Observing Teaching and Learning Preparing for the Introduction of the 2012 Common Inspection Framework (CIF) Alastair Taylor AoC Trainer/Ofsted Additional Inspector/Ex ALI Full-time lead Inspector
Todays Objectives • To interpret CIF 2012 in terms of its evaluation of teaching, learning and assessment; and associated leadership and management. • To investigate the relationship between the delivery of teaching and learning and its management in terms of good quality learner outcomes. • To explore concepts around excellence in teaching and learning, and the factors which impact upon its quality. • To review approaches to observation, effective feedback and action planning to improve teaching, learning, assessment and learner outcomes.
My approach ... • PowerPoint presentation (for the first hour in particular) to provide background knowledge and to anchor the day. • Round table discussions to share experience and intelligence. • Video clips to demonstrate evaluation methods and to practice observations skills. • Visual imagery for those of you who learn that way best. • Open questions – two way if possible – please challenge me as debate always make for an enjoyable day. • I will keep things flowing so don‟t be insulted if I move on.
Understanding the 2012 CIF • Ofsted will “streamline and simplify the CIF so as to focus on areas that will have most impact” • More focussed inspections with fewer judgements and grades ... reports on the most important aspects. • Focus more sharply on the core purpose ... even closer examination of teaching and learning ... evaluation of the impact of leadership • Please refer to the IfL Policy Briefing to see the key differences
Teaching and learning at the heart? • Michael Gove quotes ... • "Nothing is more important than raising the prestige and esteem of teaching“ • "We cant have teachers - especially in primary schools - who arent themselves basically literate and numerate“ • “Nothing is more important in any education system then the quality of teaching and nothing matters more during the any school day then the quality of the experience a child enjoys at the hands of their teacher"
Colleges aren’t schools, but ... • We would probably agree that top quality teaching leads to positive outcomes. • Although the context is different, the challenges for colleges are probably the same. • This is understood by government through plans to “strengthen the quality of teaching and learning and developing, through a new Commission, a distinct pedagogy around vocational learning” as part of FE reform. • Which is a good thing given that vocational learning requires it‟s own approach – FE needs to be at the table ...
The big questions ... • Even if Ofsted disappeared, we would still observe teaching and learning, because we would probably agree that it is one of the most important thing we do? • Just how are we going to raise our game to create a greater proportion of outstanding teaching and learning? Are our teachers up to it? • How will we manage the improvement process? Do our managers have the skills to improve teaching and learning when their primary role is resources, planning, performance, etc?
The big questions ... • What is the correlation between the quality reported during “inspection” snapshots and the rest of the time? • How much focus should we put on what our learners say about their experience in the classroom in relation to what we observe during our “observation” snapshots? • How are we going to recruit and develop (and pay!) good quality teachers? • What might we learn from the schools sector?
Overall Effectiveness – a new (sharper) focus Current Proposed • Capacity to improve • Outcomes for learners • Outcomes for learners • Quality of teaching, learning and assessment • Quality of provision • Leadership and • Effectiveness of leadership and managements management
Outcomes for Learners – the same but different Current Proposed • Learners achieve and • All learner achieve. enjoy? • Gaps are narrowing • Learners improve their between different groups. economic & social well- being? • Learners develop personal, social & employability skills. • How safe do learners feel? • Learners progress to higher • Health and well-being? level qualifications and into jobs that meet local & • A positive contribution? national needs.
The onus is on “staff” (the teacher?) • Staff demonstrate high expectations, enthuse, engage, support and motivate learners so that they learn and make progress. • Staff set challenging tasks, build on and extend learning for all learners. • Staff have appropriate skills and expertise to provide good quality teaching, learning, assessment and support for each learner. • Staff assess learners‟ progress and provide for a range of needs including learners with learning difficulties and / or disabilities.
More explicit reference to ... • Equality and diversity are promoted through teaching and learning • Teaching develops literacy, numeracy, language and functional skills, independent and lifelong learning to support the achievement of learning goals • Learning is effectively supported by appropriate and timely information, advice and guidance on next steps in training, education and employment
Leadership & Management – more specific ... • raise expectations, promote ambition for learners and improve their outcomes • improve teaching and learning • ensure the appropriateness of the provision, including the curriculum in meeting the needs and interests of learners, employers and the local and national community • deploy resources, including staff, accommodation, facilities and technologies to support learning effectively and provide value for money
Leadership & Management – more specific ... • evaluate the provision through monitoring quality, including engagement with users and using their findings to make, promote and sustain improvement • actively promote equality and diversity, tackle discrimination and narrow any achievement gaps • ensure the safeguarding and well-being of all learners.
Improving TL&A appears to be vital ... • Inspections this year have found that there is far too little outstanding teaching in colleges. No colleges achieved an overall outstanding grade for teaching and learning and only 11% of the lessons observed were judged outstanding. Within a single college, the variations in the standards of teaching and their impact on learning can be very wide, especially between subject areas. Even in colleges where teaching and learning were judged to be good, 27% of lessons observed were satisfactory and 2% were inadequate. 2011 Chief Inspectors Annual Report
Sir Michael Wilshire – February 2012 • Reiterated plans to replace the satisfactory judgement with „requires improvement‟ and for all school inspections to be undertaken without notice. • Announced a raising of expectations for outstanding schools and a tighter focus on the way in which head teachers are driving the quality of teaching in their schools.
For “schools” read “colleges” • Ofsted do not appear to differentiate between schools and colleges. • The consultation, which also covers changes to Further Education (FE) and skills and Initial Teacher Education (ITE) inspection, sets out seven proposals in total for changes to the way schools are inspected. • From September 2012, it is proposed that ...
Proposals ... • schools cannot be judged „outstanding‟ unless their teaching is „outstanding‟ • schools will only be deemed to be providing an acceptable standard of education where they are judged to be „good‟ or „outstanding‟ • a single judgement of „requires improvement‟ will replace the current „satisfactory‟ judgement and „notice to improve‟ category • schools judged as „requires improvement‟ will be subject to a full re-inspection earlier than is currently the case
Proposals ... • a school can only be judged as „requires improvement‟ on two consecutive inspections before it is deemed to require „special measures‟ • inspections will be undertaken without notice being provided to the school • inspectors should undertake an analysis of an anonymised summary, provided by the school, of the outcomes of the most recent performance management of all teachers within the school, as part of the evidence for a judgement on Leadership and Management.
Activity • In groups on your tables, spend 20 minutes considering the following questions. • This is about you sharing best practice and learning from each other • Elect a spokesperson to provide a few comments of feedback before we break for refreshments
Defining Excellence in Teaching & Learning • What is outstanding teaching, learning & assessment practice? • What should be our focus given CIF 2012? • What does outstanding actually look like? • How do we establish an outstanding Scheme of Work and Assessment Plan? • How should we “lead and manage” teaching and learning given the new focus on “improvement”?
Chief Inspectors Report 2010-2011 • Outstanding teaching and learning are characterised by highly skilled and enthusiastic teachers who use their extensive expertise to inspire a culture of learning and challenge. Very effective planning leads to brisk, lively and imaginative teaching that ensures that learners‟ differing needs are met. Teachers‟ expectations of their learners are high, checks on learning are frequent, questions are probing and work is appropriately challenging. Learners are fully involved in evaluating and reflecting on their own learning and they learn quickly and make good progress. Learners needing additional help are identified early and effective support is provided promptly.
Key strengths • Highly skilled and enthusiastic teachers, extensive expertise • Inspire a culture of learning and challenge • Very effective planning • Brisk, lively and imaginative teaching • Learners‟ differing needs are met • Expectations of learners are high • Checks on learning are frequent, questions are probing and work is appropriately challenging.
Chief Inspectors Report 2010-2011 • In the least successful lessons, teachers talk too much, suppressing learners‟ contributions, and deliver content that is unimaginative. Questioning is rarely sufficiently penetrating to make learners think hard enough to develop their ideas, or to research, explore or communicate their ideas independently. Too many learners remain unchallenged and their own expectations of what they might achieve are not extended sufficiently. Teaching is dull and uninspiring, so learners find it hard to maintain their interest and make progress.
The traditional learner journey ... Recruitment, Monitoring and Formative & Information, Review of Summative Advice, & Progress Assessment Guidance Induction, Teaching & Orientation, Achievement Introduction Learning Initial Assessment, Individual Learning Diagnosis, Plan (ILP), Progression Identification of Personal targets & Personal Needs ambition
The traditional learner journey ... • Ofsted inspections have reported colleges with outstanding outcomes, and outstanding overall, despite the quality of provision being only good. • We would all agree that within learning and skills, the quality of the wider learner journey impacts upon overall outcome and that teaching and learning is only part of the story. • The battle to be won is that within the context of further education (and particularly vocational programmes) the wider learner journey is our interpretation of “teaching, learning and assessment”.
The CIF 2012 teaching and learning journey ... High expectations, Equality and Functional Skills, and enthusiasm. Diversity is independent and Engaging and promoted within lifelong learning is motivating staff teaching sessions developed Challenging tasks Quality Appropriate IAG that build on and on next steps in extend learning for Teaching & training, education all learners. Learning and employment. Staff with Learner progress appropriate skills is monitored and Achievement and and expertise to provision made for Progression deliver quality. individual needs
Applying the methodology ... • Look at the short video clip and consider the judgements made on the HOT Observation Record of Judgements – do you agree? • The same judgements have been translated in terms of the 2012 CIF – these are shown on a separate observation form – does this stack up? • Use the blank CIF 2012 Observation Record of Judgements for the short “vocational” video clip.
Paperwork and proforma ... • What do we need from our observation paperwork? • An accurate record of what was observed with sound judgments on teaching, learning and learner achievement. • An identification of strengths and areas for improvement. • An overall evaluation of the quality (and perhaps a grade) • Data and information which allows us to spot trends. • A plan to help the teacher improve. • A means of identifying and sharing best practice
Specific comments from Ofsted? • In the best colleges, procedures for monitoring, evaluating and improving the quality of teaching and learning are detailed and thorough and the findings inform staff development. • Observations of teaching and learning are used extensively and effectively to improve teachers‟ skills and are a key part of the college‟s quality assurance system. • Good opportunities exist for sharing best practice. Peer observations of each other‟s lessons and coaching from advanced practitioners improve staff confidence.
Specific comments from Ofsted? • In the less effective colleges, observation records are descriptive rather than evaluative and take too little account of learning and progress, resulting in sessions being graded too highly by senior leaders.
The greatest challenge ... • To create an observation system which focuses on improving the quality of teaching and learning. • To avoid having a system which focuses only on the performance of the teacher. • To develop a self-critical culture amongst our teachers and one where the judgement is viewed as being more important than the grade! • To provide meaningful evaluation of teaching and learning and use this as the basis for feedback to the teacher.
Tips & hints on judging teaching ... • Enables progress of the whole group. • Good methods – no prescription, more “does it work?” • Fosters application with enthusiasm, focus and pace. • Planning takes account of prior learning and attainment. • In class assessment: oral feedback, helps learners know how well they are doing, what they need to do to improve, etc. • Accurate records of learner progress. • Resources – imaginative, motivating, enhance learning.
Tips & hints on judging learner achievement ... • Knowledge: know about, recall facts, figures, concepts, ideas, technical terms, language. • Skills: able to demonstrate, calculate, formulate, create, articulate, translate. • Understanding: processes, techniques, links to prior learning, make connections, apply meaning and purpose of subject. • Different groups, in-line with individual goals, builds on prior achievement.
Hints & tips on judging learning ... • Reasoning: able to work things out logically, application of reasoning and thought process • Independence: initiative, think for themselves, not “spoon fed”, develop own ideas and concepts, contribute to discussion, take own notes • Co-operation: able to work readily with others in pairs and groups, able to achieve and accept consensus
Hints & tips on attainment ... • Bloom‟s Taxonomy still has a place: • Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. • Attainment needs to be considered in terms of the level of programme and the learners stage of development. • Is there sufficient stretch and challenge – particularly for the more able?
Practice Observation – applying the 2012 CIF • Use the CIF 2012 Observation Record of Judgements to evaluate the lesson. • Produce an overall summary based upon the examples provided. • What are your key judgements? • Decide a grade – discuss this with your group – did you all agree? • What action plan would you set the teacher?
My most frequent areas for improvement ... • Although the objectives and planned outcomes are made clear, learners are not told how these will be achieved. • Wonderful “group profiles” which are never used. • Q&A which fails to include all learners in the group. • Insufficient reinforcement at key points in the lesson. • Little responsibility and ownership awarded to learners. • No clear recap at the end with no linking to the next session. • Missed opportunities to reinforce E&D and Functional Skills.
L&M – “improving teaching and learning” • Indicators • Robust observation systems. • Strong staff development focussed on improvement. • Management of “problem” teachers. • Using data to measure impact of improvements (analysis of grades, trends over time, success rates, etc). • A clear understanding of what you do well and what you need to improve – with a track record of improvement.
Conclusions ... • It seems likely that we will be making similar judgements on teaching, learning and assessment. • There is much more onus on the teacher to take responsibility for quality – no place to hide. • Our observation arrangement will need to demonstrate an ability to make improvements. • E&D and Functional Skills should be referenced in all lessons. • Good quality teaching and learning will still lead to good quality outcomes – outcomes have a new focus though!
The questions ... • Given the extent to which the bar is being raised, will any college ever be judged to be outstanding? • At what point will there be enough outstanding teaching, learning and assessment for the overall “outstanding” judgement to be made? • How are we going to convince Ofsted that teaching, learning and assessment is much more than what takes place in a classroom and that colleges are not the same as schools? • Given that Grade 3 = “needs improvement” is there any point in using Grade 4?
Todays Objectives were ... • To interpret CIF 2012 in terms of its evaluation of teaching, learning and assessment; and associated leadership and management. • To investigate the relationships between the delivery of teaching and learning and its management in terms of good quality learner outcomes. • To explore concepts around excellence in teaching and learning, and the factors which impact upon its quality. • To review approaches to observations, effective feedback and action planning to improve teaching, learning, assessment and learner outcomes.
Observing Teaching and Learning Preparing for the Introduction of the 2012 Common Inspection Framework (CIF) Thank you Any questions and comments?