Improving Learning through Lesson Observation (Cross Phase)

Lesson Observation has become an integral part of school life and is now an essential tool to assess teacher effectiveness, assist teachers’ professional development and aid self-evaluation. It also helps to disseminate best practice and increase understanding of different teaching styles.

Potentially, lesson observation can be used as a focus for raising standards and to help children learn more effectively.

Module 1 - Setting the scene
Module 2 - Personal attitudes
Module 3 - Organisational factors
Module 4 - The cycle of effective lesson observation
Module 5 - Case study

What has Improving Learning through Lesson Observation been designed to do?

? Develop a rounded view of lesson observation as a highly flexible tool for improving teaching and learning
? Appreciate fully the potential benefits of lesson observation – both those observed, those observing and the school as a whole
? Recognise how personal attitudes – preconceptions, misunderstandings, nervousness, resentment and an unwillingness to be honest with colleagues – can all work against effective lesson observation
? Highlight the management challenge to create and maintain a climate and context in which classroom observation is accepted as a non-threatening, highly beneficial yet essential routine
? Identify examples of best practice in delivering positive and constructive feedback, plan follow up, monitor progress and deal with difficult situations such as conflicts of loyalty

Who is Improving Learning through Lesson Observation for?

? An effective tool for self-evaluation
? Suitable for both Primary and Secondary schools
? Ideal for all teachers, NQTs, support staff, curriculum managers, senior management teams and CPD co-ordinators

“It’s one of the scariest things I’ve been involved with. But at the end of the day, every teacher needs to know that they’re doing okay”.

A review of research since 1991, led by a team from the CUREE, found that "collaborative professional development led to better results in the classroom and usually better pupil behaviour too. It also made teachers more enthusiastic about their continuing development".
Review chaired by Phillippa Cordingley of CUREE