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Restrictive and expansive approaches to professionalism and professionalization: the use of lesson observation in FE colleges as a case in point. Matt O’Leary School of Education University of Wolverhampton firstname.lastname@example.org. Aims of presentation. To outline the research focus
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Restrictive and expansive approaches to professionalism and professionalization: the use of lesson observation in FE colleges as a case in point
School of Education
University of Wolverhampton
Graded OTL based on Ofsted 4-point scale > fuelled by a desire to track ‘progress’ and to make teacher performance more measurable and thus more accountableOTL contexts, purposes & effects: key findings
‘So you know your lesson plan inside out. You put it down to three stages, make sure there’s a plenary, a couple of plenaries in there at the start and the end of the lesson. Put a load of crap in with regards to getting the students to do some sort of learning activity at the beginning to show that they have learnt from the previous week’s work, move on to the next stage, put your core tasks in and don’t forget that old chestnut about “differentiating” in the tasks you include! Give them a little quiz, move on to the next one and put up some overheads because you’ve got your overhead and show that you know how to use that, then make sure you do a good summary and do a nice little feedback session with them. Fiddle your scheme of work so you’re doing the lesson that you want to do, make sure that all the handouts have got the college logo on them and they’re all nice and neat with no smudges, do a lot of questioning, do a lot of walking around, then bring some work in with you so you can show that you’re giving them adequate feedback.’ (Terry, engineering tutor)
‘Our policy is that every teacher will be observed twice in the academic year. The second observation is waived if the teacher achieves a grade one or grade two in the first observation, so you get your one or two and you’re done for the year, you can breathe a sigh of relief. The big tension is with the threes because the three gets you, “Oh no, not one of those mentors!” They get a grade three and they get allocated a mentor so it’s almost like the mentor has become the punishment and this worries me.’ (Graham, Director of Quality)
‘I think what unnerves me is that you’ve got a grade four and you will be observed within six weeks so there is a reliance there on the fact that you can turn someone around in six weeks and if not well fair enough, we don’t care and we’re going to take you down the incompetency route’ (Abdul, teacher educator & mentor).Restrictive approaches to professionalism through OTL : key findings