Formal observations – Is it time to get rid of the grading system?

Ofsted use a four-tier grading system; outstanding, good, requires improvement and inadequate. Are these measures useful? Should we not always be trying to improve as teachers and collectively as schools. This is also the same for teachers and their observations, in the schools I have had the pleasure of working in, they have used a similar grading system to that of Ofsted.

I heard somebody planning for an investigation, and speaking to a colleague they said “all I want is a good. I would be happy with that”. Is good ok? Why are teachers settling for “good”? Is this the same for school leaders in relation to Ofsted? Does this settling cause teachers effectiveness to decline over time?

There certainly is added pressure on school leaders, middle leaders and subsequently teachers when they are graded by Ofsted as requires improvement or below. These grades sometimes do not consider the unique diversity of the school, meaning schools may feel beaten before the inspection team arrive. This pressure is also sometimes felt by individual teachers graded as a 3 (requires improvement) or less. These teachers are then often put onto support plans, told to observe others to see their strengths and improve their own pedagogy. Without a proper, open and supportive plan in place these teachers may become isolated and disengaged from teaching, in what may be seen as their time of need.

Coe, et al 2014 is an interesting read as it challenges these ideas and attempts to understand why teachers are happy and will settle with getting “good” observations. From fear of being dismissed for getting less or being put under intense scrutiny. The report also suggests that teachers who are getting higher grades in observations are also more likely to be promoted. Furthermore, Coe, et al (2014. p40) state that “the observation/feedback routine should be structured explicitly as a continuous professional learning opportunity that actively challenges teacher thinking and practice and enables them to work on improving”. Should all formal observations, from teachers to Ofsted be changed from grades to highlight the strengths and areas for improvement, meaning teachers and schools are always working to improve their pedagogy and outcomes for learners. This theory has also been suggested by @PaulGarvey4 (Talk for Teaching) on twitter who questions the point of formal observations, instead SLT and teachers should engage in discussion about teaching and learning and how it could be improved. This tweet alone gained over 1.4K “likes”, 571 “retweets and 99 comments.

Should all schools and teachers have access to CPD and mentors which may prevent individual teachers pedagogy from declining or plateauing after the increase in the first three to five years (Coe, et al. 2014. p5). Pupils have moved away from progress without levels, should schools now do the same?

Reference

Coe, R., Aloisi, C., Higgins, S., and Major, L. E. (2014) ‘What makes great teaching? Review of the underpinning research. The Sutton Trust