Observed Teaching Practice
6 weeks · 0 milestones
Deliver a real supervised teaching session and receive formal written observation feedback. Proof requires: (a) the lesson plan used (linked to edu-lesson-plan-design or equivalent), (b) the mentor teacher's or university supervisor's written formative observation report using a structured observation framework, and (c) a written student reflection identifying one strength and one development target from the observation. A recording without observer feedback is not accepted — the observer's presence and written assessment are the verification layer. This proof documents the STUDENT'S teaching practice and professional development — not the pupils taught. Requires current DBS/background check clearance. All pupil identifying information anonymised.
Milestone map
Milestone map
3 milestones
Before your observed teaching session, meet with your mentor teacher or university observer for a formal pre-observation conference. In this meeting: agree the specific learning objective and teaching strategy you will demonstrate; identify one development focus the observation will centre on (e.g. questioning technique, differentiation for a named learner profile, or pacing); and document any contextual information about the class that will affect your planning. The pre-observation record should capture these agreements explicitly.
Proof required
Submit a completed pre-observation record (using your university or school placement format, or a structured document of your own) capturing: the agreed learning objective; the one development focus for this observation; any agreed contextual adjustments; and both parties' signatures or digital confirmation.
What gets checked
- One specific development focus is named — not 'general teaching quality' or 'everything'; this focus shapes what the mentor watches for and what the post-observation debrief centres on
- Learning objective is measurable within the lesson — not 'students will understand X' but a specific observable outcome
- Contextual adjustments are specific to named learner profiles or circumstances — not generic classroom considerations