●Lesson Observation: ‘Catch Them Out’ or ‘Catch Them Being Good’?

 In my work with schools, I increasingly see lesson observation used for accountability purposes in a way that leave teachers feeling as if the observer intent is to ‘catch them out’ as opposed to ‘catch them being good.’

Whilst sharing the focus of the lesson observation is routine, far less often do I see lesson observation being used as a mechanism through which to develop teaching.

If the observation focus is both shared and explored with teachers ahead of the lesson observations taking place, the whole tone and perception of observations can change. The use of endless tick boxes to judge lessons can lead to teaching by numbers. It fails to understand the craft of teaching.  It does not alone improve teaching.

If for example the focus was behaviour management or differentiation, then the relevant school policy could be discussed and reviewed.  The latest research could be explored.  Best practice within the school or in other schools could be identified and celebrated.  All would develop a shared understanding of what excellent behaviour management or excellent practice in differentiation looked like.  In short, all teachers would know with confidence what excellent practice looked like and what they needed to adjust in their practice to be considered excellent.  Colleagues could spend time in each other’s classroom, helping one another develop the best of practice in the focus area.    Then, when the lesson observations took place, the observer would be far more likely to catch the teacher being good.  Teachers would I believe, feel very different about lesson observations and teaching would actually improve.

Similarly, I see so called ‘learning walks’ turned into an audit conducted by senior leaders.  For me learning walks are when teachers are allowed the time to visit other classrooms to ‘steal’ ideas.  We also included pupils in learning walks at schools I led. They would often observe things that they would like to see happen in their classroom.

 It need not be onerous. It’s quite easy to make it fun and to transfer it into a developmental activity with little recording that teachers welcome.  A stereotypical robber with a swag bag drawn on paper could be used by staff members to record what ideas/practice they have ‘stolen’.  This could easily be put in that teacher’s classroom and signed by a senior leader when they observed that idea/practice being evident in the ‘robber’s’ classroom.

If there is unease in using the thief/swag bag idea, how about Quality Street, made for sharing? The practice being shared could be recorded within the outline of a sweet. Consider devising your own recording sheet! The point is that teaching improves. Some learning has taken place on the learning walk!  A file of such sheets provides a record of how practice is shared within the school should it be needed for accountability purposes.

Accountability is essential, as is the senior leaders of a school knowing the quality of teaching and provision within their school. However, if the ultimate aim is to improve teaching or to maintain high quality teaching, then there are far more effective ways than setting your staff up to fail by not preparing them fully.  Catch them being good!