POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 1
Policy25–Assessor/TutorObservation
CONTENTS
Page3 Introduction
Page3
ProcedurefortheFormalObservationofLearningandTeachingi. Generalii. BeforetheObservationiii. DuringtheObservationiv. AftertheObservation
Page5ProcedurefortheInformalObservationofLearningandTeaching
i. Wherethefocusoftheobservationisaparticularlearnerorlearnersii. Wheretheaimoftheobservationistosharegoodpractice
Page6 RecordKeeping–AllObservations
Page7AppealsProcedureforLessonObservations
i. ProcedureAii. ProcedureB
Excellence in Learning, Development and Training
2 POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY
APPENDICES
ATeachingandQuality–PeerObservationofTeaching
BRecordofObservation
CObservationChecklist
POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 3
INTRODUCTION
Observationsarecategorisedaseitherformalorinformal.Informallessonobservationsshouldbeusedfor:• Monitoringstudents(behaviour,work,attainment).• Peerobservationandconstructivefeedbackasamethodofsharinggoodpractice.FormallessonobservationsareakeytoolinensuringthatteachingandlearningareinlinewithLDTraining’sexpectationsandpolicies.Allobservationsthatareidentifiedasbeingformalcanbeusedasevidenceinthemonitoringandevaluationofteachers/tutors/assessors.FormallessonobservationswillbeconductedbyLDTrainingLeadAssessor&IV/QualityTeammembers.
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PROCEDUREFORTHEFORMALOBSERVATIONOFLEARNINGANDTEACHING
General1. Threedaysnoticewillbegiventoteachers/tutors.2. Theobserverwillidentifythespecificsessionthatwillbeobserved.3. Notesoftheobservationwillbekeptconfidentialbetweentheteacher/tutor/assessorandrelevantmembersoftheQualityTeam.
Guidelinesarethatteachers/tutors/assessorswillbeformallyobservedasfollows:1. OnceayearbyCentreManager,ormemberoftheQualityTeam(thosedelegated).2. IftheHeadofDepartmentormemberoftheManagementTeamisnottheteacher’sorTutor/Assessorappraiser,itmaybethatoneoftheobservationsiscarriedoutbyanappraiser,oralternativelythattheappraiseraskstheHeadOfDepartmenttoobservethelessonandfeedbacktohim/her.
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BeforetheObservationTheobservershould:• ensuretheteacher/tutor/assessorhasacopyoftheobservationsheetandteachingandlearningpolicy.
• agreewiththeteacher/tutor/assessorwhichlessonwillbeobservedandwhenfeedbackwillbegiven.
• reassuretheteacher/tutorthattheobservationwillbeasunobtrusiveaspossiblebutthatitmaybenecessaryforyoutospeaktolearnersandsamplework.
• clarifywiththeteacheranythingonthelessonplansorschemeofworkthatisunclear.Theteacher/tutor/assessorshould• submitacopyofalessonplan/actionplanandanyadditionalresources(worksheets,handouts,homework)thedaybeforetheactivity.
• alertlearnersoftheintendedobservation.• supplyanyrelevantinformationaboutlearners,includingidentificationofthosewithparticularneeds(thiswillbeonthelessonplan).
DuringtheObservationTheobservershouldcompletetherelevantobservationdocumentswhichwillguidetheobservertoascertainwhetherlearnersarelearningeffectively.He/shemightlookatlearners’workandexamineteachingandlearningresourcesthatareusedinordertogainanoverviewoftheclassroomandlearningenvironment.AftertheObservationItmaybeappropriatetotalktolearnersaboutwhatandwhethertheyarelearning,andtheirviewsofprevioussessions.Theobservershould:• commentonkeystrengthsandareasfordevelopmentinteachingandlearningbasedonthewrittenobservationsmadeduringthesessioninallsectionsofthelessonobservationsummarysheet,whichmightincludeagradeforthelearningexperience(inlinewithOfstedcriteria).
• providetheteacher/tutor/assessorwithconstructiveandsensitivefeedback-inaprivatesetting–withinfivedaysoftheobservation.
• givefeedbackthatisdetailedwithspecificexamplesfromtheobservationtosupportjudgements.• givetheteacher/tutor/assessortheopportunitytocommentonthelessonandclarifyanyaspects.• discusswiththeteacher/tutor/assessorareasfordevelopmentandagreehowthesewillbepursuedanddecideopportunitiesforfurtherobservation.
• ensuretheteacher/tutor/assessorhasacopyofthelessonobservationsummarysheetandfeedbacknotes.
• ensurealessonobservationsummarysheetandaccompanyingnotesareretainedandinformstaffreviewmeetings.
Ifthelessonobservedgivescauseforconcernintermsofunsatisfactorylearningoutcomesforthestudent,ormattersofwelfare,healthandsafety(e.g.behaviourmanagement),theteacher/tutor/assessorwilldiscusswaysforwardwiththeobserver.Thisdiscussionwillinclude:supportrequired,specifictargetsforimprovementandmeansofmonitoringprogress(includingweeklymeetingsandfurtherlessonobservations).TheQualityTeamwillbeinformed,throughouttheprocess,andwillaskforfollowupoutcomes.Itisimportantthatthisisdealtwithsensitivelyandthatallindividualsinvolvedremembertheimportanceofmaintaininganeffectiveclassroomdynamicandrelationshipsbetweenteachersandlearners.
POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 5
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PROCEDURESFORTHEINFORMALOBSERVATIONOFLEARNINGANDTEACHING
Wherethefocusoftheobservationisaparticularlearnerorlearners:Theaimsoftheobservationshouldnotbedisclosedtothelearnerbothforreasonsofemotionalwelfareandbecauseitwillcompromisethoseaims.Eithertheteacher/tutor/assessorortheaimofsharedpracticeshouldbedisclosedasthefocusoftheobservation.Teacher/tutor/assessorandobservershoulddebriefaftertheobservation.Theoutcomesoftheobservationmayremainconfidentialbetweenteacherandobserveriftheysowish.However,iftheyfeelitisappropriate,anyoutcomesthatcouldcontributetomoreeffectiveteachingormanagementofparticularstudent/sshouldalsobefedbacktotheQualityTeam.Similarly,anyissuesofconcernregardingeitherthelearningorbehaviourofaparticularstudentorstudentsshouldbefedbacktotheQualityTeam.Anyissuewhereintheteacherand/orobserverfeelsthatastudentiscompromisingthelearning,emotionalwell-beingorsafetyofanotherstudentorstudentsmustbefedbacktotheQualityTeam.Theobserverandtheteachermightbetweenthemarrangeforoneortheothertoapproachthestudent/safterthelessontodiscusstheirlearning.Thismustbedonesensitivelyanddiscreetly,withpositiveregardforthestudentandtheiremotionalwelfare.Wheretheaimoftheobservationistosharegoodpractice:Theaimsoftheobservationmaybedisclosedtostudentsiftheteacherandobserverfeelitisappropriate.Theoutcomesoftheobservationmayremainconfidentialbetweenteacherandobserveriftheysowish.However,iftheyfeelitisappropriate,anyoutcomesthatcouldcontributetomoreeffectiveteachingormanagementofparticularstudent/sorcohortscanbefedbacktotheQualityTeam.Anyissuewhereintheteacherand/orobserverfeelsthatastudentiscompromisingthelearning,emotionalwell-beingorsafetyofanotherstudentorstudentsmustbefedbacktotheQualityTeam.
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RECORDKEEPING–ALLOBSERVATIONS
HeadsofDepartmentwillkeepacopyofalllessonobservationsthattakeplacewithinthecentre,orbetweentheirdepartmentandotherareasofthecentre.Onlythedateoftheobservationandnatureoftheobservation(e.g.formal/informal;areaoffocusifrelevant)needstoberecorded.Thisdocumentshouldberetainedinthecentre’sfilesandsubmittedtotheQualityTeamattheendoftheacademicyear.MembersoftheQualityTeamwillkeepanoverviewrecordofdatesandnatureofallobservationsthatarecarriedout.ThisshouldbesubmittedtotheDirectorsattheendoftheacademicyear.MembersoftheQualityTeamwillkeeparecordofallobservationnotesinanorderlyfiletobekeptconfidential.TheQualityTeamwillkeeparecordofallobservations(datesetc).
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POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 7
APPEALSPROCEDUREFORLESSONOBSERVATIONS
Youmayrequestanotherobservationif:A-Youbelievethattheobservedsessiondoesnotreflectyourusualstandardoflessondeliverypractice.B-YouarenotabletoagreewiththeprofessionaljudgementorGradeawardedofyourobserver.ProcedureA
1. AwrittenrequestneedstobemadetotheCentreManagerwithinfiveworkingdaysofreceiptoftheoriginalfeedbackdocumentation.
2. TheCentreManagerwillacknowledgereceiptoftherequestwithinthreeworkingdaysand
arrangeasecondlessonobservation.
3. Thesecondobservationwillbeundertakenbythesametrainedobserverandalongwiththefirstlessonobservationoutcomebeplacedonfileandcarryequalweight,forexampleincoursereviewsummary.
ProcedureB
1. AwrittenrequestneedstobemadetotheCentreManagerwithinfiveworkingdaysofreceiptoftheoriginalfeedbackdocumentation.
2. TheCentreManagerwillacknowledgereceiptoftherequestwithinthreeworkingdaysand
reviewthelessonobservationdocumentation.ThiswillthenbeforwardedtotheDirector.
3. Asecondlessonobservationwilltakeplaceasadualobservation.Thiswillbeundertakenbytheoriginalobserverandanotherqualifiedobserver,appointedbytheDirector.Thisappointeewilltakethelead.
4. Theoutcomeofthesecondobservationwillbefinalandrecordedonfile.
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APPENDIXA–TEACHINGANDQUALITY–PEEROBSERVATIONOFTEACHING
Observer Assessor/Tutor
Unit Level
Programme Mode
Full-time,Part-time,distance,onlineetc.
TypeofActivity
Presentation☐Practical☐DiscussionSession☐
GroupWork☐ITSession☐
Other☐IfOther,indicatetypeofsession:
DateofObservation&Duration NumberofStudents Room
AdditionalInformationorComments
POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 9
APPENDIXB–RECORDOFOBSERVATION
1.Venue
Wasthevenueadequate?(Consider:seating,lighting,heating,ventilation,audio-visualfacilities?)Ifnot,couldthetutorhavedonemoretohelpmakethevenuecongenial?
2.Context
Wasadequateinformationavailabletothestudentsaboutthecourseasawhole?Weretheresufficientlinksbetweenthisand:previoussessions/otherpartsofthecourse/textbooks/studymaterials?
3.LearningOutcomes
Wasitmadecleartothestudentswhattheywereexpectedtolearnbytheendofthesession(cognitive,subject-specific,practical,transferable,professionalknowledgeandskills)?
4.Structure
Wasthesessionwellorganised,sothatthestudentscouldfollowthestructureorsequenceadopted?Werekeypointsclearlysignposted?
5.Level
Wasthesessionpitchedatalevelthestudentscouldcopewith?Wasanyprovisionmadeforthosewhoexperienceddifficulties?
6.Clarity
Wasthesessionclearlypresented?Wereexplanatorycommentsreadilyunderstoodbythestudents?
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7.UseofExamples
Wereexamplesorillustrationsusedwheneverhelpfultostudentsingraspingkeypoints?Didtheseexamplesengagewithstudents'knowledgeandinterests?
8.HandoutsandOtherMaterials
Didthetutormakeappropriateuseofhandoutsorotherstudymaterials?Ifso,werethesehelpfultothestudentsinsummarising,amplifyingorreinforcingthesessionmaterial?
9.Audio-VisualAids
Wereaudio-visualaidsusedwhereverneededinconveyingthesubjectmatter?Didthesepromotestudents'understanding?
10.Audibility
Couldthetutorbeclearlyheard,evenbystudentsatthebackandsidesoftheroom?
11.PaceandTiming
Wasthesessionmaterialpresentedatanappropriatespeed?Didthetutorkeeptotime?
12.EnthusiasmandInterest
Didthetutorpresentthematerialinalivelyandenthusiasticway?Wasstudents'interestinthesubjectmattersustainedorenhanced?
13.Interaction
Didthetutorfindscopeforinteractingwithstudentse.g.bygivingopportunitiesforquestionsorcomments,orbydrawinguponstudentinterest,concernsorexperiences?
POLICY25–ASSESSOR/TUTOROBSERVATIONSPOLICY 11
PersonBeingObservedName:___________________________________SignedBy:___________________________________Date:___________________________________ObserverName:___________________________________SignedBy:___________________________________Date:___________________________________
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APPENDIXC–OBSERVATIONCHECKLIST
Aspect EvaluationAreas
Effectivenessofintroduction,andcommunicationofaimsandobjectives.
• Isthewelcomeandintroductiontothesessioneffective?• Areaimsandobjectivescleartoalllearners?• Are learning materials and tools used effectively to promoteunderstandingoflearningaimsandobjectives?
Howwelllearnersareengagedandmotivated(includingresultingbehaviouroflearners).
• Arelearnersfullyengagedinrelevantandmeaningfulactivitiesfortheperiodoftheobservation?
• Arelearnersmotivatedtowardsthelearningsession?• Doestheactivityappearrelevanttoalllearners?• Arelearnersawareoftheexpectedstandardsofbehaviour?• Isunacceptablebehaviourchallengedbythetutor?• Are learners effectively supervised and managed throughout theperiodobserved?
Progresslearnersmakeduringthesessiontowardsthesessionobjectives.Personalobjectivesforgroupsession,activityobjectiveforonetoonesessions.
• Istheprogressoflearnerscheckedbythetutor?• Aretheactionsofthetutorsupportingtheprogressionoflearners?• Didalllearnersmakesufficientprogressduringtheobservedsession?
• Did the majority of learners achieve their set objectives for thesession?
Relevance,timeliness,andeffectivenessofadvice,informationand/orsupportprovided.
• Doesthetutorreactappropriatelyandpromptlytorequestsforsupportandinformation?
• Istheinformationandadvicegiventolearnersappropriateanddeliveredinawaytheyunderstand?
• Doesthesupportgivenappeartomeetlearners’needs?• Arelearnersreferredtootherstafforresourcestogaininformationandsupportwherenecessary?
Effectivenessofsessionreviewand/orplanningnextsteps.
• Istheworkoflearnersreviewedappropriately?• Doreviewsidentifylearningandsupportneeds?• Doesthetutorchecklearners’knowledge/learning?• Doreviewsacknowledgeachievementandidentifynextstepsandnewlearningaims?
• Arealllearnersawareoftheirnextlearningtargets?
Generalviewofequalityanddiversity,health&safetyandresourcesrelatingtothesession.
• Istheiradequateaccessforalllearners?• DoesthelearningenvironmentadequatelymeetHealthandSafetyexpectations(ienotrippinghazards,adjustableDSEchairs,adequateworkingspace,etc)?
• Arelearnersupportneedsidentifiedandadequatelymet?• Areappropriateresourcesavailabletomeetlearners’needs?• Isspecialistequipmentoradaptedmaterialavailableforlearnerswhorequirethem?
• Doesthetutormakeuseofopportunitiestopromoteequality&diversityandhealth&safetyknowledge?