Observation System Kidderminster College June 2012

Session objectives Update on the new Common Inspection Framework from Ofsted for learning and skills 2012 Increase focus on learning (especially in the observation system) Observe a lesson and make evaluative judgements on learning Develop feedback notes To consider the impact of new CIF on college systems

The revised CIF presentation

2012 Inspection Observations More time will be devoted to observations More involvement of provider staff in joint observations and moderating judgements

2012 Inspection themes More emphasis on:- Punctuality and attendance; target setting and monitoring assessment; IAG; learning support; resources; independent learning; directed self study;

What does that mean?

New focus on learning is all about teachers impact Teachers impact on learning through- Stretch and challenge Effective use of vle Reinforcement activities linked to homework

Individual learner’s value added What are teachers doing to contribute to value added? How do teachers set and monitor targets for value added and predicted grades What are teacher’s action plans for learners to improve value added?

Progress Can teachers explain the progress of a cohort of learners? How well do teachers support ‘at risk learners’? How is distance travelled affected by what happens in class and outside and in tutorials

Other learning What learning wraps around delivery time? Independent learning Directed self study

Management of the Observation system How are observations planned? – informed by data? Is feedback effective in developing teachers? Do observation outcomes inform appraisals which promote improvement?

Effective observation scheme Effectiveness of the organisation’s observation of T and L will depend on:-  Ability of observers to make accurate judgements about learning  Feedback to be accurate about how well observee has performed  Feedback engages and motivates the observee to improve and develop

Inaccurate grading Could have disastrous consequences at inspection Will impact on the achievements of the learners Will affect the development of staff

Transforming learning a college experience All students and all staff undertook group discussions at the start of the academic year based on two questions I learn best when…… I learn best when my teacher…..

I learn best when:  I know what I am about to learn.  I am motivated.  My needs are recognised.  I do a range of activities.  I have challenging targets.  I know how to improve.  I make good progress.  My class works well together.  I go on trips and have discussions with visitors.  I can see the relevance to my future.

I learn best when my teacher:  Sets high expectations.  Plans the start, middle and end of lessons.  Tells me what I am about to learn.  Links to past learning.  Plans for my individual needs.  Uses good resources and technology.  Uses a variety of learning methods.  Frequently checks my learning.  Communicates to me how I can improve.  Is enthusiastic and inspires me.  Is firm but fair.

What enhances my learning is:  Purposeful tutorials.  Regularly monitoring my progress.  Knowing where to go for extra support.  Going on work experience.  Everyone follows The Learner Contract.

Observation Criteria These were the criteria used for judging in their Observation Scheme The college moved from a management grade 4 to grade 2 in one year based mainly on their improvement in teaching and learning.

Kidderminster College Discussion What could be updated? How could it be updated?

Lesson planning Review new lesson plan

Observing learning - planning  what does the teacher intend learners to learn / what learning outcomes are to be achieved  what learning methods will be used to encourage learners to behave in ways that are likely to achieve these outcomes?  how will the learners be engaged in these learning activities through the teaching process.  what assessment tasks and criteria will show that all learners have achieved the intended outcomes of this lesson?

Evaluative judgements Observers must record clear evaluative observation notes Derive robust judgements from these notes

Evaluative judgements Activity Identify all evaluative words in the lesson observation notes

Writing evaluative judgements On the observation form every sentence / phrase MUST have an evaluative judgement word There is no room for descriptive writing The judgements must all be about LEARNING and what the teacher did to contribute to this These judgements will be your script to the teacher The totality of your judgements will determine the grade you give.

Observing lessons Watch a lesson with lesson plan (30 minutes) Record clear performance notes using evaluative words for every sentence Identify key strengths and areas for improvement and decide a grade Using these prepare robust judgements for your feedback script REMEMBER…….

Giving feedback New CIF will be checking:-  Ability of observers to make accurate judgements about learning  Feedback to be accurate about how well observee has performed  Feedback engages and motivates the observee to improve and develop

Feedback In triads role play the feedback session Roles:- Observee Lesson Observer Triad observer

Session objectives Update on the new Common Inspection Framework from Ofsted for learning and skills 2012 Increase focus on learning (especially in the observation system) Observe a lesson and make evaluative judgements on learning Develop feedback notes To consider the impact of new CIF on college systems