Remedial Instruction Programme for Year 4 students In collaboration with: Lesson Observation Tool
INTRODUCTION This guide’s intended audience: Objectives of the Lesson Observation Tool: SISC+ Panel Heads Teachers A developmental tool to support teacher progression based on SKPMg2 A target setting tool to support the setting of stretched performance targets to develop knowledge, skills, understanding and professional performance A recognition tool to reward professionalism and provide continued motivation for continuous improvement A professional development tool to support RI teachers through a comprehensive Professional Development Programme How to navigate through this guide: Understand your role as the observer Understand the tool, its descriptors and the scoring guide Understand the purpose of a Teacher Support Plan
OBSERVER’S ROLE As universal it may be, lesson observations can be daunting for many teachers. Always remember that lesson observations are a platform for you as the observer to identify what your teacher is doing well and other areas he/she can improve in. A developmental lesson observation will help the teacher with their individual professional development, which in turn ensures all student outcomes are achieved. With student outcomes at the forefront, it is important to understand that your role as an observer is NOT to judge but to SUPPORT the teacher you are observing, in ensuring their students achieve the best they possibly can. Here’s a great way to check where you are at with Lesson Observations in your school/district: Self-Assess How do you feel about lesson observations at your school? Are your teachers confident about letting people observe their lessons? YES NO MAYBE Are teacher observations used for professional development? Does lesson observation feedback consist of tick boxes against criteria? Are there pockets of outstanding practice, but a difficulty in sharing this across the school? Is there a fear of risk-taking or experimentation? Are there opportunities for peer and self-review? Does lesson observation feedback consist of a more contextualised meaningful discussion followed by specific goal setting based on teacher needs? Do teachers get an opportunity to see great practice from around the school by observing other teachers like you do? Are teacher observations always centred around professional development rather than being for performance management? Adapted from: https://blog.irisconnect.com/uk/blog/how-to-make-lesson-observations-most-effective 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Here are a few friendly reminders when conducting a Lesson Observation: Avoid making assumptions Remember that the lesson observation is for development not judgement You are there to learn too! Be reciprocal Provide instructional support 2 3 4 Observe the students as well Make ample time for giving teacher feedback 5 6 7 1
LESSON OBSERVATION TOOL RI = Remedial Instruction AfL = Assessment for Learning DI = Differentiated Instruction Teacher’s Name: Subject / Topic: Class: RI 1, AfL Sets clear and measurable learning objectives. 1 2 3 4 Date: LINKS SECTION/AREA SCORE EVIDENCE PLANNING 1. Integrates remedial activities into the main lesson. 3. 1 2 3 4 Plans for small group remedial activities using the Toolkit resources. 1 2 3 4 2. RI 1, DI Students’ prior knowledge e.g., home language, culture, social experience is included in the lesson. 1 2 3 4 4. RI 2, DI Teaching of remedial literacy components are relevant and contextualised. 1 2 3 4 5. RI 6, AfL Assessment strategies that are built in the lesson, effectively assess language and literacy challenges. 6. 1 2 3 4 Section sub-total /6= Observer’s comments: RI 1 Provides clear instructions throughout the lesson. 1 2 3 4 FACILITATING LEARNING 7. DI Encourages students to think critically. 1 2 3 4 13. RI 4, RI 7, DI Engages students through collaborative small group learning activities. 1 2 3 4 8. RI 3, DI Maintains students’ attention by using a variety of resources and tools. 1 2 3 4 9. RI 5, DI Personalises learning by linking topics, tasks, and activities to students’ personal lives. 1 2 3 4 10. RI 3, DI Uses a range of visual and verbal resources to support student learning. 1 2 3 4 11. RI 3, DI Exposes students to a variety of activities from the range provided in the Toolkit 1 2 3 4 12. RI 4, RI 7, DI Creates learning opportunities to ensure student success. 1 2 3 4 14. Effectively manages students of different abilities through different tasks and activities. 1 2 3 4 15. Observer’s comments: Section sub-total /9=
Teacher’s Name: Subject / Topic: Class: RI 3, AfL Able to distinguish between students and consider their needs and preferred ways of learning. 1 2 3 4 Date: LINKS SECTION/AREA SCORE EVIDENCE CLASSROOM MANAGEMENT 16. RI 5, AfL Students’ thoughts and opinions are valued and respected. 1 2 3 4 18. RI 4, AfL Encourages peer-assisted learning and provides such opportunities for students. 1 2 3 4 19. Effectively manages different ability groups who are doing different activities. 1 2 3 4 20. RI 5, AfL Uses positive language to recognise efforts. 1 2 3 4 17. Observer’s comments: RI 6, AfL Assessment is inclusive (transparent), continuous, and set up to capture learning and progress. 1 2 3 4 ASSESSMENT FOR LEARNING 21. Observer’s comments: Section sub-total /5= RI 6, AfL Students are given specific feedback for learning so that they can progress to the next level. 1 2 3 4 22. RI 4, RI 7, AfL Self and peer assessment is aimed at developing effective learner skills. 1 2 3 4 23. Section sub-total Total Score /23= /3= LESSON OBSERVATION TOOL RI = Remedial Instruction AfL = Assessment for Learning DI = Differentiated Instruction
SCORING GUIDE 1 Minimally Effective (significant improvement required) Planning: Learning objectives are vague and minimally relevant to the lesson. There is a lack of flow in the way the stages of the lesson are planned with little attempt to contextualise subject matter. Limited/inappropriate teaching strategies, activities and resources identified to support learning with no evidence of planned assessment. No integration of remedial instruction activities in the main lesson and no evidence of differentiation. Facilitating Learning: Mostly teacher-centred with vague instructions, limited number of remedial instruction strategies and activities from the Toolkit. Little evidence of differentiated instruction to cater for different needs and abilities. Teacher does not address gaps in learning or offer support for progression of learning. Classroom Management: Classroom environment minimally promotes student learning, engagement and/or respectful interaction. No evidence of celebrating success and/or effort. Students lack opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are not taken into consideration. Assessment: Lessons reflect few opportunities for assessment of and for learning. Feedback given is at the whole-class level and mostly to provide correct answers. Self and peer assessment is minimal and not developmental. 2 Moderately Effective (some improvement required) Planning: Learning objectives indicate some clarity and specificity of what teacher intends to achieve. Lesson stages are timed well, and attempts are made to relate subject matter to students’ prior knowledge. Some attempts to vary teaching strategies, activities, and resources. There are planned assessments with some integration of remedial instruction activities into the main lesson Facilitating Learning: Teacher manages activities with some student participation. There is evidence of some remedial instruction strategies and activities from the Toolkit to cater for different needs and abilities. Teacher supports gaps in learning or offers support for progression of learning only when requested. Minimal evidence of challenge or independent learning is demonstrated. Evidence of a limited attempt at differentiation. Classroom Management: Classroom environment somewhat promotes student learning, engagement and/or respectful interaction. Minimal evidence of celebrating success and/or effort. Students provided with some opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are somewhat taken into consideration. Assessment: Some attempts at formative assessment of tasks at individual and group level but a tendency to lean towards summative assessment as default. Feedback is general and does not provide steps for progress in learning. Few opportunities at peer and self- assessment, which do not develop learning. 4 Highly Effective (Exemplary) Planning: Learning objectives make clear provisions for activating students’ schemata and personalisation of learning. The lesson is cohesive in terms of the strategies, resources, and activities and meets the full range of learning needs. Continuous assessment is embedded throughout the lesson plan. Remedial instruction activities are seamlessly integrated into the main lesson. Facilitating Learning: Teacher manages activities with good student participation, well integrated remedial instruction strategies and activities from the Toolkit, that cater for different needs and abilities. Teacher actively supports gaps in learning and offers support for progression of learning. Students are challenged and independent learning is demonstrated with strong evidence of differentiation. Evidence of inquiry based, personalised and collaborative learning activities provides opportunities for students to excel. Learning is relevant and motivating, leading to deep understanding. Classroom Management: Learning space encourages autonomy, self-regulation and high standards of achievement and behaviour. Classroom community demonstrate respect, genuine rapport and empathy in their interaction. Established classroom learning culture encourages a safe space for risk taking and high expectations for positive behaviour. Success and effort are validated and celebrated. Students are provided with multiple opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are prioritised. Assessment: Ongoing assessment is differentiated and informs students on specific and actionable targets based on their performance and needs. Feedback provides guidance, reflection and recognition of progress encouraging innovation and creativity for self-direction. Peer and self-assessment opportunities develop and enhance student’s attributes. 3 Effective (Proficient) Planning: Learning objectives are specific, measurable, realistic and time specific. Lesson is well-paced and transitions appropriately with clear links between subject matter and students’ prior knowledge. A wide range of teaching strategies, activities, resources, and assessments to support learning are evident. Remedial instruction activities are well integrated into the main lesson. Facilitating Learning: Teacher manages activities with good student participation, well integrated remedial instruction strategies and activities from the Toolkit that cater for different needs and abilities. Teacher actively supports gaps in learning or offers support for progression of learning. Students are challenged and independent learning is demonstrated. There is clear evidence of differentiation. Classroom Management: Classroom environment promotes student learning, engagement and/or respectful interaction. Sufficient evidence of celebrating success and/or effort. Students provided with sufficient opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are mostly taken into consideration. Assessment: Regular assessment and feedback is differentiated, tracked, and informs teacher on target setting for student development. Feedback is timely and provides some guidance for next steps to progress learning. Peer and self-assessment opportunities are supported to evaluate individual and group tasks.
TEACHER SUPPORT PLAN Post observation will require you as the observer to provide feedback to the teacher. In the process of sharing your developmental feedback, do assess if the teacher requires further support. If yes, then look at populating a support plan together. It is also your role as an observer, to work with the teacher to develop a support plan in the identified areas with timelines for its implementation. The support plan process may include regular monitoring, and both the teacher and you can keep a Support Log, which records factual evidence of both support given and received. Here are steps that you may want to take in developing the support plan: In the following pages, you will see a sample Support Plan and Support Log that you may want to adapt and use. Identify area(s) in which the teacher requires support Identify a peer or head to support Discuss and create the support plan Ensure support plan is shared with the person supporting Implement the support plan with ongoing coaching Reveiw the support plan to determine if goals are met or if more support is required 01 02 04 03 RE TEACHER SUPPORT PLAN