Tutor Observation
V1 Sept 15
[email protected]
wwww.half-fish-training.co.uk
01254 884583
Tutor Observations
HALF Fish Training is committed to the ongoing support and development of all of
its Tutors who deliver and assess Aquatic Teaching and Coaching qualifications.
Part of this support is the planned observation of all Tutor’s performance during
delivery and assessment of courses.
By using supportive and focused observations it is envisaged that the appointed
Tutor Observer, in conjunction with the Tutors they have observed, will be in a
position to formulate development plans that will:
•
Identify training needs or additional support for Tutors
•
Enable Tutors to develop their delivery and assessment skills
•
Ensure Tutors are delivering high quality programmes to the standards set
down by HALF Fish Training
•
Contribute to the continual professional development (CPD) of Tutoring staff
•
Encourage the sharing of best practise
Observation and Feedback Procedure
There will be five stages to the observation and feedback process:
Stage 1 – contact
The Tutor Observer will agree a date and time with the Tutor for the observation
to take place, which will be a minimum of 7 days prior to the actual observation
taking place. Any changes to this date need to be agreed by both parties and
should only be made under exceptional circumstances.
Stage 2 - preparation
Once a time/date has been agreed the Tutor Observer will outline the observation
process, which will include forwarding a copy of the observation template to the
Tutor so they are aware of the criteria being observed.
The Tutor will confirm the subject being delivered and provide the Tutor Observer
with any other information required for the smooth running of the observation eg:
•
Parking arrangements
•
Class numbers
•
Information on learners with special needs and so on.
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Before the actual observation the Tutor Observer needs to see the lesson plan,
scheme of work and any resources to be used prior to the session commencing.
These need to be sent by the Tutor to the Tutor Observer no less than 5 days prior
to the observation taking place.
Stage 3 – observation
The observation should last at least 60 minutes and should include theoretical and
practical delivery. The observation will be recorded on the Tutor Observation
Report. The Tutor Observer will summarise the Tutor’s strengths and areas for
improvement on this and give the session an overall grade.
The Tutor Observer may take the opportunity to talk to learners to help with the
observation process.
Stage 4 – oral feedback
Oral feedback by the Tutor Observer will be given as soon after the end of the
session as practical. The feedback will identify the Tutor’s key strengths, areas for
development and possible development opportunities. This will be followed up by
more in-depth written feedback.
The Tutor will be given the opportunity to seek clarification and respond to any
points made.
Stage 5 – written feedback & development plan
Written confirmation of the strengths, areas for development, summary and the
grade should be sent to the Tutor within 10 days of the observation.
A Development Plan will be completed by the Tutor Observer and sent to the Tutor
with the observation report. As good practice this should be followed up within 5
days by the Tutor Observer to check on understanding of the report, development
plan and to answer any queries.
A copy of the Observation Report and Development Plan will be retained by the
Tutor Observer with an additional copy of each being sent to the Centre Key
Contact
Frequency
The frequency of observations will depend on the number of courses the tutor
delivers on behalf of HALF Fish Training. In addition the frequency will be
determined, for example, by previous observations, feedback from learners and
delivery centres.
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A teaching and learning observation will be scheduled for all tutors delivering their
first course on behalf of HALF Fish Training, this will be in conjunction with them
co-tutoring a course with an experienced appointed tutor.
Tutor Observers are reminded that the observation process is a supportive one
designed to celebrate good practice and identify areas for improvement. Tutors
should be put at ease and assessed in a non-threatening, open and honest manner.
Two-way dialogue should be encouraged and a good working relationship
developed between both parties.
Grading Criteria
All sessions observed will be graded as follows:
Grade Description
1
Outstanding delivery and learning. The Tutor’s overall enthusiasm,
professionalism and commitment inspires learners to achieve. Few, if any, areas
for development.
2
Good delivery and learning. The Tutor’s overall performance demonstrates
expertise and a good level of competence in the role of a Tutor. Their delivery and
learning shows significant strengths and few areas for development.
3
Satisfactory delivery and learning. The Tutor displays some strengths but
also has some areas for development.
4
Inadequate delivery and learning. The Tutor performance demonstrates
several areas for development which need addressing as a matter of urgency
Guidance On Grading
Descriptions for each grade are given below to assist the Tutor Observer when
considering whether an observation demonstrates outstanding, good, satisfactory
or inadequate teaching and learning. The descriptions are not exhaustive and
carry no weighting. A Tutor Observer will need to decide which grade best fits the
observation, therefore a Tutor does not need to achieve all areas in order to
achieve a grade.
Grade 1 - Outstanding
•
Work is thoroughly prepared, but does not prevent the effective use of
spontaneous opportunities that arise during sessions
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•
The Tutor’s enthusiasm and commitment inspires learners who respond well
to the challenges set for them
•
The Tutor demonstrates authority and expertise in the discipline being
tutored
•
The Tutor, over a period of time, uses a range of teaching methods that
engage learners and cater for all learning styles
•
Assessment opportunities are planned and well organised but provision is
made for impromptu assessment if the opportunity arises
•
Tutors make effective comments on learners’ progress, so that they know
how well they are doing and how to improve their work
•
The Tutor develops the learners’ ability to work independently
•
The Tutor fosters excellent relationships within the group and creates an
environment conducive to effective learning
Grade 2 - Good
•
Delivery is well planned and sessions are presented clearly and effectively
•
Delivery methods are varied and suitable for the task, and enabling learners
to make good progress
•
Sessions have clear objectives and learners know what they expected to do
and achieve
•
Feedback is given at regular intervals and Tutor comments help learners to
understand where they have gone wrong and what to do to improve
•
Learners respond positively and willingly answer questions/voice opinions
•
Tutors encourage learners to work effectively on their own
•
Disruptive behaviour is challenged and addressed
Grade 3 - Satisfactory
•
Delivery is planned in a recognised format
•
Delivery methods show variety but are not always the most suitable for the
task.
•
Learners make satisfactory progress
•
Objectives are set for the session but can sometimes lack clarity and
methods to measure achievement
•
Feedback is given to learners sporadically with limited guidance to how to
improve
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•
Learners respond to questioning when asked although appear reluctant to
voice opinions at times
•
Learners are developing their ability to work effectively on their own
Grade 4 - Inadequate
•
The Tutor’s command of the subject is inadequate for the level demanded
by the course
•
Session objectives are unclear or non-existent
•
There is an over reliance on a limited range of delivery methods
•
Assessment and feedback is sporadic resulting in learners being unsure as to
their progress and how to improve effectively
•
Disruption in class in general is not challenged
•
Learners appear unwilling or unable to contribute effectively to sessions
•
Learners appear to have an over-reliance on the Tutor
Procedure for Reassessment of Tutors Graded Inadequate
1.
The Tutor Observer will report the result of the observation to Centre Key
Contact within 5 days of the observation taking place.
2.
The Tutor Observer will provide clear and precise guidance to HALF Fish
Training, for example ‘it is recommended that a further observation of this Tutor is
made at the earliest point to assist the Tutor in their understanding and
implementation of the delivery plan.’
3.
HALF Fish Training will then inform the Tutor Observer of their decision
within 5 days.
4.
The Tutor Observer will then inform the Tutor and the Centre Key Contact of
the result of the observation and a development plan to support the Tutor that will
be put in place. This will be approved by Survive and Save Training.
5.
If during any subsequent observations the Tutor is still graded as
inadequate the process will be repeated. The number of reassessments allowed is
at the discretion of HALF Fish Training. The final decision will remain with HALF
Fish Training.
Confidentiality
The outcome of the observation will remain confidential between the Tutor
Observer, Tutor and HALF Fish Training.
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Appeals
Any Tutor who wishes to appeal against the grade given can do so to HALF Fish
Training with 10 days of receipt of the Tutor Observer’s Report. A representative
of HALF Fish Training will meet with the Tutor (if the appeal is deemed valid) with
the aim of resolution. A second observation by another Tutor Observer may be
agreed in some circumstances. If this is the case the first observation may be
disregarded. HALF Fish Training will retain any documentation for future
reference. The final decision will remain with HALF Fish Training.
These categories are not exhaustive and comments are welcome on any aspect of
the tutors work.
It is to be noted that the observation process of HALF Fish Training is a supportive
one and one in which we support our tutors in their professional development.
Any training identified as needed in this observation will be first sourced in house
and then from other providers. As this is a mutually beneficial process then
training will be sourced from mutually beneficial sources as the observation can be
shared with other approved centres the tutor may deliver for.
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Tutor Name
Observers Name
Date
Venue
Course Title and Level
Practical or Theory observation
Start Time
End Time
Section 1 – Planning for the course (to be completed pre-course)
Criteria
Course Timetable
Strengths
Areas for Development
Schemes of Work
Session Plans
Assessment Plan
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Delivery Plan
Delivery Environment
(safe and conducive to
learning)
Overall Grade for Section 1
Excellent
Good
Satisfactory
Inadequate
Signed by Tutor
Date
Signed by Observer
Date
9
Section 2 – Delivery and Classroom Management – Theory Session Observation
Criteria
Tutor ensures learners
are fully aware of
learning outcomes for
the session
Strengths
Areas for Development
Tutor uses a variety of
delivery strategies to
engage learners
Tutor encourages
involvement from all
learners
Tutor is able to identify
additional opportunities
for theory assessment
Tutor gives detailed
constructive feedback
which allows learners to
improve
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Tutor uses a variety of
resources to engage
learners
Tutor checks
understanding of
learners throughout the
session using appropriate
questioning styles
Overall Grade for Section 2
Excellent
Signed by Tutor
Good
Date
Satisfactory
Signed by Observer
Inadequate
Date
11
Section 3 – Teaching Style – theory sessions – on course observation
Criteria
Tutor correctly identifies
learners individual needs
Strengths
Areas for Development
Tutor uses principles of
VARK to facilitate
learning
Tutor builds positive
relationships with
learners
Tutor encourages
interaction from group
and all individuals
Tutor uses a variety of
resources to engage
learners
Tutor uses appropriate
resources and delivery
styles for the group
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Overall Grade for Section 3
Excellent
Good
Satisfactory
Inadequate
Signed by Tutor
Date
Signed by Observer
Date
13
Section 4 – Subject Knowledge – Theory Sessions – on course observation
Criteria
Tutor demonstrates a
sound understanding of
all parts of the syllabus
Strengths
Areas for Development
Tutor is able to explain
subject matter clearly
Tutor deals competently
with questions from
learners
Tutor is able to answer
technical questions
accurately
Tutor is able to use real
life examples to
demonstrate points
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Overall Grade for Section 4
Excellent
Good
Satisfactory
Inadequate
Signed by Tutor
Date
Signed by Observer
Date
15
Section 5 – Poolside Sessions – on course observation
Criteria
Tutor ensures learners
are fully aware of
learning outcomes for
the session
Strengths
Areas for Development
Tutor observes leaners
throughout the session
Tutor builds positive
relationships with
swimmers and
accompanying adults
Tutor is able to identify
additional opportunities
for practical assessment
Tutor gives detailed
constructive feedback
which allows the learners
to improve
Tutor ensures that
technical aspects are
taught correctly
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Tutor ensures that
learners use principles of
VARK for teaching /
coaching
Tutors work safely on
poolside
Overall Grade for Section 5
Excellent
Good
Satisfactory
Inadequate
Signed by Tutor
Date
Signed by Observer
Date
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Section 6 – Course Administration
Criteria
Strengths
Tutor has produced the
necessary pre-course
paperwork – see Section1
The tutor has a visible
assessment tracker that
they are using daily
Areas for Development
The IV sample has been
provided to the IV with
the necessary
documentation, IV Front
cover and files which are
easily opened and
labelled clearly
If the course is to be EV’d
then the materials are
presented to the centre
Paperwork is returned to
the centre in a timely
fashion
1.
Learner
Registrations on day one
2.
Course results on
last day of the course
3.
All assessment
materials at end of
course including tracker
and register
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Overall Grade for Section 6
Excellent
Good
Satisfactory
Inadequate
Signed by Tutor
Date
Signed by Observer
Date
Summative Report
The tutor must achieve a minimum of satisfactory grade in all sections to be
considered competent.
Section 1 Grade
Section 2 Grade
Section 3 Grade
Section 4 Grade
Section 5 Grade
Section 6 Grade
Summary to include any IV/EV feedback
Action Plan
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Action Points
Agreed Time Scale
Signed by Tutor
Date
Signed by Observer
Date
Dated
September 2015 Version 1
Reviewed
Review
September 2016
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