Background
My previous two articles have focused on:
This post represents the third part of this series of articles, outlining a seven-step psychology-informed framework (Adams, 2015) that can be applied in the context of lesson observations to support practitioner learning and development.
- Problems associated with traditional lesson observation procedures (September 2016).
- How principles from evidence-based psychological approaches can be applied to transform the practice of lesson observations (November 2016).
This post represents the third part of this series of articles, outlining a seven-step psychology-informed framework (Adams, 2015) that can be applied in the context of lesson observations to support practitioner learning and development.
THE SEVEN-STEP FRAMEWORK
1. Clarify the focus and goals of the observation
Prior to the observation taking place, the observer can meet with the practitioner to discuss whether there is a particular focus that the practitioner would like the observer to focus on – for example, student engagement, student collaboration, or the practitioner’s use of questioning to develop pupil understanding. From the very start, this engages the observee as an equal participant in the exercise (rather than them feeling ‘done-to’ by another person) and increases the extent to which they experience a sense of self-determination in relation to the process (Ryan & Deci, 2000). In some circumstances, the practitioner’s chosen focus may be informed by other assessments of their practice – for example, self-appraisal of strengths and weaknesses, performance management appraisals, other observations, learning walks etc. However, a person will typically be more motivated to change – and more receptive to feedback – if exploring an area of practice that is important to them.
2. Observe the practitioner at work
The observer can then observe the practitioner at work, with their attention informed by the practitioner’s chosen focus. A key principle of this approach is the removal of judgement and evaluation from the process (see blog archives, November 2016), and so notes are recorded in a transcript style that minimizes the use of interpretation or evaluation. The aim is to record a representation of the lesson that will facilitate the observee’s reflection on the reality of their practice and its impact. To achieve this, the observer records verbatim examples of language used, while also noting specific information about the students’ engagement and progress. For example, rather than recording “Good use of praise at the start of the lesson” (which is a judgemental/evaluative statement), the observer might record the following:
Teacher: “Well done X, thank-you Y. Student Z, I can see you’re ready to learn as you’ve got your books on the table” [two other students immediately get their books out].
Notes can be further elaborated with e.g. times, headings, and line breaks to delineate the distinct parts of the lesson.
A key shift in emphasis here is that the observer is not making notes to purely inform their own feedback, but is instead making notes that will support the observee’s learning and reflection. To this end, judgemental, evaluative feedback holds less informational value for the practitioner than specific detail about the nature of the practice observed and its impact, and it is the latter that is typically the more powerful driver of development (see also Assessment for Learning, e.g. William & Black, 2006).
Teacher: “Well done X, thank-you Y. Student Z, I can see you’re ready to learn as you’ve got your books on the table” [two other students immediately get their books out].
Notes can be further elaborated with e.g. times, headings, and line breaks to delineate the distinct parts of the lesson.
A key shift in emphasis here is that the observer is not making notes to purely inform their own feedback, but is instead making notes that will support the observee’s learning and reflection. To this end, judgemental, evaluative feedback holds less informational value for the practitioner than specific detail about the nature of the practice observed and its impact, and it is the latter that is typically the more powerful driver of development (see also Assessment for Learning, e.g. William & Black, 2006).
3. Allow the observee to read the transcript
In (or prior to) the subsequent reflection session, the observee can be invited to read the observation transcript for themselves. This emphasizes the open, collaborative nature of the process, and encourages the observee’s active participation in the conversation. It also allows the observee to ‘look in the mirror’ and self-evaluate, thereby further enhancing the extent to which the practitioner experiences a sense of self-determination in the process. The observer can ask the observee for their thoughts and reflections, acting as a sounding-board and supporting the process of capturing key learning points.
4. Enhance self-efficacy
Having given the observee the opportunity to openly reflect on their practice, the observer can then guide a search through the lesson transcript for examples of effective strategies and moments of success. The aim here is to enhance the practitioner’s sense of self-efficacy (Bandura, 1977, 1997), while capturing and amplifying strengths that may be harnessed in pursuit of the practitioner’s goals. At this stage, the observer’s focus is on helping the observee to recognize any green shoots of success that can be nurtured and grown (c.f. de Shazer, 1985, 1988; Berg & De Jong, 2002). This aspect of the process will be discussed further in a future blog post.
5. Develop discrepancy
Motivation to change arises from a person being aware of a discrepancy between how things are and how they would like them to be (Miller & Rollnick, 2002). Of course, the observee may have already become aware of a discrepancy they wish to address in the course of reading the lesson transcript or the subsequent discussion. However, it is here that the observer can seek to actively develop the observee’s awareness of such a discrepancy so as to foster the emergence of an intrinsic motivation to change. This can be achieved through a variety of strategies which range from those which are less directive in nature (e.g. open questions, steered questions) to those which introduce more of the observer’s thoughts (e.g. wondering aloud, giving feedback). For example:
The aim here is to raise the observee’s awareness of aspects of their practice which might be adjusted in order to support further development in the desired direction. This aspect of the process will be discussed further in a future blog post.
- Open questions: What are your thoughts about aspects you might wish to develop?
- Steered questions: How would you describe the students’ engagement during the class discussion?
- Wondering aloud: I was wondering here what might have contributed to the amount of calling out during the class discussion…
- Giving feedback: I noticed here that you started talking before the group were quiet, which seemed to lead to you needing to stop to regain attention. What do you think?
The aim here is to raise the observee’s awareness of aspects of their practice which might be adjusted in order to support further development in the desired direction. This aspect of the process will be discussed further in a future blog post.
6. Collaboratively generate ways forward
About three-quarters of the way through the conversation, the observer can steer the discussion to a collaborative search for possible ways forward. This could involve, for example, trawling ideas that have already emerged in the discussion, eliciting the observee’s ideas, and/or the introduction of possible suggestions from the observer. The aim is to generate a bank of possibilities which can inform the observee’s choices about what they would like to do next.
7. Formalize an action plan
Having generated a bank of possibilities, the observee is then given space to decide what they would like to do as a result of the experience. The observee’s right to self-determination is respected, and it is left to them to decide what they will and will not pursue. This is important for enhancing the observee’s sense of ownership of the planned actions, thereby increasing their sense of commitment and the likelihood of subsequent behaviour change. Depending on the context/relationship, it may be helpful for the observee to record the planned strategies on a written action plan. The observer can ask questions and offer thoughts to support the observee in shaping the action plan, aiming to leave the observee with a small number of clear, specific actions that can be taken.
The observee’s perspective
The following feedback was provided by a secondary school teacher who was supported using this framework:
“This was the most positive experience of my teaching career so far. I felt that the coaching was focused completely on what I already did well and how this can be developed or used more so that I improve further…. As the goals came from a very collaborative discussion and so were specific to me, I felt they were not only something that I wanted to achieve, but something that I could achieve."
“This was the most positive experience of my teaching career so far. I felt that the coaching was focused completely on what I already did well and how this can be developed or used more so that I improve further…. As the goals came from a very collaborative discussion and so were specific to me, I felt they were not only something that I wanted to achieve, but something that I could achieve."
Summary
This blog post has outlined a seven-step framework that can be applied in the context of lesson observations to support practitioner learning and development. Through the application of this method, the observer seeks to create a non-judgemental space in which the practitioner can actively reflect on the detail of their practice and then use that learning to inform their future development. The observer’s role is thus changed from ‘evaluator’ or ‘feedback-giver’ to the facilitator of a guided, collaborative learning experience, while the application of psychological principles enhances the likelihood that the endeavour will result in learning, growth and change.
Reflection question
How could you incorporate this approach (or aspects of it) into your own practice? Who might benefit?
References
Adams, M. (2015). Coaching Psychology in Schools: Enhancing Performance, Development & Wellbeing. Abingdon: Routledge.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2): 191-215.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Berg, I. K. & De Jong, P. (2002). Interviewing for Solutions. Brooks/Cole, CA.
de Shazer, S. (1985). Keys to Solution in Brief Therapy. New York: W. W. Norton.
de Shazer, S. (1988). Clues: Investigating Solutions in Brief Therapy. New York: W. W. Norton.
Miller, W. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change (Second Edition). New York: The Guilford Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68–78.
William, D. & Black, P. (2006). Inside the Black Box: Raising Standards through Classroom Assessment. London: NFER Nelson.Adams, M. (2015). Coaching Psychology in Schools: Enhancing Performance, Development & Wellbeing. Abingdon: Routledge.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2): 191-215.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Berg, I. K. & De Jong, P. (2002). Interviewing for Solutions. Brooks/Cole, CA.
de Shazer, S. (1985). Keys to Solution in Brief Therapy. New York: W. W. Norton.
de Shazer, S. (1988). Clues: Investigating Solutions in Brief Therapy. New York: W. W. Norton.
Miller, W. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change (Second Edition). New York: The Guilford Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68–78.
William, D. & Black, P. (2006). Inside the Black Box: Raising Standards through Classroom Assessment. London: NFER Nelson.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2): 191-215.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Berg, I. K. & De Jong, P. (2002). Interviewing for Solutions. Brooks/Cole, CA.
de Shazer, S. (1985). Keys to Solution in Brief Therapy. New York: W. W. Norton.
de Shazer, S. (1988). Clues: Investigating Solutions in Brief Therapy. New York: W. W. Norton.
Miller, W. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change (Second Edition). New York: The Guilford Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68–78.
William, D. & Black, P. (2006). Inside the Black Box: Raising Standards through Classroom Assessment. London: NFER Nelson.Adams, M. (2015). Coaching Psychology in Schools: Enhancing Performance, Development & Wellbeing. Abingdon: Routledge.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2): 191-215.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Berg, I. K. & De Jong, P. (2002). Interviewing for Solutions. Brooks/Cole, CA.
de Shazer, S. (1985). Keys to Solution in Brief Therapy. New York: W. W. Norton.
de Shazer, S. (1988). Clues: Investigating Solutions in Brief Therapy. New York: W. W. Norton.
Miller, W. & Rollnick, S. (2002). Motivational Interviewing: Preparing People for Change (Second Edition). New York: The Guilford Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68–78.
William, D. & Black, P. (2006). Inside the Black Box: Raising Standards through Classroom Assessment. London: NFER Nelson.