Smarter targets are those that ensure you meet the requirements of the Professional Standards in an efficient and effective manner.












Exciting (challenging, stimulating, interesting)




The “look” of an appropriately completed target sheet:

Some examples:

  • there are four sources for targets:
    your classroom observations
    observations of your teaching
    mentor's knowledge of the training process
    the needs you identify;
  • they should be in a quantity and content to meet your needs at the particular time;

establish a lining-up routine []

avoid the over-use of "right" []

ensure a better balance between teacher focused and independent work []

gain a better fluency using Flowol []

  • they should help you meet the Professional Standards using the references [TS1] to [TS8];
  • they should emphasise the positive (making progress, achieving);
  • they should not just focus upon areas for development;
  • they avoid an over-emphasis on the negative (what is wrong with your teaching);
  • they include your strengths and their further development and deployment (including what you can offer the school);

enable pupils to contribute more fully to the class wiki []

exploit my "presence" in the classroom to encourage the more disaffected []

contribute to the staff development programme using my ICT knowledge []

  • they should have strategies;
  • they are written by you (in collaboration with your mentors/tutors), for you and your benefit (you should take ownership of your targets);
  • there should be some that are long-term targets and others that are short-term (do not label them short, medium, long);
  • as with all forms, the text should fill the space provided;
  • there are typically 5 targets - the number must be appropriate to your needs at the time.

develop my authority around the school []

make stronger relationships with pupils []

learn how to write instructions in LOGO []


An example of an early target setting sheet.

Updated: November 2014