Bcccs Lesson Observation Guidance (jan 2009)

Bishop Challoner Catholic Collegiate School Lesson Observation Guidance Version to be used from January 2009 This guidance is based on that given in Guidance on the use of evidence forms (Ofsted, 2005, ref. HMI 2505 and the September 2008 update). This guidance should be followed closely. Lesson observation is a key element in our school’s Self-Evaluation and documentary evidence is used by teachers when, for example, they apply for promotion, the Threshold, or to move up the Upper Pay Spine. 1

General guidance

1.

The Lesson Evaluation Form (LEF) is the document for recording first-hand evidence of a lesson observation.

2.

The header information at the top of the LEF should be completed fully so that teacher and teaching group can be identified easily. This is important because the information is used when collating lesson evaluations to gain a picture of the quality of Teaching & Learning across the Collegiate School.

3.

LEFs should contain a statement of the main focus of the observation. This may range from general Teaching & Learning to more specific issues such as homework, behaviour management, questioning, stretching the more able, or learning styles. Whatever the specific focus, Teaching & Learning should always be part of the lesson observation.

4.

When recording a lesson observation, the topic should give a brief descriptive account of what the lesson is about, indicating where possible its objectives and what it follows on from. It should be possible to note this from the lesson plan and/or from the aims/learning objectives communicated to the students.

5.

The evaluation section is for brief evaluative comment. Descriptive detail is unnecessary, except to illustrate a point. Where teaching is evaluated, a connection should be made to the impact it has on learners’ progress and personal development.

6.

The section for the summary of main points should not simply use a form of words that repeats the numerical grade. When used in lessons, it is important to identify clearly (perhaps by using bullet points) the main strengths and weaknesses that can be fed back to teachers. In areas for development the observer should ideally try to identify two areas for development: one that can be attained in the short term; the other a longer-term goal.

7.

There is a grade for the overall quality of a lesson. This overall judgement, based on a fourpoint scale, will depend principally on the quality of teaching as demonstrated by the outcomes for the learners in terms of their progress and personal development (including their attitudes and behaviour) and the safeguarding of their health and safety. Observers should ensure they have observed sufficient of the lesson to complete this grade securely. The attached grade descriptions offer guidance on how to make this judgement.

8.

All grades awarded should be consistent with the text, and justified by it.

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Grade descriptions for judging the quality of lessons

The overall judgement will be a ‘best fit’ of the grade descriptions in the box, except in the case of an unsatisfactory lesson where particular conditions mean that the lesson cannot be satisfactory. Outstanding (1) Teaching is at least good in all major respects and is exemplary in significant elements. As a result, learners thrive and make exceptionally good progress. Good (2) • Learners make good progress and show good attitudes to their work, as a result of effective teaching. • The teachers’ good subject knowledge lends confidence to their teaching styles, which engage all groups of learners and encourage them to work well independently. • Classes are managed effectively. • Learners respond to appropriate challenges. • Based on thorough and accurate assessment that helps learners to improve, work is closely tailored to the full range of learners’ needs, so that all can succeed including those with learning difficulties and/or disabilities. • Learners are guided to assess their work themselves. • Teaching assistants and other classroom helpers, and resources, are well deployed to support learning. • (Good relationships support parents and carers in helping learners to succeed.) Satisfactory (3) Teaching is inadequate in no major respect, and may be good in some respects, enabling learners to enjoy their education and make the progress that should be expected of them. Teaching promotes positive behaviour and learning. Inadequate (4) Learners in general, or particular groups of them, do not make adequate progress because the teaching is unsatisfactory. • Learners do not enjoy their work. • Behaviour is often poor and is managed inadequately. • Teachers’ knowledge of the curriculum and the course requirements is inadequate, and the level of challenge is often wrongly pitched. • The methods used do not sufficiently engage and encourage the different groups of learners. • Not enough independent learning takes place or learners are excessively passive. • Assessment is not frequent or accurate enough to monitor learners’ progress, so teachers do not have a clear enough understanding of learners’ needs. • Learners do not know how to improve.

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Teaching assistants, resources, (parents and carers) are inadequately utilised to support learners.