Making the transition to ungraded
models of observation
Davina Polding
Cradle Conference,
University of Wolverhampton,
17 June 2015
davina.polding@boltoncc.ac.uk
Welcome and Aims
• To share approaches made by Bolton College
in introducing ungraded observations from
2014/15
Objectives
By the end of the presentation you will be able
to:
Define perceived barriers to the ungraded
model
Analyse benefits of moving to ungraded
Consider key project management stages
Start a simple action plan towards change
Action plan for your notes
Points to consider
What action do I need
to take
Who do I need By when
to communicate
with/Action by
Start a simple action plan towards change
Background and new research
• Prior to Sept 2014 Bolton College had several
years of a very good graded observation
profile - why change?
• 2013/14 research by Dr. Matt O’Leary caused
reflection on what observation is for.
O’Leary, M (2014) Classroom Observation- A Guide to the
Effective Observation of Teaching and Learning. Oxford:
Routledge
Why do we do observations?
• Key driver to support continuous
improvement in Teaching, Learning and
Assessment
• Heads of Area, Curriculum managers, APs and
agencies, external observers
• Once a year formally – actions to share good
practice or address areas for development
• Walk-throughs and in-situ Quality Cycle
Background and rationale
•
•
•
•
Ofsted 2 day model of a week of observations
Was it a true picture?
Grade 1, ‘show ponies’?
Grade 2 coasting/stagnating with “over for
another year” syndrome?
• Grade 3 really owning and maintaining
improvement ?
The Power of Coaching
4 years -coaching and developmental
approach – ‘Take a Chance on Change’ project
Based on Geoff Petty’s supported
experiments’ model with Joanne Miles
APs and TACOC facilitators supporting teams
to try new and innovative TLA
Taking ‘safe’ risks
• TACOC enthuses teachers to try something
new in the classroom- not graded
• TACOC was a real strength in our Higher
Education Review
• Changed the culture- peer-sharing and
ungraded observations work in harmony
• Do staff really need a grade for formal
observations?
Perceived barriers
Networking activity
• In pairs or small groups consider for a few
minutes- what do you fear in terms of not
grading?
Perceived barriers
• SMT and governance concerns and need for
measurement reporting?
• Peer pressure- other colleges ?
• Unions’ reaction?
• Teachers’ reactions?
• Timelines and project management
challenges?
• Ofsted?
Hurdles Bolton College overcame
• Communication, communication, communication
• Teachers as Professionals - professional
dialogue
• Reflective Practitioners-observed tutor
completes reflective document to prepare
• Heads of area and Curriculum Leaders observe
• Coaching model by Advanced Practitioners
Hurdles Bolton College overcame
• Communication, communication, communication
• 15 Teaching, Learning and Assessment
standards and self-assessment
• Learner-facing posters
• Mind set and skill set of the observers training and following up showed they don't
just transform into ungraded developmental
observers by magic
Hurdles Bolton College overcame
• ‘Really well’, ‘well’, ‘not as well as it could be’,
‘not well enough’
• ‘Red Spot’ option
• Evidence of planning but a session plan not
mandatory
• Inadequate TLA re-observed then can lead to
formal performance management
• Learner Voice and assessed work blended in
Hurdles Bolton College overcame
• Still a way to RAG rate areas re TLA for SARs
and performance review
• Split the TLA standards into 3 key areas
‘planning’, ‘delivery’ and ‘assessment and
feedback’
• Importance of timely SMART targets tracking
and closing the loop
What are the benefits?
Networking activity
 In pairs or small groups for a few minutes
consider the potential benefits of moving to
an ungraded model
Benefits of moving to ungraded
• “peer-based models of observation have been
shown to offer the potential to enhance
pedagogic understanding and in turn
contribute to the on-going process of teacher
development” (2014,p155)
• “ a community of professionals collaborating
and sharing knowledge and experience”
(2014,p156)
Benefits of moving to ungraded
• “the desire to encourage teachers to be the
best they can possibly be and in turn to
encourage their learners to continuously strive
for success” (2014,p155)
Quotes from tutors
Well, you can never win them all:
“ I wish we had the graded model back; I like to
know what number I get”
Quotes from tutors
“I felt the process was less judgemental. I felt it was
an opportunity to get some feedback on my
teaching and get some advice for future practice.”
“I do feel that the ungraded observation is a good
idea as it relieves a great deal of pressure from the
tutor who is being observed and it eliminates the
"what did you get" question in the staffroom which
can be embarrassing for tutors who get low
grades.”
Quotes from tutors
“I liked the discussion part and action plans as
they are very useful.”
“This year’s observation process I felt has been
much more relaxed and less threatening due to
the fact the grading system was not in place.”
Quotes from tutors
“I am wholly supportive of the ungraded
observations model. However any observation
becomes counterproductive if the observer has
insufficient time to provide meaningful feedback
in a timely fashion. I was fortunate enough to
have xxxxxx as an observer and benefited
greatly from her observation.”
Quotes from tutors
“I didn’t need to focus on my grade just what
went well and I knew that if I had any areas for
development, I would receive the support I
needed. I also looked forward to sharing what
went well (SGP). Even though I didn’t get a
grade I could work out what it was from the
feedback but I knew there was less focus on the
observation just being about a grade.”
Quotes from observers
“With a weaker teacher, the new process worked
well – a more open, less defensive and conflictive
discussion, as it wasn’t fixed on debating the grade.
It allowed for a more balanced discussion of
strengths and areas for development.”
“With strong teachers delivering strong lessons, it
has been helpful to broaden the conversation into
what their next step is; their aspirations at work;
looking beyond simple AfD to wider learning
through research, using social networks, connecting
to other institutions.”
Key project management stages
May 2014
TLA standards and draft handbook designed
June/July
June-Senior management approval
June/July- Cascaded to the Unions and finalised handbook
Staff completed self-assessment forms and highlighted support as
required from APs
September
Tour of the areas to spread the word 26 staff meetings. Induction
walk-throughs.
Oct/early Nov
Peer sharing TACOC for 3 weeks
Late Nov
Launch of formal observations until Feb half-term
Early Jan 2015
Cluster groups to review project. SMART targets needed to be
tightened up. SMART targets bank designed and circulated.
Nov- April
Closing the loop on development and sharing good practice
June
Evaluation and reporting to SMT
Ofsted and TLA
• Nobody expects …..Ofsted in March 2015
• TLA grade 2- all paired observations were
agreed
• Inspectors liked the TACOC and also the
ungraded approach to developing TLA
• The new CIF will not grade individuals
Lessons we learned
• Observations –schedule and chase
• Some anxiety about it being unannounced
• Some grade one teachers want the badge
of honour
• Triangulating information has worked well –
observation, student feedback and file
review
• Consider impact on the learners even more
Lessons we learned
• Setting a date to close the loop on the actions
in the initial feedback meeting
• Emphasise that this new process is about
development for all the team-moving beyond
simple assessment of the individual
• Plan to start the observations earlier next
year, risk-based so that the focus is on the
coaching and sharing that follows
Action plan for change
• Thank you for listening
• Please use any remaining time to ask
questions and to make any more notes on
action plans