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CLASSROOM OBSERVATION PROTOCOL BACKGROUND This school believes that observation of classroom practice is important, both as a way of assessing teachers performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observations will be carried out in a supportive manner. PURPOSES The purposes of classroom observation are:- to ensure that the individual needs of pupils are being met; to provide senior managers/subject leaders with an overview of the quality of teaching and learning; to give teachers professional feedback and create an ongoing dialogue on the effectiveness of teaching skills; to inform the Appraisal system; to identify areas for improvement and for professional development; to identify good practice and extend teacher expertise; to identify how well resources and/or the learning environment are contributing to learning. CRITERIA The criteria for classroom observation are :- Teachers performance will be regularly observed, but their frequency, type and length will depend on the individual circumstances of the teacher and the overall needs of the school; that it be undertaken only by persons with QTS and is understood by both observer and the teacher that it will be used to evaluate the quality of teaching and learning; that it be used to provide constructive feedback and identify areas for possible improvement and development; that all observations be conducted in normal teaching time; a minimum of thirty minutes in order to be deemed valid, however, normal practice would be to observe a full lesson. CATEGORIES OF OBSERVATION There are 2 types of observation: Formal i.e. those for appraisal. They are based on judgements that will influence career and pay progression. (The teacher being observed should provide a lesson plan to the observer in advance of the lesson) Informal i.e. those for the teachers professional development and those forming part of the internal monitoring system. They are based on non-judgemental support. Peer observations, learning walks and “drop-in” observations are all considered to be informal. To support their own CPD, teachers are encouraged to arrange mutually agreed observation of colleagues’ classrooms and take part in mentoring and coaching. Informal observations may be undertaken by Head Teacher, Senior Leadership Team, Ofsted, colleagues – please note this list is not exhaustive. Schools’ can determine whether observations are announced, unannounced or a mixture of both announced observations should be subject to at least five workings days notice from Deleted: that it observer to teacher Formatted: Bullets and unannounced observations will not be subject to notice Numbering a mixture of both announced and unannounced observations will take place throughout Deleted: in advance of the year. proposed observation ( NOTE : Schools’ can determine whether observations are announced, unannounced or a Within this criteria, all observers should demonstrate:- mixture of both and will need to indicate that determination here professionalism, integrity, courtesy and objectivity in the conduct of observation ) activities; and Formatted: Bullets and Numbering a respect for the confidentiality, both of any information gained during such observation sessions and of the feedback given as a result. Please note feedback will, in all cases, be given to the Head Teacher and will remain confidential. CONSIDERATIONS PRIOR TO THE OBSERVATION SHOULD INCLUDE: Deleted: AGREEING THE The focus/primary purpose of the observation; The amount of observation; Any particular aspects of the teacher's performance which will be assessed; A timetable for the observation including duration. Who will conduct the observation; and How and when feedback will take place. OBSERVATION : METHODOLOGY Sit, or stand, somewhere which provides a clear view of the activities of pupils and teacher. Make this as unobtrusive as possible. Where appropriate, talk to pupils about their experiences and learning outcomes, as long as it does not disrupt the progress of the lesson. Where appropriate, ask about, and take the opportunity to look at, pupils work. OBSERVATION : RECORDING Observations should be recorded as the lesson progresses rather than relying on memory to recall events. (See form attached) It is important to include a timeline in this record. The observer should note teacher activity and its impact on pupil activity and progress. OBSERVATION : FEEDBACK The observer should reflect on the lesson and identify the key messages from notes taken. The teacher also needs time to collect his/her thoughts on the lesson. Oral feedback should be given within 24 hours after the lesson observation and period of reflection. It should always be held in a private, uninterrupted area. Written feedback will be provided following all lesson observations within 5 working days. Feedback following a lesson observation should enable teachers to build on success and feel confident about introducing change where necessary. The observer should focus on the effectiveness of the lesson in enabling learning to take place and how the teaching and activities contributed to this. The assessment should always refer to the evidence being drawn on and its link to the lesson observation criteria. Targets set as a result of the feedback should be practical and achievable and leave the teacher feeling that they can make progress. As a guide, the feedback discussion should focus on:- facts not opinions present not past sharing, rather than imposing, ideas alternative strategies : "what do you think"? teacher's needs and aspirations what is modifiable? Feedback with regard to concerns should be clear about the nature and seriousness. Where evidence emerges during the appraisal period which gives rise to concern about the teacher’s performance, additional classroom observations may be arranged. The teacher has the right to append written comments on the feedback document. All feedback will be given to the Head Teacher. POST OBSERVATION Will require a statement to cover, such as:- how and where the observation will be recorded (eg. using an agreed pro-forma as per the example attached); who should receive a copy (eg. observer, teacher and teacher’s line manager or Head Teacher as appropriate where s/he is not the teacher's observer for the lesson/s in question); how the recorded observation will be used in the 1:1 Appraisal process a Head Teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Head Teachers have a right to drop in to inform their monitoring of the quality of learning; clearly, the appraisal arrangements are integral to fulfilling this duty and Head Teachers may consider the classroom observations they have agreed for appraisal are sufficient and that drop ins will not be needed. DROP INS In this school:- drop ins will only be undertaken by the Head Teacher. OR drop ins will be undertaken by the Head Teacher supported by the following appropriate and designated member(s) of the leadership team with responsibility for the integrity of teaching standards NOTE Drop ins will only inform the appraisal process where evidence arises which merits the revision of the planning statement and in accordance with the provisions of the regulations.
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