National Union of Teachers South West Region

~ NATIONAL UNION OF TEACHERS – SOUTH WEST REGION

CLASSROOM OBSERVATION PROCEDURES

Guidance for schools, senior managers and other teachers

INTRODUCTION

This document is intended to give guidance to NUT members in the South West Region about situations where classroom observation may take place. An appendix gives details of the specific circumstances of observation during capability procedures and is available as a separate leaflet for use by schools.

 Teachers can expect that, from time to time, their lessons will be observed. These observations may be undertaken by a variety of educational professionals from within, and outside, the school, ranging from other teachers to LEA Advisors. Guidance on peer observation within the school follows later in this document.

 Teachers have a right to expect that observations will be carried out sensitively, unobtrusively and professionally.

 As part of their General Functions (paragraph 57.7 of the School Teachers' Pay and Conditions Document 2003) Headteachers may wish to observe school staff carrying out their duties. The observation may include visits to classrooms whilst lessons are in progress. Headteachers should be aware of these procedures and ensure that, where their actions might be regarded as formal lesson observations, they adhere to the principles within this document.

 Teachers have a right to expect that any observer in their lesson(s) has commensurate experience and has received appropriate training. Observers should be prepared to make known their relevant qualifications and experience.

 Teachers have a right to expect that observations will only occur as necessary, and as part of a larger development exercise, such as a whole school evaluation or the performance management procedure. Observers should be prepared to explain and discuss the context of any proposed observations with the teachers concerned. It should not, however, be necessary to increase workload by asking observers to produce extra materials for this purpose. PRE-LESSON

Before a lesson is observed there should be discussions between the teachers and the observer to discuss and agree:

 the context of the observation(s)

 the focus of the observation(s)

 which lesson(s) or parts of lessons is / are to be observed

 the lesson content

 the production of a lesson plan, in accordance with the school's policy

 the conduct / involvement of the observer in the lesson(s) – e.g. not taking any part, making interventions as appropriate, being able to be brought into discussion by the class teacher

 the time and nature of the feedback.

LESSON OBSERVATION

During the lesson(s) the observer should work to reasonable requests of the teacher in charge and attempt to be as unobtrusive as possible.

POST LESSON

After the lesson the observer should:

 provide immediate feeback wherever possible and ensure that this includes positive feedback on good points from the lesson

 ensure that, if this feedback takes place at a normal school break or lunchtime, that the teacher has a reasonable break before going to their next class

 prepare a typewritten report and provide a copy to the teacher within two days or an agreed reasonable time if that is not possible due to other commitments

 ensure that the teacher is given ample opportunity to append her / his own comments to any written report. This should be scheduled as part of normal directed time.

 provide feedback at the time(s) and in the manner previously agreed on the aspects of the lesson previously agreed as the focus of the observation

 ensure confidentiality of all reports and discuss with the teacher the proposed circulation of the report. This will normally only include the Head teacher and the teacher (plus her / his Union representative if the observation is part of a capability monitoring process)

 agree an end date for the destruction any copies of the report kept by the school that should normally be no more than two years after the observation (although the teacher may keep her / his copies longer e.g. for use in a threshold application).

GENERAL

 Observations should only take place in an atmosphere of supportive collegiality.

 When serious professional disagreements arise between an observer and a teacher, an alternative observer should be found.

 Where general aspects of the school or curriculum (i.e. Numeracy, SEN provision) are being observed, teachers should not be identified in the report.

 In line with advice from the DfES, pre. OFSTED preparatory inspections should not take place.

 Unless the teacher is involved in a capability procedure, has been made aware of this and the application of the procedure discussed with the teacher and her / his Union representative, the number of observations which a teacher is involved in should not be significantly more that those undertaken in respect of other teachers in the school / similar schools.

APPENDIX 1: PEER OBSERVATION

This appendix reproduces the text of the document produced jointly in June 2003 by the General Teaching Council for England and the NUT entitled “The Teachers’ Professional Learning Framework: A guide to peer observation”.

WHAT IS PEER OBSERVATION ?  Peer observation is for self-evaluation and development. It offers first hand experience and direct evidence about what happens in other classrooms. It is a very practical and powerful way to support your practice and knowledge about teaching and learning.

 Peer observation involves one teacher observing another colleague’s practice and feeding back, in a reflective way, on what they observed. It is about trust and support between colleagues so that the observation is mutually productive. It works best when colleagues choose to work together.

 Conducted in ‘peer pairs’, you will identify and focus on the issues you want to address rather than dealing with the issues on someone else’s agenda, as occurs in monitoring and inspection.

 Peer observation can be done by you and a colleague taking turns in each other’s teaching session(s); or by working as part of a team, where different pairs come together.

 It can also be used throughout a department or school. It is particularly useful when developing a new teaching strategy, such as thinking skills, or in focusing on key moments in the school day, such as the way lessons are started and finished.

WHY PEER OBSERVATION ?

Teachers participating in the autumn 2002 GTC survey of 70,000 teachers are clear that the opportunity for observation of colleagues’ teaching is crucial to the development of their practice. The advantages of peer observation have been further highlighted by recent research evidence, including a recent review of the impact of CPD sponsored by the NUT and the GTC.

As the observer, it can give you the opportunity to:

• watch and understand the development of complex classroom interactions

• observe in a structured way how, when and with what effect a teacher uses different strategies

• investigate the different effects of a range of teaching styles and strategies on how pupils respond and learn

• internalise new approaches you may see in others’ practice so that they become part of your repertoire

• connect knowledge and practice.

As the observed, it can give you the opportunity to:

• unpack the complexity of what you do in the classroom so that you can develop and pass it on

• look closely into one particular aspect of your teaching (e.g. questioning techniques)

• experiment with new teaching strategies

• focus on what is happening to the learning of a particular group of pupils

• discuss your teaching style(s) in a non-judgemental environment

• connect knowledge and practice.

The outcomes of peer observation are self-directed, but can include:

• planning what you do next

• identification of further development needs you have (eg mentoring; a particular course).

WAYS OF MAKING PEER OBSERVATION COUNT

 Good preparation for the observation.

Both teachers need to agree in advance a clear and manageable focus for what is to be observed. Observing a whole lesson is often unnecessary. Focusing on a particular process, for example how the lesson begins, or on questioning techniques during a given period, will help each partner to explore the detail, and the assumptions, under the surface of the lesson.

 Ground rules for the style of observation.

This is as important as agreeing the focus. Consider whether the observer will participate in the session(s) or follow a silent ‘fly on the wall’ model.  A manageable way for the observer to record what is going to be observed.

Since feedback is such a crucial part of the process, the observation needs to record activities related to the teacher’s particular concerns and the focus of the observation.

 Appropriate time and context for observation.

Observation for teacher development does not need to last long. Short observations can lessen cover needs. Some teachers have been organising team teaching of classes and creating the opportunity to observe each other in this way.

 Time and context for feedback.

The observer needs to give feedback as soon as possible after the session: this could be just a summary, with a longer discussion a couple of days later. The feedback should be given in confidence; it should be explicit, focus on the areas agreed beforehand and aim to give and provoke reflection. It is more like holding up a mirror to the person’s teaching, and posing some questions, than making definitive pronouncements. The observed teacher may then want to move into a more evaluative mode, and identify what went well in the session and where there may be room for improvements.

 Open-ended teacher-to-teacher dialogue about the teaching and learning that has been observed.

The formal feedback can be followed by, or merge into, a broader mutual discussion to explore the many possible interpretations of, and concepts supporting, classroom interactions.

 Access to expertise or examples of excellence in the area of teaching and learning being observed.

Peer observation is least effective in a vacuum, that is without appropriate professional, practical and theoretical follow-up. Teachers developing their practice need clarity about what to aim for and knowledge about possible stepping-stones in between.

ISSUES FOR SUPPORT AND CHANGE

The contribution of peer observation to pupil learning and teacher development improves when:  it is sustained over time

Teaching skills develop cumulatively

 there is opportunity to experiment and there is trust and flexibility between colleagues to explore needs and mistakes

 the right focus is found.

It needs to focus on something teachers care about or have to do anyway – preferably both – to meet the learning needs of the particular teacher and pupils involved, and to build on what they are doing and achieving already.

A tight focus on detailed issues, such as improving a teacher’s questioning skills, enhancing pupils’ thinking skills or developing (self-)assessment for learning can be deployed in every subject area and can be tackled from different practical starting points.

Peer observation can be linked to both personal and school priorities.

APPENDIX 2: OBSERVATION IN THE CONTEXT OF CAPABILITY PROCEDURES

This appendix is also available as a separate document for use by schools who are supporting teachers with a view to improving their capability.

The general principles of observation and peer observation detailed in the NUT South West Region document “Classroom Observation” apply equally to observations undertaken in the context of a capability process. However, there are some other important principles and guidelines that need to apply and which will assist in the process being supportive rather than punitive or demotivating.

 All observations should be carried out with a view to confirming good practice undertaken by the teacher and constructively informing the teacher about improvements that s/he can make to her / his practice. Detailed and practical advice should accompany any comments which indicate areas for improvement.

 The programme of observations and feedback sessions should be drawn up in consultation with the teacher and her / his Union representative. In Secondary schools and other situations where more than one class / age-range is taught by the teacher, observations include a reasonable cross-section of classes.  The programme should include sufficient time between observations for advice to be acted upon and good practice of other teachers observed and built into the teacher’s planning.

 Schools should attempt to remove particularly disruptive pupils from observed lessons if their behaviour is likely to challenge any “average” teacher.

 Observation should be a two-way process. For instance, the Headteacher or Head of Department may wish to demonstrate good practice by taking the teacher’s class. Teachers can learn from seeing others take their class and how key issues are dealt with by the “good practice” teacher. They can also learn from viewing good practice in other settings (e.g. in other subjects or year groups) and in other schools. This should happen as early as possible in the process so the teacher can benefit by incorporating the good practice into her / his lessons.

 All observation should be followed by immediate oral feedback and speedy typewritten feedback (handwritten comments, especially contemporaneous notes taken during the lesson are often unhelpful).

 Feedback should include positive comments which help to cement existing good practice and avoid demotivation.

 The feedback report should be discussed with the teacher at a pre-arranged mutually convenient time soon after the lesson and in time for suggestions to be incorporated into lesson planning for the next observed lesson. The feedback report should have space for the teacher to add her / his comments.

 Feedback should not include comments which appear negative but are not the fault of the teacher concerned (e.g. “some pupils arrived late for the lesson” is not appropriate but “the teacher dealt well / inadequately with pupils who arrived late for the lesson” might be appropriate).

 The purpose of the feedback report should be to identify areas which can be the subject of discussion between appropriate colleagues and the teacher with a view to provide support and strategies to improve the teachers’ performance. Observation should not be seen merely as an evidence collecting mechanism but rather as a supportive tool for the professional development of the teacher.

Discussion of the teachers’ needs should be built into any feedback and used to identify opportunities for support and professional development.

 It often proves particularly helpful to have an observer whose feedback plays no part whatsoever in the judgmental process about the teacher’s capability but is purely aimed at supporting the teacher’s professional development.

 To provide a more “independent” view – untainted by prior expectations – any LEA adviser being asked to report through observation might be asked to observe several teachers without knowing that one is the focus of capability procedures. The other reports could be given confidentially to the teachers concerned without being used or retained by the Senior Management Team and only the one about the teacher who is being supported would be actually discussed with her / him.

Alternatively or additionally, the school might agree to an outside observer with suitable credentials being provided by the teacher’s Union as part of the evaluative process.

This document was last updated on 14.10.2004