Observation time: My support roles observe me teaching
Observation, observation, observation....
Observations are a key part of teacher training. They supported my progress and allowed for detailed feedback and reflections. They also enabled my development goals to be set, and my next steps were discussed. During the year, my university tutor observed me twice (November & February), and my Teach First (TF) Development Lead (DL) observed me every half-term. My mentor did weekly drop-ins and a full termly observation. If all that wasn't enough, I was also observed by my contrasting school experience (CSE) mentor (see blog post on my CSE placement).
Ahead of each observation, I had to complete a formal lesson plan. TF had their own lesson plan template that I used when my DL and mentor observed me. I also used it during my CSE. My university also had its own lesson plan template, which I used when my tutor observed me. During my summer training (Summer Institute), I was taught how to use the templates, and I had plenty of lesson planning practice. As well as outlining what I would be doing during each part of the lesson, the plans also outlined what my pupils would be doing and how I would assess them. The plans included the lesson objective, my resource list and where the lesson fitted into medium-term plans and schemes of work. I emailed my lesson plan to my observer the day before an observation, and they were also used to record my post-observation reflections.
My first formal observation was by my DL, six weeks into my first term. It was early October, and it was our first face-to-face meeting. We'd previously been in touch via email, and I'd put the observation date on the school calendar weeks beforehand. Following my DL and tutor's observations, I always had to allow for an hour-long feedback meeting. This meeting was also put on the school calendar, and my mentor kindly covered my lessons. I didn't have a post-observation meeting with my mentor, as she was able to give me her feedback after school.
For my first observation, I decided to be observed teaching phonics. I had a small phonics group, and I thought it would be a gentle introduction to the formal observation process. I enjoyed teaching phonics, and I had a lovely group of children. My mentor kindly met my DL on arrival and walked her to my phonics class. I'd prepared the classroom for the lesson and had all my resources ready. I set out an adult chair for my DL, which I thought would be a very welcome touch :).
During the observation, my DL discreetly sat at the back of the classroom and took notes on her laptop. She didn't say anything during the observation, and I didn't introduce her to the class. I taught my lesson as normal, and it was almost as if she wasn't even there. At the end of the 45-minute lesson, I walked my class to their next lesson, and my DL and I found a vacant classroom for our post-observation meeting. During the meeting, my DL asked me to reflect on the lesson, and I had to write down what went well and what could have gone better. After completing that short task, I discussed it with my DL, and she then talked me through her feedback.
My DL thought that I'd made good use of positive praise in the lesson and successfully identified pupils who needed refocusing. My area for development was to tighten up partner work when pupils were at their tables. Reinforcing ‘perfect partners’ (sitting shoulder to shoulder with your partner, back against the chair, chair right up to the table and feet on the floor) would remind pupils of how to sit appropriately during lessons and would minimise low-level disruption.
A few days after the observation, my DL emailed me her feedback, which was really helpful for my practice. All in all, my first observation was a great success, and it felt good to have it under my belt.
My second observation was four weeks, later when my university tutor visited. We'd previously been in touch via email, and this was our first face-to-face meeting. We arranged the date at the start of the term, and I immediately put it on the school calendar. My tutor was keen to see me teach a STEM subject, so I decided to be observed in maths. There was a larger group of children in my maths class, and it also involved me using the interactive whiteboard. The observation followed the same format and process as my first observation, and my mentor kindly met my tutor on arrival. During independent practice, my tutor circulated the tables and observed my pupils working.
Following my observation, my tutor praised my teacher persona and subject knowledge and gave me feedback on how to improve my modelling. This involved giving pupils a systematic approach to follow, which they could adopt when completing their work. My tutor's feedback reinforced my university learning and made links to educational theory and pedagogy. It was a really helpful resource for my first assignment and made me think about my philosophy of education. It was really nice to meet my tutor in person, and I was looking forward to seeing him again in the spring.
Towards the end of February, my tutor observed me for a second time. He observed me teaching English, and this was his final visit. As with his first observation, his detailed feedback included links to pedagogy and educational theories. It reinforced my learning and supported me with my second assignment. In the summer term, my mentor and DL both observed me during my alternative key stage (AKS) experience when I was teaching in year 5. (see blog on my AKS experience).
Observations do involve a great deal of planning, but preparation is key to success. Although observations can appear a little daunting, trainees need to remember that they're just another part of the learning process.
