Telford College Teaching & Learning Observation Scheme v5

• Document No.

• Teaching & Learning Observation Scheme for (Observee):

• Conducted on

  Date

• Room/Venue

• Prepared by Observer

• Confidentiality Statement In order to maintain the integrity and confidentiality of the Teaching & Learning process and to protect the parties involved, it is understood that the observers or observees will not divulge to unauthorised persons any information obtained during this observation unless legally obliged to do so.

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