Observing lessons

Lesson observation means watching another teacher's lesson, to learn or to give feedback. It can feel like judgment. It works much better as a way of improving teaching together.

Aims - To help the observed teacher improve. - To help the observer learn from colleagues. - To share good practice across a school. - To give leaders an accurate view of what happens in lessons.

The EEF's guidance on effective professional development says that sustained programmes with expert input, support from colleagues and opportunities to practise are more effective than one-off events. Observation and coaching can be part of that.

How to observe well 1. Agree a focus beforehand. For example, "how many pupils answer questions?" or "how are instructions given?" 2. Collect specific evidence: what was said and done, and what pupils did. Avoid vague impressions. 3. Look at pupils, not just the teacher. Are they thinking? What are they producing? 4. Keep it short and frequent. Ten-minute visits can say more than rare hour-long observations.

Giving feedback Follow the same principles as feedback to pupils. See assessment that helps children learn. - Start with what went well, with specific examples. - Ask the teacher what they noticed. - Choose one or two next steps, not ten. - Agree when to look again.

Peer observation In a peer observation programme, teachers visit each other's classrooms with no grading and no report to leaders. Trust is critical: set ground rules, keep notes private to the pair, and let teachers choose what to look at. Observing in a different subject or phase can bring fresh ideas.

Using video Teachers can film their own lessons and review them alone or with a coach. It is useful for noticing patterns, such as how long a teacher waits after asking a question. Always get consent and follow school rules on recording children.

Technology and data Checklists and apps can help record evidence, but they should not replace conversation. Avoid reducing a lesson to a number.

Pitfalls - Observing only for judgment or ranking. - Giving feedback with no follow-up. - Surprising the teacher. - Expecting every lesson to be perfect. Atmosphere matters; see school climate.