2025/2026
Introduction to the Guidebook for Heads of Department
Leading excellence in teaching at Habs
WHY: THE PURPOSE AND RATIONALE
At the heart of our school is a commitment to excellence in teaching and learning. At Habs, we recognise that great teaching is not accidental—it is the product of thoughtful planning, reflective practice, shared values, and consistent, evidence-informed pedagogy.
This instructional playbook supports Heads of Department (HoDs) in leading, modelling, and embedding high-impact teaching across their subject areas. It is designed to:
• Embed our Framework for Great Teaching into everyday classroom practice.
• Align lesson planning, observation, and learning walks with our shared vision for great teaching.
• Empower departments to develop subject-specific pedagogies while ensuring coherence and consistency across the school.
• Provide clarity and structure to support teacher confidence and ensure all students access high-quality, engaging, and inclusive learning.
WHAT: THE KEY ELEMENTS OF THE GUIDEBOOK
This guidebook brings together the core components of our approach to excellent teaching:
1. THE HABS FRAMEWORK FOR GREAT TEACHING
A collaboratively developed set of principles and practices defining high-quality teaching in our context. It represents a shared professional language and a clear, evidence-based vision for what great teaching looks like.
2. EXPECTATIONS LINKED TO THE FRAMEWORK
A detailed set of generic descriptors that can be tailored for specific subjects outlining what minimum expectations, good practice, and outstanding practice look like across the six core dimensions of teaching. These expectations are designed as benchmarks to support reflection, professional dialogue, and evaluation, enabling teachers and leaders to aspire collectively to excellence.
3. SUBJECT-SPECIFIC INTERPRETATIONS
Each department has tailored the Framework to reflect the specific pedagogical demands, curriculum goals, and disciplinary habits of their subject.
4. REVISED LESSON PLAN TEMPLATE
A flexible, purposeful tool to support lesson design aligned with the Framework.
5. OBSERVATION AND LEARNING WALK TEMPLATES
Developmental tools for peer and line management feedback, promoting reflective practice and professional growth. These forms are used to support, not to judge.
6. GUIDANCE ON UNDERTAKING LESSON OBSERVATION
Practical advice on undertaking lesson observations, focusing on developmental rather than performative approaches. Includes strategies for giving clear, constructive, and supportive feedback that builds professional trust and confidence.
7. GUIDANCE ON GIVING FEEDBACK
8. APPROACHES TO SUPPORTIVE CONVERSATIONS
Frameworks and prompts to guide HoDs in holding developmental discussions with colleagues. This includes balancing challenge with encouragement, fostering reflective practice, and building a culture of shared responsibility for improvement.
9. A CLEAR IMPLEMENTATION PROCESS
Guidance and suggested steps to help HoDs introduce and embed the playbook tools within their departments, supported by modelling and professional dialogue.
HOW: PUTTING IT INTO PRACTICE
As a Head of Department, your role is pivotal in bringing our Framework for Great Teaching to life. The following actions will support you in leading your team with clarity, purpose, and confidence:
1. EMBED THE FRAMEWORK FOR GREAT TEACHING
• Share and discuss the framework regularly in department meetings.
• Explore what it looks like in your subject—link it to real lessons, student outcomes, and curriculum objectives.
• Use the subject-specific interpretation to drive clarity of expectations
2. MODEL EFFECTIVE PLANNING
• Use the revised lesson plan template and share specific examples.
• Highlight how the framework supports adaptive and ambitious teaching.
• Emphasise professional judgement and avoid rigid compliance.
3. DEVELOP A CULTURE OF DEVELOPMENTAL OBSERVATION
• Use the observation and learning walk forms to celebrate strengths and offer constructive feedback.
• Promote peer observation and reflective dialogue.
• Encourage self-review and ongoing refinement.
4. FACILITATE REGULAR SUBJECT TEAM COLLABORATION
• Dedicate time to share what’s working and discuss common challenges.
• Encourage collaborative planning, co-observation, and book looks.
• Align discussions with departmental and wholeschool improvement priorities.
5. MONITOR AND EVALUATE IMPACT
• Gather evidence of impact through student work, teacher reflections, lesson observation notes, and student voice.
• Use this to inform your departmental development planning and support individual teachers.
6. CELEBRATE AND SHARE
• Create opportunities to share best practice within and across departments.
• Showcase excellent examples of planning, teaching, and curriculum work.
• Build a sense of collective ownership and pride in our teaching community.
• We will implement a structured pipeline for sharing impactful practice:
• HoDs to share a “spotlight on practice” at department meetings—brief examples of effective strategies, insights from lesson observations, or annotated student work.
• Faculty academic meetings: HoDs contribute to a rotating schedule of short presentations highlighting departmental innovations or successful use of the Framework for Great Teaching.
• With SLT: Use end-of-term teaching and learning newsletter and summaries or snapshots to report on progress, challenges, and successful strategies within departments, creating visibility of great teaching across the school.
WHEN TEACHING FALLS BELOW EXPECTATIONS
While our priority is to support all teachers to thrive, there may be occasions where teaching consistently falls below expectations. In such cases, HoDs have a responsibility to act with clarity, fairness, and professionalism, guided by our shared values and commitment to student learning.
IDENTIFYING CONCERNS:
• Use multiple sources of evidence (lesson observations, student work, assessment outcomes, student voice, learning walks) to identify persistent issues.
• Ensure concerns are specific, observable, and linked directly to the Framework for Great Teaching.
TAKING ACTION:
• Arrange a supportive professional conversation with the teacher, clearly outlining the areas of concern.
• Share concrete examples and invite the teacher to reflect on their own perspective.
• Agree on a short-term action plan, including specific goals, timelines, and support mechanisms (e.g. peer observation, coaching, CPD).
DOCUMENT AND REVIEW:
• Keep a brief written record of the meeting, agreed actions, and review points.
• Share documentation with Line Managers/SLT
• Monitor progress through focused follow-up observations, drop-ins, or review of planning and student work.
• Offer regular, constructive feedback and adjust the support as needed.
ESCALATION AND SUPPORT:
• If there is insufficient improvement over time, escalate appropriately by involving line managers, senior leaders and HR in line with school policy.
• Maintain a tone of professionalism and care throughout—our goal is always to support improvement wherever possible.
HoDs play a key role in upholding high standards while fostering a culture of trust, growth, and accountability. Addressing underperformance in a timely and supportive way protects student learning and helps every teacher move forward.
CONCLUSION: LEADING WITH VISION AND PURPOSE
This guidebook is a dynamic, evolving resource to support your leadership of teaching and learning. By using it thoughtfully and consistently, you will help ensure that our classrooms are places of intellectual challenge, curiosity, and deep learning.
As a community of professionals, we grow best when we reflect together, share openly, and challenge ourselves to keep getting better. Let’s continue to shape an ambitious, coherent, and inclusive teaching culture—where every student thrives and every teacher is supported to teach brilliantly.
HoDs Guidebook: Leading teaching and learning
HoDs are the engine room of professional growth in schools. You are uniquely placed to foster a culture of continuous improvement and ensure that development is embedded where it matters most: in the day-to-day of teaching and learning.
This summary outlines the WHY and HOW Heads of Department (HoDs) take ownership of their team’s professional development, drawn from the Evidence Based Education’s article ‘Growing Middle Leaders: Leading PD in Your Team’.
WHY: THE ROLE OF HODS IN PROFESSIONAL DEVELOPMENT
• Positioned as the vital link between senior leaders and classroom teachers, HoDs are the ‘engine room’ of professional growth.
• They can provide targeted, context-aware support by knowing their teams best.
• HoDs drive bottom-up, sustainable improvement by embedding reflective practice and evidence-based strategies.
• Prioritising professional development delivers the greatest long-term value for both teachers and learners.
Middle leaders serve as a crucial link between senior leadership and classroom teachers. Their position enables them to foster a culture of continuous improvement.
HOW: STRATEGIES FOR EFFECTIVE HOD LEADERSHIP IN PD
1. MODEL BEST PRACTICE
Share your own learning journey, set goals and embed effective teaching habits.
2. FACILITATE COLLABORATIVE LEARNING
Create opportunities for peer reflection, lesson reviews and joint problem-solving.
3. USE EVIDENCE TO INFORM DECISIONS
Draw on multiple sources (student feedback, teacher reflections, data) to guide priorities.
4. CREATE A SUPPORTIVE ENVIRONMENT
Build high support and high expectations, fostering a safe space for experimentation and feedback.
5. ENCOURAGE REFLECTIVE PRACTICE
Use varied sources of information to support meaningful reflection and professional growth.
Professional development is not a solo sport – it should be a shared endeavour (and tends to be more effective when it is).
What does great teaching look like at Habs?
Clear and Observable Classroom Practice
FOREWORD
At the heart of our school lies a commitment to the highest quality of teaching and learning. Research consistently demonstrates that great teaching is the most significant in-school factor influencing students’ engagement, motivation, and achievement. This framework has therefore been developed to articulate what we believe constitutes excellent teaching and learning within our context, underpinned by robust educational evidence and our collective professional expertise.
This is not a checklist or a set of compliance measures. Instead, it is designed as a guide: a shared reference point that supports teachers in reflecting on their practice, developing their craft, and aspiring to the very best for our students. It provides direction for professional learning, informs the focus of training, and offers a common language through which we can celebrate strengths, identify challenges, and pursue continuous improvement.
Alongside this whole-school framework, each department has created its own subjectspecific version, ensuring that principles of great teaching are understood and applied in ways
that reflect the unique character and demands of each discipline. Together, these frameworks will not only guide classroom practice but also serve as tools for dialogue, collaboration, and evaluation, helping Heads of Department and senior leaders to support and sustain teaching excellence across the school.
Ultimately, our aim is simple: to foster a culture in which both teachers and students thrive. By grounding our work in evidence and professional reflection, we reinforce our shared belief that high-quality teaching has the power to transform learning, unlock potential, and inspire curiosity, ambition, courage, and community in every student we teach.
1. STRONG SUBJECT KNOWLEDGE AND PASSION
• Teachers explain clearly and confidently, showing deep and wide subject knowledge— including beyond-exam content.
• Teachers make links to big ideas and real-world examples to support understanding.
• Teachers look backwards to students’ prior learning and look forward to build connections and patterns within their subject.
• The teacher’s passion and enthusiasm for their subject is visible and genuine.
2. HIGH-QUALITY INSTRUCTION
• Teacher explanations are clear, accurate, and use precise vocabulary.
• Teachers model their thinking and use worked examples.
• Tasks are sequenced to build on prior knowledge.
• Scaffolding supports access to complex ideas.
• Teachers facilitate high-quality interaction through effective questioning that encourages students to think hard.
• Resources (including online resources) are clear, wellorganised, and support ongoing learning.
3. THINKING AND ENGAGEMENT
• Students show interest, ask questions, and contribute enthusiastically.
• Students engage in tasks that require analysis, synthesis, problem solving and evaluation—not just recall.
• Students actively make sense of new ideas and build secure understanding.
• Students have fun with their learning, making creative leaps and thinking outside of the box, all promoting their broader learning.
• Students are engaged in tasks that are purposeful and link to clear learning goals and prior knowledge.
• Students think deeply, become immersed in their learning, experiencing a state of flow.
• Students are intellectually challenged, with appropriate support.
• Students reflect on their learning through talk and writing.
4. TEACHING THAT RESPONDS TO LEARNERS (ADAPTIVE TEACHING)
• Teachers know their students well and use names.
• Questioning is inclusive and varied (e.g. cold calling, wait time).
• Grouping and seating are planned for access and challenge.
• Teachers carefully evaluate and guide students’ progress through setting learning goals, diagnosing student learning gaps and providing feedback.
• Teachers anticipate and plan for barriers to learning
• Teachers explicitly use formative assessment strategies to check for understanding and identify misconceptions, adjusting teaching accordingly.
• Students feel supported, known, and appropriately challenged.
5. A POSITIVE LEARNING ENVIRONMENT
• Classrooms are calm, focused, and inclusive.
• Teachers establish and maintain clear, consistent expectations for behaviour.
• Students are encouraged to take intellectual risks and try new things.
• Respect and collaboration are the norm.
6. PROFESSIONALISM IN PRACTICE
• Teachers have high expectations of every student.
• Teacher’s planning is intentional, ensuring lessons are well-structured to meet learning objectives and learning needs.
• Teachers strike a deliberate balance between teacher-led and student-led learning
• Teachers are positive, reflective, and open to innovation and personal growth.
THE IMPACT WE LOOK FOR:
We ask: Is the teaching making a difference to learning?
We expect to see:
• Focused and attentive students.
• Students who can explain what they are learning and why.
• Clear links made to prior knowledge.
• Evidence of long-term learning (e.g. retrieval and assessments).
• Students applying knowledge in new contexts.
• Students responding to both verbal and written feedback.
• Assessment and feedback driving progress.
• Teachers using student voice meaningfully to inform teaching and learning.
What great teaching looks like at Habs: Expectations Framework
This framework sets out a shared understanding of excellent classroom practice at Habs. It provides clear, observable indicators across six key areas of teaching, with descriptors for minimum expectations, good practice, and outstanding practice. The aim is to support professional growth, foster high standards, and ensure consistency in the quality of education our students receive. It can be used for self-reflection, coaching, developmental lesson observation, and departmental discussion.
1. STRONG SUBJECT KNOWLEDGE AND PASSION
Subject Knowledge
Big Ideas
Questioning
Passion
Student Engagement
Explains clearly with some beyond-exam content
Regular links to big ideas and real-world applications
Challenging, thought-provoking questions that go beyond recall
Enthusiasm is visible and occasionally shared
Students show interest and sometimes initiate discussion
Deep and wide-ranging knowledge; brings in wider context and cross-curricular links
Lessons are built around conceptual understanding and meaningful applications
Probing questions that promote critical thinking and sustained discussion
Curiosity and passion are palpable; teacher uses stories, examples, and current relevance effectively
Students are highly engaged, ask insightful questions, and show genuine curiosity
2. HIGH-QUALITY INSTRUCTION
ASPECT
Explanations
Modelling
Sequencing
Scaffolding
Misconceptions
Clear, accurate, and well-paced
Models processes and strategies regularly
Tasks build progressively on prior knowledge
Scaffolds are thoughtfully applied
Proactively addresses common misconceptions
PRACTICE
Precise, engaging, and tailored explanations using subjectspecific language
Thoughtfully models expert thinking (e.g., ‘think aloud’) to demystify complex ideas
Sequence is highly intentional, with stretch and depth embedded
Scaffolds are adapted in real time to support high challenge and inclusivity
Anticipates, surfaces, and uses misconceptions as learning opportunities
Resources
Resources are clear and support current learning
Resources are thoughtfully designed to support learning beyond the classroom
3. THINKING AND ENGAGEMENT
ASPECT
Cognitive Demand
Purposeful Tasks
Knowledge Building
Reflection
Support and Challenge
GOOD PRACTICE
Students analyse and explain ideas
Tasks clearly aligned to objectives and involve some challenge
Students show progress in making sense of ideas
Students reflect in writing or discussion
OUTSTANDING PRACTICE
Students evaluate, debate, and create using their understanding
Tasks are rich, open-ended, and promote deep understanding
Students connect and transform knowledge into secure, usable understanding
Reflection is embedded; students discuss learning processes and evaluate their thinking
Tasks balance challenge and support
All learners are stretched; support is tailored without reducing expectations
4. TEACHING THAT RESPONDS TO LEARNERS
ASPECT
Knowledge of Students
Questioning
Adaptability
Grouping & Seating
Student Experience
GOOD PRACTICE
Responds to individuals and adapts for known needs
Mix of techniques: cold calling, wait time, probing
Regularly adjusts based on student responses
Grouping based on access, challenge, and collaboration
Students feel supported and fairly challenged
OUTSTANDING PRACTICE
Teaching is deeply personalised; students feel valued and understood
Questioning is diagnostic and inclusive; follow-up questions deepen understanding
Seamlessly adapts plans and explanations in response to real-time assessment
Grouping is strategic, fluid, and supports maximum engagement and learning
Students are confident, secure, and flourish under high expectations
5. A POSITIVE, ENGAGING LEARNING ENVIRONMENT
ASPECT
Classroom Climate
Risk-Taking
Relationships
Ownership of Learning
Engagement
GOOD PRACTICE
Purposeful and inclusive
Students occasionally volunteer uncertain ideas
Collaboration and mutual support are visible
Students engage with interest and take some responsibility
Students are intellectually engaged
OUTSTANDING PRACTICE
Warm, focused, and intellectually stimulating
Students take academic risks, challenge themselves, and embrace difficulty
A culture of trust, respect, and high engagement drives learning
Students show independence, enthusiasm, and self-direction in their learning
Students are highly engaged in deep thinking and dialogue
6. PROFESSIONALISM IN PRACTICE
Expectations
Planning & Feedback
Teaching Approaches
Independence & Self-Regulation
Professional Growth
High academic and behavioural expectations are communicated
Lessons show thoughtful planning and use of prior feedback
Balanced teacher- and student-led learning
Encourages independent thinking and peer collaboration
Reflects and acts on feedback; seeks to improve
High expectations are the norm; students internalise and strive to meet them
Planning is strategic, responsive, and informed by student progress
Activities are dynamic, varied, and empower students to lead their own learning
Students show metacognitive awareness and self-manage their progress
Embraces innovation, contributes to others’ development, and seeks continual improvement
Learning Walk Form
Learning Walks are designed to ensure that the ‘What makes great teaching’ framework is being followed. There are three forms that can be used below:
• SLT learning walks take place once a half term with each member of SLT observing three teachers in a one-hour period. This will take place on a Monday to Wednesday with discussions taking place during Thursday SLT and staff briefing the following Monday.
• HoD Learning Walks take place once a term with a potential focus on a KS each term.
• Peer Learning Walks take place twice a term, one internally and one externally with two to three teachers being observed each time.
SLT LEARNING WALK
Please select the following areas of excellent practice and areas for development and summarise your reflections for each of the ones that you have listed.
• Strong Subject Knowledge and Passion
• High-Quality Instruction
• Thinking and Engagement
• Teaching That Responds to Learners (Adaptive teaching)
• A Positive Learning Environment
• Professionalism in Practice
1. Describe areas of good practice
2. Describe areas for improvement
HODS LEARNING WALK
Please select the following areas of excellent practice and areas for development and summarise your reflections for each of the ones that you have listed.
• Strong Subject Knowledge and Passion
• High-Quality Instruction
• Thinking and Engagement
• Teaching That Responds to Learners (Adaptive teaching)
• A Positive Learning Environment
• Professionalism in Practice
1. Describe areas of good practice
2. Describe areas for improvement
3. Describe evidence of formative assessment.
4. Are they any specific concerns to follow-up on?
PEER LEARNING WALK
Please select the following areas of excellent practice and areas for development and summarise your reflections for each of the ones that you have listed.
• Strong Subject Knowledge and Passion
• High-Quality Instruction
• Thinking and Engagement
• Teaching That Responds to Learners (Adaptive teaching)
• A Positive Learning Environment
• Professionalism in Practice
1. Internal or External Learning Walk?
2. Identify the teachers you observed.
3. Describe areas of good practice.
4. Describe how you will implement these into your own practice.
Lesson Plan
Teacher initials: Department: Date: Period: Room: Class/No on roll:
Focus of observation:
One or two areas of practice, aligned with the departmental framework ‘What does great teaching look like at Habs?’
Connecting the learning: What happened last lesson? Last week? Last month? How will this lesson build upon students’ prior knowledge/learning?
Lesson outcomes (at least two clear outcomes) What do you want students to learn in this lesson?
N.B. Please provide the following: an annotated seating plan (including any SEND, Scholars and significant medical concerns etc)
Creating an inclusive classroom: Groups/Individuals to consider especially, including SEND and scholars in this particular lesson.
Literacy: If appropriate, what specialist terminology will be used? How will it be reinforced in the lesson?
Numeracy: If appropriate, what aspects of numeracy or numeracy support will be used in the lesson?
Technology: If appropriate, what technology will be used to enhance student learning?
Student Voice: How do you plan to capture students views on the teaching and learning process?
Outline of the activities and questions:
When planning the lesson use the ‘What does great teaching look like at Habs?’ departmental framework as a point of reference.
What will the teacher be doing? What will the students be doing? How will the activities/learning milestones flow together sequentially linked to the outcomes? How will you check for understanding during and after each key phase of the lesson? How will you share feedback on your students’ progress towards the learning goals/objectives?
What is the teacher doing?
What are the students doing? How will you check for understanding over the course of the lesson? (Formative assessment)
Are there opportunities within the lesson to develop the following?
• Moral understanding and distinguishing right from wrong
• British Law
• Fundamental British Values
• Spiritual understanding and respect and value for others
Yes / No
Yes / No
Yes / No
Yes / No
• PSHE Yes / No
• School Values
Where next (homework/next lesson):
Yes / No
How will this connect to future learning opportunities e.g. wider reading, flipped learning?
Reflections on the lesson (please complete before the lesson observation feedback meeting) Some questions to consider:
What went well?
What was the impact of the lesson on student learning? How did you know? How did you check for understanding?
How was feedback used during the lesson to drive student learning?
What will you do differently in your planning next time?
What will you differently in your teaching next time?
What will the students do differently next time?
Ob2 Observation Form
Teacher initials: Department: Date: Period: Room: Class/No on roll:
Observer: Purpose of observation: Focus of observation: One or two areas of practice, aligned with the departmental framework of ‘What does great teaching look like at Habs?’ Circle the principle (see below)
2 3 4 5 6
Observation Notes – completed by the observer
Student voice – What do the students say about their learning?
Areas of strength in the lesson (related to the focus of the lesson)
One additional broader strength 1.
Agreed areas of development (related to the focus of the lesson) 1. 2.
One additional broader area of development (if relevant) 1. OR
Area(s) requiring improvement
Area identified requiring improvement (these should be linked to the Teaching Standards and/or Department Principles of great teaching)
Agreed Action/Support Follow up date/observation
A pdf copy of this form should be e-mailed to the member of staff in question, and a copy forwarded to the PA to the Deputy Head Academic.
Principles - What does great teaching look like at Habs?
1. Strong subject knowledge and passion
2. High quality instruction
3. Thinking and engagement
4. Teaching that responds to Learners (Adaptive teaching)
5. Positive Learning Environment
6. Professionalism in Practice
Observation Form exemplar
Teacher
Observer: MAC Purpose of observation: New staff/ITT observation
Focus of observation:
One or two areas of practice, aligned with the departmental framework of ‘What does great teaching look like at Habs?’
Circle the principle (see below)
Focus:
1. Teacher establishing and maintaining clear and consistent expectations for behaviour
Observation Notes – completed by the observer
A detailed lesson plan shared in advance with clear learning objective and outline of the sequence of learning aligned with the learning objectives
Lesson objectives
Students should be confident factorising quadratic expressions with positive coefficients. Students should be able factorise quadratics with negative coefficients. Some students should be able to solve problems using missing variables. 15 mins - Starter task
Recaps content from previous lessons – questions on the board to complete.
Mentions quiet chatter allowed – are you happy with the level of noise? Time frames given. Takes feedback from students to the questions – uses the board to write the steps. Pauses the walk though of the second answer to check back.
Takes hands up if agree and hands up if they disagree – what does this tell you as not everyone has put up their hands and engaged with your question. How will you confidently ascertain who has got this correct and who hasn’t?
Explains use of the calculator to undertake one of the questions.
Who undertook Q4 – no one put their hands up
10 mins – Pattern spotting and introduction to factorising
Showing students the approach to factorise quadratics revealed on the PP – checks for understanding by posing questions. Takes answers and then ask if other students have other things to add. Confident explanation with use of reveal on the PP to explain the steps in the process.
Students set questions to work on. The first one to work on on the whiteboard to check for understanding
Then students complete the questions 1-4 on the board.
Make your expectations re how they work on this very clear. Eg are you ok with them talking? What level of talk do you expect of your students? You do address this. You do say in your lesson plan that you will allow ‘low level chatter’ but should they have some time when doing independent work to work in silence, so they do get into the flow?
Counts back to get the attention of the room to give answers. Are you confident that everyone has finished?
Students now working through the Corbett Maths tasks.
The level of noise goes up again so do be clear about expectations – they try to get you off task which you ignore/deflect. Very good use of names throughout – you have learnt them quickly – well done.
Bingo – end of the lesson
Again, still some calling out. House point up for grab
You have established a really good relationship with the group – they are pushing the boundaries a bit. Do think now about how you can firm that up a little without compromising the relationship built
Student voice – What do the students say about their learning?
Students are confident to factorise quadratic equations. This is the first time they have done this but are able to explain confidently to me what they understand and how to do it.
Areas of strength in the lesson (related to the focus of the lesson)
• Positive Relationships: The teacher has established strong rapport by using students’ names and maintaining a calm, approachable presence. This contributed to a respectful classroom climate where students felt secure and ready to learn.
• Effective Routines: Clear routines, such as countdowns to regain attention and structured questioning strategies, provided consistency and supported smooth transitions, ensuring that learning time was maximised.
• Calm Behaviour Management: Instances of off-task behaviour were addressed promptly and with composure, using redirection strategies that maintained focus and avoided escalation, reinforcing high expectations.
One
additional broader strength
The teacher delivered subject content with clarity and confidence, particularly in introducing factorising quadratics. Explanations were well-structured and supported by the effective use of the PowerPoint reveal feature, which broke down the process into manageable steps. Understanding was checked through targeted questioning, with student responses used to extend discussion and involve peers. The teacher showed adaptability by pausing to revisit earlier steps when misconceptions emerged, ensuring all learners were secure before moving on. This reflects the framework’s principles of High-Quality Instruction and Teaching that Responds to Learners, and contributed to a purposeful learning environment where students could engage with challenge confidently.
EITHER/OR
Agreed areas of development (related to the focus of the lesson)
• Clarity of Expectations: While positive relationships were evident, expectations around acceptable noise levels were not always explicit or consistently reinforced. Clearer communication of behavioural norms for different activities (e.g., independent vs. collaborative work) would strengthen alignment with the framework’s principle of establishing a calm and purposeful learning environment.
• Consistency in Behaviour Management: During transitions and independent tasks, occasional calling out and rising noise levels indicated that expectations were not consistently upheld. Firmer and more consistent reinforcement of boundaries, while maintaining the positive classroom climate, would further support the framework’s emphasis on a focused and inclusive environment where students can engage fully in their learning.
One additional broader area of development (if relevant)
Monitoring of engagement and understanding could be strengthened. Reliance on hands-up questioning limited participation, meaning not all students’ understanding was captured. Incorporating more inclusive strategies — such as cold calling, mini whiteboards, or targeted checks — would align with the framework’s principle of inclusive, diagnostic questioning. In addition, before moving on, it was not always evident that all students had completed tasks. Embedding more explicit checks for completion would help maintain focus, ensure readiness to proceed, and support the framework’s emphasis on adaptive teaching and purposeful engagement for all learners.
Formal lesson observations: one-page guidance for Heads of Department
PURPOSE
Observations are designed to:
• Celebrate excellent teaching.
• Promote reflective practice.
• Identify areas for development in line with Teaching Standards/Departmental framework of excellent teaching.
• Encourage dialogue to improve student outcomes.
BEFORE THE OBSERVATION
1. ARRANGE THE OBSERVATION
- Agree on a date, time, class, and purpose (developmental, appraisal, coaching, concern).
2. AGREE A FOCUS
- Choose 1–2 areas aligned with one or more of the domains of Great Teaching and linked to personal/department/school priorities.
3. CLARIFY THE PURPOSE
- Be transparent: Is it routine HoD observation, a follow-up, developmental or issue/concerndriven?
4. REVIEW CLASS CONTEXT PRIOR TO THE OBSERVATION
- Discuss SEND, prior attainment, scholars, and recent data.
- Request a lesson plan and seating plan.
DURING THE OBSERVATION
1. TAKE FOCUSED NOTES
- Record what the teacher and students do using factual, professional language
2. USE THE DEPARTMENT’S ‘GREAT TEACHING’ FRAMEWORK
- Note strategies relevant to the focus.
3. LOOK FOR AND NOTE EVIDENCE OF LEARNING
- Key indicators: attentiveness, curiosity, linking to prior learning, recall, and application of knowledge.
4. RECORD OBSERVATIONS
- Use clear notes linking strategy to student response.
- Include indicators of learning
5. USE STUDENT VOICE – WHAT DO STUDENTS SAY ABOUT THEIR LEARNING?
Ask students:
- “What are you learning today?”
- ‘’How does this link to what you have learnt before?’’
- “How do you know you’re doing well?”
- “What happens if you get stuck?”
AFTER THE OBSERVATION
1. IDENTIFY STRENGTHS
- Highlight one/two specific, evidence-based strengths related to the focus and one additional strength. Use the language of the Framework of Great Teaching.
2. IDENTIFY DEVELOPMENT AREAS
- Note one/two granular development points related to the focus and one additional development point. User the language of the Framework and
- Flag significant concerns linked to Teaching Standards in the areas requiring improvement section of the form
3. AGREE ACTIONS AND SUPPORT
- Provide next steps: resources, peer support, CPD.
- Set a review date if needed.
Tone and Approach
- Be supportive, constructive, and professional.
- Frame feedback as a growth-focused dialogue.
- Celebrate what went well.
4. FOLLOW UP CONCERNS IN THE AREAS REQUIRING IMPROVEMENT SECTION
- Be specific and evidence-based: Focus on 2–3 observable areas linked to Teaching Standards
- Agree clear actions and support: Outline practical steps and resources to address each area.
- Set follow-up: Specify a date or timeframe for review and provide ongoing guidance.
Follow-Up
- Email the completed form as a PDF to the teacher.
- CC the PA to the Deputy Head Academic.
Guidance for giving developmental feedback after a lesson observation
PURPOSE OF THE FEEDBACK CONVERSATION
The feedback conversation is designed to:
- Support deliberate, incremental improvement in teaching practice.
- Promote reflection and ownership from the teacher.
- Provide clear, actionable next steps for practice.
- Build trust and a shared commitment to excellent teaching.
THE RESPONSIVE FEEDBACK STRUCTURE
This framework focuses on action points related to the agreed focus. Improvement targets the teacher can practice and embed. The conversation could follow six key stages:
1. RECONNECT & BUILD TRUST
- Start warmly. Thank the teacher.
- Ask: “How did you feel the lesson went?”
- Listen. Don’t jump in with judgments, this is their time to reflect.
- Offer a genuine positive observation upfront.
- Keep it specific and aligned with the focus area:
“I really liked how you used coldcalling to bring more students into the discussion—that was really purposeful.”
2. PROBE & CLARIFY THINKING: WALK THROUGH THE LESSON TOGETHER
Purpose:
This phase helps the teacher reconstruct their thinking and decision-making across the stages of the lesson. Your role is to listen, prompt, and explore— not to evaluate or judge.
Approach:
Use open-ended, non-evaluative questions (a selection are shown below) to guide the teacher through the key stages of their lesson relevant to the focus linked to the Framework of Great Teaching. These stages might include:
a) The Start of the Lesson / Entry Routine
• What were you aiming to achieve in the first five minutes?
• How did you want students to feel as they entered?
• What routines did you expect them to follow?
b) The Lesson Objective / Success Criteria
• How did you make the learning objective clear to students?
• What did success look like for this task?
• Did students know how to meet those expectations?
c) Explanation / Instruction
• Talk me through how you explained [X]. What was your plan there?
• How did you break it down?
• What made you choose that example?
• How did you check they understood before moving on?
d) Modelling / Worked Examples
• What did you model, and why?
• How did you decide what to show versus what to tell?
• What did you expect students to be doing as you modelled?
e) Student Practice / Tasks
• What was the purpose of this activity?
• What did you expect students to demonstrate through it?
• How did you check their progress, understanding or misconceptions?
f) Questioning & Dialogue
• What was your questioning strategy?
• How did you decide who to call on?
• How did you follow up to deepen thinking?
• How much wait time did you give?
g) Feedback & Support
• How did you adapt or support students during the task?
• Who did you check in with and why?
• What decisions did you make in the moment?
h) End of Lesson /Consolidation
• How did you wrap up the lesson?
• What did you want them to leave knowing or remembering?
Probing Tips for the Observer:
- Resist the urge to “fill the silence.” Let them think.
- Use paraphrasing to check for understanding: “So you were hoping X would happen when you did Y?”
- Be curious.
3. AFFIRM STRENGTHS RELATED TO FOCUS AND BEYOND
Purpose:
This is the moment to share specific praise about the lesson and linked directly to the agreed focus of the observation. It reinforces good practice and builds confidence.
Approach
• Identify and name 1–2 specific things the teacher did well.
• Anchor your praise in evidence: what did you see or hear?
• Avoid vague praise (e.g. “Great lesson”)—focus on what and why.
Useful Sentence Starters:
• “One thing I thought worked really well was…”
• “In terms of our focus, something you did particularly effectively was…”
• “I saw real strength when you…”
4. IDENTIFY THE KEY ACTION POINTS
• Choose one/two high-leverage, bite-sized improvements/action points related to the broader focus
• Ensure they are specific (e.g. “cold-call before open questions” not “improve questioning”).
• Use shared language from the department Principals of Great Teaching
• Collaborate: “Would you be happy to work on this next?”
5. MODEL & PRACTICE
• Model the actions or show an example.
• Use specific prompts and feedback: “This time try pausing longer after your cold-call.”
6. AGREE THE NEXT STEP
• Confirm the agreed actions on your form.
• Schedule a short follow-up this might be: in person, drop-in, co-teaching or check in.
• Offer support: “Would it help if I came to watch this part again next week?”
KEY PRINCIPLES TO REMEMBER
• One/two action points: Avoid overload.
• Teacher-Led: Help them self-identify development areas.
• Actionable Feedback: Vague feedback isn’t useful—concrete steps are.
• Positive Framing: Always balance challenge with support and belief in their growth.
• Practice in the Room: Without rehearsal, change is unlikely.
Supportive conversations: The STORM Model
S – STATE THE ISSUE
• Use the ‘I, issue, outcome’ structure.
• Be factual, specific, and outcome-focused, not personal.
• Example: ‘I’ve noticed that the class has struggled with focus in recent lessons, and I want us to ensure all students are fully engaged so they achieve their best.’
T – THEIR SIDE
• Invite the colleague’s perspective.
• Listen actively and with curiosity.
• Prompts: ‘How do you see it?’ / ‘What factors might be influencing this?’
O – OPTIONS
• Explore together how the outcome could be achieved.
• Encourage the colleague to generate solutions where possible.
• Example: ‘What strategies might help keep students engaged during group work?’
R – RESOLUTION
• Agree on clear next steps and responsibilities.
• Summarise to check mutual understanding.
• Example: ‘So you’ll try two new strategies next week, and we’ll meet to review how they’ve worked.’
M – MOVE ON AND FOLLOW UP
• Confirm a time to revisit progress.
• Keep the tone professional and supportive: improvement is the goal.
• Example: ‘Let’s touch base in two weeks to see how things are going.’
TIPS FOR HODS
• Begin with what is going well; build trust through recognition of strengths.
As a Head of Department, one of the most important leadership skills you can develop is the ability to hold supportive but challenging conversations with colleagues. These conversations are not about being confrontational: they are about clarity, respect, and improvement. Sonia Gill’s STORM model provides a simple and powerful structure.
• Keep the focus on student learning and outcomes.
• Balance empathy with clarity — kind and clear beats kind but vague.
• Always follow up: consistency shows credibility.
Department Pupil Voice questions
Please find suggested questions below to use in any pupil voice focus groups. This can be done alongside pupil voice questionnaires or instead of at certain points in an academic year. These questions are based on the ISI framework.
1. What does your teacher do that helps you learn well?
2. Is there anything that would help you learn better?
3. Do you think you are making progress in this subject? How do you know?
4. What feedback do you receive on your marked work?
5. How constructive is this feedback?
6. Do you know what you need to do to improve?
7. How much class discussion is there? Examples?
8. Are there opportunities for group and paired work in lessons? Examples?
9. Do you enjoy learning?
10. How interesting are your lessons?
11. What variety of activities and resources are used in your lessons?
12. What is the behaviour like in lessons? Does this stop you from learning?
13. (KS4 and KS5) Do you have opportunities to extend your knowledge beyond the specification?