Tutor Guidance
to Lesson
Observation
Workers’ Educational Association
© Workers’ Educational Association
September 2010 version
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Purposes of the Scheme for Observation of Teaching and Learning
(OTL)
Essentially OTL is a key aspect of the Association’s Quality Improvement
Framework and meets a range of needs in the Association.
The Scheme will:
• provide us with confirmation that learning is happening
• confirm the quality of the learning experience including the quality of information
and advice, and support that learners receive and the extent to which learners
feel safe in their learning situation
• support tutors to improve their approaches to teaching and learning through
linking the Scheme to performance management
• identify and enable the sharing of good practice in the delivery of teaching and
learning
• identify access, suitability and use of accommodation, resources and equipment
• enable regional and association strategic development and improvement of
learning and teaching
• focus the development of quality on the curriculum, subject sectors and
educational strands
• provide systematic evidence for external scrutiny of the quality of WEA
provision
• inform Self Assessment
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
What does the Scheme involve?
Every tutor in the WEA will have one of his/her teaching sessions observed
regularly and no less than once every two years by a member of the
Association’s Lesson Observation Team from your Region. If you are a tutor
new to the WEA, this is likely to happen during the first course you teach for us.
The Region’s OTL Co-ordinator will draw up a plan for observations each year.
All the observers are experienced in adult education and will have been trained
by the Association in observation and grading.
The Observation process can be divided into four parts:
 Pre-observation arrangements
 Observing and grading the session
 Giving feedback
 Follow-up arrangements
Pre-observation Arrangements
 The observer will agree arrangements and fully brief you about the
observation process at least two weeks before the session. This will often be
done over the telephone. The observer will want to see you at your best so try
to avoid a session where you may be organising administration for a trip or where
you expect there may be lower attendance (eg.school half-term).
 The observer will confirm dates/times etc. in writing and ensure you receive
this Tutor Guidance to Lesson Observation at least one week before the
observation.

To help the observer carry out the observation, s/he will need:
- Location map/directions to the venue/room
- Your Course Outline
- Your Scheme of Work for the whole course
- Your up-to-date register
- Your Session Plan for the session to be visited
- A Course Profile– [you may be asked to help complete the information for
this-either on the telephone or by completing it by hand or e-mail – the information helps
the observer get to know a little about the course]
- Course records (see Course File list – Appendix 1)
 It will be useful for you to tell the group of learners that the session will be
observed and of any adjustments you will be making to accommodate the visit.
The observer will almost certainly request some time to talk to learners about
their experience of the course. Build time for this into the session to minimise
disruption.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Observing and grading the session
 The observer will want to sit somewhere where s/he can be unobtrusive but
have a good view of the activities during the session. You will want to arrange
this before the session starts to avoid any disruption.

Do introduce the observer to the group before starting the session.
 Have your up-to-date Register and Course File available for the observer to
look at during the session. The Course File Standard Contents List is included
at the end of this guidance as Appendix 1.
 The observer may not stay for the whole session, depending on the length of
the session, although the observer will stay for at least 40 minutes. The
observer will discuss this with you beforehand and if you think it important for the
whole session to be observed, then tell the observer this. We do find, however,
that with some kinds of sessions, it really isn’t necessary to stay the full time to
be able to make a sound judgement – and it has to be said, if the session is
outstanding, this can normally be recognised within quite a short time!
 The observer may want to clarify one or two points with you. If there is time,
this will happen during or straight after the visit otherwise the observer will
arrange a good time to talk further with you.
 The observer will be taking notes and compiling an Evaluative Commentary
(copy follows). This will provide an outline of what has been observed and
contextualise this in respect of WEA expectations. Feedback from observation
of the Course File and from discussion with learners may be included. This will
enable the judgements of strengths and areas for development to be located and
provide opportunity for professional discussion. This discussion will also help
identify where further general development can be made.
 The observer will complete a Session Observation Report Form (copy on
the following page). This will take the form of key bullet-point judgement
statements of strengths / areas for improvement drawn from the evidence in the
evaluative commentary. This is an important document for you and for the
Association, and contributes to our overall self-assessment of the quality of our
work.
 Your session will be allocated a grade. The grades are 1-4 and reflect the
quality of the session in the following way:
Grade 1
Grade 2
Grade 3
Grade 4
Outstanding
Good
Satisfactory
Inadequate
 The observer will discuss and agree with you the actions you will take to
address, in particular, any improvement areas identified.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Session Observation Report Form
Report No.
Tutor:
Date:
Course Organiser:
Course ID:
Venue:
Course Title:
Strand:
CMA:
Number of learners:
On register:
Present:
Attendance:
Day/time:
Observer:
Session:
of
%
Course and learner context:
Please provide brief context for the learners and course eg. Specific target learners? Support arrangements? Is it
accredited or non-accredited? What is the level? Is this the first year for the learners? Add anything about the course
you think is relevant.
Tutor profile:
Overall summary of session:
Key Strengths:
Areas for improvement (written in relation to outcome for learning):
Grades Learning & Teaching: Please put a cross in the box provided for the grade awarded
1. (outstanding)
2. (good)
3. (satisfactory)
4. (inadequate)
Actions agreed to address AfI : Using bullet points for each action
By who:
When:
1.
2.
3.
Observer name:
Signature:
Tutor name:
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Date:
Tick
Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Evaluative Commentary to demonstrate how well learners are learning.
Please use bullet points for each separate comment
Provision of Information, Advice & Guidance

Planning & preparation:

Teaching and learning methods

Learning & achievement

Attention to individual needs (inc. E&D and Safeguarding):

Managing the learning process:

Assessment & feedback including use of RARPA:

Resources, venue and equipment:

Attendance:

Additional comments including feedback from learners:
General development points:
These suggested developments will be in addition to actions addressing areas for improvement
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Giving feedback
 After the observation, the observer will feedback to you about his/her findings
and tell you the grade awarded. The observer will arrange a time convenient to
you both to do this but normally this will be no longer than one week after the
observation.
 Feedback should enable you to build on what you are doing well and feel
confident about introducing any changes. The observer will highlight where
there were particularly strong and satisfactory aspects of the session, as well as
identify any areas that need particular development.
 The observer will be encouraging you to reflect on the key messages and
discuss what actions might be taken to improve the experience of the learners.
 There may also be areas identified where the WEA needs to make
improvements – keeping you up-to-date with new developments, changing a
venue or providing you with better equipment.
Follow up arrangements
 The observer will discuss and agree a few actions with you to address any
improvement areas. This may involve you trying out different materials or
making adaptions to teaching methods. You may decide to ‘shadow’ another
tutor in your curriculum area or go on training in the Region or enrol for a
teaching qualification (which can sometimes be funded by the Association). The
observer will discuss the possibilities and agree the actions.

A timescale will be agreed with you to achieve the actions.
 The agreed actions will be recorded on the form and a member of the WEA’s
staff will support you to achieve them.
 If you are awarded a grade 4, you will be re-visited at an early stage –
perhaps later in the course. You will be expected to have carried out at least
some of the actions and show improvement.
 Many of our tutors demonstrate very good practice that we would want to be
able to share with other tutors. The observer may, therefore, also ask whether
you are willing to contribute a particular element of good practice to the regional
tutor network.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Preparing for observation
The emphasis of observation is on the learners and the extent to which they
achieve their learning goals.
It is important to remember that it is the session that is being graded and not the
tutor. The observer can only make judgements where there is evidence – either
observed or documented - and the comments made on the Session Observation
Report Form, and in turn the grade awarded, will be based on the evidence seen.
Observers will use the Common Inspection Framework as the basis for
judgement of the effectiveness of an observed session. This same framework is
used by all providers of adult education and is based on five key questions with
the focus on the learner.
The Common Inspection Framework has been updated in and is included on the
pages that follow.
To help our observers to make judgements consistently, we have provided them
with an Observer Pack. Some pages from the Observer’s Pack are reproduced
at the end of this guidance as Appendix 2 so that you are aware of what
observers will be looking for during observation, and some of the sources of
evidence they may look for – these too have been updated in. Do read this as it
will help you to feel more confident about the observation.
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Common Inspection Framework
REVISION
The common inspection framework sets out the principles that apply to the inspections of further education and skills under part 8 of the Act. The common
inspection framework comprises:
1.
 Ofsted’s principles of inspection
 the common evaluation schedule.
The common evaluation schedule is at the heart of the inspection and regulation processes. It sets out the structure of the inspection and identifies the
key aspects against which judgements will be made.
COMMON INSPECTION FRAMEWORK
Key Questions
Criteria for evaluation
The judgement on overall effectiveness is based on all the available evidence.
Inspectors will take into account judgements on:
OVERALL EFFECTIVENESS
 How effective and efficient is the provider in meeting
the needs of learners and users, and why?


CAPACITY TO IMPROVE

What is the provider’s capacity to make and sustain
improvements?
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- the providers’ capacity to make and sustain improvements
- outcomes for learners
- the quality of provision
- leadership and management.
The capacity to make further improvements is a judgement about the ability of a provider to
continue improving standards and progress based on what it has accomplished so far or to
maintain exceptionally high standards.
All judgements on leadership and management, quality of provision and outcomes for
learners contribute to the inspection of capacity to improve. Additional judgements are based
on evidence of the impact of improvements implemented by the provider as shown in its
track record and performance since the last visit by inspectors, where appropriate.

A. OUTCOMES FOR LEARNERS

A1. How well do learners achieve and enjoy their
learning?
Inspectors will take into account:


A1. a) learners’ attainment of their learning goals
A1. b) how well learners progress.
To make their judgements on a) learners’ attainment, inspectors will evaluate the extent to
which:
 learners attain their learning goals, including qualifications and challenging targets
 there are any significant variations in the attainment of different groups of learners
 learners’ work meets or exceeds the requirements of the qualifications, learning goals or
employment
 learners attend and participate as required.
To make their judgements on b) learners’ progress, inspectors will evaluate the extent to
which:



learners develop personal and social skills, including, as appropriate, spiritual, moral
and cultural aspects
learners enjoy learning and make progress relative to their prior attainment and potential
learners develop the literacy, numeracy, language and key and functional skills required
to complete their programmes and progress.
 A2. How well do learners improve their economic
and social well-being through learning and
development?
To make their judgements, inspectors will evaluate the extent to which:
 learners develop relevant knowledge, understanding and skills which contribute to their
economic and social well-being
 learners increase their employability
 learners progress to further learning and employment or gain promotion
 learners understand their rights and responsibilities at work.

To make their judgements, inspectors will evaluate the extent to which:
A3. How safe do learners feel?


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learners use safe working practices in learning and at work
learners say they feel safe.
 A4. Are learners able to make informed choices
about their own health and well being?
To make their judgements, inspectors will evaluate the extent to which:
 learners have the knowledge and understanding to enable them to make informed
choices about their health and well-being.
 A5. How well do learners make a positive
contribution to the community?
To make their judgements, inspectors will evaluate the extent to which:
 learners are involved in additional community-based development activities and projects
 learners develop skills, knowledge and understanding relevant to community cohesion
and sustainable development.
B. QUALITY OF PROVISION
 B1. How effectively do teaching, training and
assessment support learning and development?
To make their judgements, inspectors will evaluate the extent to which:
 B2. How effectively does the provision meet the
needs and interests of users?
To make their judgements, inspectors will evaluate the extent to which:
 learning and assessment are linked to initial and current assessments and related
activities are adapted to make sure they build on and extend learning for all learners
 interesting and appropriate teaching and learning methods and resources inspire and
challenge all learners and enable them to extend their knowledge, skills and understanding
 technology is used effectively to promote and support learning, where appropriate
 staff have appropriate skills and expertise to provide good-quality teaching, learning,
assessment and information and support services for each learner
 assessment of learners’ performance and progress is timely, fair, consistent and reliable
 learners receive constructive feedback on their progress and how they might improve
 learners receive help to develop literacy, numeracy, language and key skills to support
the attainment of their main learning goals
 learning, teaching, training and assessment promote equality and support diversity.
 the range, content and context of provision provides learners with a choice of subjects,
levels and qualifications, that are relevant to their medium- and long-term personal, career
and/or employment goals
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 B3. How effectively does the provider use
partnerships to develop its provision to meet learners’
needs?
 B4. How effective are the care, guidance and
support learners receive in helping them to attain their
learning goals?
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 provision is planned to provide coherent progression routes
 the provider considers employers’ views, identified training needs and information on
performance, skills and labour demand
 arrangements for training and assessment are flexible to suit learners’ and employers’
needs
 enrichment activities and/or extended services, including work experience, contribute to
learners’ enjoyment and achievement, and their personal, spiritual, moral, social and cultural
development.
To make their judgements, inspectors will evaluate the extent to which:
 the provider develops partnerships with schools, employers, community groups and
others that lead to demonstrable benefits for learners
 provision is well coordinated, relevant to local communities and promotes social
inclusion and sustainable development.
To make their judgements, inspectors will evaluate the extent to which:
 learners receive appropriate and timely information, advice and guidance on their next
step in training, education and employment
 learners receive individual care and support to promote their learning and development,
and to help them achieve their potential.
C. Leadership and management
 C1. How effectively do leaders and managers raise
expectations and promote ambition throughout the
organisation?
 C2. How effectively do governors and supervisory
bodies provide leadership, direction and challenge?
 C3. How effectively does the provider promote the
safeguarding of learners?
 C4. How effectively does the provider actively
promote equality and diversity, tackle discrimination
and narrow the achievement gap?
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To make their judgements, inspectors will evaluate the extent to which:
 leaders promote very high standards in a positive and supportive culture that aspires to
excellence
 the provider raises expectations through a clear and realistic strategy for planning and
developing learning programmes and services
 demanding targets are set and met throughout the organisation
 the provider promotes and implements national and local priorities and initiatives that
are relevant to learners, employers and local communities
 the provider uses data and information on learners’ and employers’ needs, and local
and national skills needs to plan and review the provision or service
 resources, including staff, accommodation, facilities and technologies, are developed
and used to support learning effectively.
To make their judgements, inspectors will evaluate the extent to which:
 governors and supervisory bodies set the mission and strategic direction of the provider
 governors and supervisory bodies establish effective structures to monitor all aspects of
the provider’s performance
 governors and supervisory bodies make sure that their statutory duties – where
applicable – are fulfilled
To make their judgements, inspectors will evaluate the extent to which:
 learners are safeguarded and protected
 staff take action to identify and respond appropriately to users’ welfare concerns
 safeguarding is prioritised
 providers work together with agencies and professionals to safeguard learners.
To make their judgements, inspectors will evaluate the extent to which the provider:
 manages equality and diversity, particularly disability, gender and race, and actively
promotes equality and diversity among staff, learners, employers, parents and other partners
 assesses the impact of its work in relation to equality and diversity and takes
appropriate action in response to its findings
 C5. How effectively does the provider engage with
users to support and promote improvement?
 makes sure training in equality and diversity is effective so that leaders, managers,
governors or supervisory bodies, staff and learners understand their roles and
responsibilities in relation to equality and diversity
 makes sure that all learners and staff are protected from harassment, bullying and
discrimination, including those based with employers and at other sites external to the
providers
 manages incidents and complaints specifically about disability, gender and race equality
 sets challenging targets and uses data to monitor, analyse and improve engagement
and performance by different groups of learners
 takes action to reduce any significant variation in outcomes between different groups of
learners, to maximise their potential
To make their judgements, inspectors will evaluate the extent to which:
 the provider implements and monitors an effective strategy to involve learners and
employers in the decision making of the organisation
 the views of different user groups are canvassed and their views acted upon to plan,
manage and improve the provision
 external partnerships are promoted to ensure the needs of learners at all levels are met.
 C6. How effectively does self-assessment improve the
quality of the provision and outcomes for learners?
To make their judgements, inspectors will evaluate the extent to which:

the provider has effective processes for monitoring and evaluating performance and tackling
weaknesses

the analysis of data on performance and progress is used to improve performance

action plans have clear, ambitious and realistic targets that show how provision will be developed
for learners and are implemented and monitored effectively.
 C7. How efficiently and effectively does the
provider use its available resources to secure value for
money?
To make their judgements, inspectors will evaluate the extent to which:
 learners progress, develop skills and knowledge and attain their learning goals, taking
account of their starting points
 the provider considers the views of users in relation to the suitability and availability of
resources
 resources are managed and used for the different activities to meet the needs of all
learners
 the quality and availability of resources support all users
 the provider is committed to managing its resources in a sustainable way.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
We welcome your Feedback
There are two kinds of feedback that it is useful for the Association to
collect:
1. General Feedback
General feedback from tutors about your experience of the observation
can help us to improve and develop the Scheme, as well as
highlighting areas for further development of observers. A Tutor
Feedback Form will be sent to you – completion is up to you. (A copy
of the form is at the end of this section).
2. Formal Appeal
Whilst Regions will do everything they can to ensure the Association
Scheme for OTL is run in accordance with the guidelines and
procedures contained in this Management Pack, there may be
occasions when a more formal Appeals Procedure may need to be
applied.
There is the opportunity through the Tutor Feedback Form for tutors to
formally appeal if there is concern about the conduct or judgement of
the observation.
Formal Appeal - Tutors
a)
A tutor may appeal against the outcome of an observation – the
grade awarded or recommended actions. Appeals in respect of an
awarded grade or recommended actions should in the first instance be
referred to the Regional Co-ordinator for OTL. The Co-ordinator will,
with others as appropriate, review the observation and judgements
made. Where agreement cannot be reached, re-observation should
be considered, possibly by or in conjunction with the Co-ordinator for
OTL. If agreement can still not be reached then the Regional Coordinator may involve an appropriate Education Strategy Manager.
The decision of the Education Strategy Manager will be final.
b)
A tutor may appeal about the conduct of an observation.
A tutor with the WEA who is subject to an observation of teaching and
learning can reasonably expect that the following arrangements for the
preparation and conduct of the observation will apply:
(i) The tutor should receive adequate notice of the visit (no less than
two weeks).
(ii) An opportunity should be made available for the tutor to discuss the
parameters of the visit in advance of the proposed date.
(iii) The tutor should receive prompt feedback on the visit.
(iv) At all times the tutor should be treated with courtesy and respect.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
(v) The tutor should be treated fairly and without discrimination in
accordance with WEA Equality & Diversity Policy and practice.
Appeals in respect of the conduct of a visit should in the first instance
be referred to the Regional Co-ordinator for OTL. Where concerns
arise from the way in which the observation has been prepared and/or
conducted and if these cannot be immediately and amicably resolved,
the Regional Co-ordinator for OTL may wish to involve appropriate
others depending upon the nature of the concern.
c)
Every effort should be made to resolve appeals locally. If the
tutor is still not satisfied, and the concern falls within the parameters of
the Grievance Procedures contained in the Employment Handbook,
then those procedures will come into effect.
Appeal - Observers
Observers with the WEA may also have concerns which arise in
relation to the preparation and organisational delivery of an
observation. In the first instance, any appeal should be referred to the
Regional Co-ordinator for OTL. If the concern cannot be immediately
and amicably resolved, the Regional Co-ordinator for OTL may wish to
involve appropriate others depending upon the nature of the concern.
If the Observer is still not satisfied, and the concern falls within the
parameters of the Grievance Procedures contained in the Employment
Handbook, then those procedures will come into effect.
Appeal - Learners
Learners who are members of a class that has been observed may
occasionally have concerns in relation to the preparation and/or
conduct of the observation. Such concerns should in the first instance
be raised with the Programme Area Manager. If the Programme Area
Manager cannot immediately resolve the concern, he/she will liaise
with the Co-ordinator for OTL. The Co-ordinator for OTL will resolve
the issue or decide what further action, if any, is required.
Any appeal should be made within a period of one month of the
observation taking place.
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
WEA OBSERVATION OF TEACHING & LEARNING
TUTOR FEEDBACK FORM
We welcome your feedback on the organisation, conduct and experience of
session observation. Please use the space below if you have any comments
to make.
Details of the observed session:
Observer:
Course ID:
Tutor:
Date:
Your comments:
Please complete the section below ONLY if you wish to make a formal
appeal about the conduct and/or outcomes of a particular OTL session.
I wish to make a formal appeal about the conduct/outcome of
Observation 
Please use the space below to outline the reason(s) for your appeal (continuing on a
separate sheet if necessary) and send it to the OTL Co-ordinator within one month of
the observation taking place. The OTL Co-ordinator will normally provide the
observer with a copy of your comments to help resolve any issues. Your comments
will also contribute to the improvement and development of the OTL process.
Tutor Signature
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Date
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
APPENDICES
APPENDIX 1 - STANDARD CONTENTS FOR TUTOR COURSE FILE
APPENDIX 2 – EXTRACTS FROM OBSERVER’S PACK
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Appendix 1 - Standard Contents for Tutor Course File
Tutor to
initial when
entered
1
Course Outline
2
Scheme of Work for the whole course
3
4
Session Plans and any other notes kept by the
tutor (these may be put in week-by-week but
should be kept up-to-date)
Register (to be completed each week and kept
up-to-date)
5
Details of accreditation (where applicable)
6
Induction check-list and completed risk
assessment(s) (where applicable eg.H&S;
safeguarding)
7
8
9
10
11
12
13
14
15
Records of individual learner starting points +
initial and/or diagnostic assessments where
appropriate
Records of group and individual learning
aims/outcomes
Records of on-course assessing and monitoring
progress and achievement
Records of individual end-of-course assessing
and monitoring of progress and achievement
Examples of resources used (handouts/OHTs/
worksheets etc.)
Statement of ‘What next?’ + other progression
information
Records of support provided to individual
learners by the tutor or referred to the Region
Records of advice and/or guidance provided to
individual learners by the tutor or referred to the
Region
Records of Internal/External Moderation (where
appropriate)
16
End of Course Learner Evaluation
17
End of Course Tutor Evaluation Report (including
statistical report)
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Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Evaluative Commentary Prompt Sheet
Provision of Information, Advice & Guidance-evaluate the impact on learning of:
-
provision of clear and impartial information about the course and its requirements or suitable alternatives
learners receive ‘Support for Learners’ and have all support areas explained(eg.financial/learner support etc.)
additional and individual learner support needs identified and acted upon swiftly
Information kept confidential without permission
the provision of impartial and effective advice and information on future learning
learners encouraged to provide feedback on the course and the WEA and its services
Planning and preparation-evaluate the impact on learning of:
- the Scheme of Work and Lesson Plan
-learners negotiated goals and what they intend to achieve during the course/session
- clear and appropriate session aims and objectives which the tutor explains to the learners
- previous learning built on
-study skills and/or literacy, language, numeracy identified, cross-referenced and included as appropriate in
learning outcomes
Teaching and learning methods - evaluate the impact on learning of:
-the tutor’s up-to-date subject knowledge
-the clarity of explanations and guidance
-the extent to which the tutor’s style and communication skills engages and enthuses all the learners
Learning and achievement- evaluate the impact on learning of:
-learners clearly demonstrating progression towards or achievement of the Learning Outcomes
-the variety and range of learning methods
-learning activities that are effective and challenging for learners, and completed successfully
- opportunities for learners to work independently and collaboratively
-the acquisition of knowledge, skills and understanding appropriate to the aims of the programme and learners’
own aims
Attention to individual needs (inc. E&D and Safeguarding):- evaluate the impact on learning of:
-how effectively activities take account of the range of learners’ needs and abilities
-the inclusiveness of learning strategies and resources
-the handling of equality and diversity issues (all the new areas of equality)
-learners own experiences being valued and drawn upon
-the role of support staff and effectiveness of support for learners
-attention to learners’ safety and the safety of others using the same premises
-the environment is safe and welcoming for learners
Managing the learning process- evaluate the impact on learning of:
- prompt start to the session
-the pace and structure of learning for the level of the course and learner group
-the learning environment and extent to which it promotes good working relationships enabling
learning to take place
-learners’ interest engaged and sustained - participation and productive work
- enrichment of learning through tasks and activities outside the learning session
Assessment and feedback including use of RARPA- evaluate the impact on learning of:
-identification of starting points and responsive course planning
-clear criteria to assess the quality of students’ work and their progress
-the timeliness and process of review and assessment of learners’ work
-how regular, appropriate and effective opportunities are for checking learners’ progress
-the feedback to learners on their progress and achievement
-learners previous learning built on and developed with evidence of distance-travelled for each individual learner
- the keeping of up-to-date records of learners’ progress
Resources, venue and equipment- evaluate the impact on learning of:
- provision and use of resources
-fit for purpose accommodation and equipment and their use
-safe working practices
- access to and use of appropriate ILT learning resources
Attendance- evaluate the impact on learning of:
- regularly attendance* and punctuality
* Observers will use the attendance on the Session Observation Report Form to inform judgement.
Normally, a session with attendance below 75% would not be eligible for a grade above ‘good’ and attendance
below 50% would not be eligible for a grade above ‘satisfactory’.
If attendance is particularly low on the day of observation, then the attendance record on the whole register
would be used to influence judgement and this recorded in evaluation.
If the type of course is one where regular attendance/punctuality is in itself an outcome of the course, then the
effectiveness of actions taken by the tutor to encourage this would be used to influence judgement and this
recorded in evaluation
Additional comments including feedback from learners:General development points
These suggested developments WILL BE IN ADDITION TO Actions to address significant areas for
improvement.
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Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008)
Performance
Indicator
Grade
Outstanding
Good
1
2
Satisfactory
3
Inadequate
4
Learner
involvement and
response
All learners actively involved and engaged. Highly
motivated/interested, enjoy participation, work hard, sustain
concentration and significant benefits result. Ask and
answer questions well. High levels of co-operation,
interaction and learners use/take initiative in learning and
take responsibility where appropriate
Good involvement and engagement of
learners. Good level of interest and
concentration. Some examples of effective
co-operation, interaction and initiative
Satisfactory involvement and engagement of
learners. Stay on task for majority of lesson.
Answer questions; do what has to be done
and nothing more
Insufficient or no involvement or engagement of learners.
Learners told what to do and when to do it. Relatively
passive. Limited concentration and interest. Some learners
bored and showing it
Learning Progress
Learners are / becoming highly confident in developing new
skills, understanding and knowledge. Progress of all /
significant majority is considerably better than might be
expected. Seek help and act on advice where appropriate.
Able to think and learn very well for themselves, within the
framework of tasks and activities set. Make spontaneous
links between current and previous learning and knowledge.
Have a very good understanding of how well they are
progressing; what they are learning and what they need to
do to improve.
Learners are / becoming confident in
developing new skills, understanding and
knowledge. Progress of most is generally
better than might be expected. Seek help and
act on advice where appropriate. Able to
think and learn well for themselves, within
the framework of tasks and activities set.
Make links between current and previous
learning and knowledge, with prompts. Have
a good understanding of how well they are
progressing; what they are learning and what
they need to do to improve.
Learners increasing confidence in developing
new skills, understanding and knowledge.
Progress of most is generally as would be
expected. Seek help and act on advice where
appropriate. Able to follow guidance and
complete tasks and activities set. Make
limited links between current and previous
learning and knowledge, with prompts. Have
a sound understanding of how well they are
progressing; what they are learning and what
they need to do to improve.
Learners lack confidence in developing new skills,
understanding and knowledge. Progress of most is generally
slower than would be expected. Some fail to seek help or act
on advice appropriately. A significant number fail to follow
guidance or complete tasks and activities set to the required
standard. Make insufficient links between current and
previous learning and knowledge. Have insufficient
understanding of how well they are progressing; what they
are learning or what they need to do to improve.
Behaviour,
attendance and
punctuality
(Nb % rates are
indicative, providers
should set clear
targets)
Standard of learning
Learners display commitment to learning through excellent
record of attendance and punctuality (90%+ attendance and
exemplary punctuality). Highly effective strategies in
developing / maintaining high standards of behaviour and
participation.
Good attendance and punctuality records
(75%+ attendance and all/nearly all learners
on time). Good range of strategies to develop
/ maintain good standards of behaviour and
participation.
Satisfactory attendance and punctuality (50%
+ attendance and most learners on time).
Appropriate range of strategies to develop /
maintain adequate standards of behaviour and
participation.
Unsatisfactory attendance and punctuality (less than 80%
attendance and pattern of low attendance overall.
Unsatisfactory punctuality – less than two thirds present at
start of lesson). Ineffective behaviour management and
resulting poor behaviour by learners.
Outstanding standards of work. All learners demonstrating
excellent knowledge and skills which illustrate working
above standard for level and stage of programme. Learners
stay safe and healthy and enjoy their learning.
Good standards of work. Learners using good
skills working at and beyond standard for
level and stage of programme. Learners stay
safe and healthy and most enjoy their
learning.
Satisfactory standard of work. Majority of
learners working appropriately for standard
and stage of programme. Learners stay safe
and healthy and some clearly enjoy their
learning.
Young learners develop skills and personal
qualities well to contribute to communities
and extend their capacity for social and
economic well-being.
Young learners develop skills and personal
qualities appropriately to contribute to
communities and extend their capacity for
social and economic well-being.
Unsatisfactory or inadequate standard of work. Level of
knowledge and skills demonstrated inappropriate for stage
and level of programme. (Some) learners not likely to
achieve qualification on basis of knowledge/skills displayed.
Poorly developed H&S awareness. Little evidence of
interest or enjoyment in learning. Skills and personal
qualities to contribute to communities and extend capacity
for social and economic well-being are underdeveloped for
the stage and level of programme.
Young learners develop skills and personal qualities very
well to contribute to communities and extend their capacity
for social and economic well-being.
.OTL Tutor Pack.astewart.Sept.10
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Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008)
Performance
Indicator
Grade
Outstanding
Good
Satisfactory
Inadequate
1
2
3
4
Scheme of work
Comprehensive scheme includes course aims/objectives +
sequenced teaching and learning activities, methods,
resources and planned assessment. Detailed information
provides excellent insight into planned learning and
progress. Subject-related and / or vocationally relevant
opportunities to promote E&D1 and meet ECM2 outcomes
are woven into the scheme. Used very effectively by
learners and teachers to plan learning.
Good scheme, which clearly records
sequenced teaching and learning activities,
methods, resources and planned assessment.
Provides a very clear insight into planned
structure of learning and progress. Informs
learners. Some subject-related and / or
vocationally relevant opportunities to
promote E&D and meet ECM outcomes are
woven into the scheme. Effective use by
learners and teachers to plan learning.
Brief scheme lacking in some detail, but
sufficient information to gauge planned
outline of teaching and learning activities,
resources and assessment. Learners perhaps
not aware of plan. A few subject-related and /
or vocationally relevant opportunities to
promote E&D and meet ECM outcomes are
woven into the scheme. Some effective use
by learners and teachers to plan learning.
Very brief or no scheme of work available. Little more than
a list of topics. Insufficient or no subject-related and / or
vocationally relevant opportunities to promote E&D and
meet ECM outcomes are woven into the scheme. Little or no
use by learners and teachers to plan learning
Planning of
Learning / Lesson
Plans
The lesson plan clearly details timing, structure, method and
anticipated learning progress in addition to activities and
content. Stimulating opportunities planned to promote
greater understanding of E&D and address relevant ECM
outcomes. Excellent range of activities planned to engage
and challenge learners and meet different learning
styles/needs. Excellent links to scheme. The role and
purpose of any additional support worker (in or outside of
class) is clearly identified and relates well to learner targets.
The lesson plan details timing, structure,
method and anticipated learning progress in
addition to activities and content. Good
opportunities planned to promote greater
understanding of E&D and address relevant
ECM outcomes. Interesting range of
activities planned to engage and challenge
learners and meet different learning
styles/needs. Strong links to scheme. The role
and purpose of any additional support worker
(in or outside of class) is identified and linked
to learner targets.
The lesson plan provides an adequate outline
of timing, structure, and method in addition
to activities and content. Some reference to
E&D and ECM outcomes. An appropriate
range of activities planned to engage and
challenge learners and meet different learning
styles/needs. Appropriate links to scheme.
The role and purpose of any additional
support worker (in or outside of class) is
identified.
Sketchy with minimum detail. Insufficient teaching and
learning activities or little relationship to scheme.
Lack of preparation negatively impacts on learning.
Learning
Environment
Professional learning environment, wholly relevant, fit for
purpose, accessible and excellently and safely equipped.
Inspires learners. Learners consulted to ensure highly
effective adjustments made to include all learners.
Good accommodation, fit for purpose, welllaid out and resourced, accessible and safely
equipped. Any adjustments have been made
to ensure all learners comfortable and able to
participate effectively.
Satisfactory accommodation, fairly basic but
safe. Does not hinder learning. All learners
able to participate
Inadequate for learning purposes and/or unsafe. May be
noise, temperature, interruptions or insufficiently resourced
or accessible. Hinders or prevents learning and participation.
Introduction, aims
and objectives
Comprehensive introduction – aims and objectives
explained, shared and displayed, Learners demonstrate clear
understanding about learning purpose
Clear aims and objectives shared with
learners at beginning of session. Learners
clear about learning purpose
Little if any introduction. No clear aims and objectives
stated or shared with learner. Learner unsure, confused or do
not know what they will be doing
Pace and structure
of learning
Pace clearly matches subject and learner level. Activities
very well-structured and timed to maintain interest and
stimulate learning for all learners. (buzz) Learners make
very productive use of time
Pace matches subject and most learners’
needs and level. Most activities well-timed
and structured. Effective use made of time by
learners.
Brief, general introduction. Leaning
aims/objectives basic but realistic in lesson
context. Learners generally know what they
will be doing
Overall pace promotes some learning and
interest. Some activities insufficiently
matched to learner/subject level. Some time
wasting by learners.
1
2
Equality & Diversity
Every Child Matters
.OTL Tutor Pack.astewart.Sept.10
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Activities lack pace/rigour and do not promote learning.
Learners lose interest and concentration at some points.
Many learners not stretched or over-challenged or confused
or struggling to understand
Identification and
support of
individual learning
needs
Highly effective identification of individual learning needs
through use of learning styles analyses and initial and
diagnostic assessment techniques. Excellent support
provided through one to one guidance, differentiated
resources and activities – extension work, structured
group/individual work and in-class customised support (as
appropriate). Learners able to work independently and make
better than expected progress.
Good identification of individual learning
needs through learning style analyses and
initial and diagnostic assessment techniques.
Good individual support evident through
development and use of resources, activities
and support in lesson (where appropriate)
Most learners make better than expected
progress as a result of support
Insufficient or no identification of individual learning needs.
Little evidence of learning styles analyses or initial and
diagnostic assessment techniques. Insufficient or no support
of individual learning needs in lesson – resources and
activities insufficiently developed or amended to meet
different learning needs or levels and/or insufficient support
in-class even though clearly needed
Progress in developing appropriate skills for
life enables most learners to make good,
better than expected progress with their
learning programme Effective identification
ad cross-referencing of key/ functional skills
in lesson plan activities/resources. Shared
with learners and evidence used effectively in
portfolios and preparation for national tests.
Some identification of individual learning
needs through learning style analyses and
initial and diagnostic assessment techniques.
Some individual support evident through
development and use of resources, activities
and support in lesson (where appropriate).
Support is sufficient to enable learners to
make progress – not necessarily to match
their potential though.
Progress in developing appropriate skills for
life enables learners to make some progress
with their learning programme Some
identification and cross-referencing of key/
functional skills in lesson plan
activities/resources. Some sharing with
learners and some evidence used in portfolios
and preparation for test.
Development of
Skills for Life –
key/functional skills
Progress in developing appropriate skills for life enables
learners to exceed expectations in their learning
programme. Highly effective identification and crossreferencing of key/functional skills in lesson plan
activities/resources. Shared with learners and evidence used
effectively in portfolios and preparation for national test.
Activities and
Learning methods
Excellent range/creative approaches and activities used to
maximise learning and involve all learners; highly
appropriate for subject. Learners able to work
independently for much of the time. All learners engaged in
tasks and highly motivated. Highly stimulating
opportunities for learners to develop thinking skills and
enterprise qualities, engage in active questioning, creative
problem solving, independent research, team work and
reflection.
Good range of learning methods used to
engage learners and promote learning.
Some independent learning encouraged. All
learners engaged in tasks and committed to
making progress. Good opportunities for
learners to develop thinking skills and
enterprise qualities, engage in active
questioning, creative problem solving,
independent research, team work and
reflection.
Limited range but teacher makes some effort
to vary approach and involve learners.
Independent learning opportunities restricted.
Learners will be engaged, perhaps not fully
motivated or committed. Appropriate
opportunities for learners to develop thinking
skills and enterprise qualities, engage in
active questioning, creative problem solving,
independent research, team work and
reflection.
Too much emphasis on ‘chalk and talk’. Insufficient variety
and involvement of learners. Learners are passive and
disengaged. Teacher makes little (or no) attempt to match
teaching methods to subject or learner needs. Poor learner
engagement. Insufficient opportunities for learners to
develop thinking skills and enterprise qualities, engage in
active questioning, creative problem solving, independent
research, team work or reflection
Assessment
Learning / knowledge / progress of all regularly checked,
supported and challenged. Highly effective, probing and
clearly focused questioning skills reinforce learning and
challenge further learning. Teacher response excellent (i.e.
praise, support, guidance) enhancing learning. Marked work
includes spelling, grammar and numeracy corrections in
addition to clear guidance on how well learners are
progressing and what they need to do to improve. Outcomes
of assessment used very well to plan learning.
Learning / knowledge / progress of most
regularly checked and supported. Clearly
focused questioning skills reinforce learning
and challenge further learning. Teacher
response encouraging (i.e. praise, support,
guidance) and clearly enhances learning.
Marked work includes spelling, grammar and
numeracy corrections in addition to clear
guidance on what learners need to do to
improve. Outcomes of assessment used well
to plan learning.
Learning / knowledge / progress of most
appropriately checked and supported. Some
use of questioning to reinforce learning and
challenge further learning. Marked work
includes some spelling, grammar and
numeracy corrections in addition to cursory
guidance on what learners need to do to
improve. Evidence that outcomes of
assessment used to plan learning.
Learning / knowledge / progress of most insufficiently
checked or supported. Marked work lacks spelling, grammar
or numeracy corrections and provides insufficient guidance
on what learners need to do to improve. Little evidence that
outcomes of assessment are used to plan learning.
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Insufficient learning progress in developing skills for life.
Insufficient or no identification and cross-referencing of
key/ functional skills in lesson plan activities/resources.
Learners not informed or opportunities lost to inform them
about key/ functional skills evidence which could be used in
their portfolios or preparation for national tests.
Association Scheme for Observation of Teaching & Learning [OTL] – Tutor’s Pack
Observation Of Teaching & Learning: Exemplar Grading Criteria (Protocol National Update September 2008)
Performance
Indicator
Grade
Outstanding
Good
Satisfactory
Inadequate
1
2
3
4
Links in the
learning
Previous knowledge and experience referred to throughout.
Very clear links drawn out to reinforce/promote learning
linking theory and practice well in vocational areas.
Learners can apply theory to practice exceptionally well
Some attempt made to link new material with
previous knowledge or experience and to link
theory and practice. Learners demonstrate a
reasonable knowledge of the subject area and
satisfactorily apply theory to practice.
Little or no attempt made to link new material with previous
knowledge and/or experience. Previous learning not
checked, tested or referred to links between theory and
practice. Poor understanding by learners
Learning
materials/resources
Excellent range and high quality (creative) materials clearly
presented and well-used by teachers, trainers and learners to
promote learning. Very effective (extensive) use of learning
technologies. All learners’ needs catered for.
Previous experience/knowledge referred to
and used to introduce new material in the
lesson. Links between theory and practice
stressed throughout. Learners have a good
understanding of the subject area and apply
theory to practice well.
Good range of materials and resources and
effectively used to support content and
promote learning. Effective use of learning
technologies. Sufficient range to meet the
needs of all learners.
Satisfactory resources and learning materials.
Support learning but ordinary – worksheets
etc. Some use of learning technologies. The
needs of most learners are met
Insufficient or inadequate resources to support learning.
Little (or no) use of learning technologies. Inadequate
differentiation to meet the needs of learners
Inclusive learning
strategies
All teaching and reference materials promote inclusion
through highly effective use of diverse examples. Teacher
models best practice through use of inclusive language,
attitudes and terminology. All learners’ needs catered for.
Passionate about subject. Outstanding oral presentation
skills which engage learners and promote sustained
motivation and concentration. Positive verbal/NVC 3 –
strong voice, fluent speech patterns, clear eye contact,
enthusiastic manner and open body language and
expression. Learners inspired.
Teaching and reference materials
demonstrate knowledge of inclusion through
use of some diverse examples. Teacher uses
appropriate language and terminology and
demonstrates appropriate attitudes. Most
learner needs’ catered for
Moderate enthusiasm for subject. Delivery
clear but may be lacking in ‘sparkle’. Oral
presentation skills are satisfactory. Teacher
uses generally appropriate verbal and NVC
skills
Learner interest captured but lacks
enthusiasm.
Little or no knowledge or awareness of inclusive learning
principles. Teacher uses inappropriate or offensive
language, terminology and attitudes. Resources use
stereotypical, inaccurate and/or offensive examples
Learners’ needs are not catered for
Teacher style and
communication
skills
Teacher knowledge
Very knowledgeable and up-to-date in subject area. Very
effective reference to vocational/professional examples
(where appropriate) to interest learners and extend their
awareness
Generally knowledgeable in subject area but
some professional updating would improve
interest and quality of learning
Displays a confused, inaccurate or inadequate grasp of some
aspects of subject area. Learners confused.
Management of
learning
Highly effective group/individual management. Clear
directions and health and safety stressed throughout.
Behaviour and standards professionally and vocationally
appropriate and demonstrate high mutual teacher/learner
value/respect. Learners respond very well as a consequence
Satisfactory management of group. Health
and safety appropriate. Instructions generally
clear. Appropriate working relationship
overall which results in satisfactory learning
progress. Could be better
Review/recap/
summary of
learning
Highly effective review of learning at intervals throughout
lesson and very clear (and creative) summary linked to
learning aims/objectives and to next lesson
All teaching and reference materials support
inclusion through effective use of diverse
examples. Teacher models good practice
through use of inclusive language, attitudes
and terminology. All learners’ needs catered
for
Animated delivery shows a good level of
commitment and energy and holds learners
interests. Good presentation skills which
promote motivation and concentration.
Teacher demonstrates effective verbal/NVC
skills.
Learners have confidence in the tutor and this
enhances learning
Clearly knowledgeable in subject area and
uses relevant vocational/professional
examples to good effect in the lesson
All learners showing interest and as a
consequence are making good progress
Good management of group activities. Clear
instructions and good emphasis on health and
safety. Relationships in the lesson reflect
vocational/professional context. Teacher and
learners clearly value and respect each other
and this enhances learning progress.
Good review/recap at points in the lesson and
clear summary of learning progress at end of
lesson with reference to next
Ineffective management of group/individual activities.
Instructions not always clear; teacher can not impose
his/herself. Inappropriate noise levels, learners not always
listening or responding and/or ineffective or inadequate
management of health and safety. Some lack of respect or
value evident. Negative impact on learning
Insufficient or no review of learning and/or insufficient or
no summary at end of lesson and little or no reference to
next lesson
3
Non-verbal communication
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Some review of learning and brief summary
at end of lesson and brief reference to next
lesson
Ineffective or unenthusiastic delivery which does not engage
learners. Some of the teacher’s verbal/NVC skills are
ineffective or inappropriate – eye contact, voice, speech,
manner, attitude, body movements etc. Learners bored,
disinterested or disengaged
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