Evaluating teaching

1. Evaluating teaching What Ofsted does to reach a judgement about teaching and what can be learned from this by academies?

2. Why, who and how? • Ofsted has an expectation of Principals that they and their senior teams will know about the quality of teaching in the academy and use this information to inform professional development and performance management in order to raise attainment and improve progress. • Lesson observation by the academy is likely to involve other staff beyond the SLT and also the education adviser. There is a need to be clear in the SEF about the purpose and value of peer and adviser observation and how the outcomes will be used. • Lesson observation is only part of the evidence that academies collect to inform the quality of teaching. Other strategies are work scrutiny, planning scrutiny, analysis of test outcomes, learning walks and parents’ and students’ views.

3. Does this link with what Ofsted will do? • Ofsted operates in exactly the same way. Their judgement, being obtained over the two days of an inspection, has been criticised as being a ‘snapshot.’ • Therefore the judgement made is now about teaching over time, which gives academies some control over the process. • The evidence collected will be from first hand lesson observation; scrutiny of students’ work; talking to students about their work; gauging their understanding of, and engagement in, learning and obtaining their perceptions of typical teaching. • Note what is said later about what constitutes teaching. • Examination outcomes are evidence of teaching quality.

4. Continued... • Inspectors do not expect to see a lesson plan but will expect to see evidence of a well planned lessons and will use evidence from lesson observations to inform a judgement about the curriculum. • What might the implication be of no lesson plans? What is your academy’s expectations of lesson planning for observations? • The Lead Inspector should have a strategy for lesson observation, which is shared with the academy, but will not identify which lessons inspectors will visit. The strategy may include:- • Short observations of many lessons or of small group teaching, no feedback provided individually • Observations of 25 minutes + which should provide the opportunity to talk to students • Tracking a class or group. Which groups would it be in your academy?

5. Can academies ‘manage’ the observations? • Tell the inspection team if there are teachers who should not be observed for any specific, and good, reason. • Teachers who are undergoing competency/capability procedures will not get observed – the judgements has already been made by the academy. • Participate in as much paired observation as possible and include all the SLT in this. • On the second day the team may ask you to select lessons. If they do not and the profile is not looking good, suggest it. Teams may not give a profile of grades, as it is not an ‘adding up’ activity. • Reassure your staff that it is a judgement on 25 minutes, not their entire career.

6. Ofsted’s judgements about teaching • There is less Ofsted guidance on judging teaching than in earlier schedules because the point of reference is the Teachers’ Standards. • Ofsted’s purpose is to judge the accuracy of the school’s evaluation, make a judgement about teaching over time and gather evidence of students’ progress and learning in order to make recommendations. • Inspectors do not advocate a particular teaching style – that is the school’s job. • When the SLT have been involved in joint observation they will give the feedback and inspectors will evaluate a sample of their feedback. SLT notes are not part of the evidence base.

7. What about teaching over time? • The most important evidence to make this judgement is the academy’s records of observations by senior staff and their evaluation of teaching and its impact on learning, which will be in the SEF. • The academy should have a record of observations going back, if possible, 3 years with information about ‘next steps’ taken after observation, for example, giving or receiving targeted professional development, being a mentor or a mentee. • Ofsted will back this up with discussions with pupils about their experiences in lessons and talking to teachers and TAs, so get staff and students used to this approach as part of your QA work. • The views of parents are important, so keep a record as Parent View is usually a bit sparse. • Work scrutiny should be used to judge standards and progress; the frequency and accuracy of marking; the degree of challenge; whether work is completed and evidence of effort.

8. Implications for academies • What evidence will you have to present to Ofsted about teaching over time? • If your records show a more positive picture than do the observations made by inspectors what might this imply? • If your records show a more positive picture than do agreed judgements following paired observation what might this imply? • If this happens what arguments would you present?

9. Teaching is judged by its impact on learning • Good learning results from good teaching, which includes high expertise and subject knowledge, as appropriate, and high expectations. • During academy observations ask yourself:- • is the work challenging enough and does it meet individual needs? • do responses indicate gains in knowledge, skills and understanding, including in literacy and mathematics? • do teachers monitor progress and adapt teaching accordingly? • do teachers use questioning and discussion to assess their effectiveness and promote learning? • do pupils understand how to improve their work? • Do not forget to look at students’ work during observations as it is an ideal opportunity to talk to them about it.

10. Important considerations for academy observations • How are you going to adapt the notion that Ofsted inspectors will not expect to see lesson plans but they will expect to see evidence of well planned lessons to internal observations? • Remember that teaching is regarded as including planning; learning activities; homework; marking; assessment and feedback to pupils. Are all these aspects of teaching part of your QA? • To what extent are teachers judged against the Teachers’ Standards? • The lesson’s contribution to pupils’ SMSC is important. How is this judged in your academy?

11. Teachers’ Standards [March 2012] • This applies to all teachers covered by the new PM arrangements; trainees working towards QTS and all in the statutory induction period. • There are 2 parts and a preamble, part 1 deals with teaching and part 2 deals with personal and professional conduct. • The preamble sets out the values a teacher must demonstrate – putting pupils’ education first; acting with honesty and integrity; having strong subject knowledge; keeping up to date with knowledge and skills; being self critical; forging positive professional relationships and working with parents in the best interest of pupils.

12. Part 1. Teaching. A teacher must.... • set high standards which inspire, motivate and challenge • promote good progress and outcomes for pupils • demonstrate good subject and curriculum knowledge • plan and teach well structured lessons • adapt teaching to respond to the strengths and needs of all pupils • make accurate and predictive use of assessment • manage behaviour effectively to ensure a good and safe learning environment • fulfil wider professional responsibilities.

13. Danger signs [risk of teaching being inadequate] • Students or groups of students are making inadequate progress. What school based information will tell you this? • Students cannot communicate, read, write or apply mathematics as well as they should. How will you know? • Teachers do not have high expectations and teaching fails to engage or interest all or groups of students. • There is a poor match between learning activities and learning needs. These are summative judgements . What happens in your academy if inadequate teaching is observed?

14. Outstanding practice • Students make rapid and sustained progress and learn exceptionally well. • There are consistently high expectations. • Work is checked throughout the lessons and teachers intervene at the right moment for best effect. • The teaching of literacy and numeracy is well planned and highly effective. • Pupils are engaged and committed to learning. • Marking and assessment are of a high quality. • Teaching strategies and homework, as appropriate, are well judged, often inspirational and match individual needs well. These are summative judgements. What happens in your school when outstanding teaching is observed?

15. Good practice in feedback • Do this as soon as possible after the observation but give the observer time to reflect and find a space where there will be no interruption. • Allow a enough time, but not too lengthy. • Provide a clear judgement with reasons why that judgement was reached and what the teacher needs to do to reach the next grade next time, or secure the current grade. Teachers want to know the grade so do not side step this or postpone it too long. • Decide beforehand how you will cope with questions and challenges. It is the observer’s judgement but it is not a judgement on the teachers’ entire career only that lesson.

16. Continued... • Beware asking the teacher what they thought before you deliver your judgement. You may not be everybody’s best friend following observation – it goes with the job of being in the SLT or a HOD. • Agree, as part of policy, whether teachers have the lesson observation notes and how the notes will be stored and used. • Feedback should inform whole academy or specific professional development.