HERTFORDSHIRE ADULT AND FAMILY
LEARNING SERVICE
LEARNING AND TEACHING OBSERVATION AND
MODERATION SCHEME
2007-08
‘IMPROVED LEARNING AND TEACHING’
Based upon the revised
Common Inspection Framework
1
Acknowledgements
HAFLS would like to thank Gill Shelley for her help in developing the LOBS scheme and the
participants of the Learning Observation Scheme (LOBS) training programme for their
constructive feedback and suggestions, which have been incorporated into the current revision of
the scheme. This document is reviewed annually.
June 2007
2
Glossary
CIF
Common Inspection Framework
HAFLS
Hertfordshire Adult and Family Learning Service
LNN
Literacy, Language and Numeracy
LOBS
Learning Observation
LSC
Learning + Skills Council
Ofsted
Office for Standards in Education
OLT
Observation of Learning and Teaching
SAR
Self Assessment Report
SfL
Skills for Life
The words “Learning and Teaching” are used throughout this document to describe the learning
process – these may be formal classroom situations and more informal community based
settings. The term “teaching” is used to describe any learning focussed Adult and Community
Learning activity.
The word “Tutor” is used throughout this document to describe the learning programme leader or
teacher.
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Contents:
1
Acknowledgements
2
2
Glossary
2
3
Introduction
4
4
Purposes of the learning and teaching observation course (lobs)
4
5
The scope of the scheme
4
6
HAFLS monitoring processes
5
7
Process
6
8
Guidance for observers and tutors
7
9
Guidance for Literacy, Language and Numeracy support.
8
10
Guidance for WFL and FLLN programmes
9
10.1
Wider Family Learning
9
10.2
Family Literacy, Language and Numeracy Courses
9
11
Process Flow Diagram
11
12
Sample Letter to set an observation
12
13
Information to be available at observation
14
14
Learning observation report
15
15
Family learning observation report
18
16
Observation Prompt Sheet
21
17
Equality and Diversity – Additional Guidance
23
18
Sample Questions for Learners
24
19
Common Criteria for the selection of observers
26
20
Job Description for Observers
27
21
Person Specification for Observers
27
22
Induction and Training for Observers
28
23
Complaints Procedure
29
24
Observation of Learning and Teaching – Summary Sheet
31
25
Action Plan arising from the observation of learning and teaching
32
26
The Feedback Session
33
27
Tutor Feedback Form – following the observation
34
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3
Introduction
providers may well not have an in-house
observation scheme.
Learning and teaching are at the heart of
the Hertfordshire Adult, Community and
Family Learning (HAFLS) provision. This
simple and robust scheme for observation
aims to place learning and teaching at the
centre of our strategy for quality
improvement.
The observations, which include learning
and teaching in a variety of settings, are
used to inform the HAFLS Annual SelfAssessment Report (SAR) for each
curriculum area. Observation of learning
and teaching is an effective way to evidence
much of the high quality learning and
teaching across the provision. It will assist
us in promoting the standards set out in the
Common Inspection Framework, and will
develop good teaching and an improved
learning experience. Tutors will receive
feedback and an action to address identified
areas for improvement.
The Common Inspection Framework (CIF)
that applies to all providers of education in
the post-16 sector, and the emphasis on
meeting the needs of learners, highlights
the necessity for a rigorous learning and
teaching observation scheme. The LOBS
scheme supports the quality and planning
process for each Provider and provides a
focus for staff training. New and small
4
Purposes of the learning and teaching observation course (lobs)
1.
2.
5
To provide the HAFLS with evidence that ACL provision is of a consistently high
standard
To facilitate the sharing of good and excellent practice
3.
To support providers and tutors, particularly new providers and new tutors, in the
development of good practice strategies in their approaches to learning and teaching
4.
To provide HAFLS with systematic evidence for external scrutiny of the quality of
ACL provision
The scope of the scheme
1. All Providers that do not have a rigorous observation scheme will use LOBS
2. The process will be applied to all ACL provision both accredited and non-accredited,
including Family Learning
3. All Tutors will be observed at least every two years, and may be observed more than
once in a year
4. All new Tutors will be observed during their first term
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5. Following an observation a single grade for teaching, learning and attainment will be
given. The grade will be based on the 4-point scale used for lesson observations by
Office for Standards in Education (Ofsted).
6. All Tutors observed will have one-to-one feedback from the observer on their
performance either immediately after the observation or at an agreed time afterwards
(within 5 working days).
7. Observers will send a copy of all completed Summary Sheet and action Plans (Appendix
13) to the HAFLS Senior Adviser Quality and Development.
8. Observed tutors will return a Tutor Feedback Form (Appendix 15) to the HAFLS Senior
Adviser Quality and Development following the observation feedback
9. Areas of good practice will be disseminated by the HAFLS Senior Adviser Quality and
Development. This will facilitate quality improvement throughout the service.
10. Observations will be used as part of the staff appraisal system where appropriate.
11. The HAFLS Senior Adviser Quality and Development will monitor the scheme by
considering the written records and observing a sample of the observations taking place.
The process will be moderated by the process outlined in Section 4. It will be reviewed
against its success in raising quality for learners, external requirements and best
practice.
12. The scheme will prepare HAFLS providers for external inspection by Ofsted.
13. The following Tutors will be prioritised for LOBS:
14. New Tutors
15. In response to a request by learners, the Tutor or other staff
16. Tutors working in a difficult/innovatory subject area
17. Long serving tutors who have not participated in training events
18. Tutors operating within curriculum areas selected for review
19. An observation visit will normally take place during the first part of the training course for
groups (a) and (b). For groups (c) to (e) a visit will be made at a time deemed
appropriate to the observer and agreed with the tutor.
6
HAFLS monitoring processes
1. The HAFLS LOBS is part of the ACL Quality Management Framework and is organised
by the HAFLS Senior Adviser Quality and Development.
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2. The Hertfordshire Adult and Family Learning Service (HAFLS) will evaluate the
scheme’s effectiveness and review the scheme annually.
3. Providers will incorporate the information from their LOBS into their Self-Assessment
Report process, leading to proposed actions for improvement identified in the
development plans
4. The HAFLS Senior Adviser Quality and Development will work with ACL providers to
assist in realistic objectives being set in the development plans
7
Process
1. The LOBS will be an integral part of the HAFLS Quality Management Framework and
providers will be expected to adopt the procedures within the framework. Observation
reports will be reviewed as part of provider monitoring.
2. To achieve this, the HAFLS Senior Adviser Quality and Development will ensure that:
a. Where appropriate a member of staff from each Provider is identified who will
have oversight of the LOBS for their organisation. For smaller organisations the
HAFLS team will undertake an observation on behalf of the provider.
b. The common criteria for the selection of observers are adopted (Appendix 9).
c. The common Job Description and Person Specification for observers are used
(Appendix 10).
d. Appropriate induction and training is provided (Appendix 11).
e. The observer will contact the tutor in writing (sample letter Appendix 2) at least 7
calendar days before the observation and ask the tutor to have appropriate
paperwork available (see Appendix 3).
f.
The observation will last at least 45 minutes, and should (where appropriate)
include time spent looking at learners’ work, some of which has been marked by
the tutor. Observers will speak to learners about the learning and teaching they
experience. Sample questions to learners are suggested in Appendix 8.
g. The tutor will be given one-to-one feedback by the observer, either immediately
after the session, or within 5 working days of the observation. Appendix 14
provides suggestion for the feedback session
h. If the session is deemed inadequate then the observer will agree an action plan
with the tutor and will provide support as necessary. There will then be a
second observation. If the second observation is inadequate, then a Mentor
should be appointed to support the tutor and training offered as appropriate.
The tutor’s line manager should also be involved in any action planning, and a
further observation should take place either by the original observer or by
another observer as agreed with the tutor. Ongoing support and training should
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be provided for the tutor, and observations should continue until learning and
teaching is considered satisfactory
i.
If there is a disagreement between the observer and tutor, which they cannot
resolve, the tutor will be offered a further observation with the same group of
learners by another observer if appropriate
j.
Observations are carried out in line with common procedures. Following an
observation, the observer should send a copy of the summary sheet to the
HAFLS Senior Adviser Quality and Development. The tutor completes the
Feedback Form (Appendix 15). A copy of the summary sheet should also be
given to the Tutor’s line manager, so that the line manager can participate in the
Action Plan to support the tutor
k. A standard Complaints Procedure should be adopted (Appendix 12)
8
Guidance for observers and tutors
Timetable for observations
Timing
7 days before observation
Timing
Before Observation
Day of observation 1
Day of observation 2
Day of observation 3
Day of observation 4
Action required
Letter sent by observer to tutor including
request for documents to be available at
the observation. Observer may need to
request map/directions
Action required
Tutor ensures that all documentation is
ready for the observer
Observer ideally arrives before the session
has started – to observe how the tutor sets
up, and how learners are welcomed
Observer should be introduced to the class
Tutor gives observer Scheme of Work,
Session Plan, copy of materials to be
used, and register
During the session the observer should
make notes, and thank the learners at the
end of the observation
Immediately after the
observation or at an agreed One-to-one confidential, supportive and
constructive feedback
time shortly afterwards
(within 5 working days)
Observer to send a copy of the Summary
Within working 7 working
Observation Form and Action Plan to the
days
HAFLS Senior Adviser Quality and
Development (and line manager)
Tutor sends Tutor Feedback Form
Within 7 working days
(Appendix 15) to HAFLS Senior Adviser
By Whom
Observer
By Whom
Tutor
Observer
Tutor
Tutor
Observer
Observer/Tutor
Observer
Tutor
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Quality and Development
9
Guidance for Literacy, Language and Numeracy support.
Who is the target group i.e. is the
organisation working within an area where
there are recognised needs or with a
section of the community where there are
recognised needs?
The HAFLS policy for literacy, language and
numeracy support requires learners to be
able to access support, though the way in
which this is done will depend upon the
organisation’s capacity to offer support, the
nature of the programmes offered and the
level of skills of the learners.
What skills are required to achieve the
learning outcomes on the courses? If
literacy, language or numeracy skills are
required, how are those skills assessed,
and where appropriate, supported in class?
Programmes where literacy, language or
numeracy skills are required (such as
creative writing and IT) should have
systems to ensure that learners who do not
have a sufficient level of skills to achieve the
programme outcomes have access to
support. Where programmes do not require
these skills (such as yoga and art) tutors
should still be aware of, and sensitive to,
learners with literacy, language or numeracy
skills and be able to refer the learner to an
appropriate programme if the learner
wishes.
Are handouts, activities and so on,
presented in a way that is accessible to the
learners?
Is there a positive culture that encourages
learners to access support (are there, for
instance, posters displayed inviting learners
to seek help if they have a LLN need?)
Does the organisation have a clear referral
procedure that the tutor is aware and
confident to use?
When observing classes observers should
consider the following when making
judgements about the support offered to
learners:
Where an organisation does not have the
capacity to support learners with LLN needs
is the tutor aware of referral procedures to
obtain appropriate support for the learner?
Is the tutor aware of the organisation’s
policy and procedures for LLN?
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10 Guidance for WFL and FLLN programmes
Therefore, in addition to the above
requirements, family learning needs to
make explicit reference to learning
opportunities for both adults and children
All teaching requires planning, initial and
ongoing assessment, learning outcomes,
evaluations and signposting to further
learning opportunities. Family Learning is
unique, in that it is intergenerational.
10.1 Wider Family Learning
The purpose of wider family learning is that adults and children should learn together. It should
give consideration to both the content learnt and the experience of shared learning.
Observers should look for the following:
The purpose of the programme should be clearly identified in the planning and this should inform
the learning outcomes for the course.
Learning outcomes for both adults and children should be clearly identified; they may be the
same for adults and children or they may be different.
Learning outcomes may be related to the subject e.g. developing IT skills or could relate to the
adult/child relationship e.g. developing shared activities
The learning environment should enable the effective management of the family group and
learning activities should be designed to encourage families to work together.
While many family learning activities may appear informal there should be evidence of both initial
and ongoing assessment.
Whilst the development of literacy, language and numeracy skills are not the main focus of
learning there should be evidence of the identification and support of learners who lack
sufficient skills to fully benefit from the programme
10.2 Family Literacy, Language and Numeracy Courses
Family literacy, language and numeracy courses combine the following:
The development of literacy, language or numeracy skills for the adults
Opportunities for adults to develop skills in order to support children’s learning
Opportunities for adults and children to consolidate their learning either through joint activities or
home based activities.
When observing FLLN courses observers should look for the following:
Evidence of links to children’s learning, including links to the national curriculum where
appropriate
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Group learning outcomes that link to the core curriculum and individual learning outcomes that
identify person goals which are expressed in the learner’s own language and may reflect “soft “
outcomes
Opportunities for adults to consolidate their learning by engaging in shared activities with children
either as part of the programme or through out of class activities
Shared activities that are age appropriate and encourage the adult and child to work together
Evidence of planning with the school or children’s centre. In joint adult/children programmes the
joint planning should be indicated on the scheme of work and lesson plan.
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11 Process Flow Diagram
ACL Quality and
Development Manager
leads in HAFLS
implementation and
management of scheme
The Observer sends a copy
of the completed Summary
Sheet and Action Plan to
the HAFLS Senior Adviser
Quality and Development
within 7 working days of
observation. Tutor
completes Tutor Feedback
Form and sends to ACL
Quality and Development
Any session deemed
inadequate – then observer
will send copy of Summary
Sheet to line manager, and
the line manger and observer
will prepare an Action Plan to
provide necessary support,
and agree this with the tutor
Providers identify a
team of observers
Designated observers
attend training
Observer completes
Learning Observation
Report and writes
Summary Sheet and
Action Plan. Feedback is
given immediately or
within 5 working days to
the tutor
Observer contacts tutor to
arrange a visit (requesting
any necessary information
such as nature and size of
group etc.) Letter sent 7
days prior to visit
If second observation is still
inadequate then further
Action Plan is to be
prepared and the tutor
is to be supported by a
designated mentor
Action Plan to be followed
by 2nd observation normally
by initial observer
The individual grades awarded through the scheme
will remain confidential and can only be accessed by
the HAFLS management team.
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Sensitive and thorough
consultation about LOBS by each
Provider with own staff (including
consultation with Trade Unions
where appropriate)
Providers draw up plan
for observations
HAFLS Senior Quality
and Development
Advisor and
Management Team
meet regularly to
monitor scheme and
moderate observation
forms – reporting to ACL
Quality Assurance
Steering Group
12 Sample Letter to set an observation
Dear (name of tutor),
Re: Learning and Teaching Observation and Quality Improvement
The observation scheme aims to raise the quality of our work. You play a vital role, as it concentrates on
learning and teaching. The scheme is our way of focusing on the experience and achievement of our learners,
and meets the requirements of Ofsted.
I am writing to tell you that I shall be observing your session on ………….. at………………
In preparation, you should please have available for me on that day (see attached sheet):
•
•
•
•
•
Your Scheme of Work
Your Lesson Plan
A course/learner profile which gives me background information
A copy of the teaching materials to be used in that lesson
The register – after you have taken it
I will be looking at learners’ work, some of which needs to have been marked; I will also speak to learners.
Your session will be graded, using the 4-point scale used by Ofsted below:
Grade 1 –
Grade 2 –
Grade 3 Grade 4 -
Outstanding
Good
Satisfactory
Inadequate
You will be given feedback either immediately after the session or at an agreed time afterwards (but within 5
working days).
I look forward to seeing you.
Yours sincerely,
Observer’s name and signature
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13 Information to be available at observation
Scheme of Work
The overview of the provision or course showing logical
progression and student learning (and assessment if
appropriate)
Lesson Plan
A detailed plan of each session that relates to the
Scheme of Work
Course/Learner
Profile
Brief details of the provision or course (course
information sheet) and brief details of the group – their
range, their needs and the levels. It is helpful to know of
any specific learner needs. This enlightens the observer,
and puts your session into context
Individual Learning Plans
Assessing the learner’s starting point, any progress and
learning needs.
It should identify any individual learning goals, and be
reviewed appropriately.
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14 Learning observation report
Provider
Venue
Name of Observer
Date
Course title:
Observation
Attendance information
Name of person
observed
Number of active learners on
register
Number of learners present at
the start of session
Subject
Number of late arrivals
Attendance mode
of learners:
Full-time
Part-time
Evening
Total number of learners
attending
Comments
OBSERVATION NOTES
Comment on the standard of the Scheme of Work and Session Plan and record what happens during the
session as a factual summary
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Strengths
Evidence
Areas for improvement
Evidence
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OBSERVATION GRADE
One overall grade for
teaching, learning and
attainment:
Grades based on Ofsted four point scale:
Grade 1 = Outstanding
Grade 2 = Good
Grade 3 = Satisfactory
Grade 4 = Inadequate
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15 Family learning observation report
Provider
Venue
Name of Observer
Date
Course title:
Observation
Attendance information
Number of active learners on
register
Name of person
observed
Number of learners present at
the start of session
Subject
Attendance mode
of learners:
Number of late arrivals
Full-time
Part-time
Evening
Total number of learners
attending
Comments
OBSERVATION NOTES
Comment on the standard of the Scheme of Work and Session Plan and record what happens during the
session as a factual summary
Please indicate how the course contributes to the 5 outcomes of the Children’s Act:
Outcome
Evidence
Being healthy
Staying safe
Enjoying and achieving
Making a positive contribution
Achieve economic well-being
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Strengths
Evidence
Areas for improvement
Evidence
OBSERVATION GRADE
One overall grade for
teaching, learning and
attainment:
Grades based on Ofsted four point scale:
Grade 1 = Outstanding
Grade 2 = Good
Grade 3 = Satisfactory
Grade 4 = Inadequate
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16 Observation Prompt Sheet
This framework of suggestions may help you when observing learning.
(The word “Tutor” is used to describe the learning programme leader or teacher)
Is the following documentation in place?
Course Information Sheet
Scheme of Work
Individual/group objectives – learning plans
Session Plan
Evaluations
Handouts/learning materials
Record of work done
Record of learners’ progress
Initial assessment records
Yes
No
How well do learners achieve?
Consider, where applicable, the extent to which:
Learners achieve planned learning outcomes, including qualifications where applicable
The retention rate of learners meet benchmark targets
The extent to which learners develop group-based skills
Learners make significant progress
Learners possess appropriate levels of literacy, numeracy and language skills
Learners develop attitudes and skills to maintain lifelong learning
Learners acquire knowledge, skills and understanding which are of value to them
Learners make the minimum expected progress
Learners develop the skills they need for paid or voluntary work, which will enhance their employability
Learners develop skills which improve their quality of life
Learners develop their self-confidence, self-esteem and attitudes towards learning
Learners attend punctually and regularly and do their best to keep to the agreed pattern of study
Learners are trained to adopt safe working practices
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How effective is Learning and Teaching?
Consider, where applicable, the extent to which:
The tutor shows knowledge, technical competence and up-to-date expertise at a level consistent with
effective teaching and assessment of the course
The tutor uses appropriate methods for dealing with learners from a wide range of backgrounds
The tutor uses methods and styles of teaching consistent with the aims of the programme and learners’
personal objectives; the range of teaching methods builds on the learners existing experience and
knowledge and helps to extend the repertoire of learning styles
The tutor challenges and inspire learners and motivate them to find new ways of learning
The tutor develops ILPs with the learners that are informed by initial assessment and reviewed and
updated regularly to take account of learners’ progress
The materials and equipment used suitable and up to date
Resources, including ILT, are used to best effect to promote learning
Additional or adapted learning resources and communications equipment is available to those who need
it
The tutor uses materials and teaching methods that promote equality of opportunity
Assessment and recording meets the needs of the individual learner
Assessment is fair, accurate and carried out regularly
Initial assessment provides an accurate basis for planning an appropriate programme of work
Programmes of work are negotiated with learners to accurately reflect their abilities and aspirations
Assessment is effective in monitoring progress and providing learners with accurate information about
their progress and development
Learners’ achievements and learning goals are recorded and accredited
Assessment practices and records of achievement recognise unanticipated learning outcomes
Where appropriate assessment, verification and moderation follows awarding body guidelines
Individual learning needs are accurately diagnosed and learners’ additional needs are appropriately
provided for
How well do the programmes and courses meet the needs and interests of learners?
Consider where applicable, the extent to which:
The programme of work is socially inclusive, ensuring equality of access and opportunities for learners
How well are learners guided and supported?
Consider where applicable, the extent to which:
Introductions to programmes enables learners to settle quickly, understand their rights and
responsibilities and the demands of their programmes or courses
Procedures and early support are available for poor punctuality, non attendance and poor performance
by learners.
Support arrangements are planned and managed coherently
Learners have access to an appropriate range of support services, including those from external
agencies (such as IAG)
Effective, impartial and up-to-date advice is available for learners
Guidance and support take equality of opportunity into consideration
Learners work in a safe and healthy environment
Health and safety checks and risk assessments are carried out, including assessments of activity during
the planning process
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The tutor monitor and reinforce safe working practices, particularly on programmes involving physical
activity or the use of hazardous substances
17 Equality and Diversity – Additional Guidance
Consideration of Equality and Diversity should underpin all teaching and learning. There are a number of
areas of good practice under Equality that should be embedded into the planning and delivery of teaching and
learning.
Checklist
Teaching and Learning
Schemes of work and lesson plans specifically refer to the integration of equality and diversity
matters
The tutor presents material/resources in a way that is sensitive to issues of equality and diversity
and avoids stereotyping
When resources are produced positive consideration is taken to represent the diverse range of
learners accessing the provision
The tutor uses language which is appropriate and non-discriminatory
The tutor appropriately manages comments or discussion from other learners to ensure
language is appropriate and non-discriminatory
Teaching styles are varied and reflect and meet the needs of the range of learners within the
group
Resources are adapted to meet the identified needs of the learner, e.g. on tape, large print, on
coloured paper and are accessible to learners
All assessment is fair, accessible and does not discriminate against any learner
Learners are actively encouraged to evaluate the course/tutor in an open and honest way
Guidance and support
An assessment is made of individual learners to determine specific needs and referrals for
additional support are made as appropriate
Any requested Assistive technology is in place, appropriate and in working order
Learner Support Tutors/Support Workers
Any external support worker or carer in the session is clear on their role and reference is made
to the role in the lesson plan
Learners who have additional support (i.e. help from a Learning Support Tutor) are fully included
in the session
The tutor addresses questions and comments to the learner and not the Learning Support Tutor
The learner is assisted to work as independently as possible. The learner’s work should not be
taken over by the Learning Support Tutor
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18 Sample Questions for Learners
Rephrase if necessary. You don’t need to ask all these questions – these are just suggestions to help you
seek information about Learning and Teaching
1.
How typical is this session?
2.
Did you understand its purpose? What is it?
3.
How does it build on/lead on from what has been learned before?
4.
What health and safety regulations/instructions have you been asked to observe?
5.
Does the Tutor expect you to arrive on time?
6.
How interesting was the session?
7.
Was the session easy/difficult?
8.
Do you have specific learning needs and are they being met?
9.
Does the Tutor give clear instructions and information?
10.
Describe the different ways you are taught (teaching methods used)? You may need to ask specifics
as prompts.
11.
Do you get any individual help?
12.
How do you use CD-ROMS, the Internet, software etc?
13.
Is assessment regular?
14.
How does the Tutor check that you have learnt?
15.
How would you describe your relationship with the Tutor?
16.
Do other staff play a role – for example a technician or support worker? If yes, what role?
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19 Common Criteria for the selection of observers
1.
An understanding of adult learning
2.
Appropriate adult teaching/observation experience
3.
Understanding a range of teaching methodologies and practices and the appropriateness of their
use in different contexts
4.
The ability to recognise when learning is taking place
5.
An ability to discriminate between process/method, and subject knowledge expertise
6.
Awareness of the interpersonal and practical factors that contribute to a positive classroom
experience
7.
Appropriate personal qualities for the required tasks:
8.
Good communication
9.
Good interpersonal skills
10.
Sensitivity in providing written and verbal feedback
11.
Able to carry out key administrative tasks effectively
12.
Willing to travel (where appropriate)
13.
Commitment to continuous professional development
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20 Job Description for Observers
Main duties and responsibilities of the post:
To undertake observation as part of the quality improvement process
To assess the quality of learning and teaching
To agree administrative arrangements for the observation with the Tutor
To familiarise the Tutor with the observation process and paperwork
To undertake observations in accordance with the HAFLS Guidelines
To complete the Observation Form, Summary Sheet and Action Plan
To provide constructive feedback to the tutor, offering support where necessary
To forward a copy of the Observation Summary Sheet and Action Plan to the HAFLS Senior Adviser Quality
and Development
To participate in review and training as required
21 Person Specification for Observers
Essential:
1.
Appropriate adult teaching or observation experience
2.
Knowledge and experience of current ACL teaching practice within at least one area of learning
3.
Good communication skills
4.
Good interpersonal skills
5.
An ability to work within an equal opportunities framework
6.
The ability to complete administrative tasks effectively
7.
A willingness to travel and work flexible hours including some evenings and/or weekends
Desirable:
1.
A teaching qualification
2.
A commitment to professional development as evidenced by participation in training opportunities
3.
Computer literate
4.
A commitment to the active promotion of adult learning
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22 Induction and Training for Observers
Observer training should ideally be done in groups to overcome feelings of isolation and enable a team ethos
to develop. Observers should be provided with a pack of necessary documentation
Observation induction will be essential and could include:
1.
Purposes of the observation scheme
2.
The role of observation in quality assurance and self-assessment to inform the development
processes
3.
Guidelines for carrying out the observer role
4.
The administration within the role
5.
Activities examining assessment of learning and teaching
6.
Good practice criteria
7.
An observation and recording exercise
8.
Issues around giving constructive feedback
9.
Writing clear action plans
10.
Support and training for observers
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23 Complaints Procedure
HAFLS complaints procedure follows that of the County Council.
A tutor can reasonably expect the following:
•
Adequate notice of an observation
•
An opportunity to discuss the parameters of the observation in advance of the visit
•
Feedback following the visit
•
The opportunity to comment on the feedback and the observation
•
To be treated with courtesy and respect
•
To be treated fairly and without discrimination in accordance with the County Council’s Equal
Opportunities policy and practice
A tutor may use the County Council’s official Grievance Procedure if concerns are not satisfactorily resolved.
An observer may also have concerns that arise in relation to the preparation and organisational delivery of an
observation.
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24 Observation of Learning and Teaching – Summary Sheet
A copy of this sheet is given to the Tutor following their observation, and a copy is sent to the HAFLS Senior
Adviser Quality and Development: Robert Bennett @ Hertfordshire County Council, County Hall, Room 145,
Pegs Lane, Hertford, SG13 8DF.
Tutor:
Course Title:
Observer:
Course No/Code:
Date of observation:
Venue:
Date of feedback:
Length of observation:
No of learners enrolled:
No of learners present:
Context and learning: Outcomes for the lesson:
EVALUATION OF THE OBSERVATION
Main Strengths
Evidence
Areas for improvement
Observation Grade
(please tick):
Grade 1
Outstanding
Evidence
Grade 2
Good
Grade 3
Satisfactory
Date:
Date:
Signed by Observer:
Signed by Tutor:
Grade 4
Inadequate
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25 Action Plan arising from the observation of learning and teaching
Name of tutor:
Actions/Tasks
Who
Review
date
Completed
1
2
3
4
Good Practice to be shared
How
Who
Review
date
Specific support needs for tutor
How
Who
Review
date
Organisational issues
Action to be taken
Who
Review
date
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26 The Feedback Session
•
Choose a style that is appropriate to both the observer and tutor
•
Start with the positives – set a positive context
•
Set the tone of voice so as to be confident about the comments and evidence observed
•
Create a two-way supportive dialogue
•
Draw on the tutor’s key strengths and weaknesses, based on the evidence recorded
•
Allow time for the tutor to reflect on comments and ask questions
•
Provide supportive evidence to demonstrate a weakness
•
Endeavour to be unconditional about weaknesses, but deliver them constructively
•
Offer and discuss suggestions for improvement
•
Be prepared to listen actively and ask for clarification
•
Finish on a positive
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27 Tutor Feedback Form – following the observation
To help us to review and develop the quality of our LOBS scheme could you please complete this form and
return it to HAFLS Senior Adviser Quality and Development – Robert Bennett @ Hertfordshire County Council,
County Hall, Room 145, Pegs Lane, Hertford, SG13 8DF.
Tutor name (please print):
__________________________________
College/Provider:
__________________________________
Course observed:
__________________________________
Sector Subject Area (if known)
__________________________________
Date of observation:
__________________________________
Name of observer:
__________________________________
Tutor Assessment:
1 = Strongly agree
2 = Agree
3 = No particular view
Please tick box
Date of observation:
4 = Disagree
1
2
3
I feel that being observed will help my teaching practice
I am satisfied with the way in which the feedback was given
I found the observer’s comments constructive
I was happy with the way in which the observer monitored learning
I believe that the students’ learning will be changed for the better by implementing
the observer’s suggestions into my teaching practice
Additional comments
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4
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