Teach Secondary 13.8

2.Avoid the ‘snapshot approach’ A ‘snapshot approach’ sees an isolated lesson as reflective of a colleague’s entire practice. Some school settings still use one or two isolated lessons to inform performance management and make judgements about individuals as teachers. The issues with such an approach are that the single lessons are used as averages, which means they conceal the highs and lows experienced throughout the academic year, and lack any contextual consideration. A standalone lesson in the context of a unit of work simply can’t be judged without observing other lessons in that unit of work, or triangulating those findings with other evidence, such as pupil voice and scrutiny of book work. Whether the lesson is at the start or end of the unit will determine the level of knowledge students have and can display, as well as the choice of tasks and activities utilised by teachers. What’s observed might be wholly appropriate for the lesson in context, but deemed insufficient according to an isolated lesson approach, where a ‘tick box’ framework of expected outcomes will likely inform the judgement. Context is crucial when observing, but this approach limits the observer’s capacity to factor that in. Isolated observations also make it very difficult to showmeasurable progress of students and teachers, thus often resulting in the ‘rehearsed lesson’ – a set play lesson that’s out of sync, so that the teacher can showcase their skillset, often at the expense of learners. 3. Recognise the the power dynamic Another issue with formal classroom observations is the observer-teacher relationship. Observers are frequently senior or middle leaders, and thus seen as ‘somebody in authority’ assumed fit to make judgements. The reality is that many of these leaders don’t teach, or teach comparatively rarely, thus calling their credibility as classroom practitioners into question. It’s a power dynamic that can create mistrust. The process feels less collaborative, more as though it is being done to the teacher. A final point to note is that we’ll often observe what we want or expect to see. Alas, confirmation bias can be widely prevalent within classroom observations. The interpretive lens of the observer may already have preconceived ideas of what they expect to see, and their evidence collection will simply support this – cherry-picking those aspects of the lesson that confirm their initial views. Observers must be mindful of avoiding personal preference and seek to understand the teacher’s approach. A pre-observationmeeting may offer opportunities to explore this. 4. Lesson observations shouldn’t be used in isolation The frequency of observation should be context-specific, and viewed as part of an ongoing process aimed at removing stress and building a greater evidence base with which to informnext steps and develop practice. Some schools have adopted ‘open door’ policies, which entail regular learning walks. This is a far less formal way of observing, and provides a regular overview of classroom practice, but can often see a lack of follow-up and engagement in dialogue. Approaches that utilise a Lesson Study framework, or an instructional rounds philosophy, will see small groups working collaboratively with a specific focus, thus providing a more holistic view of teaching. 5. Observation should involve partnership Observation should be mutually beneficial for both teacher and observer. The peer observationmodel can be an effective way of achieving this – a more collaborative approach that mitigates some of the relational pitfalls discussed above – but not necessarily the only one. What’s key is establishing common ways of working and trust between all colleagues. Leaders should articulate clearly and transparently the nature of the process, while working to ensure that all teachers feel that they have a voice. Observers should have no preconceived ideas of what the lesson will look like, or how the resulting dialogue will be shaped. It should be a flexible, organic process. Recent research has indicated that an appreciative enquiry model can be especially beneficial for successful observation and professional development. Highlighting areas of strength, and how these areas can be utilised to develop other areas of practice, is empowering for teachers. It builds confidence, and focuses on the behaviours and strategies we adopt when we’re at our best. Ultimately, lesson observations can be an integral part of teacher development. The goal is to ensure that they are utilised in a productive manner, to enhance practice and to promote professional dialogue. ABOUT THE AUTHORS Geoff Baker is a Professor of Education and Craig Lomas a Senior Lecturer in Education, both at the University of Bolton, and both former senior secondary school leaders 19 teachwire.net/secondary P E D A G O G Y