The document provides guidance for teachers on the new Ofsted lesson observation criteria. It includes objectives around understanding the criteria, evaluating the guidance, and applying the criteria during a lesson observation. Teachers view video clips of lessons and use the criteria to provide feedback, comparing their feedback to that of Ofsted inspectors. The document outlines a plan for teachers to research an area of teaching to develop greater expertise, including sharing initial findings, peer observation, experimenting with new strategies, and potentially leading workshops for other teachers.

1. “GOLD STANDA RDS”
Understanding the new Ofsted Lesson
Observation Criteria

2. Objectives
• Understand the new Ofsted Lesson
Observation Criteria – what are “they” looking
for.
• Evaluate the guidance and consider what we
would like to include for our own purposes.
• Apply the criteria in a lesson observation.

3. Support
Development
(Cross-
curricular/peer/action
research)
Lesson
Observations
Performance
Management
Ofsted

4. Ofs ted Criteria

5. Video Clip
• Consider the headings/lesson elements you
identified from the Ofsted guidance …
• Do you feel able to make a judgement about
these elements in the lesson you see?
• If not, what would help?
• Would you like to add any headings?

6. “GOLD STANDA RDS”
THE RETURN

7. Feedback from September TED
Video Clips 14
Examples of outstanding 11
Observation 10
Questions - (what might Ofsted ask) 7
Checklist/headings 6
Subject specific guidance 5
Differentiation ideas 5
X-Curricular/Coaching Triangles 4
Ideas for showing progress 3
AfL 3
Extra Time 2
Co-planning 2

8. Objectives
• Evaluate new Lesson Observation form.
• Trial lesson observation using form & video.
• Compare our feedback with that of HMI.
• What next?

9. Video Clip #2
• Using the Lesson Observation grid, highlight, circle evidence of
elements included in the lesson.
• Make notes of anything else that strikes you about the lesson
for discussion later.
• Are you able to make a judgement about the lesson?
• Has she included the elements that we would expect to see?
• Feedback – do you agree with the feedback?

10. Objectives
• Evaluate new Lesson Observation form.
• Trial lesson observation using form & video.
• Compare our feedback with that of HMI.
• What next?

11. How
Why?
• Introduce lessons with learning objectives
• Comment based marking which avoids grades so
• Train students to use peer & self assessment that…
• Avoid asking for students to put their hands up to answer
questions
• Plan three, four (or even five) part lessons
• Review learning every 20 minutes with mini plenaries
• Differentiated/progressive activities

12. Objectives
• Share research findings.
• Consider application in lessons.
• Evaluate possible impact.
• Plan further development.

13. Sources/
Application
resources
Outline
Where
main
next?
findings To
consider

14. The Plan!
Select an area of your teaching from the list that you are interested in
researching further. Can you answer “so that …”?
Between now and next SDM (14th Jan), start initial research into the
reasons that this has been shown to be an effective technique in
teaching. WHY do we do this? Why does it feature as part of an
effective lesson?
14th Jan SDM – Join other staff who have chosen same area to
research and share initial findings and agree next steps. Some time
will be given for further research.
Future developments: peer observation, trialling strategies, coaching
triangles, leading others, considering application in different
curriculum areas, experimenting/taking risks.
Before 11th February – next staff development meeting . Try out new
strategies, experiment, be observed, observe, extend research and
evaluate, consider whether you could lead a workshop in your area of
growing expertise.