£85 per review - 40 to 90 minutes observed, by video upload – we will send a
‘dropbox invitation’ once payment has been received. 10% discount available for over four observations for the same organisation.
The taught topic can be on any subject, as long as it is safe, legal and has the consent of the participants to be recorded. The observation
can also be conducted in person on your site. Additional cost for this. Please contact us for details.
Click HERE to request
Click HERE to make payment now by card/PayPal - £85.00
(A full report will be provided within 7 days receipt
of your video).
Teaching observations can be important for:
Career and earning enhancement opportunities, quality
assurance, exploring employee effectiveness with learners/trainees, maintaining and attracting new clients for sustained and enhanced
income generation, CPD (continuing professional development), confidence building, to enhance teaching through critical reflection
on your practice and the quality of teaching and learning.
If appropriate and requested, the report can be aligned with the professional
standards related to your organisation, such as Ofsted (Office for Standards in Education) and The Teaching Excellence Framework (TEF).
By default, the report provided will be aligned in many respects to the Ofsted framework, which are not graded. The report will
be related to some important underpinning educational/psychological theories and principles. I.e. using evidence on teacher/trainer
behaviours and learner interactions in a high-inference** qualitative format.
You may not be subject to formal inspections by
Ofsted, for example, but their vast experience and research knowledge puts them in a good place to tell us what constitutes being
a good teacher/trainer in most learning environments in the UK today.
Note: The observation report will be a ‘one off’ review
of what the assessor felt about the effectiveness of the teaching and learning experience. In reality, there will be many other important
factors that will affect the effectiveness of the teacher/trainer. Formal inspections will usually ‘triangulate’ an observation review
to include many of these important aspects, such as; results if learners/trainees take some sort of examination, learner’s comments
about their experiences, learner support, management, parents and other important stakeholders.
This will not be the case on
this occasion but the report will give the teacher/trainer a good idea about how they are performing as well as provide
some important suggestions for making their teaching/training even more effective.
What you will get:
HERE for an example report for one of our clients.
1) A personalised and honest review of what an experienced teacher trainer* has
seen in your teaching session, related to some important underpinning educational/psychological theories and principles. I.e. using
evidence on teacher/trainer behaviours and learner interactions in a high-inference** qualitative format.
2) Self-evaluation opportunities
and review of the feedback about your teaching/training session if required and action planning for making your sessions even more
3) Practical tips for making your sessions even more effective, again using some important underpinning educational/psychological
theories and principles, as and when appropriate.
4) Signposting to further information and support structures that may influence
the quality and effectiveness of your teaching/training sessions. (Especially related to dyslexia. The observer is a holder of the
British Dyslexia Association 'Train the Trainer' - dyslexia awareness in a teacher training context at Reading University certificate).
Accredited teacher training offered by distance learning or ‘in-house’ for group of four or more people. Visit the home page of this
website to find out more.
You may have a ‘gut feeling’ about the teaching methods that do and don’t work well with your learners/trainees.
An exploration of some the underpinning educational research, theory and principles will help you to come to a conclusion about what
teaching methods may be appropriate to use in your learning environment and what teaching methods you should avoid using.
since 1987, head of staff development and quality assurance for a college from 1996, teacher trainer from 1996, consultant and teacher
trainer to many well-known organisations, including; major universities, charities and third sector organisations, PLC organisations
for many years. Member of the Society for Education and Training’, consulted on the ‘The Education and Training Foundation’ (ETF)
professional training standards. The Professional Standards provide a framework for teachers and trainers to critically appraise their
own practice and improve their teaching through Continuing Professional Development (CPD). Post graduate qualification in Education
(Professional Studies at Exeter University).
**High-inference tools are typically more informal, subjective and open-ended (based
on the observer’s education and experience - Al Otaiba et al. 2006, p. 230). The assessor is expected to make a judgment about the
occurrence and quality of the indicators in place of binary-response items. Low-inference tools are used to gather information on
processes and actions between the teacher and students without drawing immediate conclusions. Instruments focus on directly observable
actions and can use easy-to-code formats, such as checklists and binary response (i.e., yes/no or true/false) observation items, or
more detailed written records that objectively document everything that happens.