Lesson observation: new approaches, new possibilities,
June 17 th 2015

“Conceptualizing observation as a tool for reciprocal learning has the potential to break down some of the traditional hierarchies and power imbalances associated with the observer-observee relationship, particularly if it is not linked to summative assessment for high stakes purposes, i.e. graded lesson observation.”
(O’Leary, 2014)

•
What is a coaching approach and where does it fit into ungraded observations?
•
Which skills and approaches are needed?
•
What kind of coaching questions can be used?

“ Sometimes you get real insight from someone who sees what you don’t, questions what you take for granted and makes you think differently. .
”
(Coe, 2014) http://54.72.152.175/blog/414/


Listen actively and watch carefully

Ask questions that foster reflection

Mine the coachee’s resources/experiences

Focus on coachee-created approaches

Make suggestions only where appropriate

Help identify small action steps


Pre-observation dialogue – learners’ needs

Lesson planning sessions

Professional dialogue/feedback meeting

Action planning sessions

Review meetings

Sharing practice slots

Used by managers, T&L coaches, peers

You are going to meet someone new.
Discuss your responses to a quote and share your opinions and experiences.

“ It is obviously far easier to lecture, providing the solutions, than providing the skills to allow coaches to then allow coachees to find their own solutions. This process is longer but in the long-term the changes are far more durable.
Thomas Williams
Learning Leader, Joseph Chamberlain College, Birmingham.

“ Of course there is value to move across the continuum of mentoring to coaching as appropriate. .”
Kim Neve
Director of Curriculum, East Kent College

“ Using coaching to review the targets that were set following the observation feedback has been brilliant! Staff now value the dialogue which both supports and challenges them, but in a constructive way.”
Mandeep Gill
Vice Principal Transforming Learning, John Ruskin College, Croydon

“ Coaching encourages them to share good practice & adapt new ideas and strategies to suit their subject areas, in line with the professional standards requirements.”
Julie Sinclair,
Head of Teaching, Learning and Organisational Development,
Westminster Kingsway College, London

“ It allowed an exploration of the teaching and learning that was not just tied in to a number. …it expanded the dialogue that occurred, challenged my thinking and led to changes in practice….”
Evaluation comment from a teacher being coached during an ungraded observation cycle, EHWLC

•
Teacher buy in and ownership
•
Increased follow through and development
•
Joined up QI work
•
Developing reflective practitioners
•
Creating professional dialogue skills
•
Becoming a learning organization?

•
Use the pack of materials to complete a short self-assessment of coaching skills for observations.
•
Identify three areas for further exploration or development within your practice.
•
Share those with a partner.

Use the pack to choose and try out a set of coaching questions with a new partner.
You can choose to:

Use the questions to discuss a recent lesson you taught or

Evaluate their usefulness to a recent lesson observation you have carried out/the process itself

Which questions did you find particularly interesting or effective?
How could you adapt these questions for use in your context?

“ Having control over the five key dimensions of choice of observer, focus of observation, form and method of feedback, resultant data flow and the next steps encouraged them to focus on improvement of practice rather than demonstration of existing good practice.”
(McMahon et al, 2007)
18

Want to develop/embed coaching?
For further support with planning, training or coaching
Email: jmilesconsulting@gmail.com
http://joannemilesconsulting.wordpress.com/
Twitter: @JoanneMiles2
19

Paperback available: http://routledge.com/u/oleary/
Kindle version via Amazon: http://goo.gl/jisYgP