The first round of lesson observations, using my new system of ‘no grades’ was conducted in December, and having completed the analysis, I am actually quite pleased by how it has gone. It was brave to ‘go for it’ and ditch the grades…..my school is in serious weaknesses and I wasn’t even SLT back then in December! Previously, it has been ‘all about the grade ’bout the grade -no trouble (that was reference to a song by the way if you momentarily didn’t know what I was talking about!) and before you had even discussed what was brilliant or needed improvement about a teachers lesson in their feedback…they wanted to know what number they were, me included when I was observed! The grading system worked OK if you were a 1 or a 2……especially if you were consciously competent and knew WHY you were good, but it works less well, if you are NTI or worse. A meaningless number for an individual member of staff is NOT going to help their practice no matter what! Therefore I questioned the impact of giving lesson ‘grades’ on pupil progress, which is ultimately what we want to improve. I was also a little concerned about ‘one-off’ showy lessons being performed, graded and the whole teaching and learning of the school being judged on this.
My first work on this started about 8 months ago. I was doing lots of reading and research about ‘typicality’ and ‘daily practice’ and realised that if we were to improve teaching and learning, it’s what teachers do, day-in day-out that is going to make a difference. I started thinking about how we could evaluate that and after much thought, I came up with six pre-conditions for progress’ that great teachers instil in their classrooms in abundance on a daily basis. Things that you can’t really switch on and off for a lesson observation. These six conditions are as follows:
- Student Engagement
- Appropriate Pitch and Differentiation
- Effective Explanation and Modelling
- Questioning to Check Understanding
- Recap, Refocus and Intervention
- Student Application to Demonstrate Learning
CPD with all staff defined each of these ‘pre-conditions’ and how they linked to progress in a lesson. We spent some time together on questioning, student engagement and will be spending time this year on Recap, Refocus and Intervention – which is largely feedback, verbal and non-verbal.
I then looked at how PROGRESS DATA correlated with existing teaching and learning data….there was NO correlation at all. You would think that good and outstanding teachers would achieve good and outstanding results. There was a huge gap between teaching grades and pupil outcomes. I also presented this to staff, so that everyone was clear. We were saying our teaching was ok, but actually our results were not suggesting our teaching was OK at all! Moral of the story – WHAT WE DO IN OUR CLASSROOMS HAS A DIRECT IMPACT ON THE SUCCESS OF OUR PUPILS!! So I knew, that in the evaluation of teaching and learning we had to take account of data. After each data capture, staff now receive a print out of their class results. Staff make this data available during any observations and are encouraged to scribble any contextual information on the sheet – for example ‘attends revision each Wednesday.’ It takes 2 minutes and is a record of how each teacher has intervened. It also identifies PP children so any gaps can be seen immediately. As new data comes in, for each data capture, you should be able to track the progress over time and the impact of the teaching on the learning.
I then thought about pupil work, and during an observation (or any time) it is possible to look at the quality, sequence and progress in books/folders etc. You can also see the effectiveness of feedback. Looking at work and talking to the pupils about it gives a really clear indication of progress over time and opportunity for gathering some pupil voice.
So my three strands for judging the quality of teaching and learning are:
PROGRESS IN THE LESSON (using the six pre-conditions for progress)
PROGRESS IN PUPIL WORK
PROGRESS THROUGH DATA
When these three vital aspects of teaching are RAG rated and triangulated it gives a good indication of the typical practice but MOST importantly, gives a really good and thorough focus for feedback. Teachers are recognising and talking about how these three areas are all interdependent. It is LESS about the ‘number’ now, and much, much more about the open and honest conversations that have to take place in order to move forward. For each strand, Red is defined as ‘does not support progress,’ Yellow is ‘with some areas for development,’ and Green is ‘demonstrating significant strength.’ SLT and middle leaders will be able to discuss progress from three different angles with data to justify evaluations. Using this system we can also show progress over time for the teaching and learning in school too! BONUS!
To test the quality of the system (and because I’m a bit of a geek anyway), I pivoted the difference in progress data from HT to FT against the RAG rating for the preconditions for progress. The hypothesis being that if a teacher had ‘significant strength’ in their lesson observation, they would make the most pupil progress – it was a clear relationship apart from one anomaly! The greens were clumped at one side and the reds at the other.
No system is perfect, and there are some tweaks and adjustments I need to make – it is a work in progress that will develop as our needs change as a school. This work has taken months – from staff CPD sessions to actually getting it out there to middle leaders, to ensuring that we are as consistent as can be when observing and giving feedback – the feedback from staff has been positive, and I look forward to working further on this reflective and informative system to ensure real, significant and robust developments in teaching and learning.