We did formative observations in our school, but I doubt the ROI was very high, probably because we never did it the right way. They were too formal and stiff and intrusive and artificial. It seemed like a big role-play: "I'm going to play expert DoS, and you play teacher in need of my expertise". Of course they helped, but I think we could have done it better.

If I ever manage the process again, it'd be just one part of an ongoing and all-pervasive teacher-driven CPD effort, with action research, peer observation, self-observation/journaling, lesson exchanges, etc. Less of a hierarchical, top-down approach.  

As a freelancer most of my career, I have rarely had the opportunity to be observed, so I relish it when it is done by a person I respect and who is good at it. In the pre-sessional courses I teach on at Southampton University everybody is observed during the course. I am happy to say that the feedback is usually very positive, but the comments are useful to me and always show that the observer "understands" what being a teacher is about.

So I think observation can be a positive factor, but only if it is done well. This means not too often: no more than twice a year, conducted by somebody who has the respect of the observees, with constructive and useful feedback (not just "well done"). Quite a tall order, but in my opinion, essential.

Kevin

Yes, I think you've hit the nail on the head Kevin.  Genuinely developmental observation is an extremely useful part of CPD (to cross threads).  This can be carried out by peers or DOSs, but in each case I think they need to be trained to observe and give feedback (trainers on established teacher training courses with a practical compenent, for example, have a lot of training in observing and giving useful feedback).

However, much of the time teacher observation is seen as part of the annual performance review system, and in such a case I think it becomes much more judgmental than developmental.  And in that instance I think it becomes, in many cases, a waste of time.  It tells the DoS next to nothing about the teacher's performance, takes up a lot of time, and at worst can result in stress and conflict.

Or to put it another way:  What Cleve said. :-) 

Dear all

Observing teachers has always been a developmental experience for myself! I think that it has been one of the things I have enjoyed most in my position as Head of the Academic Department at the Anglo. There is so much you can learn from watching others teach. You can learn new ways of doing things, but what is more important, you can also become more aware of what kind of teacher you are (or you are not!).

My piece of advice is that a non-judgmental, interpretive approach seems to work best. During the feedback session after the lesson I have watched, at some point, I like telling teachers what I have just seen. I give them my own interpretation of their lesson: "I see you did this . . . and I think you did it because . . . / in preparation for . . . / I guess your aim was probably . . ." From my experience this can lead to lots of discussion, especially when the teacher had different aims in mind :-)

I feel this approach gives the observer the chance to understand the lesson better, and it gives the "observee" the chance to perceive the lesson "through different eyes" and reflect upon it.

Gerardo

Hi  Geraldo,

I completely  agree with you, I also  use "a non-judgemental and interpretive

methods" with conditional sentences "if it is ..., it will be .... and usually

tell my scenario on that or this moments of a  lesson and try to listen

comments of a teacher on them.It gives an opportunity to compare and take the best .

I try to encourage a teacher, but not to kill  a teacher's desire to teach.

Hi all,

I currently work in Libya doing teacher development with Libyan trainees.  We have a system of observation here where I am observed using the same process as we do with the trainee teachers.  I meet with my observer the day before the lesson, I prepare a typed lesson plan and I reflect on the lesson prior to a post-observation meeting with the trainee who has observed me.

I believe that having reciprocated observations really helps both parties to learn and develop and reduces the 'expert/novice' divide. If heads of departments or teacher trainers only observe and are not observed, it is a one-way street and in my view, it's only fair for observers to go through the observation cycle.  I encourage the trainees to question aspects of my lesson, to offer advice and provide suggestions on aspects that they can see as an observer and I can't - these include which students are being less involved, my explanations and the amount of time given to practice.  One thing I've been picked up on, rightly so, is my board writing and so I've tried to keep it neat and tidy.  It's a good reminder for me and I've learnt a lot from both observing and being observed. 

too often I see senior members of staff observing and critiquing lessons but won't let anyone observe them - as if they are above their fellow teachers.

so, in summary - reciprocity is my motto in observations. 

Hi Karen,

I agree that having a reciprocal system may work, at least superficially, to minimise the expert/novice divide, but in many situations, including mine, the observers are program managers/ directors who don't teach, at least not in their current positions. It is inevitable that many teachers will see a hierarchical relationship in which the teacher's role is to fit whatever it is s/he thinks is the iinstitution's idea of a 'good' lesson. Some people may think neat boardwork is part of this; others may think that is not important as long as the students seem to be learning. As there are many ideas on what a good lesson is, it is important for the observers to be open-minded, experienced, and capable of providing meaningful feedback. What was said earlier in this thread about the need for training in observations and giving feedback seems entirely sensible, and I am interested in hearing any feedback from people who have taken courses, like the ELT Management  Diploma module in observations and giving feedback, and how this informed their practice.