P34: Workload

Under observation

Are you over-scrutinised? As part of our workload campaign Sarah Lyons looks at what you can do if you believe classroom observation is getting out of hand.

Excessive classroom observation is a growing problem. What with ‘drop-ins’ and ‘learning walks’ on top of performance management observations, it can seem as though teachers are subject to limitless scrutiny.

Not only are teachers being observed more frequently than before, but the way some observations are carried out can feel like bullying. If not done properly, what should be supportive and developmental can be hostile or antagonistic.

Excessive classroom observation was one of the concerns highlighted in our 2010 workload survey, which is why tackling it is the focus of our workload campaign this term.

The Government is considering unpicking much of the regulation on performance management and leaving schools to set their own appraisal procedures, so now is the time to make sure you have a good policy and procedure in place.

Is there a limit to how much classroom observation can take place?

There’s a statutory limit only to performance management. Unless there are concerns about a teacher’s performance, there is an annual maximum of three hours’ classroom observation per performance management cycle.

Observation good practice

Remember, your head is required to consult all teachers at your school and agree a classroom observation protocol.

The NUT’s model classroom observation and drop-in policy recommends:

• Consultation should take place on the annual pattern of classroom observation.

• Observation should be undertaken solely by qualified teachers and never by pupils or governors.

• Observation should be used for multiple purposes.

• At least five days’ notice should be given of the date/time of the observation.

• Written feedback should be provided within five working days with the reviewee able to append written comments on the document.

Learning walks good practice

The NUT’s learning walks model protocol emphasises that learning walks are a whole-school improvement activity, separate from capability procedures and performance management. They should follow the approach below:

• A programme should be agreed with teachers so that they know the date, time and focus of the learning walk and who will be conducting it.

• The purpose or focus of a learning walk should be explained in advance to all relevant staff. That focus will not relate to the performance of an individual.

• Learning walks will be undertaken in a supportive and professional manner.

• A maximum of two colleagues will be involved in learning walks at any time.

• Pupils will not be asked for their views of an individual teacher.

• Teachers whose classes are visited will be given the opportunity to see any written records made.

• Regular reviews of the operation of learning walks should be held with all staff.

Continued on p 35