The Sum of the Whole…A part


The topic of graded lesson observations has precipitated a generous volume of traffic on twitter, and has resulted in some very persuasive and well-written blog responses. As a classroom practitioner, as a middle leader and as a Deputy Head Teacher, I have lived graded observations via two perspectives: observer and observed. My own contention throughout each of these single episodes was very clear to me; in both roles, learning should be the key driver, not an inspectorial process of quantitative, only.

And I use the words ‘single episodes’ deliberately; observations were never defined by a process of reflection and dialogue based on shared values of practice. They were always a 20-40 minute temperature dip which somehow encapsulated my teaching within a construed capabilities framework of criterion led ‘tick boxes’. Sometimes they never even involved feedback. Therein lay a degree of conflation; my contentions did not always match the contentions…

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The #5MinResearchPlan on #RAG123 marking


“There are lies, damned lies and statistics (but this doesn’t include educational research)” – Benjamin Disraeli

I always look forward to the blogs of Stephen Tierney (@LeadingLearner) and Ross MorrisonMcGill (@TeacherToolkit). A few weeks ago I read their co-authored blog on educational research and the changing role of the classroom practitioner in terms of undertaking classroom based educational research. Whether you like the 5 minute series or not (and I do because I can look past the 5 minute tag) the idea that teachers should undertake research, implement a change and measure the impact cannot be a bad idea. At the heart of it is a teacher wanting to improve (a growth mindset in action surely?).

The blogs are here (by @leadinglearner) and here (by @teachertoolkit).


The principle is that you identify an issue/concern, you do some research, implement a change, analyse, evaluate and then disseminate. The blog got me…

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