1. IT&L Training Introduction for New Observers

2. Domestics clive.riggs@cambridgeshire.gov.uk Curriculum manager for improving teaching & learning Tea and coffee provided mid-session Any fire alarm will be genuine Toilets

3. Session Aims Introduce the improving teaching and learning process and to outline the essential basics. Introduce providers to Ofsted standards in judging teaching and learning Enable providers to feel confident they know what to look for (focus on learning taking place) and to write reports effectively.

4. Learning Objectives Identify specific parts of the report and what they relate to. Recognise and separate description from evaluation. Develop a vocabulary for evaluating and making judgements. Differentiate between the general categories in the Ofsted framework (outstanding, good, satisfactory, inadequate). Edit, rewrite and revise description, turning it into evaluation.

5. Why Observations? Check the extent to which learning is taking place and needs of learners are being met. Assess the quality of teaching and how that impacts on learning or meets the needs of learners. Provide tutors with objective evidence which identifies where improvements can be made (to improve learners’ experience and for professional development).

6. Observing Watch the short video extract Describe what you saw. Is it good or bad that you might not have seen the gorilla? What message could you take from that in terms of looking at a situation? We’re now going to talk about description and look at the observation report.

7. Report Writing ED4 & PDR- observation report form. Large section for you to record and describe what you see (you can begin to evaluate too). This is best done as a series of bullet points but you can adopt your own approach. This is for you to use as a reference when making evaluations and judgements later on. This is the only place for description of events.

8. Evaluation and Making Judgements As we do not grade observations now, evaluation is vital to build an accurate picture of the quality of teaching and learning. Look at the handbook extract which gives you a list of evaluative words. Transfer the evaluative words to the appropriate column on the sheet (resource 1). Our expected standard (=) is Good.

9. Group Work- Ofsted’s Guide to Judgements Each group nominate a spokesperson. In your groups, look at the following evaluative or descriptive statements and place them in either the +, = or – columns as you decide appropriate. Feedback- were there any areas of uncertainty?

10. Planning- The Scheme of Work ED1- Central planning tool. There is no longer a requirement to produce dedicated lesson plans, instead, detailed planning must be made on the scheme of work (ED1). There is a clear and established link between good planning and effective teaching and learning. Enrichment and Wider Impacts on the scheme of work and what to look for.

11. Planning Enrichment and Wider Impacts Enrichment tends to happen more by accident or circumstance than design. Planning must include consideration of enrichment (in particular English and maths). New focus on Wider Impacts- Alison Sutton.

12. Description to Evaluation The key skill for report writing. You will be given a sheet containing a series of descriptive statements. In your groups, convert these into one or more evaluative statements which reflect the quality of teaching and learning described. Make these as short as possible. Feedback

13. Feedback to Tutors (immediately post- observation) Ask questions that foster reflection Mine the tutor’s resources/experiences Focus on approaches created by or suggested by the tutor Make suggestions only where appropriate Help identify small action steps Where possible, plan a professional dialogue/feedback meeting for detailed feedback after report is written. Failing that, telephone conversation.

14. Summary Outcomes Back to the report form- no grades. The outcomes are based on the distribution of evaluations throughout the report in the +, = or minus columns. This is explained in the handbook

15. Summary We have covered the fundamentals of describing, evaluating and making judgements. We have looked at the guidance on making judgements given by Ofsted. We have explored the blurring of the edges between good and satisfactory. You now have the skills to carry out observations. All you need now is practice.