Observation is not a term that is often met with excitement or jubilation by teachers across the profession, even though there is an acknowledgement of the impact that it can have on teaching practice when done well (Bill & Melinda Gates Foundation, 2013; EEF, 2017), and when it is focused on teacher development (Kraft and Papay, 2014). When investment is made in the development of teacher pedagogy, job satisfaction and teacher retention increase, particularly for colleagues who are new to the profession. The schools in our multi-academy trust (MAT) have developed their understanding of the practice of observation, resulting in a multi-modal approach to teacher observation as a means of developing effective practice. This article explores the experience we have of eight different observation tools that we have found to be beneficial for developing an effective teacher learning culture. Before each observation mode is discussed, it is important to be clear on our rationale b
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