Professional Development
Name of School
Date dd mm yy
Classes assessed For section [2] samples of exercise books / student work are to be selected from a range of classes / year groups
Subject
Subject
[1] Planning
Criteria
1. The teacher’s planner is up-to-date;
advanced planning evident
2. Planning is dated; clear references
to, for example, pages and exercises
3. Planning in accordance with the
relevant scheme of work
4. Planning reflects logical continuation
from previous lessons
5. Planning can be interpreted by other
subject specialists
[2] Marking and grading: classwork and homework (assessed jointly)
Criteria
6. Frequency of marking according to
Department policy
7. Marked according to Department
policy
8. Submission dates provide reasonable
time-frame for quality completion
9. Homework returned with frequency
as stipulated by the Deparment
10. Graded according to Department
policy
11. Sound understanding displayed of
justification for the grade awarded
12. A range of assignment / assessment
types evident
13. Assignments are appropriate to the
level of individual students
14. Evidence of AfL; target setting
15. Grammar/punctuation/orthography
corrected regardless of subject
16. Teacher sets high but attainable
standards in terms of presentation
17. Evidence of praise in teacher’s
comments
18. Avoidance of comments that are
overly critical
19. Teacher’s comments: legibility;
grammar; orthography; punctuation
20. Teacher has ready access to all
policies relating to marking/grading
21. Evidence of use of IGCSE /
Checkpoint marking criteria
22. Evidence of student’s self-
assessment / target setting
Teacher observation: administration
Teacher Observer
Year Subject Year
Year Subject Year
3 2 1 Comment
 copy and paste  into the appropriate box for all criteria; where
the criteria is not applicable type N/A
There is enough space to write two lines using Verdana Point 8;
comments compulsory for grade 1 and expected for grade 2
if more detail is required, additional comments can be made in the
section at the end of the form
If, for example, a subject specialist is acting as a substitute
teacher.
3 2 1 Comment
 Coordinators are required to establish clear policy with regard to
nature, frequency and submission dates of homework.
Coordinators are required to ensure that a lucid mark scheme in
accordance with SOWs / Exam criteria is uniformly applied.
In accordance with Department policy; can the student be
reasonably expected to produce quality work in the time given?
In accordance with Department policy; is the teacher punctual in
the return of marked work?
In accordance with Department policy; are grades applied that are
unequivocally understood by all stakeholders?
Can the teacher explain why s/he has awarded a particular grade?
For example, essays, vocabulary tests, graphs, drawings
Be aware of differentiation within this criterion.
Is the teacher providing clear guidance as to specific aspects of the
work to be improved and the means of achieving this?
Does the teacher report issues pertaining to English to the ELS
teacher or other appropriate member of staff?
Does the teacher refer to, for example, poor handwriting or hastily
completed diagrams?
Does the teacher refer to good points in the work or simply dwell
on error?
Does the teacher refer euphemistically to error and / or give
encouraging remarks?
Coordinators must ensure that all teachers are supplied with the
pertinent documentation pertaining to marking and grading.
See [20] above
Do the students, for example, keep a record of what they can do
and what they are working towards?
[3] Record keeping

Criteria 3 2 1 Comment

23. Record of marks are up-to-date 

24. Date / nature of assignment / total

mark available recorded
25. Evidence of identification of strong
e.g. teacher highlights marks in the records
and weak students
26. Evidence of action noted to be taken
in response to [25] above

27. Recording of absent students evident

[4] Organisational Skills: general

Criteria 3 2 1 Comment

28. Teacher has ready access to all
pertinent professional documentation
29. Teacher readily corresponds with
colleagues / parents / admin
30. Teacher maintains an orderly and
safe classroom
 e.g. schemes of work, timetable, planner, correspondence,
directives, event schedules
including reporting of maintenance issues, disciplinary matters
confidently using the assigned technology e.g. email / Engage

31. Students’ work is securely stored

32. Teacher has ready access to all

teaching resources / equipment
33. Displays of work evident; range of In the classroom / common area which is designated for the
year groups / abilities represented displays of work of the respective subjects

[5] Other [please indicate]

Criteria 3 2 1 Comment

34. 

35.

Strengths Areas for Development

 bullet point format / phrases rather than sentences  Maximum five SMART targets
 Maximum five SMART targets
 Maximum five SMART targets
 Maximum five SMART targets
 Maximum five SMART targets

The teacher successfully meets the criterion for the relevant category. Indicate in the additional comments section below if
3
the quality of the teacher’s administration is of such a high standard that it can serve as a model for others.
The teacher generally meets the criterion for the relevant category, but there are some inconsistencies and/or areas for
2
development.
The teacher does not meet the criterion for the relevant category; additional training / mentoring may be required and / or
1
greater frequency of follow-up
Final Grading

1  Outstanding 2 Good 3 Satisfactory 4 Inadequate

Date of next observation dd mm yy

Additional Comments
[1] Be aware that the teacher will see and discuss this form with you. Therefore, it is important at all stages to remain diplomatic
and sensitive in what you write. Even serious flaws can be expressed in euphemistic terms and expanded upon during verbal
discussion. [2] All teachers must undergo at least one follow-up assessment of administration. Some teachers will require more.
[3] Where there are serious inadequacies, the Principal / Line Manager should be informed to discuss timeline / action. [4] It is
highly unlikely that all teachers will, for all of the categories, be given Grade 3; the aim of the assessment is to provide professional
development rather than criticism. Provided there is evidence in the follow-up of teachers working towards improvement in certain
criteria, the process is producing the desired outcome.
Signature of teacher Signature of observer
 Professional Development
Austin Heights International School
Together We Excel
Teacher observation: administration

Date Teacher Observer

Classes assessed

Subject Year Subject Year

Subject Year Subject Year

[1] Planning

Criteria 3 2 1 Comment

1. The teacher’s planner is up-to-date; 

advanced planning evident
2. Planning is dated; clear references
to, for example, pages and exercises
3. Planning in accordance with the
relevant scheme of work
4. Planning reflects logical continuation
from previous lessons
5. Planning can be interpreted by other
subject specialists

[2] Marking and grading: classwork and homework (assessed jointly)

Criteria 3 2 1 Comment

6. Frequency of marking according to 

Department policy
7. Marked according to Department
policy
8. Submission dates provide reasonable
time-frame for quality completion
9. Homework returned with frequency
as stipulated by the Deparment
10. Graded according to Department
policy
11. Sound understanding displayed of
justification for the grade awarded
12. A range of assignment / assessment
types evident
13. Assignments are appropriate to the
level of individual students

14. Evidence of AfL; target setting

15. Grammar/punctuation/orthography
corrected regardless of subject
16. Teacher sets high but attainable
standards in terms of presentation
17. Evidence of praise in teacher’s
comments
18. Avoidance of comments that are
overly critical
19. Teacher’s comments: legibility;
grammar; orthography; punctuation
20. Teacher has ready access to all
policies relating to marking/grading
21. Evidence of use of IGCSE /
Checkpoint marking criteria
22. Evidence of student’s self-
assessment / target setting
[3] Record keeping

Criteria 3 2 1 Comment

23. Record of marks are up-to-date 

24. Date / nature of assignment / total

mark available recorded
25. Evidence of identification of strong
and weak students
26. Evidence of action noted to be taken
in response to [25] above

27. Recording of absent students evident

[4] Organisational Skills: general

Criteria 3 2 1 Comment

28. Teacher has ready access to all 

pertinent professional documentation
29. Teacher readily corresponds with
colleagues / parents / admin
30. Teacher maintains an orderly and
safe classroom

31. Students’ work is securely stored

32. Teacher has ready access to all

teaching resources / equipment
33. Displays of work evident; range of
year groups / abilities represented

[5] Other [please indicate]

Criteria 3 2 1 Comment

34. 

35.

Strengths Areas for Development

 

The teacher successfully meets the criterion for the relevant category. Indicate in the additional comments section below if
3
the quality of the teacher’s administration is of such a high standard that it can serve as a model for others.
The teacher generally meets the criterion for the relevant category, but there are some inconsistencies and/or areas for
2
development.
The teacher does not meet the criterion for the relevant category; additional training / mentoring may be required and / or
1
greater frequency of follow-up
Final Grading

1  Outstanding 2 Good 3 Satisfactory 4 Inadequate

Date of next observation

Additional Comments

Signature of teacher Signature of observer