The Brunel Initial Teacher Education (ITE) Partnership is committed to ensuring that Student Teachers receive high quality feedback on all lessons, to appropriately support professional learning across the Foundation, Development and Consolidation phases of their programme and also transition into their first post. Therefore, the role of observing staff is crucial in scaffolding the Student Teachers’ learning by collaboratively negotiating and setting targets with associated actions which help them to deliver high quality lessons to enhance pupil learning. The feedback should focus the Student Teacher on the impact their teaching has on the quality of pupil learning.
Lesson Feedback Record (LFR) - Guidance
In each phase of the programme observers should use the Brunel ITE ‘Lesson Feedback Record’ (LFR). The Student Teachers must provide the observer in advance with appropriate documents to support the observation process. These are detailed at the top of the proforma in Section A. In order to ensure that the relationship between the planning process and lesson delivery is firmly embedded in the learning process for the Student Teacher, it is crucial that in all lessons the observing teacher annotates the lesson plan provided.
The LFR is completed as follows:
- Foundation phase: two LFRs per week or four per fortnight;
- Development and Consolidation phase: three LFRs per week or six per fortnight
The Student Teacher completes the information set in the table (up until the first summary comments box) in advance of the lesson. They use their WPLR from their last meeting with the Mentor to provide some Teachers’ Standards related foci to inform the observation process. These weekly foci appear in all lessons observed that week. The Student Teacher will also provide Teachers’ Standards related foci specific to the particular lesson and class of pupils. The number of either weekly or lesson related foci are not set and should be determined by the individual needs of the Student Teacher. The number of rows provide in this table can be adjusted accordingly.
The LFR requires observing staff to comment on how the Student Teachers’ planning has taken account of prior assessment of pupils’ learning, either through the completion of the assessment and evaluation on the back page of the last lesson plan or through the marking and assessment of pupils’ work.The Lesson Feedback Record prompts observing staff to comment specifically on pupil progress and achievement in relation to the intended learning detailed on the lesson plan and the contribution of teaching to this learning. This is to support Student Teachers in focusing on pupil learning as an indicator of the quality of teaching in the lesson. There is a section for the observer and Student Teacher to record overall strengths in the lesson with direct reference to the Teachers’ Standards foci for the lesson as well as the Teachers’ Standards (list provided by the Student Teacher).
Finally, in order to support Student Teachers in aspiring to meet the Teachers’ Standards generally at a high level on the Profile document and to teach high quality lessons, they will require precise targets and actions. Observing staff need to agree these targets and actions collaboratively with the Student Teacher and ensure they are again written with reference to the Teachers’ Standards foci for the lesson and the Teachers’ Standards generally.
The Brunel ITE partnership has identified that regular high quality written and verbal feedback is crucial to the development of Student Teachers. On this basis, the professional learning process is underpinned by verbal feedback through post-lesson professional learning conversations (see below) and annotated lesson plans being provided after every lesson.
The written feedback is extremely important in supporting the dialogue between Mentor and Student Teacher during the weekly professional learning meeting, in helping to shape future targets and actions for the following week. The agreed weekly targets and actions will inform the foci to be written into all the lesson feedback proformas for the following week. This will be a cycle of learning for the Student Teacher and help them to constantly extend and improve their practice.
The post-lesson conversations between the observing member of staff (usually the Mentor) and the Student Teacher are crucial to the process of reviewing progress and setting aspirational targets for professional learning practice to support the teaching of high quality lessons. It is very important that the observer offering verbal feedback after the lesson supports the Student Teacher in analysing their own practice through the use of effective in-depth questioning, rather than providing a summary of the lesson or ‘tips for teachers’. This does not prevent the observer from sharing best practice with the Student Teacher. However, we would recommend that discussion and questioning should include:
- What do pupils know/what can they do that they didn’t know/couldn’t do at the start of the lesson?
- How did the lesson intend to build on the pupils’ prior learning?
- What learning has taken place against the Intended Learning Outcomes (ILOs)? What proportion of pupils achieved your ILOs? Why?
- Did all pupils make progress? What comments do you have on the progress of the groups in the class (able, SEND, EAL, FSM/PP)? What evidence do you have of the learning? How do you know they have learned in the way you describe above?
- How did you use questions to check and support learning, as well as extending learning?
- What were the key areas of subject knowledge required for this lesson?
- What are the possible/common misconceptions?
- How did the pupils respond to the learning activities?
- How did the pupils respond to you?
- What do you feel was positive? Strengths related to the Teachers’ Standards?
- What would you like to work on? Targets related to the Teachers’ Standards?
- What was the relationship between the lesson planning and delivery? What do you need to consider in future planning?
- What are the implications of this in relation to identifying Professional Learning Activities?