Making the move to ungraded lesson observations Where we were 2011 3 Successful years of unannounced ungraded lesson observations to Where we are now 2015 Before you start to define your process ID: 429088
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Slide1
Being Brave
Making the move to ungraded lesson observationsSlide2
Where we were 2011
3 Successful years of unannounced, ungraded lesson observations toWhere we are now 2015Slide3
Before you start to define your process:
i
dentify all your stakeholders needs/barriers
d
esign your process around theseSlide4
Stakeholder needs and barriers
Teachers/Unions
Unannounced aspect
Lack
of grade
P
erformance management link
Observation Team
Numbers of trained observers
Identifying when to re-observe
In depth training on any new processSlide5
Senior Leaders and Governors:
Evidencing the quality of teaching learning and assessment (TLA)across CollegeEffectively linking the quality of TLA to performance management
Impact if inspectedWill the new process lead to improvements
Ofsted:
Is the process robust
Is the process standardised
Do observers make appropriate judgements
Is the process leading to improvements in TLA
Stakeholder needs and barriersSlide6
Removing barriers
Pilot
Be fully committed and have an excellent rationaleBe
clear about your expectations of teaching, learning and assessment and build your observation process around them
Create a measurable process
Be transparentSlide7
Removing barriers
Focus on good practice, but be clear on how anything that does not meet expectations will be handled
Assure in depth standardisation Include moderation
Minimise the unannounced impact – as far as possible
Minimise paperwork for teachers – active scheme of work Slide8
Wakefield College Process
Completely unannounced and ungraded
Aims to observe
all
teachers
Written around the 9 College Standards for Teaching, Learning and Assessment
Team of 27 observers
Caseloads issued half termly to each observer, to be completed following half term
Quality and Learning Improvement Department records and monitors completionSlide9
Wakefield College Process
Database qualitatively records and
enables anytime reporting
on,
good
practice,
poor practice and next steps for
improvement
from a
range of
perspectives
Anonymous data analysis tool
quantatively
records, and enables anytime reporting on, the quality of TLA from a range of perspectivesSlide10
Wakefield College Process
Observation
reports are in-depth with comments made against each of the College
standards
Post observation discussion is, richer,
more two-way
and is no longer hampered by only hearing the
grade
Reports highlight excellent practice for sharing,
next steps for improvement
and any poor practice requiring a development plan
Observation outcomes are revisited
at post observation
meetings with managers, and appraisal explores post observation actions - both sharing of good practice and next steps developmentSlide11
Wakefield College Process
Teachers are required to self-assess against our
Standards for Teaching, Learning and Assessment
post observation
Senior
Moderators’
group moderates
all aspects of
the process
Every meeting of the observation team includes a standardisation exerciseSlide12
In Process Hurdles
Changing mind-set
Report writingStandardisation
Caseload completion
Teachers’ stress
Feedback – what grade?
Active scheme
Sharing good practice post observation
Link to performance management Slide13
Questions?
If you want more information about the Wakefield College unannounced, ungraded lesson observation process please email or ring Janet Walker
Tel: 01924 789261
Email: j.walker@wakefield.ac.uk