Telford College Teaching & Learning Observation Scheme V5 Checklist

Initial Information

• Name of Observer

• Name of Dual Observer

• Name of Observee

• Adv/Lead Prac

  Yes

  No

• Protocol VL

  Yes

  No

• Course Code

• SSA

• Type of Session

  Select Workshop Tutorial Lecture Other

  • Workshop
  • Tutorial
  • Lecture
  • Other

• Type of Learner

  Select 14-16 16-19 19+ HE WBL Apprentice

  • 14-16
  • 16-19
  • 19+
  • HE
  • WBL
  • Apprentice

• Number of Students Present

• Number of Students on the Register

• % Attendance

• Gender Split (M/F)

• Title/Topic

• Documentary Evidence

• Planning/Lesson Plan

  Yes

  No

  In part

• Scheme of work

  Yes

  No

  In part

• Learner Profile

  Yes

  No

  In part

• Tracking/Assessment

  Yes

  No

  In part

• Register

  Yes

  No

  In part

• ALL students wearing ID badges

  Yes

  No

  In part

The Observation Record

• Key Strengths observed: Teaching, Learning & Assessment (bullet point format)

• Key Areas for Development: Teaching, Learning & Assessment (bullet point format)

• Effectiveness of the inclusion of (1) Equality & Diversity (2) English & Maths (3) Employability Skills

• Identified Good Practice to be shared

• State method of Dissemination

• Learner comments:

• Advice: How could this session be improved? Link to the 7 criteria

• Summary of Compulsory Action Plan (including timescale)

  Select TLA Coach support Complete peer observation Re-observe in 6 weeks Aspirations/target setting Share good practice Focus on E&D Focus on Eng & Maths Classroom management Differentiation

  • TLA Coach support
  • Complete peer observation
  • Re-observe in 6 weeks
  • Aspirations/target setting
  • Share good practice
  • Focus on E&D
  • Focus on Eng & Maths
  • Classroom management
  • Differentiation

• Details of action point 1

• Completion Date for action point 1

• Details of action point 2

• Completion Date for action point 2

• Details of action point 3

• Completion Date for action point 3

Teaching, Learning & Assessment Checklist

Pre-Planning

• Planning considers and creates opportunities to promote cultural and linguistic diversity in the classroom

  Yes

  No

  In part

  N/A

• Planned creative use of resources to support and promote E&D within the curriculum

  Yes

  No

  In part

  N/A

• English & maths effectively embedded in to the session

  Yes

  No

  In part

  N/A

The Basics

• Session started on time

  Yes

  No

  In part

  N/A

• Session aims and objectives stated

  Yes

  No

  In part

  N/A

• Late comers challenged as appropriate

  Yes

  No

  In part

  N/A

• Session ran full time and summarised

  Yes

  No

  In part

  N/A

Teaching & Learning

• Opportunities for individual

  Yes

  No

  In part

  N/A

• Opportunities for group learning

  Yes

  No

  In part

  N/A

• Learning is paced and pitched to the needs of the students who are kept motivated and challenged

  Yes

  No

  In part

  N/A

• Learners take an active part in the lesson

  Yes

  No

  In part

  N/A

• Learners listen to one another's points

  Yes

  No

  In part

  N/A

• The tutor sets high expectations for ALL students and raises aspirations

  Yes

  No

  In part

  N/A

• Feedback is given to individuals that supports development and progression

  Yes

  No

  In part

  N/A

• A variety of assessment methods are used to ensure that ALL learners are able to reflect and review learning

  Yes

  No

  In part

  N/A

• Questioning techniques are used in such a way that ALL learners are involved

  Yes

  No

  In part

  N/A

• Support staff are used effectively to promote learning

  Yes

  No

  In part

  N/A

• Materials and resources can be accessed remotely and are available

  Yes

  No

  In part

  N/A

• Tutors have active listening skills so each learner feels valued

  Yes

  No

  In part

  N/A

• A genuine learning environment is fostered so that learners feel safe to make mistakes

  Yes

  No

  In part

  N/A

• Effective use of ILT that supports the learners

  Yes

  No

  In part

  N/A

Equality & Diversity

• Room is arranged to ensure maximum involvement of all students including those with physical or sensory impairments and their support workers

  Yes

  No

  In part

  N/A

• Teaching and learning activities are used to challenge stereotypes and assumptions (such as the use of he/she)

  Yes

  No

  In part

  N/A

• Learners are actively encouraged to be interested in one another's background and beliefs and explore feelings and beliefs about difference

  Yes

  No

  In part

  N/A

• Prejudiced or inappropriate language, views or behaviour are always appropriately challenged to promote understanding and bring about behavioural change

  Yes

  No

  In part

  N/A

• E&D strategies are applied to specific group dynamics

  Yes

  No

  In part

  N/A

• Materials are available in alternative formats (eg large text etc)

  Yes

  No

  In part

  N/A

Final Signatures

• Observer Signature

  Sign

• Observee Signature

  Sign