1. Monitoring & Evaluation of Teaching & Learning through Lesson Observation Ali Szwagrzak & Martyn Kitson School Improvement Advisers aszwagrzak@buckscc.gov.uk & mkitson@buckscc.gov.uk

2. Judging the quality of teaching What’s different?  Inspectors will evaluate the impact of teaching on the quality of learning and progress over time, not just that seen on the snapshot of the inspection. A key question is ‘what is teaching typically like ?’ Other sources of evidence alongside that from lesson observations could include:  the school’s own evaluation of the quality of teaching  joint lesson observations with senior staff  work scrutiny: to include checking a range of books and other work  scrutiny of the school’s own monitoring records  short visits to a number of lessons to focus on a particular issue  discussions with teachers about planning, assessment and the T&L policy  data from pupil, parent and staff questionnaires.

3. Gathering evidence on teaching & learning  Inspectors will meet individual pupils and groups of pupils to discuss their typical experience of learning.  Inspectors will select the pupils to take part in discussions for example:  higher- and lower-attaining pupils in the same year group  pupils selected from lessons that inspectors have observed who may bring their work to discuss their learning and the impact of the marking and assessment on their learning  listening to children read

4. Ofsted Criteria - what inspectors must consider: Inspectors must consider whether:  work is challenging enough for all pupils and meets their individual needs  pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding, including in literacy and mathematics  teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching  teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning  pupils understand well how to improve their work.  Not all aspects of learning, for example pupils’ engagement, interest, concentration, determination, resilience and independence, will be seen in a single observation.

5. What is Good Learning (WIGL) Sept 2012  Following the last framework 2009 it was obvious the WIGIT was not focused enough on learning. The new WIGL was written to reflect the 2009 framework. Most elements exist in the new 2012 Framework, but the WIGL has been re-updated again to be in line with the new September 2012 Framework  Guidance on Evaluating the Quality of Learning  We would encourage Headteachers and senior leaders to use this in a variety of ways and not just as a pro-forma for a single lesson observation:  An auditing framework that focuses on particular aspects of learning  An audit tool that builds up over time using the same form, with future observations focussing on areas for development  A self-evaluation tool for teachers and other adults  A framework to evaluate whole school learning for subject and senior leaders  Established criteria to enable the school to identify and recognise ‘outstanding’ learning  A scaffold to provide a basis for professional dialogue as part of performance management  A structure to support the writing of School Development Plan and identifying CPD needs  An aide memoir to clarify progression for the quality of learning  A pro forma that can be used to support lesson observations. Observers could identify an overall judgement which mostly fits the criteria - bearing in mind that not all strands would necessarily be present in a single lesson The WIGL has been updated to represent the September 2012 Framework

6. Principles of T&L observations (1) Should be supportive and developmental Should focus on the progress and achievement of learners Should contribute towards providing the school with an overview of teaching and learning Should lead to the identification and celebration of good practice Should check that the ethos of the school is being promoted Should be proportionate to need

7. Principles of T&L observations (2) Should support a culture of continuous improvement Should be in line with school policies Should be given an appropriate time allocation Should take place on a regular basis Should only be undertaken by appropriate observers Should include appropriate feedback opportunities

8. Top Tips Treat every lesson as if you were being observed Treat every observation as a normal lesson Think outside the box Both the observer and the observed are learning Use student voice The observer and the observed are a team Feedback and follow up are key

9. Planning for observation Where this lesson is in the sequence. What happened before and what comes next. Learning objectives. What will the learning look like if pupils are successful? Groups, (e.g. SEND, EAL, G&T learners, FSM, vulnerable learners): who and where they are. What other adults are going to do. Learners’ current standards.

10. Before the lesson Agree the focus of the lesson observation Agree the time and duration of the observation Agree the information required by the observer before the observation; - short term planning/lesson notes - medium term planning - copies of worksheets/texts Agree when feedback will be given

11. During the lesson Arrive and leave on time Look at what the children are doing and how they are responding Consider how the teacher interacts with the pupils Take notes, recording the ‘cause and effect’ of the impact of the teaching Look at the range and balance of activities Look at the quality, range and purpose of the pupils’ work Talk to pupils

12. Writing your evidence (Ofsted EF) Use the form as a note pad no prose just bullets! Write what you see, and its impact on learning. Describe evidence of learners making progress. Comment on progress of different groups. Describe evidence of the impact of behaviour. Note contribution of literacy, numeracy and ICT. Comment on the effectiveness of any support

13. What are you looking for? Gains in knowledge, skills and understanding. How well learners progress relative to their starting points and capabilities. Any significant variations between groups of learners. Whether there is any underachievement generally or among particular groups. Whether learners achieve their targets/aims and whether the targets/aims are adequately challenging.

14. Lesson Observation 1 Individually..... Use the WIGL to evaluate the strengths of learning and of teaching by:  watching the video clip  Complete an EF  Decide on an overall grade for teaching Summarise at bottom of EF –Strengths –Weaknesses Task: Watch the DVD and Use the WIGL to evaluate the lesson

15. Purposes of feedback To acknowledge strengths To develop confidence To encourage self-reflection To note areas for improvement To offer advice and possibly further support To explore and offer strategies and alternatives

16. Effective Feedback: General Thank the teacher. Tell the teacher about learners’ learning and progress this helps to de-personalise comments. The ratio of strengths to weaknesses should reflect the quality of the lesson. If the lesson is barely satisfactory, concentrate on very few achievable improvements (step-by-step). If the lesson is good you can concentrate on fine detail (good to outstanding). How will you follow up on feedback?

17. Giving feedback – give yourself time to reflect on the lesson before you give feedback Be explicit and specific Start with the positive – motivational feedback first Be evaluative rather than descriptive Focus on actions that can be changed – development feedback second Focus on behaviour not personality Choose aspects that are most important and limit yourself to those Ask questions Catch them doing something right Think what it says about you

18. Feedback questions (1) What went particularly well? What do you think you accomplished in the lesson? What are you proud of? What did you notice about? Was that what you expected? How could it have been improved?

19. Feedback Questions (2) How do you think your questioning went? How would you have improved that lesson? What is the key thing you want to improve on? What support do you want from me in order to do it? Do you think the children on the green table understood the task/made progress/worked well?

20. Lesson Observation 2 Individually..... Use the WIGL to evaluate the strengths of learning and of teaching by:  watching the video clip  Complete an EF  Decide on an overall grade for teaching Summarise at bottom of EF –Strengths –Weaknesses Be prepared to give the feedback! Task: Watch the DVD and Use the WIGL to evaluate the lesson

21. Giving Feedback - Practise Task: Practise the feedback! In groups of 3 use your notes on the lesson observed to practise giving feedback One of you plays the teacher, one the inspector and the third to observe and take notes on the feedback Discuss how you felt – what was good? What was difficult?

22. Monitoring & Evaluation of Teaching & Learning through Lesson Observation Questions! aszwagrzak@buckscc.gov.uk & bmoore@buckscc.gov.uk Monitoring & Evaluation of Teaching & Learning through Lesson Observation Questions! aszwagrzak@buckscc.gov.uk & bmoore@buckscc.gov.uk