Procedure Title: Observation of Student Activities Handbook
Equality & Diversity Impact Assessment: see Quality Improvement Policy
Issuing Officer:
Enquiries To:
Issue date
Next Review
Next Review
Improvement & Support Manager
Improvement & Support Manager
1 st July 2007 (replacing issue dated 1 st March 2006)
30 th June 2008
July 2009
Contents
Introduction
Purpose
How will we know if it’s working?
Section A
– The observation procedure
The main points of the procedure
Probationary observations (para 3.23)
Performance review observations (para 3.24)
Appeals procedure
Reporting for self assessment
Management issues
Responsibilities and accountability
Section B – Guidance for teachers
General guidance on the scheme
What will appear on the observation report?
Feedback
What happens after feedback?
Development plans and support after a graded observation
What are observers looking at in theory sessions ?
What are observers looking at in practical sessions ?
Section C
– Grading, and guidance for observers
Guidance on grading
Grade 1
Grade 2
Grade 3
Grade 4
How do punctuality and attendance affect grades?
Additional guidance to observers
Cover classes (para 17.6)
What to do immediately after observation (para 14.7)
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11
11
12
Health and Safety 12
Equality and Diversity 12
Section D
– Sharing good practice
Peer observations 13
Publicising examples of good practice
Staff development
Section E – Documentation (actual forms available on the Intranet)
The observation report form
13
13
The observation development plan
The observation development plan review
The appeals procedure form
Management issues action plan form
14
18
19
20
21
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9
10
10
11
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7
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8
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4
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Introduction
“Teachers in the lifelong learning sector value all learners individually and equally.
They are committed to lifelong learning and professional development and strive for continuous improvement through reflective practice. The key purpose of the teacher is to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.
“ (New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector – Lifelong Learning UK http://lifelonglearninguk.org.uk/documents/standards/professional_standards_for_itts
_020107.pdf
)
“We want our further education system to lead the world and be one where learners gain the skills and qualifications they need, employers have access to the highest quality training and education, and both can help shape the way learning is delivered. We want people working in the system to help each other make improvements and to be lead by managers and leaders who develop the talents of their staff” (Andrew Thompson, Chief Executive of QIA – Pursuing Excellence, 2007)
“Lesson observation is integral to effective quality assurance. The lesson observation system should include graded observations of both full-time and parttime teachers who are involved in any activities that contribute to learning. These activities include, for example, the teaching of groups and individuals, tutorials for groups and individuals and the observation of trainees in the workplace. In their evaluation of the lesson observation system inspectors will look for:
 an accurate evaluation of the quality of teaching and learning in curriculum areas and across the college

the degree to which lesson observations provide full coverage of all teaching and learning activities and all staff
 the effectiveness of action to build on identified good practice and improve the quality of teaching, particularly when an observed lesson is unsatisfactory
 strong links between lesson observations, staff appraisal and professional development.
”
(Handbook for Inspecting Colleges
– April 2007)
The new Common Inspection Framework introduced in 2005 expects colleges to know exactly how they are performing and to report on the quality of their provision and the student s’ experience accurately and honestly. Those colleges who can prove that they have robust, self critical and honest self assessment systems and whose leadership and management and curriculum grades are good or better will have fewer, lighter inspections. The accurate evaluation of the quality of teaching and learning across the college through observations is key to the self assessment process.
Observation can be stimulating for everyone involved. An experienced, trained observer is able to offer a process of reflection and different perspective on how a learning activity is delivered and received, offering suggestions on how practice can be improved to benefit the student. Honest, constructive feedback from an informed colleague can be the most effective form of one to one staff development there is.
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‘Peer Observations’ is an example of how we are beginning to move towards ‘opendoor’ teaching where colleagues feel able to sit in on others’ student activities to pick up new ideas for themselves; one example of how we share good practice. Further details of the peer observation procedure can be found on the intranet.
This handbook describes the 2008 / 2009 observation scheme at City College
Plymouth. It aims to give clear guidelines to teachers and observers. If you find any part of it unclear, please contact Karen Jones, Improvement Support Manager or Phil
Davies, Deputy Principal (Corporate Development & Students).
1. Purpose
We want all our teaching, training and learning to be good or outstanding – not satisfactory
The purpose of observation is to judge the quality of the teaching and learning that students are experiencing and to improve it where necessary.
2.
How will we know if it’s working?
We will know if the quality of teaching and learning generally across the whole
College is improving by comparing grades year on year.
To ensure our standards are similar to those set by OFSTED, all observations will be moderated by the Improvement Support Team with sample validation by external consultants (who will be experienced Inspectors), the Observer Working Group,
Internal Inspection Team (consisting of ISM, ISOs, ATPs).
Any moderated grades will be fed back to the observer who will confirm the moderated grade with the observee.
SECTION A – The observation procedure
3. The main points of the procedure
3.1 Observations of student activities will take place throughout the year.
3.2 Observers will be Senior Managers, Curriculum Managers (Heads of Faculty,
Programme Area Managers), Human Resource Managers (Human Resource
Manager, Professional Development Manager), Advanced Teaching
Practitioners, Improvement Support Team and external consultants. All will be trained and annually updated to OFSTED / LLUK standards.
3.3 All trained observers will carry out unannounced, graded observations.
3.4 Where possible , observers will observe student activities where they have some subject expertise.
3.5 All teachers will be observed.
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3.6 Teachers undertaking Teacher Training may request exemption from unannounced graded observations carried out by ATPs provided they agree to submit observations reports conducted by the Teacher Trainers to the
Improvement Support Team.
3.7 All types of learning situations will be observed.
3.8 All formal observations will be unannounced (see para 7.1).
3.9 Grades will be moderated.
3.10 Verbal feedback will be given by the observer as soon after the observation as possible.
3.11 Graded Observation Reports will be sent immediately after the observation to the Improvement and Support Team.
3.12 Following moderation, the report will be sent to: the teacher, the teacher ’s manager, the Head of Faculty and the Improvement Support Manager.
Reports may also be seen by the Advanced Teaching Practitioner Team and any external consultants working in the Curriculum area.
3.13 All teachers will have a development plan agreed with their observer as a result of their observation which will be monitored by their manager to completion.
3.14 Grades 1 (Outstanding) and 2 (Good) are acceptable grades. Grade 3
(Satisfactory) requires further improvement. Grade 4 (Inadequate) is unacceptable.
3.15 The development plan will be agreed between the teacher and their observer / manager within 1 week of the observation for a Grade 4, within 2 weeks for a
Grade 3 within 4 weeks for Grades 1 and 2.
3.16 Teachers with Grades 1 and 2 will manage their own development plans.
3.17 Teachers with Grade 3 will be supported to improve, and may agree a reobservation within 2 teaching months of the initial observation where appropriate.
3.18 Teachers with Grade 4 will be supported to improve. These supported development plans will always include 1:1 support with an Advanced Teaching
Practitioner or Subject Learning Coach.
3.19 All teachers with a Grade 4 will be formally re-observed within 1 teaching month of the initial observation.
3.20 If there is no improvement on a Grade 4, Stage 2 of the Capability Procedure will be invoked which will provide further support for improvement.
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3.21 Grade 4 Re-observations will be done by a member of the Senior
Management Team from outside the Curriculum Area or by the Improvement
Support Manager and will be organised by the Improvement Support Manager.
3.22 O bservation reports and development plans will be central to every teacher’s annual performance review.
3.23 A probationary observation will be carried out by the teacher’s manager within the first three months of Probation. Probationary observations will be unannounced and graded. Probationary observations resulting in Grade 4 being awarded will cause the Probationary Period to be extended for one month and further support and training will be provided. After one month a further unannounced graded re-observation will be carried out. (see paras.
3.17, 3.18, 3.19)
3.24 Performance review observations should be conducted by the observee’s line manager (authorised observer
– para 3.2)
4. Appeals procedure
4.1 Teachers with a Grade 3 or 4, where the grade has been confirmed at moderation, can apply formally to the Deputy Principal (Corporate
Development & Students) for a second observation if they feel they have been unfairly graded. This second observation will be carried out by a member of the Senior Management Team under the same conditions as the original observation.
4.2 The Appeals Procedure will not apply where a student activity has been double-observed for moderation purposes.
4.3 Appeals must be made on the Appeals Procedure form within one week of the feedback (see page 20).
5. Reporting for College Self Assessment
Summary Observation Reports, will feed into the C ollege’s Self Assessment
Report, will be displayed on the C ollege’s intranet and will contain anonymous grading profiles.
Management issues
Factors outside the control of the teacher which adversely affect learning (such as accommodation issues) will be reviewed by the Improvement Support Team and the relevant Head of Faculty. The Head of Faculty will report to the
Improvement & Support Team on action taken and relayed to the Observer and Observee concerned. Serious health and safety concerns will be reported by the Observer and dealt with immediately by the Head of Faculty.
6. Responsibilities and accountability
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6.1.1 The Senior Management Team (SMT) or any member of the Improvement &
Support Team (IST) reserve the right to observe any teacher at any time.
6.1.2 The Improvement Support Manager (ISM) is accountable to the Senior
Management Team for the observations scheme, the moderation of grades, the writing of Summary Observation Reports, and monitoring the implementation of development plans and re-observations. The ISM is also accountable for the quality of development and support and for the training of observers and will report to SMT through the Improvement Reporting Cycle.
6.1.3 The Improvement Support Manager (ISM) is responsible for producing the
Handbook and associated documentation, for supporting the implementation of the procedure, for training observers and for organising and monitoring staff development and 1:1 support in response to development plans as agreed between Heads of Faculty and Improvement Support Manager in termly 1:1 meetings, moderation of all observation reports, production of monthly summary reports on observations carried out across the college and publication on the intranet.
6.2 The Human Resources Management Team (HRMT) is accountable to SMT for the College’s performance review scheme which is closely linked to student
6.3 activity observation and professional development training programme.
6.3.1 The Advanced Teaching Practitioners (ATPs) and Subject Learning
Coaches are accountable to the Improvement Support Manager for the continuous improvement of the quality of teaching and learning.
6.3.2 Advanced Teaching Practitioners (ATPs) are responsible for carrying out graded observations, for delivering staff development and 1:1 support, mentoring and for keeping accurate and detailed records of that support.
6.4 Heads of Faculty (HoF) are responsible for supporting the ISM to implement the scheme and ensuring that observations are carried out within their Faculty according to the procedure. They are also responsible for responding to
‘management issues’ (see observation report, section E) and will report progress to the Improvement Support Manager termly on Actions completed.
6.5 Programme Area Managers (PAM) are responsible for the quality of teaching and learning in their area. They are responsible for reporting to their Heads of
Faculty on management issues; producing and ensuring implementation of teachers’ development plans; carrying out effective performance reviews with all their staff – all within the timescales set down in the observation and performance review procedures. They are also responsible, with support from
Human Resources and their Head of Faculty, for invoking the Capability
Procedure as a result of two consecutive Grade 4s.
6.6 Observers are responsible for carrying out observations, grading and feedback within the guidelines of this Handbook and their training; for producing clear legible reports with suggestions for improvement in the form of
Development Plans and for giving honest, objective and constructive feedback to teachers – all within the timescales set down.
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6.7 Teachers (observees) are responsible for the quality of teaching and learning and for implementing their development plans.
SECTION B – Guidance for teachers
7. General guidance on the scheme
7.1 You should expect to have at least two unannounced, graded observations each year by an Advanced Teaching Practitioner and by your line manager
(each within a designated 3 week window to be notified by your line manager /
ATP).
7.2 All observers will need to see your scheme of delivery and learning, lesson plan, context statement, tracking of student progress and the register during the observation. You should also provide them with a copy of worksheets, handouts etc.
7.3 Remember, although it is the teaching and learning that count, it is not possible to get a Grade 1 without good back-up paperwork.
7.4 The observation will last at least 45 minutes. Where possible, observers will try to observe from the beginning of a student activity and / or include the end of the session in the observation.
7.5 The observer may talk to students during the observation but will do this without disrupting their learning. Quotes from students may be included in the
Observation Report but students will not be identified.
7.6 As soon as possible after the observation, your observer will give you verbal feedback. The grade will not be negotiable – the observers will all have been trained to grade according to OFSTED / LLUK standards.
8. What will appear on the observation report?
8.1 See Section E for the report form to be used by observers. This form will be completed during / shortly after the observation.
8.2 There will be a note of strengths and areas for improvement, a summary of the observation and a grade which will reflect the overall quality of the learning experience. Grades will be subject to moderation.
8.3 There will be recommendations for development (Development Plan)
– based on what was seen in that student activity.
Feedback
8.4 Verbal feedback will be as soon after the observation as can be arranged. It will take between 20-30 minutes.
8.5 Feedback will be given by the observer who will give a grade, the observed strengths and areas requiring improvement, some suggestions to improve teaching and learning as appropriate and a summary to justify the grade. The
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teacher will be given the opportunity to discuss the session and feedback any comments on the Observation Report Form.
9. What happens after the feedback?
9.1 Every teacher will work out a development plan with their observer / manager
– progress against this plan will be central to their annual performance review.
9.2 Teachers will be encouraged to reflect on their teaching and consider improved ways of effecting learning. A copy of actions agreed at the feedback will be sent to the relevant manager.
10. Development plans and support after a graded observation
10.1 Everyone has a development plan, no matter what their grade. Development plans will be agreed with the teacher’s manager within the timescales set out in the procedure (para 3.14).
10.2 Development plans may include any of the following: attendance at staff development events, achievement of a teaching qualification, 1:1 mentoring / support with an Advanced Teaching Practitioner or other experienced colleague, sitting in on colleagues’ student activities (peer observation), being observed informally (with feedback), formal re-observations and for those with a Grade 1 or 2, sharing good practice.
10.3 Teachers with a Grade 1 or 2 will manage their own development plans and report on progress at their performance review. They will be encouraged to share good practice
– see Section D.
10.4 All teachers with a Grade 3 and 4 will be supported to improve. Teachers with a grade 3 may agree a re-observation with their observer. Teachers with a grade 4 will automatically be re-observed.
11. What are observers looking at in theory sessions?
They are looking at the effect the following have on learning:

Planning – including for the student activity, for the students (in the Student
Progress Tracking) and for the year (in the Scheme of Delivery and Learning)

Session structure – a ‘crisp’ clear beginning with registration and outcomes and objectives shared with the students, a middle, where the learning happens, a
‘crisp’ end with recap and links made to future learning
 Teacher’s enthusiasm, clarity, up to date subject expertise and ability to link theory and practice

Extent to which students are challenged

Differentiation, awareness of different student s’ needs and learning styles

Teaching strategies

Relationship with and between students

Monitoring of learning – effectiveness of questioning and other methods

Resources, including ICT – effectiveness, clarity, freedom from errors, compliance with DDA Pt 4
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
Responses to lateness (see para 16) and inappropriate behaviour

Use of key skills opportunities where appropriate

Sensitivity to equal opportunities and equality and diversity issues

Learning support

The extent to which students engage, are independent and make progress

Health and Safety awareness of teacher and students

Student ’s awareness of their progress
12. What are observers looking at in practical sessions?
Observers are looking at the following in practical sessions:

An appropriate balance between theory and practice

Students have sufficient grounding of theory before starting practical work

Safety and suitability of the environment and equipment (e.g. PAT Tests up-todate), suitable number of students

Activities reflect current industrial / commercial practice

Quality of equipment and other resources
 Quality of teacher’s demonstration of practical skills

Students have enough time to practise

Clear distinction between assessment and practice of skills
 Teacher’s time divided equitably between students

Students achieve appropriate standards

Key skills integrated effectively with practical work

Student activities are differentiated
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SECTION C
– Grading and guidance for observers
13. Guidance on grading
13.1
Observers will use the following guidance to “focus on the effectiveness of the learning process.
”.
Grade 1
– Outstanding
Where the majority of the following descriptions apply, you should expect a Grade 1:

Session thoroughly prepared but unanticipated, productive learning opportunities are used effectively as they arise

Session has a clear structure and a crisp end, summarising learning

Inspirational, enthusiastic teaching with high level of subject expertise, currency and clear explanations

There are high expectations; student activities are challenging, stimulating / focused / fun and student-centred

During questioning, students are expected to answer in some depth

Highly effective differentiation with activities that stretch the most able and enable weaker students to learn effectively

A wide range of imaginative teaching strategies is used effectively

Excellent working relationships

Regular formal and informal methods of checking learning, with feedback that ensures students know what they have to do to improve

Highly effective learning materials, free from errors and stereotyping and presenting positive images in terms of gender, race and disability

Learning resources including ICT used very well to promote and enhance effective learning

Students are punctual and focused, working in a purposeful atmosphere within clearly defined parameters of what is acceptable in terms of behaviour

Key skills opportunities identified and used effectively (as appropriate) and embedded within their chosen programme of study

Opportunities to explore equality and diversity issues taken as they arise

Learning support needs are addressed rapidly and sensitively and significant benefits result

Independent learning / research is promoted

Students are highly motivated, responding well to challenges set for them

Students have high levels of autonomy and self-reliance

Students ask challenging questions and there is lively debate

Students use critical and evaluative skills

There is evidence of improved knowledge / understanding / skills that are considerably better than expected at that level.
__________________________________
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Grade 2
– Good
Where the majority of the following descriptions apply, you should expect a Grade 2:

Session is well planned

Teacher has a good level of current subject expertise and delivers subject knowledge clearly and unambiguously resulting in students gaining an accurate and thorough understanding

Students respond well to the challenges set for them

Teaching is generally challenging

Activities are matched closely to the different needs of different students

Good working relationships between staff and students

Teacher is helpful and committed

Learning resources including ICT are used well by teachers and are free from errors

Purposeful atmosphere, productive use of student s’ time
 The teacher’s feedback means that students know what they have to do to improve

Most students are able to evaluate their own performance accurately

Learning support needs are addressed rapidly and sensitively and most students benefit from the support provided

There is evidence of improved knowledge / skills / understanding that are better than expected at that level
__________________________________
Grade 3
– Satisfactory
Where the majority of the following descriptions apply, you should expect a Grade 3:

Session has clear objectives and students know what they are doing
 Teacher’s subject command is sound

The level of challenge is sufficient for all the students

Teaching methods encourage and engage students

Teachers take steps to encourage students to work effectively on their own but a few students remain too dependent on the teacher

ICT supports independent study
 Teacher’s feedback helps students understand where they have gone wrong and what to do about it

A minority of students have poor punctuality and attendance

Most students who need support benefit from the support provided

Students are motivated to do well

Students respond positively and purposefully, willingly answering questions and participating in discussions.

Checking of learning provides evidence of improved knowledge / skills / understanding at the level expected
Grade 2 or 3? Judgement is based on the learning taking place in that student activity.
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Grade 4
– Inadequate
The following may mean that teaching is ineffective:

Session insufficiently planned

Students not being given clear aims and objectives
 Teacher’s subject knowledge inadequate or not clearly conveyed

Activities or pace not demanding enough to maintain interest

Tasks do not take account of student s’ concentration span so that they lose interest

Teacher paying too little attention to the differing needs of students

Teacher talking too much and students passive

Failure to make regular checks on learning

Insufficient and / or ineffective learning materials containing errors

Poor behaviour

Poor punctuality and / or attendance disrupting learning

Teacher continuing with planned work even when students do not understand

Learning at the expected level does not occur
__________________________________
13.2
How do punctuality and attendance affect grades?
If attendance is low (below about 80% is a rough guide), you can expect no more than a Grade 2, since if students are not present, they are not learning.
If student s’ lateness significantly affects their learning or the learning of others, the grade will be adversely affected. In addition, observers will expect to see lateness effectively challenged and College Policy (Response Policy) followed for a good grade to be awarded.
You should therefore expect to see up-to-date details about authorised absences and lateness on the context statement or lesson plan or register .
14. Additional guidance to observers (graded observations)
Remember that you are looking at learning, and how teaching effects it and that, “it is recognised that in different hands and with different learners, different approaches can be equally effective,” Handbook for Inspecting
Colleges, OFSTED 2006.
14.1 Your responsibility is to report back honestly, clearly and accurately on teaching and learning and to begin the process of helping teachers to improve.
14.2 You should not take part in the student activity. You should be professional, unobtrusive, courteous and non-threatening. Avoid excessive eye contact with both the teacher and the students.
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14.3 You should try to observe the whole student activity but when that is not possible, you should try to see the beginning and / or the end.
14.4 You should talk to students but only if you can do it without disrupting the student activity. This may be during or immediately after the student activity.
14.5 If there is no cover for an absent member of staff, you should simply record what other arrangements have been made (in the Management Issues section of the report) and abandon the observation.
14.6 If the teacher you are meant to observe is absent and cover has been arranged , you should ask the cover teacher if they would like the observation to take place. If they do, ensure the report makes it clear that the student activity is being covered. If they do not, abandon the observation.
14.7 Immediately after the observation and feedback give a copy of the
Observation Report and Development Plan to the Teacher and the
Improvement & Support Manager.
14.8 Health & Safety considerations :-

Access and egress should be clear at all times with no trip hazards (e.g. student s’ bags)

No trailing leads / cables

Fire Safety and Nuclear Safety notices displayed

Safe room layout

Sufficient natural light and air changes

Lighting operating correctly (diffusers fitted to fluorescent tubes and not flickering)

No eating in classrooms

Control of student s’ behaviour
14.9 There is an expectation that equality and diversity is embedded within the curriculum. You should note examples in the observation report of how equality and diversity is promoted and ensure action points are noted in the Observation
Development Plan as appropriate where this is not the case.
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SECTION D
– Sharing good practice
15. Peer observations
15.1 All teachers are encouraged to observe each other informally and give feedback.
15.2 Teachers who receive a Grade 1 will be encouraged to join the peer observation scheme and to open their door for colleagues to observe them.
15.3
This may or may not be confined to the teacher’s own Curriculum Area and will be actively encouraged by managers and Advanced Teaching Practitioners as a method of showing good practice and supporting development and improvements in teaching and learning (See Peer Observation Procedure).
16. Publicising examples of good practice
Observers who see particular examples of good practice (and this may occur in any student activity, not just good and outstanding ones) will ask the teacher’s permission to describe what they saw in the next edition of Sharing
Good Practice on the Intranet and promote good practice identified at staff meetings and development sessions.
17. Staff development
17.1 Advanced Teaching Practitioners and Subject Learning Coaches will deliver a rolling programme of staff development in direct and rapid response to needs identified at observations.
17.2 Advanced Teaching Practitioners will work 1:1 with teachers and encourage reflective practice.
SECTION E
– Documentation
Forms attached and available on the intranet
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City College Plymouth
SSA
Faculty
Type of
Students
16-18 19+ 14-16
WBL ACL JCP
Teacher’s status
Course level
FT
Type of Observation
VHL
E
Tick to indicate evidence on:
1
Teaching and Learning Observation Form
Obser vee’s name
SO PR PB RO AP O
Observer’s name
Mode of attendance
Course/qualification
2 3 4
FT PT mixed
Present/NOR
Attendance %
Gender
Lesson
Type/activity
M HE Date/time
Room number
M:
C G I
M W X
F:
T P M
Tu A LS
How well do learners achieve?
Being healthy
How effective are teaching, training and learning?
Staying safe
How well do programmes and activities meet the needs and interests of learners
Enjoying and achieving
How well are learners guided and supported?
Making a positive contribution
How effective are leadership and management in raising achievement and supporting all learners?
Achieving economic wellbeing
Context and purpose of the lesson:
Key strengths:
Teaching:
Learning:
Attainment:
Summary evaluation of the lesson:
Key areas for improvement:
Teaching:
Learning:
Attainment:
Judgement on the overall quality of the lesson:
Grade 1 – outstanding; grade2 – good; grade 3 – satisfactory; grade 4 - inadequate
Grade:
Guidance notes overleaf
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City College Plymouth
Guidance on Completion
Codes
SSA
Subject Sector Area
Mode of Attendance
FT Students enrolled full time
PT Students enrolled part time
M A mixture of full time and part-
time enrolled students
Attendance %
Type of Students
16-18 16-18 year old students
19+ students over 19 years old
14-16 14-16 year old students
WBL Work based students
ACL Adult and community students
JCP Job centre plus students
Present/NOR
First box, the number present in the observation
Second box, the number on the register that should be attending
Gender
Enter the percentage of attendance for the session
Teacher’s status
FT Full time member of staff
VLH Lecturer employed on a variable
hour contract
C
G
I
M
W
X
Enter the number if male and female students in attendance during the session
Lesson type
Whole class session
Group work
Individual work
Mixture of any of the above
Workplace
Any other type of lesson
Activity
T Theory
P
M
Practical
Mixture of the above activities
Tu Tutorial
A Assessment
LS Learning Support
Type of Observation
SO Standard Observation
PR Performance Review
PB Probationary
RO Re-observation
AP Appeal
O Other
Guidance on completion

In the context box, indicate the type of activity, the point in the course, the type of students and any specific support needs they may have.

Use the key strengths and areas for improvement section to record your judgements on the
3 elements of the lesson. The number of strengths and areas for improvement listed should not necessarily influence the grade; the significance of each should be considered when grading the lesson.

In the summary evaluation provide no more than a few sentences which reflect your
 judgements on the lesson overall.
When recording the ‘judgement on the overall quality of the lesson use the grade descriptor relevant to the grade awarded.
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City College Plymouth
Name: Programme Area Manager:
Signed (Observee): (PAM): cc: to Observee, PAM, HoF, ISM immediately after feedback
Faculty
Date of Observation: Standard
Performance Review
Re-observation
Appeal Observation
Observation Grade:
SMART targets including re-observation for all Grade 3s and 4s and sharing of good practice for all Grade 1s.
(Delete as appropriate)
* See Observation Handbook for timescales. ** All Grade 4s will include 1:1 support.
To be reviewed on: at (time) (place)
Probationary
Other
By when * Support **
KK
Date:
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City College Plymouth
Name of Reviewer:
Observee: PAM: Faculty:
Observation / Development
Plan Date:
Standard
Performance Review
Achievement of targets as they appear on development plan
Comment
Re-observation Grade (if applicable):
Re-observation
Appeal Observation
Further action necessary?
If so, what?
By when?
Probationary
Other
Done?
Signed (Observee): cc: to Observee, PAM, HoF, ISM
Date:
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City College Plymouth
To the Deputy Principal (Corporate Development & Students)
From:
Date of Observation:
Faculty Area:
Date Today:
(within one week of feedback)
Date of Feedback:
Signed:
I am appealing against my recent Grade 3 / 4 because:
Result of Appeal:
Action (if any):
By whom?
Grade Awarded:
By when?
3 / 4
Signed (VP): Date:
18

City College Plymouth
Action Plan
Observer / Reviewer: __________________________________
Faculty
Area
Date of
Obs
Observee Issue of Concern
Include all relevant detail
Action
Signed: (Observer / Reviewer)
To be Reviewed on (date):
Date:
19
By Whom By When
(cc to ISM, HoF)