V Skill HF-D9.2-001 sector-specific 11 skills
Instructional practice
Delivers lessons in which learning goals, explanation, assignments and feedback align, and attunes pace and format to the group.
How hrmforce measures this
- Assessment method
- On-the-job observation
- hrmforce instrument
- Work sample test, Competency Check
- Competency (50-framework)
- Present
- Trainability
- high
- Demand outlook 2026 to 2030
- stable
Structured workplace observation with a form based on behavioural anchors.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Delivers a lesson segment under guidance according to a prepared lesson plan and keeps to the indicated formats. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Independently varies formats with a mixed ability group and adjusts the explanation on the basis of signals from the class. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops the school's instructional framework, grounds it in research and guides colleagues through lesson observation and feedback. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Preparing a lesson Lesson planning | Works out a lesson into goal, starting situation, structure, formats, materials and timing for the group. | stable |
| V | Formulating a learning objective Learning objectives | Formulates a concrete and testable objective per lesson stating what pupils can do at the end. | stable |
| V | Delivering direct instruction Direct instruction | Works through review, explanation, modelling, guided practice and independent work in a fixed lesson structure. | stable |
| V | Differentiating in the classroom Differentiated instruction | Offers different levels of processing, pace or support to groups of pupils within one lesson. | rising |
| V | Using activating teaching formats Active learning strategies | Chooses formats such as cooperative learning, mini whiteboards or think pair share to involve every pupil. | rising |
| V | Modelling thinking steps Cognitive modelling | Thinks aloud while solving a task so that pupils can follow the intermediate steps. | rising |
| V | Asking effective classroom questions Questioning techniques | Asks open and targeted questions, allows thinking time and checks whether all pupils understood the explanation. | stable |
| V | Giving feedback on pupil work Formative feedback | Names in feedback what goes well, what does not yet work and which concrete next step the pupil takes. | rising |
| V | Closing a lesson and evaluating the objective Lesson closure | Closes the lesson with a short review in which pupils show whether the objective has been met. | stable |
| V | Adapting instruction to language level Language supportive teaching | Adapts word choice, pace and visual support for pupils with limited Dutch language proficiency. | rising |
| T | Using digital tools in the lesson Educational technology | Uses the interactive board, pupil devices and practice software so they support rather than replace the objective. | rising |