Lessons from an accidental HoD (Part 3): Conversation, not alienation

Coming from a British state education background, and being trained during the tail end of the Gove era, the pressure felt enormous during lesson observations. Some of this was, admittedly, self-imposed. The number of variables in a classroom, coupled with a value-based judgement of a snapshot of teaching with a feedback-as-dictat chaser always seemed at odds with the supportive model one aims to build for students. I was lucky to have some fantastic mentors at various points during my PGCE and NQT year who without their feedback, would have likely meant stagnation in my early years of craft.

These early conversations have informed much of my approach to lesson observations now. Moving away from the threat and theatre and focusing on the dialogue. Parameters need to be defined beforehand: What’s the focus of the lesson and what, specifically, would the observee like to be observed? Even acknowledgement of the fact that an observer is in the room changes a class dynamic, and much has been written on the inherent power dynamics that come with an extra adult in the room. While this involves time to set up, the clarity is important.

Subsequent feedback needs to bear in mind the variables of a particular class or cohort - what’s the learning journey? What are expected outcomes? How is the teacher addressing misconceptions? What do student notes look like? Is there evidence of thinking and engagement? An observation is only a snapshot of practice.

More effective yet would be to consider the evidence of student learning in tandem with observed practice. How the teacher affects student learning over time - this is the true evidence of how teachers shape outcomes.

Of course, another factor is what the observee does with any feedback. Agreeing realistic timescales for putting specifics into practice is important; so does the form any follow-up feedback and reflection takes. Some appreciate meetings, others want it written down. If an issue moves from development to management, clarity is essential to avoid ambiguity.

Luckily, the rhetoric around observations has changed for the better in the last decade. When used with intention, and as part of a wider coaching cycle, observations are powerful. When used poorly, they are reduced to theatre.

Conversation, not alienation remains the premise.