Best Practice

After the lesson observation: Getting it right

Whole-school issues Middle leadership Teaching staff
Last week, we focused on how schools and teachers can ensure ‘better’ classroom observation and evaluation. Archie McGlynn now looks at how we can get the
post-observation interview and follow-up right

It can be argued that the post-observation interview is the most important part of observing and evaluating learning in the classroom. And yet, in my experience wherever I have worked, it is often not done well.

This can be for a variety of reasons, such as the interviewer sometimes lacking essential interviewing qualities and/or experience. Sometimes insufficient time or priority is given to the follow-up or sometimes momentum is lost because there is a long delay between observing and interviewing. And sometimes the focus is on weaknesses, with little mention of strengths.

Last week I described a workshop process I have undertaken in schools to help establish better classroom observation practice (see further information for link).

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