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The Cult of Outstanding
Transcript of The Cult of Outstanding
Anatomy of Lesson Observations
1. What is the PURPOSE of lesson observations?
"On the evidence of what I observed during the time I was in your lesson."
I always say, "So, how did that go for you..." But imagine if I had the time to say,
"What do you think I am going to see?"
"This is Professional - not personal..."
How might the next lesson be adapted in light of
what happened this lesson?
How do you know if students are making progress?
Why did you make the decision you made today?
Is there anything you might do differently?
Thoughts and ideas about Lesson Observations
2. What do you want someone to see when they come into your lesson?
Where does this lesson fit into your sequence of
What have students had to learn in order to get
to this point?
How will you develop what students have done
Your experience of doing a lesson observation
I have done LOADS
I have done NONE - or Few
YOUR THOUGHTS AND FEELINGS
ABOUT LESSON OBSERVATIONS
To MEET the DEMANDS of Ofsted?
Moreover, they must not inspect or report in a way that is not stipulated in the framework, handbook or guidance. For example, they should not criticise teacher talk for being overlong or bemoan a lack of opportunity for different activities in lessons unless there is unequivocal evidence that this is slowing learning over time. It is unrealistic, too, for inspectors to necessarily expect that all work in all lessons is always matched to the specific needs of each individual. Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning. Do not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.
66. When giving feedback, inspectors must not argue that they are unable to give a particular grade because of the time spent in the lesson.
67. Inspectors must not aggregate the grades given for teaching is a formulaic or simplistic way in order to evaluate its quality overall.
64. Inspectors must not give the impression that Ofsted favours a particular teaching style.
BEWARE the FAD!
3 part lesson...
"Relationships that encourage those tentative steps"
Purpose - what is the point?
Process - works for me/ us?
Feedback - useful?
HELP: Running INSET on Lesson Observations: What do YOU want an OBSERVER to see when they come into YOUR lesson?
What do OBSERVERS say they look to do when observing a lesson
Wait, watch and listen for as long as you can before putting pen to paper - feel the lesson and learning
Don't make it personal.
Think - How will YOUR feedback support the development?
How will it develop the skills?
Ask the teacher to talk about their thoughts about the lesson first
Ensure you stick to a pre agreed focus as part of developmental progress... Ask yourself, AM I FOCUSSED ON THIS?
Is it the same for the Observed as the Observer?
NEVER get that the wrong way around!
Knowing your audience
School Improvement Visit
Know the frame work - What is expected?
Purpose of these observations is to cross reference the school’s own judgements about the quality of teaching.
What goes on!
They SAY this
I SAW this!
Lesson Obs etc
The DEATH of showcase lessons
Is this useful? Them seeing what you see?
It varies but at its heart it must be about
Can the purpose be to TEST our understanding?
Is the OBSERVERS understanding and skills also being tested?
School Development Priorities
Performance Management targets
Getting through OFSTED
Doing what is expected - THEREFORE -
CLARITY of the LESSON OBSERVATION PURPOSE
How clear are ALL parties?
ACCOUNTABILITY and VALIDATION
Grounded in teacher
collaboration and shared
It is professional - NOT personal... BUT!
Best Experiences of MOVING me on -
Worst Experience -
■Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support
and the most able
making rapid and sustained progress.
■All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. ■Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. ■The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. ■
Teachers and other adults authoritatively impart knowledge to ensure students are engaged in learning, and generate high levels of commitment to learning across the school.
■Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. ■Teachers use well-judged and often imaginative teaching strategies, including setting appropriate homework that, together with
clearly directed (was sharply focused)
and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.
■Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support
and the most able
, make good progress and achieve well over time.
■Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
■Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
■Reading, writing, communication and mathematics are taught effectively.
■Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
Teachers assess pupils’ learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage.
They ensure that pupils know how well they have done and what they need to do to improve.
■Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.
Requires improvement (3)
Teaching requires improvement as it is not good.
Teaching is likely to be inadequate where any of the following apply:
■As a result of weak teaching over time, pupils or particular groups of pupils, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making inadequate progress.
■Pupils cannot communicate, read, write, or apply mathematics as well as they should.
■Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs.
■Learning activities are not sufficiently well matched to the needs of pupils
A little more on OFSTED
Best - Worst - We have all had them!
What I can not see... But be nice about it!
"But what if the same teachers, working in different circumstances could perform quite differently? If I was asked to teach a PE lesson to a bunch of truculent 16 year olds I’d never met, I’m certain I’d be rubbish. And I’d probably be equally out of my depth if I was expected to teach a phonics lesson to an Early Years class. These are extreme examples perhaps, but we’ve all had classes that we’ve been ashamed to be observed teaching. Does being seen strutting my stuff in front of a class I know well and have an excellent relationship with make me outstanding?"
1. Bubble Wrap was orignally designed to be what?
Quick Quiz - I told you you will learn something!
The past, present and future walk into a bar. It was tense.
2.A: I don’t know, but I think there’s an app for that
3. WHAT DO YOU THINK YOU NEED TO SEE
TO MAKE A JUDGEMENT ON THE QUALITY
OF TEACHING AND LEARNING?
My point today is you will LEARN something...