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"We must become the change we want to see."
"We must become the change we want to see."
― Mahatma Gandhi
― Mahatma Gandhi
Our lesson observations will align with our learning toolkit and school priorities. We will use the experiences to build a culture of collaboration.
Formal lesson observations are embedded within the school QA Calendar and Working Time Agreement. Lesson observations consist of peer visits (tri-learning), PT visits and SLT visits.
Peer lesson observations are part of our commitment to professional learning, not our Quality Assurance process.
Tri-learning
Tri-learning
Teaching staff work in trios and undertake joint lesson observations. By observing lessons together, and discussing pedagogy afterwards, staff can learn from each other. Staff observing should be working as hard, if not harder, as the teacher delivering the lesson. Observers will use the learning toolkit and really think about the pedagogy at play.
There will be 3 instances of formal classroom visits each session, meaning everyone* will be visited on a maximum of 3 occasions.
Suggested areas of focus
Suggested areas of focus
Start
Daily Review
High Quality Content
Practice
Pace
Differentiation
Feedback
End and Send
For each classroom visit there would be a pre-agreed area of focus from the above list. This should be agreed in consultation with the class teacher, to allow them to draw attention to good practice or areas where they seek further guidance or support.
PT/SLT QA visits
PT/SLT QA visits
PTCs should, in consultation with teaching staff and Link DHTs, prepare a programme of classroom observations for each session. The programme will align with the school QA Calendar and should ensure planned visits within a faculty that could include a visit by a member of SLT or a PT.
In addition, PT’s will establish a programme of informal learning walks which they would undertake within faculties.
LMT will use the SHS Lesson rubric during classroom observations and learning walks to support their faculty self-evaluation process.
*Probationer teachers will be visited more than 3 times as they work towards meeting the requirements of the standard for full registration.
“One of the most important things you can do on this earth is to let people know they are not alone.”
“One of the most important things you can do on this earth is to let people know they are not alone.”
― Shannon L. Alder
― Shannon L. Alder
Time to visit colleagues’ classes will be protected and cover provided, if appropriate, as far as possible. Please complete a yellow cover form and submit it to Fiona should you require cover.
To facilitate visits, additional time has been built into the Working Time Agreement. This will allow staff to engage in planning, professional dialogue and record the experience in their GTCS profile. The suggested time allocation is:
Two periods (100 minutes) for each visit, 1 to prepare and 1 to discuss and record.
Two periods for each member of staff involved in peer observation. For the observer, one period to observe and one to discuss.
Professional dialogue with your partner would be part of Career Long Professional Learning (CLPL) and cover would not be provided for this part. This time has been built in as part of our collegiate working time agreement calendar in recognition of the time required. Following this professional dialogue, a short form should be completed.
This activity provides an opportunity for colleagues to meet the requirement of the GTCS Standard for Career Long Professional Learning and record this as part of their GTCS log for Professional Update:
The GTCS standard for career long professional learning states:
2.2 Professional Skills and Abilities Teachers working with this standard are expected to develop and apply their knowledge, skills and expertise through enquiry and sustained professional learning to work to create, contribute to, and lead a collegiate culture, through collaborative enquiry, peer observation with constructive feedback, professional dialogue and debate.
"Share your knowledge. It’s a way to achieve immortality."
"Share your knowledge. It’s a way to achieve immortality."
― Dalai Lama
Principles and Good Practice
Principles and Good Practice
Formal lesson observations should have an agreed focus.
The observer should, where possible, be an active participant in the lesson to make the process more natural for learners. This is dependent on the focus being observed.
Formal learning observations should provide enough information to allow professional dialogue.
A record of the dialogue should be agreed and kept. A record of the dialogue should be uploaded to the GTCS log for professional update.
Dialogue will be conducted in a positive and respectful manner. For example, using a coaching approach.
Lessons should be part of the regular timetable/ learning and teaching.
Formal shared learning experiences visits should reflect on aspects of school improvement or PRD targets.
Formal and informal shared learning experiences is a fully integrated element of the school improvement process.
A variety of means of undertaking both formal and informal lesson observations could be used e.g. team teaching/co-operative teaching, learner focus groups, learning walks.
Formal and informal lesson observations must have the learner at the heart of the focus. There can be opportunities provided for learners to provide feedback on the experience.
The ethos should always be positive and supportive.
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