What I learned from ungraded lesson observations

After 4 years in my role as deputy headteacher, grading every lesson I observed, I finally moved to ungraded lessons this term. I’d like to explain the context of my school here, but for various reasons, not least the brevity of this post, I’m going to limit this post to the things I learned; the ‘why move to ungraded lessons’ can wait for another time.

  1. Teachers talked to me more about their weaknesses. We might dress it up in management-speak ‘areas for development’ but let’s face it, we all have weaknesses. And for the first time in forever teachers were able to talk to me about them. “Maths is not my strong point,” said one teacher, honestly. “No, I find teaching the less able children really hard,” said another. This helps me help the teachers. It means that pride we can adopt based on our last observation is put to one side. We can let it go.
  2. Teachers were more experimental. Previously on a ‘round of observations’, I wouldn’t have seen anything other than quite formulaic: introduction-main activity-plenary lessons. But in this round I saw split introductions where teachers introduced a harder topic for more able children after they had already sent the other groups to the main activity and I saw a lesson which the teacher extended by 20 minutes just because she thought it was going well.
  3. Mistakes were celebrated. I saw a lesson that completely bombed – the teacher and the children knew it. The pitch was all wrong and far too challenging for each group. When I went in later that day the children all told me ‘FAIL – First Attempt In Learning’. They had a laugh about it and went on to having better pitched lessons for the rest of the week.
  4. I noticed things that I hadn’t noticed before. For example in one year group in which I really rate the teacher because she engages the children so well, I noticed a couple of misconceptions that she was teaching the children. They were minor examples of misteaching but would involved some reteaching by another teacher higher up the school at some later date.
  5. There are still some teachers who want to be graded. Some prefer the contentment of knowing that their last lesson was ‘outstanding’. I found it hard to stop myself from confirming an ‘official’ grading and one occasion (slapped wrist, Steve) I did so. Must remind myself to be more determined to remain unjudgemental next time…

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