Developing a National Framework for the Effective Use of Lesson Observation in Further Education – Key Findings from UCU Project Report UCET May 2014 Dr.

Developing a National Framework for the Effective Use of Lesson

Observation in Further Education – Key Findings from UCU Project Report

UCET May 2014

Dr Matt O’LearyCRADLE

University of WolverhamptonEmail: [email protected]

Twitter: @drmattoleary

mailto:[email protected]

https://twitter.com/drmattoleary

Key questions

1. What do we know about current approaches to lesson observation?

2. How have we got to where we are now?3. What do practitioners think about current

approaches to observation?4. How might the education sector make

better use of lesson observation in the future?

5. What needs to change for this to happen?

CRADLECentre for Research &

Development in Lifelong Education



Backdrop to the project

• The use of lesson observation is a polemical topic

• Flashpoint in colleges – cause of on-going tension, grievances, disputes etc

What’s the purpose of lesson observation in FE?• To improve the quality of teaching and learning• To benchmark performance against the Common

Inspection Framework (CIF)• To inform and provide an evidence base for the

institution’s self-assessment/self-evaluation systems

• To promote a culture of continuous improvement amongst staff

• To identify staff development needs

(Adapted from O’Leary 2014: 78)



Overview of research design

Mixed-methods study

Sample: UCU Members (n =

4000)

Participants: lecturers, middle &

senior managers

Phase 1 – online survey

Phase 2 – Interviews & focus groups



What do we know about the current use(s) of lesson observation in FE?



How have we got to this point?

• Neo-liberal reform of curriculum > ‘Market-inspired managerialism’ (Hogan 1995) & ‘managerialist positivism’ (Smith & O’Leary 2013)

• Age of Performativity (Ball 2012)• Lesson observation as a CRUCIBLE for

Quality Assurance/Improvement in T & L• Reliance on lesson observation as one of

the key data sources for Ofsted inspections



What do practitioners think of current approaches to

lesson observation?



Thematic category Sub-related theme/issueCounterproductive effects of observation

Punitive effect/use of observations (especially graded) are seen as a ‘stick’ with which to beat staff instead of a tool for CPD/not very helpful or developmental

Graded observations are regarded as ‘box-ticking’/’jumping through hoops’ exercises

High levels of stress and anxiety caused by current graded observation regimes

Unannounced observations causing increased stress Too much emphasis on judging and measuring performance rather

than concrete support on how to improve Teaching and Learning (T & L)

Lack of trust in professionalism of teaching staff Time spent preparing for formal, graded observations is

incommensurate with the perceived benefits/impact Focus of observations driven by latest Ofsted priorities rather than

genuine interest in excellence in T & LObservation as a form of assessment

Unfair to judge practitioners’ capabilities on snapshot observations; they should be more inclusive of other key indicators such as student achievement rates, student evaluations, peer review etc

Concerns regarding the validity and reliability of judgement through lesson observation

Inauthenticity of observations makes them unreliable instruments for judging practitioners’ capabilities and identifying underperforming staff

Observer issues Importance of subject specialist observers Need for observers to demonstrate outstanding, current practice to

have professional credibility Observers need to be fully trained and update their skills

continuously Inconsistency (some good & bad) and subjectivity of observer

judgements Lack of prioritisation and timeliness of the feedback given by some

observersObservation as a formative tool

Importance of observation as a ‘learning tool’ – especially the benefits of ungraded feedback by ‘critical friend’

Value of peer observations

Counterproductive effects (some examples)• Punitive effect/use of observations (especially

graded) are seen as a ‘stick’ with which to beat staff instead of a tool for CPD/not very helpful or developmental

• Graded observations are regarded as ‘box-ticking’ or ’jumping through hoops’ exercises

• High levels of stress and anxiety caused by current graded observation regimes

• Time spent preparing for formal, graded observations is incommensurate with the perceived benefits/impact



Increased stress and anxietyLesson observations cause me massive stress. They make me ill & destroy my quality of life,

upset my work life balance. I am now considered disabled under the Equality Act

2010 due to the stress inducing regime adopted at the college where I work that caused me to be absent long term. A fear culture has been created, I used to love my job now I hate it

(895)

(Based on UCU Project Report 2013)



Impact on self-esteem & self-efficacy



Labelling of teachers

• Evidence of implicit & explicit labelling of teachers’ performance



Cultures of fear

• High stakes assessment of graded observations leads to the creation of ‘cultures of fear’



Observation as a form of assessment (some examples)• Unfair to judge practitioners’ capabilities on

snapshot observations; they should be more inclusive of other key indicators such as student achievement rates, student evaluations, peer review etc

• Inauthenticity of observations makes them unreliable instruments for judging practitioners’ capabilities and identifying underperforming staff



The myth of measurement



Figure 14 – Multi-dimensional model of teacher appraisal

Sources of

evidence

Observations of practice

Learner feedback & evaluations

Staff self-evaluations

Peer review

Learner attendance

Learner attainment

Learner completion

rates

External verification



How might the education sector make better use of observation?

• Emphasise the FORMATIVE use of observation as a tool for teacher learning over the summative

• Prioritise the ‘pre-observation’ meeting, feedback AND feed forward stages of the observation process & embed time in staff workload


• Allow for greater experimentation with ‘alternative’ models of observation. For example:

1. The Differentiated Model2. The ‘Catchphrase’ Model 3. The Lesson Study Model


• Accept the strengths & limitations of observation as a method

• Exploit its potential as a tool for educational inquiry

• Combine observation with other forms of data collection/evidence

What needs to change for this to happen?Need for root and branch reform of normalised models of observation. Efforts to ‘tinker’ with the system likely to have minimal impact

What needs to change for this to happen?

Educators, policy makers & inspectors need to break free from the assessment straitjacket that conceptually constrains the use of observation



What needs to change for this to happen?Acknowledge that improving the use of observation is not just about PEDAGOGY but also about issues of POWER and TRUST

What needs to change for this to happen?

Contexts & cultures of teacher learning & growth are essential to the creation & implementation of alternative models of observation

Recommendations

1. Explore alternative models of observation2. Prioritise the professional development

needs of staff 3. Formal allocation of timetabled hours for

observation: pre-observation, feedback & feed-forward meetings

4. Need for a multi-dimensional model of teacher assessment

5. Stop relying on the Ofsted 4-point scale to assess & measure observations



Recommendations

6. Review observation assessment criteria & embed the professional standards for FE

7. Introduce statutory training AND qualifications for observers

8. Involve teacher educators in the creation of observation schemes

9. Sever links between formal observations and capability procedures

10. Support for underperforming tutors



ReferencesBall, S. J. (2012) Global Education Inc. New policy networks and the neoliberal imaginary. London: Routledge.Hogan, P. (1995) The Custody and Courtship of Experience: Western Education in Philosophical Perspective. Blackrock, Co. Dublin: Columbia Press.O’Leary, M. (2014) Classroom Observation: A Guide to the Effective Observation of Teaching and Learning. London: Routledge.Smith, R. & O’Leary, M. (2013) NPM in an Age of Austerity: Knowledge and Experience in Further Education, Journal of Educational Administration and History, Vol. 45(3), pp. 244-266.UCU (2013) Developing a National Framework for the Effective Use of Lesson Observation in Further Education, Project Report for University and College Union, Nov 2013





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Developing a National Framework for the Effective Use of Lesson Observation in Further Education – Key Findings from UCU Project Report UCET May 2014 Dr.

Documents

lifelong education slide

observers observation

purpose of lesson observation

research development

anxiety lesson observations

drmattolearydrmattoleary

focus of observations

snapshot observations