How to … benefit from observing colleagues and being observed

John Blanchard looks at how colleagues’ visiting one another’s lessons and observing other activities can inform insights and innovations. He shows that this applies as much to leaders, managers and mentors as it does to teachers. Peer observation is a direct way of promoting job morale and satisfaction, while informing agendas for whole-school development.

Developing your approach to peer observations

Visits to observe you at work can be made by a range of people in a range of roles: e.g. fellow team members and other peer colleagues; mentors, team and senior leaders; and governors, researchers and consultants. In those cases you can agree with your visitors how they might assist your ongoing learning. Developmental or peer observation’s unique contribution is that it combines reflective practice, coaching and mentoring. It is steered by colleagues who choose what to focus on, and enables colleagues to be accountable to one another on their own terms.

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Leadership

Harnessing the Power of Peer Observation

21 Mar 2019

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'How to do it' Guides

How to… ensure performance management is professional learning

19 Nov 2018

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      string(5631) "42Vol 5.4School Leadership Todaywww.teachingtimes.comSchool ImprovementClassroomobservationsObserving Classrooms –A powerful shift inemphasisAmid heightened levelsof teacher accountability,Alison Peacock describeshow using Lesson Study inplace of traditional classroomobservations has allowed herschool, and many others acrossthe country, to place the focusfirmly back where it belongs– on the learning going on inour classrooms and what wecan do to enhance it.School accountability has never been as stringent as it is now. Not only areteachers subject to lesson observation graded against Ofsted criteria butheadteachers are increasingly organising ‘mock’ whole-school inspectionsin preparation for the real thing. We are all in pursuit of high standards,performance management records that demonstrate consistently ‘good’ and‘outstanding’ teaching and quantifiable evidence of progress.But what is lesson observation for? If the purpose is to ensure that the qualityof learning is at the optimum level, we need to explore the most effective ways ofenabling this. Recently, Professor Robert Coe of Durham University challenged thecollective assumption that existing school improvement methodology is effective. Inhis inaugural professorial speech, he described ‘poor proxies for learning’ that wereoften taken as indicators of a successful lesson. These ‘poor proxies for learning’ areeasily observed, but not really about learning. They are:1. Students are busy, lots of work is done (especially written work).2. Students are engaged, interested, motivated.3. Students are getting attention, feedback, explanations.43Vol 5.4School Leadership Todaywww.teachingtimes.comSchool ImprovementClassroomobservations4. Classroom is ordered, calm, under control.5. Curriculum has been ‘covered’ (i.e. presented to students in some form).6. (At least some) students have supplied correct answers (whether or not they reallyunderstood them or could reproduce them independently).1Coe’s challenge to the education world is that we need to pursue alternativeapproaches to school improvement. How can we know whether learning is takingplace within the classroom and what can we do to enhance this process? In commonwith others such as Ben Goldacre2, Coe cuts across tradition in the education world toask questions about the validity of accepted practice. In pursuit of excellence, we owe itto ourselves to explore approaches to professional learning that take account of robustresearch evidence and alternative methods of interrogating classrooms. The practice ofLesson Study may be one such method.What is Lesson Study?Lesson Study is an internationally recognised approach to closely observed learningthat has only recently become noticed in English education. Japanese teachers haveengaged in Lesson Study since the end of the 19th century. The academic successof Japanese schools is well known – Japan has retained a place in the top rankingeducation systems internationally for many years.Lesson Study is a deceptively simple process where a group of teachers worktogether to plan, deliver and observe a lesson with a particular focus on a small groupof children. The lesson is planned collaboratively with the focus children in mind and44Vol 5.4School Leadership Todaywww.teachingtimes.comSchool ImprovementClassroomobservations the observation that follows is not of the teacher but of the children, as they respondand interact within the whole class group. The follow on conversation between fellowprofessionals allows deep insight to develop into the learning behaviours of thestudied children. These lessons are planned, taught and reviewed in repeated cycles ofthree sessions.The professional learning insights gained are then published and widelydisseminated among colleagues so that others may benefit. It is an expected partof professional life for teachers in Japan to publish their findings in journals. Almostthree quarters of published educational research in Japan is written by teachers.International Lesson Study conferences include jurisdictions such as Singapore, HongKong and the United States.Dr Pete Dudley, London Borough ofCamden, is credited with introducing LessonStudy to English schools. His Lesson Studywebsite describes the process as: ‘a powerful,professional learning approach that dramaticallyimproves learning and teaching, and the practiceand subject knowledge of teachers. Originatingfrom the Chinese Confucian tradition, LessonStudy has 140 years of history in Japaneseschools and is increasingly used in East Asia, theUS and Europe. It not only produces dramaticimprovements in pupil achievement andprofessional learning, but it is also very popularwith all who experience it.’3Dr Pete Dudley has produced an excellentLesson Study handbook which is downloadableand provides details about planning cycles ofstudy and feedback.4Transformative LearningAllianceOur teaching school alliance was establishedin September 2011. We have worked hard tobuild a large alliance of schools and our ethosfor professional learning is built upon theprinciples of trust, inclusion and co-agency ofSwann’s ‘Creating Learning without Limits’5. Incollaboration with the ISOS partnership, we areresearching the impact that our alliance is havingon ‘great pedagogy’ across our group of schools.This research is part of a much larger researchstudy funded by the DfE into the impact ofteaching schools.We began using Lesson Study as a means to develop opportunities for colleagueswithin schools to have learning conversations that could extend"
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Leadership

Observing Classrooms – A powerful shift in emphasis

20 Nov 2013

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      string(5625) "34 Managing Schools Today January 2006ResearchResearchResearchResearchResearch Assessment for learningAssessmen tf o r  l e a r n i ng :a mutualbenefitNew research fromJohn Beresfordsuggests thatassessment forlearning is aprocess that canadvantage pupilsand teachers alikeAssessment for learning can help to give studentslear ning opportunities , to de velop theirunderstanding of what they are learning and tohelp teachers assess to what extent their students arelearning and showing understanding (Black & Wiliam1998a, 1998b; Black et al 2002). It is, therefore, a processthat benefits teacher and learner.35January 2006 Managing Schools TodayResearchResearchResearchResearchResearch Assessment for learningOne of the resear ch groups in an east midlandsc omprehensiv e w as inter ested in developingassessment for learning in the school, and invited me,as research consultant to the learning net work ofwhich they were a member, to address the group inOc tob er 2004. As a r esult of the meeting seventeachers, six of them in the maths department and onegeography teacher, agr eed to have some lessonsobserved and to be men tored in assessmen t forlearning.I obser ved 48 lessons using a schedule (see figure1) devised by the research consultan t and based uponthe work of P aul Black and his colleagues. Af terfeeding back my data to the teachers, we would thendiscuss the lesson and how assessment f or learningcould be more effectively achieved. Teachers were alsogiven an ongoing statistical breakdown of the type ofFigure 1: Schedule for observing assessment for learningObservable features of assessment for learning in the classroomTeacher: Subject: Class:FEATURE COMMENTS / INCIDENCEStudents are made aware of the aims of the work to be doneStudents made aware of performance criteria for work setTeacher models problem-solving approachesTeacher encourages students to seek helpTeacher asks question for own informationTeacher asks questions to make students think[Teacher asks questions to test students’ knowledge]Teacher allows at least 5 seconds ‘wait time’ af ter questionStudents allowed to ask questionsStudents have oppor tunities to express their own thinkingCollaborative activities take placePeer assessment takes placeStudents take part in lesson evaluation○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○OTHER COMMENTS:Figure 2: Ongoing statistical breakdown of type of questions askedObservable features of assessment for learning in the classroomFEATURETeacher asks question for own informationAs percentage of totalTeacher asks questions to make students thinkAs percentage of total[Teacher asks questions to test students’ knowledge]As percentage of totalTotal questions askedRatio of thinking: knowledge questions (rounded)questions asked in their lessons (see figure 2) arepresen ted under a series of cr itical assessment forlearning elements, as follows:■ student awareness of the aims and context of thelesson■ student awareness of how work will be assessed■ student awareness of best practice in problem-solving■ a classroom culture where students can seek help andask questions■ teachers asking questions only for their owninformation, and to help students learn■ teachers allowing students time to respondmeaningfully■ teachers asking a minimal number of questions to teststudent knowledge■ teachers allowing students time and opportunity toexpress their own thinking.36 Managing Schools Today January 2006ResearchResearchResearchResearchResearch Assessment for learningFigure 3: Categories of questions asked by teachers in lessonsCategor y ExampleFor teacher’s own informationChecking understanding “Can you see that?”Discipline “Where have you been?”Checking progress “Who has finished?”Logistical “Who needs a new book?”Offering options “Who would like to volunteer?”Identifying contributions “Which of you did this part?”To make students thinkExplaining methodology “Can you explain how you did that?”Speculating “What would happen if …?”Assessing/evaluating “Is that the easiest way to …?”Giving reasons “Why is that so?”Offering alternative definitions “Can you express that in a different way?”Data analysis “What does this tell you?”Providing definitions “What do you mean by …?”Modifying a technique “Knowing X, how could you …?”Exemplification “Can you think of an example of …?”Summarising “Can you précis what we have done?”Student awareness of the aims and context of the lessonPresenting the aims of lessons seems to have been awell-established practice in the school before the startof the observations, but there was no standard way ofpresenting them. The methods obser ved w ere asfollo ws:■ written: these were handwritten on whiteboards eitherbefore the start of or during lessons. Two of the seventeachers consistently used this approach for everylesson observed. One teacher typed the aims using aninteractive whiteboard.■ verbal: these were given at the start of a lesson, or ashort way into one. Some teachers who had written theaims also repeated them verbally, and others presentedthem verbally more than once during lessons■ through a reprise of work done: teachers talked andasked questions about recent work done, includinghomework, with the shared understanding that thelesson would continue that work.■ by implication: where aims were not formallypresented by the teacher, students were left"
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Leadership

Assessment For Learning: A Mutual Benefit

1 Jan 2005

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