Revised A Guide To Lesson Observation
Revisedand updated2017A Guide toLessonObservationTools and support for observinglessons effectivelyWritten by Janet Brennan
ContentsIntroductionWhy observe? 2What does the research say? 3Part 2: Tools forobservers1. Questions for Observers 92. Managing Difficult Feedback: Ten Top Tips 10Part 1: Lessonobservation supportFive simple steps to lesson observation 5Ofsted and lesson observation 7Other sources of information and training 83. Observing Lessons: A Policy Exemplar 124. Lesson Observation Form 145. Lesson Observation Exemplar 166. Oldway Primary School’s LessonObservation Form 187. Oldway Primary School’s LessonObservation Exemplar 208. Oldway Primary School’s IndividualTraining Plan 22Further reading 23Endnotes 23About the authorJanet Brennan was a teacher, a teacher trainer anda primary English adviser in a large local authority,before spending 14 years as one of Her Majesty’sInspectors in Ofsted. She now works independently:writing, visiting schools, and providing advice togovernment departments.Who isthis guide for?AcknowledgementsArtwork: David Semple; P2 michaeljung/Shutterstock; P3 Michal Kowalski/Shutterstock;P4 Blend Images/Shutterstock; P8 JanineWiedel Photolibrary/Alamy; P11 MichalKowalski/Shutterstock; P23 Monkey BusinessImages/Shutterstock1 Oxford University Press 2017Copying permitted within the purchasing school onlyThis guide has been developed withmiddle leaders in mind, but we hope it will beuseful for other people, too. Observers mightbe headteachers, other senior leaders, middleleaders or teachers, including teachers fromanother school, all depending on the purposeof the observation. This guide aims to providetools and advice to support and improvelesson observation, since good-quality lessonobservation, judgement and feedback are atthe heart of school improvement.www.oxfordowl.co.uk
IntroductionThere are several reasons for observing lessons, but the need toimprove pupils’ learning will be at the heart of every observationin your school. This means that judgements on the quality of theteaching should always be related to how well that teaching helpsall pupils to learn and make progress, because improved learning isdirectly linked to improved teaching.Why observe?“Classroomobservation canbe an important tool in raisingstandards through supportingpractitioners in sharingand developing their skillsand so improving outcomes1for learners.”Welsh GovernmentThe four main reasons for carrying out lesson observation in your schoolcould be summarised like this:Purpose of lesson observation:Achieved through:Observers are:informal observation, feedback anddiscussion, with a focus on continuingprofessional development and coachinginternal: peers, line managers, subjectleaders, senior leadersInternal purposes: focus on improvementto improve pupils’ learning and thequality of teachingThis can include Lesson Study and peerobservation.external: teachers visiting from otherschoolsexternal: your visits to other schoolsto evaluate the quality of teaching as awhole in your schoolobservation, feedback and discussion, witha focus on high quality and consistency:year groups, key stages and whole schoolinternal: peers, line managers, senior staffto hold teachers to accountformal performance management/appraisal as well as monitoringinternal: senior leaders, line managersinspection by Ofstedexternal: OfstedExternal purposes: focus on accountabilityto hold schools to accountThis guide focuses mainly on the useof lesson observation as a tool forprofessional development, but it also sayssomething briefly about Ofsted.Governors of the school will also wantto observe lessons from time to time toimprove their awareness of the day-today running of the school. Governors areunlikely to make judgements about thequality of teaching and learning in yourclassroom – this is not their role and theyare unlikely to be qualified to do so. TheNational Governors’ Association provides agovernor’s visit exemplar policy and formthrough the NGA website for members.2 Oxford University Press 2017Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationWhat does the research say?Lesson observation forschool improvementA report published by McKinsey in 2007 looked at theworld’s top-performing school systems.2The McKinsey report identified three drivers behindhigh-performing school systems, but it also said thatthree other things needed to happen for schools to bereally effective. The report said that individual teachersneeded to do the following:Case StudyOldway Primary School*Two inspection reports on Oldway Primary Schoolshow professional development linked to lessonobservation in action very well.In 2009, Ofsted’s inspectors wrote:“One reason for the continuing high qualityof teaching has been the school’s unremittingfocus on the professional development of allstaff. They regularly undertake high levels ofresearch and engage in professional discourse.The school’s classroom organisation furtherencourages staff to plan and assess as a teamand to share their expertise both within theschool and with other schools.“become aware of specific weaknesses in their ownpracticegain understanding of specific best practicesbe motivated to make the necessary improvements”.Lesson observation forprofessional developmentA report sponsored by Oxford University Press in2012 supports the theme of the McKinsey reportin terms of the importance of focused professionaldevelopment. What professional development makes themost difference to teachers? analysed and summarisedfindings from 35 studies of professional development.These studies provided evidence that the teacherdevelopment that makes a difference:”See how the school organises each teacher’straining plan and links this to observations fromlessons on pages 18–22 of this guide.In 2013 inspectors visited the school again. Onboth occasions, they judged it to be outstanding. 4* Oldway Primary became Oldway Academy in 2015 but youcan still read the predecessor school’s reports on Ofsted’swebsite.is concrete and classroom-basedbrings in expertise from outside the schoolinvolves teachers in the choice of areas to develop andactivities to undertakeenables teachers to work collaboratively with peersprovides opportunities for mentoring and coachingis sustained over timeis supported by effective school leadership.3Effective leaders improve teaching by developingstaff – the weakest teachers as well as the very best.They support all of them to teach more effectively and,critically, they also make sure that senior and middlemanagers learn how to develop others.3 Oxford University Press 2017Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationWhat are the implicationsof the research forobserving lessons?Lesson observations provide you with knowledgeof the teaching and learning in your school. Themore your school knows itself, the better placed itis to improve. Ofsted uses the evidence from lessonobservation – both its own observations and those theschool has carried out – as a vital part of inspection.The research suggests that for successful lessonobservation:1. Teachers need to know what their weaknesses arein order to help them to improve, and they needdirect support to help them to do so.2. Feedback has to be specific to each teacher, focusedon what their strengths and weaknesses are ratherthan general exhortations to improve.3. There needs to be discussion of clear actionsthat will be taken – by everyone involved – toimprove the teaching for next time. This should betrue whether the context is formal performancemanagement/appraisal, monitoring and evaluationof specific school improvement initiatives or peerobservation for professional development.4. Whatever support, training or coaching takes placehas to be precise enough for teachers to apply thelearning successfully in their own classrooms.These points apply to peer observation, too. In thatcase, it is more likely that the observer (rather than theteacher being observed) will be the one who needsto discuss actions on the basis of what she or he haslearned from watching the lesson (see point 4).Teachers need to knowwhat their weaknessesare in order to helpthem to improve,and they need direct:supportto help themto do so.4 Oxford University Press 2017Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
Part 1: Lessonobservation supportFive simple steps tolesson observationStep 1: Prepare and planMake sure that you are clear why you are observingand what will happen to your findings.Ask for the lesson plan. While inspectors certainlydo not expect teachers to prepare lesson plansspecifically for the inspection, there are good reasonswhy a teacher might prepare a plan if a lesson is to beobserved:to clarify the objectives of the lesson and to comment onany assessments that have fed into itto explain the lesson’s structure, i.e. how it will unfoldto show how it fits into a longer sequence of lessons andto explain what the children have done previouslyThe school’s policy should make it clear how longobservations should take in different contexts. See asample policy on page 12 of this guide.Effective observation focuses on whether all the thingsthat the teacher is doing are making a difference tochildren’s learning.In its 2009 report, Twenty outstanding primary schools– excelling against the odds, Ofsted listed “a numberof common features of outstanding teaching andlearning”.5 It drew these together from analysing theindividual inspection reports of the 20 schools. Thefeatures included:stimulating and enthusiastic teachingto explain the different groupings and to identify childrenwho might need particular supporthigh expectations of what pupils can doto explain the roles of other adults (teaching assistants(TAs), trainees, volunteers/parents).development of pupils’ good learning habitsStep 2: ObserveArrive at the time you agreed. Observe and besensitive. Leave your preconceptions at the classroomdoor and watch with an open mind. Remember thatyou are there to see how well the children are learningand how the teaching contributes to that.How long a lesson observation takes depends on:the focus of the observation: for instance, it mightbe a 15-minute phonics session or a 45-minutemathematics lessonwhether the observation is part of a wider set ofobservations, say, across all the key stage 1 classroomsthe purpose of the observation: for instance, it might bea follow-up observation, a peer observation or formalperformance managementwhether it has been agreed that the whole lesson or onlypart of it will be observed.5 Oxford University Press 2017consistency in the quality of teaching across each schoolhighly structured approaches to reading, writing andmathematics, with some grouping by abilitywell-planned lessonsa stimulating classroom environmentfrequent praise and a valued reward systemwell trained and deployed TAsa close check on learning during lessons, with effectivemarking and assessment.There is nothing listed here that would not still betrue now. These features feed into the ‘Questions forObservers’ tool that you can find on page 9 of thisguide. Try asking yourself the questions while you areobserving.Remember that the children should be working harderthan the teacher. If they are not, reflect on what theyare doing. Come to a judgement about how engagedyou think they are and whether they are all makingprogress in their learning.Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationStep 3: RecordMake notes while you are watching.How you record what you see will depend on:what you are looking for and the extent to which there is aspecific focus for the observationwhat you are going to use the information for laterwhether other people are doing similar observations, inwhich case a consistent approach would be very usefulbecause it would help to draw all the evidence together.Some observers make notes during the lesson and thenwrite up a more formal account later.A wide range of formats/templates is available forrecording observations. You might prefer to develop aformat that suits your specific purposes, perhaps basingit on useful features from Ofsted’s evidence form. Hereare examples of forms that you might want to use oradapt for your own school:Page 14 Pathways Lesson Observation FormPage 18 Oldway Primary School’s LessonObservation FormStep 4: EvaluateProvide oral and written feedback promptly, honestly,constructively and sensitively.Feedback after observation is a fundamental part of thewhole process. It is important that this is managed verycarefully and sensitively, especially if the lesson had anyweaknesses. It should:be clear and specific to that lessonbe developmental and action-focusedbe sensitive and honest.Clearly, it is much easier to give feedback on a good oroutstanding lesson than it is to give feedback on onethat needs to be improved. See the suggestions onpage 10 for giving difficult feedback.6 Oxford University Press 2017However, just because it is easier to give positivefeedback, this does not mean that it should not bedone thoughtfully. Teachers who teach good andoutstanding lessons also value suggestions as to howtheir teaching might improve. In fact, they are often thekeenest to listen.Feedback should be specific to the lesson, focused onwhat you saw and not comment on things you haveobserved at some other time.In your feedback, be clear about what the teachershould do next to improve the children’s learning –remember that improving the learning is the importantaspect, not improving the teaching for the sake of it. Bespecific about the actions that are needed – somethingthat the teacher can genuinely focus on and that youcan look for next time you observe.With peer observation, you might want to also drawon what you have learned and discuss ideas aboutteaching methods and strategies.Step 5: Act on your findingsProvide support, training and coaching, anddisseminate the good practice.Act on the findings in two ways:provide support, training and coaching for the teacherwhom you have observedshare the good practice you have seen so that others canlearn from it.Think about who else might support the improvementsthat you want to see. Most of the responsibility will bethe teacher’s, but senior managers have a role to playin ensuring that support, coaching and professionaldevelopment happen.With peer observation you mightwant to add any new ideas toyour lesson planning, youmight discuss the experiencewith your line manager andyou might want to arrange fora colleague to observe yourclass if appropriate.Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationOfsted and lesson observation“Why does Ofsted observe lessons?Inspectors must not provide an overall gradefor the lesson or for the quality of teaching, learningand assessment or outcomes. The headteacher isresponsible for advising staff that the feedback will notbe used by the school for performance management8purposes; it is provided in confidence.Ofsted’s inspectors observe lessons to:55 find out how well all pupils are learning and makingprogress, especially in the core subjects, including judgingtheir behaviour and attitudes and how well they applytheir literacy and numeracy skills55 judge how the teaching contributes to this“Inspectors must offer feedback to teachers.Feedback may take a variety of forms, at the discretionof inspectors, such as one-to-one or discussionswith groups of observed teachers or with whole staffgroups . These discussions should encourage adialogue between the inspector and teacher about thestrengths and weaknesses in the teaching observed,the context of the lesson and how the lesson fits into9the pupils’ programme of learning.55 identify ways in which teaching and learning might beimproved55 contribute to judgements about pupils’ behaviour andattitudes.“Inspectors will visit lessons to gather evidence aboutteaching, learning and assessment and will considerthis first-hand evidence alongside documentaryevidence about the quality of teaching and views fromleaders, governors, staff, pupils and parents. Inspectorswill also include evidence from observing pupilslearning in, for example, extra-curricular activities.”6Ofsted inspectors do not observe lessons to judge ateacher’s performance. Inspectors do not give gradesfor the quality of teaching or outcomes in the lessonsthey visit or grade the individual lessons.”Observation and performance managementParagraph 59 of Ofsted’s School inspection handbookmakes it clear that“ Ofsted’s evidence from observations ofteaching and learning, whether joint or otherwise,must not be used [by the headteacher and governors]as evidence in capability/disciplinary proceedings or10for the purposes of performance management.‘Joint observations’Joint observations are one of several pieces of evidencethat inspectors use. By observing lessons with theheadteacher and senior/middle leaders, and havingdiscussions with them, inspectors can also judgehow accurately senior leaders and other teachersare evaluating teaching at the school because theycompare the school’s judgements with the inspectionteam’s judgements. This is one of the reasons whyinspectors invite senior leaders to observe lessons withthem: ‘joint observations’. Involving leaders helps themto sharpen their own observation and monitoring skills,so contributing to longer-term school improvement.7”The School inspection handbook also notes:Governors”The School inspection handbook says that inspectorswill evaluate ‘how well leaders ensure that the schoolhas a motivated, respected and effective teaching staffto deliver a high quality education for all pupils, andhow effectively governors hold them to account forthis’. Inspectors will also consider whether governors‘understand the impact of teaching, learning andassessment on the progress of pupils currently in theschool’ (paragraphs 141 and 148).11Ofsted’s guidance to inspectors about feedbackOfsted provides very direct guidance for its inspectorson what they should and should not do in terms ofgiving feedback:7 Oxford University Press 2017Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationOther sourcesof informationand trainingLesson StudyLesson Study is a type of action research thatoriginated in Japan, but has now spread widely. It useslesson observation in a very focused, collaborative wayto contribute to professional development and schoolimprovement. You can find out a lot more about LessonStudy here: http://lessonstudy.co.uk/Teaching SchoolsTeaching Schools in England are all outstandingschools, so you can be virtually certain that they haveexcellent systems for lesson observation. A key partof their role is to support other schools, includingwith professional development. They also brokerarrangements with other schools in their network, sothey are a very good place to look for help. To helpyou find the ones nearest you, here is the latest list ofall the teaching schools, with a map: www.education.gov.uk/nationalcollege/docinfo?id 154985&filename teaching-schoolsdesignations.pdf8 Oxford University Press 2017Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
Part 2: Tools forobserversTool 1: Questionsfor ObserversHere are some useful questions to ask yourself while you are watching the lesson:QuestionsDoes the teacher find out and build on what the children already know?Is the teacher revising and consolidating what children have learned previously?Are all the children clear what they are supposed to be learning and what will happen at different points in thelesson? That is, do they have a sense of the shape of the lesson?Are teaching strategies effective: discussion, explanation, questioning, demonstration, etc.? How good are these,particularly questioning?What is the quality of the teacher’s subject knowledge?What is the quality of the activities that the teacher asks the children to do; how well do they take learning forward?How effectively do resources contribute, including other adults working in the classroom?How well does the teacher manage the time in the lesson and the pace of the learning?Are there genuine opportunities for assessment, reflection and for dealing with misconceptions andmisunderstandings?What opportunities do the children have to apply learning from elsewhere, especially literacy and numeracy?Are all the children learning and making progress? Are any children or groups of children finding the work toodifficult or too easy?What is behaviour like? Overall, how well is the classroom managed so that there is a culture of learning,independence and positive attitudes?Talk to the childrenTo get the most out of your lesson observation, talk tothe children about what they are doing and try to seethe lesson through their eyes. You should not reallyneed to see the lesson plan to know what the teacher istrying to teach and if you cannot work it out from whatyou are seeing and hearing, it is likely that the childrenwill not know either. When you are thinking about youroverall evaluation of the lesson, think back to what thechildren said to you: the ones who were struggling aswell as the ones who were getting on really well.9 Oxford University Press 2017TIPRecording your findings on a lesson observation form will helpyou structure your feedback.Do not be too eager to write. Watch and listen first of all to get asense of how the lesson is going.Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationTool 2: Managing DifficultFeedback: Ten Top TipsGiving constructive feedback after an observation canbe challenging; most people are often anxious aboutcriticism. Here is some advice for line managers andmiddle leaders on managing difficult feedback effectively:1. Thank the teacher. It can be very stressful to havesomeone watching you teach, so thanking theteacher for the opportunity to observe is importantand will set a positive tone to the feedback session.2. Contextualise the feedback. Remind the teacher thatthis was just one lesson at a specific time on a specificday and that is what you have been observing.TIPAsk open questions that focus on the pupils and theirlearning:“Talk to me about ”“How did child X get on when you introduced this topic lastweek?”TIPTeachers who feel under stress after an observation may try toexplain why something happened in that particular lesson or inthe work, behaviour and attitudes of particular pupils. Ask howthey would handle something differently next time, if the samething occurred.3. Distinguish between one-off and longer-termdifficulties. The teacher might already havemade this clear, particularly if it is about children’sbehaviour, for example: “That was typical of him/her”; “It’s always the same in maths” or “She neverusually behaves like that”.4. Give the teacher a chance to talk. It is importantfor teachers to give their views – but make sure theylisten to you, too. Engage them in listening andresponding by asking questions about the pupilsand their work.6. Make positive suggestions. Suggest ways forimproving the children’s learning and focus onthe difference the changes would make. You canmove on later to formulating these as action pointsfor the teacher. What you are trying to do is toencourage the teacher to decide and agree on theaction points for themselves.TIPHere are some opening phrases that might be useful:“Maybe you could ask a child to demonstrate? This might havethe effect of ”“I wonder if a shorter introduction might help? It might meanthat ”“Could you perhaps show more of the text on the whiteboard?The result might be that .”“Have you thought about ? I wonder if this might help to ”TIPTry to be as open as possible, but do not neglect to discussthe difficult points in the lesson:“I thought child X had made excellent progress with their poem –once they settled down. Was that fairly typical of them?”“What sorts of things do you think the children had learned bythe end of the lesson? What about the [name a group]?”“Do you think that anyone/any groups found it particularlydifficult? If so, why?”“What are the next steps for [name a group or specific children]?”10 Oxford University Press 20175. Depersonalise your feedback. Make it clear thatthe children and their learning were the focus forobservation and not the teacher. Be specific aboutwhat the children did/did not learn or achieve andexplain why you think they could have done better.Alongside the suggestions, offer support thatwould make a difference, even if it is somethingquite minor. In this way, you help to show that youare on the teacher’s side in terms of wanting toimprove the learning.7. Be positive about the strengths of the lesson.It is important to draw attention to the successfulparts of the lesson. Wherever you can, use thestrengths you observed in the lesson to help yougive feedback on the weaknesses.Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
TIPTIPFocus on the way in which decisions about the teaching hadUse developing the action points as a chance to revisit thean impact on the learning. For example:key points from the lesson, like this:“It was very effective when you asked the children to compare“Let’s reflect on what we said about structuring the lesson. Wetheir answers before you discussed the problem. I noticed thatagreed that next time you would try to ”every single child was involved and it also gave you a goodchance to circulate. What other ways might there be to involvethem more?”“I liked the way you gave the group in the corner a choice ofwriting tasks. It immediately engaged them in discussing thetitles. It seemed to help to focus them on what they needed to do.”8. Give feedback on the quality of the teachingoverall. Be very clear about the judgement youmake and what will happen next. This will dependon your school’s own processes and the reason whythe teacher was observed.9. Make the action points clear. Creating actionpoints will support the teacher themselves andgive you (the observer) an agenda for your nextobservation. Ideally, the action points will haveemerged during the course of the discussion andfeedback. You are aiming for the teacher to ‘own’these themselves.11 Oxford University Press 2017“We talked about ways of involving the children more. Tell mewhat strategies we agreed that you would try out tomorrow.”“We discussed child X’s behaviour and you said that it was fairlytypical of him. Remind me what were the two things you thoughtwould make the most difference? Let’s agree those as actionpoints for you to work on.”10. Respond sensitively to negative reactions.Teachers may get upset during feedback. Respondappropriately but stay calm yourself. Do not betempted to change the judgement you madejust because of the teacher’s reaction. Distinguishbetween the lesson and the teacher by remindingthe teacher that you are not evaluating them asa person; you are evaluating just one lesson, outof hundreds.Copying permitted within the purchasing school onlywww.oxfordowl.co.uk
A Guide to Lesson ObservationClick here to downloadthe editable toolTool 3: Observing Lessons:A Policy ExemplarRationaleThis policy sets out purposes of lesson observation, the range of contexts in which it will take place and theroles of those involved. As a result of this policy, everyone should understand what will happen and how theevidence gathered will be used to improve teaching and learning.PrinciplesAt our school: we believe that lesson observation contributes to school improvement and professional development, andparticularly to improving teaching and learning we focus lesson observation on the learning and experiences of the pupils we understand that lessons may be observed for different purposes by a range of observers we recognise that everyone has a constructive role to play, whether as observer or observed, and thatlesson observation should take place in a spirit of co-operation.AudienceThis policy is written primarily for teachers and senior leaders/managers. Aspects of it also apply to governorsand to support staff, particularly teaching assistants (TAs).Purposes and contextsLesson observations take place for a range of purposes: formal, developmental and informal. There willsometimes be overlap between these categories.Formal purposes include observations: as part of the annual performance review cycle* as part of formal capability procedures.Developmental purposes include observations: as part of professional development (by line managers, peers, and also by visiting teachers from other schools) to improve the quality and consistency of teaching and learning, either of individuals or more broadlyacross the school (e.g. as part of Lesson Study or to embed a new initiative) by governors to improve their knowledge of classroom practice.Informal purposes include short observations: by the headteacher and his/her deputy/deputies during the normal course of visits to classrooms andaround the school by governors during their visits to impro
observations, say, across all the key stage 1 classrooms the purpose of the observation: for instance, it might be a follow-up observation, a peer observation or formal performance management whether it has been agreed that the whole lesson or only part of it will be o
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