ABSTRACT
The criteria in Table 5 and the proformas in Tables 6 and 7 form a basis for the lesson observation process. Having considered the issues above and achieved a team consensus on the process, the criteria in Table 5, under each of the headings, should be the basis of any classroom observation. The list in Table 5 is comprehensive and it may be that the team or individuals decide on a particular number or range of the criteria, rather like the process described for the observation of a lesson in the case of newly qualified teachers described in Part 1. When using the proforma shown in Table 6, the grading of lessons is optional and it should not be allowed to become a major issue in observations, particularly in the early stages. Practice using the criteria is more important and gradings should be used only when all members are confident with the process of observation and all have a clear understanding of what the team means by the grades and what value these have within the team.
