ABSTRACT
This chapter explores the importance of knowing what is going on in your school and in your classrooms. It’s about not trusting the messenger but being in the school environment yourself, watching and observing what is going on. Exam results do not prove that the quality of teaching is good because naturally high achievers tend to just get on with it in the majority of cases. What is the value-added in all sections of your school, whether highly able, the middle section of achievers, and those towards the bottom end who need more attention? Can you prove the progress of pupils, including those with SEN or EAL? This chapter addresses consistency across middle management practices and how well policies are known and adhered to across the school community. This chapter also explores the power of peer observation and learning walks with specific themes, available to all staff, not just teaching staff so the school is understood and collectively shares good practice. Knowing your school and being prepared are essential in the successful implementation of the three-stage lesson observation programme and allow the headteacher or project coordinator to plan effectively. The chapter finishes with a strong message to headteachers to be assertive, to be brave, courageous and reflective to bring the best possible form of the three-stage lesson observation programme to your school.
