Traditional lesson observations need to stop. Instead, Jack Dabell says we must develop a culture of drop-ins that aim to build on good practice rather than setting out to judge poor practice
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Picture this. A teacher is notified that their lesson will be observed by the headteacher a few weeks in advance. They have enough time to prepare a souped-up version of a normal lesson and to stew in their anxiety.

The day finally arrives and the head, perhaps with the deputy or subject lead, try (and fail) to slip silently into the teacher’s classroom.

Standing at the back of the class they watch the teacher’s main input intently. They talk to a few children, look at some of their work, smile, nod and exit stage left. The teacher takes their first breath in 30 minutes and starts acting normally with the children again.

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