Observation Handbook
1.Introduction
Thishandbookhasbeendevelopedtosupportstaffwhoareinvolvedintheobservationprocess. Itwillprovideguidanceonconductingobservations,howtoevidencefindings,makejudgements, andensureactionpointsarisingfromobservationsareembeddedintoCPDanddriveforward improvements(impact).
Thepurposeofobservationistoassure,promoteandenhancethequalityofthelearning experienceforalllearners,bycreatingaculturewheretutorsaspiretobethebestthattheycan bewithintheirroles.Inordertoachievethis,wewillcontinuouslysupportourtutorstounderstand what‘outstanding’lookslike,andsupporttheminworkingtowardsthatgoal.
ObservationBenefits
Leadstoimprovementsinthequalityofexperience(implementation),achievementand progressionoflearners(impact)
Supportsidentificationandsharingofgoodpractice
Providesstaffwithanopportunityforreflectionandself-analysis
Helpsstafftolearnfromexperienceandhavetheopportunitytodevelopnewideas
Promotesopportunityforfeedbackfromlearnersaboutthequalityoftheirexperience
Underpinsarobustself-assessmentandpromotescontinualimprovement
Anytutorwhohasalearner-facingrolewillbeobserved,andforthepurposesofthisguide,by theterm‘tutor’wecanapplyittoassessors,advisors,coaches,businessdevelopment managers,employerengagementmanagers,engagementmanagers-theterm‘learner’can applytoclient,participant,customerorclaimant WhetheryouaredeliveringIAG,aninductionor afacilitatede-learningsession,beittoagroupof15learnersorasingleindividualclient,if dealingwithlearners,youareeligibleforobservations
Thelearner’sjourney
Application
InitialAssessment/Diagnostic
IAG
Induction/Enrolment
LearnerSupport
Progression/Review
Progression/Achievement
Exit/NextSteps
Eachstageincludesarangeofactivitiesthatfallwithinthescopeofobservation:
Initialinformationandadvicesession
Initialassessmentactivity
Agreementoflearninggoalsandsupportneeds
Induction/Enrolmentsessionseitheronagrouporona1:1basis
Supportinglearnerstosuccessfullycompletetheirlearningprogramme
Reviewingandrecordingprogress
Assessingandrecordingcompletionandachievement
Planningnextsteps
Asaminimumexpectation,alltutorswillbeobservedforeachsector/programmetheydeliverand otherstaffwillbeobservedforeachkeyactivity,forexampleIAGtheydeliveraspartoftheirrole. Formanystaffthiswillentailmorethanoneobservation.
2.TheEducationInspectionFramework
BEHAVIOURS& ATTITUDES
LEADERSHIP& MANAGEMENT
QualityofEducation
Observationsallowustoevidencethisby;
Inspireandchallengealllearners
Teachingandassessmentmethodsandresourcesinspireandchallengealllearnersandmeet theirdifferentneeds,includingthemostableandthemostdisadvantaged,enablingthemto enjoylearninganddeveloptheirknowledge,skillsandunderstanding
How well teaching and learning methods are used including training, coaching and mentoring, which inspire and challenge all learners and enable them to extend their knowledge, skills and understanding
Inan observation, consider:
The extent to which teaching, training and coaching encourage and develop independent learning
Whether high but realistic expectations are used to motivate learners
How well learners are cared for and supported to achieve their learning goals
How the different needs of groups of learners are met
The level of care and support in their broadest forms, both in and between learning sessions
IndependentLearning
Learnersaresupportedtoachievetheirlearninggoals,bothinandbetweenlearningsessions
How well learning methods are used which inspire and challenge all learners and enable them to extend their knowledge, skills and understanding
Inan observation, consider:
The extent to which teaching, training and coaching encourage and develop independent learning
The promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment
The attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings
The level of care and support in their broadest forms between learning sessions
Staffskillswhenplanninganddeliveringlearning
Staffhavequalifications,training,subjectknowledgeandexperiencerelevanttotheirrolesand usethesetoplananddeliverlearningappropriatetolearnersofallabilities,reflectgoodindustry practiceandmeetemployers’needs
How learning is planned to meet individual learners’ needs and makes best use of staff knowledge and skills
Inan observation, consider:
How effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance, to promote and support learning
The attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings
How effectively learning is monitored during sessions, including where learners are receiving additional learning support
How well learning programmes develop learners’ skills and knowledge, are up to date and relevant, and meet external requirements
Learnersinitialandongoingassessment
Staffidentifylearners’supportandadditionallearningneedsquicklyandaccuratelythrough effectiveinitialassessment,leadingtotheprovisionofhighqualityandeffectivesupporttohelp learnersachieveaswellastheycan
Inan observation, consider:
Learners’ additional support needs are identified quickly and accurately early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes
Staff work with learners to develop individual learning plans that are informed regularly by ongoing learning and assessment
Learnersinitialandongoingassessment
Staffidentifylearners’supportandadditionallearningneedsquicklyandaccuratelythrough effectiveinitialassessment,leadingtotheprovisionofhighqualityandeffectivesupporttohelp learnersachieveaswellastheycan
Learners’ additional support needs are identified quickly and accurately early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes
Staff work with learners to develop individual learning plans that are informed regularly by ongoing learning and assessment
Inan observation, consider: Learners are set challenging short and long term learning goals that are reviewed and updated regularly
Staff assess learners’ performance and progress, and monitor learning and assessment practices to ensure they are timely, regular, fair, informative and reliable
Tailoredlearningandassessment
Staffworkwithlearnerstoensurethatteaching,learningandassessmentaretailoredtoenable alllearnerstomakegoodprogressandpreparefortheirnextsteps
Planned assessment/assignment activities build on previous knowledge and extend learning for all learners
Inan observation, consider:
Staff work with learners to develop individual learning plans that are informed regularly by ongoing learning and assessment
Learners are set challenging short and long term learning goals to enable good progress
TimelyReviews
Staffassesslearners’progressandperformanceandensurethatassessmentsandreviewsare timely,frequent,fair,informativeandreliable
How learners improve their skills and understanding through the review and checking process
Inan observation, consider:
The extent to which learners understand their progress towards their learning goals and what they need to do to improve
Learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities
Learners are set challenging short and long term learning goals that are reviewed and updated regularly
Feedbacktoimprove
Learnersreceiveclearandconstructivefeedbackthroughassessmentandprogressreviews and/orduringpersonaltutorialssothattheyknowwhattheyhavetodotoimprovetheirskills, knowledgeandunderstandingtoachievetheirfullpotential
The extent to which learners understand their progress towards their learning goals and what they need to do to improve
How well learning objectives are understood by learners and progress is recorded in feedback to learners
Inan observation, consider:
The feedback on learners’ work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies
Learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities
How well the provision enables learners to build on what they have already achieved and experienced before starting their programme
TimelyInformationAdviceandGuidance
LearnersreceivedcurrentandappropriateIAGattimelypointsthroughtheirjourneytoensure supportIprovidedagainsttheirindividualcareergoalaspirations.
Timely information, advice and guidance provided to learners on their next steps in training, education and employment
Guidance and induction to introduce learners to the structure and demands of their programme, and their rights and responsibilities as a learner
Inan observation, consider:
Planning to provide coherent progression routes for learners
The extent to which timely information, advice and guidance enable individuals to gain greater learning autonomy and decrease dependence on others
The availability and quality of advice and guidance on learning and personal issues
Equality&Diversity
Teaching,learningandassessmentpromoteequality,raiseawarenessofdiversityandtackle discrimination,victimisation,harassment,stereotyping,radicalisationandbullying
Inan observation, consider:
Teaching, learning and assessment promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying throughout the programme
Staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity
Staff are aware of and plan for individual needs in teaching or training sessions
Whether learning activities motivate and engage all learners, whatever their age, ability and cultural background, and that they are suitably demanding
Individuallearnersneeds
Staffareawareofandplanforindividuallearners’diverseneedsinteachingortraining sessionsandprovideeffectivesupport,includingmakingreasonableadjustmentsforlearners whohavespecialeducationalneeds,learningdifferencesand/ordisabilities
Staff are aware of and plan for individual needs in teaching or training sessions
Inan observation, consider:
Whether learning activities motivate and engage all learners and support learners who have special educational needs and/or disabilities
Staff provide effective support, including making reasonable adjustments for learners who have special educational needs and/or disabilities
Spiritual,moral,socialandcultural Teachingpromoteslearners’spiritual,moral,socialandculturaldevelopment
Staff provide opportunities to promote learners’ spiritual, moral, social and cultural development
Inan observation, consider:
Resources and teaching strategies reflect and value the diversity of learners’ experiences and provide learners with a comprehensive understanding of people and communities beyond their immediate experience
Staff use materials and teaching methods that promotes learners’ spiritual, moral, social and cultural development
Staff challenge stereotypes and the use of derogatory language
English,MathsandICT
Teaching,learningandassessmentsupportlearnerstodeveloptheirskillsinEnglish, mathematicsandICTandtheiremployabilityskills,includingappropriateattitudesand behavioursforwork,inordertoachievetheirlearninggoalsandcareeraims.
Inan observation, consider:
Teaching and learning support learners to develop the English, mathematics and ICT and employability skills alongside their main learning goals and career aims
Learners’ progress in English, mathematics, ICT and employability skills is monitored and reviewed ongoing, and their work is marked carefully
3.ObservationProtocols
Preparation
Plantimetoreviewthelastobservationofthestaffmember.Identifyingtheareasfor developmentatapreviousobservation,cansupportidentificationofdistancetravelled
Youmustminimisedisruptionandfitinwiththedeliverystaff’snormalworkpatternand programmestructure
Donotarrangesessionssolelytosatisfytheobservationprocess
TheObservation
Remainasdiscreetaspossible Onlyinterveneifthereisaspecificsafeguarding,safetyor contractualconcerns
Positionyourselfinawaythatensuresyoufocusonthelearnerexperienceandnotonthe “teaching”
Makenotesduringtheobservation Recordrelevantexamplesofgoodpracticeorareasfor improvement
Beprofessionalwhentalkingtolearners Donotpersonaliseissueswiththeirdeliverystaffor raisedoubtsabouttheirability
InitialFeedback
Givethedeliverystaffsufficienttimetoreflectonthesessionbeforegivingfeedback.Thiswill alsoallowyoutoreflectandreviewtheevidenceyouhaveobtainedandhelptoensureyour feedbackispositive,productiveandprofessional.
Youmustalwaysendeavourtogiveinitialverbalfeedbackonthedayoftheobservation.Donot rushthis.Discussallofthestrengths,goodpracticesandareasforimprovementidentified
Reporting&Confidentiality
Ensurethatformalfeedback,includinggrade,isprovidedtotheobserveebytheendofthe 3rd workingdayfollowingtheobservation,atthelatest.
Acopyoftheobservationshouldbesenttothestaffmemberthrough‘zohosign’for comment/feedbackandsigning.Acopyofthesignedobservationrecordshouldbesavedtothe Qualityfolder:-
Observations-ZohoWorkDrive
RemoteLearners
TherearedifferingsetsoflearnerswhoaccessThinkEmploymentprovision,thosethatattenda deliverylocation(centre)andthosewhodonothaveanyfacetofacecontactwithThink Employmentstaff.Thelattergroupareclassedas“remote”learnersandcouldbeworkingat homeenvironment.
4.ObservationEvidence
Duringanobservationitisimportanttokeepaccuratenotesofwhathappens.Itisnotnecessaryto recordeveryeventbutitisimportanttohaveareasonablydetailedrecordofspecificinstances, whichillustrateanysignificantaspectofthesession.Thishelpstheobserverdrawkeyconclusions afterthesessionaswellasremindthemofexamplestouseinthefeedback.
Whenrecordingyourevidence,considerationshouldbegiventotheprimaryaimandobjectivesof theprovision.Thiswillallowyoutomakeinformedjudgementsoftheimpacttothelearneri.e.was thedeliveryobservedaddingvaluetoandappropriatelysupportingthelearner’sprogressionwithin whatthecontextoftheprovisionsaims?
Thereisnosinglecorrectwayofrecordingnotes.Notescouldbe: ablanksheettorecordasimplechronologicalaccountofevents, asemi-structuredsheettorecordachronologicalaccountwhileusinginbuiltreferencesto indicatepositives,negatives,queriesetc. twocolumnsofnotes–onepositiveandonenegative.
Whenobservingdeliveryofprovision,thepointsraisedbelowareprovidedasaguidetosupport effectiveevidencewriting.
Planning and preparation
Area for consideration (generic)
Are there clear aims/objectives to the session?
Is supporting documentation available?
Is the member of staff well-prepared?
Area for consideration (Teaching and Learning specific)
Is there detailed and comprehensive planning for learning?
Are there strong links between previous learning and preparation for future learning?
Is the purpose of lesson clear?
Is the structure of the lesson logical and balanced?
Is there a thoughtful mix of activities and content that is linked to intended outcomes?
Is there good use of planned learning and teaching resources?
Is the learning environment organised to engage fully all learners in the lesson?
Are regular checks of learning planned at timely intervals?
Are individual needs taken into account?
Health and safety issues identified and addressed fully?
Class register available to evidence attendance/retention?
Area for consideration (IAG specific)
Have relevant records been reviewed in advance of the session and used to plan the session?
Is there a record of assessment and progress available that is up to date?
Is there availability to appropriate signposting?
Environment
Area for consideration (generic)
Is the environment, wholly relevant, fit for purpose, accessible, well equipped and meeting safety requirements?
Is there safe moving and accessibility for all?
(Face to face) Is the area safe and free of slip and trip hazards?
(Face to face) Are displays appropriate; reflects the context of the programme; reflective of different groups, cultures and backgrounds?
(Face to face) Has consideration has been given to the room layout to ensure that it enhances effective delivery of provision
Area for consideration (Teaching and Learning specific)
Is there detailed and comprehensive planning for learning? Are there strong links between previous learning and preparation for future learning? Is the purpose of lesson clear?
Is the structure of the lesson logical and balanced? Is there a thoughtful mix of activities and content that is linked to intended outcomes? Is there good use of planned learning and teaching resources?
Area for consideration (IAG specific)
Confidential environment or confidential environment offered (If a Centre does not have 1:1 rooms, look to see what alternatives are available as the option needs to be available) Is signposting info available?
Approved referral lists / providers?
Session delivery
Area for consideration (generic)
Do staff model best practice through use of inclusive language, attitudes and terminology?
Are there effective clearly focused questioning skills used to check learner / client knowledge/progress throughout the session / intervention?
Are assessment methods appropriate and effectively used?
Area for consideration (Teaching and Learning specific)
Is there a good level of support provided through differentiated resources and activities – extension work, structured group/individual work and in-class customised support (as appropriate)?
Are there a good range/creative approaches that are used effectively to maximise learning and involve learners?
Are there clear links drawn out to reinforce/promote learning? Do these link theory and practice in vocational areas? Do they link to employability/finding work?
Do all teaching and reference materials promote inclusion through highly effective use of diverse examples?
Do most learners demonstrate good knowledge and skills that support achievement/progression?
Is there effective identification of individual learning needs through use of learning style analyses and initial and diagnostic assessment techniques?
Is previous knowledge and experience referred to throughout?
Area for consideration (IAG specific)
Are needs clearly identified?
Is the IAG well-matched to the learner’s needs?
Are learners empowered through guidance to know what, how and when – targets and objectives are clear?
Is the learner involved at all stages of the intervention to ensure understanding and agreement?
Is the target setting appropriate and meets client’s needs within the context of the programme?
Is it clear that individual needs both personal and/or programme-driven, are recognised and dealt with appropriately?
Session Management
Area for consideration (generic)
Are staff familiar with the learner profile, previous knowledge and experience, results of initial assessments and support needs?
Did the session start promptly and have a clear beginning?
Is information delivered/provided in a logical sequence?
Was learner expectation appropriately set at the beginning of the session?
Are questions dealt with effectively and promptly?
Are incorrect responses handled sensitively?
Are all learners challenged and supported?
Are there clear directions and health & safety stressed throughout?
Are behavior and standards professionally and vocationally appropriate and demonstrate high mutual staff/learner value/respect (British Values)
Positive learning environment – learner displays, achievements celebrated
Area for consideration (Teaching and Learning specific)
Are staff utilising a range of strategies, and communication is appropriate to individual needs?
Are the sessions organised in a way that minimises inappropriate behaviour?
Do learners understand fully the standards to be achieved?
Is there a comprehensive introduction – aims and objectives explained, shared and displayed?
Are late arrivals a hindrance, was there an impact, if so, how was this dealt with?
Is there variation in the pace of delivery in order to accommodate all learner needs?
Is the purpose of the lesson unambiguous?
Area for consideration (IAG specific)
Are learners clear about their progress and their next steps?
Do learners know what the documentation is used for?
Is the content and context of the review documentation of a high standard and show clear links to the ILP?
Professional and supportive environment with a range of appropriate signposting material clearly available
Learner interview
Area for consideration (generic)
Following the observation you should try to take full advantage of the opportunity to interview the learner about the session that has just taken place.
This discussion can help you make comments on how the learner feels about the programme, how they will use what they have learned, how they are taking ownership of their own learning, and whether they feel they are progressing. Remember, you are there to try and determine learner impact, this is a chance to go directly to the source and find out how the session/intervention did impact them.
Area for consideration (Teaching and Learning specific)
Key areas to discuss and obtain additional evidence around may include:
What they have discovered (anything new)?
How does this link to the knowledge and skills they already have?
Does this link to their personal and/or job goals?
How will they use the information gained? Learning forward?
What will happen next?
Area for consideration (IAG specific)
What did they think of the information and advice provided?
Do they feel the guidance was appropriate for their needs
Do they feel that they can complete actions independently i e empowered?
What is their understanding of the targets they have been set?
How will these targets support progression?
Maths, English and ICT (Functional Skills)
Area for consideration
Have staff identified and utilised most/all opportunities to consolidate, practice and develop the learners’ functional skills
Have staff ensured that the skills underpinning practical tasks are identified and introduced in a relevant way, allowing learners to use and apply skills in real tasks in a variety of settings
The checking of learners’ spelling and grammar in portfolios and job-related evidence sheets is routine
Assessors give responsibility to learners to complete their own portfolios of evidence
Written feedback to learners includes ways to improve their English and mathematics
Staff routinely correct fundamental errors, particularly in spelling and numeracy
Staff plan well for the embedding and development of English and mathematics skills in their lessons
Staff are ‘active learners’ within sessions - “I don’t know for sure – but I know a way to find out!” can be a good tactic Openly use resources: e g dictionaries/reference guides
5.ObservationJudgements
Observersneedtomakeajudgementoftheoverallqualityofwhattheyhaveseen Itisimportant thatconclusionsarebasedontherecordedevidence,andprincipallyfocusonthequalityofthe learnerexperience–didthelearner(s)progress–IMPACT-demonstratedbytheprogresslearners madeduringthesessioninrelationtotheaimsoftheirprogramme. Ajudgementshouldnot describewhatishappening/hashappened–itneedstobeaboutthequalityandtheimpact ofwhathashappened.
Observersneedtoassessthesignificanceofwhattheyobservedandweighuptheimpactonthe learnerbeforemakingfinaljudgements.
Notallpositiveaspectsnotedfromtheobservationwillbecomestrengths.
Notallgoodpracticesidentifiedarestrengths.
Notallnegativeaspectsnotedwillbecomeareasfordevelopment
Agoodjudgementismadeupof:
Akeyjudgementword
Thetopicorsubjectrelatingtothejudgement
Theimpactmade
Forexample,‘competentuseofactivitiestoactivelyencouragemostlearnerstocontributeand engageinthesessionorsatisfactorylinkstoemployabilityandthelocallabourmarketresultedin thelearnerformingarealisticviewofjobsearching’.
HowdoesObservationEvidenceinformObservationJudgements?
Observersshouldnotfeelthattheyhavetoidentifyanumberofstrengthsorareasfor developmentforeveryobservationtheyundertake.YouareonlyabletolookattheEvidence obtainedfromtheobservation,fromthisyoucanidentifyyourthemesandfromyourthemes identifyyourjudgements.
*RememberthatyourEvidencebasewillincludethatobtainedfromanydocumentationprovided e.g.learnerCRMrecords,sessionplan/presentation,resources,whatyouhavedocumented duringtheobservationandyourlearnerinterview
Whenlookingatthemes,consider:
Learning–WhatEvidencewasobtainedtoevaluatehowwelllearnerslearnandmakeprogress? Islearningin-linewithprogrammeaims?Didlearningtakeplace?
Teaching–WhatEvidencewasobtainedtoevaluatehowwellstaffmeetindividuals’needsand courserequirements?
Attainment-WhatEvidencewasobtainedtoevaluatethestandardsoflearners’workinrelation totheirlearningand/orpersonalgoal?
Resources-WhatEvidencewasobtainedtoevaluatetheadequacy,suitabilityanduseof specialistequipment,learningresourcesandaccommodation?
Preparation-WhatEvidencewasobtainedtoevaluatehowwellstaffprepareforthesession?
Dialogue–WhatEvidencewasobtainedtoevaluatehowwellstafflisten,askquestions,know whentoreferlearnersandseekclarification?
TargetSetting-WhatEvidencewasobtainedtoevaluatetheeffectivenessofthetargetsetting? Istargetsettingin-linewiththeprogrammeaims?
Closure-WhatEvidencewasobtainedtoevaluatetheeffectivenessoftheclosure?
OnceyouhaveidentifiedthethemesyourEvidencehasprovidedyouwith,consideryourjudgement word.Wastheregood,creative,inspiring,limited,insufficient,satisfactoryactivityobserved?There aremanywordsthatcanbeusedbutrememberthatbyidentifyingthemostappropriateand constructiveword,yourjudgementwillhaverealvalue.
6.JudgementWords–Examples
Grade1-Outstanding
Outstanding Exemplary Exceptional Extensive Extraordinary Fullydeveloped Sparkling Striking
Innovative Highlycreative Highstandard Inspirational Aspirational Impressive Superb Superior Extensive Highlyimaginative Highquality Highachieving Accomplished Passionate Wonderful
Grade2–Good Good Verygood Aboveaverage Accomplished Comprehensive Lively Successful Creative Demanding Rigorous Worthwhile Beneficial Usedwell Pleasing
Grade3–RequiresImprovement
Mediocre Unexceptional Routine Ordinary Efficient Second-rate Consistent Usual Limited Pedestrian Middling Commonplace Run-of-the-mill Solid Common Familiar Regular
Imaginative Positive
Average Responsive Balanced Conventional NormalMeeting Mundane Lackof….
ExampleJudgements
Thefollowingareexamplestatementstosupporteffectivejudgementwriting.
Teaching&LearningExamples.
Confidentandenthusiasticdeliverythatissupportiveandwelcomingforlearners
Goodlinkingofindividualjobgoalstoensurekeylearningaimsarerelatedtoaworkplace acontext
Goodoccupationalknowledgeandunderstandingdemonstratedtoprovideasupporting learningenvironment
Competentlinkofnewmaterialtopriorlearning/knowledgeenabledmostlearnersto contributetothesession
Veryeffectiveuseofactivitiestoactivelyencouragemost,ifnotall,learnerstocontributeand engagedinthesession
Comprehensivefeedbackallowedlearnertorecogniseareasofdevelopmentandtake ownershipoffuturelearningplans
Anexcellentunderstandingofthelearner’slanguageneedsledtoanindividualisedmaths sessionresultingingreaterlearnerconfidence
Inthemaineffectivestrategiesinplaceensuringdifferentabilitylevelsareplannedforand managedduringsession
Inconsistentquestioningwhichresultedinlimitedcheckingofknowledgeandlearningtaking place
Insufficientpreparationthatresultedinirrelevantinformationbeinggiventhatdetractedfrom thelearningaimsofthesession
Inadequateplanningandpreparationwhichresultedinasessionthatdidnotsupportalllearner needs
Insufficientlearneractivitythatresultedinlimitedopportunitiesforalllearnerstoengageinthe learningprocess
Ineffectivetargetsettingledtotasksandpreparationbeingincompletewhichimpactedthe plansforthesession
IAGExamples
Effectivechallengingofcustomersbarrierswhichempoweredthelearnertakeresponsibilityfor theirjourneyintowork
Sufficientlinksbacktoemployabilitywhichledtothelearnermaintainingarealisticviewpoint ofthelocallabourmarket
Thorough,carefulquestioningtechniquesusedtogainfullofunderstandingofclient’s limitationsensuringthatappropriatejobmatchingwascarriedout
Appropriatewelcomeandexplanationofpurpose/aimsoftheinterventiontosupportlearner engagement.
Inconsistentuseofsignpostingresources,reducedopportunitiestosupportthelearner.
Insufficientprobingandopenquestionsresultinginaflatatmosphereandlimitedsignposting tomeetlearnerneeds.
Alackofemployercollaborationpreventedplannedactivity,whichlimitedlearnerprogression
RememberJETS:
Judgementphrases(fromtheEIF)
Evidence(theimpactonthelearner,tutor’sactions,resources )
Thirdpersonused(itdepersonalisesandmakesgivingfeedbackeasier)
Succinctaccount
7.Grading
Gradingshouldbebasedontheevidencethatanobservergainsfromtheobservation.The strengths,goodpracticesandareasfordevelopmentidentifiedduringtheobservationshouldlead toanobviousgrade.
Youmustgiveoneoverallgradewhichfocusesonthequalityofthedeliveryobserved.Remember togradeonlywhatyousee–regardlessofwhatyouknowabouttheobserver’sperformanceon otheroccasions.
Theobserverneedstoweightjudgementsbeforegrading–todistinguishhowsignificantan impactthesejudgementshaveonthelearner.
ThefollowingpagesprovidesomeguidanceofwhatanOutstanding,Good,Requires ImprovementandInadequatedeliverymaylooklike;
GradeCharacteristicMatrix–Teaching,Learning&Assessment.
Learners are unaware of what they have to do or what they are learning
Learners understand the task and are generally focused
Teaching Strategies
Teaching is bland with no use of interactive strategies. Little learner contribution.
Pace may be limited in places and learners attention and engagement may dip.
Learners fully understand the task and are enthusiastic to complete it
Learners work on tasks enthusiastically, independently and support one another to succeed They can articulate the link to the learning objective
There is good pace to the lesson so that learners remain active and engaged throughout.
Teaching is sharp and pacey so that learners sustain a good level of engagement and stimulation throughout.
Lesson lacks pace so learners are disengaged
Resources
Materials or resources are not used to support learning, little if any learning is taking place for many learners.
Teaching is bland with no use of interactive strategies Little learner contribution
Teaching is bland with no use of interactive strategies Little learner contribution
Teaching is bland with no use of interactive strategies Little learner contribution
Some use of supportive resources resulting in limited learning for some learners.
All groups have scaffolding materials and resources to support their independent learning.
A variety of differentiated scaffolding and supporting materials and resources are used to meet the needs of all learners.
Staff role during the lesson
Staff police the ‘ room ’ keeping order. They have no impact on the learning during independent work.
Questioning
Little use made of open or differentiated questioning Learner responses are limited
Staff work with a group/individual but do not monitor the progress of other learners.
Staff extend and support learning through focused and stimulating teaching whilst monitoring the progress of other groups.
Differentiated questioning Some use of open questions Some learners actively respond
Subject knowledge and challenge
Subject knowledge is patchy or incorrect and challenge to learning is insufficient.
Differentiation
Tasks are not differentiated appropriately reducing the opportunity for learning to take place
Teaching is accurate and based on secure subject knowledge. Challenge to learning is at least satisfactory.
Staff encourage full responses, getting learner to explain their answers fully and justify their thoughts
High level teaching continues within independent group activities. Staff make adjustments to the provision learners as a result of accurate assessments.
There is some differentiation which allows limited learning to take place
Staff demonstrate wide and secure knowledge. Challenge to learning is realistic.
Range of differentiated questions
Understanding checked in a range of ways Most learners respond
Support needs are appropriately identified and provision shows a clear understanding of their learning needs and current development
Achievement is at least good and teaching consistently challenges and interest’s learners stemming from excellent subject knowledge.
Teaching and learning activities show the staff ability to give all learners access to the lesson as well as extending learning taking place
Achievement for all groups is at least good
Behaviour and Classroom Management
Learners are not focused on task. There is poor attitude / behaviour management which is having a negative impact on learning and progress
Targets
Staff are unaware if learner has met their targets Learners do not know their targets Targets are too easy or too generic
Behaviour management strategies are clear and used to create a calm working environment. Some learners may not be focused in the entire session
Consistent effective use of praise, criticism and other behaviour management strategies. There is a calm and purposeful working environment
Excellent use of praise and other behaviour management strategies. Expectations are clear and followed by all.
Staff let the learner know how well they are doing Some learners understand their targets Some individualised targets are set
Assessment for Learning
There is no evidence of on-going assessment during the session, learners are not aware of the progress they have made There is little if any evidence that learning has taken place
Staff make an informal assessment of learning during the session but this is not used effectively to identify progression or support needs
Learners are able to talk about how they are progressing towards their learning targets Most learners have individualised targets that challenge/progress their learning/progression into work.
Learners can talk confidently about how they are meeting their targets Staff personalises tasks to enable learner to meet their targets Targets challenge/ progress their learning/progression into work.
A range of techniques are used
These techniques clarify understanding and tasks are modified throughout the session as a result of accurate assessment
A wide range of techniques are used
Learners are helped to judge the success of their session and set targets for development The achievement of each group is tracked during the lesson
Learner is unaware of what they have to do or the purpose of the intervention They engage in the intervention at a limited level
Signposting Resources
Materials or resources are not used to support effectively.
Learner understands the purpose of the intervention and is generally focused They engage in the session at a satisfactory level
Learner fully understands the purpose of the intervention and takes an active part for most of the intervention
Learner fully understands the purpose of the intervention They take an active part, at a high level, for all of the intervention
Some use of supportive resources to meet learner needs.
Staff role during the intervention
Staff dominate the session with limited opportunities for the learner to take an active part
Staff provide satisfactory opportunities for learner to take an active part in the intervention Some evidence of learner being ‘empowered’ to consider options available
Signposting materials are available and used effectively to support/meet learner needs.
A variety of signposting materials and resources are used appropriately to meet all of the learners needs.
Staff provide good opportunities for learner to take an active part on the intervention Learner is, in the main, fully empowered to consider options available and make independent decisions.
Staff provide maximum opportunities for learner to take an active part on the intervention Learner is fully empowered to consider options available and make independent decisions
Questioning
Little use made of open or differentiated questioning
Understanding is checked at a limited level Learner responses are limited
Targets
Staff are unaware if learner has met their targets. Learners do not know their targets. Targets are too easy or too generic. Limited checking of understanding when targets are set In the main, targets are set independently of learner input
Differentiated questioning used appropriately
Understanding is checked at a good level Learner responds at a good level
Differentiated questioning used effectively and to a good level Understanding is checked at a good level Learner responds at a good level
Range of differentiated questions used Understanding checked in a range of ways Learners responds at a good level
Staff let the learner know how well they are doing. Learner has some understanding of their targets. Some individualised targets are set Checking of understanding, when targets are set, takes place at a satisfactory level In the main, targets are set with learner input
Learners are able to talk about how they are progressing towards their targets. Most learners have individualised targets that challenge/progress their learning/progression into work Checking of understanding, when targets are set, takes place In the main, targets are set with learner input
9.GivingFeedback
Learners can talk confidently about how they are meeting their targets. Staff personalises tasks to enable learner to meet their targets Targets challenge/ progress their learning/progression into work Good level of checking of understanding, when targets are set Targets are set with learner input
Feedbackhelpsustobecomemoreawareofwhatwearedoingandhowothersviewit.Tobe helpful,itneedstobegiveninadirectandsupportiveway,withallpositiveandnegative observationssupportedbyclearevidenceexamples.Feedbackfollowingasessionobservationor anIAGinterventionshouldenablestafftobuildontheirstrengthsanddevelopandimprovetheir weaknesses.
Deliveringthefeedback
Feedbackshouldbegivenassoonaspossibleaftertheobservation,inasituationofprivacy, withnointerruptions.Thisfeedbackshouldbedeliveredbythepersonthathascompletedthe observation.
Atthebeginningofthefeedbackitishelpfultorestatethepurposeandstructureofthemeeting and,wherenecessary,toclarifyanypointsfromthesession/intervention.
Theobservershouldfocusonhoweffectivethesession/interventionwasinenablinglearning andprogressiontotakeplace.
Attheendofthefeedback,theobservershouldre-capthemainpointsandcheckthatstaffhave heardandunderstoodthefeedback.
TheApproachtoFeedback
Observerswillhavetheirownpreferenceforstructuringthefeedback Belowareafewoptions thatcouldbeconsidered:
OpenApproach
Startbyaskingdeliverystaffhowwelltheythoughtthesessionwent
Leadadiscussionthatfocusesonsubjectareashighlightedasstrengthsorareasfor development
SeektheviewsofdeliverystaffastotheirjudgementoftheseareasThiswillenabledelivery stafftoreflectontheirperformanceandbemoreanalyticalabouttheoutcomeTheobserver shouldbepreparedtodealwiththescenariowheredeliverystaffhaveatotallydifferentviewof thesessionoutcomethantheydo
SummaryApproach
Startbysummarisingstrengthsandareasfordevelopmentidentified Givespecificexamplesasappropriatethroughoutthesummary Gainfeedbackfromdeliverystaffastowhattheyfeltwentwell/notsowell
ChronologicalApproach
Provideachronologicalaccountofkeypointsfromthesession
Givespecificexamplesofstrengthsandareasfordevelopmentidentifiedastheyarisewithin theaccount
Gaincontributionsfromthetutorthroughouttheaccountorattheendofthefeedback
Key points in giving feedback
Usethirdperson,asitdepersonalisesandmakesgivingfeedbackeasier. Focusonthebehaviour,nottheperson:e.g.‘Thelatestarttothesessioncausesthelearnersto loseconcentration’not‘You’realwayslate,youare settingabadexampletoyourlearners’ Focusonwhatyou’veseenorheard,notwhatyoubelievethereasonsbehindittobe. Bespecificratherthangeneralising.
Shareideasandinformationratherthangivingprescriptiveadvice:e.g.‘Iwonderedif…’,‘I thought…’Ifelt…’(not‘youought…’)theexceptiontothisiswhenyouobserveanythingwhich isunsafeorunprofessional.Theresponseinthesecircumstancesisalways,‘youmust/must not…’
Focusonthekeymessages,strengthsandareasfordevelopment
Usequestionsandpromptstoencouragereflectionanddiscussion
Ensurethatthelanguageyouusereflectsthegradeandthejudgementsmadeinthelesson. Don’tstartthefeedbackwith,“Thatwasareallygoodlesson,”whenyouknowthatyouhave gradedit‘requiresimprovement’
Givingdifficultfeedback
Itcanbetemptingtoavoidgivingdifficultmessagesbutitisyourresponsibilityasanobserverto judgethesession/interventionfairlyandobjectively,supportingyourjudgementswithclear examplesofpractice Ifdifficultmessageshavetobesharedyoushould:
bedirectandavoidanyambiguities
donotbeapologeticaboutwhatyouhavetosay focusontheimpactonthelearning useexamplestosupportyourfindings
listentowhatstaffhavetosayandacknowledgetheirviewpointevenifyoudonotagreewithit keepcalm;ifchallenged,re-iteratethekeyissuesandtheevidenceunderpinningthem trytofindsolutionsandidentifyachievabletargets
Youmightneedhelp,supportorencouragementyourself.Ifyouareuncomfortableinadvance withgivingthefeedback,asktobeshadowedinthesessionbyacolleagueorspeaktothe qualityimprovementteamorPeopleServices.Don’tbeafraidtoseeksupportyourself.
Checkingfeedback
Feedbackshouldbecheckedtoensurethatithasbeenreceivedandunderstood.Youcan dothisby: summarisingthefeedbackasyoufinish1. activelyencouragingcommentandquestions2. checkingwhetherstaffhaveheardthepositivefeedbackaswellasthenegative,andwhetheror nottheyacceptandcanownit 3.
TargetSetting
Whenyouhavesharedthefeedbackandgrades,youneedtoagreesubsequentactionstoimprove performance.Ifthefeedbackstopsatthispoint,thereisnoguaranteethatanychangeofbehaviour, performance,knowledgeorskillwillresult.
10.ModerationofObservations
Whymoderateobservations?
Thequalityofteaching,learningandassessmentispivotaltotheeffectiveprogressionand achievementoflearners,successratesandinspectionoutcomes.Observationsareatooltohelp developthequalityoftheirteachingandtrainingdeliverybutintroducingobservationonitsown seldomdeliversrealimprovement.
Tomaximisethebenefitsoftheobservationprocessitisessentialthatconsistencyexistsbetween observers,observationsessions,departments,areasoflearninganddiversecentres. Equally importantisthatwhereobserversidentifydevelopmentopportunitiesinstaffperformance,effective actionplansareproducedandimplemented Thirdly,theoveralloutputsfromtheobservation reportsneedtodriveorganisationalteaching,learningandassessmentqualityforwardinaway thatcanbeevidenced;thiswillcontributetowardsongoingdevelopmentclaimsforselfassessmentandduringinspection ‘Ongoingcontinualimprovement’isastrength
Whatdoesmoderationofobservationsinvolve?
Identifyingjudgementsthatevidenceimpactratherthandescriptivestatements
Determiningwhetherthequalitativetermortermsusedinjudgementsareappropriateintheir strength,inrelationtotheevidencenotesthatsupportthem.
Identifyingwhetherjudgementsaresupportedbyrelevantandsufficientevidencenotesand whetherstrengthsandweaknessescontradictoneanotherinanyrespect.
Determiningwhethertheextenttowhichthedeliverythattookplaceduringasession,is referredtoeffectivelyinthejudgments,andwhetherjudgmentsclearlysupportthegrade awarded.
Identifyinggoodpracticeinobservingmanagers.
Identifyingareasofdevelopmentinmanagerobservationactivity.
ProducingeffectiveOTLModerationreports.
IdentifyingeffectiveActionPlansby: reviewingtherangeofnegativejudgementsinOTLreportsandprioritisingthemeffectivelyfor action
1. identifyingthevarioustypesofsupport,developmentandortraining(developmentactions), thatcanbetakentoaddressparticularareasfordevelopment,anddeterminingwhicharelikely tobemoreappropriateinwhichcircumstances
2. identifyingmisseddevelopmentopportunities3. identifyingactionplanswheredevelopmentactions;areeffectivelyprioritised,specifiedatan appropriatelevelofdetail,sequencedcorrectly,measurableandtimebound;andwhere responsibilitiesfortheactionbeingtakenareclearlyidentified.
4. Moderationcantakeplaceaspartofaroutinequalityimprovevisitorindependently.
11.Whybeobserved?
Anyonethatisinalearner-facingrolecanbeobserved,ifdealingwithlearnersitisfundamental thatweundertakeanobservation.
Oftenitissaid“I’mnotateacher,sohowcananyoneobserveme‘teachingandlearning’?”There isfarmoretoteachingthanjustdeliveringapresentation. Ourlearnersarelearningallthetime, whethertheycometoustolearnhowtobuildawebsite,oraskinghowtheycanexpandtheir knowledgeonHealth&SafetyinaChildcaresettingafterthecompletionofaTAqualification. If youaresupportingtheminobtainingthoseskillsthroughtheinformationandadviceyouaregiving them,thenbydefinitionyouaretheirteacher.
Howtoprepareforanobservation
Firstly,familiariseyourselfwiththeThinkEmploymentOTLAPolicy Asthiswillgiveyouan understandingoftheprocessandalsodetailsthefrequencyofobservations
Thefirstthingistonotpanicorundulyworry Itistheresponsibilityoftheobservertoensurethat youandthelearnerarenotimpededorgrosslyaffected Althoughitcanbestressful,especiallyfor thosethatmaynotbeusedtobeingobserved,don’tforgetthatthereasonsforbeingobservedare largelypositive,andisdesignedtosupportyouinbecomingbetteratyourjob.Itcanfeelas thougheverythingisweightedinfavourofthepersonobservingyou,butthetruthisthatyoustill havesignificantcontrolovertheoutcomeifyouplanandpreparesufficientlyforallsessions. If youarenervousandapprehensiveaboutbeingobserved,thendon’thesitatetospeaktothe QualityTeam,theywillbeabletogiveyousomeencouragingsupport.
TheLearner
Learner’softendon’tquiteunderstandwhyobservationstakeplace,andcanmakethemfeel uncomfortable. Itisimportantthatthelearnerhasitexplainedtothemthattheyarenotbeing judgedorindangerofbeingremovedfromtheircourse/programme,itispurelyaprocesstohelp ThinkEmploymentensurethattheservicetheyreceiveisaqualityexperiencethathelpsthem progress. Theyshouldcontinuetobehaveinthewaytheynormallydoduringtheirsessions,as theobservershouldtrytobeasdiscreteaspossiblewhilstthesessiontakesplace.
Thelearnermayverywellgetaskedsomequestionsbytheobserveraspartoftheobservation process,soagainitisimportantthatthelearnerfeelsconfidentenoughtodiscussthesession/ programmewithoutfearofrepercussions. Thisistheresponsibilityoftheobserver,inbeing professionalintheirapproachtothissituationandtonotnegativelyimpactonthelearner. Often justabriefexplanationtothelearneraboutthereasonsforanobservationbeforeittakesplaceis perfectlysufficient. Don’tworryifyou(thetutor)areaskedtoleavetheroomatthisstage,itis normalforlearnerstobeinterviewedwithoutthetutorpresent.
DuringtheObservation
Keythingsthattheobserverwillbelookingforistheimpactoftheteachingandlearningonthe learner(s)andtheprogressionthelearner(s)ismaking. Don’tdothingsyoudon’tnormallydo. So thinkabout:
-Howthesessionmeetsthelearners’needsandobjectives
-Learnerinvolvementandparticipation
-Howyouareassessinglearnerunderstandingandifit’sappropriate
-Iswhatyouaredoingaimedattherightlevel
-Areyouchallengingthelearner(s?)
-Safeguarding
-Equality&Diversity,Inclusion
Theobserverisnottheretoseeifyouarebestfriendswiththelearnerorthatyoucanholda conversationwiththemaboutthepreviousnight’sTV,theyaretheretomeasureimpactona learner,whethertheyareenjoyingtheirprogramme,thesession’srelevance,howthelearneris progressingandprincipallyhowyouaresupportingandinfluencingthatprogress.
Justmaintainyourprofessionalismandrememberthatyouarethereforthelearner(s)andnotto pleasetheobserver.
PreparingforyourFeedback
Followingthesessionitisimportantforyoutoobtainfeedbackonhowitwent Inpreparationfor receivingthisfeedback,itisgoodpracticetoevaluatethesessionyourselfthinkingaboutthings thatwentwell,thingsnotsowell,andwhatyoumightchangefornexttime Whenyoudomeetup withyourobserver,thereisastrongchancethattheymayask‘so,howdoyouthinkitwent?’–prepareananswer Ifyourresponseis‘Fantastic,Idon’tthinkthere’sanyroomforimprovement’, thenyoumaybeinforasurprise–thereisALWAYSsomethingyoucanworkon Ifeverything reallydidgoaccordingtoplananditwasa‘perfectlyoutstanding’session,thenreflectonwhat contingenciesyoucouldputinplaceforfuturedelivery Don’tforget,whatworkswellwithone group,there’snoguaranteethatitwillbethesameforthenextgroupthatcomesalong.
Thefeedbackshouldbeseenasadevelopmentopportunity. Tryyourbestnottofocusonthe gradeyouaregiven–ifanything,thisshouldbethelastthingtothinkabout. Thewholepurpose ofthefeedbackisforyoutogettipsonhowyoucanimproveyourpracticeanddevelop,notonly foryourbenefit,butforthebenefitofyourlearners. Youwanttoensurethatyouaredoingyour bestbythem,andtheobserveristheretoshareideasandbestpracticewithyoubasedonwhat theyhaveseen.
Theobservercanonlycommentandmakejudgementsonwhattheyhaveseenandevidenced.They shouldnot(andcannot)makejudgementsthatdonotrelatetothesessionrecorded.Itistheir responsibilitytoensurethattheycanbackupanyjudgementstheymakewithclearevidence;for yourprotectionaswellastheirown.Soifthereissomethingthatyouwantedtheobservertotake intoconsideration,ensurethatyouareembeddingitintoyoursessionandprovidingthemwith evidenceforit,unfortunatelythefeedbackstagemaybeabit‘toolittletoolate’tobringitup.
Developmentalactions
Asaresultofyourfeedbackdiscussion,youwillreceivesomedevelopmentalactionpoints. Ensure thattheseactionpointsarenotpurelysetbytheobserver,haveyourinputanddiscusswhatactions youfeelyouneedtosetyourselfasaresultofyourownevaluation.
YourdevelopmentactionpointsshouldbeSMARTandagreedbetweenyouandyourobserver. If thereisanythingyoudon’tfeelcomfortableaboutorlackconfidencewith,thendiscussthesewith yourobserverwhoshouldprovideyouwithadviceandguidanceonhowyoucanbestgoaboutthem. Theactionsshouldfeeddirectlyintoyourown‘OnetoOne’andwillbediscussedagainatyour monthlyreviewwithyourlinemanager. Theseactionscanrangefromgoingontotrainingsessions toconductingsomeindependentresearch,fromconductinga‘sharingbestpractice’sessionto shadowingacolleague,thereareanumberofthingsyoucando Thefundamentalpurposeofthe wholeprocessisaboutimprovement,ofyourownabilitiesandconfidenceandtheexperienceofour learners/clients
12.AppealsProcedure
Ifyoufeelthatthefeedbackyoureceivedwasunbalancedandunreflectiveofthesessiondelivered, thenitisstronglyrecommendedthatyoutrytoaddressthesepointswiththeobserverina professionalmanneratthetimeoffeedback
Shouldyoustillbelievethatthegradeandfeedbackwasundulyunfairthenyoudohavetherightto appeal. YoucandothisbycontactingtheHeadofQuality. Ofcourse,wehopethatitshouldnot cometothis,howeverthisappealsprocedureisinplacetosupportyouandactasaquality assurancemarkerandthatthewholeprocesswasconductedfairly.
13.Reviewofthepolicy
ASeniorManagerwillreviewthispolicyannuallyormorefrequentlywheretherearesignificant changesincircumstances.
