The classroom observation tasks

Classroom observation and formal capability procedures

• If a teacher needs to go through a formal capability procedure, they often get scheduled for a clearly defined number of classroom observation - complete with structured oral and written feedback.
• Exactly how many depends on the teacher and their union representative, who will support and advise them in the formal process.
• Tips for a classroom observation: What to do when you're being observed
• While classroom observations have been around for decades, the way they've been done have drastically changed.
• For example, the emphasis is no longer on grading individual lessons observed but more on the impact of teaching over time. Also, Ofsted evaluators don't need to stay for a whole class and could take a more "walk through" approach.
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• During the 1960s and 70s, researchers developed general problem solving models to explain problem solving processes
• One example of this general problem-solving model is Bransford's IDEAL model: 1) Identify the problem
• 2) Define the problem through thinking about it and sorting out the relevant information
• 3) Explore solutions through looking at alternatives, brainstorming, and checking out different points of view
• 4) Act on the strategies
• 5) Look back and evaluate the effects of your activity

CULTIVATE THE RIGHT MINDSET.

• At its core, a classroom observation is a form of Continuing Professional Development (CPD), designed to help you develop your teaching skills. It's not a threat or an attack against you. In fact, it's not even focused on how you're teaching but on how the class is learning.
• Keeping that in mind will help you feel more positive about an observation, which admittedly could be anxiety-inducing. If you find yourself with negative feelings about a classroom observation, remind yourself of your strengths rather than just looking at your weaknesses. Also, focus on the feedback that you're about to receive. This is the most important part of the process and the most powerful driver of improvement and skill development.
• You might even find it more useful to ask for feedback first and the grade second. That way, you don't start panicking or feeling relieved (which can happen when you get your grades) - neither of which is conducive to keeping an open mind for the more important feedback to come.
• Finally, remember that by taking time to understand the good quality feedback given to you, you can act on it, which will accelerate your development as a teacher. The following sections will give you a rundown of things you can do to help you prepare for observation.