Chichester College Introducing and piloting a model of ungraded lesson observation Sally Challis-Manning – Assistant Principal Sheila Thorpe – Professional Development Manager

The goal is to support and develop outstanding teachers.......

Why? Belief – the right thing to do Developmental observations taking place alongside graded Level of maturity Confidence in Observers (Licence to Observe) There is no limit!

Flat…boring… Coasting ‘Grade 2s’ Lack of inspiration and motivation No risk taking… Who is talking about teaching and learning? Fear...

We are positive about outstanding teaching, learning and assessment Licence to Observe We are positive about outstanding teaching, learning and assessment

Licence to Observe…. Five one hour modules: collecting evidence, report writing, making key judgements, target setting…. Feedback using a COACHING model…. All Observers completed an ILM Level 3 Coaching Award

Impact….. Experienced and qualified Observers who focus on development….

When and how? At least 2 drop ins Two developmental observations (minimum of 30 minutes) – 48 hours notice (one must be paired) Drop ins begin the cycle....

Developmental Observation Appraisal Targets Developmental Observation Developmental Drop-In Sept Oct-Dec Jan-March March-June Appraisal Review

Non graded observations.... Use coaching models to conduct observations and give feedback There is a cycle of developmental observations...... Each observation/drop in will pick up the actions from the observation/drop in before Each teacher will have their own teaching and learning profile which informs their appraisal grade....

Expectations.... Full engagement by all teachers and observers in the process The observee is expected to self reflect and set one of the developmental actions If the observation does not meet expectations it may trigger ‘intensive support’

Intensive support .....triggers No evidence of planning: No detailed ESOW No student profile linked or used to individualise learning Students are not engaged Insufficient evidence of learning Inadequate checking of learning (weak or no assessment methods) Not following up on previous actions and targets (not engaging in the process)

Monitoring.... Teaching, learning and assessment is our priority... Each curriculum area has a lead observer – based on experience Sally(lead IV!) – termly meetings with curriculum observation teams – very focussed Pilot and evaluate…..

Hurdles... Perception of additional workload for observers and appraisers Some teachers observed more often (this is also an advantage!) Training and communication – further developing coaching culture Buy in………

Getting going………. Communication…. SMT approval Staff Committee Quality Forum Governors Consulting with Curriculum Areas First year – 6 Curriculum Areas (including Teacher Ed) Second year – 10 Curriculum Areas Third year – whole college – 14 Curriculum Areas

Support and Innovation in Teaching, Learning & Assessment

Self motivating Trust

Innovation group… Sally’s secret society

Take a risk!

Teaching and Learning Roadshows Anytime, any place, anywhere 4 Roadshows = extra days leave Spotlights

Feedback….

Student Survey - 2015 Staff Survey 2016 Question Agreement rate At the start of each lesson it was clearly explained to me what I would be learning in that lesson 94% My teacher(s) were helpful and approachable 96% The activities in lessons have been varied and interesting 91% The teaching has been good 95% Staff Survey 2016

Feedback from lecturers…. “The person I had my post-observation discussions with engaged me in professional discussion rather than my feedback. Issues were raised and discussed from our varying viewpoints. It was this that caused me to reflect on my practice.” “I much prefer the non-graded observation method. As a professional I am constantly looking at ways of improving my classroom practice and it encourages me to try out new methods and to ask for assistance and feedback.”

“I think non-graded lesson observations ensure the observee feels involved in the process and take an active part in the professional discussion of their strengths and areas for development.” “The non-graded lesson observations have identified the areas for improvement in the same way as a graded lesson. The differences come from the post lesson observation discussion where the areas for development are the focus, rather than the grade.” “At first staff did not fully understand the process with some being suspicious. However as the process evolved it became clear to all that this an excellent opportunity to develop teaching and learning.”

“Many members of staff now openly invite observers into their lessons when taking a "risk“, to work together developing new and exciting outcomes for the learners.” “The process encourages risk taking and promotes innovation. Many members of staff now include the students in their planning.” “Staff now openly discuss the good, the bad and the ugly of each lesson. No longer are the bad bits hidden but these are seen as opportunities to develop.”

“Non-graded gave me encouragement to try out things; it also took away the what is my grade? With graded you don't listen to feedback you only want to know have I got over the hurdle?” “ I actually asked for the observation which is a complete 180 degree change. You normally wait in fear with graded. I am also more prepared to try and be more responsive to the feedback with non-graded.” “With 15 years teaching experience I thought I knew it all! However, I have been educated via the Non-Graded Observation pilot that we must never rest on our laurels and don't be afraid to try something new. I am very lucky to have a management team around me who encourage innovation and new ideas.”

Updates and next steps…. Additional modules in licence to observe Visitors…. Peer observation included One size doesn’t fit all Trust

Trust

OFSTED: March 2014   Overall effectiveness Outstanding Outcomes for learners Quality of teaching, learning and assessment Effectiveness of leadership and management “Senior leaders have invested significant time and resources in creating the right environment for outstanding teaching, learning and support for learners to flourish. This has resulted in an abundance of creative learning opportunities that inspire and motivate learners to succeed.” “Teachers plan and deliver a variety of extremely thoughtful and imaginative lessons.”

“Learners achieve very high standards and succeed in gaining their qualifications as a result of inspirational teaching and learning “The highly successful teaching inspires learners to make significant gains in knowledge, skills and understanding and to want to progress to achieve their full potential.” “Teaching, learning and assessment are outstanding. Leaders, managers and teachers place learners at the centre of all college activity, with the result that the vast majority of learners make excellent progress and achieve very successfully.”

‘When Chichester College piloted non graded lesson observations, the result was remarkable’ Dr Mary Bousted - May 2015