in the subjectand curriculum areas, and how do you promote the value of scholarship ?

• Policy and planning review and scrutiny• Impact and outcome of learning/mid & long term planning• Relevant pedagogy / conducting own research• Pupil and parent voice/pupil attitudes and pupil progress

3c) How have you demonstrated an understanding of and take responsibility for promotinghigh standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject ?

• Planning shows development of literacy / building literacy• Lesson observations - correcting pupils during lessons• Books and classroom environment shows accurate use/

promotion of literacy key skills and reading• Own use of language/correct spelling and handwriting• Drop in sessions/learning walls/class resources/displays

3d) If teaching early reading, how have you demonstrated a clear understanding of systematic synthetic phonics ?

• Phonics plans / work scrutiny / analysis of data• Outcomes of formal assessments• Literacy leader monitoring / undertaking focused obs.• Personal research / approaching colleagues for guidance • Aware of next steps for SEN pupils/Phonics development

3e) If teaching early mathematics, how have you demonstrated a clear understanding of appropriate teaching strategies?

• Awareness of school policy outlining strategies• Work scrutiny shows school policy for developing

strategies is applied consistently• Undertaking of focused observations e.g Maths Lead• Planning / analysis of data / use of resources & support

3. Suggested evidenceDemonstrate good subject and curriculum knowledge


(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard) (What did you do ? what impact did it have ? what did you learn ?) (To compile as evidence towards meeting this standard)

Your reflection comments/notes










AREA4a) How do you impart knowledge and develop understanding through effective use of

lesson time ?

• Structured lesson planning / timekeeping & pace• Plenaries / pupil conferencing / feedback• Work scrutiny/productivity/short-medium-long objectives • Lesson plans reflect progression and well planned/

thought through questioning / evaluations for next lesson

4b) How do you promote a love of learning and children’s intellectual curiosity ? • Record of learning environment / positive behaviour• Evidence that pupils ideas have fed into topics• Discussions with pupils / recognition of pupils interests• Pupil evaluation / parental responses / staff feedback

4c) How do you set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired ?

• Homework records• Stimulating homework challenges• Scrutiny of appropriateness and motivation of work set• Visits/visitors used to enhance learning; school trips and

associated work

4d) How do you reflect systematically on the effectiveness of lessons and approaches to teaching ?

• Lesson objectives with measurable outcomes to gauge progress including lesson evaluations / lesson study

• Completion of peer observations / coaching / mentoring• Minutes of key stage / phase meetings / weekly reviews• CPD and impact in classes / feedback from staff/parents

4e) How do you contribute to the design and provision of an engaging curriculum within the relevant subject area(s) ?

• Adaptation of planning / development of SoW• Participation in enrichment activity linked to subjects e.g.

running visits / trips / CPD / cross-curricular opportunities• Planning and scrutiny – curriculum areas; learning arc;

pupil voice activities • Contributions to team/key stage/school planning/meeting• Review and sharing of resources with staff

4. Suggested evidencePlan and teach well structured lessons


(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard) (What did you do ? what impact did it have ? what did you learn ?) (To compile as evidence towards meeting this standard)











AREA5a) How do you know when and how to differentiate appropriately, and use approaches

which enable pupils to be taught effectively ?

• Planning shows aims/objectives for individual and groups of learners to extend learning outcomes

• Decision making processes with support staff/colleagues • Appropriate learning outcomes / pupils work• Use of Bloom’s Taxonomy / thinking skills / mini plenaries • Differentiated questioning informed by data• Seating plans; appropriate groupings / pupil progress

5b) How have you demonstrated a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these ?

• Assessment of planning/differentiation• Use of Pupil Profile/SEN/ADHD Information & strategies• Use of referral to internal and external support agencies• Observing/shadowing SENCo / senior colleagues• Effective use of resources and support staff e.g. TA• Knowledge of and application of up-to-date pedagogies• Training records / attendance at multi-agency meetings

5c) How have you demonstrated an awareness of the physical, social and intellectual development of children, and how do you adapt teaching to support pupils’ education at different stages of development ?

• CPD / application of appropriate strategies & assessment• Lesson observations • Records of observing other phases• Lesson plans show an understanding of next steps

based on pupils needs / PSHE / target setting• Records of teacher reflection and self evaluation

5d) How have you demonstrated a clear understanding of the needs of all pupils, inc. those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and how do you use and evaluate distinctive teaching approaches to engage and support them ?

• Seek / record advice from internal/external specialists• Observing practice of experienced/senior colleagues• Application of appropriate methods of assessment• Lesson plans show evidence of explicit differentiation • Written feedback shows understanding of the different

needs of all pupils inline with policy and guidelines• Resources that are created / shared show awareness of

the need for differentiation and delivery is inclusive

5. Suggested evidenceAdapt teaching to respond to the strengths & needs of all pupils(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard) (What did you do ? what impact did it have ? what did you learn ?) (To compile as evidence towards meeting this standard)











AREA6a) How have you demonstrated knowledge and understanding of how to assess the

relevant subject and curriculum areas, including statutory assessment requirements ?

• Accurate use of assessment to identify gaps/next steps • Moderation (external, internal and across schools/

departments) including outcomes and pupil progress• Monitoring cycle / assessment and evaluation records• Lesson observation (and feedback) • Work sampling / work based on pupil levels • Statutory assessment carried out correctly

6b) How have you made use of formative and summative assessment to secure pupils’ progress ?

• Effective use of data / APP / other materials• Interventions including the more able and vulnerable

groups / deployment of other adults• Scrutiny of planning and books inc quality of marking• Planning of guided groups and circular target setting• Use of school assessment procedures in planning

6c) How have you used relevant data to monitor progress, set targets, andplan subsequent lessons ?

• Clear learning outcomes set out in planning• Monitoring of pupil progress and maintaining accurate

records setting new targets for individuals and groups• Records of learning environment e.g target walls• Liaising with support staff / colleagues• Lesson observations• Knowledge of Raise online/profile/school data & systems

6d) How do you give pupils regular feedback and how do you encourage pupils to respond to the feedback ?

• Lesson evaluations showing analysis of pupil progress towards learning objectives

• Work scrutiny showing effective marking and written feedback to pupils

• 1:1 oral feedback with pupils• Pupil questionnaires

6. Make accurate and productive use of assessment


Your reflection comments/notes Suggested evidence(To compile as evidence towards meeting this standard)(What did you do ? what impact did it have ? what did you learn ?)(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard)









AREA7a) How have you established clear rules and routines for behaviour in the classroom,

and demonstrated responsibility for promoting good and courteous behaviour both in the classroom and around the school, in accordance with the school’s behaviour policy ?

• Behaviour support / intervention records / CPD• Observation(s) of pupil behaviour • Observing the techniques/strategies of senior colleagues• Lesson observations and drop ins• Clear, visible classroom rules; evidence of class

agreement on rules; rewards/consequences• Engagement with students in & outside of classroom time

7b) How have you demonstrated high expectations of behaviour and established a framework for discipline with a range of strategies, inc using praise, sanctions and rewards - consistently and fairly ?

• Observations of positive behaviour management• Pupil voice; happiness survey, classroom observations • Certificates home; SIMS log, Detentions/ exclusions• Effective communication with pupils and colleagues• Adhering to school policy/ethos; school & ‘non-

negotiables’ are actioned consistently • Follow up of behaviour outside of class

7c) How do you manage classes effectively, and use approaches which areappropriate to pupils’ needs in order to involve and motivate them ?

• Identification and Implementation of inclusion• IEPs; pupil voice • Quality of work in books; differentiated tasks • Classroom environment; layout of classroom; seating

plans, conflict resolution techniques • Different learning styles in planning • Effective deployment of other adults; support staff

7d) How do you maintain good relationships with pupils, exercise appropriate authority,and act decisively when necessary ?

• Record keeping by teacher – behaviour / bullying logs• Adherence & implementation of school behaviour policy • Modelling appropriate behaviour and actively promoting

good behaviour, building relationships and respect• Consistency when dealing with poor behaviour • Peer mentoring / comments / feedback from colleagues

7. Manage behaviour effectively to ensure a good & safe learning environment


Your reflection comments/notes(What did you do ? what impact did it have ? what did you learn ?)

Suggested evidence(To compile as evidence towards meeting this standard)(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard)






Part 1: Teaching Part 2 of the Teaching Standards - Personal & Professional Conduct ▷



AREA8a) How do you make a positive contribution to the wider life and ethos of the school ?

• Personal CPD records inc. attendance at school/NQT training which could inc. leading staff training sessions

• Peer mentoring/coaching/mentoring trainees• Contribution in school development discussion/activites• Monitoring evidence that school policy developments are

implemented in personal teaching practice• Self-evaluation and reflection

8b) How have you developed effective professional relationships with colleagues, anddo you know how and when to draw on advice and specialist support ?

• Contribution to team/key stage/phase meetings, discussion and development e.g. INSET

• Observing other teachers and being observed to share professional practice / implementing feedback from staff

• Seeking support when appropriate/multi-agency working

8c) How do you deploy support staff effectively ? • IEP / Intervention / pupil progress / assessment• Feedback from TA’s / other support staff• Ensuring support staff have appropriate resources/CPD

8d) How have you taken responsibility for improving teaching through appropriate professional development, inc. responding to advice and feedback from colleagues ?

• Regular self reflection and evaluation records• Requesting CPD / acting on feedback from senior staff• Cross-phase and cross-school moderation• Keeping up to date with changes in pedagogy & practice• Sharing good practice and resources

8e) How do you communicate effectively with parents with regard to pupils’achievements and well-being ?

• Effective completion of pupil reports / SEN documents• Contribution to pupil reviews• Preparation and involvement in parents meetings• Resolution of parent queries / 1:1 conversations• Open-door sessions/letters home/celebrating successes

8. Fulfil wider professional responsibilities


Your reflection comments/notes Suggested evidence(To compile as evidence towards meeting this standard)(What did you do ? what impact did it have ? what did you learn ?)(Please consider the areas below as questions - they define the minimum expectations in order to meet this standard)







Part 2: Personal and Professional Conduct www.teach-manchester.org



Preamble: A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following a, b, c questions define the behaviour and attitudes which set the required standard of conduct throughout a teacher’s career. During induction and throughout your career / day to day practice you must evidence and maintain meeting these aspects.

a) How have you upheld public trust in the profession and maintained high standards of ethics and behaviour, within & outside school ? (you could meet this by producing evidence of):

• treating pupils with dignity, building relationships rooted in mutual respect & at all times observing proper boundaries appropriate to a teacher’s professional position

• having regard for the need to safeguard pupils ’well-being, in accordance with statutory provisions• showing tolerance of & respect for the rights of others• not undermining fundamental British values, including democracy, the rule of law, individual liberty & mutual respect,

tolerance of those with different faiths & beliefs• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law

• Professional CPD e.g. PREVENT/Diversity training etc.• Clear links between vision, ethos, policy & practice within

class and across school• Professional activity in school and the community • Applies statutory and school policies at all times, e.g.

safeguarding, health and safety, risk assessments, first aid, homework etc

• Forging of positive and effective relationships with stakeholders in the school, evidenced through meetings, reviews of service and activities etc.

• Training certificates / sharing of good practice/resources

b) How do you demonstrate proper and professional regard for the ethos, policies and practices of the school in which you teach, and have you maintained high standards in your own attendance and punctuality ?

• Conduct demonstrates a highly professional approach to teaching, understanding and demonstrating that their own conduct is appropriate at all times

• Consistently on time for all beginnings and ends of days, meetings, lessons etc.

• School / colleagues always informed of and reasons for any non-attendance in the school day or other professional meetings & responsibilities in line with policy

c) How have you demonstrated an understanding of, and acted within, the statutory frameworks which set out your professional duties and responsibilities ?

• CPD e.g. Equal Opportunities and Diversity etc.• Keeping up to date with changes in statutory/school

policy and procedures inc. the DfE teaching standards.• Fulfilling teachers job description and following statutory

frameworks• NQT evidence folder / actively working on targets set

(The areas below are not individual standards - they define the minimum expectations in order to meet this standard)

Part 2: Personal and professional conduct

AREA

(To compile as evidence towards meeting this standard)(What did you do ? what impact did it have ? what did you learn ?)

Your reflection comments/notes Suggested evidence




http://www.teach-manchester.org