• Home

• About the resources

• Mentoring

• ILPs

• Teaching observation

• In your organisation:

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

• Recommendations which are
  possible to implement at little cost
• Recommendations that need
  initial investment
• Recommendations that should
  receive on-going funding
• Ways of saving money

• Models
• Resources
• Teaching observation centres

• Models

• Pilot centres

 

 

Teaching observation in your organisation

Understanding the issues

 

How can I put this into practice?

As the new QTLS standards and qualification framework are finalised, all awarding bodies and universities will need to rewrite their ITT courses to take account of a range of factors, including student evaluations, new regulations and research [Harkin et al (2003), Appendix 4 [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 pilot projects discussed in this report, funded by the DfES, provide timely recommendations which should enable all providers to design ITT courses which will ensure that new teachers are at the very least competent and, hopefully, excellent. All the projects benefited from additional funding that enabled the teams to experiment and gave them time to reflect and plan.

 

In this section the recommendations are considered with a view to being put into practice. Some of these recommendations may seem obvious but they are included for the sake of completeness and in view of the uneven nature of the way in which the ITT sector has evolved. Very few projects costed their recommendations, so an attempt has been made here to analyse funding implications.