ABSTRACT
This chapter defines and explores what lesson observation is and how traditional lesson observations are associated with performance management, probation, quality assurance and appraisal. Lesson observations are generally associated with suspicion and fear due to these links that are judgemental and potentially damaging to a teacher’s career and employment. Lesson observations are traditionally undertaken by a line manager and the judgements based one person’s subjective opinion. In the wrong hands, lesson observations can be viewed as a whipping tool and an opportunity for unfair practice and, ultimately, bullying in the workplace. There is an abundance of negativity on online forums, where there is a very strong anti-management flavour with a them-against-us culture. Lesson observations account for the majority of teacher-based grievances in the UK, fuelled by a vicious circle of lesson observation procedures that are antiquated and mismanaged causing grievance and distrust. Described by one respondent as immoral and ethically wrong, even unions have specific, rigid guidance regarding the number of hours a teacher should be observed in any one academic year. This chapter explores how and why this can change and take away the suspicion and fear of lesson observation through the three-stage lesson observation programme and, ultimately, change the culture of the school.
