Redefining lesson observations for maximum impact

SHELLY GEESON, DEPUTY DIRECTOR, THE NOTTINGHAMSHIRE TORCH SCITT, UK This case study explores our approach to trainee teacher development through a ‘diagnostic lesson discussion’ model, which we have been developing over the last two years, and replaces lesson observations with a low-stakes and more tightly focused and achievable system enabling trainees and early career teachers to develop their practice in manageable chunks, with clear support mechanisms. Our system allows for more individualised and targeted support, which also evolves as trainees develop more experience. Trainees can demonstrate the ability to take increasing ownership for their own professional learning and develop those internal scaffolds that will ensure that they continue to diagnose how and in what ways they can react and adapt to ensure maximum impact on pupil progress. We have developed the diagnostic lesson discussion from a combination of critically evaluating the purpose and the impact of how we have