Of any research undertaking

31.10.2022
Theme: Lesson observation
What are lesson observations?
A lesson observation, also known as a classroom observation, is the practice in which a lesson is observed to assess the quality of teaching to ensure students are receiving the most effective learning experience.
Any teacher can be subject to a lesson observation and these can be conducted by fellow teachers, administrators or external parties and these can be planned or unplanned observations. These are implemented by all schools and also enforced by many external bodies as a process for school assessment.
Why do we have lesson observations?
Lesson observations are regarded universally as an effective form of professional development and are used consistently throughout a teacher’s career - in fact, Ofsted have used lesson observations as part of their inspection process in the UK since 1992.
Although the concept of being observed is daunting, they aren’t intended as a practice to scaremonger teachers, it’s to identify ways in which you can improve your teaching and classroom management skills, reducing blockers to student learning so they’re achieving the best they possibly can.
Ofsted use lesson observations to assess the overall quality of ‘teaching, learning and assessment’ as it allows them an insight into the way teachers conduct lessons and how they interact with students. Internally, schools use lesson observations to assess how well teachers are performing but more importantly, as a form of CPD.
Those observing lessons are asked to identify the biggest blocker to student learning in the classroom, provide the teacher with feedback on their lesson, including ideas and techniques they can implement to improve.
When feedback is provided it’s not uncommon for teachers to receive additional lesson observations for observers can assess how well these techniques have been implemented and to provide further direction - creating a continuous cycle of professional development.
How to prepare for a lesson observation
Treat every lesson as though you’re being observed, and treat every observation as a normal lesson. Every lesson you give should be planned intricately, in line with the current curriculum and designed to give your students the best possible learning outcomes. Try to think of observations not as being judged, but as an opportunity to improve.
Don’t try to over-perform - when we hear we’re going to be observed, a normal reaction is to want to impress our observer with an all singing, all dancing lesson - when in actual fact this isn’t a true reflection on your ability as a teacher, instead plan your lesson just as you would any other.
If you know you’re being observed, avoid starting an entirely new topic and provide your observer with your lesson plan and any resources you will be using in the lesson so they’re able to get a full view of the work students are undertaking.
For internal observations, familiarise yourself with the guidelines your school will have set out so you know what your observers are looking for and the key components of a good lesson.
Don’t take feedback personally, it’s intent is to be constructive and remember any improvements your observer suggests will only help you develop as a teacher and enable you to provide a better learning experience for your students.
Developing reflective practices
Evaluating and considering pedagogical approaches
Evaluating inequities within student groups
Sharing experience and knowledge
Gaining new insights on students’ behaviour
Calibrating expectations of students and learning outcomes
Improving individual teaching practice
The lesson observation process can lead to benefits for everyone. Head teachers become stronger instructional leaders with frequent and purposeful visits to classrooms. Teachers enhance their practice when given constructive and appropriate feedback from an observer. Students benefit from these enhancements in teacher practice and from the improved educational experience.
Despite all the potential and known benefits, there is also evidence showing that there can be a negative side to observation of lessons and that the way it is handled can significantly impact the outcome. To many teachers ‘being observed’ is an ordeal they have toget through, and is often seen as judgemental and arbitrary. If it is linked too rigidly to performance management, it is seen as potentially career threatening.
It is important to consider thatclassroom observation judgements may not always (or even often) be reliable when quality of teaching is being assessed, particularly where observers are relying on ‘experience’ and have not been specially trained. It is difficult for an observer not to project their own preferences for particular styles of teaching onto a situation, even where other styles might be equally or more effective. It is also the case that while a skilled observer might be able to pick up clues as to teaching ability, lesson observations are still only an isolated snapshot that might not be representative of a teacher’s true ability.
The current feeling is that if lesson observation is approached from a hierarchical, top-down approach, where the observer is positioned as the expert who knows more than the teacher, or if it the outcome of the observation has significant consequences, it can have a detrimental effect on morale and encourage behaviours that may lead to a higher grade on the observation, but which undermine teaching and learning over the long term.
In order to have an effective lesson observation system, it is now argued that the observation should not be an endorsement for promotion and tenure, a judgment of the teacher’s teaching methods, styles and skills, or an assessment of the teacher’s knowledge of disciplinary content.