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

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

3. 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!

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

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

7. 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

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

9. 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....

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

11. 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....

12. 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’

13. 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)

14. 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…..

15. 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………

16. 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

17. Support and Innovation in Teaching, Learning & Assessment

18. Self
motivating
Trust

19. Innovation group…
Sally’s secret society

20. Take a risk!

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

25. Feedback….

27. 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

28. 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.”

29. “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.”

30. “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.”

31. “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.”

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

33. Trust

35. 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.”

36. “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.”

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