Policy 25 – Assessor/Tutor Observation - LD Training · Policy 25 – Assessor/Tutor Observation CONTENTS Page 3 Introduction Page 3 ... Teaching and Quality – Peer Observation

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


INTRODUCTION

Observationsarecategorisedaseitherformalorinformal.Informallessonobservationsshouldbeusedfor:• Monitoringstudents(behaviour,work,attainment).• Peerobservationandconstructivefeedbackasamethodofsharinggoodpractice.FormallessonobservationsareakeytoolinensuringthatteachingandlearningareinlinewithLDTraining’sexpectationsandpolicies.Allobservationsthatareidentifiedasbeingformalcanbeusedasevidenceinthemonitoringandevaluationofteachers/tutors/assessors.FormallessonobservationswillbeconductedbyLDTrainingLeadAssessor&IV/QualityTeammembers.

888888888

PROCEDUREFORTHEFORMALOBSERVATIONOFLEARNINGANDTEACHING

General1. Threedaysnoticewillbegiventoteachers/tutors.2. Theobserverwillidentifythespecificsessionthatwillbeobserved.3. Notesoftheobservationwillbekeptconfidentialbetweentheteacher/tutor/assessorandrelevantmembersoftheQualityTeam.

Guidelinesarethatteachers/tutors/assessorswillbeformallyobservedasfollows:1. OnceayearbyCentreManager,ormemberoftheQualityTeam(thosedelegated).2. IftheHeadofDepartmentormemberoftheManagementTeamisnottheteacher’sorTutor/Assessorappraiser,itmaybethatoneoftheobservationsiscarriedoutbyanappraiser,oralternativelythattheappraiseraskstheHeadOfDepartmenttoobservethelessonandfeedbacktohim/her.


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.


888888888

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.

888888888


RECORDKEEPING–ALLOBSERVATIONS

HeadsofDepartmentwillkeepacopyofalllessonobservationsthattakeplacewithinthecentre,orbetweentheirdepartmentandotherareasofthecentre.Onlythedateoftheobservationandnatureoftheobservation(e.g.formal/informal;areaoffocusifrelevant)needstoberecorded.Thisdocumentshouldberetainedinthecentre’sfilesandsubmittedtotheQualityTeamattheendoftheacademicyear.MembersoftheQualityTeamwillkeepanoverviewrecordofdatesandnatureofallobservationsthatarecarriedout.ThisshouldbesubmittedtotheDirectorsattheendoftheacademicyear.MembersoftheQualityTeamwillkeeparecordofallobservationnotesinanorderlyfiletobekeptconfidential.TheQualityTeamwillkeeparecordofallobservations(datesetc).

888888888


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.

888888888


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


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?


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?


PersonBeingObservedName:___________________________________SignedBy:___________________________________Date:___________________________________ObserverName:___________________________________SignedBy:___________________________________Date:___________________________________


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?

Documents

Policy 25 – Assessor/Tutor Observation - LD Training · Policy 25 – Assessor/Tutor Observation CONTENTS Page 3 Introduction Page 3 ... Teaching and Quality – Peer Observation