by Gráinne O’Reilly
Formal Observations
A number of people have asked me recently about the topic of formal observations- when should they start, what format should they take and perhaps most importantly- what is their function?
A Guide for Educators
Many, particularly new teachers, or teachers who are in a new school, may find formal observations nerve-wracking. A few, in my experience, use them as an opportunity to mount a full-blown Cecil B. deMille extravaganza. One would hope that the experience does not promote either worry and self-doubt or indeed, all-singing, all-dancing performance.
All school leaders know that the essence of any great school is its learning. That is at the heart of every, single, thing we do in schools- across all ages, all subjects and all curricula- everywhere. In order to truly support, understand and lead one’s school or department, each leader must have a practical, authentic view of what is actually happening in the classrooms.
Some might say that the real function of formal observation is quality control. I have heard that said by many who are not educators, in particular. Most leaders, however, feel that the purpose is threefold: Understanding of the provision ( learning, curriculum, pace, progress, standards, achievement, style, efficacy etc.). Understanding of each professional and their strengths and challenges with those particular pupils. And thirdly, a regular, planned opportunity to support, aid and develop the educators who work directly with our pupils.
Understand the Provision
Effective observations are always planned- that does not simply mean making sure the teacher knows when the observation will be, but what the PURPOSE is of the observation. In addition, how will the feedback (and there must be feedback) be given and when?
At the start of the academic year, all staff must be given time to settle in, to bond with their classes and students and to get the year off to a great start- we all know how important this is as getting to know the pupils, and them understanding the routines and expectations is vital.
Provide Support and Development
New staff should expect to be observed within about the first 3 to 6 weeks. I was always of the opinion that I must allow staff to settle for a full 6 weeks, but some years ago, I had two new teachers who each told me during their feedback sessions that whilst they appreciated being able to settle, they would have made really good use of my comments earlier. Their comments ( for completely different reasons, interestingly) struck me significantly and changed my approach. From then on, if a teacher ( any teacher) wished to be observed early on in the new year, they could request an early observation.
All schools have their own observation cycles- some are termly, some are at either end of the school year and some have a rolling programme. The really effective part of the observation for the person being observed, is the feedback. Feedback needs to be as contemporaneous as possible ( not always possible with packed schedules, of course), it must be recorded ( as must the formal observation, itself), and it must be in person. I think everyone who observes, probably starts the feedback with the age-old “How do you think the observation went?” And from there we hope, together, to create an honest space in which both the observer and the observed can work together to come to a mutual understanding, to best support the learning and to best support that professional in their development.
Creating a Positive Observation Culture
Creating an environment throughout the school where all staff members- leaders, colleague teachers, admissions staff etc.- walk around regularly, visiting classes, talking to the pupils about their learning and celebrating the amazing work they see is a really good basis for ensuring that formal observations are seen as an opportunity to learn and grow, rather than an anxiety-inducing experience that may be perceived as micromanagement or punitive in some way. Welcoming a wide range of people into our classes, regularly, creates a much more open, trusting, celebratory approach to the brilliant craft of teaching.
Share what you are doing- as widely as possible! I have rarely (never?) been into a school where I wasn’t thrilled, moved and impressed with the professionalism of the staff and the learning of the pupils. Embrace your observations- request observations and use them as ongoing professional support and further learning.
Every time I observe a lesson in one of my schools, I come away having learned something new, what a gift! Wishing you all a great school year ahead.
Grainne O’Reillyis an International School Start-Up Specialist, Global Head of Leadership Consultancy, Leading Your International School
Have a question on your mind? Ask Gráinne:grainne@leadingyourinternationalschool.com
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