Support for target setting

The slides below provide some exemplar targets for each stage of Professional Practice are are derived from the Core Content Framework. Targets have been organised into introductory, developmental or consolidation showing how the targets/opportunities could be progressed for each stage of the trainee's development.

You may also find the following research useful in helping to construct and consider effective lesson observation feedback:

Gibson, S.A., (2006) Lesson observation and feedback: The practice of an expert reading coach, Literacy Research and Instruction, 45:4, 295-318

O’Leary, M., (2012) Exploring the role of lesson observation in the English education system: a review of methods, models and meanings, Professional Development in Education, 38:5, 791-810

O’Leary, M. & Wood, P. (2017) Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector, Professional Development in Education, 43:4, 573-591,

Puttnick, S. and Wynn. J., (2021), Constructing ‘good teaching’ through written lesson observation feedback, Oxford Review of Education, Vol. 47, No. 2, 152-169