Lesson Observations at Larkmead School: Policy and Procedure Lesson Observations The most important source of school-based evidence is the classroom observation of teaching and the impact it is having on learning. The key objectives of lesson observations are to evaluate the quality of learning and the contribution of teaching to student progress. Our policy and practice are clearly informed by the principle that as well as being important in terms of gathering evidence, lesson observations should be supportive and developmental wherever possible. This policy endorses and broadly complies with the up-dated NUT classroom Observation Protocol document (August 2011) for the academic year 2011-2012. Union guidelines state that there should be a maximum of three observations per staff member per year, with each observation up to an hour in length (unless there are concerns about a teacher s performance). This includes a statutory hour-long observation for the purposes of Performance Management. Drop-ins and/or Learning Walks, as they do not report on individual teacher or student performance are used in addition to these three hours (see further details of Learning Walks below). Members of Larkmead teaching staff are entitled to request or negotiate further observations with their Line Manager and/or member of LT if they feel it would be beneficial to their own professional practice. Peer observations, organised on a voluntary basis between colleagues, are encouraged as a key factor in personal professional development. Other arrangements include: The induction of NQTs and new teachers Ofsted inspections Agreed visits by LA representatives Implementation of capability procedures Governor visits Teachers should be made aware of the purpose or purposes of any proposed observation before it takes place. Observations should not take place in a negative atmosphere. They should be conducted in a supportive and professional manner and should be neither intrusive nor threatening.
Classroom observations: should be undertaken with professionalism, integrity and courtesy; should involve objective evaluation; should be reported honesty and fairly; should involve accurate communication about its purpose and outcome; should be conducted in the best interests of the pupils at the school; and should ensure that, if requested, the information gained through the observation is confidential to the reviewer, reviewee and the LT member with responsibility for Learning and Teaching. The Leadership Team of the school should ensure that time is allocated within the school day to enable the participants in the classroom observation to: either discuss or agree the arrangements for the observation; or for that observation to take place; or for the observed colleague to receive feedback. The school will provide up to one hour of cover per colleague per year for these activities to take place. The information and arrangements should be available to and accepted by both the observer and the observed beforehand. During the lesson or lessons, the observer or reviewer should respond positively to any reasonable request from the teacher being observed. The observer should act in an unobtrusive, sensitive and in as professional a manner as possible. Reviewers or observers should indicate what is required including where they wish to sit and the copy of any lesson plans. Each observed teacher should receive verbal feedback followed by written feedback. During the verbal feedback, the teacher who has been observed should be given the opportunity to correct any factual errors on the part of the observer. These should be taken into account when the final plan or statement is agreed. The written feedback should be an accurate reflection of the agreed verbal feedback. Feedback should include all the positive aspects of the lesson and practical advice for realistic improvements. Teachers should have access to all written accounts of the observation after their lessons.
The feedback following the observation should be well balanced and constructive. Where possible, feedback should be given at the time and in the manner agreed during pre-observation discussions. Discussion of the professional needs of each teacher should be built into any feedback and used to identify opportunities for support and continuing professional development. carry out the role with professionalism, integrity and courtesy; seek to reach agreement in advance on classroom observation to be carried out; evaluate objectively; report accurately and fairly; and respect the confidentiality of the information gained. Learning walks Learning walks may take place in order to collect evidence about teaching and learning, evidence of progress and areas for development. They are intended to be developmental and constructive rather than judgemental and are a whole-school improvement activity. There should, therefore, be no attempt to use this approach as part of capability procedures or for performance management. 1. A programme of learning walks should be agreed with teachers so that they know the date, time and focus of the learning walk and who will be conducting it, so that they can organise their classes accordingly. 2. The purpose or focus of a learning walk should be explained to all relevant staff prior to its commencement. That purpose or focus will not relate to the performance of an individual. 3. Learning walks will be conducted with minimum disruption to teachers and pupils. 4. Learning walks will be undertaken in a supportive and professional manner. 5. A maximum of two colleagues will be involved in learning walks at any time. 6. Pupils will not be asked for their views of an individual teacher during learning walks. 9. Those teachers whose classes are visited will be given the opportunity to see, on request, any written records which have been made during the learning walk.
10. There shall be no evaluation of an individual teacher during a learning walk. 11. Regular reviews of the operation of learning walks will be held with all staff. 1. Preparing People for Learning Walks Before the first LW occurs in any school there is a great deal of preparation to be done in order for the LW to be an eventual success. Preparation must ensure that: everyone, whether directly or indirectly involved in the enquiry, understands the methodology and specific focus of the current LW; LWs are understood as a whole-school learning journey, not just for the main participants or the head teacher; everyone understands they are learning from, with and on behalf of others in the network and that they have a responsibility to engage in shaping the enquiry. It should also be made clear that no one individual is under scrutiny during the process. Classrooms are investigated for what they show about a school or network as a whole. By the time a LW takes place, individuals within a host school or department should be familiar with the following. Date and time of learning walk. Focus of the learning walk. Name of the team members of walkers. Reminder that walkers will be conversing with pupils. Reminder that walkers will be taking notes to supplement their memory and for their own learning but not for evaluation purposes. At this time, if teachers have not seen them before, they should be shown copies of the note-taking forms that will be distributed to walkers. Reminder that collective feedback will be given.
In order for the LW to be successful, a climate of trust, openness and confidentiality must be encouraged. This starts with a sense of common courtesy but incorporates an understanding of the protocols and parameters of the LW process. Such shared behavioural norms or common expectations can guarantee the integrity of the Learning Walk. Walkers visit several classrooms for 5-10 minutes (initially no more than four-five classrooms). Walkers may engage in any of the following evidence-gathering activities: discussion with the teacher examination of displays discussions with pupils examination of the arrangement of the classrooms examination of classroom resources study of pupils work Taking notes help walkers remember what they observed with specificity. It also avoids confusion about what was observed in each room. During the introduction to the Learning Walk, teachers should be told about the note-taking. They should be reminded of this again during the briefing meeting. Walkers need not always talk to teachers when they visit a classroom. If they do, conservation may be confined to a brief greeting and introduction by the leader of the Learning Walk. One of the norms of Learning Walks is to avoid interrupting direct teaching. Although obvious, it nevertheless should be stated that walkers never interrupt direct instruction to talk to either pupils or teachers. When walkers question pupils, they explore how well the pupils know and understand: what they are learning; where they can go for help in their learning; why they need to know what they are learning; how to judge the quality of their work; how to make their own work better; how to talk about what they are learning.