Teaching observation in your organisation
Examples of effective schemes
So what works? In ITT, observation in all its forms works (Harkin, Clow and Hillier, 2003: pp27–30 [Ref]Harkin, J, Clow, R and Hillier, Y (2003) ‘Recollected in Tranquility? FE teachers’ perceptions of their initial teacher training’. London: Learning and Skills Development Agency: 47.; Bradford College Case Study).
Observing experienced teachers is valued by trainees, although it does not always happen. The City College Norwich (CCN) project [PDF format] found that 28% of new teachers (p39) went into teaching their first classes without having observed any teacher! The CCN pilot model 3 was particularly successful. They carried out 17 paired observations, where a mentor and a trainee together observed an experienced teacher (p51). This was particularly effective when college teachers went into schools to observe schoolteachers teaching 14–16 year olds. In the first observation the mentor pointed out good practice that had been demonstrated; by the third observation the trainee was able to identify good practice unaided. CCN recommends that all trainees should observe teaching in a wide variety of settings, e.g. colleges, schools, prisons.
Microteaching
Many trainees’ first experience of teaching is through microteaching, when they are observed by tutors and peers. Of course, during these sessions they also experience being students and observers themselves. CCN’s pilot model 4 [PDF format] was to use video for 19 micro-teach sessions (p52). The group of trainees were able to watch themselves on video and used a checklist (Appendix 4, p80) to focus on ‘body language, mannerism and class management’. This took up a lot of course time, but the project gave ideas on how the process could be further developed. CCN recommends that microteaching should be an intrinsic part of teacher training and timetabled before trainees start teaching. Video adds another dimension to this (p62).
Peer observation
Where peer observation has been used in FE ITT, it has been highly valued, especially when peers are from different curriculum areas and different workplaces (Harkin et al, 2003: p28) [Ref]Harkin, J, Clow, R and Hillier, Y (2003) ‘Recollected in Tranquility? FE teachers’ perceptions of their initial teacher training’. London: Learning and Skills Development Agency: 47.. The Plymouth University pilot [PDF format] took this a step further and evaluated the use of peer observation as ‘an important part of the formal teaching observation assessments on CertEd and PGCE programmes’ (UoP report, p 1). The sample (n=24) took into account a wide range of variables including gender, stage of training, subject-specific (TESOL or Armed Services) or generic training, full-time or part-time. With very few reservations this pilot was a success, and useful materials are available for those who want to try peer observation in their courses. [Appendices C,E, F and G]. Interestingly, trainees in this study preferred to be observed by a peer from a different subject area.
Mentor observation
The ideal mentor would be a colleague who can teach the same lessons as the trainee, is a qualified teacher with several years’ experience of teaching and who is considered able to demonstrate ‘good’ practice.
ITT tutors
The skills of ITT tutors were valued by all the projects and, in particular, their ability to allow reflection, offer ideas for improvement and challenge trainees to experiment as part of the developmental process. It should not be forgotten that many ‘generic’ tutors are subject specialists in terms of their earlier or indeed current teaching roles.
The process of observation
One pilot (CCN) included an observation system where the observer could walk in unannounced at any time. This was seen to be very stressful and was not recommended by the team. In general, ITT observations worked best when they were supportive and at the same time gave clear guidance for development as a teacher. Some systems used the Ofsted grading criteria, but most did not. Canterbury Christ Church University [PDF format] piloted two significant changes to their practice. First, they introduced a pre-observation discussion, in which the plan for the lesson could be discussed and related to theory. This was similar to the Staffordshire Learning Study approach, though not as structured, and pre-service trainees at the beginning of their supervised experience found this pre-meeting difficult (p6). Secondly, the team devised differentiated criteria which outlined the level of expertise expected as their training progressed. [PGCE observation criteria and Pass criteria STE Cert Ed - both Word format]
Hierarchical relationships
It is worth mentioning here that observation by anyone other than the ITT team can be contaminated by the role relationships that exist in the place of work. Some mentors are line managers, which does not necessarily make them good observers (Derby, p 6). Others carry positional power, such as Quality Managers in FE or officers in the Armed Forces. These mentors will always be able to offer a perspective but the process may not be as supportive or developmental as trainees prefer. Like the mentors in the Bristol pilot, managers may not be subject specialists (or may be out of date) and may not be trained teachers in any of the learning and skills workplaces.
Using digital technology
Some ITT courses already make good use of video-recording teaching, especially microteaching sessions. The pilot projects explored the use of the latest technology in ITT, and their general findings were that digital technology can now offer additional perspectives and opportunities to enrich the ITT (and CPD) experience.