LONGLEY PARK SIXTH FORM COLLEGE OBSERVATIONS OF TEACHING, LEARNING AND ASSESSMENT

LONGLEY PARK SIXTH FORM COLLEGE OBSERVATIONS OF TEACHING, LEARNING AND ASSESSMENT Originator: Vice-Principal (Curriculum & Quality) Date of Last Approval: 10 December 2008 Approval/review by: Curriculum & Quality Committee Review interval (years): 3 Date of next review/approval: Nov 2017 Observation of Teaching, Learning and Assessment Policy 2014 1

LONGLEY PARK SIXTH FORM COLLEGE OBSERVATIONS OF TEACHING, LEARNING AND ASSESSMENT Purpose of observations To ensure high quality teaching, learning and assessment for students To highlight areas for development to feed into individual performance management reviews To provide a staff development function by allowing the dissemination of good classroom practice 1. Quality Assurance of Teaching, Learning and Assessment Teaching staff will be observed at least once over the course of an academic year. All staff will receive a formal, graded observation by their Curriculum Manager. This grade will be recorded on CEDAR and used for performance management purposes. Teaching staff will experience the following observations of teaching, learning and assessment: 1. Formal graded observation by Curriculum Leader in Term 1 2. Ungraded observation during Subject Learning Review (SLR) 3. Ungraded Peer observation within and/or beyond curriculum teams Observations will focus on the quality of teaching, learning and assessment and will identify strengths, areas for development and training needs. They will also contribute to the Curriculum Area Self-Assessment reports. 1.1 Formal Observation Process Curriculum Leads will identify a window when observations are scheduled to take place and notify their team in advance. This window may vary according to the number of staff in each Curriculum Area but will not normally exceed 3 days. Managers should seek to observe a range of lessons to ensure appropriate coverage across staff/courses. 1.2 Guidelines for Observation The minimum observed time for a graded observation should be 30 minutes. If necessary, the observer may observe the full session or separate parts of the same session i.e. the first 20 and last 20 minutes. This should be communicated to the observee at the earliest opportunity. Staff will be asked to provide, at or before the lesson: Evidence of lesson planning using the College lesson plan pro forma Copies of any resources to be issued to learners A class list and learner profiles extracted from CEDAR Evidence of where the lesson falls within the current scheme of work The observer will always expect to see evidence of student work and/or student course files to help them reach a judgement as part of the observation. The Observation of Teaching, Learning and Assessment Policy 2014 2

observer will talk to students in the lesson about their work, experience and gather feedback. Observers will be as unobtrusive as possible when they are observing a lesson and will not take part in the session. If speaking to the students is likely to interfere with the operation of the lesson, the observer will agree a convenient time to meet students outside of the classroom setting. Student comments will be discussed during the giving of feedback. Observations should be recorded using the College Lesson Observation Feedback form and input on to CEDAR. These records are used to inform the appraisal process, self-assessment and the provision of training and development. An overall grade will be given for the quality of teaching, learning and assessment. 1.3 Grading In the drive for outstanding status and in accordance with the college value of excellence in teaching, learning and assessment, it is a College requirement that all teaching and learning be at least good (Grade 2). The observation arrangements are designed to reflect OFSTED and common practice in the sector. The emphasis of the approach developed is to drive and support continuous improvement to ensure excellence in teaching and learning and high quality experience for all our students. Observations graded 1 and 2 represent a satisfactory lesson observation for Threshold purposes and no further observation need take place. Curriculum Managers will however informally observe these colleagues through learning walks. Curriculum Managers are also advised to encourage these colleagues to involve themselves in the sharing of good practice across the College. Grades will be given for teaching, learning and assessment using the four-point scale used by OFSTED: Grade 1 (Outstanding) Grade 2 (Good) Grade 3 (Requires Improvement) Grade 4 (Inadequate) Colleagues will be expected to take the following action following a grading of: Outstanding (1) To share good and outstanding practice through the College teaching staff training and development programme. Good (2) To share good practice, action plan further developments and where appropriate work with a Teaching & Learning Mentor (TLM) towards Outstanding. Requires Improvement (3) A more detailed action plan and work with TLM colleagues to move towards a good standard of teaching and learning. A follow up observation will take place with the same class within 4 weeks. During the period of support (minimum of 4 weeks) a variety of activities and strategies may be used, for example: team teaching, co- Observation of Teaching, Learning and Assessment Policy 2014 3

planning, learning walks, short weekly meetings, target setting using a support plan, informal observation, observing best practice, lesson reflection. The support will be bespoke and will differ according to the needs of the individual. When there is evidence of improvement, which indicates consistently good or better teaching the support, will be withdrawn and the observation schedule will continue as normal. Evidence might be in the form of an agreed formal observation or through learning walks. Persistent grade 3 observations will instigate the informal capability process. Inadequate (4) A comprehensive action plan and more intensive work with a TLM for a further ungraded observation within 2 weeks and a formal graded observation within 4 weeks. Repeat grade 4 will instigate the informal capability process. 1.4 Appeals against grading Any teacher who feels that the grade awarded is not a true reflection of the session should raise the concern with the observer and Curriculum Lead. If the matter is not resolved at that level an appeal can be raised to the Assistant Principal (Teaching Learning and Assessment) within 5 working days of the feedback becoming available. A re-observation may be arranged which would be a joint observation between the original observer and either Curriculum Lead, TLM or member of the Leadership Team. 1.5 Feedback Feedback following an observation should be given as quickly as possible to ensure comments have impact. Observers are advised to give verbal and written feedback ideally within 2 working days of the observation taking place, with a maximum of 5 working days where circumstances prevent more timely feedback. Feedback must include evidence from the observation, key strengths, and three prioritised areas for development. Actions should be agreed between the manager and teacher at feedback and recorded on CEDAR. Staff will have access to their feedback. Progress with these actions should be re-addressed throughout the year and at the next OTL/PMR. HR (Training and Development) will work alongside the Assistant Principal (Teaching Learning and Assessment) to compile a record of grades awarded by the Curriculum Area and provide grade profiles for each Area to be used by the College Leadership Team. If a session is graded as 3 or 4 a re-observation will be arranged as per 1.2. If the re-observation results in a further grade 3 or 4, the Curriculum Lead will be responsible for further actions which may include arranging further training, mentoring or invoking the capability procedure. 1.6 Subject Learning Review Observation In addition to the one formal observation, teaching staff may be observed within a Curriculum Area SLR. This will be ungraded, however any observed lessons would contribute to the judgement given to the Curriculum Area as a whole. Observation of Teaching, Learning and Assessment Policy 2014 4

The Curriculum Area in focus will be selected by the Senior Leadership Team and a decision made through consideration of the latest available data. The SLR team will consist of members of SLT and Assistant Principals. In addition, other team members may be employed to explore more specific elements of provision such as learning support, gifted and talented and literacy co-ordinators. All involved in the SLR will contribute to the final report within which a final grade will be given to the curriculum area, which is under review. This will be reflective of the current OFSTED grading. The grade will be given for the curriculum area as a whole, not individual teachers. If the outcome of an SLR Is a 3 or 4 the same processes apply as if the observation were a formal graded observation. The action plan that grows out of the SLR report is to be incorporated into the SAR/QIP and monitored by CL as part of the quality assurance cycle. The full report will be published and shared with both the Curriculum Team, Leadership Team and Governors. In addition to subject learning reviews, an annual review of tutorial will take place. This will mirror the format of subject reviews. 1.7 Peer Observation All staff are expected to partake in regular ungraded peer observation within and beyond their Curriculum Teams, and give feedback to another member of staff. All staff should undertake at least one peer observation and feedback to the Curriculum Team. The emphasis here will be positive, with staff seeking to identify and discuss good practice amongst their colleagues. Peer observations may occur as part of a curriculum area development plan or to support innovation in teaching and learning. All staff will also be required to take part in a week of college-wide learning walks in the summer term. Staff will be directed to schedule a number of walkthroughs into their week in order to observe the good practice of their peers. Staff will be expected to consider key questions that are reflective of the training and development activities that have taken place over the course of the academic year. They will be asked to summarise their findings in a short report, commenting on the good practice they witnessed and their perception of the atmosphere both in the classroom, in social areas and on corridors. Only the group/subject will be identified, not the teacher. Only good practice observed in the classroom will be recorded, alongside a balanced view about the Learning Environment. They will be asked to report on: How learning objectives and outcomes shared with students How progress is checked How students are engaged and motivated in their learning by the teacher and their peers How students are supported and challenged in line with ability How questioning, marking and feedback is used to bring about progress They will also be asked to comment on the atmosphere of the college: What do corridors and social areas feel like? What is the quality of our on-corridor communications and displays? Observation of Teaching, Learning and Assessment Policy 2014 5

What would your first impressions be if you were a new student, prospective parent, prospective employee, Ofsted Inspector? 1.8 Developmental Observations and Walkthroughs College managers may carry out developmental ungraded observations throughout the year. These will be agreed in advance between the manager and member of staff concerned. This includes staff in their probationary year and any staff member where need has been identified through other quality assurance measures such as learning walks or student review. 2. Additional Quality Assurance Processes 2.1 Learning Walks Alongside observations, additional walkthroughs will take place to regularly capture the student experience and to identify areas of best practice. Thematic learning walks will also be conducted by College Managers at various points of the year in line with College priorities, such as literacy, punctuality, behaviour for learning and curriculum area themes identified by curriculum managers. The emphasis will be on the student experience, with managers exploring student organisation, their understanding of progress and awareness of targets to improve. Staff will be made aware in advance of both the date and nature of the walkthroughs. Learning walks should be undertaken in a supportive and professional manner and learners should not be asked for their views on an individual teacher. Students may be asked for their views on the learning experienced in the classroom either within or outside of the session. All staff should understand that the performance of an individual teacher will never be the focus of a learning walk. Feedback from learning walks can be shared at team meetings. Observation of Teaching, Learning and Assessment Policy 2014 6

Related Documents Teacher Class Time Date Areas for development from previous observation Context Learning Objective and Outcomes Objective Students should be able to: Assessment Strategy Meeting Learner Needs Opportunities to develop wider skills (Literacy, Numeracy, E&D, Employability, Independent Learning) Observation of Teaching, Learning and Assessment Policy 2014 7

Lesson Starter LESSON PLAN Lesson Development LO1 LO2 LO3 Plenary & Feeding Forward Extended Learning Observation of Teaching, Learning and Assessment Policy 2014 8

LESSON OBSERVATION FEEDBACK FORM Teacher : Subject: Date: Group: Areas for Development from previous OTL Lesson Context/Theme Evidence Strengths Areas for Development Actions Judgement on the overall quality of the lesson: 1 = Outstanding 2 = Good 3 = Requires Improvement 4 = Inadequate Observer: Joint Observer (if applicable) Observation of Teaching, Learning and Assessment Policy 2014 9

Teaching, Learning and Assessment The aim of all teaching staff at Longley Park is to deliver high quality teaching, learning and assessment that meets the OFSTED criteria for outstanding. Through training, development and meetings, all teaching and classroom support staff will know the characteristics of good and outstanding teaching. All teachers will work to ensure that our teaching is at least good and that we are each able to produce examples of outstanding teaching. This will be achieved by a consistent approach to classroom practice, based on Longley Park s non-negotiables for teaching and learning. 1. Climate for learning All teachers have high expectations of all learners and communicate these expectations clearly. The atmosphere in the classroom is welcoming, classroom expectations are agreed, reinforced and visible for both staff and students. Students are challenged consistently in accordance with agreed expectations to ensure a safe, fair and purposeful learning environment. 2. Direction of Learning Learning begins on arrival in every lesson. Learning aims and outcomes are measurable, shared and understood by all, and learning is consistently contextualised to the assessment requirements. Teachers listen, observe and question groups and individuals carefully, reshaping tasks and explanations in order to improve learning for all 3. Challenge for All Our planning is based on a rigorous and accurate assessment of our students prior learning. We plan effective teaching strategies, based on our knowledge of our students needs. We choose, design and adapt tasks that will challenge all students, whatever the level at which they are working. Activities to meet the needs of all learners are planned into lessons so that all can participate at a level which they find comfortable. Opportunities for integrating and developing basic and wider skills literacy, numeracy, E&D are embraced 4. Feedback and Progress Learning and progress is reviewed regularly throughout the lesson and consolidated at the end. Marking is diagnostic, ensuring students know what has been done well and stating what must be done to improve. Students are encouraged to track, review and record their progress regularly. Interventions both inside and outside of the classroom are planned and monitored to support students and move them on in their learning. 5. Learning Environment Key vocabulary, assessment language and criteria are displayed and used in every lesson. Student success is celebrated and evidence of it displayed. 6. Curriculum Teams Teachers share a unified approach to teaching and learning and are committed to activities that seek to bring about personal and collective improvements. Observation of Teaching, Learning and Assessment Policy 2014 10