I have been giving a lot of thought to the need to be ‘singing  from the same hymn sheet’ if observations are to be effective.

Agreement on the purpose, what makes good teaching and learning  and methodology is fundamental to the success of any observation process.  ‘Buy in’ and collaboration from observees are essential  and need to be constantly monitored.

With this in mind how frequently do you ask your staff what they really think of the process which should be all about developing and supporting them?

Asking observees to rate their level of satisfaction to issues such as:

***   The information provided prior the observation process
***   The behaviour/attitude  of the observer during the observation
***   The criteria used to make judgements
***   The encouragement you are given to contribute during the observer’s feedback
***   The observer’s comments/judgements
***   The action points set were agreed, relevant and clearly logged
***   The value of the observation process in helping you to improve your performance

will provide you with the information needed to take appropriate action and make relevant adjustments to improve your observation process.

To reduce the time and administration involved we have streamlined this evaluation process in the latest version of Observation Manager.  Following an observation, observees have the option to give their feedback online.  It takes only a couple of minutes and  the results are captured on the new Evaluation Form for future reference and analysis.

This is just one of Observation Manager’s many features – to view a 3 minute run-through of the programmes main features click here

How prepared are your staff to receive feedback?  Observer training is essential but it is easy to overlook the observee’s needs- feedback is for the recipient not the giver.   Improve the effectiveness of your observations  by making sure your observees  are fully prepared, engaged and motivated by the experience.  This means that they need to know how to get the most from feedback they are given,

Observee -7 Tips To Get The Most From Feedback You Are Given:

1. Don’t forget the purpose of the observation process: to improve your skills.
2. Remember the process is a developmental dialogue between two professionals – both of who should be open to ideas and improvements.
3. Listen carefully and be receptive.
4. Have your say, consider your performance and actively respond to any open questions such as:
‘What do you think you could do to tackle the problem of….’
5. Clarify and check your understanding, feedback needs to be clear in order for it to be helpful.
6. Suggest and agree your next steps, goals etc.
7. Give YOUR feedback on the observation process.  Consider if the process is working for you.  Is it motivating and encouraging self development, making you feel very much part of an improving team?

Here’s a useful link for keeping up to date with summaries of UK education news:
It is updated daily and provides easily digestible chunks so that only a few minutes each day will ensure you are on top of current events

I have been considering the decision of Ofsted to stop grading individual lessons during inspections.  The reason is understandable – they did not want to give the impression that the impact of teaching, learning and assessment can be condensed into a snapshot of one lesson.  This has triggered many providers to evaluate their procedures for judging the quality of their provision with some implementing non graded observations.   But is this ‘throwing the baby out with the bath water’?

Many words have been written on the effectiveness as well as the detrimental effects on staff of carrying out graded observations.  But what must not be forgotten is that, when the approach and focus is right, observations themselves are an integral part of a staff member’s continuous professional development

How to make sure observations really do contribute to improving teaching, learning and assessment:

1. All staff know the purpose of observing/being observed – a tool for informing CPD, an opportunity to share good practice

2. Observers are well trained to observe, record and deliver feedback

3. The observation judgement criteria focuses on learning.

4. There is an equal ‘power’ balance between the observer and observe; they regard each other as supportive professionals.  The types of observations carried out include peer-support observations.

5.  Observees actively contribute to the feedback

6. Observations are only one of a number of sources of information used to assess the quality of teaching, learning and assessment.  Others include learners’ progress, the standard of their work and their feedback etc., over time

7.  Judgement grading descriptors are less contentious and more supportive. e.g. support needed, good practice seen etc.  Giving some criteria judgement make it easy to see improvements after remedial actions.

8. Staff are encouraged to be involved with their own learning by contributing to observation feedback, discussing their future needs and how they do/can contribute to the organisations improvement and by completing their own CPD.

9. The process has credibility and shows clearly staff development needs as identified, actioned, followed up – and the impact they have made.

10. Good practice is identified and readily shared through the organisation and with subcontractors.

Do you agree with the above but lack of time and the weight of the admin burden is preventing you getting the most from your observations?

The good news is that for only £495 (plus vat) per year Observation Manager not only drastically reduces the time and admin burden involved in carrying out an effective staff observation but also provides the information/data for discussion celebrating successes and implementing improvements.

To find out how Observation Manager can help your organisation click here for an online demo or send an email to  info@TeachingPlusLearning.co.uk

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When evaluating if the Observation Manager lesson observation tool would benefit your company consider the following: 

1. Is your current teacher observation procedure as streamline and effective as it could be?
2. Are observer’s judgments aligned to Ofsted lesson observation criteria?
3. Is your procedure supporting staff to improve their  approaches to teaching and learning?
4. Can you readily identify good practice?
5. Do your observation results inform your self assessment?
6. Can you readily find out e.g how many lessons were graded 1 an 2 in the last 3 months and/or the last date a tutor was observed?
7. Do you use e-observations that enable judgements to be recorded electronically and automatically collated?
8. Are the results and action points recorded in such a way they readily provide evidence to external agents of the work you are doing to continually improve your organisation’s teaching and learning?
9. Have you got an easy to manage Lesson Observation Feedback system?

If the answer to any of these questions is NO then Observation Manager is the answer – How to Buy

For an Overview of Observation Manager (including video) take a look at this link