MENTORING VISIT
FORM(MVF)
&
HEAD TEACHER
MEETING FORM (HT
FORM)
Presented by
Sabir Ali Sheikh
3
Objective of MVF & HT Form
Percentage of teachers in sample who were …
Structured mentoring approach in 9 district has
been effective in raising the basic teaching
standards
56
16
+40
May
Jan
NOTE: The above are just four of the ten indicators used to evaluate and mentor teachers during the pilot
…stating clear
learning
objectives
68
48
+20
May
Jan
…asking
questions to
check learning
40
20
+20
May
Jan
…teaching using
lesson plan
76
44
+32
May
Jan
…better
managing their
classes
The new mentoring approach has
three
simple steps that a DTE needs to follow in
each mentoring visit
1.
Evaluate
the teacher on 9 indicators and
assess student learning
2.
Give
feedback
and
coaching
to the teacher
using
coaching guide
3.
Set the
teacher two goals
to achieve till
the next observation, using the development
plan
5
CTSC HEAD’S role in improving teacher
Quality
6
CTSC Heads are central to this initiative because:
You have District Teacher Educators
You have the relationship with mentor and mentees
7
The components of mentoring visit form
Teacher is
evaluated on nine
indicators before,
during and after
the lesson
A clear and
specific action
plan is made for
the teacher to
improve
1
Learning of
students is
checked through
questions
5
2
The progress of
teacher is checked
on the goals set
for him during the
previous visit
4
7
Lesson is selected
for next month
which DTE will
observe
Date: ………... Grade: ……… Subject: ……… Assigning and checking written work
Teacher evaluation Score on each indicator and write observations, if required
Indicators Teacher Diary E va lu at e b ef o re le ss o n T ea ch e r d o es n o t m e et L e ve l 1
Level 0 Level 2
Student notebooks show evidence of at least 3 written works assigned and checked in a week but no proper written feedback provided Level 1
Student notebooks show evidence of some written work assigned and checked by teacher but not regularly
Level 3
Student notebooks show evidence of at least 3 written works assigned in a week along with proper written feedback provided 1 2 Observations Classroom management Interaction with students Adherence to lesson plan T ea ch e r d o es n o t m ee t L e ve l 1
Teacher interacts with some students in class, creating a dialogue with some but not all students
Teacher meets level 1 and has established norms and routines for students regarding classroom conduct
Teacher is clear and audible but communication is one-way
The students are seated in an organized manner and the teaching material is present at hand
Teacher interacts with all students in class, creating a dialogue with all students
Teacher meets level 2 and handles any poor student behavior issues without disrupting lesson E va lu a te a ft er l es s o n 9 8 7 Activity based teaching and learning T ea ch e r d o es n o t m ee t L e ve l 1
Teacher states clear and specific SLOs and writes them on the board following the Taleemi calendar
Teacher uses a visual aid which is instructive and relevant to SLOs along with using board
Teacher meets level 1 and identifies correct and incorrect answers given by students
Lesson includes an activity performed by students which is instructive and relevant to SLOs along with reading
Teacher explains a broad topic for the lesson
Teacher uses board as a visual aid
Teacher asks relevant oral questions or conducts relevant written assessment to test students’ understanding
Lesson has a basic reading activity performed by students
Teacher meets level 2 and explains connection to the previous lesson
Lesson includes 2 or more activities performed by students which are instructive and relevant to SLOs along with reading Teacher uses two or more visual aids which are instructive and relevant to SLOs along with using board
Teacher meets level 2 and offers solutions for incorrect answers and positive praise for correct answers
4 Visual aids (Support material) 5 Student assessment (oral/written) 6 E v al u at e d u ri n g l e ss o n SLO (Taleemi calendar) 3
Teacher diary shows evidence of at least 3 effective lesson plans in a week following Taleemi calendar
Teacher diary shows evidence of at least 1 lesson plan in a week
Teacher diary shows evidence of at least 3 effective lesson plans in a day following Taleemi calendar
Mentoring visit form
DTE: ………...
Date: ………...
Teacher:
………...
School : ………...
Grade:
………...
Subject: ………...
Level 0 = poor Level 1 = fair Level 2 = good Level 3 = excellent
Teacher has a lesson plan from teacher guide or prepared in advance while delivering lesson
Lesson followed the main points of the plan in the teacher guide or a plan prepared in advance
Date: ………... Grade: ……… Subject: ……… Assigning and checking written work
Teacher evaluation Score on each indicator and write observations, if required
Indicators
Teacher
Diary
E v al u at e b e fo re le s so n T ea ch e r d o e s n o t m ee t L e ve l 1Level
0Level 2
Student notebooks show evidence of at least 3 written works assigned and checked in a week but no proper written feedback provided
Level 1
Student notebooks show evidence of some written work assigned and checked by teacher but not regularly
Level 3
Student notebooks show evidence of at least 3 written works assigned in a week along with proper written feedback provided 1 2 Observations Classroom management Interaction with students Adherence to lesson plan T ea ch e r d o e s n o t m e et L e ve l 1
Teacher interacts with some students in class, creating a dialogue with some but not all students
Teacher meets level 1 and has established norms and routines for students regarding classroom conduct
Teacher is clear and audible but communication is one-way
The students are seated in an organized manner and the teaching material is present at hand
Teacher interacts with all students in class, creating a dialogue with all students
Teacher meets level 2 and handles any poor student behavior issues without disrupting lesson E va lu a te a ft er l es s o n 9 8 7 Activity based teaching and learning T ea ch e r d o e s n o t m e et L e ve l 1
Teacher states clear and specific SLOs and writes them on the board following the Taleemi calendar
Teacher uses a visual aid which is instructive and relevant to SLOs along with using board
Teacher meets level 1 and identifies correct and incorrect answers given by students
Lesson includes an activity performed by students which is instructive and relevant to SLOs along with reading Teacher explains a broad
topic for the lesson
Teacher uses board as a visual aid
Teacher asks relevant oral questions or conducts relevant written assessment to test students’ understanding
Lesson has a basic reading activity performed by students
Teacher meets level 2 and explains connection to the previous lesson
Lesson includes 2 or more activities performed by students which are instructive and relevant to SLOs along with reading Teacher uses two or more visual aids which are instructive and relevant to SLOs along with using board
Teacher meets level 2 and offers solutions for incorrect answers and positive praise for correct answers
4 Visual aids (Support material) 5 Student assessment (oral/written) 6 E va lu at e d u ri n g l e ss o n SLO (Taleemi calendar) 3
Teacher diary shows
evidence of at least 3
effective lesson plans in a
week following
Taleemi
calendar
Teacher
diary
shows
evidence of at least 1
lesson plan in a week
Teacher diary shows evidence of
at least 3 effective lesson plans in
a day following Taleemi calendar
Mentoring visit form
DTE: ………...
Date: ………...
Teacher:
………...
School : ………...
Grade:
………...
Subject: ………...
Level 0 = poor Level 1 = fair Level 2 = good Level 3 = excellent
Teacher has a lesson plan from teacher guide or prepared in advance while delivering lesson
Lesson followed the main points of the plan in the teacher guide or a plan prepared in advance
An example of good teacher diary providing evidence of effective lesson planning
10
Subject
page
TG
no.
SLOs
Activities
Visual aids
written work
Assessment/
5
Science
124
1) To know what different
animals eat
2) To be able to classify
animals based on what
they eat
Activities no.
1, 3, 5 of
teacher guide
Board, charts
and animals
around
Questions 2.3
and 5 as oral
assessment and
1,3,4 from
teacher guide
as written work
in class
5
Maths
22
1) To know what unitary
method is
2) To be able to use unitary
method to find values of
Grade
Board, pencils,
chairs, students
themselves
Questions 4,5, 6
of textbook as
written
assessment
2
English
N/A
1) To know what a noun is
2) To understand use of a
noun in a sentence
(1)Work in
group and list
10 nouns. 2)
Call students
at board and
make them
use nouns in
sentences
Board,
textbook,
charts, things
in the
surrounding
e.g. chairs,
tables, etc
Questions
2,3,10 from
textbook as
oral
assessment.
Assign students
task to identify
1o nouns and
use them in
sentences as
H.W.
2
Islamic
Studies
N/A
1) To know who is a
prophet
2) To know names of some
popular prophets
1)Read from
book and
discuss
among class.
2) Ask
students to
share
understanding
of what
prophet is
with their
peers.
Board and
textbook
Questions 3,4,5
from exercise of
textbook.
Assign work to
make a list of
prophets as
H.W.
Please sit in groups:
Group1.. Indicator # 1 & 2
Group2.. Indicator # 3 & 4
Group3.. Indicator # 5 & 6
Group4.. Indicator # 7,8 & 9
1.
What main points are required for
assigning levels?
2.
What points will not to be considered for
any level?
3.
What will be written in observation block?
13
The second component of mentoring visit form is student
learning check
Out of 3 students assessed, 3 students showed good understanding of the lesson taught Level 3
Out of 3 students assessed, 2 students showed good understanding of the lesson taught
Level 2 Level 1
Level 0
Out of 3 students assessed, one student showed good understanding of the lesson taught
Out of 3 students assessed, no student showed good
understanding of the lesson taught
Student learning check
DTE will randomly
select 3 students
DTE will randomly
select 3 students
DTE will ask questions
from current topic and
also some questions
from previous and
related topics
DTE will ask questions
from current topic and
also some questions
from previous and
related topics
Based on the answers
and understanding by 3
students, DTE will mark
the level of student
learning
Based on the answers
and understanding by 3
students, DTE will mark
the level of student
learning
Out of 3 students assessed, 3 students
showed good understanding of the
lesson taught Level 3
Out of 3 students assessed, 2 students
showed good understanding of the
lesson taught Level 2 Level 1
Level 0
Out of 3 students assessed, one student showed good understanding of the lesson taught
Out of 3 students assessed, no student
showed good understanding of the
lesson taught
