WANDSWORTH COUNCIL LIFELONG LEARNING

WANDSWORTH COUNCIL LIFELONG LEARNING THE OBSERVATION OF TEACHING, LEARNING & ASSESSMENT GUIDELINES Observation guidelines March 2014 1

GUIDELINES Introduction The purpose of the procedures for the observation of teaching, learning and assessment (OTLA) is to promote consistency and openness about the OTLA process. The process reflects the need to have a robust system to monitor effectiveness of teaching, learning and assessment across the Wandsworth Lifelong Learning provision. At WCLL the intention is that all tutors whose lessons were graded 1 or 2 in their last observation are visited in the classroom at least once within each 2 year cycle and all teachers whose lessons were graded 3 in their last observation are observed at least once within each academic year. Teachers whose lessons were graded 4 in their last observation will be supported through a rigorous improvement/development plan and re-observed within 6 weeks. In addition to classroom observations other quality monitoring audits (e.g. of teaching, learning and assessment files [including individual learning plans & schemes of work] will take place at set times throughout the year. Aim of Lesson Observation The aim of lesson observation is to continuously improve teaching, learning and assessment. The process provides observation grade profiles, which are used to monitor the quality across providers and within areas of learning. The process is based on a culture of openness that supports, mentors and provides opportunities for tutors continuous development. Additionally, detailed awareness of where there are key strengths within the teaching force enables the implementation of productive sharing of best practice. The purpose of OTLAs is: to monitor the quality of teaching and learning to develop and support tutors within teaching and learning to support the quality improvement of teaching and learning to promote sharing of best practice through detailed knowledge of teacher expertise Types of Observation Wandsworth Lifelong Learning has different types of observation processes: formal lesson observations for assuring the quality of teaching, learning and assessment which result in observation reports and grades awarded short visits to confirm previously awarded grades and/or check on specific issues like attendance, punctuality and use of ILT. Outcomes and judgements from these visits are recorded on a short visit form peer observation of teaching, learning and assessment for development/sharing of best practice. These informal observations are recorded on the peer observation form but are not part of the formal OTLA process The type of observation undertaken will be determined by the category of the tutor as follows: Category of tutor Tutor new to the service Tutor receiving a grade 4 at last observation Tutor receiving a grade 3 at last observation Tutor receiving a grade 2 at last observation Tutor receiving a grade 1 at last observation Type of observation Full observation within 6 months of joining WLL Full observation Full observation Full observation Short visit or full observation Observation guidelines March 2014 2

All tutors will have a graded observation once every two-year observation schedule. However, certain circumstances may require tutors to be observed out of sequence, for example: poor retention during a course health and safety issues complaints from learners poor achievement of learners concerns regarding equality Formal Observations The WCLL Curriculum and Quality Manager will be responsible for monitoring the quality of observations carried out by providers and the emphasis of observations will be on: identifying the impact teaching is having on learning Identifying the impact of assessment practice on learning and progression identifying good practice in teaching, learning and assessment that can then be shared across providers encouraging tutors to self-evaluate their own practice and reflect and act on personal action plans for improvement providing support and guidance for tutors and continuous professional development opportunities as appropriate Observations will be graded to provide evidence for quality assurance, including the Self- Assessment Report, following the grading scale used by OFSTED. As a result of the observation, the observer will complete the Lesson Observation Record Form detailing the strengths, areas for development and agreed actions. All sessions observed must be graded using the 4 point evaluation scale as identified in the revised Common Inspection Framework Feedback to Tutors Where possible, tutors should receive verbal feedback on the observation at the end of the session or, where this is impractical, within 48 hours. A copy of the completed Lesson Observation Record Form should be provided to the tutor within 10 working days of the observation. Ongoing support Providers are responsible for putting in place appropriate continuous professional development activities that meet the needs of their tutors. Where similar CPD needs are emerging across WLL, centralised activities may be organised. Lesson Observer Competence Staff conducting lesson observations must be competent and have received lesson observation training from either the provider or quality staff at WCLL. We expect observations to be carried out by staff with a nationally recognised teaching qualification and who have a successful track record of delivering high quality teaching, learning and assessment. In community and voluntary organisations where there are no staff suitably qualified to underatke obsrvations, the Curriculum and Quality Manager will identify an appropriate member of the WCLL team to underatke their observations. PROCEDURE FOR THE OBSERVATION OF TEACHING, LEARNING AND ASSESSMENT Graded Observations Tutors to be observed will be notified on the Wednesday morning of the week previous to the intended observation. A 2 day window for possible observation will be given. Teachers are required to prepare lesson observation documentation (see course file table on page 5) for all lessons within that 2 day window as the exact lesson to be observed will not be revealed in Observation guidelines March 2014 3

advance. Notes of the observation should be kept confidential between the tutor, observer and WCLL manager/s. The observation of a group of learners should last at least 45 minutes. Observation of one to one sessions may be of shorter duration, to reduce any stress caused to the learner but should normally last at least 30 minutes. NB observers must ask for the learner s agreement before proceeding with a one to one observation. If it is not possible to observe the whole lesson, the observation should preferably include either the start or finish. Before the observation The observer should: Ensure the tutor has a copy of the Lesson Observation Guidelines which include the grading criteria Ensure that, for courses of more than one session, the tutor has available at the session their Teaching, Learning and Assessment file which should contain all the items outlined in Appendix 1. For one-off sessions, ensure the tutor has a copy of the lesson plan available. Agree with the tutor when feedback will be given. Ask the tutor to alert learners to your presence and to explain to them that you are observing the session and will not be participating in it. Reassure the tutor that the observation will be as unobtrusive as possible but that you will take the opportunity, if possible, to talk to learners and see their work; ask the tutor at what point in the lesson this would be most appropriate. Clarify with the tutor anything on the lesson plans or scheme of work that is unclear (if received in advance) Gather any relevant information about learners, including identification of those with particular needs. During the observation The observer should sit in a position, preferably to the side of the room, that does not interfere with learning, and: Constantly be asking the question: Are all learners learning effectively? Observe and note the tutor s actions using the prompts on the form. Observe learners behaviour and make notes using the prompts on the form. Talk to learners about what and whether they are learning and their views of previous sessions and their progress in general. Look at learners work. Examine teaching, learning and assessment resources that are used, including the learning environment. Record accurately observations made throughout the session that provide evidence against the key criteria. Ensure that the writing is, whenever possible, judgement rich (not overly descriptive). Check the number of learners on the register and attendance/punctuality levels and patterns. Examine the Teaching, Learning and Assessment course file. GRADING Grade 1 Outstanding: Grade 2 Good Grade 3 Requires improvement Grade 4 Inadequate Observation guidelines March 2014 4

Please see Appendix 2 for further details on grading. After the observation The observer should: Make judgements on strengths and areas for improvement based on the written observations made during the session in the Lesson Observation Record Form. Provide the tutor with constructive and sensitive feedback within 48 hours, in a private setting. Give feedback that is detailed with specific examples from the observation to support judgements. Give the tutor the opportunity to comment on the lesson and clarify any aspects. Discuss with the tutor areas for development and agree how these will be pursued. The tutor s line manager will need to draw up an Action Plan with the tutor that identifies how strengths will be shared with other tutors and/or how areas for development will be addressed. Managers should make it clear to observers who in the organisation will agree the Action Plan and how it will be monitored. Establish grades for the observation and tell the tutor the grade usually it is done at the end of the feedback, but this is entirely at the discretion of the observer. Give the tutor (and his/her manager) a copy of the completed Lesson Observation Record Form ideally within 48 hours of the lesson but, if this is not practicable, not more than 10 days later. If appropriate, contact the WCLL Curriculum and Quality Manager for advice on on-going support for the tutor to address areas for development. If a tutor is unhappy with the feedback he/she should record this on the Lesson Observation Record Form and his/her concerns should be discussed with the observer or, where this is not appropriate or possible, with a manager within the organisation. Action Planning and Monitoring progress Line manager identifies, discusses and agrees Action Points with tutor. Tutors should be fully involved in this process and feel comfortable making their own suggestions as to how they can improve their performance. Action points should be specific and address the areas for improvement identified. Agree and set milestones and completion dates for how, when and by whom each action point will be addressed. Agree dates and name the person responsible for monitoring and reviewing the Action Plan with the tutor on a regular basis. Grade Awarded at Observation Next Stage Grade 1 Grade 2 Grade 3 Grade 4 Development plan drawn up and actions monitored by line manager. This plan should include a target to share good practice. Short classroom visit or formal observation within 2 years to ensure continuation of good practice Development plan drawn up and actions monitored by line manager. At least one formal observation within 2 years. Development plan drawn up and actions monitored by line manager. At least one formal observation within 12 months Intensive development plan drawn up. Development plan monitored fortnightly. Short classroom visit to observe progress in improvement of quality within 6 weeks Formal re-observation with 3 months If remaining at grade 4 subject specialist support put in place to work intensively with tutor. Observation guidelines March 2014 5

Further formal observation after 6 months. If grade remains at grade 4, then relevant capability procedures should be employed. Observation guidelines March 2014 6

MODERATION OF OBSERVATIONS OF TEACHING, LEARNING AND ASSESSMENT Purpose Moderation of the Observation of the Teaching, Learning and Assessment process will take place with the purpose of: Ensuring a consistency in grades awarded. Ensuring consistency in the quality of observation reports produced. Identifying areas for continuous professional development activities. Reports to be Moderated Moderation Panels, consisting of members of the Observation Team, will meet twice each academic year (January and June) and shall review: all sessions awarded Grade 1 all sessions awarded Grade 4 20% of all sessions awarded grade 2/3 Review and update of procedures The post-holder responsible for the development and review of the guidelines and procedure outlined below is the WCLL Curriculum and Quality Manager. MANAGING UNSATISFACTORY PERFORMANCE Teachers of lessons given a grade 4 in a lesson observation will be supported to improve their practice and monitored to ensure that the resulting action plan is successful. However, if subsequent observations show no significant improvement in the teacher s performance, the capability procedure for the organisation where the teacher is employed will be utilised. SHORT CLASSROOM VISITS Teachers of lessons given a grade 1 in lesson observation may receive a short observation visit, rather than a full, formal observation, to confirm the outstanding grading level and to ensure consistency. Should standards have fallen, a formal lesson observation may follow. Short classroom visits may also be used to check on specific issues across the provision, for example: attendance and punctuality, use if ILT. ADDITIONAL SUPPORT FOR TEACHERS Where it becomes evident that a teacher would benefit from additional support and guidance, a highly experienced member of the quality team will act as a critical friend/coach. This can happen in a number of ways, including informal observations and feedback discussions, recommendations for specific, targeted peer observation and additional training recommendations for example. Observation guidelines March 2014 7

TEACHING, LEARNING AND ASSESSMENT - COURSE FILE CONTENTS APPENDIX 1 Sections in TLA course file Course/event information sheet Comments and Supporting Documents Should show some details of the course so that this information can be used as initial information to recruit learners. Course information sheet document available. Scheme of work for the course Initial assessment The SOW is a living document that is likely to be altered as the course progresses. As the SOW is produced before the course starts, the copy in the course file should be annotated to show any changes. Scheme of work document available. Include a leaflet/information sheet/example of the assessment, which gives details of how the initial assessment process for this course was undertaken. Ideally, initial assessment should: Take account of learners' individual starting points - with the subject and with learning in general. Ensure learners are on the right course - is the course compatible with their levels, needs, aspirations, interests and career goals. Identify any barriers to learning. Identify any additional support requirements (copy of learning support request form available) Identify preferred learning styles - introduce learners to their preferred styles and strategies to support their styles. Introduce health and safety issues (eg health issues assessed for fitness courses) (copy of physical activity questionnaire document available). Find out why learners chose the course. Find out what learners expect to get from the course. Find out if there is anything that might prevent regular attendance (eg shift working, family commitments). Information gained from initial assessment will inform individual learning plans and also the group profile (documents available). Where possible, learners initial assessment documentation should be attached to the back of the ILP. Induction Tutors should follow the guidelines in the Induction Checklist (document available). For Community Learning provision, initial assessment is also undertaken as part of the induction process. This checklist is a useful guide for learners. Don t forget to include the following in induction: Icebreakers Group ground rules Safeguarding information Health and Safety information Information on after-course follow-up on learner destinations Induction checklist available Observation guidelines March 2014 8

Outline of the group Brief, relevant background information of each individual in the group including outcome of their initial assessment and any issues that may have an impact on their learning (eg may have problems attending regularly due to work commitments, English may not be their first language, they may have other support needs etc.). Group profile should be reviewed regularly throughout the length of the course and amended as necessary. Group Profile document available Session plans session plans as they are produced, ensuring that the current plan follows on coherently from previous plan and is sufficiently detailed, including showing how there is careful planning for individual needs. filled evaluation sections at the end of plans, showing how your evaluations influenced subsequent sessions copies of any handouts or other resources used Session plan document available. Session data form data form for current lesson, up to date and including learner information which might affect learning in the session (agreed lateness/authorised absence etc.) Assessment Copies of formative and summative assessment materials where appropriate Student progress - Individual Learning Plans and Progress Trackers evidence of how learners are progressing against the learning outcomes identified for the course as well as their personal learning outcomes. individual and/or group progress trackers ILPs (up to date), which include info on initial assessment, evaluative (specific to the learner) comments from teacher and points/actions for improvement Individual learning plan document available. Progress tracker document available. Progression Advice evidence of advice given to learners on progression opportunities available evidence of how details of the National Careers Service are given to learners. https://nationalcareersservice.direct.gov.uk/pages/home.aspx Evaluation evidence of evaluation of the course by the tutor and learners and any resulting actions Evaluation form available. Observation guidelines March 2014 9

APPENDIX 2 DESCRIPTORS FOR GOOD SESSIONS The following gives an indication of what you would expect to see in a good session: Learning and Attainment Learners attend regularly and are punctual. Learners contribute, work productively and make effective use of their time. Learners demonstrate good progress in acquiring knowledge, skills and understanding in line with objectives. Learners are interested, engaged and enjoying their learning/lesson. More able learners are challenged and stretched to meet their full potential. Less able learners are able to access learning. Learners achieve the learning outcomes/lesson goals to good standards Learners are producing work of high quality Learners demonstrate skills and understanding which clearly reflect the level of the course and the duration of study. Learners are well on track to achieve. Teaching and Training The lesson has a clear beginning, with review of previous learning as appropriate and clearly described and displayed Intended learning outcomes/lesson goals. Lesson plan is consistent with scheme of work and is clear and comprehensive. Planning and delivery takes full account of individual learning needs, including additional support if needed. Activities are varied, well managed and effective. Lesson has good pace and energy. Tutor s instructions and explanations are clear. Teaching is challenging and inspiring. Assessment activities are linked to learning objectives. The learning of all learners is checked. Feedback helps learners to understand what they did well and what they need to do to improve. Learning aids and resources, including use of ILT are used effectively to promote learning. The learning environment is attractive and stimulating. Planning, topics and materials effectively promote equality of opportunity. The lesson has a clear ending, including a summary of new learning. Assessment, Monitoring of Progress & Guidance & Support for Learners Appropriate initial assessment has taken place with the outcomes recorded for each learner. An Individual Learning Plan is in place for each learner (this should show the outcome of initial assessment, course outcomes, personal outcomes, clear, evaluative reviews with smart points for improvement) Learners understand how they are to be assessed and the purpose of the assessment. Assessment tasks are challenging but achievable. Learners are encouraged to self-assess and reflect on their learning. Learners have regular, appropriate feedback from tutor and these discussions are used to update Individual Learning Plans. Progression to further learning/employment features within planning materials/ilps and lesson content. All learners are given the opportunity to evaluate the course and provide feedback on the learning experience. Tutors understand their responsibility with regards to safeguarding children and vulnerable adults. Appropriate attention is given to health and safety. Grading of Sessions Sessions are given one of four grades: Grade 1 (outstanding), Grade 2 (good), Grade 3 (requires improvement) and Grade 4 (inadequate). Example grade descriptors: these are broad-stroke descriptions which do not contain every feature that might be considered within a lesson observation. Lessons will rarely contain ALL features as written in these descriptors and they should be used as general guidance only. Outstanding; learning activities are very well planned and paced with stimulating variety to motivate, include and engage all learners. Activities are sharply and accurately focused on meeting individual learners needs and promote very effective learning. Delivery is highly effective and sometimes inspirational. Learners are developing excellent skills, knowledge and understanding and are making significant and sometimes exceptional progress. Attendance is high and learner attitude and commitment to learning is outstanding. Activities promote equality and support diversity. Observation guidelines March 2014 10

Good: learning activities are well planned and paced with stimulating variety to motivate, include and engage all learners. Activities are well matched to learners different needs and promote productive, successful learning. Delivery is clear and effective. Learners are developing strong skills, knowledge and understanding and most are making significant progress. Attendance is high and learner attitude and commitment to learning is very good. Activities promote equality and support diversity. Requires improvement: learning activities are planned well with sufficient variety to engage all learners. Activities are mostly well matched to learners different needs and to promote successful learning. Delivery is clear and generally effective. Learners are developing skills, knowledge and understanding to a satisfactory level and most are making good progress. Attendance is good and learner attitude and commitment to learning is positive. Activities promote equality and support diversity. Inadequate: learning activities are not adequately planned and paced to motivate, include and engage all learners. Activities do not adequately meet the needs and interests of learners. Delivery is sometimes lacking in clarity and energy and does not always promote effective learning. Many learners are not making sufficient progress and/or levels expected as required for their next step in learning. Attendance is satisfactory or low and not all learners show a positive attitude and commitment to their learning. Observation guidelines March 2014 11