Yes / No Gender split
Section 2. Lesson/Session Information
Lesson/Session title
Learning outcomes
Brief description of lesson/session content and activities
Resources required
Health and safety considerations
Literacy/Numeracy opportunities
Any other relevant information
Tutor signature: Date:
Observer signature: Date:
Please return this form to the observer at least one week prior to the observation date.
Thank you for your co-operation and participation in the TALO process.
The observer will contact you to arrange a time for feedback within 2 working days of the observation.
NMIT OBSERVATION EVIDENCE
09 COT-RPMS in Portfolio Organization and Assessmentedmond84
Teacher Sam's portfolio contains COT rating sheets from four observations for Indicator 1. Her average rating is 3.75, which corresponds to a final rating of 4 (Very Satisfactory). To support the COT ratings, Teacher Sam includes inter-observer agreement forms and instructional materials/performance tasks from each observation in her portfolio. The document provides guidance on calculating COT ratings, required documentation for the portfolio, and acceptable means of verification to support COT ratings for each indicator.
[Appendix 1] rpms tool for t i iii sy 2020-2021 in the time of covid-19JulieBethReyno1
This document outlines the position and competency profile for teachers in the Philippines during the COVID-19 pandemic for the 2020-2021 school year. It details the qualification standards, duties and responsibilities, and key result areas (KRAs) that teachers are assessed on. The KRAs include content knowledge and pedagogy, diversity of learners and assessment/reporting. Specific performance indicators within each KRA describe how teachers can demonstrate applying knowledge, facilitating learning with technology, developing higher-order thinking skills, responding to learner diversity, and addressing needs of learners in difficult circumstances. Teachers' performance is evaluated based on classroom observations, lesson plans, and other teaching materials they provide as evidence.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
The document is an introduction to the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. The manual provides guidance to teachers and school heads on the RPMS assessment process and describes the RPMS tools to assess teacher performance based on the Philippine Professional Standards for Teachers. It contains information on organizing a teacher portfolio, the various assessment phases, and how to use the tools, forms, and other documents involved in the RPMS.
09 COT-RPMS in Portfolio Organization and Assessmentedmond84
Teacher Sam's portfolio contains COT rating sheets from four observations for Indicator 1. Her average rating is 3.75, which corresponds to a final rating of 4 (Very Satisfactory). To support the COT ratings, Teacher Sam includes inter-observer agreement forms and instructional materials/performance tasks from each observation in her portfolio. The document provides guidance on calculating COT ratings, required documentation for the portfolio, and acceptable means of verification to support COT ratings for each indicator.
[Appendix 1] rpms tool for t i iii sy 2020-2021 in the time of covid-19JulieBethReyno1
This document outlines the position and competency profile for teachers in the Philippines during the COVID-19 pandemic for the 2020-2021 school year. It details the qualification standards, duties and responsibilities, and key result areas (KRAs) that teachers are assessed on. The KRAs include content knowledge and pedagogy, diversity of learners and assessment/reporting. Specific performance indicators within each KRA describe how teachers can demonstrate applying knowledge, facilitating learning with technology, developing higher-order thinking skills, responding to learner diversity, and addressing needs of learners in difficult circumstances. Teachers' performance is evaluated based on classroom observations, lesson plans, and other teaching materials they provide as evidence.
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
Co-designing a global pd program for 120 Navitas collegesLearningandTeaching
Transforming the student learning experience relies on the capabilities of our exceptional teachers. Learning and Teaching Services has launched Teaching Excellence at Navitas (TEN) - a strategic and innovative approach to the delivery and management of professional development at Navitas.
In these slides, Pauline Farrell and Christina Del Medico outline the co-design process of TEN.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
The document is an introduction to the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. The manual provides guidance to teachers and school heads on the RPMS assessment process and describes the RPMS tools to assess teacher performance based on the Philippine Professional Standards for Teachers. It contains information on organizing a teacher portfolio, the various assessment phases, and how to use the tools, forms, and other documents involved in the RPMS.
Take note, that is not the font style I used. Hindi supported ung font style dito sa website. If you want to get the font style I used when you download this file, download also these following font styles:
DJB Pokey Dots (for KRA, MOV and OBJECTIVE)
AR DELANEY (for the domains of PPST)
Calligram Personal (for the objectives placed on green background)
Implementing teacher portfolios for professional development tesol france 2...Caroline Campbell
The document discusses the implementation of teacher portfolios for professional development in Malta. It begins with facts about Malta and outlines the structure required for teacher portfolios by the EFL Monitoring Board, which includes an updated CV, summaries of development interviews, feedback on observations, lesson/course plans, and other relevant material. It then describes how one school implemented the policy, including an informative meeting to explain the purpose of portfolios, providing templates and support, and follow-up meetings. Teachers have found that maintaining a portfolio helps them reflect on their teaching and professional development.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and tools for professional development planning. The goal is to help teachers reflect on and improve their ability to incorporate relevant and effective teaching resources into their lessons.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the new Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 indicators from the PPST over the course of the RPMS (Results-Based Performance Management System) cycle, with classroom observations as a key means of verifying teacher performance.
Let me think about it audience ida dolci - 14 april 2012TAEDTECH Sig
This document discusses teaching portfolios and their uses. It defines a teaching portfolio as a living document created by teachers for reflection, critique of their work, and evaluation of lesson effectiveness. Portfolios can be used formatively to provide feedback and help teachers improve, or summatively to evaluate teacher effectiveness for decisions like contract renewal. The document recommends including reflections, lesson plans, student work samples, and evaluations in a portfolio. It also outlines the portfolio requirements and purposes from the perspectives of both university management and teaching faculty.
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
A Guide to Using Student Learning Objectives as a Locally-Determined Measure ...Alli Wischer
The document provides guidance for Ohio teachers on developing Student Learning Objectives (SLOs) as part of their teacher evaluation. It outlines a 5 step process for setting SLOs: 1) gathering and analyzing student baseline and trend data; 2) determining the instructional period and content; 3) choosing assessments and setting growth targets; 4) submitting the SLO for approval; and 5) monitoring progress and discussing outcomes. The purpose is to help teachers incorporate student growth measures into their practice and evaluations in a way that is adaptable to local contexts.
The document introduces the Philippine Professional Standards for Teachers (PPST) Resource Package. It summarizes that DepEd Secretary Leonor Briones signed an order adopting the PPST, which identifies the knowledge, skills, and values teachers are expected to have at different stages of their careers. The resource package contains 12 modules that correspond to PPST indicators and the RPMS, to guide teachers' professional development. Each module defines a specific indicator, provides illustrations of practices, and features sample dialogues between two teachers on applying the indicator in their classrooms. The overall goal is to help teachers reflect on their practices and align them with the PPST standards.
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
This document provides guidance for mentors and newly hired teachers participating in the Teacher Induction Program (TIP) in the Philippines. The TIP aims to support new teachers in their first year and includes 6 courses covering topics like DepEd policies and procedures, the K-12 curriculum, and the Philippine Professional Standards for Teachers. Mentors play a key role in guiding new teachers through the program requirements, which include completing coursework and developing a portfolio. The document outlines the course objectives, modules, and expected outcomes to help mentors monitor new teachers' progress and ensure they meet the requirements to complete the TIP.
Take note, that is not the font style I used. Hindi supported ung font style dito sa website. If you want to get the font style I used when you download this file, download also these following font styles:
DJB Pokey Dots (for KRA, MOV and OBJECTIVE)
AR DELANEY (for the domains of PPST)
Calligram Personal (for the objectives placed on green background)
Implementing teacher portfolios for professional development tesol france 2...Caroline Campbell
The document discusses the implementation of teacher portfolios for professional development in Malta. It begins with facts about Malta and outlines the structure required for teacher portfolios by the EFL Monitoring Board, which includes an updated CV, summaries of development interviews, feedback on observations, lesson/course plans, and other relevant material. It then describes how one school implemented the policy, including an informative meeting to explain the purpose of portfolios, providing templates and support, and follow-up meetings. Teachers have found that maintaining a portfolio helps them reflect on their teaching and professional development.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and tools for professional development planning. The goal is to help teachers reflect on and improve their ability to incorporate relevant and effective teaching resources into their lessons.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides a template for an outcome-based education (OBE) curriculum. It includes templates for the curriculum framework and course outlines.
The curriculum framework template includes sections for the vision and mission of the university and program, program educational objectives, program learning outcomes, course schemes and descriptions. The course description template includes the course objectives, learning outcomes, content, assessment strategies, and resources.
The document also provides frameworks for the curriculum and course outlines. The curriculum framework includes guidelines for mapping learning outcomes from the program to courses and assessment. The course outline framework provides a structure for course details, mapping outcomes, content, strategies, and evaluation criteria.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
This document contains the Results-Based Performance Management System (RPMS) portfolio of Teacher B. Poganda from Bignay National High School for SY 2018-2019. The portfolio includes the teacher's objectives and performance targets for each Key Result Area (KRA), along with strategies and documentation used to meet the objectives. It also provides descriptions of differentiated supervision and observation approaches. In summary, this document presents a teacher's RPMS portfolio outlining objectives, strategies, and documentation for evaluation according to the school's performance management system.
Here are my responses to your questions:
1. Teacher Abby's practice of keeping a notebook that contains her plans for the day's lesson is helpful in instructional planning because it allows her to systematically prepare, develop, evaluate and manage the instructional process. By writing down her plans, she can ensure her lessons are properly sequenced and aligned with the learning competencies and standards. It also helps her stay organized.
2. Yes, the plans written down by Teacher Abby are logically sequenced. She begins by referring to the curriculum guide and learner's material to establish context. She then fills out the DLL and sequences activities like reviews, questions, integration of a previous lesson, reading time and assessment.
3. If I
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the new Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 indicators from the PPST over the course of the RPMS (Results-Based Performance Management System) cycle, with classroom observations as a key means of verifying teacher performance.
Let me think about it audience ida dolci - 14 april 2012TAEDTECH Sig
This document discusses teaching portfolios and their uses. It defines a teaching portfolio as a living document created by teachers for reflection, critique of their work, and evaluation of lesson effectiveness. Portfolios can be used formatively to provide feedback and help teachers improve, or summatively to evaluate teacher effectiveness for decisions like contract renewal. The document recommends including reflections, lesson plans, student work samples, and evaluations in a portfolio. It also outlines the portfolio requirements and purposes from the perspectives of both university management and teaching faculty.
This document provides information about RPMS tools and performance assessment for teachers in the Philippines. It discusses the two RPMS tools for teachers, which assess Proficient Teachers and Highly Proficient Teachers. It also outlines the parts of the tools, including key result areas, objectives, means of verification, and performance indicators. The document gives examples of how a sample teacher's performance would be assessed using the tools, providing hypothetical documentation the teacher may submit for different objectives and calculations for determining overall performance ratings.
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
A Guide to Using Student Learning Objectives as a Locally-Determined Measure ...Alli Wischer
The document provides guidance for Ohio teachers on developing Student Learning Objectives (SLOs) as part of their teacher evaluation. It outlines a 5 step process for setting SLOs: 1) gathering and analyzing student baseline and trend data; 2) determining the instructional period and content; 3) choosing assessments and setting growth targets; 4) submitting the SLO for approval; and 5) monitoring progress and discussing outcomes. The purpose is to help teachers incorporate student growth measures into their practice and evaluations in a way that is adaptable to local contexts.
The document introduces the Philippine Professional Standards for Teachers (PPST) Resource Package. It summarizes that DepEd Secretary Leonor Briones signed an order adopting the PPST, which identifies the knowledge, skills, and values teachers are expected to have at different stages of their careers. The resource package contains 12 modules that correspond to PPST indicators and the RPMS, to guide teachers' professional development. Each module defines a specific indicator, provides illustrations of practices, and features sample dialogues between two teachers on applying the indicator in their classrooms. The overall goal is to help teachers reflect on their practices and align them with the PPST standards.
The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
This document provides guidance for mentors and newly hired teachers participating in the Teacher Induction Program (TIP) in the Philippines. The TIP aims to support new teachers in their first year and includes 6 courses covering topics like DepEd policies and procedures, the K-12 curriculum, and the Philippine Professional Standards for Teachers. Mentors play a key role in guiding new teachers through the program requirements, which include completing coursework and developing a portfolio. The document outlines the course objectives, modules, and expected outcomes to help mentors monitor new teachers' progress and ensure they meet the requirements to complete the TIP.
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
Copy of Copy of Template to Download_ Copy of Orientation on the Pilot Implem...EricElloremo2
This document provides information about an orientation for the pilot implementation of the Induction Program for Beginning Teachers (IPBT) or Enhanced Teacher Induction Program. It outlines the roles and responsibilities of different organizations in implementing the program from the national to regional to division levels. It also describes the timeline and requirements for beginning teachers to complete the IPBT over three years, including completing coursebooks, assessments, and portfolio requirements with mentor guidance.
This document provides an overview of a leadership and management module presented by Dr. Muavia Gallie on March 27, 2010. The content includes an introduction, reflection on homework, curriculum management, instructional management, and conclusion. Key terms related to outcomes-based education are defined. OBE systems design is discussed, including curriculum design, teaching practices, assessment, placement of learners, and school organization. Components of school readiness are outlined on a spectrum from dysfunctional to functional.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
09-COT-RPMS in Portfolio Organization and Assessment.pptxAnalynAusa2
Teacher Sam's portfolio contains COT rating sheets from four observations for Indicator 1. Her average rating is 3.75, which corresponds to a final rating of 4 (Very Satisfactory) on the RPMS 5-point scale. The document provides guidance on calculating COT ratings, required documentation for the portfolio, acceptable means of verification to support COT ratings, and sample portfolio formats for teachers.
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (IPBT), also known as the Enhanced Teacher Induction Program. It outlines the procedures, timelines, roles and responsibilities for rolling out the program from the national, regional, division and school levels. Key aspects of the program include mentoring beginning teachers through coursebooks and modules, monitoring their progress, and issuing certificates upon completion of requirements for each year of the three-year program.
K to 12 Classroom Assessment (Revised).pptxSUDOER1031
The document discusses classroom assessment for the K to 12 Basic Education Program in the Philippines. It provides objectives and a pre-test for teachers on key concepts of formative and summative assessment. Theoretical bases are discussed, including Vygotsky's zone of proximal development. The document defines classroom assessment and describes what is assessed, including content standards, performance standards, and learning competencies. Formative and summative assessment are differentiated, and how learners are assessed in the classroom through individual, collaborative, formative and summative methods is explained.
This document discusses outcome-based education (OBE) and related concepts. It defines OBE as focusing on student learning by using learning outcome statements, providing learning activities to help students achieve outcomes, and assessing how well students meet outcomes. It discusses constructive alignment, where teaching methods and assessments are aligned with intended learning outcomes. The document also covers continuous quality improvement (CQI) and closing the assessment loop to enhance teaching/learning based on evidence. Key performance indicators (KPIs) are used to measure achievement of course, program, and institutional learning outcomes and objectives.
This document provides an overview of outcome-based education (OBE) at UTHM. It discusses key concepts in OBE including constructive alignment, continuous quality improvement, and closing the assessment loop. It also outlines the relationships between program educational objectives, program learning outcomes, course learning outcomes, teaching and learning activities, and assessment. Key performance indicators are identified to measure achievement of learning outcomes. The document emphasizes aligning learning outcomes, teaching methods, and assessments to ensure students can demonstrate what they have learned.
This document discusses implementing blended learning at an educational institution. It recommends including a 10-50% online component in all publicly-funded learning programs. The institution implemented a 15% blended learning model called PAL with mixed results and is now evolving its model to SOLA. SOLA includes scheduled online learning and assessment of 1-2 hours per week for vocational courses. It outlines the key features and examples of SOLA modules. It also discusses planning considerations and defines roles to support blended learning.
Results-Based Performance Management System (RPMS) COT Rubrics .pdfCyrilForro
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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1. Teaching & Learning
Observation Programme
TALO
A Guide for Tutors
Nelson Marlborough Institute of Technology
May 2010
2. Table of Contents TALO
Table of Contents 1
Introduction 2
The Procedure for Lesson Observations 3
The Process 4
Key Observation Questions 5
Tutor Self Reflection Questions 6
Lesson Grading 7
One to One Tutorials/Learning Conversations 8
Observation Information Form 9
Observation Evidence Form 10
Lesson Observation Focus – Checklist 11
Page 1
NMIT TALO A Guide for Tutors
May 2010
3. Introduction TALO
Overview Heads of School and Programme Area Leaders
For our learners, the most important indicator have also been trained and will carry out
of quality is the standard of teaching and observations using the same process and
learning they receive. forms presented here.
It is the key to any judgements we make
about the effectiveness of our curriculum We also use external observers to conduct a
delivery. number of lesson observations to help us
validate the consistency of judgements made
The Teaching and Learning (TALO) Programme by trained NMIT observers, Heads of School
is designed to ensure maximum effectiveness and Programme Area Leaders.
of our curriculum delivery by encouraging
good practice within NMIT to be shared. The We would expect that all tutors will be
TALO Programme should encourage observed each year by one of the trained
discussion within Programme teams and observers as well as by the tutor’s Programme
across NMIT on improving teaching and Area Leader or Head of School.
learning.
This brief guide is designed to:
TALO reports will in future, therefore, form a
• Outline the TALO process to show you
standard agenda item for Programme Team
what to expect
meetings along with the sharing and
• List the kinds of questions observers will
dissemination of good practice across the
be asking
Institute.
• Describe the fundamentals of an
The continuous professional development of outstanding lesson
tutors to improve the quality and • List what you should have ready for the
effectiveness of teaching and learning is the observation - pages 8 + 9.
highest priority for NMIT and is identified in • Show you what the observer’s evaluation
the Staff Development Plan. The TALO form looks like – pages 10 + 11.
Programme is an important and integral part
of NMIT’s Quality Assurance System. You will receive full feedback on the process
of learning as noted by the observer, who will
This guide is designed to introduce you to comment on strengths before discussing
our TALO Programme the aim of which is to areas for development.
help develop good teaching practice. We
strongly recommend that you also read the You will also have the opportunity to respond
full guide which you can find on the intranet. to these observations and to agree an
appropriate programme of continuing
professional development. The lesson will
usually be graded in the areas of teaching,
Observers learning and attainment using a four-point
We aim to maintain a team of around ten scale.
observers all of whom have undertaken
training in lesson observation techniques.
Page 2
NMIT TALO A Guide for Tutors
May 2010
4. The Procedure for Lesson Observations TALO
Approach
Classroom observation in the Schools is the
responsibility of the Director of Curriculum The observer and tutor should try to conduct
and Planning (DCP) and Heads of School the feedback session as soon as possible after
(HoS). the event and send the completed evaluation
form to the HoS within two days of the
At the beginning of the academic year, the feedback taking place.
Director of Curriculum and Planning and
Heads of School will draw up an observation Reports
schedule, giving a balance that represents the A copy of the observation evaluation report
teaching profile of the Schools in terms of will be given to the tutor, to the appropriate
subject areas, qualifications and level of work. HoS and to the Head of Curriculum and
Quality (HCQ).
The schedule of observations will include the
full range of activity including teaching, The Head of Curriculum and Quality will
tutorials and progress reviews, and where collate the results and prepare a statistical
appropriate, will include any work-based report for the Director of Curriculum and
training and assessment. Planning. Only the Head of Curriculum and
Quality, the Head of School, the appropriate
Observations will include consideration of Programme Area Leader and the observed
learners’ work and this activity will inform tutor will have access to the completed
judgements on teaching and learning where evaluation form.
appropriate. Wherever possible, observers
will discuss with learners their perspectives on The HoS will produce a summary report at the
teaching and learning. These discussions end of each semester, and a final full
should not interrupt the teaching session but academic year report at the end of semester 2
should evolve naturally from the observation on the lesson observations conducted in each
process. School.
Feedback This report will inform the on-going appraisals
Observers will provide the tutor with a in each School, the School / Programme Area
summary of identified areas of good practice Self-Assessment and Staff Development Plans.
and areas for improvement.
The Director of Curriculum and Planning will
A grade on a four point scale will be discussed collate the School and HCQ reports into an
and assigned for the activity based on NMIT report which will be presented to the
judgements for teaching, learning and, where Directorate and Academic Board.
appropriate, attainment. The grades given are
Outstanding, Good, Satisfactory or Individual tutors will be unidentifiable in
Inadequate. School and NMIT reports.
Page 3
NMIT TALO A Guide for Tutors
May 2010
5. The Process TALO
Page 4
NMIT TALO A Guide for Tutors
May 2010
6. Key Observation Questions TALO
• Does the lesson/learning activity start on time?
• How are latecomers managed?
Introduction
• Are aims and objectives for the session clearly specified?
• Are expectations clear / offered / explored?
• Are learners equipped and ready for learning?
• Is the learning environment conducive to learning?
• Is the interest of learners engaged?
• Is there a recap and check on previous learning?
• Is there a logical progression from previous learning?
• Is there a clear introduction to new learning?
• Is there a balance between tutor talk and learner activity?
• Are different learning style preferences catered for?
• Does the tutor demonstrate up-to-date knowledge?
• Does the tutor energise / enthuse learners to learn?
• Are open and directed questions used to check learning?
Teaching
• Is questioning used effectively?
• Are all learners encouraged to participate / engage?
• Does the tutor circulate and speak to all learners?
• How effectively does the tutor motivate the learners?
• Is there inclusive practice in regard to positive images of the Treaty of Waitangi?
• Is there inclusive practice in regard to positive images of ethnicity, gender, and disability?
• Is inappropriate language or behaviour challenged?
• Is there a praise and reward environment?
• Does assignment or task feedback embrace ways to improve?
• Are all of the learners paying attention?
• Is there a balance between independent and group working?
• Do all learners make notes / participate as appropriate?
• Do all learners have appropriate files to store handouts / notes?
Learning
• Is there evidence in learners’ files of independent study?
• Do learners make a sufficient effort?
• Is the learning environment ‘safe’?
• Are the learning expectations clear?
• Are there opportunities to practice and gain Literacy and Numeracy Skills?
• Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning?
• Are any learning assistants clear about their role?
• Is a suitable range of resources employed to support learning?
• Are resources used competently and effectively?
• Are resources well prepared prior to the lesson?
• Are all handouts clear and up-to-date?
Resources
• Is the furniture in good order?
• Are there window blinds to control sunlight?
• Is there sufficient control of ventilation and/or heating?
• Are any relevant health and safety considerations applied?
• Are there curriculum displays in the classroom?
• Is there any evidence of integration or use of E-learning?
• Are worksheets or tasks differentiated with challenge for all?
• Have individual learning needs been catered for?
• Is there a controlled end to the lesson/learning activity?
• Is there a recap and summary of learning?
Summation
• Are any extension tasks set to encourage independent learning?
• Are any late or previously absent learners spoken with?
• Are learning support services signposted if needed?
Page 5
NMIT TALO A Guide for Tutors
May 2010
7. Tutor Self Reflection Questions TALO
Core Focus
How do I know learning has occurred?
Purpose
How did I map out the aims of the session to the learners?
Content
How did this lesson fit in the context of this course?
Engagement
To what extent were all the learners engaged?
Activity
What worked well, what didn’t and why?
Feed back
How did I give the learners feedback on what they learned?
Value
Which learners got the most out of the session and who got the least?
Page 6
NMIT TALO A Guide for Tutors
May 2010
8. Lesson Grading TALO
The full TALO Guide contains the full criteria list for grading Outstanding, Good, Adequate and
Inadequate. Criteria for an Outstanding Grade listed below:
• Detailed and comprehensive planning for learning.
• Strong links between previous learning and preparation for future learning.
• Purpose of session unmistakable.
• Structure of session is logical and balanced.
• Thoughtful mix of activities and content that is linked to intended outcomes.
Planning
• Imaginative use planned of learning and teaching resources.
• Learning environment organised to fully engage all learners in the session.
• Regular checks of learning planned at timely intervals.
• Individual needs taken into account.
• Health and safety issues identified and addressed fully.
• Literacy and numeracy embedding opportunities are identified and planned for where
appropriate.
• Tutor demonstrates expertise in subject.
• A range of approaches used to explain ideas and concepts.
• Learners prepared well for their tasks.
• A wide range of questioning techniques employed in the session.
Teaching
• Well chosen examples used to illustrate theories and practice.
• Key learning points are reinforced.
• Creative use is made of unanticipated opportunities to learn.
• Learners’ questions are dealt with effectively and promptly.
• Incorrect responses handled sensitively.
• Demonstrations structured and sequenced well.
• Progress and achievement rewarded throughout the session.
• Learners maintain a productive pace throughout the session.
• Learners fully understand what is expected of them.
• Learners are clear about what they are doing and why.
• Learners are allowed time to think, and encouraged to discover new ideas.
Learning
• All learners are challenged and supported.
• Learners develop their cognitive abilities and practice their skills.
• Opportunities to investigate new ways of working are encouraged, and learners are
supported to learn from their mistakes.
• Learners are prompted to extend and justify their responses to questions.
• Learners work interdependently, sharing experiences and making decisions.
• Tutors and learners have very high expectations.
• Initial assessment is used to identify learning outcomes and activities.
• Tasks are matched to individual levels of ability.
• Learners fully understand the standards to be achieved.
Assessment
• Regular reviews of individual learning take place.
• Clear feedback is given on performance.
• Learners understand qualification, examination, and assessment requirements.
• Learners have frequent opportunities to practice meeting standards.
• Learners are clear about the standards they have reached and how to improve.
• Work produced by learners is valued and displayed.
• Outcomes of assessment are used effectively to plan learning programmes, activities, and
support.
Page 7
NMIT TALO A Guide for Tutors
May 2010
9. One to One Tutorials/Learning Conversations TALO
Supporting Guidance for 1:1 Tutorials
The tutor:
• Creates a welcoming and positive climate.
• Has a high expectation of the learner.
• Listens to the learner reflecting on progress/self assessment.
• Asks questions to broaden the learner disclosure.
• Analyses performance to celebrate achievement.
• Analyses performance to identify areas for improvement.
• Analyses performance to identify areas of concern.
• Invites learner to assess progress.
• Invites learner to identify what still needs to be learned.
• Explores next steps with the learner.
• Explores solutions to problems with the learner.
• Works with the learner to identify SMART targets.
• Leaves the learner feeling positive.
The Learner:
• Understands the purpose of the tutorial and what she/he is expected to achieve.
• Has prepared effectively for the tutorial.
• Knows how well she/he is doing and what is required in order to improve.
• Participates effectively in the tutorial.
• Is able to reflect effectively on the progress of previous targets.
• Is constructively involved in SMART (Simple, Measurable, Achievable, Relevant and Time
Related), target setting.
• Develops/is developing the skill of critical evaluation.
• Achieves individual goals/targets previously set.
• Is confident in what she/he is doing.
• Understands the SMART targets (Specific, Measurable, Achievable, Relevant and Time related)
that have been set.
Page 8
NMIT TALO A Guide for Tutors
May 2010
10. Checklist of required information TALO
The following documentation For a One to One Tutorial (Learning
should be available for observers: Conversation) the following should
be made available
• The most recent syllabus or specification
• The scheme of work • The learner’s Individual Learning Plan (ILP),
• Lesson plans - current + previous lessons or a similar record of previous 1:1 learning
• Class list conversations
• Mark sheets and record of assessment for • Assessment records for learner concerned
learners • previously agreed / identified SMART
• Learners’ work – a range to indicate levels targets, including achievements /
of attainment within the class and successes to date and areas currently
demonstrating written feedback to targeted for improvement
learners, explaining the rationale for • record of any additional support the
marks/grades and making suggestions for learner has previously or is currently
improvement accessing, allowing for appropriate
• Copy of Action Plan / Areas for confidentiality
Improvement from last observation. • any diagnostic assessment results and
progress evidence
• any additional learning contract (s) that
Where group tutorials are have been / are in place for this specific
observed, the following documents learner
• any disability assessment results if
should be available: applicable
• Scheme of Work
• Lesson Plan
• Class Register
• Individual learner notes / personal files
• Records of additional support
• Cumulative attainment marks for all
aspects of the programme for all learners.
Page 9
NMIT TALO A Guide for Tutors
May 2010
11. NMIT OBSERVATION INFORMATION FORM TALO
To be given to the tutor a week prior to the observation date confirmed by the HoS
The process
• The observer will contact you to make a time for an informal meeting / Phone conversation prior to the
observation
• Before or during the meeting the tutor will provide the information below – Sections 1. and 2
• At the meeting the observer will briefly talk with the tutor about the observation process, the time involved,
where the tutor would like them to sit for the observation, and any other information that may need to be
shared prior to the observation.
• The tutor and the observer will organise a meeting time and date for the observation feedback
Section 1. General Information – Some will be completed in advance by the observer
Tutor Observer
Role - PASM, SASM, ASM, TA Date
Permanent staff - Please indicate proportion Class location
Part time fixed term - Please indicate proportion Start time Finish time
On probation Contractor No. learners No. learners
School enrolled attended
Learner age 14 - 16 17 - 19
Programme
20 - 25 26 +
Learner ethnicity (please specify here)
Course
(please specify here)
Course level (please specify here)
Lesson type: (please specify here)
Practical (please specify here)
Tutorial Learner gender Female Male
Lecture Learner enrolment Fulltime Part time
Seminar discussion Work based Mixed
Individual activity learning
Small group work Support staff
Other: Recommended position for observer to sit:
2. Additional information – The availability of this information may vary depending on time of year + type of class
Checklist Checklist
Course outline Lesson plan for this session
Assessment plans Previous lesson plans for this course
Context: where the class is in the overall schedule
for the course.
Sections will expand as required
Class list and individual learner notes :
attendance and lateness patterns,
any learners identified as at risk of not
completing, numbers already withdrawn and
why, and group dynamics
Learners with particular needs or circumstances
which may impact on the learning identified.
Thank you
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12. NMIT OBSERVATION EVIDENCE FORM TALO
Tutor Observer
Role - PASM, SASM, ASM, TA Date
Permanent staff - Please indicate proportion Class location
Part time fixed term - Please indicate proportion Start time Finish time
On probation Contractor No. learners No. learners
School enrolled attended
Learner age 14 - 16 17 - 19
Programme
20 - 25 26 +
Learner ethnicity (please specify here)
Course
(please specify here)
Course level (please specify here)
Lesson type: (please specify here)
Practical (please specify here)
Tutorial Learner gender Female Male
Lecture Learner Fulltime Part time
Seminar discussion enrolment Work based Mixed
Individual activity learning
Small group work Support staff
Other: Recommended position for observer to sit:
Summary Evaluation Outstanding <> Good <> Satisfactory <> Inadequate Overall grade
Planning
Teaching
Learning
Assessment
(Grade 1 = Outstanding; 2 = Good; 3 = Satisfactory; 4 = Inadequate)
Good Practice:
Agreed actions/areas for improvement:
Tutor’s comments about the lesson, observation and feedback:
Tutor’s signature: Observer’s signature:
Date: Date:
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NMIT TALO A Guide for Tutors
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13. LESSON OBSERVATION FOCUS - as applicable TALO
Planning Observer’s notes
• Detailed and comprehensive planning
• Links between previous learning and future learning.
• Clear purpose.
• Structure of session logical and balanced.
• Mix of activities and content linked to outcomes.
• Imaginative use of learning and teaching resources.
• Environment organised to fully engage all learners
• Regular checks of learning planned for
• Individual needs taken into account.
• Health and safety issues identified and addressed fully.
• Literacy and numeracy embedding opportunities.
Teaching
• Tutor demonstrates expertise in subject.
• Range of approaches used to explain ideas /concepts
• Learners prepared well for their tasks.
• Wide range of questioning techniques employed
• Well chosen examples used
• Key learning points are reinforced.
• Use of unanticipated opportunities to learn.
• Learners’ questions dealt with effectively and promptly.
• Incorrect responses handled sensitively.
• Demonstrations structured and sequenced well.
• Progress and achievement rewarded throughout
the session.
• Learners maintain a productive pace through session.
Learning
• Are all the learners paying attention?
• Is there a balance between independent and group
working?
• Do all learners make notes / participate as appropriate?
• Do all learners have appropriate files to store handouts and
notes?
• Is there evidence in learner’s files of independent study?
• Do learners’ make a sufficient effort?
• Are learners challenged and supported? Is the learning
environment ‘safe’?
• Are the learning expectations clear?
• Are their opportunities to practice and gain literacy and
numeracy skills?
• Are there clear and obvious consolidation activities or tasks
offered for encouraging independent learning?
Assessment
• Tutors and learners have very high expectations.
• Initial assessment is used to identify learning outcomes and
activities.
• Tasks are matched to individual levels of ability.
• Learners fully understand the standards to be achieved.
• Regular reviews of individual learning take place.
• Clear feedback is given on performance.
• Learners understand qualification, examination, and
assessment requirements.
• Learners have frequent opportunities to practice meeting
standards.
• Learners are clear about the standards they have reached
and how to improve.
• Work produced by learners is valued and displayed.
• Outcomes of assessment are used effectively to plan
learning programmes, activities, and support.
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NMIT TALO A Guide for Tutors
May 2010