
Over recent years there has been a positive shift in education away from high-stakes performance-related lesson observations to a focus on using observations as a teacher development tool instead.
Indeed, the recent removal of performance-related pay from the School Teachers’ Pay and Conditions Document (STPCD) in September 2024 is testimony to this change in thinking.
By building a culture of trust within schools where teachers feel they are able to take risks, try out new ideas, and adapt their practice without fear of punitive judgement, leaders are able to foster the best conditions for both staff and students to thrive.
Certainly, we know that labelling individual lessons is highly flawed anyway. The research of Professor Robert Coe highlighted that single lesson judgements are significantly unreliable with a high probability that different observers observing the same lesson would come to a different judgement (Coe, 2014).
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