When I first became a Head of Physics I was handed the line management of two colleagues, a responsibility which included their performance management. Consequently I found myself having to observe lessons when I had only been teaching myself for a few years. I was handed forms and grids but to be honest I was relatively clueless. I'm eternally grateful to those I managed at the time for allowing me to continue this charade but in reality they were humouring me. By the time I hit senior leadership I believe I did know what I was doing but it wasn't until I undertook joint observations with far more experienced colleagues that I truly knew I was on the right track. It took a long time for me to reach this point and looking back on my experiences I feel that I lost many years of valuable observations simply because no-one had validated my observations or given me any guidance.
Being a good teacher doesn't necessarily make you a good observer. We believe we can teach colleagues to become better teachers but one of the key techniques by which we do this (observing lessons) is left to luck! Surely if you are going to improve teaching by observing then you ought to know what you are doing.
When I first became a head my first round of observations were conducted in pairs, to validate each others findings but also as a developmental activity for the observers.
I feel that there are two key reasons why leaders should receive training on lesson observation, firstly it is used as a core measure of performance and can be linked to pay progression, and secondly it is only through actually watching someone teach that you can constructively improve their teaching (I accept that you can improve marking and so on without watching lessons but the actual business of teaching really requires first-hand observations).
Here's how I do it.
Step 1. Find a willing volunteer who doesn't mind being observed.
Step 2. Prep your colleague. What are you looking for in the lesson? Where would you sit? When should you move? What should you note down and how?
Step 3. Off you go! Remember that your job is twofold, firstly to observe the observer and secondly to collate observations for comparison purposes after the lesson. I also like to do some in-lesson coaching in these situations. Pointing out where to sit, when to move, what to look at and so on. A quiet word in an ear or a little note can maximise the value of the shared observation.
Step 4. After the lesson compare notes. Let your colleague kick off. If you use a framework it is easier. I have mentioned the 5Ps many times but it really does help with lesson observations; concentrate on pitch, pace and progress and you've hit the nail on the head. See HERE for the 5Ps.
This is also a good time to give feedback on the process of observation itself.
Step 5. Now watch your colleague give feedback. This is also so important. I have written about feedback HERE but when done well it can encourage and develop good teaching.
Step 6. Again feedback on the feedback.
Who will this benefit? Middle and senior leaders, NQT mentors, student teacher mentors, teachers requiring development, in fact just about anyone! This is one of the best pieces of CPD you can deliver; invest in this and you will see the benefits.
Being a good teacher doesn't necessarily make you a good observer. We believe we can teach colleagues to become better teachers but one of the key techniques by which we do this (observing lessons) is left to luck! Surely if you are going to improve teaching by observing then you ought to know what you are doing.
When I first became a head my first round of observations were conducted in pairs, to validate each others findings but also as a developmental activity for the observers.
I feel that there are two key reasons why leaders should receive training on lesson observation, firstly it is used as a core measure of performance and can be linked to pay progression, and secondly it is only through actually watching someone teach that you can constructively improve their teaching (I accept that you can improve marking and so on without watching lessons but the actual business of teaching really requires first-hand observations).
Here's how I do it.
Step 1. Find a willing volunteer who doesn't mind being observed.
Step 2. Prep your colleague. What are you looking for in the lesson? Where would you sit? When should you move? What should you note down and how?
Step 3. Off you go! Remember that your job is twofold, firstly to observe the observer and secondly to collate observations for comparison purposes after the lesson. I also like to do some in-lesson coaching in these situations. Pointing out where to sit, when to move, what to look at and so on. A quiet word in an ear or a little note can maximise the value of the shared observation.
Step 4. After the lesson compare notes. Let your colleague kick off. If you use a framework it is easier. I have mentioned the 5Ps many times but it really does help with lesson observations; concentrate on pitch, pace and progress and you've hit the nail on the head. See HERE for the 5Ps.
This is also a good time to give feedback on the process of observation itself.
Step 5. Now watch your colleague give feedback. This is also so important. I have written about feedback HERE but when done well it can encourage and develop good teaching.
Step 6. Again feedback on the feedback.
Who will this benefit? Middle and senior leaders, NQT mentors, student teacher mentors, teachers requiring development, in fact just about anyone! This is one of the best pieces of CPD you can deliver; invest in this and you will see the benefits.
