Target setting guidance
These documents set out the principles and practices that underpin effective formative target setting within PGCE mentor-trainee partnerships at London Met, providing a shared framework for high quality mentoring, strong professional dialogue and sustained progress towards the Teacher Standards through engagement with the ITE curriculum and the ITTECF benchmarks. At the heart of these documents is a commitment to granular, SMART target-setting that breaks broad professional goals into manageable steps. By outlining clear expectations for weekly medium term and long term target-setting, these principles help to create a structured cycle of observation, feedback, reflection and improvement.
The guidance also clarifies the difference between targets and tasks, providing examples of effective target-setting across ITTECF areas, and higlights how thoughful mentoring can build trainees' confidence, subject expertise, and professional identity. The aim is to ensure all trainees benefit from consistent, high quality support leading to stronger teaching practice and improved outcome for pupils.
This resource is designed for mentors, trainees, and partnership colleagues who want to understand how formative target-setting sits within the wider PGCE journey, and how it can be used to build reflective, relilient, and skilled Early Career Teachers.
Guidance for target setting (Primary)
Guidance for target setting (Secondary)
Lesson observation examples
Below are examples of completed lesson observations to guide you when writing your own after observing your trainee.
Secondary examples of completed lesson observations
Primary example of completed lesson observation
