Please copy form double-sided
Observation of Teaching and Learning Visit Notes 2014-15
A Core Information
1.
Details of Observed Class
Course
Level
Date
Tutor
No. on register
(minus nonstarters)
No.
present
Session
(e.g. 8 of 12)
2
Length of
session
Length of
Observation
Focus of Observation
Please refer to the OTL guidelines to determine which type of visit is appropriate in each individual case.

Quality improvement visit (full length) – covers most aspects of learning, teaching and assessment, and includes
a comprehensive feedback session. All or most sections of the form should be completed.

Quality monitoring visit (short length) – focuses on selected aspects of learning, teaching and assessment and/or
specific areas for improvements from a previous observation, and a brief verbal feedback. Only complete those
sections of the form that apply.

Pre-observation visit – for new tutors or those who are new to observation. It is not graded and is meant to support
tutors in preparation for a full observation. It includes detailed feedback and an action plan.
Action points from previous observation to follow up:


3.
Context
Briefly describe the lesson (level, topic, learning outcomes mode of delivery etc.), learners’ profile (characteristics,
abilities, individual needs etc.) and what part of the lesson was observed. Also indicate if this is a new tutor/ the scope of
the observation (e.g. re-observation following a grade 3-4 or an appeal)
4.
Grade awarded to lesson
Grade Given: Please tick. The
further left on the scale the
strongest the grade is.
1
Outstanding
2 Good
3 Requires
improvement
4 Inadequate
Observation carried out by
Signature of Observer
Signature of Tutor
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B Judgements about lesson
Tick the relevant boxes to grade any outstanding (1), good (2), requires improvement (3) or inadequate (4) aspect of
Learning and achievement, Assessment and Teaching that you are clearly able to assess. If something was not
observed, cannot be accurately graded or was not the focus of your observation tick n/o (not observed). The descriptors
below indicate good performance (grade 2). Observers should refer to the OTL handbook for further guidance on
grading.
Learning and Achievement
1 2 3 4
n/
o
Clarity of purpose: Learners are aware of the lesson content and the learning outcomes at
the outset and understand how the session links with previous lessons and its relation to their
learning programme.
Enjoyment, motivation & interest: All learners experience lesson content that keeps them
engaged, motivated and interested at all times. Learner feedback confirms learners enjoy
their session and have a high regard for the teacher’s skills and the quality of teaching.
Participation and contribution: All learners actively contribute to the lesson regardless of
their starting point and ability.
Response to feedback and ability of learners to articulate targets: All learners are
purposeful and work well. They receive regular, accurate feedback on how to improve. They
are able to evaluate their own learning, and identify targets for improvement.
Retention, attendance & punctuality: Retention, attendance and punctuality are at or above
what is expected for similar sessions.
Task completion: Learners apply every effort to succeed, make effective use of their time
and complete all tasks successfully.
Learner progress, development & standards achieved: All learners acquire knowledge,
skills and understanding appropriate to the subject and to their capacity. All learners,
particularly more able learners, are stretched and challenged. All produce good standards of
work appropriate to the level and stage of the programme. All learning outcomes are clearly
being achieved.
Employability and core skills: Learners demonstrate an understanding of how skills
learned on their course can be transferred to employment and/other life real life contexts.
Comments on LEARNING AND ACHIEVEMENT (strengths, weaknesses, satisfactory aspects of the
lesson and any improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
The Assessment of Learning
(Give one grade per section)
Planning of assessment (RARPA stages 1-2):
Learning outcomes are clear and specific and have been shared/negotiated with the learners.
There is evidence of planned assessment in the lesson plan and scheme of work.
Assessment methods are valid and will evidence achievement of learning outcomes.
Initial assessment (RARPA stages 2-3):
The tutor has carried out a formal/informal initial assessment to establish learners’ starting
points, different learning needs and specific learning goals.
1 2 3 4
n/
o
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Planning documents are adjusted in the light of initial assessment to set challenging tasks
and meet individual and group learning goals.
Suitable records are kept of initial assessment.
Formative and summative assessment, feedback and record keeping (RARPA stages 45):
The tutor uses varied and regular formative assessment tasks, including peer and self
assessment.
S/he uses well formed open and closed questions throughout the session.
Learners receive regular constructive oral and/written feedback, with clear targets for
improvement. Learners have the opportunity to review their progress and set new learning
goals.
Learners’ progress and summative achievements are systematically recorded.
On accredited courses, the records are in line with awarding body requirements.
Comments on ASSESSMENT (strengths, weaknesses, satisfactory aspects of the lesson and any
improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
Teaching
1 2 3 4 n/o
Lesson planning and learning objectives: Plans are detailed and show a coherent
development of teaching and learning activities. Learning objectives are clear, specific and
measurable and shared with the learners at the outset.
Addressing individual levels and learning styles: Through a variety of teaching and
learning strategies and activities, the tutor addresses different needs, levels and learning
styles both in the planning and delivery of the lesson.
Addressing English, maths and IT needs: Through a variety of teaching and learning
strategies the tutor effectively plans for and supports the verbal, written and numerical needs
of learners. The teacher promotes the benefits of technology and supports learners in its use.
He/she effectively manages any support staff present in the classroom.
Tutor’s subject knowledge and skills: Explanations are comprehensive and tutor’s
knowledge is clearly up-to-date. He/she has high expectations of all learners and uses his/her
skills to plan and set challenging tasks.
Checking of learning, correction & feedback: The tutor provides constructive feedback
throughout the session and highlights opportunities for independent study and ways to
improve to all learners.
Resources and classroom management: The lesson starts promptly. A wide and
appropriate range of teaching and learning resources is used competently by tutor and
learners. ILT is effectively embedded. The room layout suits the learning situation well.
Equality & Diversity: Course content and materials promote and value diversity through
examples reflecting different communities and cultures. Tutors model good practice through
use of inclusive language, attitudes and terminology. The tutor makes best use of
opportunities to promote an understanding of other cultures, and challenges stereotypes
relating to race, gender, sexual orientation, religion etc.
Employability, social, community and other benefits and progression
The teacher makes links between learning in class and its application in employment,
community, social or other real life contexts, and promotes opportunities for further study.
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Health & Safety, safeguarding and learning environment: The learning environment is
safe, pleasant and appropriate. The tutor effectively promotes safe working practices. If
appropriate, the tutor implements clear strategies for safeguarding the most vulnerable
learners.
Comments on TEACHING (strengths, weaknesses, satisfactory aspects of the lesson and any
improvements from a previous action plan if relevant):
Points to clarify with the tutor/learners:
COURSE DOCUMENTS CHECKLIST
Documents
Class register
Scheme of work
Lesson plan
Individual Record of Learning/Individual Learning
Plans
Records of learners’ progress
Y/N Comments on course documents
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C
Summary of key strengths and areas for development
Summarise the key strengths and key areas for improvement of the lesson, typically no more than 5 or 6 in
total, that contribute to the overall grade. Use bullet points.
Key strengths (bullet points)
Key Areas for Development (bullet points)
D
Tutor’s comments after feedback
E
Moderation
Observation moderated Y / N
Moderation team’s comments:
Grade agreed Y / N
New grade (if applicable):
Date:
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F Observation of Teaching and Learning: ACTION PLAN
Name of Tutor:
Programme Area:
Date of observation:
Final grade:
This action plan is a record of actions, agreed between observer and tutor, that will develop and improve the tutor’s practice. It is also used to record examples of
best practice that may be shared with others. Action plans should be monitored by the observer by an agreed date. Heads of Faculty will receive termly reports from
the Staff Development Manager on any actions that have involved formal training or mentoring. .
Actions on previous action plan have been achieved:
Yes
Partially
Current Teacher Training status:
Example
Example
(A)
Area for development
No
Relevant or main CPD activities undertaken in the last 12 months:
N/A
Action by tutor
By when
Additional training required
and who to arrange
Date progress to
be monitored by
observer

Devise tasks each week to stretch
and challenge more confident
learners, e.g. targeted questioning

Next class

Differentiation training in May
2014 (Staff Development)
30th June 2015

Devise 3 peer assessment
activities for next course

Next course
starting on 14.5.14

Observation of another tutor
who is strong in this area
(Department to arrange)
Lack of planning for
differentiation.
(B) Examples of good practice
Very good promoting of equality and diversity through highlighting
stereotypes and use of diverse materials
Opportunities for dissemination
Action by
Ask tutor to share their practice at next departmental meeting.
Observer
Other comments by observer/manager, relevant to action plan progress:
The actions and deadlines above have been mutually agreed by tutor and observer
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