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Training the Teacher Trainers One Day Event: Observer and Assessor Training

Learning and Skills Council Skills for Life Quality Initiative 2005-06. Training the Teacher Trainers One Day Event: Observer and Assessor Training. O&A.1. Aims and Objectives. Aims For participants to: further develop observer and assessor accuracy in assessing assignments

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Training the Teacher Trainers One Day Event: Observer and Assessor Training

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  1. Learning and Skills Council Skills for Life Quality Initiative 2005-06 Training the Teacher Trainers One Day Event: Observer and Assessor Training

  2. O&A.1 Aims and Objectives Aims For participants to: • further develop observer and assessor accuracy in assessing assignments • enhance observer and assessor effectiveness in identifying trainee teacher strengths and areas for development. Session Objectives By the end of the session participants will have: • practised giving effective oral and written feedback on observation • experienced the process of standardising feedback on written assignments • identified key good and bad practice points when giving oral feedback on observation of teaching.

  3. O&A.2 Being observed • In pairs, discuss: • when you were last observed teaching? • what kind of observation was it? • what did you learn about effective teaching? • comment on the experience of receiving feedback.

  4. O&A.5.1 Comments from Ofsted • Trainees generally benefit from constructive feedback on their written work… Annotations on draft assignments give productive guidance on how trainees can improve their work. Feedback from mentors is of more variable quality, and sometimes lacks sharpness or fails to set clear targets. The effectiveness of feedback on teaching is often undermined by an over-reliance on a tick-list approach, with little use of more detailed professional comments. Ofsted (2006), para. 26 The initial training of further education teachers

  5. resource no. O&A.7.1 Stages of Learning Stage 1 Unconscious incompetence Stage 2 Conscious incompetence Stage 3 Conscious competence Stage 4 Unconscious competence Taken from: Reay, D. G. Understanding How People Learn (The Competent Trainer’s Toolkit Series),Kogan Page.

  6. O&A.7.2a Randall and Thornton Quotations about Observation and Feedback • All observation, inasmuch as it involves interpretation, involves some level of judgement. If we examine the practice cycles in terms of a helping cycle, the term ‘non-judgemental’ means that we value the teacher’s views and ideas; that we use them as the starting point of the process of helping. We may well judge that certain things done by the teacher are wrong, misguided, and we may tell them so ….. However, we will attempt to provide such feedback in a non-punitive manner. continued…

  7. O&A.7.2b Randall and Thornton Quotations about Observation and Feedback (continued) On ‘pussyfooting’ and ‘clobbering’: • The advisor should be honest and truthful in giving feedback, but this feedback should be free of any hint that it is in any way punitive. It is not the teacher who is being examined but the way that the lesson was taught. A ‘problem’ in the lesson is not a ‘fault’ in the teacher and this needs to be clearly signalled to the teacher. Quotations taken from: Randall, M. and Thornton, B. (2001) Advising and Supporting Teachers, CUP

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