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Effective Observations. AIMS Reasons for observation Observation planning and protocol What to look for during an observation Constructive feedback. Only providers with outstanding teaching will be awarded a grade of outstanding for overall effectiveness during an inspection
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Effective Observations AIMS Reasons for observation Observation planning and protocol What to look for during an observation Constructive feedback
Only providers with outstanding teaching will be awarded a grade of outstanding for overall effectiveness during an inspection From this September 2012 inspectors will evaluate fully the arrangements for performance management inspectors will take into account any differences between the judgements made about the quality of teaching, learning and assessment, outcomes for learners and performance management
Grading Scale Grade 1 Outstanding Grade 2 Good Grade 3 Requires Improvement Grade 4 Inadequate
Why Observe? Inspection now focuses heavily around the Learner experience. Making it essential that all providers have a vigorous Observation of Learning and Teaching system in place One that generates robust and reliable judgements about Learning and Teaching performance One that drives continuous improvement.
Why Observe? Purposes of observation To establish a nature of good practice To ensure that learners receive quality provision To improve learning and teaching as part of individual and company self-evaluation To share success and good practice To contribute to the process of professional review and development To contribute to standards and quality reporting
Learning Needs to be interesting, meaningful and relevant Needs to be differentiated Challenging, with realistic targets set Learners needs to feel part of the learning process Should support progress and enable a sense of achievement
Teaching In-depth subject knowledge Innovative and differentiated delivery Set individual, challenging, time bound and focussed targets Use a variety of assessment methods to support and plan further learning and teaching Support mechanisms in place with tools and resources available
Performing the Observation: • Focus • Length of Observation • Documents to Assess • Feedback From Learners • Recording – What are we observing • Grading – Using the right words • Feedback – When and Where
Protocol Observers should be suitably qualified and trained and work to a standardised set of criteria Observation should last at least 45 minutes and no more than 1 hour unless agreed Observations should be carried out professionally and sensitively Observer should arrive on time and not disrupt the session
Protocol At the start of the observation the observer should be presented with relevant documentation i.e. Lesson Plan, Scheme of Work, ILPs, resource materials During any group or individual work, the observer may talk quietly with learners about what they are doing and move around the room – as long as it is not disruptive to do so. The observer should take the time look at learners work and files During the course of the observation the observer will complete agreed documentation
Protocol At the end of session the observer should arrange a feedback meeting within 7 days or less Brief verbal feedback may be given before the observer leaves Constructive feedback should be given using the observation recording sheet and should be signed by the observer and observee Observee feedback should be welcomed Disputes over feedback or grades should be dealt with via the Appeals/Disciplinary procedures
Protocol Other Protocol issues to consider Should observation times be negotiated and is there a choice of observer? Are guidelines for feedback clearly understood by everyone? How are disagreements dealt with? Is there an appeal or disciplinary procedure in place?
Pre Observation Ensure Observee staff Are aware of procedures and protocol Know what documents will be required by the observer Know who is observing them, when, where and how long for
During Observation What are we observing and recording Clear aims and objectives are set Environment Learning activities Teaching activities Assessment of learning Conclusion English and maths are developed H & S, E & D, Safeguarding
During Observation What are we observing and recording Are the learners clear on the purpose of activities Do they understand their progress What do they need to do to improve Are they learning???
After Observation Thank observee Brief feedback. Give time and date for full feedback Reflect on notes Write up report using grading guidance Plan constructive feedback with development aims Agree and implement an action plan for organisational self-assessment and individual Continuing Professional Development purposes Gain feedback from observee regarding the process
Reporting Forms Should include Name of Observer and Observee Course title and session context Date, time and location Length of session, length of observation Learner profile – age group, number, male, female Summary of good practice – Learning and Teaching Areas for development – Learning and Teaching Grade and Impact targets Date of next observation Signatures of observee and observer
Observation Grades Outstanding Good Requires Improvement Inadequate
Activity – Grading observations Read through the observation report on your own and grade Pair up with a partner and discuss your grading
Use of language in Lesson Observation Reports Match it Ensure your language matches the standards within the grade descriptors: e.g. Clear Planning is a grade 3 not a 2 Ensure you have your Teaching and Leaning comments under the appropriate columns. Teaching – everything the teacher does, planning, controlling, environment, behaviour, resource creation and use, assessing learning, setting up activities, delivery, subject knowledge, promoting H & S, E & D, Safeguarding, skills development .... Learning – everything the learner does: attending, actively participating, responding, answering and asking questions, demonstrating knowledge, making links with other learning, assessing own/others’ learning, making own notes, listening ...
Use of language in Lesson Observation Reports Justify it Are your comments grounded in what you saw and what you heard? Praise it We all respond better to a carrot than a stick, so do flag up the good practice. Signpost it Suggest what can be done to improve and who can support the process.
Constructive Feedback Be clear in advance about WHAT you want to say WHY your are saying it WHEN it would be most appropriate to say it WHERE you are going to say it Start with a positive Be specific Draw out and offer alternatives Own the feedback Provide the feedback as soon as possible
Activity – Giving Feedback In triads, practice feeding back Reflect on The questions used How the Observer deals with giving a difficult message How the Observee reacted in receiving the feedback
Moderation Observation reports Grading criteria Lesson plans, schemes of work Resource and assessment materials
http://tlp.excellencegateway.org.uk/tlp/pedagogy/equalityanddive/activity2/index.htmlhttp://tlp.excellencegateway.org.uk/tlp/pedagogy/equalityanddive/activity2/index.html http://portal4learning.co.uk/DEMONSTRATIONS/OTL/index.html
Recap Reasons for observation Observation planning and protocol What to look for during an observation Constructive feedback Any questions
