ABSTRACT
This chapter addresses and gives guidance on how best to present the three-stage lesson observation to staff. Being an entirely new concept and in some ways intrusive into current teaching practices, as well as being change in itself, introducing the three-stage lesson observation programme needs to be handled with care. Academic staff will seek academic justification for change, especially when it comes to teaching and learning. This chapter provides details on the academic research behind the concept of the three-stage lesson observation programme, citing academics and their theories to substantiate the reasoning behind the lesson observation programme and its intended outcomes. Suggested slides and their contents are given as a starting point for staff presentations when introducing the concept to the school and explanations of why each one is important. Ironically, the most important aspect of how to introduce the three-stage lesson observation programme to staff is the emotional environment in which you present it. Primarily, it is to help staff overcome the fear and suspicion of observation and reassure them that lesson observation is now separated from performance management systems. The three-stage lesson observation programme celebrates individuality and different teaching styles, and the focus is on being happy, confident and safe as teachers and pupils explore teaching and learning. Pupils’ feedback is key to this success as a measure, although this will be a challenge for some staff as they will receive a reflection of their ability to connect in the classroom through the eyes of their pupils.
