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• Teaching observation

• In your organisation:

• Introduction
• Why are we looking at
  teaching observation?
• What are the key features of
  effective practice?
• What models?

• Models from the pilots
• A digital model
• A subject specialist mentor model
• A general review model
• A peer observation model
• A workplace observation model

• Examples of effective schemes
• Understanding the issues

• Models
• Resources
• Teaching observation centres

• Models

• Pilot centres

 

 

Teaching observation in your organisation

What models?

 

The thirteen pilot projects commissioned by the Standards Unit explored the following questions:

 

• How is observation undertaken and recorded? (conventional approaches to teaching observation, and the use and role of digital technology to complement these)
• Who should observe teaching practice? (subject specialists, mentors, coaches, line managers, tutors)
• What should be observed and when? (agreeing what is observed and when within the developmental and assessment process)
• Why is the observation taking place? (the role of observation: developmental as opposed to summative assessment, teaching observation within the wider organisational quality improvement)

 

Analysis of findings from the pilot projects suggests that the following points should be considered:

 

• There is a need to clearly define roles - the who and the why. Difficulties with the observation process often occurred when it was not clear whether the observation was developmental, assessment based or part of a wider quality assurance process. There was sometimes concern when peer observations were graded or mentors were asked to undertake summative assessment. The pre-observation process has a key role to play in ensuring effective observation, including identifying appropriate training for observers and those they observe.

 

• Reaching a wider community and offering specialist observation. With the increased need to reach a wider community and to offer subject specialist mentoring and observation, there is likely to be an increased use of technology in teaching observation. Not only do the practicalities of the use of technology need to be discussed but also its role and appropriateness across a range of observation contexts, such as formative or summative assessment. The pilots concluded that it is unlikely that we are looking at either digitally based or in-person observations as alternative models for effective observation; the strong suggestion was, rather, that we may be looking at a complementary approach that can offer a wider spread of advantages – and, by the same token, a much reduced set of drawbacks – than either system could offer on its own. The strong feeling from centres would seem to be that on-line and/or digital observation can meet the current policy agenda concerns about moderation of observed teaching assessment and the increasing emphasis on subject specialist observation. Potentially, the use of technology could be an efficient and effective tool to support the improvement of teaching and the conduct of educational research. There is scope to broaden the classroom teacher’s community of practice and, in the wider public interest, to facilitate greater externality in quality assurance processes.

 

• A coherent approach to the process and recording of observation. Observation needs to be clearly linked to ILPs, professional development plans and mentoring support as part of a programme of support and development that reduces repetitiveness and bureaucratic procedures.