Should we really be observing lessons in 2024?
Based on Adam Boxer and Craig Barton's Advice
In a previous post I mentioned that I agree with 95% of what Adam Boxer has to say. I haven’t met him, but he blogs a lot, and podcasts, among many other things. His school has fantastic Progress 8 of 0.86.
If you aren’t using FFT Schools Like Yours to check out educational experts, well … you’ll be swayed by anything that sounds good, and dismiss anything that sounds different. Which is odd - when you think about it, really successful schools are almost, by definition, going to be different.
Totteridge Academy is 4th out of the 51 most similar schools. So I can’t easily choose to ignore his advice even if I want to.
I’m sceptical of full blown lesson observations for lots of reasons which don’t matter here. The point is, Adam’s school seems to be making it work.
I watched the video above. Then pasted the transcript into Word, fiddled with it a bit, and asked ChatGPT to organise it in different ways. I wanted a template that schools could just steal.
Take Notes With ChatGPT
It’s not much of a writer, is ChatGPT. It doesn’t swear like Adam, and it doesn’t really capture his confrontational humility. Yes, that does sound like an oxymoron, but these are the two words I would use to describe him.
But, ChatGPT is very good at organising and summarising. I’ve found it pretty useful. I think you will too.
See what it did with Adam and Craig’s video to make this template, and decide if it is useful for you.
Template 1
How to Structure the Feedback Conversation
Start with specific praise: Begin the feedback conversation by highlighting specific things the teacher did well. This sets a positive tone for the discussion.
Provide concrete examples: When offering feedback, use specific examples from the teacher's practice to illustrate your points. This makes the feedback more actionable and relevant.
Structure the conversation: Instead of opening with a general question like "How do you think that went?", start with specific praise and then move on to areas of improvement.
Challenge directly: Be direct and honest with your feedback. Let the teacher know that you are offering constructive criticism to help them improve, not to criticize or belittle them.
Explain the purpose of the feedback: Emphasize that the feedback is intended to help the teacher grow and develop as an educator.
Craft actionable action steps: Provide clear and specific action steps for the teacher to implement in their future lessons. Use concise language and focus on behavior changes.
Discuss implementation plans: If the teacher is receptive and you have the opportunity to follow up, discuss when and how they will apply the feedback in their upcoming lessons.
Adapt feedback to the individual: Tailor your approach to the teacher's needs and comfort level. Some may benefit from role-playing or rehearsals, while others might prefer written action steps.
Be respectful and supportive: Remember that giving feedback can be challenging, so approach the conversation with empathy and a desire to support the teacher's growth.
Reiterate the importance of improvement: Emphasize the significance of making changes based on the feedback to enhance their teaching practice.
Overall, the feedback process should be a supportive and collaborative experience, focused on helping teachers develop and improve their teaching skills.
What do you think? Is this a template you could use?
I really like to have the same information presented in a different way. By comparing the differences, I gain a deeper understanding. Imagine reading two essays on the same question. I find it makes me think much harder.
Anyway, the above seemed a bit bland. In contrast, Adam is forceful and challenging. So, here is attempt number 2, to try to capture that.
Template 2
1. Start with the Teacher's Reflection:
Begin the conversation by inviting the teacher to share their own reflection on the observed lesson. This allows the teacher to express their thoughts, self-assessment, and insights about their teaching performance.
If the teacher doesn’t identify their strengths, make them do the reflection again. Encourage them to think more thoroughly about those aspects and ask them to provide a revised reflection. Emphasise the importance of an accurate and comprehensive self-assessment for effective professional growth.
2. Provide Feedback on the Reflection:
After the teacher shares their reflection, offer your feedback on their self-assessment. Acknowledge the strengths they identified and provide additional insights on areas for improvement. Remember to be specific and constructive in your feedback.
3. Adapt the Approach for Shorter Observations:
For shorter observations or drop-in visits, still request a brief reflection, but understand that it won't be as in-depth as full observations. Encourage the teacher to consider what worked well and what could be improved even in this condensed format.
4. Plan for Implementing Changes:
After providing feedback, work collaboratively with the teacher to plan for the implementation of suggested changes. This can include action steps, specific strategies, or practice sessions to improve certain teaching techniques.
5. Differentiate Implementation Plans:
Tailor the implementation plan to the scale of the change required. Smaller changes may only need a simple plan, while more substantial adjustments may require a detailed strategy. Ensure the teacher understands the plan and feels capable of executing it effectively.
6. Set a Timeline for Change:
Ask the teacher when they can realistically make the changes. Establishing a timeline helps create accountability and encourages prompt action. Support the teacher in meeting their goals within the agreed-upon timeframe.
7. Follow-Up and Support:
If possible, arrange follow-up visits to observe the teacher's progress and implementation of the suggested changes. Provide ongoing support and encouragement to help them succeed in their teaching development journey.
8. Encourage Open Dialogue:
Throughout the feedback conversation, maintain an open and non-judgmental environment. Encourage the teacher to ask questions, seek clarification, and share any concerns they may have.
9. Express Gratitude and Willingness to Help:
Always conclude the feedback conversation by expressing gratitude to the teacher for their openness to feedback and their commitment to professional growth. Reiterate your availability to answer any further questions or offer assistance whenever needed.
How Would You Organise Learning Walks in a School?
Based on the transcript, here's a suggested timetable for regular teacher observations over the course of the 39 weeks of the school year:
Weekly Observations by School Leaders:
The headteacher/principal and senior leadership team members should conduct weekly observations of teachers.
Each school leader observes one teacher per week, rotating the schedule to cover all teachers in the school during the term.
Bi-Weekly Observations by Heads of Department (HoD):
Heads of Department should conduct observations of their department's teachers bi-weekly.
Each HoD observes one teacher from their department every two weeks, ensuring all teachers in the department are observed throughout the term.
Monthly Observations by Peers:
Teachers should observe their peers once a month to encourage collaboration and support.
Each teacher pairs up with another teacher to observe and provide feedback on each other's lessons during the month.
Remember that these observations should be supplemented by regular check-ins and informal feedback sessions throughout the year to ensure continuous improvement and growth for all teachers. Additionally, the frequency and schedule of observations can be adjusted based on the specific needs and goals of your school culture and staff development plan.
The Ideal Lesson Observer Profile:
Expertise:
The ideal lesson observer is an expert in their field, possessing a wealth of knowledge about best practices, research-based teaching methods, and instructional strategies. They are well-versed in various teaching approaches and can provide valuable insights and feedback to teachers.
Empathy and Understanding:
The observer approaches each teacher with empathy and understanding, recognizing that the teaching profession can be challenging and demanding. They create a supportive and non-judgmental environment that encourages open dialogue and constructive feedback.
Direct and Honest Communication:
The ideal observer is not afraid to provide direct and honest feedback. They offer specific examples of strengths and areas for improvement, always with the goal of helping the teacher enhance their teaching effectiveness.
Respectful and Supportive:
While the observer may challenge teachers to improve, they do so with utmost respect and support. They understand that teachers are constantly learning and growing and are there to guide them in their journey.
Reflective Practitioner:
The observer is a reflective practitioner themselves, continually seeking ways to improve their own observation and coaching techniques. They are open to feedback from teachers and colleagues, striving to refine their approach and remain up-to-date with the latest educational research.
Goal-Oriented:
The observer helps teachers set clear and achievable goals for their professional development. They work collaboratively with the teacher to develop actionable plans to reach these goals, providing ongoing support and encouragement along the way.
Tailored Approach:
Recognizing that each teacher is unique, the ideal observer tailors their feedback and recommendations to individual needs and teaching styles. They adapt their approach based on the teacher's experience level, subject area, and specific challenges.
Continuous Learning:
The observer is committed to continuous learning and professional development. They stay informed about the latest trends and innovations in education, seeking new ways to support teachers effectively.
Observational Skills:
The ideal lesson observer possesses keen observational skills, able to identify instructional practices and student engagement patterns that contribute to effective teaching and learning.
Relationship Building:
The observer fosters positive relationships with teachers, building trust and rapport. This allows teachers to feel comfortable seeking feedback and guidance, leading to more meaningful professional growth.
Follow-up and Support:
The observer doesn't end their involvement after providing feedback. They follow up with teachers to see how they are implementing the suggested improvements and offer ongoing support to ensure successful implementation.
Student-Centered Focus:
The observer's primary concern is the impact of teaching on student learning. They work with teachers to create learning experiences that cater to diverse student needs and promote academic growth.