Remedial Instruction Programme for Year 4 students

Lesson
Observation
Tool

In collaboration with:
INTRODUCTION
This guide’s intended audience:

SISC+
Panel Heads
Teachers

Objectives of the Lesson Observation Tool:

A developmental tool to support teacher progression based on SKPMg2

A target setting tool to support the setting of stretched performance targets

to develop knowledge, skills, understanding and professional performance

A recognition tool to reward professionalism and provide continued

motivation for continuous improvement

A professional development tool to support RI teachers through a

comprehensive Professional Development Programme

Understand your role

as the observer

How to
navigate Understand the tool, its
descriptors and the
through
scoring guide
this guide:

Understand the
purpose of a Teacher
Support Plan
OBSERVER’S ROLE
As universal it may be, lesson observations can be daunting for many teachers.
Always remember that lesson observations are a platform for you as the observer
to identify what your teacher is doing well and other areas he/she can improve in.
A developmental lesson observation will help the teacher with their individual
professional development, which in turn ensures all student outcomes are
achieved.

With student outcomes at the forefront, it is important to understand that your

role as an observer is NOT to judge but to SUPPORT the teacher you are
observing, in ensuring their students achieve the best they possibly can.

Here’s a great way to check where you are at with Lesson Observations in your
school/district:

Self-Assess

1. How do you feel about lesson observations at your school?

YES NO MAYBE
2. Are your teachers confident about letting people
observe their lessons?
3. Are teacher observations always centred around
professional development rather than being for
performance management?
4. Are teacher observations used for professional
development?
5. Does lesson observation feedback consist of tick
boxes against criteria?
6. Does lesson observation feedback consist of a more
contextualised meaningful discussion followed by
specific goal setting based on teacher needs?
7. Do teachers get an opportunity to see great
practice from around the school by observing other
teachers like you do?
8. Is there a fear of risk-taking or experimentation?
9. Are there pockets of outstanding practice, but a
difficulty in sharing this across the school?
10. Are there opportunities for peer and self-review?
Adapted from: https://blog.irisconnect.com/uk/blog/how-to-make-lesson-observations-most-effective
Here are a few friendly reminders when conducting a Lesson Observation:

1 Avoid making assumptions

You are there to learn too!

2
3 Be reciprocal

Provide instructional support

4
5 Observe the students as well

Make ample time for giving

teacher feedback
6
7 Remember that the lesson
observation is for development
not judgement
 LESSON OBSERVATION TOOL

RI = Remedial Instruction AfL = Assessment for Learning DI = Differentiated Instruction

Teacher’s Name: Subject / Topic:

Class: Date:
LINKS SECTION/AREA SCORE EVIDENCE

PLANNING
Observer’s comments:
RI 1, AfL 1. Sets clear and measurable learning 1 2 3 4
objectives.
2. Plans for small group remedial activities
1 2 3 4
using the Toolkit resources.
3. Integrates remedial activities into the 1 2 3 4
main lesson.
RI 1, DI 4. Students’ prior knowledge e.g., home
1 2 3 4
language, culture, social experience is
included in the lesson.
RI 2, DI 5. Teaching of remedial literacy components
1 2 3 4
are relevant and contextualised.

RI 6, AfL 6. Assessment strategies that are built in the 1 2 3 4

esson, effectively assess language and
literacy challenges.

Section sub-total /6=

FACILITATING LEARNING
Observer’s comments:
RI 1 7. Provides clear instructions throughout 1 2 3 4
the lesson.

RI 4, RI 7, 8. Engages students through collaborative

DI small group learning activities. 1 2 3 4

RI 3, DI 9. Maintains students’ attention by using a

variety of resources and tools. 1 2 3 4

RI 5, DI 10. Personalises learning by linking topics, tasks,

and activities to students’ personal lives. 1 2 3 4

RI 3, DI 11. Uses a range of visual and verbal resources

to support student learning. 1 2 3 4

RI 3, DI 12. Exposes students to a variety of activities 1 2 3 4

from the range provided in the Toolkit
DI 13. Encourages students to think critically. 1 2 3 4
RI 4, RI 7, 14. Creates learning opportunities to ensure
DI student success. 1 2 3 4

15. Effectively manages students of different

abilities through different tasks and 1 2 3 4
activities.
Section sub-total /9=
 LESSON OBSERVATION TOOL

RI = Remedial Instruction AfL = Assessment for Learning DI = Differentiated Instruction

Teacher’s Name: Subject / Topic:

Class: Date:
LINKS SECTION/AREA SCORE EVIDENCE

CLASSROOM MANAGEMENT
Observer’s comments:
RI 3, AfL 16. Able to distinguish between students and 1 2 3 4
consider their needs and preferred ways
of learning.
RI 5, AfL 17. Uses positive language to recognise efforts. 1 2 3 4
RI 5, AfL 18. Students’ thoughts and opinions are valued 1 2 3 4
and respected.
RI 4, AfL 19. Encourages peer-assisted learning and 1 2 3 4
provides such opportunities for students.
20. Effectively manages different ability groups 1 2 3 4
who are doing different activities.

Section sub-total /5=

ASSESSMENT FOR LEARNING

Observer’s comments:
RI 6, AfL 21. Assessment is inclusive (transparent), 1 2 3 4
continuous, and set up to capture
learning and progress.

RI 6, AfL 22. Students are given specific feedback for 1 2 3 4

learning so that they can progress to
the next level.

RI 4, 23. Self and peer assessment is aimed at 1 2 3 4

RI 7, AfL developing effective learner skills.

Section sub-total /3=

Total Score /23=

 SCORING GUIDE

1 Planning: Learning objectives are vague and minimally relevant to the lesson. There is a lack of flow
in the way the stages of the lesson are planned with little attempt to contextualise subject matter.
Minimally Limited/inappropriate teaching strategies, activities and resources identified to support learning
Effective with no evidence of planned assessment. No integration of remedial instruction activities in the main
lesson and no evidence of differentiation.
(significant Facilitating Learning: Mostly teacher-centred with vague instructions, limited number of remedial
improvement instruction strategies and activities from the Toolkit. Little evidence of differentiated instruction to
required) cater for different needs and abilities. Teacher does not address gaps in learning or offer support for
progression of learning.
Classroom Management: Classroom environment minimally promotes student learning, engagement
and/or respectful interaction. No evidence of celebrating success and/or effort. Students lack
opportunities to partake in peer assisted learning. Students needs and preferred ways of learning are
not taken into consideration.
Assessment: Lessons reflect few opportunities for assessment of and for learning. Feedback given is
at the whole-class level and mostly to provide correct answers. Self and peer assessment is minimal
and not developmental.

2 Planning: Learning objectives indicate some clarity and specificity of what teacher intends to
achieve. Lesson stages are timed well, and attempts are made to relate subject matter to students’
Moderately prior knowledge. Some attempts to vary teaching strategies, activities, and resources. There are
Effective planned assessments with some integration of remedial instruction activities into the main lesson
Facilitating Learning: Teacher manages activities with some student participation. There is evidence
(some improvement of some remedial instruction strategies and activities from the Toolkit to cater for different needs
required) and abilities. Teacher supports gaps in learning or offers support for progression of learning only
when requested. Minimal evidence of challenge or independent learning is demonstrated. Evidence
of a limited attempt at differentiation.
Classroom Management: Classroom environment somewhat promotes student learning,
engagement and/or respectful interaction. Minimal evidence of celebrating success and/or effort.
Students provided with some opportunities to partake in peer assisted learning. Students needs and
preferred ways of learning are somewhat taken into consideration.
Assessment: Some attempts at formative assessment of tasks at individual and group level but a
tendency to lean towards summative assessment as default. Feedback is general and does not
provide steps for progress in learning. Few opportunities at peer and self- assessment, which do not
develop learning.

3 Planning: Learning objectives are specific, measurable, realistic and time specific. Lesson is
well-paced and transitions appropriately with clear links between subject matter and students’ prior
Effective knowledge. A wide range of teaching strategies, activities, resources, and assessments to support
(Proficient) learning are evident. Remedial instruction activities are well integrated into the main lesson.
Facilitating Learning: Teacher manages activities with good student participation, well integrated
remedial instruction strategies and activities from the Toolkit that cater for different needs and
abilities. Teacher actively supports gaps in learning or offers support for progression of learning.
Students are challenged and independent learning is demonstrated. There is clear evidence of
differentiation.
Classroom Management: Classroom environment promotes student learning, engagement and/or
respectful interaction. Sufficient evidence of celebrating success and/or effort. Students provided
with sufficient opportunities to partake in peer assisted learning. Students needs and preferred ways
of learning are mostly taken into consideration.
Assessment: Regular assessment and feedback is differentiated, tracked, and informs teacher on
target setting for student development. Feedback is timely and provides some guidance for next
steps to progress learning. Peer and self-assessment opportunities are supported to evaluate
individual and group tasks.

4 Planning: Learning objectives make clear provisions for activating students’ schemata and
personalisation of learning. The lesson is cohesive in terms of the strategies, resources, and activities
Highly and meets the full range of learning needs. Continuous assessment is embedded throughout the
Effective lesson plan. Remedial instruction activities are seamlessly integrated into the main lesson.
Facilitating Learning: Teacher manages activities with good student participation, well integrated
(Exemplary) remedial instruction strategies and activities from the Toolkit, that cater for different needs and
abilities. Teacher actively supports gaps in learning and offers support for progression of learning.
Students are challenged and independent learning is demonstrated with strong evidence of
differentiation. Evidence of inquiry based, personalised and collaborative learning activities provides
opportunities for students to excel. Learning is relevant and motivating, leading to deep
understanding.
Classroom Management: Learning space encourages autonomy, self-regulation and high standards
of achievement and behaviour. Classroom community demonstrate respect, genuine rapport and
empathy in their interaction. Established classroom learning culture encourages a safe space for risk
taking and high expectations for positive behaviour. Success and effort are validated and celebrated.
Students are provided with multiple opportunities to partake in peer assisted learning. Students
needs and preferred ways of learning are prioritised.
Assessment: Ongoing assessment is differentiated and informs students on specific and actionable
targets based on their performance and needs. Feedback provides guidance, reflection and
recognition of progress encouraging innovation and creativity for self-direction. Peer and
self-assessment opportunities develop and enhance student’s attributes.
TEACHER SUPPORT PLAN
Post observation will require you as the observer to provide feedback to the
teacher. In the process of sharing your developmental feedback, do assess if the
teacher requires further support. If yes, then look at populating a support plan
together.

It is also your role as an observer, to work with the teacher to develop a support
plan in the identified areas with timelines for its implementation. The support
plan process may include regular monitoring, and both the teacher and you can
keep a Support Log, which records factual evidence of both support given and
received.

Here are steps that you may want to take in developing the support plan:

01 02
Identify area(s) in which Discuss and create the
the teacher requires support plan
support Ensure support plan is
Identify a peer or head to shared with the person
support supporting
IN
IFY IT
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AT
ID

TEACHER
SUPPORT
PLAN
E
RE

UT

EW C
V

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EX
I

Reveiw the support plan Implement the

to determine if goals are support plan with
met or if more support is ongoing coaching
required

04 03

In the following pages, you will see a sample Support Plan and Support Log that
you may want to adapt and use.
SAMPLE TEACHER SUPPORT PLAN

Here are some samples for you to adapt and use!

Sample Teacher Support Plan

Date: Teacher: Coach:

Review Date:

Objectives Success Criteria Key Actions Support offered Review / Comments

Additional Notes:

Teacher signature: Coach signature:

Date: Date:

Supervisor signature:
Date:
 SAMPLE TEACHER SUPPORT LOG

Teacher’s Name: Coach Name:

Coach: Teacher:

Coach Log Teacher Log

Date Action Next Steps/Comments Date Action Next Steps/Comments