حقيبة المعلم(متجدد)

[om khaled]

[النورس 22]

جهد رااااااااااااااائع

[شمااااليه]

شكرااااااا

[unforgettable]

جزاكم الله الف خير

[لباتن]

شكراااااااااااااااااااااا ااااااا

[مستقبل 2]

صراحه ابدعت سلمت يمناك يامعلم

[Teacher.]

اللهم صلِّ على سيدنا محمد و على آله وصحبه وسلم

[Teacher.]

[Teacher.]

بسم الله الرحمن الرحيم بسم الله الرحمن الرحيم جزاك الله كل خير وبارك الله فيك

[زيزي2010]

اللهم صلِّ على سيدنا محمد و على آله وصحبه وسلم

[ابله باونتي]

[mrkkkkk]

جزاكم الله خيرا وجعله فى ميزان حسناتكم

[شوواقه]

يسلمووووووووووووووووووووو وووو

[T.rasha]

[أرجوان أرجوان]

Thanks
Thanks
Thanks
Thanks

[محمد عمرة]

قال الله تعالى (( مَا يَلْفِظُ مِنْ قَوْلٍ إِلَّا لَدَيْهِ رَقِيبٌ عَتِيد))

عن النبي ‏ ‏صلى الله عليه وسلم ‏ ‏قال ‏ الكلمة الطيبة صدقة

[محمد عمرة]

FOCUSSED OBSERVATION TASKS BOOKLET
FOR
ENGLISH LANGUAGE SUPERVISORS,
SENIOR TEACHERS,
AND
TEACHERS


CONTENTS PAGE
FOR
GUIDED LESSON OBSERVATION TASKS PAGE NO

3 INTRODUCTION TO USING THE OBSERVATION TASK BOOKLET
7-4 GENERAL OBSERVATION TASKS
9 LEARNER LEVEL & INVOLVEMENT
10 LEARNER OUTPUT
13-11 CLASSROOM MANAGEMENT
14 CLASSROOM INTERACTION PATTERNS
15 CLASSROOM ENVIRONMENT
16 ELICITATION
17 USE OF QUESTIONS
18 INSTRUCTIONS
19 INSTRUCTIONS – GIVING & CHECKING UNDERSTANDING
20 CORRECTION
21 ERRORS & ERROR TREATMENT TALLY SHEET
22 FOCUS ON THE TEACHER
23 FOCUS ON THE LEARNERS
24 FOCUS ON THE INDIVIDUAL LEARNER
25 EFL LISTENING SKILLS FOCUS LESSON
26 SPEAKING SKILLS FOCUS LESSON
27 EFL READING SKILLS FOCUS LESSON
28 EFL WRITING SKILLS FOCUS LESSON
29 GRAMMAR FOCUS LESSON
30 APPROPRIACY OF ACTIVITIES
34-31 EXCHANGE/INTERNATIONAL / PRIVATE SCHOOLS FOCUS LESSON





INTRODUCTION:

This booklet on Guided Observation Tasks is about using observation as a tool for learning about the way that we teach and how our students learn. Careful observation and thoughtful analysis help lay the foundation for the development of sound teaching practices which will result in better learning outcomes for our students.

The booklet consists of a bank of tasks which you the teacher can use to reflect upon, guide and inform your own teaching. You may choose to select one of the tasks or you may decide together with a colleague to create your own, based on your needs.

Observation tasks allow the observer to focus on one particular area whilst observing the lesson. Using an observation task can help teachers in a variety of ways. Firstly, it allows the observer to focus on one or two particular aspects of the lesson. Secondly, it allows for the collection of data in a non-evaluative manner.

Observation is not just about the time that we spend teaching in class. It also must include the mental preparation time that we have taken to prepare the lesson and the follow-up period after the lesson has been delivered. Preparation can include the following: the identification of a focus area; the rationale and method that we will use to collect data. The follow-up will include the analysis, discussion and interpretation of the data collected, and reflection upon the whole process.

The tasks in this booklet are designed to allow you the teacher to observe lessons in a more focused manner. They will also enable you to collect classroom-based data and information about the teaching and learning process which is clear, focused and evidence based.

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

General Observation Form 1:

As you are observing the lesson, make notes under the following headings:

1 The Learners
How many? Boys/girls? Age?


2 Classroom arrangements
How is the classroom arranged? Does the teacher make any changes to seating and/or desks? If so why?



3 Classroom aids
Comment on the use of aids and materials used during the lesson.



4 Learner responses
How lively and responsive are the learners? To what degree are they participating in interaction with the teacher and other learners? Which learners are participating most/least?


5 The teacher
Comment on the general rapport and manner, and level of eye contact with learners.



NOTE:
What impressed you the most during this visit?



How could this be adapted to your class – and what would be required to achieve this?





Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
General Observation Form 2:
Teacher:
Class:
Grade:
Date:
Course Book:

Description of the classroom:
Objectives and Learning Outcomes based on observations


To what extent were these achieved?

Skills practiced

Materials and aids used


Description of the lesson (continue on a separate sheet if necessary)
Time Activities (what is happening) Interaction pattern, i.e.,
T to SS; S to S
















NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
General Observation Form 3:

Complete the following comments and suggestions:


1. The best thing about the lesson was …………………………………………� �……

2. Another thing I enjoyed was …………………………………………� �……………

3. The teacher really …………………………………………� �……………………….

4. The students were………………………………………� ��………………………….

5. There was a lot of …………………………………………� �……………………….

6. I would have liked to see………….. …………………………………………� �……

7. The hardest thing for me as an observer was ………………………………………

…………………………………………� �…………………………………………� ��….

8. The next time I observe this teacher I would like to see ……………………………

…………………………………………� �…………………………………………� ��….

NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
General Observation Form 4:

Observe the lesson and make notes re the following:

A. Three things that you find interesting:

1.
2.
3.


B. Three things that you think are examples of good practice:

1.
2.
3.


C. Three things that you are doubtful about / require further clarification:

1.
2.
3.


NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?






Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
General Observation Form 5:

Read the following questions before you enter the classroom and use the questions as a focus for your post-lesson discussion:


1. Analyze the main activities that the learners were involved in

2. Observe what the learners were doing during these activities.

3. Analyze pair and group arrangements in relation to each activity.

4. Do the activities seem useful in realizing the objectives of the lesson?

5. How much teacher talk is there in relation to student talk?

6. What are the different functions of the teacher talk when they do occur?

7. How much correction and feedback does the teacher provide?

8. Do they (correction & feedback) seem equal for all learners?

9. In your opinion, is this a teacher-centered or a student-centered lesson? Why?

10. How would you characterize the atmosphere of this particular class?

NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK

Learner level and involvement

a) Choose 3 or 4 learners to observe. Write their names if possible in the first column.
b) As you observe, note down things they say or do which indicate their level of English. Give them a level number 1-5, with 1 being the lowest and 5 being the highest.
c) Note down activities and moments in the lesson where the learners appear to be very involved and interested.
d) In the last column, note down your conclusions/thoughts from the information you have collected.


Name
Signs of level
Level Activities and moments in the lesson
Comments




































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?



Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Learner Output

a) Choose any one learner and during a 15-minute period around the middle of the lesson. Then log / write down very carefully what the learner does/says.
b) In column 1(Planned language), write down language that was planned and prompted by the teacher or material.
c) In column 2 (Original language), write down any additional (original) language (including L1) produced by the learner.

Planned language Original language








































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Classroom Management 1:
Part A
Is there a clear point at which the lesson begins?

During the lesson, focus on the staging, instructions & organization. Then answer these questions by ticking the appropriate box and adding comments as necessary.
Always Sometimes Never Comments
Were you clear when a new stage in the lesson began?
Was the transition from one stage to another smooth and logical?
Were the instructions to students clear/ easy to understand?
Were the instructions checked?
Did the teacher manage changes of group activity well?
Could students easily see and hear each other and the teacher?
Did the teacher handle aids/respond to the physical environment well?

NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK:
Classroom Management 2:

Before the lesson: Read the points below.
During the lesson: Observe IF they occur and if so, how they contribute to an effective lesson. Careful observation of the lesson as a whole is more important than the gathering of notes so be careful not to get too absorbed in the worksheet. It is quite likely that not all these features will appear in every lesson, so do not expect them. However, do note down any other features not mentioned here which contribute to the lesson. Where an activity was not successful as it might have been, state what features of classroom management listed below could have made it more successful.
After observation: Add any other features which you have noted are not listed below.
ARE THESE FEATURES APPARENT IN THE CLASS? IS THE TEACHER’S WORK
1. Pair and group work



ACTIVE?
2. Teacher moves around the class
3. Variety of focus and activity
4. Teacher always actively involved with class, groups, pairs or individuals
5. Blackboard work clear & visible to all


EFFECTIVE?
6. Weaker pupils participate
7. Questioning evenly distributed
8. Pupils given time to answer
9. Teacher does not dominate class talk


INVOLVED?
10. Correction is tactful
11. Teacher really listens to pupils’ answers/ responses/ suggestions etc
12. Teacher is encouraging & supportive





ORGANIZED?
13. Teacher has a clear picture of objectives & pacing
14. Class is arranged to facilitate teacher movement
15. Teacher is well prepared with necessary materials & instructions
16. Teacher & class are visible to each other at all times if activity requires it
17. Practical dialogue & usable vocabulary emphasized







USEFUL?
18. Supplementary materials used when possible
19. No OVER-use of drilling, repetition, translation or reading aloud by the T
20. No EXCESSIVE time wasted on very minor points of pronunciation/expression that do not impede communication
21. Tasks are differentiated according to the learning styles and needs of the Ss

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Classroom Management 3:

Comment on:
Classroom language:
Instructions clear?
Instructions easily understood?
Instructions checked?
Use of board:
Clear?
Visible to all?
Well-organized?
Used effectively?
Students’ display work:
Effective?
Relevant?
Original work?
Use of gesture:
Clear?
Effective?
Culturally appropriate?
Use of realia / visual materials:
Effective?
Relevant?
Layout of classroom furniture facilitates:
Individual, pair work & group work?
Facilitates teacher movement?
Pacing:
Appropriate?
Varied?
Teacher:
Active?
Effective?
Encouraging?
Involved?
Organized?
Supportive?
Tactful?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Classroom Interaction Patterns

For this observation, you will record the various interaction patterns which take place during the lesson.
Draw a large diagram of the room: the desks, whiteboard, windows, door, Teacher’s table.
Indicate where girls and boys are sitting.
As you observe the lesson, draw in the interaction patterns. Use symbols and lines, like this:
T to S -----à-----

S to T -----ß-----

Whole class X (put an X next to teacher on your diagram)

You can add your own symbols to make your observation record more detailed, for example, -----T à S ----- could mean T asks S a question.
At the end of the observation, think about the following:

a) Did the teacher concentrate her/his attention on certain areas? Which ones?




b) Did s/he interact with one area/row/student more than others?




c) Does the teacher have a ‘blind spot’, for example, an area where s/he never focuses?



NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?


Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Classroom Environment:
Sometimes an unsatisfactory class environment can lead to a decline in the quality of the teaching as well as class management. Complete the checkpoint list below to see if even a minor change can enhance a class environment:

Features to consider Present conditions Comment Action to be taken
Brightness
































Temperature & Fresh air
Acoustics
Line of vision
Layout of desks / tables
Possibility of moving tables & chairs
Ancillary furniture
Facility for displaying pictures, charts etc.
Cleanliness, location & size of carpet areas

NOTE:
What impressed you the most during this visit?

How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Elicitation
a) In the first column write down what the teacher says and/or does to elicit/prompt a response.
b) Note down in column 2 what strategy is used to get responses, for example, hands up, calling out, nominating, waiting then nominating, etc.
c) Write down the learner’s response.
d) Analyze your data: what types of prompts were used? What type of responses did the various types of prompts elicit? What was the purpose of each prompt/strategy?

Teacher prompts Strategy Learners’ responses




































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Use of Questions:
Part A
Complete the following form by keeping a tally of the results.
How many times does the teacher:
Ask a display question to which everyone knows the answer?
Ask a referential question, for example, a question to which s/he does not know the answer?
Say “Do you understand?”; “Is that clear?” etc
Ask a question which really checks understanding?
Prompt a student to ask a question?
Ask a question to check what to do, understanding etc.?
Ask a question to practice the language?

Part B
After asking the question, on average, how long does the teacher wait for an answer?
0 to 5 seconds
5 to 10 seconds
Longer than 10 seconds

Part C
What does the teacher do when a student answers a question correctly?

If a student does not know the correct answer what does the teacher do?

NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Instructions

a) Listen to the teacher’s instructions & write them as accurately as you can in column 1. Write down learners’ verbal responses as well.
b) Note down the things the teacher does in column 2. Note down what learners do as well.
c) Note down any comments in column 3. Does the teacher have any patterns or tendencies? How well have the learners understood?

Teacher’s instructions & learners’ responses Teacher’s & learners’ actions Comments






































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?


Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Instruction-giving & checking understanding


How effectively does the teacher perform the following?

- signal the beginning of an activity / lesson stage


- state aims


- elicit information from learners (for example, checking understanding)


- use of examples



- mime, body language, gesture, visual aids


- paraphrase


- ask questions to check understanding


- use of simple language



- signal the end of an activity


NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Correction

a) As you observe the lesson, note down any incorrect utterances that learners make. Try to note down what they said, and, if possible, their name as well.
b) In the next column, write down what the teacher said or did in response to the mistake.
c) In the final column, note down the result of the teacher’s action. How much did the learner improve?

Learner’s mistake Teacher’s action Result







































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Errors & Error Treatment Tally Sheet:

Tick the relevant column each time one of the following occurs:

Teacher Treatment of
Error Type of Error
Grammar Vocabulary Pronunciation Spelling Other
1. Teacher simply gives correct answer after pupil has finished speaking
2. Teacher interrupts pupil and gives correct answer
3. Teacher asks other pupils if answer is correct and asks for peer observation
4. Teacher asks pupil to repeat and gives opportunity for self-correction
5. Teacher repeats pupil’s answer up to the point of error and waits for self correction to take place
6. Teacher verbally indicates source of problem. For example, ‘tense’, ‘pronoun’
7. Teacher indicates there is a problem using gestures / facial expressions
8. Teacher uses finger coding to indicate where in the sentence the error occurred
9. Teacher repeats the question with a change of stress / intonation
10. No correction of error
11. Others



Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Focus on the Teacher:

Read through the suggested focus points before you enter the classroom and use the areas outlined as a focus for your observation & subsequent post-lesson discussion:

1. The amount of teacher talking time contrasted with student talking time during the course of the lesson.

2. The type of teacher talking time that takes place, where it occurs and why.

3. The teacher’s questioning / elicitation techniques.

4. How the teacher provides feedback to the learners?

5. How the teacher handles digression in the lesson?

6. The different roles the teacher takes on / adopts during the lesson?

7. The teacher’s use of encouragement & praise throughout the lesson?

8. The technical aides and materials a teacher uses to create learning contexts?

9. How the teacher involves the learners in these activities?

10. The degree to which the teacher corrects the learners’ errors?

NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Focus on the Learners:

1. Observe the lesson from the point of view of what the learners actually do
2. Use the chart to help you collect data from the lesson:

What learners do What this involves Teacher’s purpose Comment



































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
Focus on the Individual Learner:

3. Observe the lesson from the point of view of how the learner learns
4. Use the chart to help you collect data from the lesson:

Student’s name Type of activity Level of student motivation Learning behavior Comment on degree of success









































NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?




Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
EFL Listening Skills Focus Lesson:

Complete the following form.

Points for Reflection Comments
Was the material used for intensive or extensive listening?
What kind of ‘lead-in’ was there – for example, scene-setting, visual introduction etc?







Was any vocabulary pre-taught?
Was the material: graded for level; authentic or semi-authentic?
How was comprehension checked?



Additional points for reflection:




NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?


Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Speaking Skills Focus Lesson:

Complete the following form.

Points for Reflection Comments
Type of speaking skill, for example, dialogue building, role-play, discussion, narrative building etc?
How was the lesson set up?







How did the teacher deal with correction, for example, did the teacher correct during the activity or at the end, or perhaps the teacher did not correct? Maybe the teacher encouraged students to correct each other / self correct?
Additional points for reflection:




NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
EFL Reading Skills Focus Lesson:

Complete the following form.

Points for Reflection Comments
What type of reading skill, for example, skimming/scanning, intensive/extensive etc?
What kind of ‘lead-in’ was there – for example, scene-setting, introduction to passage, visuals etc?







Was any vocabulary pre-taught?
Was the material: graded for level; authentic or semi-authentic?
How was comprehension checked?



Additional points for reflection:




NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?
Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
EFL Writing Skills Focus Lesson:

Complete the following form.

Points for Reflection Comments
Was it a mini-skills lesson, for example, punctuation, letter format?
Was it a creative writing exercise, for example, letter writing, composition, descriptive passage etc?







What kind of ‘lead-in’ to the exercise did the teacher use?


How was the lesson concluded?
Did the teacher set it for homework?


Additional points for reflection:



NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?

Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK

Grammar Focus Lesson:

Complete the following form.

Points for Reflection Comments
How the item is introduced though explanation, situation-based etc?
How is the item concept checked?
Are any linguistic rules highlighted?
How are students encouraged to practice the new item?
Are students encouraged to practice the new item?
Are students asked to create their own examples using the new item?
How does the whiteboard work facilitate students' understanding / highlight the new language item?
Additional points for reflection:




NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?







Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks

TASK
Appropriateness of Activities

b) Which activities in the lesson seemed particularly suitable for the age group?























b) Can you think of any alternative ways of doing things that went less well? Make notes and if possible discuss with a colleague or the accompanying supervisor.


















NOTE:
What impressed you the most during this visit?




How could this be adapted to your class – and what would be required to achieve this?


Ministry of Education
Directorate General of Human Resources Development
Department of Educational Supervision
Guided lesson observation (GLO) tasks
TASK
Exchange /International / Private Schools Focus Lesson:

When you observe experienced teachers in the classroom, you are expected to complete one or more of the following tasks. Your notes will be used as a basis for feedback sessions amongst your colleagues in the Directorate General of Human Resources Development, Qurm after you have observed three lessons with different age groups in Omani international and private schools.

Name of School visited……………………………………� ��………………………………..

System applied in school visited:
American Program……………………………………� ��………………..,..
Cambridge International Programme …………………………………
International Baccalaureate (IB) ……………………………………….

As you are observing the lesson, make notes under the following headings:

A. Classroom Organization

1. Learners
How are the pupils seated? In pairs, groups, as a class?



2. Activity Areas
(a) Are there activity areas in the classroom? For example, is there a reading corner, a class library, a wet area, a workshop area, a play area, a sand area etc?



(b) How do the students use these areas?



3. Classroom Displays
(a) What displays are on the walls and in the corridors?


(b) What is the purpose of these displays?


Continued…
As you are observing the lesson, make notes under the following headings:

4. Pupils’ Work
What use is made of pupils’ work?



5. Class Dynamics
What are the class dynamics throughout the class?




A. Classroom Organization

1. Set-Up
How does the teacher set-up the lesson/task/activity?




2. Instructions
Are the instructions clear? If so why? If not, why not?




3. Feedback
How does the teacher give feedback to the student/class/group?




4. Teacher Control
How does the teacher control the class with language?




5. Purpose of lesson
Is the purpose of the lesson/ task/activity made clear to the pupils? If yes how?






Continued…
As you are observing the lesson, make notes under the following headings:

6. Materials & Resources
Do the materials & resources used during the lesson support the teaching & learning process? Do they support & clarify the work in the lesson? If yes how?




7. Range of Tasks employed
(a) What range of tasks do the pupils do? List at least five




(b) How independent are the pupils in carrying out the tasks?



8. Interaction patterns
How do the pupils interact with the teacher and each other, for example, in discussion, asking for information? Is it different?





9. Classroom environment
Is there a good, positive classroom environment? If yes, how has this been achieved/ what helps to make the classroom a good environment for learning?



10. Differentiation
(a) Are different ability pupils assigned different tasks?



(b) Are pupils allowed / encouraged to work at their own pace?



© Are pupils’ different learning styles catered for? If yes, how is this achieved?





Continued…
As you are observing the lesson, make notes under the following headings:

(d) How are the pupils supported, stretched according to their needs?



11. Assessment
(a) How does the teacher monitor the students throughout the lesson?




(b) What informal & formal assessment is carried out during the lesson?




(c) Is there any self-assessment during the lesson?





(d) Are there any self-assessment opportunities provided for homework?




(e) How does the teacher keep records of the pupils’ progress?




(e) Are there any pupil portfolios? If yes, what is your opinion of them?



NOTE:
What impressed you the most during this visit?


How could this be adapted to your class – and what would be required to achieve this?







STANDARDS/INDICATORS FOR ENGLISH LANGUAGE TEACHERS
1 KNOWLEDGE & UNDERSTANDING
GRADE STANDARD
Grade A = 5  Has a thorough & up-to-date knowledge of good practice in teaching techniques & pupils taught;
 Knows subject in sufficient depth to teach in a highly effective manner;
 Consistently takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;
 Has a very sound awareness of the extra dimensions ICT can bring to work;
 Consistently uses ICT very effectively in achieving teaching objectives;
Grade B = 4  Has up-to-date knowledge of good practice in teaching techniques & pupils taught;
 Knows subject in sufficient depth to teach in an effective manner;
 Frequently takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;
 Has a sound awareness of the extra dimensions ICT can bring to work;
 Frequently uses ICT effectively in achieving teaching objectives;
Grade C = 3  Has some knowledge of good practice in teaching techniques & pupils taught;
 Knows subject in some depth to teach in a reasonably effective manner;
 Sometimes takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;
 Has an awareness of the extra dimensions ICT can bring to work;
 Sometimes uses ICT reasonably effectively in achieving teaching objectives;
Grade D = 2  Has a limited knowledge of good practice in teaching techniques & pupils taught, but may not be aware of the latest developments;
 Has a limited knowledge of subject & is not able to teach the subject as effectively nor to the depth that is required;
 Occasionally takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;
 Has a limited awareness of the extra dimensions ICT can bring to work;
 Occasionally uses ICT effectively in achieving teaching objectives;
Grade E = 1  Has a very limited knowledge of good practice in teaching techniques & pupils taught, and is not aware of the latest developments;
 Has a very limited knowledge of subject & is not able to teach the subject effectively or to the depth that is required;
 Hardly ever takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;
 Has a very limited awareness of the extra dimensions ICT can bring to work;
 Hardly ever uses ICT effectively in achieving teaching objectives;

2 PLANNING & LESSON PREPARATION
GRADE STANDARD
Grade A = 5 Consistently:
 Plans lessons & sequences of lessons to meet pupils' individual learning needs;
 Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
 Communicates learning objectives clearly to pupils;
 Makes effective use of homework & other opportunities for learning outside the classroom;
Grade B = 4 Frequently:
 Plans lessons & sequences of lessons to meet pupils' individual learning needs;
 Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
 Communicates learning objectives clearly to pupils;
 Makes effective use of homework & other opportunities for learning outside the classroom;
Grade C = 3 Sometimes:
 Plans lessons & sequences of lessons to meet pupils' individual learning needs;
 Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
 Communicates learning objectives clearly to pupils;
 Makes effective use of homework & other opportunities for learning outside the classroom;
Grade D = 2 Occasionally:
 Plans lessons & sequences of lessons to meet pupils' individual learning needs;
 Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
 Communicates learning objectives clearly to pupils;
 Makes effective use of homework & other opportunities for learning outside the classroom;
Grade E = 1 Hardly ever:
 Plans lessons & sequences of lessons to meet pupils' individual learning needs;
 Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
 Communicates learning objectives clearly to pupils;
 Makes effective use of homework & other opportunities for learning outside the classroom;

3 CLASSROOM MANAGEMENT
GRADE STANDARD
Grade A = 5 Consistently:
 Uses a range of appropriate strategies for teaching & classroom management;
 Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;
 Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;
 Manages, as appropriate, the time & the full range of resources available for pupils’ learning;
Grade B = 4 Frequently:
 Uses a range of appropriate strategies for teaching & classroom management;
 Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;
 Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;
 Manages, as appropriate, the time & the full range of resources available for pupils’ learning;
Grade C = 3 Sometimes:
 Uses a range of appropriate strategies for teaching & classroom management;
 Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;
 Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;
 Manages, as appropriate, the time & the full range of resources available for pupils’ learning;
Grade D = 2 Occasionally:
 Uses a range of appropriate strategies for teaching & classroom management;
 Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;
 Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;
 Manages, as appropriate, the time & the full range of resources available for pupils’ learning;
Grade E = 1 Hardly ever:
 Uses a range of appropriate strategies for teaching & classroom management;
 Understands & applies the most effective lesson structures, classroom organisation, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;
 Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;
 Manages, as appropriate, the time & the full range of resources available for pupils’ learning;

4 MONITORING PUPILS' PROGRESS
GRADE STANDARD
Grade A = 5 Consistently:
 Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;
 Evaluates pupil’s progress & sets realistic & challenging targets for improvement;
 Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;
 Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;
 Uses feedback from classroom observation to inform decisions;
 Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;
 Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;
 Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;
 Makes use of data from internal/external tests to demonstrate pupil progress;
Grade B = 4 Frequently:
 Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;
 Evaluates pupil’s progress & sets realistic & challenging targets for improvement;
 Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;
 Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;
 Uses feedback from classroom observation to inform decisions;
 Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;
 Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;
 Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;
 Makes use of data from internal/external tests to demonstrate pupil progress;
Grade C = 3 Sometimes:
 Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback.
 Evaluates pupil’s progress & sets realistic & challenging targets for improvement.
 Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support.
 Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required.
 Uses feedback from classroom observation to inform decisions.
 Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes.
 Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally.
 Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments.
 Makes use of data from internal/external tests to demonstrate pupil progress.
Grade D = 2 Occasionally:
 Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;
 Evaluates pupil’s progress & sets realistic & challenging targets for improvement;
 Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;
 Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;
 Uses feedback from classroom observation to inform decisions;
 Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;
 Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;
 Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;
 Makes use of data from internal/external tests to demonstrate pupil progress;
Grade E = 1 Hardly ever:
 Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;
 Evaluates pupil’s progress & sets realistic & challenging targets for improvement;
 Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;
 Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;
 Uses feedback from classroom observation to inform decisions;
 Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;
 Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;
 Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;
 Makes use of data from internal/external tests to demonstrate pupil progress;









5 TEACHER REFLECTION & EVALUATION
GRADE STANDARD
Grade A = 5 Consistently:
 Evaluates lessons to inform future planning & practice;
 Considers current practice with a view to identifying aspects for useful development.;
 Reflects & evaluates current practice in a variety of ways;
 Reviews whether time & effort can be organized to better effect;
Grade B = 4 Frequently:
 Evaluates lessons to inform future planning & practice;
 Considers current practice with a view to identifying aspects for useful development.;
 Reflects & evaluates current practice in a variety of ways;
 Reviews whether time & effort can be organized to better effect;
Grade C = 3 Sometimes:
 Evaluates lessons to inform future planning & practice;
 Considers current practice with a view to identifying aspects for useful development.;
 Reflects & evaluates current practice in a variety of ways;
 Reviews whether time & effort can be organized to better effect;
Grade D = 2 Occasionally:
 Evaluates lessons to inform future planning & practice;
 Considers current practice with a view to identifying aspects for useful development.;
 Reflects & evaluates current practice in a variety of ways;
 Reviews whether time & effort can be organized to better effect;
Grade E = 1 Hardly ever:
 Evaluates lessons to inform future planning & practice;
 Considers current practice with a view to identifying aspects for useful development.;
 Reflects & evaluates current practice in a variety of ways;
 Reviews whether time & effort can be organized to better effect;

6. CPD & PROFESSIONAL CHARACTERISTICS/ATTITUDE OF TEACHER
GRADE STANDARD
Grade A = 5 Consistently:
 Plays an active role in all types of school activities;
 Makes effective use of work/learning outcomes & shares these with others in working teams;
 Is an effective professional who challenges & supports all pupils to do their best;
 Inspires trust & confidence & influences others through integrity & professional confidence;
 Recognizes & rewards achievement;
 Reaches out to pupils for whom learning is not a natural avenue for progress;
 Makes learning relevant & interesting;
 Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;
 Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;
 Strives for improvement in gathering information or resources;
 Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);
 Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);
 Plans & conduct research activities to enhance teaching & learning;
 Uses reading or other resources, such as video, on-line journals for CPD;
 Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;
Grade B = 4 Frequently:
 Plays an active role in all types of school activities;
 Makes effective use of work/learning outcomes & shares these with others in working teams;
 Is an effective professional who challenges & supports all pupils to do their best;
 Inspires trust & confidence & influences others through integrity & professional confidence;
 Recognizes & rewards achievement;
 Reaches out to pupils for whom learning is not a natural avenue for progress;
 Makes learning relevant & interesting;
 Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;
 Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;
 Strives for improvement in gathering information or resources;
 Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);
 Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);
 Plans & conduct research activities to enhance teaching & learning;
 Uses reading or other resources, such as video, on-line journals for CPD;
 Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;
Grade C = 3 Sometimes:
 Plays an active role in all types of school activities;
 Makes effective use of work/learning outcomes & shares these with others in working teams;
 Is an effective professional who challenges & supports all pupils to do their best;
 Inspires trust & confidence & influences others through integrity & professional confidence;
 Recognizes & rewards achievement;
 Reaches out to pupils for whom learning is not a natural avenue for progress;
 Makes learning relevant & interesting;
 Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;
 Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;
 Strives for improvement in gathering information or resources;
 Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);
 Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);
 Plans & conduct research activities to enhance teaching & learning;
 Uses reading or other resources, such as video, on-line journals for CPD;
 Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;
Grade D = 2 Occasionally:
 Plays an active role in all types of school activities;
 Makes effective use of work/learning outcomes & shares these with others in working teams;
 Is an effective professional who challenges & supports all pupils to do their best;
 Inspires trust & confidence & influences others through integrity & professional confidence;
 Recognizes & rewards achievement;
 Reaches out to pupils for whom learning is not a natural avenue for progress;
 Makes learning relevant & interesting;
 Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;
 Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;
 Strives for improvement in gathering information or resources;
 Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);
 Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);
 Plans & conduct research activities to enhance teaching & learning;
 Uses reading or other resources, such as video, on-line journals for CPD;
 Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;
Grade E = 1 Hardly ever:
 Plays an active role in all types of school activities;
 Makes effective use of work/learning outcomes & shares these with others in working teams;
 Is an effective professional who challenges & supports all pupils to do their best;
 Inspires trust & confidence & influences others through integrity & professional confidence;
 Recognizes & rewards achievement;
 Reaches out to pupils for whom learning is not a natural avenue for progress;
 Makes learning relevant & interesting;
 Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;
 Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;
 Strives for improvement in gathering information or resources;
 Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);
 Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);
 Plans & conduct research activities to enhance teaching & learning;
 Uses reading or other resources, such as video, on-line journals for CPD;
 Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;

7. LEVEL OF ENGLISH
GRADE STANDARD
Grade A = 5  Speaks to the class confidently in English, without any hesitation, with no mistakes in pronunciation, stress, rhythm, etc.;
 Handwriting is very well formed with correct spelling & punctuation;
 Reads fluently to the class, when appropriate, with correct stress, rhythm, pronunciation, etc;
 Delivers lessons that are error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);
 Communicates very effectively in English with colleagues, SET & supervisor;
 Writes his/her informal self-evaluation reports in a very clear, very well-organized & coherent manner with no language errors;
Grade B = 4  Speaks to the class confidently in English, with only a little hesitation, & only a few mistakes in pronunciation, stress, rhythm, etc;.
 Handwriting is well formed with few mistakes in spelling & punctuation;
 Reads, almost fluently to the class, when appropriate, with mostly correct stress, rhythm, pronunciation, etc;.
 Delivers lessons that are mostly error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);
 Communicates effectively in English with colleagues, SET & supervisor;
 Writes his/her informal self-evaluation reports in a clear, well-organized & coherent manner with only a few language errors;
Grade C = 3  Speaks to the class in English, with some hesitation, & some mistakes in pronunciation, stress, rhythm, etc.. (Maybe some speech oddities to which class becomes accustomed – though understandable to native /almost native speakers);
 Handwriting is quite well formed with some spelling & punctuation mistakes;
 Reads, quite fluently to the class, when appropriate, with reasonably correct stress, rhythm, pronunciation, etc.;
 Delivers lessons that are reasonably error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);
 Communicates reasonably effectively in English with colleagues, SET & supervisor, even if with some hesitation or errors;
 Writes his/her informal self-evaluation reports in a clear, reasonably well-organized & coherent manner with some language errors;
Grade D = 2  Speaks to the class in English, with hesitation, & mistakes in pronunciation, stress, rhythm, etc;.
 Possibly not knowledgeable & flexible enough in listening to be able to respond to Pupil’s mistakes in the best possible way;
 Handwriting is not that well formed & has spelling & punctuation mistakes;
 Reading is possibly stilted;
 Delivers lessons that contain grammar or pronunciation mistakes. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);
 Communication with SET & RS likely to be broken & repetitive, with a number of errors, & limitations exposed in ordinary conversation;
 Writes his/her informal self-evaluation reports in a not particularly clear, well-organized or coherent manner with a number of language errors;
Grade E = 1  Speaks to the class in English, with a lot of hesitation, & mistakes in pronunciation, stress, rhythm, etc..
 Communicates with difficulty in English and is inclined to resort to Arabic, particularly so when giving & checking instructions;
 Classroom language is barely adequate & is not a good model;
 Handwriting is badly formed & has fundamental spelling & punctuation mistakes;
 Reading is very stilted, with faults of phrasing & difficulty with longer words;
 Difficult, through not impossible for SET & RS to talk with each other in English and teacher cannot describe or analyze his/her teaching experiences;
 Writes his/her informal self-evaluation reports in an unclear, disorganized or incoherent manner with a frequent number of fundamental language errors;

















مهام المشرف المقيم مقارنة بمهام المشرف التربوي

المجال مهام المشرف مهام المشرف المقيم
التخطيط 1. إعداد الخطة السنوية لعمله.
2. إعداد خطة الزيارات الإشرافية.
3. إعداد خطة تبادل الزيارات بين المعلمين الأوائل.
4. إعداد خطة لمتابعة تنفيذ المناهج.
5. إعداد الخطة التدريبية للمعلمين الأوائل والمعلمين.
6. إعداد خطة لتقويم أداء المعلمين والطلبة، 1. إعداد الخطة السنوية لعمله.
2.إعداد خطة الزيارات الصفية للمعلمين.
3.إعداد خطة تبادل الزيارات بين المعلمين.
4.إعداد خطة لتحسين أداء المعلمين.
5. إعداد خطة المشاغل المصغرة للمعلمين.
6. إعداد خطة لمتابعة مستويات تحصيل الطلبة.
المناهج 1. متابعة تنفيذ المنهاج أو المناهج التي يشرف عليها.
2. تفعيل الطرائق المتبعة في تدريس المنهاج.
3.تفعيل دور المختبرات ومركز مصادر التعلم والوسائل التعليمية لخدمة المنهاج.
4.دراسة تقارير المعلمين الأوائل حول المنهاج وتزويدهم بالتغذية الراجعة.
5. اقتراح آليات لتطوير تنفيذ المناهج.
6. اقتراح الكتب والدوريات التي تثري المنهاج .
7. المشاركة في تحليل وتقويم المنهاج وتقديم التغذية الراجعة لدائرة تطوير المناهج ذات الاختصاص. 1. تنفيذ المنهاج باستخدام أساليب التدريس الفعال.
2.متابعة تطبيق المنهاج من قبل المعلمين.
3. تفعيل دور المختبرات ومركز مصادر التعلم والوسائل التعليمية لخدمة المنهاج.
4. اقتراح آليات لتطوير تنفيذ المناهج.
5.المشاركة في تحليل وتقويم هذه المناهج.
6.دراسة ملاحظات المعلمين حول هذه المناهج وتزويدهم بتغذية راجعة.
7. تقديم الملاحظات المتعلقة بالمناهج في تقرير منظم للمشرف المختص.

المتابعة الميدانية 1.القيام بالزيارات الإشرافية للمدارس.
2. التعامل مع المشرف المقيم في ا لمدرسة.
3. عقد لقاءات مع المشرفين المقيمين ، ومتابعة أدائهم.
4. حضور حصص صفية عند بعض المعلمين بالتنسيق مع المشرف المقيم .
5. متابعة الموقف التعليمي بكافة جوانبه، وتقديم التغذية الراجعة لإدارة المدرسة.
6. تنويع الأساليب الإشرافية وفق مقتضيات الموقف التعليمي.
7. إعداد تقارير دورية بالمتابعة الميدانية ، ورفعها إلى المشرف الأول. 1.حضور حصص صفية عند زملاءه في المدرسة.
2.المشاركة في برامج تبادل الزيارات مع مدارس أخرى.
3.الإطلاع على دفاتر التحضير وسجل الدرجات لدى معلميه.
4.عقد لقاءات دورية مع المعلمين الذين يشرف عليهم.
5.متابعة مستويات التحصيل العلمي للطلبة.
6.تلمّس المشكلات التي تواجه المعلمين والطلبة.
7.متابعة أداء المعلمين والطلبة، ورفع تقرير حول ذلك إلى المشرف المختص.
التدريب والنمو المهني 1. تحديد الاحتياجات التدريبية للمشرفين المقيمين والمعلمين
2.إعداد وتنفيذ البرامج التدريبية.
3. متابعة أثر التدريب في الميدان.
4. الحرص على التدريب المستمر.
5. تحديث ثقافة العامة.
6. متابعة كل ما هو جديد في مجال تخصصه.
7. تطوير معارفه المهنية.
8. تعزيز خبراته العملية.
9.متابعة المستجدات التربوية وتزويد المشرفين المقيمين بها 0
1. تحديد الاحتياجات التدريبية للمعلمين .
2.عقد المشاغل المصغرة لمعلمي المدرسة.
3. متابعة أثر التدريب لدى المعلمين.
4. الحرص على التدريب المستمر.
5.المشاركة في إعداد وتنفيذ البرامج التدريبية.
6. متابعة كل ما هو جديد في مجال تخصصه.
7. تطوير معارفه المهنية.
8. تعزيز خبراته العملية.
التقويم والاختبارات 1.مساعدة المشرف المقيم في بناء الاختبارات التحصيلية.
2.إطلاع المشرفين المقيمين على مستجدات التقويم التربوي
3.تحليل نتائج الاختبارات.
4.تقويم المستويات التحصيلية للطلبة.
5.تقويم أداء المعلمين والمشرفين المقيمين .
6. السعي لاستخدام مفهوم التقويم الذاتي.
7. المشاركة في تقويم أداء المدارس.



1. المشاركة في وضع الأسئلة الامتحانية، وإعداد الاختبارات التحصيلية.
2. مساعدة المعلمين على اكتساب مهارات التقويم الحديثة، وبناء الاختبارات.
3. تحليل نتائج الاختبارات.
4. تقويم المستويات التحصيلية للطلبة.
5. إطلاع المشرفين المقيمين على مستجدات التقويم التربوي.
6. تقويم أداء المعلمين والطلبة.
7. السعي لاستخدام مفهوم التقويم الذاتي.
البيئة المدرسية والمجتمع المحلي 1. المشاركة في أنشطة المدارس التي يشرف عليها.
2. بناء علاقات إيجابية مع المعلمين ومدراء المدارس والمجتمع المحلي.
3. توجيه المشرفين المقيمين والمعلمين لتوظيف إمكانيات البيئة المحلية، في تنفيذ الأنشطة التربوية.
4. التعامل مع المدرسة على أنها وحدة من وحدات بناء المجتمع.
5.العمل على تعزيز دور أولياء الأمور كشركاء في العملية التعليمية.
1. المشاركة بفعالية في أنشطة المدرسة.
2. تفعيل مجالس الآباء والمعلمين.
3.بناء علاقات إيجابية مع إدارة المدرسة وزملاء المهنة، وتقديم التغذية الراجعة.
4. توجيه المعلمين لتوظيف إمكانيات البيئة المحلية في تنفيذ الأنشطة التربوية,
5. التعامل مع المدرسة على أنها وحدة من وحدات بناء المجتمع.
6.العمل على تعزيز دور أولياء الأمور كشركاء في العملية التعليمية.






سلطنة عمان
وزارة التربية والتعليم
المديرية العامة للتربية والتعليم بمحافظة / منطقة ............................
اسم المدرسة: المؤهل وتاريخه: تاريخ التعيين:
اسم المعلم: التخصص: الصفوف التي يدرسها:
الجنسية: الجامعة/ الكلية:
رقم الملف: الدرجة المالية: رقم الهاتف:




المجال الرقم بنود التقييم الدرجة
السمات الشخصية 1 الالتزام بأخلاقيات مهنة التعليم
2 التعاون والتواصل الفاعل.

التخطيط 3 إعداد خطة سنوية / فصلية متكاملة وفاعلة.
4 إعداد خطة يومية متكاملة وفاعلة.

التعليم والتعلم 5 سلامة المادة العلمية المقدمة والتمكن منها.
6 التسلسل المنطقي للموقف التعليمي
7 استخدام لغة عربية فصيحة.
8 إثارة دافعية التعلم
9 فاعلية الإدارة الصفية
10 فاعلية استراتيجيات التدريس المستخدمة.
11 توظيف مصادر التعلم والمختبرات وتقنيات التعليم الفاعلة.
12 إكساب الطلبة المعارف والمهارات وتوظيفها
13 توجيه الطلبة للتعلم الذاتي
14 تنمية الاتجاهات الإيجابية والقيم
15 المشاركة في البيئة المدرسية

التقويم ومتابعة التحصيل الدراسي 16 توظيف أدوات التقويم المناسبة وتوثيقها.
17 التنوع في طرح الأسئلة وفاعليتها.
18 تحليل نتائج أدوات التقويم وتوظيفها في تطوير أداء الطلبة.
19 متابعة أعمال الطلبة وتقديم التغذية الراجعة.
20 تنفيذ خطط إثرائية/ علاجية فاعلة للطلبة.
21 متابعة تطور المستوى التحصيلي للطلبة
الإنماء المهني 22 التقويم الذاتي
23 تنمية خبراته المهنية
24 التجديد والإسهام في تطوير العملية التعليمية
مجموع الدرجات
درجة المعلم من 100 : ( مجموع الدرجات / الدرجة الكلية (120) X 100 )
مستوى أداء المعلم


























STANDARDS/INDICATORS FOR ENGLISH LANGUAGE TEACHERS (TS)
Consistently = 5 Frequently = 4 Sometimes = 3 Occasionally =2 Hardly ever = 1
1. KNOWLEDGE & UNDERSTANDING
5 4 3 2 1
Has a thorough & up-to-date knowledge of good practice in teaching techniques & pupils taught;

Knows subject in sufficient depth to teach in a highly effective manner;

Consistently takes account of curriculum developments outside immediate area of interest which are relevant to own work, e.g. awareness of the Basic Education Cycle 2 curriculum by teachers at Post Basic Education;

Has a very sound awareness of the extra dimensions ICT can bring to work;

Consistently uses ICT very effectively in achieving teaching objectives;
2. PLANNING & LESSON PREPARATION

5 4 3 2 1
Plans lessons & sequences of lessons to meet pupils' individual learning needs;

Uses knowledge of pupils’ learning needs to plan lessons & sequences of lessons, to target individuals & groups effectively & to ensure good year-on-year progression;
Communicates learning objectives clearly to pupils;

Makes effective use of homework & other opportunities for learning outside the classroom;
3. CLASSROOM MANAGEMENT 5 4 3 2 1
Uses a range of appropriate strategies for teaching & classroom management;
Understands & applies the most effective lesson structures, classroom organization, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;

Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;

Manages, as appropriate, the time & the full range of resources available for pupils’ learning;

4. MONITORING PUPILS' PROGRESS
5 4 3 2 1
Uses information about prior attainment to set well-grounded expectations for pupils & monitors progress to give clear & constructive feedback;

Evaluates pupil’s progress & sets realistic & challenging targets for improvement;

Uses assessment as part of everyday teaching to monitor pupils’ progress & adapt teaching approaches, as necessary, to provide more support;
Reports clearly & accurately, & in detail, to pupils, parents, SET, regional supervisor, principal & others, as required, on progress achieved & action required;


Uses feedback from classroom observation to inform decisions;

Uses teaching materials, assessment record charts, pupils’ work & marking of homework as evidence for monitoring purposes;

Pupils achieve well, relative to their prior attainment, making progress as good as, or better than, similar nationally;

Demonstrates good pupil progress through marks & grades in any relevant tests or examinations or continuous-based assessments;

Makes use of data from internal/external tests to demonstrate pupil progress;
5. TEACHER REFLECTION & EVALUATION 5 4 3 2 1
Evaluates lessons to inform future planning & practice;

Considers current practice with a view to identifying aspects for useful development;

Reflects on & evaluates current practice in a variety of ways to inform future planning & practice;

Reviews whether time & effort can be organized to better effect;

6. CPD & PROFESSIONAL CHARACTERISTICS/ATTITUDE OF TEACHER 5 4 3 2 1
Plays an active role in all types of school activities;

Makes effective use of work/learning outcomes & shares these with others in working teams;

Is an effective professional who challenges & supports all pupils to do their best;

Inspires trust & confidence & influences others through integrity & professional confidence;

Recognizes & rewards achievement;

Reaches out to pupils for whom learning is not a natural avenue for progress;

Makes learning relevant & interesting;

Identifies cause & effect in pupils’ learning & uses own knowledge to get pupils to do their best;

Recognizes patterns in situations, making comparisons & links to gauge the best learning strategies;

Strives for improvement in gathering information or resources;

Identifies & pursues professional development both within & out of the context of the school (for example, participates in, presents at, or organizes conferences, workshops & seminars);

Engages in joint observation & feedback (observes colleagues teaching & is open to being observed by colleagues);

Plans & conduct research activities to enhance teaching & learning;

Uses reading or other resources, such as video, on-line journals for CPD;

Maintains a professional development portfolio which has individual learning plans & targets which are personalized, referred to, & adjusted according to the needs of the teacher;
7. LEVEL OF ENGLISH

5 4 3 2 1
Speaks to the class confidently in English, without any hesitation, with no mistakes in pronunciation, stress, rhythm, etc.;

Handwriting is very well formed with correct spelling & punctuation;

Reads fluently to the class, when appropriate, with correct stress, rhythm, pronunciation, etc;

Delivers lessons that are error free in terms of grammar or pronunciation. (This is especially the case with language which is directly being taught in the lesson or which can be predicted as likely to arise);

Communicates very effectively in English with colleagues, SET & supervisor;

Writes his/her informal self-evaluation reports in a very clear, very well-organized & coherent manner with no language errors;


STANDARDS/INDICATORS FOR SENIOR ENGLISH TEACHERS (SETS)
Consistently = 5 Frequently = 4 Sometimes = 3 Occasionally =2 Hardly ever = 1
1. LEADERSHIP & TEAM-BUILDING QUALITIES
5 4 3 2 1
Establishes clear expectations & constructive working relationships among those who are teaching English, including through team working & mutual support; devolving responsibilities & delegating tasks, as appropriate; evaluating practice; & developing an acceptance of accountability;
Prioritizes, plans & organizes;
Deals sensitively with people, recognizing individual needs & taking account of these in securing a consistent team approach to raising achievement in the standard of English teaching & learning;
Seeks advice & support when necessary;

Helps English teachers achieve constructive working relationships with students;

Adopts a professional attitude to personal relationships;

Sustains own motivation &, where possible, that of other English teachers;

Applies good practice to, & from, other subjects & areas;

2. STRATEGIES FOR EFFECTIVE LESSON OBSERVATION & REPORT WRITING
5 4 3 2 1
Supports the development across all English Departments, of a culture of openness e.g. mutual support for and critique of professional practice;

Implements the observation cycle in a professional and supportive manner;
Takes effective field notes;
Focuses on learners, learning as well as teaching;
Utilizes a variety of observation schedules and techniques according to the focus of the observation;
Identifies teachers’ decision making processes;
Adopts a mentoring/coaching approach to support reflective discussion;
Uses descriptive evidence from classroom based observation to support reflective discussion;
Adopts a non-judgmental approach;
Supports teachers in identifying and committing to an action plan;
Differentiates between informal and formal observation reports and adopts appropriate procedures for using them accordingly;

Produces clear, concise, accurate and constructive reports; to include teacher, mid-year and yearly reports;
Writes electronic reports clearly & concisely;
Ensures the confidentiality of all reports;
3. PROFESSIONAL DEVELOPMENT OF TEACHERS (INCLUDING WORKSHOPS/SEMINARS/MEETINGS/ TEAM PREPARATION & TEAM TEACHING/PEER
OBSERVATION/CONDUCTING SMALL SCALE
CLASSROOM-BASED ACTION RESEARCH/ SUPPLEMENTARY MATERIALS, ETC).
5 4 3 2 1
Leads professional development of English teachers through example and supports and co-ordinates the provision of high-quality professional development by methods, such as coaching, mentoring, etc

Enables teachers to achieve expertise in English Teaching;

Ensures that teachers are clear about the teaching objectives in lessons, understand the sequence of teaching and learning, and communicate such information to pupils;

Identifies and addresses the professional development needs of individual teachers;

Ensures that new teachers are appropriately inducted, monitored, supported and assessed in relation to MOE standards and procedures;

Develops and conducts effective seminars/meetings/workshops;

Facilitates effective and productive peer observation;

Utilizes a range of professional development tools, methods, and resources that will promote a commitment to learning;
Establishes, with all members of the English team, short, medium and long-term plans for the development and resourcing of English, which are based on a range of comparative information and evidence, including pupil attainment;

Conducts small scale action classroom-based research;

Provides guidance on the choice of appropriate teaching and learning methods to meet the needs of the subject and of different pupils;

Develops, produces and identifies, in cooperation with other team members, effective supplementary materials;

4. EXTRA -CURRICULA ACTIVITIES – ENGLISH CLUBS & OTHER INITIATIVES SUCH AS SCHOOL BROADCASTS, ENGLISH CORNERS, CLASS MAGAZINES, POSTERS/
CHARTS/WALL DISPLAYS/PROJECTS, COMPETITIONS & YOUTH OBSERVER ETC.
5 4 3 2 1
Establishes a purposeful & safe learning environment conducive to learning & identifies opportunities for pupils to learn through engagement with the English Club/ECAS such as school broadcasts, English corners, School Magazines, Posters, Charts, Wall Displays, Projects, Competitions and the Youth Observer;

Develops, produces and identifies effective plans for the successful implementation of English Club/ECAS;
Assesses the attitudes and contributions of the participants in the English Club/ECAS;

Improves the quality and the implementation of the English Club/ECAS;

Ensures that information and records pertaining to the English Club/ECAS are stored systematically in a safe place;

Keeps up to date inventories that include equipment, materials for the English Club/ECAS;

Assesses the efforts exerted by the English Club/ECAS facilitators/
organizers and finds ways to reward those who have worked hard to achieve success;

5. ADMINISTRATIVE ABILITIES - VARIOUS TASKS INCLUDING MATERIALS, EQUIPMENT, ETC. 5 4 3 2 1
Organizes and stores information and records systematically and confidentially in both hard and soft copies; to include Ts’ reports, individual learning plans (ILPs), circulars, assessment records, meetings, workshops, presentations, tests/quizzes/examinations, materials and resources, timetables, teacher data base, calendar, annual plans, professional development plans, Arabic forms, class visit reports, peer observation records, English clubs, ECA’s for all schools;

Keeps up to date inventories; to include equipment, materials for LRC’s;

Develops, produces and identifies effective plans; to include lesson plans, unit plans, yearly plans, professional development plans, and ILPs;
6. CLASSROOM PERFORMANCE 5 4 3 2 1
Uses a range of appropriate strategies for teaching & classroom management;
Understands & applies the most effective lesson structures, classroom organization, teaching & learning strategies & methods appropriate to motivate different pupils & groups of pupils;

Provides positive & targeted support for any pupils with particular learning needs, maintaining high levels of behaviour & discipline & deals promptly & effectively with misbehaviour & bullying;

Manages, as appropriate, the time & the full range of resources available for pupils’ learning;

7. ABILITY TO REFLECT ON, EVALUATE & IMPROVE UPON PERFORMANCE AS SENIOR ENGLISH TEACHER (SET)
5 4 3 2 1
Acts upon advice & feedback with a view to identifying aspects for useful development;

Reflects on & evaluates current practice as SET in a variety of ways to inform future planning & practice;

Reviews whether time & effort can be organized to better effect;

8. ABILITY TO ASSESS, ANALYZE & EVALUATE STUDENTS’ WORK & DEVELOP REMEDIAL/ENRICHMENT PLANS; 5 4 3 2 1
Establishes and implements clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognize achievement and to assist pupils in setting targets for further improvement in all schools;
Analyses and interprets relevant school data, plus research and other evidence such as National Test Results, to inform policies, practices, expectations, targets and teaching methods;
Sets expectations and targets for staff and pupils in relation to standards of pupil achievement and the quality of teaching;
Establishes clear targets for pupil achievement, and evaluates progress and achievement in the subject by pupils, including those with special educational and linguistic needs;
Uses data effectively to identify pupils, including those of high ability and those who are underachieving in the subject and, where necessary, monitors & provides feedback on the implementation of effective plans of action to support those pupils;
Ensures that information about pupil’s achievements in previous classes and schools is used effectively to secure good progress in the subject;
Monitors the progress made in achieving subject plans and targets, evaluates the effect of these on teaching and learning and uses this analysis to guide further improvement;
Analyzes samples of learners’ work and gives appropriate feedback;
Develops and produces appropriate and good quality tests and quizzes according to official MOE specifications;

Develops learners’ ability to assess their own learning effectively;

Ensures effective development of pupils’ individual and collaborative study skills necessary for them to become increasingly independent in their work and to complete tasks independently when out of school;

Establishes a partnership with parents to involve them in their child’s learning of English, as well as providing information about curriculum, attainment, progress and targets;















Lesson Observation Form
Supervisor’s name Region: School: Type of school:
Teacher’s name: T’s File No. Grade/Class: Time from:
Subject
Date: No of pupils: Time to:
Context of lesson:

PREPARATION - LESSON PLAN: Grade
Did the teacher have a written plan for the lesson?
Were there clear objectives for the lesson?
Were the lesson steps written in appropriate sequence?
Did the lesson flow logically from the previous lesson?
Was there appropriate and relevant work prepared for the student?
Did the lesson objectives cater for individual differences?
Were the aids for the lesson well prepared?
EXECUTION OF LESSON:
Introduction:
Did the introduction capture students’ interest?
Were the objectives & learning outcomes clearly communicated to the students?
Presentation:
Did the lesson flow in a logical sequence?
Were there sufficient examples to illustrate concept?
Was the teacher's voice clear?
Did the teacher vary activities in the lesson?
Were the activities suitable for the content of the lesson?
Did the teacher cater for the different levels of students?
Did the teacher use the white board effectively?
Were the objectives achieved in the time allocated?
Teaching / learning aids:
Did the teacher use teaching and learning aids effectively?
Did the aids used match the learning objectives?
Were there manipulates for students to handle?
Student participation / discipline:
Did the teacher capture the attention of the students during the lesson?
Did they willingly answer questions?
Did the teacher invite them to ask questions?
Did the teacher maintain proper discipline throughout the lesson?
Were students regularly recognised for their efforts and achievements?
Questioning techniques:
Did the teacher pose questions to the whole class?
Was a variety of questioning techniques utilised?
Were students given enough time to think of the answer?
Did the teacher call on several students to give an answer?
Was the correct answer discussed, with students saying why the answer was correct?
Did the teacher concept check/check for understanding during the lesson?
Teaching strategies: Which of the following strategies were used by the teacher?
Group work Group report Peer teaching Integrating with other subjects
Game / quiz Whole class teaching Individual assistance Research by students
Conclusion:
Did the teacher summarise the main points of the lesson?
Did the teacher bring closure to the lesson and refer back to the learning outcomes?
Rating scale: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Unsatisfactory 5 = Poor
(N/A = not relevant /applicable in this lesson)



PREPARATION - LESSON PLAN.
Did the teacher have a written plan for the lesson?
Was the topic in sequence with the unit plan?
Were there clear objectives for the lesson?
Were steps of the lesson written in appropriate sequence?
Did the lesson flow logically from the previous lesson?
Was there appropriate and relevant seat work prepared for the student?
Were the aids for the lesson well prepared?

EXECUTION OF LESSON
Introduction:
Did the introduction capture students’ interest?
Were the objectives & learning outcomes clearly communicated to the students?

Presentation:
Did the lesson flow in logical sequence?
Were there sufficient examples to illustrate concept?
Was the teacher's voice clear?
Did the teacher address the whole class when they spoke?
Did the teacher vary activities in the lesson?
Were the activities suitable for the content of the lesson?
Did the teacher cater for the different levels of students?
Did the teacher use the chalkboard effectively?
Were the objectives achieved in the time allocated?

Teaching / learning aids:
Did the teacher use teaching and learning aids effectively?
Did aids actually help to clarify the points of the lesson?
Were there manipulates for students to handle?
Did every child have access to the aids?

Student participation / discipline:
Did the teacher capture the attention of the students during the lesson?
Was the interest maintained throughout the lesson?
Did they willingly answer questions?
Did the teacher invite them to ask questions?
Did the teacher maintain proper discipline throughout the lesson?
Were students regularly recognised for their efforts and achievements?

Questioning techniques:
Did the teacher pose questions to the whole class?
Was a variety of questioning techniques utilised?
Did the teacher give students time to think of the answer?
Did the teacher call on several students to give an answer?
Were students called by name?
Was the correct answer discussed, with students saying why the answer was correct?
Did the teacher explain why certain answers were incorrect or partially correct?

Teaching strategies:
Which of the following strategies were used by the teacher?
Group work Group report Peer teaching Research by students
Game / quiz Whole class teaching Individual assistance Integrating with other
subjects.
Conclusion:
Did the teacher summarise the main points of the lesson?
Did the teacher bring closure to the lesson and refer back to the learning outcomes ? Grade
Rating scale: 1 = Excellent 2 = Good 3 = Satisfactory 4 = Unsatisfactory 5 = Poor (N/A = not relevant /applicable in this lesson)




سلطنة عمان
وزارة التربية والتعليم




سجل المعلم الأول










المهام الأساسية للمعلم الأول

رابعا- المعلم الأول:
(أ) تعريفه:
معلم أول مادة أومجال : ويمثل المستوى الرابع من مستويات الإشراف التربوي ويتبع إداريا مدير المدرسة، ويرتبط فنيا بمشرف المادة أو المجال، ويعتبر بمثابة المشرف المقيم بالمدرسة
(ب)مهامه (الواجبات والمسئوليات):
1- توزيع الخطة الدراسية لمجاله أو مادته على المعلمين بالتنسيق مع مدير المدرسة.
2- وضع خطة سنوية وتنفيذها لمتابعة أداء معلمي مجاله أو مادته.
3- إعداد خطة لتحسين أداء معلمي مجاله أو مادته حسب احتياجاتهم.
4- إعداد ورش عمل قصيرة وتنفيذها لمعلمي مجاله أو مادته على مستوى مدرسته أو المدارس المجاورة بالتنسيق مع المشرف.
5- متابعة أثر التدريب لدى معلمي مجاله / مادته.
6- التنسيق في إعداد خطط تفعيل منهاج مجاله أو مادته على مستوى المدرسة.
7- المشاركة في عملية تبادل الخبرات والتجارب مع بقية المعلمين الأوائل.
8- تحديد احتياجات ومتطلبات تنفيذ مجاله أو مادته ومتابعة توفيرها.
9- تعميم الأنظمة والإرشادات المتعلقة بمجاله أو مادته على المعلمين وتوضيحها ومتابعة تنفيذها.
10- التنسيق مع إدارة المدرسة والمعلمين الأوائل والمعلمين بمدرسته لتحديد فئات الطلاب الذين هم بحاجة إلى رعاية خاصة، ووضع خطة لتلبية احتياجاتهم ومتابعتهم.
11- عقد لقاءات مع معلمي مجاله أو مادته لتبادل الآراء وإطلاعهم على المستجدات التربوية.
12- وضع خطة لزيارات المعلمين داخل المدرسة بالإضافة إلى بناء خطة لتبادل الزيارات بين معلمي مادته بالمدرسة ومعلمي المدارس الأخرى في المنطقة.
13- المشاركة في تحليل المناهج و تقويمها وتطويرها.
14- تدريب المعلمين على كيفية تحليل نتائج اختبارات طلابهم.
15- التعاون مع المشرف التربوي لوضع الخطط والإستراتيجيات للنهوض بمستوى المعلمين.
16- القيام بالدراسات و البحوث التربوية في ضوء احتياجات الحقل التربوي.
17- تكوين قاعدة بيانات للمعلمين الذين يشرف عليهم.
18- تزويد المشرف بصورة تفصيلية بأهم نقاط القوة ، وأهم جوانب التطوير المقترحة لمادته.
19- المشاركة في تقويم أداء المعلمين.
20- تحليل نتائج الطلاب وأعمالهم في مجال التخصص.
21- تطبيق المنهاج باستخدام طرائق التدريس الفعالة .
22- اعتماد أساليب تربوية تنمّي التعلم الذاتي لدى الطلاب وتتضمن التدريب على مهارات التفكير العليا .
23- رعاية النمو الروحي والوجداني والاجتماعي والعقلي والجسماني لدى الطلاب بالتعاون والتنسيق مع معلمي مادته أومجاله.
24- مشاركة المجتمع المدرسي والمحلي في التخطيط والإعداد والتنفيذ للأنشطة داخل المدرسة وخارجها .
25- تعزيز التعاون بين البيت والمدرسة من أجل تفعيل دور كل منهما في خدمة العملية التعليمية التعلمية .
26- المشاركة في نشاطات مجالس الآباء أو الأمهات .
27- المشاركة في معالجة المشكلات الطلابية باستخدام الأساليب التربوية الفعالة .
28- المشاركة الفعالة في أعمال التقويم والامتحانات .
29- المشاركة في تنفيذ المشاريع التربوية المطبقة في مدرسته.
30- العمل على بناء العلاقات المنتجة، وغرس روح الفريق والعمل الجماعي، ونشر ثقافة التعاون بين المعلمين.
31- غرس المبادئ والقيم الإنسانية لدى المعملين، والحفاظ على أخلاقيات المهنة.
32- العمل على التجديد والتجويد في مجال تخصصه في ضوء لوائح عمله وأنظمته.
33- تقويم أدائه ذاتيا، و والعمل على رفع كفاءته ،وتشجيع المعلمين على القيام بذلك.
34- إدارة برامج مطورة في التقنيات الحديثة لكل ما يخص مادته أو مجاله.
35- تنفيذ اللوائح والأنظمة المدرسية.










بيانات المعلم الأول

اسم المعلم الأول: .................................................. .....رقم الملف:....................................... .............
المؤهل العلمي : .............................. تاريخه : / / م مكان الحصول عليه :....................
التخصص :................................................. .................................................. ..................................
تاريخ التعيين كمعلم : ............................................ كمعلم أول :................................................. ...
رقم الهاتف : العمل ......................... النقال :.................................. الفاكس :.................................
البريد الالكتروني : .................................................. .................................................. ....................
الدورات والمشاغل التي حضرها المعلم الأول (تكتب الدورات التي حضرها أخر ثلاث سنوات) :
م اسم البرنامج الفترة المكان نوع المشاركة










الدراسات والبحوث الإجرائية والمقالات وأوراق العمل التي أعدها :
م عنوان البحث، المقال ، ورقة العمل الفترة المكان






طبعات الكتب المعتمدة
م اسم الكتاب الصف الطبعة ملاحظات

1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
مواعيد الإجازات الرسمية
م المناسبة اليوم التاريخ ملاحظات














عدد الصفوف الأول الثاني الثالث الرابع الخامس السادس المجموع

عدد التلاميذ

عدد المعلمين : بيانات المعلمين

م اسم المعلمة سنوات الخبرة رقم الملف تاريخ التعيين المؤهل الدراسي/وتاريخه ومكان الحصول عليه التخصص تاريخ العمل في المدرسة الحالية الصفوف التي يدرسها المواد التي يدرسها عدد الحصص الدرجة المالية رقم الهاتف البريد الالكتروني الأنشطة التي يشرف عليها المعلم










• الأنشطة المرافقة مثل (الإذاعة ، المسرح ، الرحلات ، المسابقات والجماعات المختلفة مثل مسابقة تحفيظ القرآن الكريم ،أصدقاء المكتبة .........)

المعلمون المجيدون
م اسم المعلم جوانب الإجادة الملاحظات










أولويات التطوير للمعلمين
م اسم المعلم أولويات التطوير الإجراءات المتخذه تاريخ المتابعة نتائج المتابعة











خطة المعلم الأول السنوية للعام الدراسي 20 / 20 م
المجال الأهداف الأساليب والأنشطة
(الفعاليات) تاريخ التنفيذ ما تم تنفيذه ما لم يتم تنفيذه الملاحظات
التخطيط



المناهج



الموقف التعليمي التعلمي




المجال الأهداف الأساليب والأنشطة
(الفعاليات) تاريخ التنفيذ ما تم تنفيذه ما لم يتم تنفيذه الملاحظات
التنمية المهنية



التقويم



البيئة المدرسية والمحلية




م
البرنامج النوع أهداف البرنامج تاريخ التنفيذ مكان انعقاده المدة المستهدفون العدد المنفذون
الفترة
الزمنية الملاحظات
إثرائي علاجي تطويري











برامج الإنماء المهني خلال العام الدراسي 20 / 20 م
أنواع برامج الإنماء المهني : (مشاغل وأوراق عمل ، دورات تدريبية ، زيارات صفية ، حضور اجتماعات ، حضور مؤتمر أو ملتقى ، قراءات موجهة ، المشاركة في منتدى بمواضيع هادفة ، الاطلاع على مواقع وبرامج خلال شبكة المعلومات الدولية ، كتابة تقارير أو أبحاث ، كتابة مقالات في الجرائد والمجلات الرسمية ، المشاركة في المسابقات ، دراسة حالة )


خطة الزيارات الصفية للمعلم الأول لشهر........
م
اسم المعلمة اليوم التاريخ الحصة الصف هدف الزيارة الإجراء أسباب عدم التنفيذ الملاحظات
نفذ لم ينفذ
















• يعتمد لكل شهر ورقة واحدة * تكتب ابرز الملاحظات الإيجابية والسلبية أثناء الموقف التعليمي
المعلم الأول: يعتمد مديرة المدرسة : المشرف التربوي:

م الأيام والحصص


الأسماء السبت الأحد الاثنين الثلاثاء الأربعاء
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1
2
3
4
5
6

7
8
9
10
11

جدول تبادل الزيارات بين المعلمين
شهر :....................
م المعلم الزائر المعلم المزور اليوم و التاريخ المادة الهدف من الزيارة الصف الحصة الإجراء أسباب عدم التنفيذ
نفذ لم ينفذ











المعلم الأول يعتمد مديرة المدرسة المشرف التربوي


م الشهر المعلم المنفذ المادة الصف تاريخ التنفيذ الحصة الإجراء أسباب عدم التنفيذ
نفذ لم ينفذ









خطة الدروس التطبيقية
كشف تفريغي لحلقات النقاش
م عنوان حلقة النقاش الأهداف اسم المنفذ تاريخ التنفيذ التوصيات







كشف تفريغي للاجتماعات
رقم الاجتماع التاريخ عدد الحضور عدد الغياب أهم التوصيات الملاحظات






كشف تفريغي للنشرات
رقم النشرة عنوان النشرة التاريخ الملاحظات







التقرير الفصلي
للعام الدراســـــــــي: 20/ 20م

المجالات
ما تم انجازه من الأعمال المدرجة فى الخطة
الفترة
ما لم يتم إنجازه
الأسباب
أعمال تم انجازها غير مدرجة فى الخطة
الفترة

التخطيط


المناهج


الموقف التعليمي التعلمي

التنمية المهنية

التقويم




والتقويم

متابعة المستوى التحصيلي للتلاميذ بناء على تحليل النتائج النهائية
م الصف المادة متوسط
( د – هـ) أهم الملاحظات الإجراءات المتخذة النتائج












كشف الوسائل التعليمية
م الصف المادة الدرس اسم الوسيلة الملاحظات























بيان بالتعاميم الواردة إلى المدرسة
للعام الدراسي 20 / 2
م التاريخ رقم التعميم الموضوع














(توجيهات تربوية )
اليوم والتاريخ :.....................
الاسم :.................... الوظيفة :...............
أهم الأمور التي نوقشت:
.................................................. .................................................. .................................................. .................................................. .................................................. .................................................. ................................................
.................................................. ...................................
توجيهات وتوصيات:
.................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. .................................................. ........

توقيع المعلم الأول :...................................... ....
توقيع المدير ..............................................
توقيع الزائر :................................................

*التوجيهات التربوية : المداولات التوجيهية الفردية بين المعلم الأول والمعلم



















SET EVALUATION REPORT

SET………………………………………SC HOOL……………………………FILE NO....................
DATE………………….APPRAISER…………… ……..…………………………………… …………



1.ADMINISTRATION

5 4 3 2 1 Evaluation Items NO
Provides annual plan for his/her work 1
Provides a plan for professional development 2
Keeps a plan for teachers’ visits 3
Keeps a plan for peer observations 4
Provides a remedial plan for slow learners 5
Assists the headmaster/mistress 6
Keeps records for all activities and programmes 7
Holds regular departmental meetings 8
Chairs departmental meetings to discuss coordination of work and the progress 9

Other comments…………………………………… …………………………………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…………………………………….

2.LEADERSHIP

5 4 3 2 1 Evaluation Items NO
Keeps positive relationships with his/her colleagues 1
Provides guidance and support to the teachers 2
Highly eloquent and literate 3
Creative and innovative in programming 4
Possesses strong ability to perceive problems 5
Friendly with a sense of humour 6
Has credibility with and respect of other teachers 7
Excellent role model 8
Supports and encourages teamwork and mentoring 9
Helps build relationships between teachers based on respect and trust 10
Has strong personal presence 11
Encourages collaborative decision making 12

Other comments…………………………………… …………………………………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…………………………………….










3.PROFESSIONAL DEVELOPMENT

5 4 3 2 1 Evaluation Items NO
Supports the professional growth of staff in relation to their teaching of English 1
Initiates and sustains action to improve the teaching of English 2
Assists members of the department in understanding a variety of different learning styles 3
Assists members of the department with the implementation of various teaching strategies and newly addressed matters 4
Conducts workshops and seminars in his/ her school 5

Other comments…………………………………… …………………………………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…………………………………….

4. ADVISORY VISITS

5 4 3 2 1 Evaluation Items NO
Aware of the suitable lesson observation techniques 1
Competent in lesson analysis 2
Makes regular visits to each teacher for whom s/he is responsible for 3
Holds pre and post lesson discussion in an effective way 4
Able to write reports about various lessons 5

Other comments…………………………………… …………………………………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…………………………………….


Strengths: ( with evidence)…………………………………� �………………………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…..

Areas of development: ( with evidence)…………………………………� �…………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��…..


Sultanate of Oman
Ministry of Education
D.G of Human Resources Development
Department of Human Resources Development
English Language Section






Senior English Teacher’s Register

















Senior Teacher Job Description
Position
Senior English Language Teacher
Responsibilities
The Senior English Language Teacher is generally responsible of the following:
ADMINISTRATION
• Keep records for all activities and programmes in his/her department.
• Provide annual plan for his/her work.
• Provide a plan for professional development.
• Keep a plan for teachers’ visits.
• Keep a plan for peer observation.
• Assist the headmaster/mistress
• Manage the learning and teaching resources in school to ensure maximized usage.
• Plan and organize remedial/enhancement measures (e.g. remedial teaching and enhancement programmes within and beyond school hours)
• Plan and organize learning experiences and life-wide learning (e.g. English club/corner activities, visits, inter-school collaboration projects and competitions, whole-school activity week and other kinds of extra-curricular activities)
• Monitor and evaluate the school-based English language programme (including extra-curricular activities, cross-curricular/life-wide learning programmes) in promoting English language learning, and developing self-access learning skills and attitudes (e.g. development and implementation of evaluation mechanisms)
• Organize assessment system (e.g. formative and summative assessments, homework, projects, tests and examinations)
• Chair regular departmental meetings to discuss co-ordination of work, and the progress.
• Participating in issues related to school planning, raising achievement and individual review.
• Assessing, recording and reporting on the work of pupils.
• Providing advice and guidance to pupils on issues related to their education.
TEACHING AND CURRICULUM ORGANIZATION
• Teaching normally a maximum of 20 periods a week associated with preparation and planning.
• Assist in Curriculum evaluation and development
• Conduct a field study of effectiveness of newly addressed maters and teaching and learning problems. ( e.g; action research )
• Developing and adapting the school course books.
• Provide a model of good classroom teaching practice.
• Contributions made to language teaching activities demonstrate initiative and a willingness to support the English Language Teaching’s goals and objectives.
• Self-access learning (e.g. use of extensive reading, Generic Tasks, use of Learning Resources Center)
LEADERSHIP
• Carry out additional responsibilities, and provide leadership within the teachers.
• Keep positive relationships with his/her colleagues.
• Flexible and accepts other’s opinions.
• Provide guidance and support to the teachers.
• Highly eloquent and literate
• Processes with strong ability to perceive problems.
• Friendly with a sense of humour.
• Has credibility with and respect of the teachers both in and out of the classroom.
• Excellent role model.
• Has a strong personal presence.
• Support and encourage teamwork and mentoring
• Help build relationships between teachers based on respect and trust
• Encourage collaborative decision-making in all aspects of the operation of the English department

PROFFESIONAL DEVELOPMENT
• Provide professional development opportunities and support for English teachers in the areas of English learning and teaching, catering for learner diversity and assessment (e.g. theory and practice, methodology, team-teaching, peer observation, collaboration with experts)
• Conduct teacher trainings
• Conduct workshops and seminar designs
• Conduct seminars with the Teacher's Society.
• Initiates and sustains action to improve the teaching of English (e.g. action research, projects).
• Maintain expertise and skills by attending professional development activities.
• Provide varied forms of communication (external and internal) for exchanging information and ideas on English learning and teaching, remedial/enhancement measures and assessment.
• Develop an effective system of teacher evaluation, and where necessary provide support and care for members of the department who are having difficulty with their teaching.
• Design and implement an effective mentoring scheme within the teachers.
• Assists members of the department with the implementation of various teaching strategies and newly addressed matters.

• THE ADVISORY VISIT
• Monitor and evaluate English learning and teaching, remedial/enhancement measures and assessment (e.g. lesson preparation, lesson observation, teachers' registers and examination papers)
• Make regular visits to each teacher for whom he/she is responsible.
• Supervise and evaluate a maximum of 15 teachers in nearby schools.
• Hold pre-lesson and post –lesson discussion.
• Write reports about the lessons.




















Senior English Teacher’s Duties& Responsibilities

o Preparing an approved annual Plan for his/her supervisory visits in coordination with his colleagues.
o Revising Teachers' plans .
o Setting up a data base for teachers.
o Taking part in the following up of his/her school needs’ availability form the technical & teaching cadre.
o Preparing technical reports in coordination with the Regional Supervisor to diagnose the needs & requirements of the Teachers as well as setting up a plan for their professional development.
o Taking part in nominating Teacher’s specialized training courses.
o Has a vision of both the technical & administrative problems of the Teachers and helps in solving them.
o Preparing technical reports on Teacher’s performance.
o Sharing his/her teachers with studies & analysis of the curriculum in the school.
o Supervising the setting up of a database for his/her students in the school.
o Holding regular meetings with the (Teachers) for the professional development & studying arising issues.
o Sharing his colleagues in setting up, carrying out and evaluating the necessary training plans for teachers
o Cascading training attended at local and regional level in schools.
o Keeping up with the latest educational issues and providing Teachers with Educational circulars & models.
o Sparing no efforts in developing his/her professional knowledge and promoting his/her filed work experiences through self learning and exploiting others’ experiences.
o Supervising curriculum- based plans.
o Reflecting on & promoting his/her performance and encouraging others to work on the same.
o Exchanging visits with his/ her colleagues both locally and centrally.
o Carrying out inter/intra class visits for his/her teachers in the school & the other schools in coordination with the other SETs & Regional Supervisors there.
o Taking part in the writing of action researches with his/her colleagues.
o Providing the Supervisor with a clear detailed picture about the important areas of strength & weakness for the schools s/he works in and suggesting the areas of development.









Selective Supervision Techniques

o Class visits
o Exchanged visits
o Model lessons
o Educational circulars
o Workshops
o Meetings
o Action researches
o Focused readings
o Seminars
o Discussions
o Micro-teaching
o Internet

Selective Search Engines
o http://www.msn.com
o http://www.google.com
o http://www.yahoo.com
o http://www.eric.ed.gov
o http://www.altavista.com
o http://search.aol.com
o http://www.excite.com
o http://www.lycos.com
o http://search.netscape.com
o http://dmoz.org
o http://www.studyweb.com
o http://www.schoolarabit.net

Personal Data

Senior Teacher's name:……………………………………… ……………….…….File No. …………………………
Qualification:…………………………….Da te: / / Institute:…………………………………� ��
Specialization:………………………….
Appointment date as a teacher: / / Appointment date as a teacher: / /
Appointment date as a supervisor: / /
Phone No. : work……………………. mobile:…………………. fax:………………………..
E-mail address:…………………………………… ……………………

Professional Development Programmes for the last three years
Type of participation Place Period Programme No.










Studies, action researches & articles issued
No. Title of research Period (from-to) Place








Approved Book Editions
Remarks Edition Grade Book No.

















Official holidays agenda
Remarks Date Day Event No.










English teacher's Database Form



Name Of Teacher :…………………………………….. File Number:……………. School :…………………..
Date Of Birth: ……………………….…… Place Of Birth:…………………………
Qualification (s) :…………….…… Date(s) Obtained :……………... Institution (s):……………………
…………………… ……………….. …………………….
Years Of Experience :…………..Date Started teaching In Oman: …………………
Date Appointed To Current School :………………
Classes Taught:……………………………………� ��………….. Number Of Periods :…………….
Contact Number :……………………………. E-Mail :………………………………………
Marital Status: …………………………… No.of children :………………………….

Teachers' Transfers:
No. School Date
From To



Inservice Training:
No. Course Title Date Venue
From To




Administrative Experience:………………………………… ..

Workshops \ Projects \ Action Research Implemented:
No. Title Date Venue




Exam Experience : Control work :………………………… Grade 12 marking ( no of times):………..
Weekly Time table:
Days/periods 1 2 3 4 5 6 7 8
Sat
Sun
Mon
Tue
Wed


English Teachers’ Database
Tel. No. No. of periods Subjects taught Grades taught Specialization Date of appointment Qalification&Date File No. School Name of teacher No.






















Outstanding Teachers
Remarks Distinguished aspects Teacher No.

























Teachers with follow up
Remarks Areas of follow up Teacher No.

























Senior Teacher’s annual plan- year 200 /200

Remarks Date(s) of execution Activities Aims Field/Area
Planning
Syllabus
Training
Follow-up
Teaching Situations
Professional Development
Evaluation & Assessment
Inside/Outside School Environment















Most important arising issues

Remarks Date Place of execution Activity No.
























Professional development programmes-year 200 /200
Remarks Type of participation number Targeted group Period Place Date of execution Name of programme
























Cascading Training
Name of programme:…………………………………. . Executive body:…………………………Date of execution:………………….
Remarks Areas of development Areas of benefit Follow up date(s) School Targetted group

























Monthly Return (summary of work done for the whole month)
Month……………………..


Remarks Time Other program's done off the plan Reasons Not Done Time Done Field/Area
Planning
Syllabus
Training
Follow-up
Teaching Situations
Professional Development
Evaluation & Assessment
Inside/Outside School Environment



Professional Development programs
Title Of Program:_____________________________________

Day:__________________ Date: _____________Time :______________

Venue:__________________ No.of attendance:_____________


Objectives Of Program:

.................................................. .................................................. ..............................................1.

.................................................. .................................................. ..............................................2.

.................................................. .................................................. .............................................3.

.................................................. .................................................. ..............................................4.

Content Of Program:

.................................................. .................................................. ...............................................

.................................................. .................................................. ...............................................

.................................................. .................................................. ...............................................

Comments & Recommendations:

.................................................. .................................................. .......................................1.

.................................................. .................................................. .............................................2.

.................................................. .................................................. .............................................3.

.................................................. .................................................. ..............................................4.

.................................................. .................................................. .............................................5.

Signature Name Signature Name






SET Headmaster/mistress Regional Supervisor:




Classroom visits plan: Month……………………


remarks Reasons Procedure Aim of Visit class Period Date Day Teacher's name No
Not Done




















Teacher's timetable
Wednesday Tuesday Monday Sunday Saturday Teachers' names
8 7 6 5 4 3 2 1 8 7 6 5 4 3 2 1 8 7 6 5 4 3 2 1 8 7 6 5 4 3 2 1 8 7 6 5 4 3 2 1

















Peer Observation visits

Month………………………………..
comments Reasons procedure period class Purpose of visit Subject Day/date Teacher visited Visitor No.
Not Done Done






















Peer observation form
Section A. (Observed)
Name:
Date:
Class:
Time of class:

Focus of observation:





I would like you to help me with…….






During the lesson I would like you to ……..





Section B. (Observer)
Name:
My notes:
What I like in this session………..





What I can apply in my lessons from watching this lesson……





What I learned from watching this lesson……..



































Miutes Of Teachers' Meetings

Meeting No. ( )

Day:__________________ Date: _____________Time :______________

Venue:__________________ No.of attendance:_____________


Agenda:

.................................................. .................................................. ..............................................1.

.................................................. .................................................. ..............................................2.

.................................................. .................................................. .............................................3.

.................................................. .................................................. ..............................................4.

Discussed:

.................................................. .................................................. ...............................................

.................................................. .................................................. ...............................................

.................................................. .................................................. ...............................................

Comments & Recommendations:

.................................................. .................................................. .......................................1.

.................................................. .................................................. .............................................2.

.................................................. .................................................. .............................................3.

.................................................. .................................................. ..............................................4.

.................................................. .................................................. .............................................5.

Signature Name Signature Name






SET Headmaster/mistress Regional Supervisor:






Model lessons plan
comments reasons procedure period date class subject Teacher Month No.
















Students attainment level follow up ( based on exams result analysis)
School:……………………………………� ��…………………… Semester: ……………………………..
Main suggestions Main remarks level Subject Class No.
E D C B A

























Record Keeping EL Circulars


Signature
Responsibility
Title
No Of Circular


Date
NO













SET Headmaster/mistress Regional Supervisor:

General Remarks
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………
…………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………………………………… …………………………………………� �…………………………………………� ��………………
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Ministry of Education
Directorate General of Education…………..
Department of Human Resources Development
English Language Section

Annual Plan …………………………
Remarks Date(s) of execution Activities Aims No.

* Please note when setting the plan to include the following fields: (planning, curriculum, supervisory visits, educational technology, professional development & training, measurement & evaluation, local society)





Senior Teacher Job Description
Position
Senior English Language Teacher
Responsibilities
The Senior English Language Teacher is generally responsible of the following:
ADMINISTRATION
• Keep records for all activities and programmes in his/her department.
• Provide annual plan for his/her work.
• Provide a plan for professional development.
• Keep a plan for teachers’ visits.
• Keep a plan for peer observation.
• Assist the headmaster/mistress
• Manage the learning and teaching resources in school to ensure maximized usage.
• Plan and organize remedial/enhancement measures (e.g. remedial teaching and enhancement programmes within and beyond school hours)
• Plan and organize learning experiences and life-wide learning (e.g. English club/corner activities, visits, inter-school collaboration projects and competitions, whole-school activity week and other kinds of extra-curricular activities)
• Monitor and evaluate the school-based English language programme (including extra-curricular activities, cross-curricular/life-wide learning programmes) in promoting English language learning, and developing self-access learning skills and attitudes (e.g. development and implementation of evaluation mechanisms)
• Organize assessment system (e.g. formative and summative assessments, homework, projects, tests and examinations)
• Chair regular departmental meetings to discuss co-ordination of work, and the progress.
• Participating in issues related to school planning, raising achievement and individual review.
• Assessing, recording and reporting on the work of pupils.
• Providing advice and guidance to pupils on issues related to their education.
TEACHING AND CURRICULUM ORGANIZATION
• Teaching normally a maximum of 20 periods a week associated with preparation and planning.
• Assist in Curriculum evaluation and development
• Conduct a field study of effectiveness of newly addressed maters and teaching and learning problems. ( e.g; action research )
• Developing and adapting the school course books.
• Provide a model of good classroom teaching practice.
• Contributions made to language teaching activities demonstrate initiative and a willingness to support the English Language Teaching’s goals and objectives.
• Self-access learning (e.g. use of extensive reading, Generic Tasks, use of Learning Resources Center)
LEADERSHIP
• Carry out additional responsibilities, and provide leadership within the teachers.
• Keep positive relationships with his/her colleagues.
• Flexible and accepts other’s opinions.
• Provide guidance and support to the teachers.
• Highly eloquent and literate
• Processes with strong ability to perceive problems.
• Friendly with a sense of humour.
• Has credibility with and respect of the teachers both in and out of the classroom.
• Excellent role model.
• Has a strong personal presence.
• Support and encourage teamwork and mentoring
• Help build relationships between teachers based on respect and trust
• Encourage collaborative decision-making in all aspects of the operation of the English department

PROFFESIONAL DEVELOPMENT
• Provide professional development opportunities and support for English teachers in the areas of English learning and teaching, catering for learner diversity and assessment (e.g. theory and practice, methodology, team-teaching, peer observation, collaboration with experts)
• Conduct teacher trainings
• Conduct workshops and seminar designs
• Conduct seminars with the Teacher's Society.
• Initiates and sustains action to improve the teaching of English (e.g. action research, projects).
• Maintain expertise and skills by attending professional development activities.
• Provide varied forms of communication (external and internal) for exchanging information and ideas on English learning and teaching, remedial/enhancement measures and assessment.
• Develop an effective system of teacher evaluation, and where necessary provide support and care for members of the department who are having difficulty with their teaching.
• Design and implement an effective mentoring scheme within the teachers.
• Assists members of the department with the implementation of various teaching strategies and newly addressed matters.

• THE ADVISORY VISIT
• Monitor and evaluate English learning and teaching, remedial/enhancement measures and assessment (e.g. lesson preparation, lesson observation, teachers' registers and examination papers)
• Make regular visits to each teacher for whom he/she is responsible.
• Supervise and evaluate a maximum of 15 teachers in nearby schools.
• Hold pre-lesson and post –lesson discussion.
• Write reports about the lessons.




Senior Teacher's name / ------------------------------------------------------------------------
File No./------------------------ School /------------------------------------------------------
Signature / -----------------------------------

Sultanate of Oman
Ministry of Education
Directorate General of Human Resources Development
Region:____________________
Academic Year 20_________ / 20_______________

CLASSROOM VISIT FORM FOR
SENIOR ENGLISH TEACHER /ENGLISH LANGUAGE TEACHERS

Teacher's Name: …………………………………………� �………………… Teacher’s File No:……………..
School: …………………………………………� �…………………………… Type of School………………...
Date: ……./……/20…... Time of visit:…………… Number of visit: ………………
Class:……. Unit: ……. Activity: ………………. Number of students: ……….…
DOMAIN LEVEL* INDICATORS COMMENTS
1. Knowledge & Understanding


Areas of Strength:













Areas to be developed:
2. Planning & Lesson Preparation



3. Classroom Management




4. Monitoring Pupil Progress



5. Teacher Reflection & Evaluation



6. CPD & Professional Characteristics



7. Competency in English Language




Visitor's Name: …………………………………………� �… Position: …………………………………………� �
Teacher’s Signature:…………………………………� ��…… Visitor's Signature:………………………………..
Principal's Signature …………………………………………� �…………………………………………� ��………

*Summary of Grades:
5 = Excellent/Optimal Performance, 4 =Very Good/Competent performance with significant strengths. 3 = Good/Effective performance. 2 = Satisfactory but experiencing some difficulty and needs careful monitoring. 1 = Unsatisfactory/Ineffective

Copy to: Visitor–Teacher-File













Area No Aims & Objectives
Methods & Materials Dates Comments
From To
Planning *Prepare annual plan .
*Plan the syllabus.
*Prepare teachers professional development plan.
*Prepare observation visits plan.
*prepare peer observation plan.
*Prepare plans for outstanding PP & remedial plans. -course books
-workshops
-short tests Beginning of the year
Syllabus *Adapt new teaching techniques and methods .
*Supplement new activities.
*Follow up curriculum adaptation.
*Suggest methods for curriculum development. -authentic materials
-teaching aids
Whole year
Training *Find out professional training needs.
*Conduct workshops / seminars.
*Participate in workshops / seminars.
*Follow up training . -presentations / discussions
-OHP
-proxima Once a month
Follow-up *Attend classes with colleagues.
*Exchange visits with schools.
*Follow up teachers' files .
*Follow up progress of PP -Evaluation forms
-peer observations
-home works / short tests Whole year
Teaching Situations *Follow up teachers performance in teaching/learning situations.
*Find out Teachers needs for learning situations.
*Follow up pupils learning performance.
*Find out learning obstacles . -applying new methods Whole year
Professional Development *Help to refresh teachers knowledge .
*Improve teaching skills and techniques.
*Up-date teachers of teachers / learners situations. -workshops / seminars
-discussions
-presentations Whole year
Evaluation & Assessment *Prepare / conduct tests.
*Encourage teachers gain knowledge in new assessment skills .
*Evaluate teachers'/learners' performance.
*Reflection upon oneself. -teachers' /learners' portfolios Whole year
Inside/Outside School Environment *Participate in school activities.
*Participate in teachers / parents council.
*Develop positive attitudes toward colleagues .
*Benefit from school facilities. -exhibitions
-morning programs
-visits
Whole year
SET : Headmistress : Supervisor :

[روري القمر]

[abdullah80]

مشكوووووووووووووووووووووو ر

[sukkara]

يسلمووووووووووووووووووووو ووووو

[englishlearner]

[ابو غزاي]

جزاكم الله خيرا

[desertrose8009]

جزاك الله خير

[esduck]

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[esduck]

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