 From Teacher to Autonomous Lead Trainer

Trainer Trainer

Supporti Discusses strengths Elicits specific Elicits individual

ng and needs with strengths and needs strengths and needs
teachers teachers. from teachers. from teachers
throughout training,
Suggests general Suggests clear and including nurturing
strategies for appropriate emergent needs.
development. strategies for
development based Helps teachers,
Supports teachers on e.g. dialogue with through negotiation,
with relevant and teachers, co- to define their own
up-to-date resources planning, clear and
and tools. observation of appropriate
teaching practice. strategies and
activities for
Actively supports development.
teachers by having
them critically Leads and motivates
engage with teachers. Initiates
relevant, up-to-date development
resources and tools. programmes for
teachers. Enables
them to engage
critically and
creatively with
relevant, up-to-date
resources and tools.

Observin Schedules Sets up classroom Plans and sets up

g classroom observations with an classroom
teaching observations. awareness of observations, with
different trainer joint agreement of
Uses given roles before and outcomes and
observation tools during observations practical
appropriately. (e.g. discussion of considerations (e.g.
lesson plan). trainer role in
classroom).
Adapts available
observation tools
 where appropriate. Designs appropriate
observation tools,
criteria and
documentation.

Feeding Offers general and Offers clear Offers clear,

back on constructive constructive and constructive and
teaching feedback. sensitive feedback. sensitive feedback,
using a range of
Identifies a number Identifies key steps styles.
of areas for and gives concrete
improvement. advice for Elicits key steps and
improvement, with concrete strategies
May avoid negative some attempt to for improvement,
feedback. involve the teacher. prioritising a clear
development
Generally relates Approaches pathway with an
feedback to negative feedback achievable number
available sensitively. of next steps as
assessment criteria. appropriate.
Generally relates
feedback to Uses a range of
available strategies for
assessment criteria dealing with and
and agreed action managing negative
points. feedback.

Consistently relates
feedback specifically
to available
assessment criteria
and agreed action
points.

Assessin Generally applies Consistently applies Critically and

g given assessment given assessment accurately applies
teaching criteria accurately to criteria accurately to given criteria to a
a training situation. a training situation. training situation.
 Critically appraises Researches
given assessment assessment tool
criteria and feeds effectiveness,
into their suggesting
development where modifications as
necessary. necessary and
designing
assessment tools for
specific purposes, as
appropriate.

Best practice in support, observation, feedback and

assessment
This category breaks down into four sub-categories: Supporting, Observing,
Feedback and Assessing. 
 Supporting looks at the ongoing process; it relies on discussion,
planned or impromptu, about how to plan, conduct and evaluate training
activities. 
 Observing details how to set up, conduct and follow up on observations
appropriately. 
 Feedback looks at the process of feedback and how to manage it.
 Assessment looks at the ability to provide consistent and accurate
formal teacher assessment as part of the trainer’s role.