Teaching for Learning and Lesson Observation Policy (Updated September 2016)

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1 Teaching for Learning and Lesson Observation Policy (Updated September 2016) Rationale The Teaching for Learning and Lesson Observation Policy links with a number of other policies to promote high quality lessons, clear progress and improved outcomes for all learners. All teachers at Churchfields Academy follow the requirements of the Teachers Pay and Conditions Document (STP&C), Professional Standards for Teachers and the Ofsted criteria. The Churchfields Lesson and The Churchfields Lesson Plan. Staff are encouraged to think carefully about planning for all the pupils in their classroom in order to achieve the best outcomes. The Churchfields lesson and The Churchfields lesson plan should be incorporated into the thinking behind all lessons in order to ensure that they include: Feedback - Teacher and peer feedback offered verbally and in writing to ensure accelerated progress. Independence - Independent work is planned for and failure is embraced as a tool for improvement. Routines - Classroom routines, expectations and rewards are consistent. Engagement - Pupils are engaged with the teacher, one another and their learning. Differentiation - Resources and planning offer support and challenge enabling all learners to progress. Understanding - Questioning is used effectively by the teacher and by pupils to assess, stimulate and challenge. Purpose - There is a real sense of purpose and pace rooted in the teacher s planning and objectives which are tangible in pupil outcomes. At Churchfields we will also take the following into consideration when planning lessons: Link To engage the pupils and set the learning in context by: Engaging pupils the moment they enter the classroom Showing how the lessons relates to previous learning Last lessons, This term Illustrating how the lessons fits into the unit of learning Making links to exam or coursework requirement as appropriate Reminding pupils of the relevance of the unit of learning, what s in it for me Establish To effectively set up the learning activities by: Recording, explaining and discussing learning objectives Regularly setting an additional learning outcome related to I LEARN Establishing differentiated success criteria- how will learning be assessed? Whetting the appetite Establish expectation for Home Learning Achieve To develop new skills, knowledge and understanding by: Facilitating Learning activities which allow pupils to make progress. 1

2 Objectives, appropriate to their ability Using strategies from pupils Pupil Profiles to engage all pupils with learning Lively, challenging pace Verbal Feedback to pupils against success criteria Planning task which are engaging and offer appropriate challenge to all pupils Review To demonstrate progress with new skills, knowledge and understanding by: Allowing pupils to demonstrate that they have met their learning Objective Assessing Progress against the success criteria and learning objective Formal review of learning objective-3,2 1 or tick Considering how we have learned Allowing pupils to demonstrate that they have met their learning Objective Formal review of learning objective-3,2 1 or tick Considering how we have learned Next steps Talk about where we have been and where we are going next by: Explicitly review progress in terms of the big picture Refer to unit of learning, progress towards assessment and successes Review Learning behaviours using I LEARN Look ahead to coming lessons In addition, the targeted teaching form includes all the essential details (date, time, lesson, NOR etc) and all of the individual data, which tells the teacher the educational, emotional and medical profile of each pupil from the Academy s SIMs database. All teachers should use the data available on SISRA Analytics to plan their lessons appropriately for pupils to achieve their potential. Classcharts seating plan software should also be used by all staff to plan the seating arrangements for their classrooms. Key focus group data is also available with Classcharts. All teaching staff should keep a SPOT folder with key data and seating plans available on their desk at all times. All teachers or teaching assistants who have significant weaknesses observed in their lesson observation or learning walk will be required to follow a programme of support and will be encouraged to plan their lessons using the The Churchfields Lesson and The Churchfields Lesson Plan.as support to help them improve to the required standard, to help them improve their classroom practice. Churchfields Expectation of the characteristics of lessons where there are no significant weaknesses affecting learning: The lesson is well planned and the teacher is prepared with appropriate, differentiated resources which enables all pupils to learn exceptionally well. The teacher has consistently high expectations of all the pupils in the class including those with special educational needs or whose first language is not English etc. Questioning operates at a deep level with pupils taking ownership of their learning The teacher uses well judged and imaginative teaching strategies and techniques, including homework and directed support to ensure all pupils are engaged in learning. The teacher plans and takes every opportunity to teach reading, writing, communication and number. The teacher systematically checks pupils understanding throughout the lesson, anticipating intervention and making notable impact on the quality of learning. The teacher inspires pupils and as a result all pupils make rapid and sustained progress in the lesson. 2

3 The pupils display a thirst of knowledge and love of learning in all tasks and pupils display excellent manners and punctuality. All adults impart knowledge to ensure all pupils are engaged in learning. An Outstanding Classroom Provides a safe and inclusive learning environment for children to learn. Displays provide an additional stimulating learning resource which relates to current topics. Lesson Observation and Coaching Rationale The Academy s aim is for 100% of lessons taught and/or supported to contain no significant weaknesses hindering the learning of Churchfields pupils. Formal lesson observations measure the quality of teaching and learning for pupils and their progress. This policy is essential for recording, monitoring, evaluating, supporting and rewarding the quality of teaching and learning across the Academy. Outcomes of lesson observations identify strengths and areas for improvement. Coaching, mentoring and personalised support provide staff with an opportunity to develop and improve their practice through the Continuous Professional Development (CPD) programme. The information from lesson observations is used in the Academy s self evaluation, faculty reviews and is reported termly to the Teaching and Learning Committee. The Headteacher and line managers will use outcomes from the lesson observation as part of the teacher s Performance Management and Threshold progression. Types of Lesson Observation 1. Formal lesson observations, used to develop the classroom teacher and for Teacher Appraisal which is part of performance management. Lesson observations will be used to monitor and evaluate the effectiveness of all teachers work in the Academy. The lesson observations are observed by a trained observer and may be conducted as a paired observation. 2. All Teachers and Teaching Assistants are required to plan their lessons and are encouraged to use the Academy s Targeted Teaching form particularly for their formal lesson observations. Classcharts seating plan software should be used for all classes and lessons. Details of this should be kept in a folder on each teacher s classroom desk. 3. Mentoring Observations. These are lesson observations primarily aimed to support teachers or teaching assistants who have been identified as having significant weaknesses in their teaching to achieve the good and outstanding standard required by the Academy. 4. Peer/Coaching observations. This is where a teacher or teaching assistant colleague provides support to improve classroom practice or to share good practice. 5. Part observations. A feature of Ofsted where judgements about the quality of learning and teaching are made from a minute snapshot of a lesson in progress. Part observations are also a feature of learning walks, which are 5 20 minute drop ins. 6. Interview. All teachers and teaching assistants will be observed teaching as part of the interview process. These lesson observations will be conducted by a trained lesson observer. This requirement will ensure that the quality of teaching and support remains of the highest order. Only teachers and teaching assistants whose lessons are judged to be good or better will be appointed. The Academy reserves the right to terminate the interview of any candidate whose taught lesson at interview is not either good or outstanding. Interview lesson observations cannot be used as part of performance management. 3

4 Ofsted Framework The expectation of Ofsted is that the quality of teaching, learning and assessment overall is good or outstanding and the Academy supports this high expectation. We also expect this standard for teaching assistants. Lesson Observations with significant weaknesses in teaching & learning Lessons with significant weaknesses are where evidence suggests that pupils make limited or no progress in their learning over time and this is unacceptable. If a teacher or teaching assistant s lesson is judged to have significant weaknesses, a member of SLT/Head of Faculty/SENCO will meet with the teacher/teaching assistant as soon as possible to discuss the concerns. The support options will be then discussed and personalised for the individual member of staff: Coaching; Mentoring with an expert in that area; Line Management support; Critical Friend. Clear timelines and actions and training will be put into place through discussion with the teacher/teaching assistant with a follow up lesson observation/s at an appropriate time. When there is insufficient improvement in a series of lessons in the overall quality of teaching or support in the case of a teaching assistant (usually after a period of 6 weeks, maximum two terms), despite support, the Academy will consider a move to managing the performance formally, either through the capability procedure or the disciplinary procedure. Criteria for Observer The Headteacher will approve those qualified teachers who can conduct lesson observations of other teachers and teaching assistants. The Academy will continue to develop and widen a team of trained lesson observers which will ensure the accuracy of the judgements and provide a consistent approach to this important aspect of the Academy s work. Observers will have followed and passed the Effective Lesson Observation Course or other equivalent qualification. Schedule All Teachers and Teaching Assistants will be formally observed during term 1/2 of the academic year (September October) and these observations will provide evidence for the teacher/teaching assistant and the Academy to appraise the teacher s and teaching assistant s ability and performance. The formal observations will take the form of three 20 minute drop ins during one identified week within term 1. Teachers can expect to be observed in any subject that they teach Cover Supervisors can expect to be observed in any subject. Additional Evidence Planning (eg on The Churchfields Lesson Plan or annotated PPT slides) A sample of pupil exercise books, coursework; Pupil assessment data, HIMCD and progress data; (SPOT folder) Staff tracking sheets; (SPOT folder) Seating Plan; (SPOT folder) Pupil feedback questionnaire (optional). Formal Observations: Professional feedback Professional feedback should be given to the observed teacher/teaching assistant as soon as possible and ideally within 2 working days of the final drop in session. The observer and observed teacher/teaching assistant should plan for the professional feedback and should discuss and CPD/coaching requirements. The observed teacher/teaching assistant as part of their professional portfolio should keep completed 4

5 lesson observation forms. The observer is responsible for sending copies of their lesson observation to the Deputy Headteacher who will distribute further copies to the distribution list shown on the form. Newly Qualified Teachers NQT s are required to be formally observed each term. One of the 6 formal lesson observations for NQT s is the performance management observation. NQT s will be observed 3 times by the Lead Professional Achievement and 3 times by other trained observers including the Headteacher and Deputy Headteacher Teaching & Learning. NQT s must be observed in both key stages. Note: Threshold progression (see separate policy) requires that those who progress are model teachers. In order to progress though the threshold all observed lessons for the Threshold assessment period must have no significant weaknesses. Learning Walks Rationale The Headteacher, Senior Leadership Team and other teachers can engage in learning walks. These take place on a regular basis and are a positive way of keeping in touch with the quality of teaching and learning across subject areas across the Academy and to share and celebrate good practice. The following protocols have been developed to ensure that there is a professional dialogue and a consistent approach to learning walks. Protocol The member of staff conducting the learning walk should spend no more than 15 to 20 minutes in the classroom experiencing the lesson from the perspective of the learner. This might usefully include a brief observation of some of the following; Lesson planning, learning objectives, assessment and marking, the use of question and answer, homework, book scrutiny, classroom display, teacher interaction with pupils, differentiation etc Some learning walks will have a pastoral viewpoint and will be looking at the behaviour and engagement of the pupils. Heads of faculty will also use learning walks/classroom drop ins to share good practice and professionally produce their teaching SEF. Learning walks can also be part of faculty reviews. The teacher and walker could enter into a dialogue during the lesson but only where this does not disrupt the teaching and learning. Examples: What are the children learning?, How does today s lesson link to what they have done before? The walker might speak with pupils individually or in a small group without disrupting their learning or the teaching. Examples: What are you learning today?, Do you know what level you re working towards or do you know your target grade? etc At the end of the learning walk the walker could offer some brief verbal comments. Feedback by using the learning walk template to ensure consistency of feedback celebrating the positives will always be given. The appropriate line managers and the Headteacher will be copied into the feedback. Good practice would be to enter into a dialogue with the observer or the line manager. The walker and classroom teacher have a professional responsibility to communicate any particular concerns including those relating to teaching quality, health and safety or child protection. 5

6 Learning walk development targets will be chosen by teachers and updated as the year goes on in order to offer a developmental focus to the learning walks. Learning walk foci will be selected by SLT and reflect academy priorities. In the same way, the Learning Walk form will reflect the needs of the academy as we move forwards in teaching and learning. Significant weaknesses identified in Learning walks will be addressed in the same way as they would for those identified in the lesson observations with supportive and proportionate measures to develop any areas of need. Coaching and Mentoring As well as the formal lesson observation and the informal sharing of good practice between staff, coaching and mentoring will be offered through the CPD programme to improve classroom practice. Coaching Coaching conversations will be based around the GROW model (Goal, Reality, Options, Way Forward) where the client (staff member) decides the options, actions and timeline: The coach facilitates the conversation, listens and clarifies to help the client make sense of the issue/area to develop. It is not hierarchal. The coach does not need to be an expert in the area/issue. All coaching conversations are confidential and anonymous. Recorded notes and actions are agreed with by the client. Coaching is available for all members of staff. Mentoring Mentoring conversations are based around an expert using their experience to offer advice and solutions for the member of staff. This could be a member of staff in the same faculty/similar role/critical friend. Action plans are recorded with clear actions, usually copied to the Line Manager/SLT/relevant staff. Protocols Staff are reminded of the opportunity to be coached/mentored at the beginning of each term. Staff contacts Deputy Headteacher Teaching & Learning/Line Manager to discuss support options. Deputy Headteacher Teaching & Learning/Line Manager will then arrange time with the coach to meet with the staff member. The member of staff will decide what form of support they require and the coach will facilitate the support, for example pure coaching, combination of coaching/mentoring. Original Date June 2010 Updated Date September 2010, January 2011, May 2011, January 2012, February 2013, May 2013 Reviewed March 2014, September 2015, June 2016 Staff Responsible Headteacher Governing Board s Achievement committee approved: June 2016 Due for Review: June