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MCE Teacher Standards Quality Assurance

Name of Teacher: Subject and Class / Year Group:

Teacher Standard Exceeds Expectation Meets Expectation Approaching Expectation Below Expectation Not
(Best fit from practice observed) (Best fit from practice observed) (Best fit from practice observed) (Best fit from practice observed) Observed
(Not
applicable)

Standard 1: The entry and exit routines were The agreed entry and exit routines The agreed entry and exit routines There was minimal or no evidence
Use and executed proficiently, demonstrating were executed effectively and were were observed, but they did not of the agreed entry and/or exit
a high-level of embedded routine well-established practices. A appear to be well-established routines, and/or evidence of a
establish and adherence to agreed practices. relevant ‘priming/settling activity’ and/or well-executed. The ‘priming/settling activity,’ and/or the
effective An exemplary ‘priming/settling engaged and prepared students for ‘priming/settling activity’ was either attendance register (if applicable)
classroom activity’ was used, enthusing and learning. The attendance register (if tenuous to the learning and/or was not taken.
preparing students for learning. The applicable) was efficiently taken, ineffective. The attendance register
routines. attendance register (if applicable) clearly part of the lesson routine. (if applicable) was taken; however,
was efficiently completed, it did not appear to be an
seamlessly integrated into the established practice and/or
lesson routine. well-executed.

Self-Evaluation:

Reviewer-Evaluation:

Standard 2: The lesson objectives, learning The lesson objectives, learning The lesson objectives, learning The lesson objectives, learning
Use clearly outcomes, and/or success criteria outcomes, and success criteria outcomes, and/or success criteria outcomes, and/or success criteria
were clearly defined and skilfully were clearly defined and well were shared and somewhat clear, were not shared or lacked clarity for
defined learning communicated. All students communicated. The clear majority but a significant number of students students. The level of challenge
objectives with understood the expectations and of students understood what was were unsure of the instructions or was not appropriately matched to
engaging were actively engaged in the expected and were motivated to desired outcomes. The level of the students' abilities, being either
learning process, displaying engage in the learning process. The challenge was not always
lesson
outcomes that motivation and enthusiasm for level of challenge was appropriately appropriately matched to the too difficult or too easy. Minimal or
learning. The level of challenge was matched to students' abilities, with students' abilities, being either too no differentiation was evident.
ensure a high appropriately tailored to students' clear evidence of differentiation difficult or too easy. Differentiation
success rate for abilities, providing both support and (support and challenge) to meet the was not effective and requires
all students. challenge. Clear differentiation was needs of all students. improvement to meet the standard.
evident for identified groups and
individuals, with scaffolded support
and/or extension work available.

Self-Evaluation:

Reviewer-Evaluation:

Standard 3: A variety of effective and engaging Effective strategies were employed Some strategies were employed to There was little or no evidence of
Regularly strategies were employed to assess to assess prior knowledge, assess prior knowledge, but they checking for student understanding,
prior knowledge. Open-ended predominantly through open-ended were limited or lacked student either before starting activities and/
check for questions were adeptly used with a questions with adaptation/probing engagement. Questions were or during the lesson, and/or at the
understanding wide sample of students to gauge based on student responses. largely closed, with minimal end of the lesson. There were
through understanding at crucial junctures Student engagement and adaptation or probing based on minimal attempts to question
throughout the lesson, adapting motivation were evident, with student responses. Student students to assess prior knowledge
effective instruction or further questioning attempts made to target specific engagement and motivation varied. and/or ensure they had grasped the
questioning and based on student responses. While students or groups. Modelling and Attempts were made to include a learning objectives/outcomes/
modelling. students were enthusiastic and worked examples clearly range of individuals, but success criteria. Modelling was
motivated to answer questions, demonstrated success criteria to involvement was dominated by only either not present or ineffective. As
specific students or groups were students. Student participation in a few students. Modelling and a result, student understanding
targeted, rather than allowing evaluating their own learning worked examples were present, but and/or progress was not sufficiently
individuals to dominate. Throughout occurred, with reference to success may have been unclear. Some measured throughout the lesson or
the lesson, modelling and worked criteria. The plenary effectively student participation in evaluating during the plenary.
examples clearly demonstrated revisited key questions, their own learning occurred, but it
success criteria in action. Students demonstrated student was not always clear of how this
actively participated in evaluating understanding, and illustrated the related to the success criteria. The
their own learning during and at the clear majority of students made plenary attempted to revisit key
end of the lesson using the success progress. questions and assess student
criteria. The plenary revisited key progress, but many have lacked
questions, demonstrated coherence.
understanding, and illustrated that
all students made progress.

Self-Evaluation:

Reviewer-Evaluation:

Standard 4: The visual/on-screen resources The visual/on-screen resources The visual/on-screen resources The visual/on-screen resources
Use high-quality were exemplary, distinguished by were clear, well-presented, and occasionally posed challenges to used were of poor quality, rendering
their clarity and the effective well-organised, featuring partitioned student learning and would benefit them challenging to read or interact
and application of cognitive load theory text and high-quality from improvement to engage with and/or confusing students due
well-designed evident in the design, graphical graphics/engaging imagery. Skilful students. Enhancements could to excessive information, colour, or
elements, colour, and animations use of colour and/or animation easily be made to worksheets or other unnecessary distractions.
learning used to enrich the learning enhanced the learning process. printed materials to better facilitate Additionally, worksheets/texts used
resources. experience. Similarly, worksheets Furthermore, worksheets and/or student learning. Google Classroom were poorly designed or presented,
and/or printed materials were printed materials were designed to (if used) contains resources and creating unnecessary barriers to
purposefully designed, ensuring support student learning. All instructions; however, improving the student learning. Google Classroom
ease of understanding and resources utilised were not only organisation through the use of (if used) is not well-organised,
engaging students to support their clear to understand, but also topics and materials, as well as lacking information, and/or
learning. Google Classroom (if actively engaged students. Google differentiating between resources are difficult to find.
used) is exceptionally Classroom (if used) is announcements and assignments,
well-organised, with topics and well-organised, with topics and is required to meet the standard.
materials expertly categorised, materials used to categorise
facilitating easy access for resources so students can easily
students. Additionally, assignments locate them. Additionally,
were adeptly utilised to assign, assignments are used effectively to
collect, and furnish detailed set, collate, and provide feedback
feedback to students, fostering a to students.
highly effective online learning
environment.

Self-Evaluation:

Reviewer-Evaluation:

Standard 5: Excellent subject and curriculum Subject and curriculum knowledge Some subject and curriculum A lack of subject and curriculum
Demonstrate knowledge was skillfully was clearly demonstrated. knowledge was evident, but may knowledge was evident, leading to
demonstrated, encouraging Questions from students were have contained gaps or confusion and misconceptions.
excellent students to explore their curiosity answered confidently with clear and inaccuracies. While questions from Questions from students about the
subject within the topic. Questions from detailed explanations. Prior learning students were addressed, the topic were not answered effectively
knowledge and students were answered with and relevant cross-curricular links explanations provided were and explanations lacked depth.
confidence, providing thorough and were effectively integrated, adding somewhat limited and needed Opportunities for links to prior
curriculum articulate explanations. Prior value and widening the context to greater assurance. Prior learning learning or cross-curricular content
alignment. learning and relevant the learning. The lesson was and relevant cross-curricular links were overlooked or tenuous. The
cross-curricular links were well-aligned with the SoL, followed were referred to, although they lesson appeared as a ‘one-off’ with
seamlessly integrated, using a logical sequence, and made could be strengthened to enhance little to no clear adherence to the
retrieval practice to reinforce effective use of the resources the learning experience. The lesson SoL.
understanding and build upon provided. had links to the SoL, but these were
previous knowledge. The lesson either tenuous, not in sequence, or
exemplified alignment with the SoL, did not make effective use of the
making excellent use of the resources provided.
resources provided. Students
clearly understood their current
position in the learning journey and
were aware of upcoming key
milestones.

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Reviewer-Evaluation:

Standard 6: The lesson was exceptionally The lesson was well-structured, Some aspects of the lesson were The lesson lacked structure and
Plan and teach well-structured, ensuring smooth with distinct parts that facilitated well-structured, but it lacked coherence. The lesson preparation,
transitions and a logical flow of smooth transitions between content consistency and/or organisation. classroom organisation, and pace
well-structured, content and activities. The pace and activities. The lesson was The pace of the lesson may have were inadequate. There was a clear
organised, and and timing of the lesson were well-paced, and timing was good, been too slow, causing students to need for significant improvement in
efficient excellent. The preparation, concluding on time. Preparation lose interest, or too fast, leaving planning, organisation, and
classroom organisation, and lesson and classroom organisation, some students behind. The lesson execution to provide an effective
lessons. structure demonstrated foresight including seating plans, groupings, may have overrun or concluded too learning experience for students.
and meticulous attention to detail, and resource management, were early. Preparation and classroom
including elements such as seating thoughtfully planned. The lesson organisation, including seating
plans, groupings, and resource was effectively executed, ensuring plans, groupings, and resource
management. Every aspect of the a smooth and organised learning management, were either not
lesson was flawlessly executed, experience for all students. adequately considered or
providing an exceptionally ineffective. The lesson structure
well-organised and seamless and/or classroom organisation
learning experience for all students. require improvement to meet the
standard.

Self-Evaluation:

Reviewer-Evaluation:

Standard 7: Assessment was skilfully employed Assessment was effectively Assessment was employed to Assessment methods were largely
Ensure student to measure student progress, being employed to evaluate student measure student progress; ineffective or not implemented.
responsive to their needs while progress, being responsive to their however, the approach may have Consequently, student progress
progress fostering confidence through needs while providing positive been inconsistent or ineffective. was not adequately measured,
through positive praise and actionable praise and actionable feedback. Opportunities for revisiting to and/or the lesson outcomes fell
assessing feedback. Additionally, regular Opportunities for revisiting and facilitate student improvement were below expectations. Infrequent or
opportunities for revisiting and improvement, such as, retrieval and minimal or inconsistent. By the no feedback was provided, with no
outcomes, continuous improvement, such as, spaced practice assessments, are conclusion of the lesson, outcomes evidence of guidance or
providing retrieval and spaced practice evident, and used to inform future and progress were inconsistent opportunities made for
high-quality assessments, are clearly evident, teaching. At the end of the lesson, and/or ineffective in revealing the improvement. Students
informing future teaching practices. student progress was evident extent of learning that had demonstrated limited or no
feedback and By the end of the lesson, student through high-quality outcomes occurred. Occasional feedback was understanding of their current
positive praise. progress was evident through and/or responses to questions provided, offering some guidance operating level and lacked clarity on
exceptional outcomes and/or closely aligned with learning for improvement. Students how to improve.
articulate responses to probing objectives and success criteria. demonstrated limited or inaccurate
questions aligned with learning Routine feedback was evident, understanding of their current
objectives and success criteria. offering students guidance for operating level and had difficulty to
Routine and effective feedback was improvement. Students displayed a identify areas for improvement.
evident, providing students with general understanding of their
specific guidance for improvement. current operating level and were
Students demonstrated an accurate aware of steps of how they could
understanding of their current improve.
operating level and knew precisely
 what they needed to do in order to
improve.

Self-Evaluation:

Reviewer-Evaluation:

Standard 8: Any undesirable behaviour is swiftly Any undesirable behaviour is Efforts were made to address Minimal or no effort was made to
Manage addressed and skilfully managed in effectively addressed in accordance undesirable behaviour in address undesirable behaviour, or
accordance with the behaviour with the agreed behaviour policy, accordance with the agreed the agreed behaviour policy was
behaviour policy. The classroom environment demonstrating clear and consistent behaviour policy, but the approach inconsistently applied or not
effectively and embodies a highly positive climate application. The classroom is not consistently effective. The followed correctly. The classroom
promote that fosters learning and is free environment fosters a positive classroom environment exhibits an environment exhibits a negative
from disruptions. There is a strong climate for learning and is generally inconsistent climate for learning, atmosphere for learning, with
positive sense of respect for the teacher free from disruptions. Students with disruptions impacting the disruptions impacting the learning
relationships from the students. Students also demonstrate respect for the teacher learning process. Students do not process for most students. Students
respect each other, fostering a and for each other. Students feel consistently demonstrate respect do not demonstrate respect for the
supportive culture when working safe and secure in the classroom for the teacher, and there may be teacher, and there may be
together or supporting their peers in environment. instances of excessive familiarity or instances of excessive familiarity or
individual or small group situations. a lack of rapport between the a lack of rapport between the
All students feel safe and secure in teacher and students. Additionally, teacher and students. The majority
the classroom environment. students may not always of students do not feel safe and
demonstrate respect for each other. secure in the classroom
Not all students feel safe and environment.
secure in the classroom
environment.

Self-Evaluation:

Reviewer-Evaluation:

Standard 9: The classroom/learning space is The classroom/learning space is The classroom/learning space is The classroom/learning space is
Ensure a vibrant exceptionally clean, tidy, and the clean, tidy, and the furniture is clean, but could benefit from being either unclean and / or untidy. The
furniture is purposefully arranged to purposefully arranged to facilitate tidier. The arrangement of furniture arrangement of furniture appears
and stimulating optimise learning. Key equipment learning. Key equipment and needs improvement to better haphazard or ineffective.
learning and resources are clearly labelled, resources are labelled and stored in facilitate learning. Equipment/resource organisation
environment well-organised, and stored in containers for ease of distribution. Equipment/resource organisation requires improvement. Displays are
containers for students to Displays are effective, could be improved. While displays either absent or of poor quality.
access/distribute. Displays are well-maintained, and contain key are present, they either lack Overall, the classroom/learning
routinely maintained, relevant to subject information. Student work is effectiveness and/or lack space provides an inadequate
current topics of study and feature featured within the displays to maintenance, and/or key subject environment for learning.
key information for student celebrate achievements and information is not always present.
reference. Student work is reinforce success criteria. The Student work display is limited or
inclusively showcased to celebrate classroom/learning space is a not featured. The
achievements, with exemplary vibrant and stimulating classroom/learning space requires
pieces highlighting success criteria environment. improvement to meet the standard.
 and providing inspiration. The
classroom/learning space serves as
an exemplary model.

Self-Evaluation:

Reviewer-Evaluation:

Summary comments

Self Evaluation Comment/Actions:

Reviewer’s Comment/Actions: (No more than 3 points for improvement - if required)