CLASSROOM OBSERVATION PROTOCOL 
             
             
            BACKGROUND 
             
            This school believes that observation of classroom practice is important, both as a way of 
            assessing teachers performance in order to identify any particular strengths and areas for 
            development  they  may  have  and  of  gaining  useful  information  which  can  inform  school 
            improvement more generally.  All observations will be carried out in a supportive manner. 
             
             
            PURPOSES 
             
            The purposes of classroom observation are:- 
             
                   to ensure that the individual needs of pupils are being met; 
                   to provide senior managers/subject leaders with an overview of the quality of teaching 
                    and learning; 
                   to  give  teachers  professional  feedback  and  create  an  ongoing  dialogue  on  the 
                    effectiveness of teaching skills; 
                   to inform the Appraisal system; 
                   to identify areas for improvement and for professional development; 
                   to identify good practice and extend teacher expertise; 
                   to  identify  how  well  resources  and/or  the  learning  environment  are  contributing  to 
                    learning. 
             
            CRITERIA 
             
            The criteria for classroom observation are :- 
             
                   Teachers performance will be regularly observed, but their frequency, type and length 
                    will depend on the individual circumstances of the teacher and the overall needs of the 
                    school; 
             
                   that it be undertaken only by persons with QTS and is understood by both  
                    observer and the teacher that it will be used to evaluate the quality of teaching and 
                    learning; 
             
                   that  it  be  used  to  provide  constructive  feedback  and  identify  areas  for  possible 
                    improvement and development; 
             
                   that all observations be conducted in normal teaching time; 
             
                   a minimum of thirty minutes in order to be deemed valid, however, normal practice 
                    would be to observe a full lesson. 
             
            CATEGORIES OF OBSERVATION 
            There are 2 types of observation: 
             
             
             
           
          Formal i.e. those for appraisal. They are based on judgements that will influence career and 
          pay progression. (The teacher being observed should provide a lesson plan to the observer in 
          advance of the lesson) 
           
          Informal i.e. those for the teachers professional development and those forming part of the 
          internal monitoring system. They are based on non-judgemental support. Peer observations, 
          learning walks and “drop-in” observations are all considered to be informal. 
          To support their own CPD, teachers are encouraged to arrange mutually agreed observation 
          of colleagues’ classrooms and take part in mentoring and coaching.   
          Informal  observations  may  be  undertaken  by  Head  Teacher,  Senior  Leadership  Team, 
          Ofsted, colleagues – please note this list is not exhaustive. 
           
          Schools’ can determine whether observations are announced, unannounced or a mixture of 
          both 
           
                 announced observations should be subject to at least five workings days notice from               Deleted: that it 
                 observer to teacher                                                                                Formatted: Bullets and
                unannounced observations will not be subject to notice                                             Numbering
                a mixture of both announced and unannounced observations will take place throughout                Deleted: in advance of 
                 the year.                                                                                          proposed observation ( NOTE : 
                                                                                                                    Schools’ can determine 
                                                                                                                    whether observations are 
                                                                                                                    announced, unannounced or a 
          Within this criteria, all observers should demonstrate:-                                                  mixture of both and will need to 
                                                                                                                    indicate that determination here 
                professionalism,  integrity,  courtesy  and  objectivity  in  the  conduct  of  observation        )
                 activities; and                                                                                    Formatted: Bullets and
                                                                                                                    Numbering
                a respect for the confidentiality, both of any information gained during such observation 
                 sessions and of the feedback given as a result. Please note feedback will, in all cases, 
                 be given to the Head Teacher and will remain confidential. 
           
          CONSIDERATIONS PRIOR TO THE OBSERVATION SHOULD INCLUDE:                                                   Deleted: AGREEING THE 
           
                The focus/primary purpose of the observation; 
                The amount of observation; 
                Any particular aspects of the teacher's performance which will be assessed; 
                A timetable for the observation including duration. 
                Who will conduct the observation; and 
                How and when feedback will take place. 
           
           
          OBSERVATION : METHODOLOGY 
           
                Sit,  or  stand, somewhere which provides a clear view of the activities of pupils and 
                 teacher.  Make this as unobtrusive as possible. 
                Where appropriate, talk to pupils about their experiences and learning outcomes, as 
                 long as it does not disrupt the progress of the lesson. 
                Where appropriate, ask about, and take the opportunity to look at, pupils work. 
           
          OBSERVATION : RECORDING 
           
                Observations  should  be recorded as  the  lesson  progresses  rather  than relying  on 
                 memory to recall events. (See form attached) 
                It is important to include a timeline in this record. 
                The observer should note teacher activity and its impact on pupil activity and progress. 
           
           
             
             
            OBSERVATION : FEEDBACK 
             
                   The observer should reflect on the lesson and identify the key messages from notes 
                    taken.  The teacher also needs time to collect his/her thoughts on the lesson. 
                   Oral  feedback  should  be  given  within  24  hours  after  the  lesson  observation  and 
                    period of reflection. It should always be held in a private, uninterrupted area. 
                   Written feedback will be provided following all lesson observations within 5 working 
                    days. 
                   Feedback following a lesson observation should enable teachers to build on success 
                    and feel confident about introducing change where necessary. 
                   The observer should focus on the effectiveness of the lesson in enabling learning to 
                    take place and how the teaching and activities contributed to this.  The assessment 
                    should  always  refer  to  the  evidence  being  drawn  on  and  its  link  to  the  lesson 
                    observation criteria. 
                   Targets set as a result of the feedback should be practical and achievable and leave 
                    the teacher feeling that they can make progress. 
                   As a guide, the feedback discussion should focus on:- 
             
                  facts not opinions 
                  present not past 
                  sharing, rather than imposing, ideas 
                  alternative strategies : "what do you think"? 
                  teacher's needs and aspirations 
                  what is modifiable? 
             
            Feedback with regard to concerns should be clear about the nature and seriousness. 
             
                   Where evidence emerges during the appraisal period  which  gives  rise  to  concern 
                    about the teacher’s performance, additional classroom observations may be arranged.  
                   The teacher has the right to append written comments on the feedback document. 
                   All feedback will be given to the Head Teacher. 
             
            POST OBSERVATION 
             
            Will require a statement to cover, such as:- 
             
                   how and where the observation will be recorded (eg. using an agreed pro-forma as per 
                    the example attached); 
                   who should receive a copy (eg. observer, teacher and teacher’s line manager or Head 
                    Teacher as appropriate where s/he is not the teacher's observer for the lesson/s in 
                    question); 
                   how the recorded observation will be used in the 1:1 Appraisal process 
                   a Head Teacher has a duty to evaluate the standards of teaching and learning and to 
                    ensure  that  proper  standards  of  professional  performance  are  established  and 
                    maintained.  Head Teachers have a right to drop in to inform their monitoring of the 
                    quality of learning; 
                   clearly,  the  appraisal  arrangements  are  integral  to  fulfilling  this  duty  and  Head 
                    Teachers may consider the classroom observations they have agreed for appraisal are 
                    sufficient and that drop ins will not be needed. 
             
             
             
             
             
             
            DROP INS 
             
            In this school:- 
             
                   drop ins will only be undertaken by the Head Teacher. 
             
            OR 
             
                   drop  ins  will  be  undertaken  by  the  Head  Teacher  supported  by  the  following 
                    appropriate and designated member(s) of the leadership team with responsibility for 
                    the integrity of teaching standards 
             
            NOTE 
             
            Drop ins will only inform the appraisal  process  where  evidence  arises which  merits  the 
            revision of the planning statement and in accordance with the provisions of the regulations.