Chichester College. Introducing and piloting a model of ungraded lesson observation

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1 Chichester College Introducing and piloting a model of ungraded lesson observation Sally Challis-Manning Assistant Principal Sheila Thorpe Professional Development Manager

2 The goal is to support and develop outstanding teachers...

3 Why? Belief the right thing to do Developmental observations taking place alongside graded Level of maturity Confidence in Observers (Licence to Observe) There is no limit!

4 Flat boring Coasting Grade 2s Lack of inspiration and motivation No risk taking Who is talking about teaching and learning? Fear...

5 We are positive Licence about outstanding to teaching, Observe learning and assessment

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7 Licence to Observe. Five one hour modules: collecting evidence, report writing, making key judgements, target setting. Feedback using a COACHING model. All Observers completed an ILM Level 3 Coaching Award

8 Impact.. Experienced and qualified Observers who focus on development.

9 When and how? At least 2 drop ins Two developmental observations (minimum of 30 minutes) 48 hours notice (one must be paired) Drop ins begin the cycle...

10 Appraisal Targets Sept Developmental Drop-In Oct-Dec Developmental Observation March-June Developmental Observation Jan-March Developmental Drop-In Appraisal Review

11 Non graded observations... Use coaching models to conduct observations and give feedback There is a cycle of developmental observations... Each observation/drop in will pick up the actions from the observation/drop in before Each teacher will have their own teaching and learning profile which informs their appraisal grade...

12 Expectations... Full engagement by all teachers and observers in the process The observee is expected to self reflect and set one of the developmental actions If the observation does not meet expectations it may trigger intensive support

13 Intensive support...triggers No evidence of planning: No detailed ESOW No student profile linked or used to individualise learning Students are not engaged Insufficient evidence of learning Inadequate checking of learning (weak or no assessment methods) Not following up on previous actions and targets (not engaging in the process)

14 Monitoring... Teaching, learning and assessment is our priority... Each curriculum area has a lead observer based on experience Sally(lead IV!) termly meetings with curriculum observation teams very focussed Pilot and evaluate..

15 Hurdles... Perception of additional workload for observers and appraisers Some teachers observed more often (this is also an advantage!) Training and communication further developing coaching culture Buy in

16 Communication. Getting going. SMT approval Staff Committee Quality Forum Governors Consulting with Curriculum Areas First year 6 Curriculum Areas (including Teacher Ed) Second year 10 Curriculum Areas Third year whole college 14 Curriculum Areas

17 Support and Innovation in Teaching, Learning & Assessment

18 Self motivating Trust

19 Innovation group Sally s secret society

20 Take a risk!

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24 Teaching and Learning Roadshows Anytime, any place, anywhere 4 Roadshows = extra days leave Spotlights

25 Feedback.

26 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Non-graded Observation Pilot Survey (agreement to question %) 84% 84% 84% 91% 93% 86% 88% 0% Non- graded observations play a more important role in the CPD of staff than graded observations Non-graded observations are more effective in improving the quality of teaching and learning than graded observations Lesson observation feedback given during non-graded observations has identified clear areas of development Lesson observation feedback is the most important part of the observation process The non-graded Lesson observation process encouraged risktaking and discussion of new ideas The non-graded lesson observation process helped encourage and embed learning conversations The non-graded lesson observations process has been a supportive and developmental process

27 Student Survey Question Agreement rate At the start of each lesson it was clearly explained to me what I would be 94% learning in that lesson My teacher(s) were helpful and approachable 96% The activities in lessons have been varied and interesting 91% The teaching has been good 95% Staff Survey 2014

28 Feedback from lecturers. The person I had my post-observation discussions with engaged me in professional discussion rather than my feedback. Issues were raised and discussed from our varying viewpoints. It was this that caused me to reflect on my practice. I much prefer the non-graded observation method. As a professional I am constantly looking at ways of improving my classroom practice and it encourages me to try out new methods and to ask for assistance and feedback.

29 I think non-graded lesson observations ensure the observee feels involved in the process and take an active part in the professional discussion of their strengths and areas for development. The non-graded lesson observations have identified the areas for improvement in the same way as a graded lesson. The differences come from the post lesson observation discussion where the areas for development are the focus, rather than the grade. At first staff did not fully understand the process with some being suspicious. However as the process evolved it became clear to all that this an excellent opportunity to develop teaching and learning.

30 Many members of staff now openly invite observers into their lessons when taking a "risk, to work together developing new and exciting outcomes for the learners. The process encourages risk taking and promotes innovation. Many members of staff now include the students in their planning. Staff now openly discuss the good, the bad and the ugly of each lesson. No longer are the bad bits hidden but these are seen as opportunities to develop.

31 Non-graded gave me encouragement to try out things; it also took away the what is my grade? With graded you don't listen to feedback you only want to know have I got over the hurdle? I actually asked for the observation which is a complete 180 degree change. You normally wait in fear with graded. I am also more prepared to try and be more responsive to the feedback with non-graded. With 15 years teaching experience I thought I knew it all! However, I have been educated via the Non-Graded Observation pilot that we must never rest on our laurels and don't be afraid to try something new. I am very lucky to have a management team around me who encourage innovation and new ideas.

32 Updates and next steps. Additional modules in licence to observe Visitors. Peer observation included One size doesn t fit all Trust

33 Trust

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35 OFSTED: March 2014 Overall effectiveness Outcomes for learners Quality of teaching, learning and assessment Effectiveness of leadership and management Outstanding Outstanding Outstanding Outstanding Senior leaders have invested significant time and resources in creating the right environment for outstanding teaching, learning and support for learners to flourish. This has resulted in an abundance of creative learning opportunities that inspire and motivate learners to succeed. Teachers plan and deliver a variety of extremely thoughtful and imaginative lessons.

36 Learners achieve very high standards and succeed in gaining their qualifications as a result of inspirational teaching and learning The highly successful teaching inspires learners to make significant gains in knowledge, skills and understanding and to want to progress to achieve their full potential. Teaching, learning and assessment are outstanding. Leaders, managers and teachers place learners at the centre of all college activity, with the result that the vast majority of learners make excellent progress and achieve very successfully.

37 When Chichester College piloted non graded lesson observations, the result was remarkable Dr Mary Bousted - May 2015