Guidance for school representatives

INTRODUCTIONExcessive classroom observation is a seriousproblem in many schools. Steps must betaken to prevent this. NUT schoolrepresentatives should seek to secure fromthe school management team an agreementon the total amount of classroomobservation for any purpose or purposes towhich teachers can be subjected within theacademic year and to the procedures to befollowed before, during and after suchobservations. Support for such approachesmay be sought from representatives of otherteachers’ organisations at the school.

If agreement with the school managementteam cannot be reached, NUT schoolrepresentatives should seek advice andsupport from the NUT regional office, or, inWales, NUT Cymru.

The NUT regional office, or, in Wales, NUTCymru, should be informed immediately ifmembers are required to participate inclassroom observation practices or procedureswhich are contrary to the NUT’s advice.

The first part of this guidance sets out factualbackground information. The second partsets out the NUT’s advice to members.

THE BACKGROUND ANDPURPOSES OF CLASSROOMOBSERVATION

OFSTED Inspections

As part of an OFSTED or Estyn inspection,classroom observation is used to gainevidence to inform inspectors’ judgements onthe quality of teaching and learning providedby the school. The NUT has provided detailedguidance for members on all aspects of theOFSTED or Estyn inspection process, includingobservation of teaching. The NUT guidance isavailable to download from the NUT website:www.teachers.org.uk/story.php?id=2864

Induction

Observations are an important part of thestatutory induction process for newlyqualified teachers (NQTs). Detailed NUTguidance on NQT induction is available todownload from the NUT websitewww.teachers.org.uk/story.php?id=2819

Peer Observation

Peer observation involves a teacher observinganother teacher’s practice. It isdevelopmental. It involves teachers learningfrom each other. It offers first-handexperience and direct evidence about whathappens in other classrooms. It is a practicaland powerful way to support teachers’practice and knowledge about teaching andlearning.

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Peer observation works best when colleagueschoose to work together on a voluntarybasis, identifying and focusing on the issuesthey have agreed to address. It is aprofessional development activity.

The NUT professional development guidanceAn A-Z of Peer Coaching is available todownload fromwww.teachers.org.uk/resources/pdf/A-Z-peer-coaching.pdf In addition, the NUT andGeneral Teaching Council for England(GTC(E)) have published jointly the documentThe Teachers’ Professional LearningFramework: A Guide to Peer Observation.This is available to download from the GTC(E)website www.gtce.org.uk/pdfs/peer.pdf

Performance Management

Performance management is a statutory andcontractual obligation, as set out inparagraph 65.4 of the School Teachers’ Payand Conditions Document (2004). The NUTadvises that classroom observation for thepurposes of performance managementshould be limited to one observation peryear, of no more than one hour in duration.The NUT guidance on performancemanagement, which includes also a modelclassroom observation checklist, is availableto download from the NUT websitewww.teachers.org.uk/story.php?id=1153

Head Teacher – Local AuthorityObservations

Classroom observation has a role in theevaluation and monitoring of teachers that isseparate from inspection and performancemanagement requirements.

Head teachers may wish to observe teacherscarrying out their duties as part of theirresponsibilities for “evaluating the standardsof teaching and learning in the school, andensuring that proper standards ofprofessional performance are established andmaintained” (paragraph 57.7 of the SchoolTeachers’ Pay and Conditions Document). Thismay include visits to classrooms whilst lessonsare in progress.

Classroom observation may be part of aprogramme of support provided to a schoolas part of improvement programmes such asthe Primary and Secondary Strategies. Localauthority advisors may be included inmonitoring the quality of teaching across theauthority. A local authority advisor’s visit to aparticular school may involve classroomobservation.

Capability Procedures

The number of teachers subject to capabilityprocedures at any one time is very smallcompared to the overall number of teachers.Head teachers should initiate suchprocedures only as a last resort.

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In the event of a head teacher deciding tointroduce capability procedures for a teacher,classroom observation may be used as ameans of providing evidence of a teacher’sstrengths and weaknesses. Furtherinformation on capability procedures isavailable to download from the NUT websitewww.teachers.org.uk/story.php?id=1683

Governor Visits

Governor visits are different from informaland formal observations of lessons. Individualgovernors may wish to visit classrooms tobecome familiar with the school or toobserve specific aspects of the curriculum.Such visits should always be by priorarrangement and follow procedures agreedand specified by the head teacher and thegoverning body following consultation withthe teaching staff. Such procedures shouldspecify that governor visits are notprofessional observations. Governors shouldnot evaluate the work of teachers. No reportby a governor evaluating the work of ateacher or teachers should be presented tothe governing body.

CLASSROOM OBSERVATIONS:NUT ADVICEThis guidance addresses classroomobservation processes and practicesarising from observation for the purposeof monitoring and evaluating teaching.

There should be a reasonable amount oftime between classroom observationsirrespective of the purpose of thoseobservations. A bunching of classroomobservations, albeit for different purposes, isunacceptable. The NUT advises that headteachers should consult on the pattern ofclassroom observations which teachers canexpect annually. Agreement should besought by head teachers with their teachingstaff on such patterns. For the purpose ofsatisfying the requirements of the annualperformance management cycle, eachteacher should undergo a maximum of oneclassroom observation a year of a duration ofno more than 60 minutes in length.

Teachers should be observed on an equitablebasis, that is, all teachers should have acomparable number of observations perteacher per year.

Teachers should be made aware of thepurpose or purposes of any proposedobservation before it takes place.

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Observations should not take place in anegative atmosphere. They should beconducted in a supportive and professionalmanner and should be neither intrusive northreatening.

The “Protocol for Inspections”, in the OFSTEDschool inspection handbooks, contains anumber of principles that would applyequally to anyone undertaking a professionalclassroom observation, in particular:

● undertaking observation withprofessionalism, integrity and courtesy;

● evaluating objectively;

● reporting honestly and fairly;

● communicating accurately;

● acting in the best interests of the pupils atthe school; and

● respecting the confidentiality ofinformation gained through theobservation.

In addition to the provisions of the protocol,classroom observation conducted by OFSTEDor Estyn inspectors must not lead toindividual teachers being identified insubsequent reports.

The NUT believes that observers involved inthe monitoring and evaluation of teachingshould have the requisite experience,qualifications and training for the lessonsthey observe.

If a teacher believes that the observation hasbeen carried out in an intimidating, intrusiveway, this could constitute bullying orharassment.

The NUT believes that observation should notinvolve additional workload for teachers.Neither the teachers under observation northose observing colleagues’ lessons should beasked to produce additional materialsspecifically for this purpose. Where NUTmembers believe that any aspect ofclassroom observation, including theproposed timing, poses an unreasonableworkload burden, they should contacttheir regional office or, in Wales, NUTCymru, for advice.

BEFORE THE OBSERVATIONThe purpose or purposes of any observationshould be made clear before it takes place.The following information and arrangementsshould be available to and accepted by bothobserver and observed beforehand:

a) the reasons why the observation is takingplace;

b) the procedures to be followed;

c) an agreement about the recording of anyevaluation outcomes made and theirreporting;

d) a discussion about the aims and objectivesof the lesson; and

e) where relevant, the identity of the personfrom whom further information may beobtained if required.

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The NUT believes that teachers should begiven at least five days’ notice of theobservation of any lesson.

The checklist below should be used fordiscussions between observer and observed.

● Has the purpose of the observation beenmade clear?

● What is the focus of the observation?

● Which lesson or part(s) of lesson(s) aregoing to be observed?

● Has there been an opportunity for theteacher being observed to describe thecontext of the lesson?

● What level of involvement will theobserver have in the observed lesson?

● Should there be a standard format forrecording the observation, for example, apro-forma?

● When and how will the feedback begiven?

● What use will be made of any informationarising from the observation?

DURING THE OBSERVATIONDuring the lesson(s), the observer shouldrespond positively to any reasonable requestsfrom the teacher being observed. Theobserver should act in as unobtrusive,sensitive and professional a manner aspossible.

AFTER THE OBSERVATIONThe feedback offered following theobservation should be well balanced andconstructive. Where possible, feedbackshould be given at the time and in themanner agreed during pre-observationdiscussions.

Feedback may take a number of forms. Inmany cases, a brief discussion after the classhas been dismissed will be sufficient. In othercases, where it is agreed that there is a needfor a more detailed analysis, a suitableopportunity should be agreed as soon aspossible after the observation. This should bewithin the normal school day, and in anappropriate environment which ensuresconfidentiality. If both the teacher andobserver agree to feedback, proposed duringa school break or lunchtime, the teachermust have the opportunity to take areasonable break as compensation beforegoing to his/her next class.

Teachers should be allowed to read any notesarising from the observation before anydiscussion takes place. They should also havethe opportunity to record their owncomments if they wish.

Feedback should identify on good pointsfrom the lesson and constructive advice onany areas for improvement.

Discussion of the teachers’ professional needsshould be built into any feedback and usedto identify opportunities for support andcontinuing professional development.

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Report(s) arising from observations should bekept in a secure place and remainconfidential to the observer, the observedand the head teacher. The teacher should bemade aware of any proposed widercirculation. If concerned about such widercirculation, NUT members should contact theNUT regional office or, in Wales, NUT Cymru.

A visit by a Primary or Secondary Strategyconsultant or local authority advisor, forexample, may lead to reports which arecirculated within relevant local authorityteams. Such reports should not nameindividual teachers.

Teachers should retain reports of theirclassroom observation reports for up to fiveyears. There can then be used, for example,for threshold application purposes. The NUTbelieve that at the time of the observationthere should be agreement betweenobserver and observed on the arrangementsfor the retention of reports and agreed enddates.

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Designed and published by The Membership and Communications Department of The National Union of Teachers – www.teachers.org.ukOrigination by Paragraphics – www.paragraphics.co.uk Printed by Jason Print and Design – www.jasonprintanddesign.co.uk – 3777/12/04

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