Appendix 2

University of Warwick

Diploma and Certificate in Education and Training

Observation Report Form

(Completed by tutor or mentor)

Trainee Teacher / Date/time
Observer / Location
Group / Trainee’s programme and year
Teaching Context (include FE context e.g. GFE, Sixth form, Adult, Secure Estate; the qualification i.e. awarding body, title of qualification and the level; point in the year the session is being observed e.g. week 23 of 34; number of learners present compared to those on register and the % attendance; E&D information i.e. gender, ethnicity, age range, learners with supported needs; the environment e.g. theory session, practical workshop, room layout; health & safety checks (if applicable).
Action points identified in last observation (also recorded in the progress review)
Target set at last Teaching Progress Review: Outstanding q Good q Competent q
Session planning including planning for differentiation and high expectations (effective use of initial assessment and/or the learner profile to plan for individual needs), development of English, maths and employability skills (PS12: Understand the teaching and professional role and your responsibilities; PS14: Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment.)
Development of maths subject specific skills of learners (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression)
Development of English, maths, ICT and employability skills (PS15: Promote the benefits of technology and support learners in its use; PS16: Address maths and English needs of learners and work creatively to overcome barriers to learning.)
Use of Resources including ILT: include any on-line activity to support independent learning during the observed session or as an extension activity (PS15: Promote the benefits of technology and support leaners in its use.)
Assessment and checking for understanding including assessing learning that has taken place in the session (PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS18: Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)
Progress checks - comment on verbal and written (assignments, coursework) feedback provided to learners where applicable (PS13: Motivate and inspire learners to promote achievement and develop skills to enable progression; PS18 Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement.)
Group management and communication skills including strategies to promote positive behaviour (PS6: ‘Build positive and collaborative relationships with colleagues and learners; PS11: Manage and promote positive learner behaviour’)
Learner centredness/learner engagement /learner independence/differentiation (PS3: Inspire, motivate and raise aspirations of learners through enthusiasm and knowledge; PS4: Be creative and innovative in selecting and adapting strategies to help learners to learn; PS9: Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence; PS17: Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge.)
Embedding of equality and diversity issues and British Values (PS5: Value and promote social and cultural diversity, equality of opportunity and inclusion)
Summary
Feedback from learners
Up to 3 agreed key strengths (PS 1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners)
Agreed areas for development to also be recorded on progress review (PS2: Evaluate and challenge your practice, values and beliefs; PS10: Evaluate your practice with others and assess its impact; PS20: Contribute to organisational development and quality improvement through collaboration with others.)
Signature of observer / Date
Signature of teacher observed / Date

Note to the trainee: Please add this observation report with your evaluation of the lesson, the extended lesson plan and your reflection on the whole observation and feedback process to the Teaching File which is part of your PDP.

No observations can take place unless you bring your Teaching File with you for your observer when you are being observed. This is because each observer is looking for the progress you make and seeing your last observation reports will help the observer greatly.

Key questions to ask trainees’ learners during the observation

1.  How are you finding the course?

2.  What do you like about your lessons (related to trainee)?

3.  What could your lessons be improved (related to the trainee)?

4.  Are your lessons always like this?

Prompts

·  Can you identify what you have learnt from this session?

·  How well overall are you progressing on your course?

·  How well organised are your sessions?

·  Are your lessons delivered consistently good or better?

·  How well supported are you by your teacher?

·  How often do you use ILT in your sessions?

·  Does your teacher challenge you to do your best?

·  How does feedback help you improve?

·  Is feedback given on your progress timely?

·  Does your teacher provide you with sufficient feedback to develop your maths and English?

·  Does your tutor listen to your views and take in to account how you prefer to learn?

·  How can your lessons be improved / what could your teacher do differently (if applicable)

Observer’s professional judgement should be used to determine which questions you ask during each observed session.