Observations
Lesson observations should be planned in advance and include a specific focus which is identified beforehand. It is good practice if the observation is a joint one with the LT or another school colleague. Formal observations will be in addition to informal feedback provided to trainees based on their other teaching responsibilities.
Primary trainees are formally observed once a week and secondary trainees are formally observed twice each each, with one observation in each key stage).
There are two main purposes for observation on school experience.
1: Trainees observe expert colleagues
Observations will provide necessary insights into the workings of the classroom and different strategies used by the teacher and the impact on learning processes and outcomes. The trainee completes the ‘classroom observation sheet’ (on Moodle).
2: Expert colleagues observe trainees
Lesson observation features:
- an observation does not need to include the whole lesson
- the observer must complete the Lesson Feedback Record (which is then uploaded by the trainee to Abyasa)
- wherever possible, joint observations should take place
- evidence should be annotated onto the lesson plan
- the observations should be planned to cover different areas of the curriculum
- for undergraduate trainees (finalists), at least one observation should be in their elective subject
- the lesson observation should be judged in relation to the level of the school experience and the stage of the school experience.
Feedback
Lesson Feedback Record – what should be included?
- It should be clear from the record of the lesson observation what is being taught and whether the learning outcomes are achieved.
- Areas of strength and development should be stated and inform future target setting.
- It is good practice to look back at previous targets and see how they are being met in the context of the lesson being observed.
Lesson observation feedback should take place immediately or very soon after the observed lesson. It is helpful to be honest and note positives first.
CBM, LT, PCM – Useful questions to ask during lesson observation feedback
Please view effective lesson observation feedback.
Tips
- It is important to achieve a balance between positive encouragement and constructive criticism.
- It should involve the trainee in reflection of practice and referral to work in university and wider reading.
- The mentor should be aware of progression and development and consider what is reasonable for a particular stage of a particular school experience, and consider this carefully when giving feedback.
Target setting
An important part of the feedback is the target setting process. This is a meaningful and critical part of the school experience forming part of the professional development.
Short term
The trainee should receive clear, precise short-term priorities for improvement and development, and opportunities to develop them in a systematic way. These must be set every week as part of the Weekly Training Meeting and clearly related to areas for development.
Longer term
At the end of a placement, the trainee should be guided to articulate areas for development, to be achieved before or during the next placement or during the ECT years.
Modelling the coaching questions in lesson feedback
This is an example of what the coaching questions might look like when engaging in lesson feedback discussions. N.B. This is a shortened version to serve as an exemplar, it is expected that this dialogue will last longer than the video.