WELCOME
Welcome to "School Self-evaluation for Secondary Subject Leaders: Classroom Monitoring". This course aims to provide subject leaders in secondary schools with the knowledge and understanding they require to carry out effective classroom monitoring in their areas of responsibility. For the purposes of this course, the term "classroom monitoring" covers watching and examining teaching and learning in action, and analyzing student performance.
The course is divided into four modules:
- Analyzing your current practice
- Successful observation of teaching and learning
- Scrutinizing students' work
- Using existing statistics and consulting stakeholders
As you work through the course, you will:
- analyze the classroom monitoring carried out currently in your area, and consider how it contributes directly and indirectly to your students' learning
- reflect on the effectiveness of your current policies and procedures for classroom monitoring
- develop your knowledge and understanding of how you can lead and manage classroom monitoring more effectively
PREPARATION
There is no preparation for this course.
COURSE STRUCTURE
This is an independent study program which means your individual starting date and due date are based on your date of registration. Your instructor will advise you of this due date.
This is an interactive online course. Although you will be able to complete some of it just by sitting in front of your screen working through the online material, we will regularly ask you to reflect on what you have learned, and put ideas into practice.
- Activities - exercises or reflections for you to carry out in front of your computer screen. Unlike a Task, there is no specific end product, and you'll always be able to complete them on your own.
- Tasks - similar to Activities, but requiring you to put your learning into practice in a specific situation in school.
- Forms - use to collect the information learned.
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Resources -
a) RESOURCE FORMS: Has PDF forms to help you answer questions in the Student Books
b) RESOURCE FURTHER READING: Includes clarifications about the module.
c) REFERENCE LINKS: Has links to websites referred to in the module.
d) DEFINITIONS: Has definitions of terms used in the module.
e) BIBLIOGRAPHY: The bibliography is located at the bottom of this page that includes books you may check out at your local library.
- Student Book- for you to record your reflections and send to your instructor.
At any time you may email your instructor with questions or problems you may be having with the material or the web site.
How do I get the Student Book to my instructor?
You will need to email it to your instructor. Download and save the document as described below and then you can enter your own text into the Student Book word document. Your instructor will expect a version of your student book as you complete each module. These can be saved by you in your files as well as being sent to your course instructor via email as an email attachment.
How do I save and name the Student Books?
You cannot type your answers on this web site. You must download your Student Book template which is a word document, by clicking on the download link below.
For your Student Book, please use a text document or a Microsoft Word document and type your text there. Title the document like this:
- NAME OF CLASS
- NAME OF TEACHER
- YOUR NAME
- DATE
- MODULE1
[NAMEOFCLASS_TEACHERSNAME_YOURNAME_MODULENUMBER.doc ]
like this
6208_DRCLARK_JOHNDOE_MODULE1.doc
Save the Student Book on your computer and complete the assignments on the document and then email it to your teacher.
INDEX
STUDENTBOOKS Click here to download
RESOURCES
BIBLIOGRAPHY
REFERENCE LINKS
Module 1: Analyzing your current practice
MODULE 1A Intended learning outcomes for Module 1
MODULE 1B Classroom monitoring - an introduction
MODULE 1C Activity 1: Reflection on classroom monitoring
MODULE 1D Activity 2: Areas of classroom monitoring
MODULE 1E Activity 3: Looking at teaching in action
MODULE 1F Activity 4: Looking at students’ work
MODULE 1G Activity 5: Responses to Activities 3 and 4
MODULE 1H Activity 6: What happens to the evidence gathered?
MODULE 1I Activity 7: Reflection
MODULE 1J What have you learned? Review of your learning from Module 1
MODULE 1K Congratulations
Module 2: Successful observation of teaching and learning
MODULE 2A Intended learning outcomes for Module 2
MODULE 2B Activity 8: Sharing the purposes of observation of teaching and learning
MODULE 2C Activity 9: Making the purpose of classroom observation explicit
MODULE 2D Task 1: Colleagues' opinions
MODULE 2E Activity 10: Making the purpose explicit to school self-evaluation
MODULE 2F Activity 11: Agreeing the process of observation
MODULE 2G Activity 12: Understanding the context
MODULE 2H Activity 13: Courtesies and protocols
MODULE 2I Activity 14: Recording lesson observations
MODULE 2J Task 2: Lesson observation record
MODULE 2K Activity 15: Giving lesson feedback
MODULE 2L Activity 16: Policy and procedures for giving feedback
MODULE 2M Task 3 (optional): Teachers’ opinions
MODULE 2N Activity 17: Making policy
MODULE 2O Task 4: Drawing up a policy
MODULE 2P What have you learned? Review of your learning from Module 2
MODULE 2Q Congratulations
Module 3: Scrutinizing students' work
MODULE 3A Intended learning outcomes for Module 3
MODULE 3B Activity 18: Why scrutinize students' work?
MODULE 3C Activity 19: How systematically is students' work scrutinized?
MODULE 3D Activity 20: Consistency in the scrutiny of students' work
MODULE 3E Activity 21: The evidence
MODULE 3F Activity 22: Agreeing the aspects and evidence
MODULE 3G Activity 23: Drawing up a policy
MODULE 3H Task 5: Consulting colleagues
MODULE 3I Activity 24: Homework diaries and student journals
MODULE 3J Task 6: Colleagues' opinions
MODULE 3K Activity 25: Making policy
MODULE 3L Task 7: Drawing up a policy
MODULE 3M What have you learned? Review of your learning from Module 3
MODULE 3N Congratulations
Module 4: Using existing statistics and consulting stakeholders
MODULE 4A Introduction
MODULE 4B Intended learning outcomes for Module 4
MODULE 4C Activity 26: School-based statistics
MODULE 4D Activity 27: State Statistics
MODULE 4E Activity 28: National or externally provided statistical information
MODULE 4F Activity 29: Making policy
MODULE 4G Task 8: Implementing policy
MODULE 4H Activity 30: Talking to teachers
MODULE 4I Activity 31: Talking to students
MODULE 4J Activity 32: Talking with parents
MODULE 4K Activity 33: Using principals / board members / managers
MODULE 4L Task 9: Policy for consulting stakeholders
MODULE 4M What have you learned? Review of your learning from Module 4
MODULE 4N Congratulations
Module 1: Analyzing your current practice
MODULE1A Intended learning outcomes for Module 1
By the end of this module you should:
- be able to define the necessity and purpose of classroom monitoring
- be able to define the broad aspects of classroom monitoring
- know how to examine the current level of classroom monitoring in your subject in the areas of lesson observation and the scrutiny of students' work
MODULE1B Classroom monitoring - an introduction
In the secondary school, with a common departmental or faculty structure, classroom monitoring in each department/faculty/subject area has to be inherent if teaching and learning are to improve. The subject leader plays a key role in creating the climate and leading by example, by contributing to whole-school policies and by ensuring that they are followed. In this way, the leader of each subject area/department/faculty assists in the continuing self-evaluation of the school as a whole.
In schools where subject leadership is exercised by a coordinator, the same issues apply.(Note: the terms "subject area" and "subject leader" are used throughout the rest of this course to cover the range of titles used in schools such as subject coordinator, curriculum area/curriculum coordinator, unit leader, team leader or lead teacher.)
This course is adapted from the British Educational Module intended for their system and those staff members associated with International Schools. While the process and reflections are valuable to all educators in a global sense, the integrity of the terminology has been retained (particularly in the resources) which may give you pause to question the applications for your situation.
Be advised that "governing body" or "governor" may refer to all federal and state department of education administrators, but more often it means your local school board, the local school district superintendent, those district managers who operate out of the district office and other fellow members of your administration team.
"Head" generally refers to lead teachers who may assume responsibility when the building administrator is gone, unit leaders, curriculum department heads and building principals who may or may not also be teaching within the school.
BACK TO INDEX
MODULE1C Activity 1: Reflection on classroom monitoring
Reflect on the idea of classroom monitoring. What is it? Why do education professionals regard it as so significant for schools? Do you agree that it's important for your school? How far is it undertaken in your school at the moment? How far is it carried out in your subject area at the moment? Is it systematic? Does it have positive outcomes in terms of student achievement?
Record your answers to these questions in your Student book (1), and record other initial thoughts you have about classroom monitoring.
MODULE1D Activity 2: Areas of classroom monitoring
When considering classroom monitoring, evidence can be found in four broad areas:
- by watching and examining teaching and learning in action
- by looking at students' work
- by talking to people
- by analyzing student performance (e.g., in tests)
Record your answers to these questions in your Student book (2). Comment on your current practice in classroom monitoring in the light of your answers.
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MODULE1E Activity 3: Looking at teaching in action
Use Resource 1: Monitoring teaching to undertake an analysis of how systematically teaching and learning are evaluated in your subject area.
Once you've completed it, you may like to check it through with a colleague, to ensure you've not left out any important aspects.
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MODULE1F Activity 4: Looking at students’ work
Use Resource 2: Looking at pupils' work to undertake a further analysis. This should show you how systematically students' work is looked over by subject staff other than the students' teacher.
Once you've completed it, you may like to check it through with a colleague, to ensure you have not left out any important aspects.
Keep the completed document for future reference.
MODULE1G Activity 5: Responses to Activities 3 and 4
What's your opinion of the results of the analysis you made in Activities 3 and 4?
Does the analysis you've made alter the opinion you expressed in your Student book (2)?
Is there a systematic approach to evaluating teaching and learning in your subject area? In your judgment, is the amount of classroom observation and scrutiny of teachers' planning and recording sufficient to provide useful evidence for evaluating your subject? What changes (if any) need to be made to your subject's processes in this respect?
Think also about the scrutiny of students' written work and practical assignments. Is the scrutiny done systematically enough? Does it provide useful evidence for evaluating your school? What changes (if any) need to be made to your subject's processes in this respect?
Note your comments in your Student book (3). Your comments will be useful in later modules.
MODULE1H Activity 6: What happens to the evidence gathered?
It would be an unusual school where there was no observation of lessons, and no scrutiny of pupils' work by someone with administrative responsibility for the teacher or the subject.
Assuming that some of these activities take place - perhaps systematically, perhaps not in some cases - what happens to the evidence gathered?
How in your school is the evidence recorded? Is it gathered to a standard format? Are those gathering the evidence sure about what they are looking for?
Who is the evidence and information passed to? How is feedback given?
How is the evidence from lesson observation and scrutiny of students' work fed into the school's cycle of planning for improvement?
Note your answers to these questions in your Student book (4). Your answers will be useful in later modules of this course.
MODULE1I Activity 7: Reflection
Reflect on the analyses you have completed so far.
Do you agree that observation of teaching and learning and scrutiny of students' work have a significant role to play in evaluating the work of your subject area? Are they currently being undertaken systematically? What are your initial thoughts about your systems? Will they need to be developed further? What needs to be done at this stage?
Reflect, also, on how the practices and procedures within your subject area match with those in other areas and with whole-school policies and practices.
Record your views in your Student book (5), to refer to later in the course.
MODULE1J What have you learned? Review of your learning from Module 1
What have you learned? Review of your learning from Module 1
By the end of this module you should:
- be able to define the necessity and purpose of classroom monitoring
- be able to define the broad aspects of classroom monitoring
- know how to examine the current level of classroom monitoring in your subject, in the areas of lesson observation and the scrutiny of students' work
How much has this module helped you to achieve these outcomes? Make a note in your Student book (6) - save your responses and send your student books to you instructor.
BACK TO INDEX
MODULE1K Congratulations
MODULE2A Intended learning outcomes for Module 2
By the end of this module you should:
- understand the issues in creating the climate for successful observation of teaching and learning
- know how to develop effective recording proceduresbe able to develop a policy for the observation of teaching and learning, to support whole-school self-evaluation
All available evidence - and perhaps your own experience as a teacher - indicates that being observed in the classroom is a stressful experience for most teachers.
Department heads, curriculum coordinators and subject (team and grade) leaders are more likely to secure the understanding of teachers if they are clear about the reasons for any observation, monitoring and evaluation that are carried out.
The key features of successful lesson observation are:
- clarity about the purposes
- agreement about the process
- understanding of the context
In terms of school self-evaluation, how would you explain the purposes of observation to the other staff?
Make notes in your Student book (7).
MODULE2C Activity 9: Making the purpose of classroom observation explicit
Click on Resource 3 to see a list of potential reasons for classroom observation.
Which of these currently occur in your school? Use Resource 4: Reasons for classroom observation grid to list them. Keep your findings for reference.
Do you believe that staff in your school are always clear as to the purpose of a lesson observation? What procedures do you have in place to make the purpose explicit? Record your opinions in your Student book (8). (Note: you will refer back to these opinions a bit later in the module.)
MODULE2D Task 1: Colleagues' opinionsThis Task allows you to test the opinion you expressed in your Student book (8) against the views of other members of staff.
Canvass four or five colleagues, whose lessons you know have been observed in recent months.
Using Resource 5: Colleagues' opinions to log their responses, ask them the following questions:
- When did you last have a lesson observed?
- Who observed it?
- Why did the observation take place?
- Did you receive feedback?
- What form did the feedback take?
Record your findings from Task 1 in your Student book (9). Did the staff survey alter your opinion as to whether staff are clear about the purposes of lesson observation?
MODULE2E Activity 10: Making the purpose explicit to school self-evaluationHow are the lesson observations that are undertaken in your subject area used in terms of whole-school self-evaluation? Is the evidence gathered from various observations recorded systematically? Does it need to be made clear to staff that observation for any defined purpose could also be used to evaluate the school as a whole? How could you best do this in your subject and school?
Record your thoughts, ideas and opinions in your Student book (10).
MODULE2F Activity 11: Agreeing the process of observationClearly the purpose of a class observation determines the process. Once again, however, to get the best return from an observation, the teacher and observer need to have a common understanding of the process that is to occur.
Click on Resource 6: The lesson observation process to see a list of the issues that need to be considered when deciding the process.
In terms of class observation for subject evaluation, rather than for any other specific reason, how do you believe the process should operate?
Record your views in your Student book(11).
MODULE2G Activity 12: Understanding the contextFor the observer to "get inside" the lesson as quickly as possible, good quality information about the context of the lesson is important.
Think about what you would need or like to know before a lesson observation. In yourStudent book (12), list what contextual information you believe would be necessary and/or useful for you to conduct a successful lesson observation.
Compare your list with the list provided in Resource 7: Contextual information.
Now add to your Student book (12) any further ideas about contextual information that ideally should be available before a lesson observation.
MODULE2H Activity 13: Courtesies and protocolsHaving and maintaining courtesies and protocols helps to ensure that lesson observations are successful. The following protocols are useful:
- prepare for the observation by studying the contextual information
- allocate quality time to the observation
- undertake the observation according to the processes agreed
- allocate quality time to feed back to the teacher observed
- don't cancel at the last moment
Which of these protocols currently exist in your subject area? Which need to be adopted or made explicit? Are they used throughout the school?
Note your conclusions in your Student book (13).
MODULE2I Activity 14: Recording lesson observationsIt's vitally important that lesson observations are recorded consistently, so that the evaluation can be equally consistent.
Click on Resource 8: Lesson observation to read some comments on the recording of lesson observations.
Reflect on the points made in this Resource. Think about how lesson observations in your subject can be recorded consistently. Make notes in your Student book (14).
MODULE2J Task 2: Lesson observation recordUsing the notes you made in your Student book (14) as a starting point, discuss with other senior colleagues how best to record a lesson observation.
During your discussion, agree to draw up a draft for a lesson observation form, and outline a timeline for its production.
Make a record of your decisions in your Student book (15).
The success of lesson observation also depends on how teachers receive and value the feedback they're given. It's important to have recognized protocols for giving feedback to ensure that any constructive criticism is received in a positive way.
In your Student book (16), list the issues that, in your opinion, need to be considered in order to ensure feedback to teachers will have the most positive effect.
Then compare your list with the issues listed in Resource 9: Giving feedback.
MODULE2L Activity 16: Policy and procedures for giving feedback
Combine the list you made in your Student book(16) and the suggestions in Resource 9: Giving feedback. This should give you the basis for an outline policy and procedure for giving feedback.
Make a note of your merged list in your Student book (17).
Consider doing the next Task, in due course, to refine your policy before finalizing it.
BACK TO INDEX
MODULE2M Task 3 (optional): Teachers’ opinions
When you've fed back to a teacher who has been observed, ask them for feedback on your feedback. Were the timing and conditions right? How helpful has it been? How will it affect their future work? What effect has it had on their morale? Make a note of their responses in your Student book (18).
MODULE2N Activity 17: Making policy
Review your responses and analyses from the following Activities from Module 1:
Activity 3 - Resource 1: Monitoring teaching
Activity 5 - Student book (3)
Activity 6 - Student book (4)
Activity 7 - Student book (5)
By reflecting on your observations and analyses to date, you will be fully equipped to undertake Task 4 (which follows).
Task 4 needs to be completed over a limited timescale - say four school weeks. (Note: there is a similar Task at the end of Module 3 - you might prefer to continue with the course and carry out both Tasks together after you have completed Module 3.)
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MODULE2O Task 4: Drawing up a policy
Arrange with colleagues to draw up a subject area policy for the effective and systematic observation of teaching and learning, building on:
- school criteria for effective lessons
- school policy and procedure for lesson observation
- the particular requirements of your subject area
- your analysis of your current practice
- the need to share purpose, process and context
- a decision as to who will conduct observation for specific purposes
- the need to have consistency in the recording of observation
- the need to place any observation in context
- the need to give proper and professional feedback
- the need to observe agreed protocols
- the need to have procedures in place to use the information obtained through a variety of observations to
- evaluate your school's standards of teaching and learning
BACK TO INDEX
MODULE2P What have you learned? Review of your learning from Module 2
When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 2.
By the end of this module you should:
- understand the issues in creating the climate for successful observation of teaching and learning
- know how to develop effective recording procedures
- be able to develop a policy for the observation of teaching and learning, to support whole-school self-evaluation
How much has this module helped you to achieve these outcomes? Make a note in your Student book (19) - save your responses and e-mail your comments to your instructor.
Module 3: Scrutinizing students' work
MODULE3A Intended learning outcomes for Module 3
By the end of this module you should:
- have the skills to successfully scrutinize students' work
- be able to develop a subject area policy for the scrutiny of students' work
MODULE3B Activity 18: Why scrutinize students' work?
In the course of their evaluation of teaching and learning, most schools arrange for students' work to be scrutinized (carefully studied and analyzed) by a member of staff other than their regular teacher.
In your Student book (20), outline your reasons why you think this is done.
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MODULE3C Activity 19: How systematically is students' work scrutinized?
Revisit your responses to Activities 4 and 5 in Module 1. (Consult your completed grid on Resource 2 and your Student book (3).)
Given the points you made in response to these activities, and given the reasons why you think students' work is scrutinized, what are the procedures that you need to introduce into your subject area to make the scrutiny more systematic? Note your ideas and opinions in your Student book (21).
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MODULE3D Activity 20: Consistency in the scrutiny of students' work
Currently, when students' work is scrutinized in your subject area, is there a general understanding as to what is being looked at? Is there consistency in the approach?
What are the various aspects of the students' work that you are expecting to see?
Note your responses to these questions in your Student book (22).
Then compare your list with Resource 10: Aspects of students' work, and add to or amend your own Student book entry.
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MODULE3E Activity 21: The evidence
Of course, it's impossible to judge the standards reached in any of the aspects mentioned in Resource11 without agreeing what evidence you'd need to make such a judgment.
Using Student book (23), make notes about the evidence you would seek to judge the standards reached in each of the various aspects of students' work.
Then compare your responses with the list in Resource13: The evidence.
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MODULE3F Activity 22: Agreeing the aspects and evidence
Using the opinions and ideas you expressed in Student book (23) and the list you were given in Resource13, draw up your own list (in your Student book (24) of aspects and evidence that will apply to the circumstances of your subject in your school. Remember, you can copy-and-paste from the list into your Student book if you wish
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MODULE3G Activity 23: Drawing up a policy
Reflect on the work you have done so far in this module.
Begin to consider how, in your subject area, students' work can be scrutinized in a consistent and regular way, within the parameters of whole-school policies. Also, think about how the results of the scrutiny can be effectively and usefully recorded.
Note your conclusions in your Student book (25).
MODULE3H Task 5: Consulting colleagues
Discuss with relevant colleagues the most appropriate way of recording the scrutiny of pupils' work. Remember that work can be practical and oral as well as written.
During your discussion, agree to draft a form for recording the scrutiny of students' work, and outline a timeline for its production.
Make a record of your decisions in your Student book (26).
MODULE3I Activity 24: Homework diaries and student journals
Like most secondary schools, your school probably has a system equivalent to homework diaries or notebooks, student journals, day books, or something similar.
In many schools, these diaries or journals are checked by the teacher, classroom aide, special services teacher or equivalent.
Think about the practice in your school. Why is it done in this way? What does the information obtained show you? What happens to the information gleaned? Is it systematically recorded? Is it fed back to subject leaders such as curriculum coordinators, unit leaders, department chairs)?
If no such system exists in your school, what are the arguments for and against such checking arrangements?
Record your observations in your Student book (27).
MODULE3J Task 6: Colleagues' opinions
Discuss with your colleagues the most appropriate way of recording the scrutiny of students' work. Remember that work can be practical and oral as well as written.
During your discussion, agree to draw up a draft pro forma for recording the scrutiny of students' work, and outline a timescale for its production.
Make a record of your decisions in your Student book (26).
MODULE3K Activity 25: Making policy
Review your responses and analyses from the following Activities from Module 1.
Activity 4 - Resource 2: Looking at pupils' work
Activity 5 - Student book (3)
Activity 6 - Student book (4)
Activity 7 - Student book (5)
By reflecting on your responses, you will be better able to complete Task 6, which follows.
Task 6 should be done over a limited timescale - we suggest four school weeks. (You might have decided to undertake this task at the same time as Task 4 in Module 2.)
BACK TO INDEXMODULE3L Task 7: Drawing up a policy
Arrange with colleagues to draw up a policy for the effective scrutiny of students' work in your subject area, building on:
- school policy and procedure in this area
- your analysis of current practice
- the need to be systematic and consistent
- the need for those scrutinizing the work to have an agreed understanding of what they are looking for
- the need to have procedures in place to use the information obtained through scrutiny of work, to evaluate the standards reached by your students in class and in their homework
MODULE3M What have you learned? Review of your learning from Module 3
When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 3.
By the end of this module you should:
- have the skills to successfully scrutinize students' work
- be able to develop a subject area policy for the scrutiny of students' work
How much has this module helped you to achieve these outcomes? Make a note in your Student book (29) -save your responses and e-mail your comments to your instructor.
BACK TO INDEXMODULE3N Congratulations
Module 4: Using existing statistics and consulting stakeholders
BACK TO INDEX
MODULE4A Introduction
In general, the processes and ideas covered in this module are perfectly applicable to schools in all states. Sources of statistical data may be different as may some methods of consultation, but the approach and subsequent benefits are equally valid.
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MODULE4B Intended learning outcomes for Module 4
By the end of this module you should:
- understand how to use existing statistical information and national frameworks regarding student performance
- know how to disseminate such information
- know how to consult various groups in the school (teachers, students and parents) to support effective
- classroom monitoring
MODULE4C Activity 26: School-based statistics
Consider the statistical analyses of student performance that you currently hold in school. For the purposes of this activity, include statistics derived from in-school analyses, and also any commercial analysis (such as computer assessments, locally determined benchmarks, district curriculum assessments, etc.) the school undertakes, List as many as you can in your Student book (30).
What purpose do they serve? How widely is the information disseminated? How is it used in your school?
Again, record your opinions in your Student book (30).
MODULE4D Activity 27: State Statistics
Undertake the same exercise as you did in Activity 25, for statistics obtained by your school from the state or similar organization Make a record in your Student book (31).
How much overlap is there with your own school-initiated statistical information? If there is overlap, which is the better set of statistics for evaluating the work of your subject area?
Again, record your opinions in your Student book (31).
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MODULE4E Activity 28: National or externally provided statistical information
Use your Student book(32) to reflect on all the statistical information that's available directly or indirectly from national or international sources (e.g., standardized tests, subscribed computer assessments, college entrance exams, etc.) regarding pupil performance.
Your access and use of any test scores and reports will be considered your Resource 12.
How systematically is this information analyzed in your school? Is there a policy for its use in particular subject areas? How is it used in your subject area? What information is fed back to class teachers? Generally, what use is made of it? Are you, as subject leader, expected to report back to the Principal, senior colleagues or School Board on the statistics for your subject area?
Note your responses in your Student book(32).
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MODULE4F Activity 29: Making policy
Think about the range of statistical information that's available to you, and any existing school or national frameworks for interpreting it. Tease out what, in your opinion, is truly useful. Make a list in your Student book (33) of what you can sensibly use in terms of evaluating your subject area. Indicate to whom the information should be passed. Indicate what use others in school should make of the information passed on to them. As you do this Activity, think about:
- your current practice
- the need to be systematic and consistent
- the need to use only those statistics that are going to be useful
- the sensible use of existing national and local frameworks
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MODULE4G Task 8: Implementing policy
Discuss your findings and opinions, as outlined in your Student book (33), with colleagues, and with your line manager.
Arrange to draw up a subject policy for the use of statistics and existing frameworks, within any whole-school guidelines. Give yourselves a time limit to do this - we would suggest four weeks.
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MODULE4H Activity 30: Talking to teachers
In any subject area there's a lot of formal and informal discussion. Most subject leaders will now have teaching and learning as the main item on the agenda for almost every departmental meeting. This might be in the form of curriculum development, schemes (scope and sequence) of curriculum, teaching policies or evaluation.
As a subject leader, however, you can benefit greatly from a more structured approach to talking to teachers in your subject area.
Click on Resource 13: Getting qualitative data for some ideas about eliciting teachers' views more formally.
Note your responses in your Student book(34)
MODULE4I Activity 31: Talking to students
Traditionally, there's been a reluctance to discuss issues of standards of teaching and learning with pupils in any structured way within the whole school setting. That tradition is now declining, and many schools have formal structures to consult pupils over a very wide range of school activities.
Look at Resource 14: Talking to students to see some ideas on questions to ask pupils about their teaching and learning.
Reflect on the situation in your subject area. How are your students' views currently collected? How are their opinions built in to classroom monitoring in your subject? Is there a need for this sort of activity? How can it be developed further?
Record your answers in your Student book(35).
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MODULE4J Activity 32: Talking with parent
Reflect on the value of obtaining views of parents on the school. If you believe it could be a useful part of classroom monitoring, how could it be organized? Record your views in your Student book(36).
Click on Resource 15: Talking with parents to see some more ideas on gaining parental feedback, and add to or amend your Student book entry as you wish.
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MODULE4K Activity 33: Using principals / board members / managers
Another important source of information for classroom monitoring can, of course, come from School Board members as well as administrative/managerial staff (district superintendent, business manager, district office staff) . We offer a separate course that deals with this in depth, but it's also an area to consider in this course. Do School Board members and/or managerial staff regularly see the work of the school? How do they report back on what they have seen? How valuable are their views and opinions?
Again, record your thoughts in your Student book (37).
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MODULE4L Task 9: Policy for consulting stakeholders
Schools are at different levels in the process of consulting various groups within the school community. If your school currently has no clear policy on this issue, then discuss with senior staff plans to draw up a school policy to support effective classroom monitoring. Consider:
- current practice
- the need to be systematic and consistent
- the need to consult those you believe are going to be useful in supporting classroom monitoring
Alternatively, if you already have a policy in place, you could suggest a review of it.
Remember to put a deadline on any new or revised policy.
BACK TO INDEX
MODULE4M What have you learned? Review of your learning from Module 4
When you have worked through the Activities and Tasks in this module, please look again at the intended learning outcomes for Module 4.
By the end of this module you should:
- understand how to use existing statistical information and national frameworks regarding student performance
- know how to disseminate such information
- know how to consult various groups and constituencies in the school to support effective classroom
- monitoring
How much has this module helped you to achieve these outcomes? Make a note in your Student book (38) -save your responses and e-mail your comments to your instructor.
BACK TO INDEX
MODULE4N Congradulations
RESOURCES
Resource 1: CLICK HERE TO DOWNLOAD PDF
Resource 2: CLICK HERE TO DOWNLOAD PDF
Resource 3: Reasons for classroom observation
The reasons why classroom observation occurs include:
- part of the performance review cycle by the teacher's supervisor
- part of the professional support given to a new teacher by the appointed mentor monitoring for quality by a subject leader or supervisor
- modeling of good practice for another colleague
- part of a staff development program
- part of a curriculum review
- studying the learning and/or behavior of a pupil or group of students
- part of a capability procedure
- school-based research
Resource 4: CLICK HERE TO DOWNLOAD PDF
Resource 5: CLICK HERE TO DOWNLOAD PDF
Resource 6: The lesson observation process
- Deciding the process of the lesson observation requires answers to these questions:
- Will the observer or the teacher decide which lesson is to be observed?
- How much notice, if any, is to be given? What criteria will be used?
- What form will the record of observation take?
- What will happen to the record afterwards?
- What will the class be told about the purpose of the visit?
- What role will the observer take during the lesson?
- Passive onlooker?
- "Student"?
- Fellow teacher?
- Any other role?
- How and when will the teacher receive feedback?
Resource 7: Contextual information
Contextual information to include:
- school or department guidelines on effective teaching
- the scheme of work the place of the lesson within the scheme of work
- the lesson plan, with intended learning outcomes
- information about the students:
- ability range
- students with special needs
- students with English as an additional language
- students on the gifted and talented register
- books to be used
- handouts to be used
- practical resources required
- use of teaching assistants/learning support assistants
Resource 8: Lesson observation
Across the United States, almost every state has observation forms on their department of education websites. Take a few moments and do a web search to see what is available in your area. Using your search engine, type "Teacher Observation form (your state name)" to see the standards, factors and forms for your state. Furthermore, most individual school districts adopt or adapt these guidelines in an effort to tailor their observation process. These forms should be made available within your district's website or teacher/administrator handbooks, and you are advised to examine them. While there are differences, the structure and elements included are similar in form and function.
You might like to see what a federal handbook looks like, so in an effort to provide you with an example - along with a more global viewpoint, we offer you this information and opportunity:
When Ofsted (Office for Standards in Education in England) inspectors observe a lesson, they have notes about the context, including the lesson plan and intended learning outcomes. The remainder of the evidence form is a blank space in which they "tell the story" of the lesson and note the significant evidence about:
- the quality of teaching and learning
- the progress made during the lesson and over time
- the attitude and responses of the students
- the standards of students' skills, knowledge and understanding
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Resource 9: Giving feedback
Arrange to give feedback as soon as possible after the lesson. It should be private and unrushed, so the choice of time and place is important.
Don't start your feedback with all the negatives! If the lesson really has been a disaster, it may be wise to open the discussion with, "How did you feel that went?"
The feedback should always start with the positive features of the lesson before moving to any areas of weakness or where good teaching could still be improved.
The observer's record should be sufficiently detailed for concrete examples to be given. (For example: "When you had been talking for fifteen minutes, I noticed some of the students in the back row stopped listening and started a game Tic-tac-toe.)
If the observation had an agreed focus, e.g. the management of resources in a practical science lesson, then most of the feedback should be about that. Other important issues should not be ignored, however, if they had an important part to play in the success or otherwise of the lesson.
Resource 10: Aspects of students' work
- Breadth and balance
- Progress made by different groups of students
- Ongoing assessment and feedback
- Standards: are they high enough?
- Students' knowledge
- Students' understanding
- Students' skills
- Students' attitudes to the subject
- The climate for learning
- Students' knowledge of their own learning
- Effective and appropriate teaching methods
Resource 11 CLICK HERE TO DOWNLOAD
Resource 12 - "compare test data available to you in your school and use it to compare your responses with the list in resource 11.
Resource 13: Getting qualitative data
From E. Ruding, Middle Management in Action: Practical Approaches to School Improvement, 2000)
Learning/teaching perceptions of those involved
The questions which might be used when attempting a departmental team audit are given below. This approach can be used in smaller departments, even though it may merely confirm views already known or relationships already working well. It is important that all know the reasons for the questionnaire, are prepared for this type of audit and are willing to treat it in a professional way.
Because some of the questions may be misused by uncommitted and/or cynical teachers, it might be useful to do a "dry run" with a sample of staff to test their views and to obtain suggestions for improvement.
- What I like most about myself as a teacher is...
- I am best in the classroom when...
- The pupils like it when...
- I would describe my teaching style as...
- When I think about the classroom, I...
- I enjoy teaching most when...
- I would prefer to change my teaching style/approach but...
- What I have still to learn about teaching is...
- What I try to avoid most in my teaching is...
- I envy those teachers who...
- I am the sort of teacher who...
- When someone criticizes my teaching,
- I... The main things I like to see happen in my lessons are...
- What I most dislike about being a teacher is...
- The pupils seem to learn best in my lessons when...
- I wish I was better able to...
- Most of my colleagues think I am...
In all cases, the questionnaires have to be analyzed carefully in order to evaluate the overall view presented. Questionnaires rarely produce a consensus, but the responses should give valuable evaluative evidence for the topic being investigated. It is also important to give feedback to those being questioned, not least in order to show that the questionnaire is important to the school, the team or department.
Resource 14: Talking to students
(From E Ruding, Middle Management in Action: Practical Approaches to School Improvement, 2000)
Evaluating learning and teaching: the perceptions of those involved
A method of monitoring or evaluating the effectiveness of learning and teaching is the use of questionnaires to test the perceptions of those involved. This is particularly helpful if a new approach, syllabus or scheme of work is about to be, or has just been, introduced. A questionnaire before and after the event should give an indication of the changes, and possibly the improvements, that have been perceived by the key stakeholders in the process.
The Students' Perceptions
The questions, language and methods (e.g., oral approaches with certain students) should be varied according to the ages and abilities of the students and it is important that all students have some understanding of why it is being done. However, whatever their age or ability, students need guidance and help in answering the questions or completing the questionnaires in order to avoid the danger of their giving the "expected" answer.
This approach can be used at subject level or as a part of the tutorial program in school. It would also provide a valuable link between the "academic" and the "behavioral/emotional" elements of the students' development, which many students, and some teachers, still see as separate and quite unconnected entities.
Students in Middle School/High School
I find learning most enjoyable when...
- The type of teaching I learn best from is...
- When I do well in lessons I feel...
- The things I have found hard to learn are...
- One particular thing/topic I would like to learn and understand is...
- I can learn by myself if...
- I do best in group work when...
- In all subjects, I feel I am particularly good at doing...
- I sometimes avoid learning because...
- The most recent thing I have learnt is...
- What I should most like to learn about myself is...
Resource 15: Talking to parents
(From E. Ruding, Middle Management in Action, Practical Approaches to School Improvement, 2000)
The Parents' Perceptions
Although it is often difficult to obtain constructive responses from some parents, any responses can be a valuable source of feedback from these important stakeholders. It would be valuable if there were a tradition in the school of seeking parental views. This approach can be used only if parents feel that their views are important and useful and if they understand why their views are being sought.
Questions which might be used include:
- I have/have not noticed any changes in my son's/daughter's work.
- He/she seems happier with his/her work.
- He/she seems to be doing better at... He/she seems to be getting less/the same/more homework.
- He/she talks more/less about the work in school.
- The most positive aspects of school work mentioned are...
- The issues about which he/she seems most unhappy/uncertain are...
- Of the work in school and at home, I would like to see more of...
- Other things that I think would help improve my son's/daughter's learning are...
Because of the reluctance of some parents to complete and return this type of questionnaire, their views might be sought through a questionnaire using "tick-boxes" or "ringing of answers". The latter could use questions with a 1 to 7 scale (Excellent to Very Poor). In all cases the language used should be clear and straightforward without being patronizing. For those parents whose English is insufficient to cope with the questions, suitably translated versions should be made available.
BIBLIOGRAPHY
Author: DfES
Title: Auditing a subject in Key Stage 3 (2001)
Publisher: DfES
ISBN: DfES 0083/2001
Author: Drakeford, B and Cooling, J
Title: The Secondary Whole-school Audit (1998)
Publisher: David Fulton
ISBN: 1853465585
Author: Fleming, P
Title: The Art of Middle Management in Secondary Schools (2000)
Publisher: David Fulton
ISBN: 1853466239
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Author: Hedger, K and Jesson, D
Title: The Numbers Game (2001)
Publisher: University of York
ISBN: 0953629910
Author: MacBeath, J
Title: Schools Must Speak for Themselves: The Case for School Self-evaluation (1999)
Publisher: RoutledgeFalmer
ISBN: 0415205808
Author: MacBeath, J and Mortimore, P eds.
Title: Improving School Effectiveness (2001)
Publisher: Open University Press
ISBN: 0335206875
Author: McCall, C and Lawlor, H
Title: School Leadership: Leadership Examined (2000)
Publisher: TSO
ISBN: 0117026123
Author: Ruding, E
Title: Middle Management in Action: Practical Approaches to School Improvement (2000)
Publisher: RoutledgeFalmer
ISBN: 0415231558
Name: Edutopia
Description: This is the George Lucas Educational Foundation website for the benefit of educators.
URL: http://www.edutopia.org
Name: U.S. Department of Education
Description: This site offers links on all subjects and topics in Education.
URL:http://www.ed.gov
Name: National Education Association
Description: Explore this site for current issues and research.
URL: http://www.nea.org
Do an Internet Search for federal, state, county and local regulations, along with research and statistics. Explore your state education agency for evaluation information and articles of interest. They are updated frequently, so bookmark your sites and check back regularly.