Observation and Feedback Module

Task 2.5 Commentary

1. I would draw up a set of criteria for effective teaching, which

I would distribute to all staff
Good things about this
approach
This may be expected of you in
your
organisation, depending on the
organisational culture
The message will be clear
because it
The criteria should reflect current
methodology, as you are more
likely
to be up-to-date
It is less time-consuming than the
other options

Possible problems with

this
approach
Your set of criteria
may not be
sufficiently sensitive to the local
context, particularly if you are
new in
It may be perceived as dictatorial
and
You may be asking staff to work in
a
way for which they have not been
trained, thus causing stress levels
You may therefore increase your
own
workload in terms of giving inservice
It encourages accountability you It may be unrealistic particularly if
can show others what your
you
teachers
write it soon after arrival and
are doing and the standards you without
It can act as a training document Staff may feel judged rather than
supported
for
2. The Director and I will draw up a set of criteria for effective
teaching, which we would distribute to all staff.
Good things about this
approach
Involves all levels of
management in
the process of defining criteria
Involves the Director more in
what
goes on in the classroom
May have impact on how the
Director promotes and markets
the
Can bring the Director and the
teaching staff closer together,
thus
enhancing teachers feeling of

Possible problems with

this
approach
If the Director
is a business
person
rather than a pedagogue their
It can be quite difficult tell your
Director that you dont agree
with
The Director might choose to
take a
more dictatorial stance on this
Depending on current
staff/Director
relations, this approach could do
more harm than good

3. I would hold a [series of] Teachers Meetings to collectively

agree a set of criteria for effective teaching, which I would
distribute to all staff.
Good things about this
approach
It is collaborative and
participative in
approach and involves all staff
It gives you a broader view of
what
It allows everyone to share ideas
and learn from each other

Possible problems with

this
approach
It can be quite
time consuming,
and
also possibly difficult to handle
It can be difficult to arrive at a
consensus
Teachers may feel that it is not
their
job to define what is effective
[depending on your
Teachers can feel free to say
Teachers may come up with
suggestions which you may find
what
worrying or shocking
they think without having an
It allows you to put your views
Not all teachers may feel able to
forward as part of the teaching express their ideas, so you may
body
get
It values teachers knowledge
Teachers may say one thing and
and
do
experience, not only of teaching another in practice
4.
I would ask the students [and parents of Younger
Learners classes] to contribute to drawing up a set of
criteria for effective teaching, which I
would distribute to all staff.
Good things about this
approach
All parties are stakeholders, so
all
Allows you to explain a little
what
actually goes on in the
classroom
Can help to avoid complaints

Possible problems with

this
You may getapproach
criteria which you
do
If you ignore suggestions, you
can
lose credibility or be accused of
paying lip service to stakeholder
The teachers are not involved in
the
process, so in effect they are
being
led by the students and parents
Criteria for YL classes and adults May be culturally inappropriate
classes may well differ

Additional Comment.
One of the issues which managers [and teachers] find quite tricky is
establishing what acceptable standards of teaching are. Looking at the
assessment criteria for recognised pre-service training courses such as
Cambridge CELTA or Trinity Certificate might help. Below are some links to
the syllabi for both organisations Certificate and Diploma courses.
http://www.cambridgeenglish.org/teaching-english/teachingqualifications/celta/about-the-celta-course/ [The Assessment Criteria
form part of the syllabus document.]
http://www.cambridgeenglish.org/teaching-english/teachingqualifications/delta/
http://www.trinitycollege.com/site/?id=702
http://www.trinitycollege.com/site/?id=202 [The Assessment Criteria
form part of the syllabus document.]
Some organisations have drawn up a set of guidelines or competencies
which set the minimum acceptable standards their teachers need to meet.
These documents are rather more broad-ranging and can incorporate
areas such as administration, professional development etc. As such, they
can be used as a starting point in any appraisal process. You can see an
example of the Competencies for Teachers we use here in IH London in the
Resources section of this lesson. This includes out of class behaviours, and
can be used as a starting point for appraisals. Its important to remember
that this is what we expect teachers to achieve the bottom line, if you
like. There is certainly an expectation that teachers will perform above
this very basic level.
You might find teachers are quite resistant to drawing up a set of criteria
because
they may view it as limiting. However, it can be very enlightening for you,
particularly if you are a new manager in a new context, to discover what
your teachers beliefs are. As is so often the case, the process of
discussing and arriving at a consensus is often more fruitful than any final
document you may come up with!

Finally, you might enjoy this talk by Lou McLoughlin on Teacher Cognition. She is
focussing on Young Learner Teacher Cognition, but much of what she says is
applicable to teachers who teach all age ranges and class types, I think.
https://www.youtube.com/watch?v=rHfuiKCTFLk