Policy 25 - Assessor/Tutor Observations

Policy 25 – Assessor/Tutor Observation

Excellence in Learning, Development and Training

CONTENTS Page 3

Introduction

Page 3

Procedure for the Formal Observation of Learning and Teaching i. General ii. Before the Observation iii. During the Observation iv. After the Observation

Page 5

Procedure for the Informal Observation of Learning and Teaching i. Where the focus of the observation is a particular learner or learners ii. Where the aim of the observation is to share good practice

Page 6

Record Keeping – All Observations

Page 7

Appeals Procedure for Lesson Observations i. Procedure A ii. Procedure B

POLICY 25 –ASSESSOR/TUTOR OBSERVATIONS POLICY 1

APPENDICES

A

Teaching and Quality – Peer Observation of Teaching

B

Record of Observation

C

Observation Checklist

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INTRODUCTION Observations are categorised as either formal or informal. Informal lesson observations should be used for:

• Monitoring students (behaviour, work, attainment).

• Peer observation and constructive feedback as a method of sharing good practice.

Formal lesson observations are a key tool in ensuring that teaching and learning are in line with LD Training’s expectations and policies. All observations that are identified as being formal can be used as evidence in the monitoring and evaluation of teachers/tutors/assessors.

Formal lesson observations will be conducted by LD Training Lead Assessor & IV/Quality Team members.

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PROCEDURE FOR THE FORMAL OBSERVATION OF LEARNING AND TEACHING

General

1. Three days notice will be given to teachers/tutors.

2. The observer will identify the specific session that will be observed.

3. Notes of the observation will be kept confidential between the teacher/tutor/assessor and relevant members of the Quality Team.

Guidelines are that teachers/tutors/assessors will be formally observed as follows:

1. Once a year by Centre Manager, or member of the Quality Team (those delegated).

2. If the Head of Department or member of the Management Team is not the teacher’s or Tutor/ Assessor appraiser, it may be that one of the observations is carried out by an appraiser, or alternatively that the appraiser asks the Head Of Department to observe the lesson and feedback to him/her.

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Before the Observation

The observer should:

• ensure the teacher/tutor/assessor has a copy of the observation sheet and teaching and learning policy.

• agree with the teacher/tutor/assessor which lesson will be observed and when feedback will be given.

• reassure the teacher/tutor that the observation will be as unobtrusive as possible but that it may be necessary for you to speak to learners and sample work.

• clarify with the teacher anything on the lesson plans or scheme of work that is unclear.

The teacher/tutor/assessor should

• submit a copy of a lesson plan/action plan and any additional resources (worksheets, hand outs, homework) the day before the activity.

• alert learners of the intended observation.

• supply any relevant information about learners, including identification of those with particular needs (this will be on the lesson plan).

During the Observation

The observer should complete the relevant observation documents which will guide the observer to ascertain whether learners are learning effectively. He/she might look at learners’ work and examine teaching and learning resources that are used in order to gain an overview of the classroom and learning environment.

After the Observation

It may be appropriate to talk to learners about what and whether they are learning, and their views of previous sessions. The observer should:

• comment on key strengths and areas for development in teaching and learning based on the written observations made during the session in all sections of the lesson observation summary sheet, which might include a grade for the learning experience (in line with Ofsted criteria).

• provide the teacher/tutor/assessor with constructive and sensitive feedback - in a private setting – within five days of the observation.

• give feedback that is detailed with specific examples from the observation to support judgements.

• give the teacher/tutor/assessor the opportunity to comment on the lesson and clarify any aspects.

• discuss with the teacher/tutor/assessor areas for development and agree how these will be pursued and decide opportunities for further observation.

• ensure the teacher/tutor/assessor has a copy of the lesson observation summary sheet and feedback notes.

• ensure a lesson observation summary sheet and accompanying notes are retained and inform staff review meetings.

If the lesson observed gives cause for concern in terms of unsatisfactory learning outcomes for the student, or matters of welfare, health and safety (e.g. behaviour management), the teacher/tutor/assessor will discuss ways forward with the observer. This discussion will include: support required, specific targets for improvement and means of monitoring progress (including weekly meetings and further lesson observations). The Quality Team will be informed, throughout the process, and will ask for follow up outcomes. It is important that this is dealt with sensitively and that all individuals involved remember the importance of maintaining an effective classroom dynamic and relationships between teachers and learners.

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PROCEDURES FOR THE INFORMAL OBSERVATION OF LEARNING AND TEACHING

Where the focus of the observation is a particular learner or learners:

The aims of the observation should not be disclosed to the learner both for reasons of emotional welfare and because it will compromise those aims. Either the teacher/tutor/assessor or the aim of shared practice should be disclosed as the focus of the observation.

Teacher/tutor/assessor and observer should debrief after the observation. The outcomes of the observation may remain confidential between teacher and observer if they so wish. However, if they feel it is appropriate, any outcomes that could contribute to more effective teaching or management of particular student/s should also be fed back to the Quality Team. Similarly, any issues of concern regarding either the learning or behaviour of a particular student or students should be fed back to the Quality Team.

Any issue wherein the teacher and/or observer feels that a student is compromising the learning, emotional well-being or safety of another student or students must be fed back to the Quality Team.

The observer and the teacher might between them arrange for one or the other to approach the student/s after the lesson to discuss their learning. This must be done sensitively and discreetly, with positive regard for the student and their emotional welfare.

Where the aim of the observation is to share good practice:

The aims of the observation may be disclosed to students if the teacher and observer feel it is appropriate.

The outcomes of the observation may remain confidential between teacher and observer if they so wish. However, if they feel it is appropriate, any outcomes that could contribute to more effective teaching or management of particular student/s or cohorts can be fed back to the Quality Team.

Any issue wherein the teacher and/or observer feels that a student is compromising the learning, emotional well-being or safety of another student or students must be fed back to the Quality Team.

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POLICY 25 –ASSESSOR/TUTOR OBSERVATIONS POLICY 5

RECORD KEEPING – ALL OBSERVATIONS Heads of Department will keep a copy of all lesson observations that take place within the centre, or between their department and other areas of the centre. Only the date of the observation and nature of the observation (e.g. formal/informal; area of focus if relevant) needs to be recorded. This document should be retained in the centre’s files and submitted to the Quality Team at the end of the academic year.

Members of the Quality Team will keep an overview record of dates and nature of all observations that are carried out. This should be submitted to the Directors at the end of the academic year.

Members of the Quality Team will keep a record of all observation notes in an orderly file to be kept confidential.

The Quality Team will keep a record of all observations (dates etc).

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APPEALS PROCEDURE FOR LESSON OBSERVATIONS You may request another observation if:

A - You believe that the observed session does not reflect your usual standard of lesson delivery practice.

B - You are not able to agree with the professional judgement or Grade awarded of your observer.

Procedure A

1. A written request needs to be made to the Centre Manager within five working days of receipt of the original feedback documentation.

2. The Centre Manager will acknowledge receipt of the request within three working days and arrange a second lesson observation.

3. The second observation will be undertaken by the same trained observer and along with the first lesson observation outcome be placed on file and carry equal weight, for example in course review summary.

Procedure B

1. A written request needs to be made to the Centre Manager within five working days of receipt of the original feedback documentation.

2. The Centre Manager will acknowledge receipt of the request within three working days and review the lesson observation documentation. This will then be forwarded to the Director.

3. A second lesson observation will take place as a dual observation. This will be undertaken by the original observer and another qualified observer, appointed by the Director. This appointee will take the lead.

4. The outcome of the second observation will be final and recorded on file.

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POLICY 25 –ASSESSOR/TUTOR OBSERVATIONS POLICY 7

APPENDIX A – TEACHING AND QUALITY – PEER OBSERVATION OF TEACHING Observer

Assessor/Tutor

Unit

Level

Programme

Mode

Full-time, Part-time, distance, online etc.

Type of Activity Presentation ☐ Practical ☐ Discussion Session ☐ Group Work ☐ IT Session ☐ Other ☐ If Other, indicate type of session:

Date of Observation & Duration Number of Students

Room

Additional Information or Comments

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APPENDIX B – RECORD OF OBSERVATION 1. Venue Was the venue adequate?

(Consider: seating, lighting, heating, ventilation, audio-visual facilities?)

If not, could the tutor have done more to help make the venue congenial?

2. Context Was adequate information available to the students about the course as a whole?

Were there sufficient links between this and: previous sessions/other parts of the course/textbooks/study materials?

3. Learning Outcomes Was it made clear to the students what they were expected to learn by the end of the session (cognitive, subject-specific, practical, transferable, professional knowledge and skills)?

4. Structure Was the session well organised, so that the students could follow the structure or sequence adopted?

Were key points clearly signposted?

5. Level Was the session pitched at a level the students could cope with?

Was any provision made for those who experienced difficulties?

6. Clarity Was the session clearly presented?

Were explanatory comments readily understood by the students?

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7. Use of Examples Were examples or illustrations used whenever helpful to students in grasping key points?

Did these examples engage with students' knowledge and interests?

8. Handouts and Other Materials Did the tutor make appropriate use of handouts or other study materials? If so, were these helpful to the students in summarising, amplifying or reinforcing the session material?

9. Audio-Visual Aids Were audio-visual aids used wherever needed in conveying the subject matter?

Did these promote students' understanding?

10. Audibility Could the tutor be clearly heard, even by students at the back and sides of the room?

11. Pace and Timing Was the session material presented at an appropriate speed?

Did the tutor keep to time?

12. Enthusiasm and Interest Did the tutor present the material in a lively and enthusiastic way?

Was students' interest in the subject matter sustained or enhanced?

13. Interaction Did the tutor find scope for interacting with students e.g. by giving opportunities for questions or comments, or by drawing upon student interest, concerns or experiences?

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Person Being Observed Name: ___________________________________

Signed By: ___________________________________

Date: ___________________________________

Observer Name: ___________________________________

Signed By: ___________________________________

Date: ___________________________________

POLICY 25 –ASSESSOR/TUTOR OBSERVATIONS POLICY 11

APPENDIX C – OBSERVATION CHECKLIST Aspect

Evaluation Areas

• Is the welcome and introduction to the session effective?

• Are aims and objectives clear to all learners?

• Are learning materials and tools used effectively to promote understanding of learning aims and objectives?

• Are learners fully engaged in relevant and meaningful activities for the period of the observation?

How well learners are engaged • Are learners motivated towards the learning session? and motivated (including • Does the activity appear relevant to all learners? resulting behaviour of • Are learners aware of the expected standards of behaviour? learners).

• Is unacceptable behaviour challenged by the tutor?

• Are learners effectively supervised and managed throughout the period observed?

Progress learners make during • Is the progress of learners checked by the tutor?

• Are the actions of the tutor supporting the progression of learners? the session towards the • Did all learners make sufficient progress during the observed session objectives.

Personal objectives for group session? session, activity objective for • Did the majority of learners achieve their set objectives for the one to one sessions. session?

• Does the tutor react appropriately and promptly to requests for support and information?

Relevance, timeliness, and • Is the information and advice given to learners appropriate and effectiveness of advice, delivered in a way they understand? information and/or support • Does the support given appear to meet learners’ needs? provided.

• Are learners referred to other staff or resources to gain information and support where necessary?

• Is the work of learners reviewed appropriately?

• Do reviews identify learning and support needs?

Effectiveness of session review • Does the tutor check learners’ knowledge / learning? and/or planning next steps.

• Do reviews acknowledge achievement and identify next steps and new learning aims?

• Are all learners aware of their next learning targets?

• Is their adequate access for all learners?

• Does the learning environment adequately meet Health and Safety expectations (ie no tripping hazards, adjustable DSE chairs, adequate working space, etc)?

General view of equality and diversity, health & safety and • Are learner support needs identified and adequately met? resources relating to the • Are appropriate resources available to meet learners’ needs? session.

• Is specialist equipment or adapted material available for learners who require them?

• Does the tutor make use of opportunities to promote equality & diversity and health & safety knowledge?

Effectiveness of introduction, and communication of aims and objectives.

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