From what I have read, it would be fair to summarise that the 2012 framework is built upon achievement and teaching, after all if a school has satisfactory achievement, it would be difficult to argue that teaching is good. Consequentially, it is essential imperative that schools accurately assess the quality of teaching and the quality of teaching over an extended time.
It follows then, to ensure the school SEF judgements are accurate, Ofsted are very likely conduct joint lesson observations and observe feedback sessions. This was certainly our experience.
Looks like we may be doing joint observations and you will have to be covered if necessary – as soon as I have timings I will let you know. Please use our form to help you make your judgements – copies should be in the staff room. You may well be observed giving feedback – if so, you need to think carefully about the language of the feedback.
One of the benefits of an Ofsted inspection is that you may get the opportunity to joint observed lessons with an HMI. You may even get observed giving feedback and receive feedback yourself. It really is first class CPD.
No time is wasted by the HMI. Without a moments pause she had reviewed the lesson plan and was passing it on to me. No sooner had I collected the key details, I looked up she was already in conversation with students. I followed her lead. The lesson observation was concluded with thirty minutes and we left.
We returned to my office where it was clear (perhaps obvious) that I was expected to show my hand first. I offered an opening appraisal of learning and progress, supported by the most significant piece of evidence I was able to secure. I followed that with teaching, then assessment and finally behaviour and engagement. I took stock, and offered a grade. This summary seemed to be well received and although the conversation was sparse, it was professional. The HMI concluded with the expectation that I would be observed giving feedback at the end of the day and that she looked forward to that meeting. In all fairness, I looked forward to that meeting.
Now, many of you will know, I am proudly an ‘English teacher in training.’ I work very hard on developing my English expertise. In this example, I am feeding back to an experienced and respected second in department, in front of a self confessed HMI ‘language pedant’ and author of the Ofsted report, ‘Learning: creative approaches that raise standards.’ Thank goodness I had watched all three English lesson observations, feedback and HMI reviews, from the ASCL Lesson Observation DVD that Sunday afternoon. More than anything the seasoned lesson observers and coaches from the DVD demonstrated three points; first that the process is for the teachers’ professional development or benefit, second that under the new framework it is a very active process, and third that much could be revealed about the lesson if the teachers were given the chance to reflect and discuss.
I thanked my colleague on behalf of us both for the opportunity to observe the lesson before opening with an enquiry question to help clarify the most important judgement, progress. To which my colleague answered comprehensively and very accurately. I went on to share student feedback and used it to frame a question on teaching strategies and listened proceeded to listen attentively. I even clarified that I understood my colleagues response at one point (coaching fanboy that I am), before addressing assessment and then engagement and behaviour. The session ended with a contribution from our HMI, pin point and razor edged. In turn, I received my observers debrief. It was brief. I can not quite remember the actual word but I remember feeling assured. I may even include a direct quotes from the HMI in my resume.
(One preparation task, or after thought… I should have had previous teacher observation data for that colleague at hand. This information may have proved invaluable should a colleague fall short of their previously observed capabilities.)
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