Observing for Impact

Purpose: Leadership Evaluation – School performance Activity 1

Outcomes: Evidence of attainment and progress for school, learner groups, in subjects etc. Activity 2

Observation evidence is unlikely to stand by itself.

What triangulation is needed? Activity 3

• With assessment data
• With learner’s work over time
• By talking with learners
• By talking with teachers or support staff

How does this evidence fit into the bigger picture?

• How is the observation informed by assessment data?
• How does the observation contribute to the bigger assessment picture?
• Links to previous Pupil Progress discussions, and targets at learner, class, cohort subject or school levels

Is the observation linked to the performance review of the teacher?

• Is the observation relevant to the teacher’s objectives or part of overall performance review?

Purpose: Leadership Evaluation – Effectiveness of school improvement Activity 4

Outcomes: Evidence for the impact of school improvement work. Activity 5

Observation evidence will depend on the clarity of focus.

What impact is being sought in the school improvement issue?

• What improved outcomes for learners?
• What improved skills in learners?
• What new or refined strategies by adults?
• What new or refined use of resources?
  Activity 6

What triangulation is needed?

• With assessment data
• With learner’s work over time
• By talking with learners
• By talking with teachers or support staff

How does this evidence fit into the bigger picture?

• What was the starting point or baseline for the improvement issue?
• What is the overall goal or outcomes sought in the improvement issue?
• What does this evidence tell you about progress towards the overall goals?

Who needs to know the outcome of these observations?

• Who needs to celebrate the progress that is being achieved?
• What are the current priorities / next steps and who needs to share these?
  Activity 7

Purpose: Leadership Evaluation – Deeper understanding of the current quality of learning and teaching Activity 8

Outcomes: Evidence of the quality of learning and teaching to form the basis for further improvement. Activity 9

A single lesson observation will only provide limited evidence as a ‘snapshot’ of longer term qualities

What is the context of this lesson – how does it fit into the larger sequence of lessons?

• What has been achieved so far and what are the learning goals for the whole sequence of lessons?
• What contribution to the overall progress of learners is intended in this lesson?
• How can you best find this out from the teacher before the observation?
  Activity 10

What particular qualities of learning and teaching are in focus?

• Is the focus on a specific group of learners, e.g. low ability learners?
• Is the focus on a specific learning issue, e.g. independence?
• Is the focus on a specific teaching strategy, e.g. group working?
  Activity 11

What triangulation is needed?

• With assessment data
• With learner’s work over time
• By talking with learners
• By talking with teachers or support staff

What type of conversation do you need with the teacher after the observation to generate ideas for next steps and further improvement of impact?

• Do you need to ‘tell’ the teacher what to improve or how to improve?
• How can you get the teacher to clarify the learners’ next goals?
• How can you get the teacher to identify his/her own next development steps to help learners achieve those goals?
  Activity12