Photograph:
Alamy
Open up your
classrooms: we need a new approach to lesson observations
If
I can achieve an outstanding after five hours of prep,
but
usually I plan lessons in 20 minutes, am I outstanding?
Observations
would be worthwhile when the observer appeared, unannounced
and watched the lesson, says assistant headteacher Pete
Smith.
There's a story going around that the Queen thinks
hospitals smell of fresh paint because
every time she visits one all the corridors are touched
up before she arrives.
There's an obvious flaw in this anecdote; namely, I'm not
sure in 62 years her Majesty has ever expressed an opinion about anything, so how anyone knows what she thinks is
beyond me.
But there is also something there about false
impressions.
Lesson observations in schools are creating a new-paint
kind of smell. I listened a couple of weeks ago to a former colleague who told
me they'd spend hours planning a lesson for an observation
by their boss. Resources had been perfected, an
incredibly detailed lesson plan written
and an overly-complicated PowerPoint produced. Why? The
opinion of their boss matters,
as it should, and they were aiming for an outstanding
judgement.
There's nothing
wrong with this, it's highly commendable. I want all our teachers to aspire
to delivering outstanding lessons. I'd certainly like to
think that if we get the dreaded call that
our staff would show the same dedication as this
excellent teacher. But isn't this twisted logic?
The teacher here is using up the one resource we don't
have a lot of as teachers – time. Not all lessons can be planned and prepped to
this level of detail, so the question that needs to be asked is: is the system
of judgment on teachers counter productive? If you know with a week's notice
that you're going to be observed teaching year 8, then
most people are going to make sure that lesson is as stellar as possible. But
what about the other lessons that week?
If I can achieve an outstanding after five hours of prep,
but usually I plan lessons in 20 minutes,
is it fair to class me as an outstanding teacher?
We judge like this in schools because this is how schools
are judged. Or it's how we think
they're judged. Ofsted gives
(an increasingly short amount of) notice, teachers cram in hours
of planning and produce lessons that in all likelihood
don't resemble their normal teaching style.
The inspectors are hopefully impressed. It used to work.
But as judgements are increasingly
based on outcomes and inspectors are becoming more savvy
at asking kids whether
this is the normal way of learning, actually these hours
are somewhat wasted. They're not falling
for the new paint smell, and nor should they. So we need
to move away from this.
The wise heads reading this will be tutting at my naivety
and saying "we know, but that's not how we form opinions of
teachers". Those people will argue that good school leaders base their
decisions and opinions on dropping into lessons, picking up books to see if
they're marked and talking with students. And they're quite right. So why do we
continue with this outdated system of pre-planned lesson observations? Arguably
the only way to make them worthwhile would be if the observer appeared,
unannounced and watched the lesson.
That would give a fair view of teaching standards and for
effective judgements to be made.
Culturally, though, schools aren't there yet. There is a
distrust of the observer, and a closed mindset among teachers. We're all guilty
of it. If we're going to get better at what we do,
constructive feedback and an open mindset is needed. Easy
words to write, but the easiest starting point is watching others and allowing
others to watch you in a real, non-staged environment.
Now ask yourself whether you'd be up for that. I'll be
leaving my door open.
Pete Smith is
assistant headteacher at East Bergholt
High School.
http://www.theguardian.com/teacher-network/teacher-blog/2013/jul/24/lesson-observations-new-approach-teaching-classroom
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