A Core Information
1. Details of Observed Class
Course / Level / DateTutor / No. on register (minus non-starters) / No. present
Session
(e.g. 8 of 12) / Length of session / Length of Observation
2Focus of Observation
Please refer to the OTL guidelines to determine which type of visit is appropriate in each individual case.
Quality improvementvisit (full length) – covers most aspects of learning, teaching and assessment, and includes a comprehensive feedback session. All or most sections of the form should be completed.
Quality monitoring visit (short length) – focuses on selected aspects of learning, teaching and assessment and/orspecific areas for improvements from a previous observation, and a brief verbal feedback. Only complete those sections of the form that apply.
Pre-observation visit – for new tutors or those who are new to observation. It is not graded and is meant to support
tutors in preparation for a full observation. It includes detailed feedback and an action plan.
Action points from previous observation to follow up:
3. Context
Briefly describe the lesson (level, topic, learning outcomes mode of delivery etc.), learners’ profile (characteristics, abilities, individual needs etc.) and what part of the lesson was observed. Also indicate if this is a new tutor/ the scope of the observation (e.g. re-observation following a grade 3-4 or an appeal)
4.Grade awarded to lesson
Grade Given:Please tick.The further left on the scale the strongest the grade is. / 1 Outstanding / 2 Good / 3 Requires improvement / 4 InadequateObservation carried out by
Signature of Observer
Signature of Tutor
B Judgements about lesson
Tick the relevant boxes to grade any outstanding (1), good (2), requires improvement (3) or inadequate (4) aspect of Learning and achievement, Assessment and Teaching that you are clearly able to assess. If something was not observed, cannot be accurately graded or was not the focus of your observation tick n/o (not observed). The descriptors below indicate good performance (grade 2).Observers should refer to the OTL handbook for further guidance on grading.
Learning and Achievement
/ 1 / 2 / 3 / 4 / n/oClarity of purpose: Learners are aware of the lesson content and the learning outcomes at the outset and understand how the session links with previous lessons and its relation to their learning programme.
Enjoyment, motivation & interest: All learners experience lesson content that keeps them engaged, motivated and interested at all times. Learner feedback confirms learners enjoy their session and have a high regard for the teacher’s skills and the quality of teaching.
Participation and contribution: All learners actively contribute to the lesson regardless of their starting point and ability.
Response to feedback and ability of learners to articulate targets: All learners are purposeful and work well. They receive regular, accurate feedback on how to improve. They are able to evaluate their own learning, and identify targets for improvement.
Retention, attendance & punctuality: Retention, attendance and punctuality are at or above what is expected for similar sessions.
Task completion: Learners apply every effort to succeed, make effective use of their time and complete all tasks successfully.
Learner progress, development & standards achieved: All learners acquire knowledge, skills and understanding appropriate to the subject and to their capacity. All learners, particularly more able learners, are stretched and challenged. All produce good standards of work appropriate to the level and stage of the programme. All learning outcomes are clearly being achieved.
Employability and core skills: Learners demonstrate an understanding of how skills learned on their course can be transferred to employment and/other life real life contexts.
Comments on LEARNING AND ACHIEVEMENT (strengths, weaknesses, satisfactory aspects of the lesson and any improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
The Assessment of Learning
(Give one grade per section) / 1 / 2 / 3 / 4 / n/oPlanning of assessment (RARPA stages 1-2):
Learning outcomes are clear and specific and have been shared/negotiated with the learners.
There is evidence of planned assessment in the lesson plan and scheme of work.
Assessment methods are valid and will evidence achievement of learning outcomes.
Initial assessment (RARPA stages 2-3):
The tutor has carried out a formal/informal initial assessment to establish learners’ starting points, different learning needs and specific learning goals.
Planning documents are adjusted in the light of initial assessment to set challenging tasks and meet individual and group learning goals.
Suitable records are kept of initial assessment.
Formative and summative assessment, feedback and record keeping (RARPA stages 4-5):
The tutor uses varied and regular formative assessment tasks, including peer and self assessment.
S/he uses well formed open and closed questions throughout the session.
Learners receive regular constructive oral and/written feedback, withclear targets for improvement. Learners have the opportunity to review their progress and set new learning goals.
Learners’ progressand summative achievements are systematically recorded.
On accredited courses, the records are in line with awarding body requirements.
Comments on ASSESSMENT (strengths, weaknesses, satisfactory aspects of the lesson and any improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
Teaching / 1 / 2 / 3 / 4 / n/o
Lesson planning and learning objectives: Plans are detailed and show a coherent development of teaching and learning activities. Learning objectives are clear, specific and measurable and shared with the learners at the outset.
Addressing individual levels and learning styles: Through a variety of teaching and learning strategies and activities, the tutor addresses different needs, levels and learning styles both in the planning and delivery of the lesson.
Addressing English, maths and IT needs: Through a variety of teaching and learning strategies the tutor effectively plans for and supports the verbal, written and numerical needs of learners. The teacher promotes the benefits of technology and supports learners in its use. He/she effectively manages any support staff present in the classroom.
Tutor’s subject knowledge and skills: Explanations are comprehensive and tutor’s knowledge is clearly up-to-date. He/she has high expectations of all learners and uses his/her skills to plan and set challenging tasks.
Checking of learning, correction & feedback: The tutor provides constructive feedback throughout the session and highlights opportunities for independent study and ways to improve to all learners.
Resources and classroom management: The lesson starts promptly. A wide and appropriate range of teaching and learning resources is used competently by tutor and learners. ILT is effectively embedded. The room layout suits the learning situation well.
Equality & Diversity: Course content and materials promote and value diversity through examples reflecting different communities and cultures. Tutors model good practice through use of inclusive language, attitudes and terminology. The tutor makes best use of opportunities to promote an understanding of other cultures, and challenges stereotypes relating to race, gender, sexual orientation, religion etc.
Employability, social, community and other benefits and progression
The teacher makes links between learning in class and its application in employment, community, social or other real life contexts, and promotes opportunities for further study.
Health & Safety, safeguarding and learning environment: The learning environment is safe, pleasant and appropriate. The tutor effectively promotes safe working practices. If appropriate, the tutor implements clear strategies for safeguarding the most vulnerable learners.
Comments on TEACHING (strengths, weaknesses, satisfactory aspects of the lesson and any improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
COURSE DOCUMENTS CHECKLIST
Documents / Y/N / Comments on course documentsClass register
Scheme of work
Lesson plan
Individual Record of Learning/Individual Learning Plans
Records of learners’ progress
CSummary of key strengths and areas for development
Summarise the key strengths and key areas for improvement of the lesson, typically no more than 5 or 6 in total, that contribute to the overall grade. Use bullet points.
Key strengths (bullet points)Key Areas for Development (bullet points)
D Tutor’s comments after feedback
EModeration
Observation moderated Y / NGrade agreed Y / N
New grade (if applicable):
Date: / Moderation team’s comments:
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F Observation of Teaching and Learning: ACTION PLAN
Name of Tutor: / Programme Area: / Date of observation: / Final grade:This action plan is a record of actions, agreed between observer and tutor, that will develop and improve the tutor’s practice. It is also used to record examples of best practice that may be shared with others. Action plans should be monitored by the observer by an agreed date. Heads of Faculty will receive termly reports from the Staff Development Manager on any actions that have involved formal training or mentoring. .
Actions on previous action plan have been achieved:Yes Partially No N/A / Relevant or main CPD activities undertaken in the last 12 months:
Current Teacher Training status:
(A)Area for development / Action by tutor / By when / Additional training required and who to arrange / Date progress to be monitored by observer
Lack of planning for differentiation. /
- Devise tasks each week to stretch and challenge more confident learners, e.g. targeted questioning
- Devise 3 peer assessment activities for next course
- Next class
- Next course starting on 14.5.14
- Differentiation training in May 2014 (Staff Development)
- Observation of another tutor who is strong in this area (Department to arrange)
(B)Examples of good practice / Opportunities for dissemination / Action by
Very good promoting of equality and diversity through highlighting stereotypes and use of diverse materials / Ask tutor to share their practice at next departmental meeting. / Observer
Other comments by observer/manager, relevant to action plan progress:
The actions and deadlines above have been mutually agreed by tutor and observer
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