How do you develop good reflection, teaching effectiveness and the right amount of ambition in your staff? How do you develop this without breeding a culture of unhealthy competitiveness, pride and where people put their career progression before their students. We need to be good teachers, not just be seen to be good teachers. This school might have hit the mark.
In April 2014 we stopped grading lesson observations. This post looks at why we did it (and why every school should) and what we’ve noticed since.
Why we stopped grading lesson observations
- Judging a teacher on a 30 minute snapshot of their work is ridiculous. It ignores the other hundreds of hours they spend in the classroom (and out of it) that makes a huge contribution to the outcomes that their students achieve. Would you call Pele a poor footballer because of this miss, or acknowledge his greatness based on the 1281 goals he scored in 1363 games?
- If we are serious about being a ‘growth mindset’ school, how can it be right to label our teachers in this way? Instead, why don’t we focus on useful, formative feedback? By grading teachers, we are suggesting that only ‘requires improvement’ or inadequate’ teachers need to get better, which again is not…
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