Waingels College Policy Classroom Observation Purpose Classroom observation is one of the key elements in the College s quality assurance and continuing professional development processes. As such it has the following aims: To assist in the professional development of college staff including: teachers, teaching assistants, cover supervisors and all trainees following a programme of initial teacher training. To conduct an annual audit of the quality of teaching and learning across the college to contribute to the college s self-evaluation. To provide a key mechanism for monitoring, evaluating and improving the quality of student learning in both subject lessons and other activities such as tutorial sessions and cover. To contribute to and support the annual school improvement plan through Performance Management. Implementation 1. The prime focus for all classroom observations will be student learning as an outcome of effective teaching and pedagogy. 2. The college will aim to ensure every member of its teaching staff, including cover supervisors, is observed on at least three occasions each academic year with the exception of newly qualified teachers who have their own observation schedule (Appendix F). Two of these observations will be evaluative, with an Ofsted style grading, the other will be developmental using a coaching model. 3. Observations will be carried out as follows: 3.1. By a member of the leadership team as part of the annual audit of the quality of teaching and learning, usually in the autumn term. Forty-Eight hours notice will be given, and observations will usually last more than 20 minutes. An OFSTED grading will be given (Appendix B) using the assessment criteria from (Appendix C). Written feedback will be provided as soon after the observation as is practically possible, but within a maximum of three working days using the electronic observation form (Appendix A). All teachers will be offered the opportunity for oral feedback. 3.2. By the teacher s Performance Management Reviewer, any time after the Performance Management Cycle begins in November in consultation with the reviewee, but usually in the spring term. The focus of this observation will be related to the teacher s performance management objectives and an OFSTED grading will be made. Feedback will be provided as soon after the observation as is practically possible, but within a maximum of three working days using the electronic observation form (Appendix A) or the Observation of Learning and Teaching form (Appendix D). All teachers will be offered the opportunity for oral feedback. 3.3. A developmental peer observation arranged with a colleague with a professional development focus. No grade will be given and feedback will be delivered in a coaching style. Teachers can approach the teaching development team or trained student observers as an alternative or in addition to a peer observation. 4. Training and moderation: Training will be provided for all teachers in observation skills, including paired observations to ensure consistency of judgments. 5. Drop-ins and Learning walks: From time to time, College leaders may conduct drop-ins or undertake learning walks to gauge immediate feedback on school improvement priorities. A summary of feedback will be provided for drop ins and learning walks and personal feedback will be given on request. 6. Additional Observations by external professionals may occur as follows: 6.1. OfSTED inspectors involved in school inspection.
6.2. Local Authority (LA) officers involved in supporting school development or carrying out the LA s responsibility for assuring the quality of education provided in its schools. 6.3. External consultants employed by the College to support the development of the curriculum and its delivery. 7. Staff may also be observed by colleagues entering the profession in an ITT training capacity. This observation may require follow up discussion to support the development of the trainee. These observations are arranged prior to the lesson through liaison with the Professional Tutor. 8. Evaluative observation records will remain on the college database (accessible only to members of the Senior Leadership Team and the relevant Team Leaders) with overall (anonymised) statistics being reported to governors and used to inform the college s SEF and other development documents. 9. Lessons judged to be grade 1 (outstanding) or 2 (good) will lead to a discussion and plan to encourage the teacher to share effective practice with colleagues and further develop aspects of their teaching and improve students learning. 10. A lesson judged to be a grade 3 (satisfactory) will lead to the member of staff being directed to the Teaching Development Team or Head of Subject for support and guidance on how to move teaching from satisfactory to good or better. 11. A lesson judged to be a grade 4 (inadequate), will result in the production of an agreed action plan (Appendix E) designed to address areas for immediate improvement and be followed by a further observation within four school weeks. The use of the Teaching Development Team will be a central part in the four weeks in a coaching and developmental capacity. 12. A second or repeated grade 4 evaluation will usually trigger action under the college s capability procedure (see relevant policy) Policy author A Love & T Bartlett Date adopted by Governors September 2010 Date of revision and renewal September 2013 Related Policies Performance Management Capability Appendices A Electronic Observation Form B Evaluative (OfSTED) lesson observation criteria C Developmental Observation form. D Lesson Observation Assessment Criteria E Action plan for lesson graded 4 F Observation schedule for Newly Qualified Teachers
Appendx A Electronic format for evaluative observations LESSON OBSERVATION Summative judgements Teacher Date Period Observer Year/ability Subject How effective was the learning and teaching overall in this lesson? 1 = Outstanding 2 = Good 3 = Satisfactory 4 = Inadequate The lesson supported students learning effectively by The lesson would have supported learning even better if
Appendix B. Evaluative Observation criteria LESSON OBSERVATION Criteria and guidance The following characteristics provide a guide as to where to pitch the overall judgement on the effectiveness of the lesson. They are based on the latest OfSTED guidance. Outstanding (1) Student progress (as seen in the context of their starting points, capability and contextual expectations) is good or exemplary in all or nearly all respects. Good (2) Students are meeting challenging targets and making good progress. Students are gaining relevant knowledge, skills and understanding and are taking an active part in their own learning. The teacher is engaging learners and inappropriate behaviour is managed effectively. TAs (if present) are being well deployed and students with additional learning needs are receiving suitable work and support. Satisfactory (3) Student progress is inadequate in no major respect and teaching is enabling expected learning gains to take place. Inadequate (4) A significant number of students are underachieving. The challenges being set are low and the pace of learning is slow. Gains in knowledge, skills and understanding are unsatisfactory. Students are not enjoying their work and behaviour is often inappropriate. Assessment is not adequate and the teacher has an unsatisfactory understanding of the learners needs.
DEVELOPMENT POINTS STUDENT LEARNING TEACHER PLANNING AND DELIVERY Appendix C. Form for developmental observation Date Subject Teacher Period Class Observer Ability of group (eg: mixed, set 1of 3) Number of support staff No. on G&T Register Class size M F No. on SEN Register Evidence of Literacy/Numeracy Student progress Awareness of what is being learned and why Awareness of current attainment Awareness of how to improve Assessment moves students forward: -Self-assessment -Peer-assessment -Oral feedback -Written feedback -AFL - Use of ICT impacts on learning Students engaged / challenged / enthused Behaviour and attitudes positive Independent learning exhibited Evidence of planning Learning objectives/outcomes Lesson in parts Differentiation Learning styles Group work Resources Variety Opportunities for independent learning Starter / plenary Subject knowledge Enthusiasm Questioning techniques Pace Pitch Encouragement Differentiation Effective transitions Response to behaviour Collaboration with other colleagues ICT used interactively Use of AFL
Learning Teaching Planning & Assessment Appendix D. Assessment Criteria Statements Outstanding (1) Good (2) Satisfactory (3) Inadequate (4) Learners thrive as a result of the teaching and make exceptional progress All learners are challenged appropriately and enthusiastically about their learning as a result. Behaviour is very good. Very good relationship between teacher and students. Those with additional learning/ behavioural needs are enthused and extended. Students demonstrate a high degree of independent learning. Teachers have high levels of expertise and evident interest in what they are teaching The work is very well pitched for all students. The methods and use of resources, such as ICT, enthuse and extend learners. Well directed TAs, paired or joint teaching, reinforces and strongly supports learning. Planning and assessment ensures that work is well pitched and suitably challenging for every learner. Given their understanding of their current attainment, and success criteria generally, learners assess their own work and are guided to assess the work of peers and reflect on how on improve. To be awarded an outstanding, no aspect of learning and teaching should fall below a 2 and significant elements must be exemplary. Virtually all learners make good progress and show good attitudes to their work. All learners are challenged appropriately and more engaged in their learning as a result. Behaviour is good. Good relationship between teacher and most students. Those with additional learning/ behavioural needs have work well tailored to their needs. Well-judged setting of extension and project work encourages independent learning and does much to encourage skills and confidence needed for independent learning. Teachers good subject knowledge lends confidence to their teaching styles. The level of challenge stretches without inhibiting. A good range of carefully chosen resources such as ICT encourage learning. TAs and other staff are well directed to support learners. Based upon through and accurate assessment that informs learns how to improve, work is closely tailored to different capabilities so that all can succeed. Given their understanding of their current attainment, learners are guided to assess their work themselves and reflect on how to improve. Most learners make the progress that should be expected of them and enjoy their work and are motivated to do well. All learners are engaged in their learning most of the time. Most learners behave. Behaviour police is followed. Work is appropriate for those with additional learning needs. Opportunities for independent learning encourage the learner Teachers have a secure knowledge of the curriculum and course requirements The level of challenge is sufficient for groups of learners most of the time. Teaching methods, including opportunities for ICT, encourage and engage learners. Arrangements are in place to enable TAs to support learners. Assessment is adequate and frequent enough for teachers to monitor learners progress and plan their lessons. Learners know at what level/grade they are achieving and what to do to improve. Learners generally, or particular groups of them, do not make adequate progress because the teaching is unsatisfactory. Learners generally, or particular groups of them, are not engaged in their learning during the lesson. Behaviour is often inappropriate. Learners do not enjoy their work. There is not a clear enough understanding of learners needs. Not enough independent learning takes place or learners are excessively passive. Teachers knowledge of the curriculum and the course requirements is inadequate. The level of challenge is often wrongly pitched. Teaching methods used do not sufficiently engage and encourage learners. TAs are inadequately helped to support learners. Assessment is not frequent or accurate enough to monitor learners progress so teachers do not have a clear enough understanding of learner s needs. Learners do not know at what level/ grade they are achieving and what to do to improve. A lesson cannot be satisfactory if any major element is deemed to be inadequate.
Appendix E Action plan following a lesson observation graded as 4 (inadequate) Teacher: Details of inadequate observation: Date Class.. Observer:. Issues that need to be addressed to move to at least a satisfactory observation: Support offered: (e.g. focused drop-ins; peer observation; mentoring; joint planning or other specific training) Type or support Offered by Date Attended Date of next full observation (within 4 working weeks):... Brief description of observation and outcome: Signatures and date: Teacher Line Manager/Observer
Appendix F Observation schedule for newly qualified teachers in their induction year. All NQTs are entitled to a minimum of one observation per half term 6 in total Each observation contributes towards the completion of three formal assessment, as follows: o Ist assessment December o 2 nd Assessment April o Final assessment July Most observations will be made by the teachers mentor. At least one observation will be conducted by the Associate Principal for Teaching Development and a member of the teaching development team. At least one observation usually the first observation of the summer term will be conducted by a member of the Senior Leadership Team. All observations will be evaluative and will be graded in the OfSted style (appendix B) NQTs are encouraged to arrange further developmental observations from any of the following: o Their peers especially colleagues in their department o The Teaching Development Team o Student Observers For further information, refer to the Statutory Guidance on Induction for Newly Qualified Teachers in England - http://www.teachernet.gov.uk/_doc/12703/080623%20induction%20statutory%20guidance.pdf