Using lesson observation for professional development
An investigation into a range of strategies to enhance how Year 10 Students perceive the role of ‘mistakes’ in GCSE Product Design.
HOW THE RESEARCH WAS CARRIED OUT
12 volunteers each had 3 lesson observation cycles. Feedback was then asked for from the teacher and the observer at each cycle.
The feedback was then analysed with regards to the following questions:
- Are the sample participants positive about the new observation process?
- Is there clarity regarding the participants’ self-determined TDP focus and/or evidence of participants focusing on this area of their Teaching Development Plan?
- Are the strategies/actions/ innovations appropriate and leading to Professional Learning/ changes in beneficial teaching practice?
- Miscellaneous – Other evidence of beneficial impact/outcomes and those aspects which are not commented on positively.
FINDINGS – IMPLICATIONS FOR TEACHERS
- Process is valuable and is having positive impacts
- More thought into process for selecting teaching focus
- How do we share areas of focus. Prior feedback and actions?
- Raises issue of expertise of observers and training needs
- How do we support action and impact?
IMPORTANT TO NOTE
Wider impacts on faculty including curriculum planning and faculty is an area for development
Lindsay Alexander, Cherwell School