Chichester College

Introducing and piloting a model

of ungraded lesson observation

• Sally Challis-Manning – Assistant Principal

• Sheila Thorpe – Professional Development Manager

The goal is to

support and

develop

outstanding

teachers.......

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!

Flat…boring…

• Coasting ‘Grade 2s’

• Lack of inspiration and motivation

• No risk taking…

• Who is talking about teaching and learning?

• Fear...

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

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

Impact…..

• Experienced and qualified

Observers who focus on

development….

• At least 2 drop ins

• Two developmental observations

(minimum of 30 minutes) – 48 hours

notice (one must be paired)

• Drop ins begin the cycle....

When and how?

Developmental Observation

Developmental Drop-In

Developmental Observation

Developmental Drop-In

Sept Oct-Dec

Jan-March March-June

Appraisal Review

Appraisal Targets

• 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....

Non graded observations....

• 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’

Expectations....

• 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)

Intensive support .....triggers

• 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…..

Monitoring....

• 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………

Hurdles...

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

Getting going……….

Support and

Innovation in

Teaching, Learning

& Assessment

Trust

Self

motivating

Innovation group…

• Sally’s secret society

Take a risk!

Teaching and Learning Roadshows

• Anytime, any place, anywhere

• 4 Roadshows = extra days leave

• Spotlights

Feedback….

84% 84% 84%

91% 93%

86% 88%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Non- gradedobservations play a

more importantrole in the CPD ofstaff than graded

observations

Non-gradedobservations aremore effective in

improving thequality of teachingand learning than

gradedobservations

Lessonobservation

feedback givenduring non-gradedobservations hasidentified clear

areas ofdevelopment

Lesson observationfeedback is themost important

part of theobservation

process

The non-gradedLesson observation

processencouraged risk-

taking anddiscussion of new

ideas

The non-gradedlesson observation

process helpedencourage andembed learningconversations

The non-gradedlesson

observationsprocess has been a

supportive anddevelopmental

process

Non-graded Observation Pilot Survey (agreement to question %)

Student Survey - 2014

Staff Survey 2014

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%

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.”

• “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.”

• “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.”

• “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.”

Updates and next steps….

• Additional modules in licence to observe

• Visitors….

• Peer observation included

• One size doesn’t fit all

• Trust

Trust

OFSTED: March 2014

Overall effectiveness

Outstanding

Outcomes for learners

Outstanding

Quality of teaching, learning and assessment

Outstanding

Effectiveness of leadership and management

Outstanding

“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.”

“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.”

‘When Chichester College piloted non

graded lesson observations, the result

was remarkable’

Dr Mary Bousted - May 2015