This academic year, I have observed, and been observed in, an enormous number of lessons. Some of these observations have been useful, informative and helpful to those involved; most have not; and most of those that were not were ones where a judgement on the quality of teaching was made.
The following three practices are far from revolutionary, but they all offer opportunities for teachers to develop, both on their own terms and when working with others. Perhaps because of this, I have seen each of these processes going a significant way towards restoring (if it originally existed!) faith in lesson observations and, more importantly, increasing professional trust and respect between colleaugues.
1. Observing the observer- For every lesson that was observed by a senior teacher, the teacher observed had the opportunity (not always taken up) to watch a follow-up taught by their observer. Follow-up lessons focused on modelling /…
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