new approaches new possibilities Making the transition to ungraded models of observation Davina Polding Cradle Conference University of Wolverhampton 17 June 2015 davinapoldingboltonccacuk ID: 275424
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Lesson observation:new approaches, new possibilities
Making the transition to ungraded models of observation Davina PoldingCradle Conference, University of Wolverhampton, 17 June 2015davina.polding@boltoncc.ac.ukSlide2
Welcome and AimsTo share approaches made by Bolton College in introducing ungraded observations from 2014/15Slide3
ObjectivesBy the end of the presentation you will be able to:Define perceived barriers to the ungraded modelAnalyse benefits of moving to ungradedConsider key project management stagesStart a simple action plan towards changeSlide4
Action plan for your notesStart a simple action plan towards change
Points to consider
What action do I need to take
Who do I need to communicate with/Action by
By when
Slide5
Background and new researchPrior to Sept 2014 Bolton College had several years of a very good graded observation profile - why change?2013/14 research by Dr. Matt O’Leary caused reflection on what observation is for.O’Leary, M (2014) Classroom Observation- A Guide to the Effective Observation of Teaching and Learning. Oxford: RoutledgeSlide6
Why do we do observations?Key driver to support continuous improvement in Teaching, Learning and Assessment Heads of Area, Curriculum managers, APs and agencies, external observersOnce a year formally – actions to share good practice or address areas for developmentWalk-throughs and in-situ Quality CycleSlide7
Background and rationaleOfsted 2 day model of a week of observationsWas it a true picture? Grade 1, ‘show ponies’? Grade 2 coasting/stagnating with “over for another year” syndrome? Grade 3 really owning and maintaining improvement ?Slide8
The Power of Coaching 4 years -coaching and developmental approach – ‘Take a Chance on Change’ projectBased on Geoff Petty’s supported experiments’ model with Joanne Miles APs and TACOC facilitators supporting teams to try new and innovative TLASlide9
Taking ‘safe’ risksTACOC enthuses teachers to try something new in the classroom- not gradedTACOC was a real strength in our Higher Education Review Changed the culture- peer-sharing and ungraded observations work in harmonyDo staff really need a grade for formal observations? Slide10
Perceived barriersNetworking activityIn pairs or small groups consider for a few minutes- what do you fear in terms of not grading?Slide11
Perceived barriers SMT and governance concerns and need for measurement reporting?Peer pressure- other colleges ?Unions’ reaction?Teachers’ reactions?Timelines and project management challenges?Ofsted?Slide12
Hurdles Bolton College overcameCommunication, communication, communicationTeachers as Professionals - professional dialogueReflective Practitioners-observed tutor completes reflective document to prepare Heads of area and Curriculum Leaders observeCoaching model by Advanced PractitionersSlide13
Hurdles Bolton College overcameCommunication, communication, communication15 Teaching, Learning and Assessment standards and self-assessment Learner-facing postersMind set and skill set of the observers - training and following up showed they don't just transform into ungraded developmental observers by magicSlide14Slide15
Hurdles Bolton College overcame ‘Really well’, ‘well’, ‘not as well as it could be’, ‘not well enough’‘Red Spot’ optionEvidence of planning but a session plan not mandatory Inadequate TLA re-observed then can lead to formal performance managementLearner Voice and assessed work blended inSlide16
Hurdles Bolton College overcameStill a way to RAG rate areas re TLA for SARs and performance reviewSplit the TLA standards into 3 key areas ‘planning’, ‘delivery’ and ‘assessment and feedback’Importance of timely SMART targets tracking and closing the loopSlide17
What are the benefits?Networking activity In pairs or small groups for a few minutes consider the potential benefits of moving to an ungraded modelSlide18
Benefits of moving to ungraded“peer-based models of observation have been shown to offer the potential to enhance pedagogic understanding and in turn contribute to the on-going process of teacher development” (2014,p155)“ a community of professionals collaborating and sharing knowledge and experience” (2014,p156)Slide19
Benefits of moving to ungraded“the desire to encourage teachers to be the best they can possibly be and in turn to encourage their learners to continuously strive for success” (2014,p155)Slide20
Quotes from tutorsWell, you can never win them all:“ I wish we had the graded model back; I like to know what number I get”Slide21
Quotes from tutors“I felt the process was less judgemental. I felt it was an opportunity to get some feedback on my teaching and get some advice for future practice.”“I do feel that the ungraded observation is a good idea as it relieves a great deal of pressure from the tutor who is being observed and it eliminates the "what did you get" question in the staffroom which can be embarrassing for tutors who get low grades.”Slide22
Quotes from tutors“I liked the discussion part and action plans as they are very useful.” “This year’s observation process I felt has been much more relaxed and less threatening due to the fact the grading system was not in place.”Slide23
Quotes from tutors“I am wholly supportive of the ungraded observations model. However any observation becomes counterproductive if the observer has insufficient time to provide meaningful feedback in a timely fashion. I was fortunate enough to have xxxxxx as an observer and benefited greatly from her observation.” Slide24
Quotes from tutors“I didn’t need to focus on my grade just what went well and I knew that if I had any areas for development, I would receive the support I needed. I also looked forward to sharing what went well (SGP). Even though I didn’t get a grade I could work out what it was from the feedback but I knew there was less focus on the observation just being about a grade.”Slide25
Quotes from observers“With a weaker teacher, the new process worked well – a more open, less defensive and conflictive discussion, as it wasn’t fixed on debating the grade. It allowed for a more balanced discussion of strengths and areas for development.”“With strong teachers delivering strong lessons, it has been helpful to broaden the conversation into what their next step is; their aspirations at work; looking beyond simple AfD to wider learning through research, using social networks, connecting to other institutions.”Slide26
Key project management stagesMay 2014TLA standards and draft handbook designedJune/July
June-Senior management approvalJune/July- Cascaded to the Unions and finalised handbookStaff completed self-assessment forms and highlighted support as required from APs
September
Tour
of the areas to spread the word
26 staff meetings. Induction
walk-throughs.
Oct/early Nov
Peer sharing TACOC for 3 weeks
Late Nov
Launch of
formal observations until Feb half-term
Early
Jan 2015
Cluster groups to review project.
SMART
t
argets needed to be tightened up.
SMART targets bank designed and circulated.
Nov-
April
Closing the loop on development and sharing good practice
June
Evaluation
and reporting to SMTSlide27
Ofsted and TLANobody expects …..Ofsted in March 2015TLA grade 2- all paired observations were agreedInspectors liked the TACOC and also the ungraded approach to developing TLAThe new CIF will not grade individualsSlide28
Lessons we learnedObservations –schedule and chaseSome anxiety about it being unannounced Some grade one teachers want the badge of honour Triangulating information has worked well – observation, student feedback and file review
Consider impact on the learners even moreSlide29
Lessons we learnedSetting a date to close the loop on the actions in the initial feedback meeting Emphasise that this new process is about development for all the team-moving beyond simple assessment of the individualPlan to start the observations earlier next year, risk-based so that the focus is on the coaching and sharing that followsSlide30
Action plan for changeThank you for listeningPlease use any remaining time to ask questions and to make any more notes on action plans