Numerous studies over recent years have shown that high-level and consistent performance from teachers in the classroom is central to improving outcomes for learners. So, naturally the education world has begun to examine teacher effectiveness more closely and how it can be improved.
One of the main ways that teachers get feedback on their practice, in order to develop and grow, is through mandatory lesson observations, whereby a headteacher or a member of SLT sits in on a lesson to observe the teacher. However, despite their widespread use in schools, there is a great deal of data that highlights how ineffective traditional lesson observations can be.
One of the strongest datasets being the Measures of Effective Teaching (MET) project, which confirms that teaching and learning do not improve unless teachers get high-quality feedback from impartial and authentic observations by consistent evaluators.
But, according to a SmartBrief poll nearly 70% of teachers said that traditional observation processes do not give them the meaningful and actionable feedback they need to grow. And 62% of school leaders acknowledged that the evaluation systems in place at their schools are not effective in supporting their teachers development.
So, what can be done to improve the effectiveness of lesson observations?