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Unit 3 - Effective Target Setting - linked to the teacher standards
Getting assessment of trainees right - accurate ongoing and formative assessment of our trainees is key to their development. As shown in Unit 2 (observing lessons) setting the right targets allows the mentor to offer focused support that will ensure the greatest possible learning for the trainee. It allows both the mentor and the training provider to ensure that the trainee is getting the development support they need.

When setting targets you should reflect upon:

  • What are good targets? (SMART / SMARTER)
    • Targets linked to the standards,
    • Targets from examination of documentation,
    • Targets from observation of the student teaching,
    • Targets from conversations with children,
    • Targets from examination of children's work.
  • Who should set the targets
    • me, colleagues, the student?
  • How many targets are too many?
  • What should I focus on at which point in the placement?
  • How do I monitor the targets (link back to the mentor meetings)
  • What support should I give for targets

Activities

  • Analysis of video snippets of target setting,
  • Critique and development of targets,
  • Evidence from practice of target setting,
  • Reflection on own practice of target setting.

M level assessment

Core Q: What are the elements of, and process of, good target setting?

Exploring the nature of target setting, document analysis, reflection impact.

Support Resources

Trainee Teacher Feedback

Wider Literature

  • Achinstein, B & Steven. A. (Ed.) (2006) Mentors in the Making: Developing New Leaders for New Teachers. New York: Teachers College Press
  • Hawkey, K. (1998) Mentor Pedagogy and Student Teacher Professional Development: A study of two mentoring relationships, Teaching and Teacher Education, 14, 657-67
  • Kolb, D. (1984) Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, New Jersey, NJ
  • Moon, J. (1999) Reflection in Learning and Professional Development: theory and practice. London: Kogan Page
  • Schön, D.A. (1983) The Reflective Practitioner: how professionals think in action. London: Temple Smith
  • Schön, D.A. (1991) Educating the reflective practitioner. San Francisco, Calif.: Jossey-Bass
  • Tolhurst, J. (2006) Coaching for Schools: A Practical Guide to Using Coaching to Build Sustainable Learning and Leadership in Schools. London: Longman
  • Tomlinson, P. (2001) Understanding Mentoring: Reflective Strategies for School-based Teacher Preparation. Buckingham: Open University Press
Questions? Contact the office on 01482 466698 or teachereducation@hull.ac.uk
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