Blog Article
The innovative “unseen observation” project with Walsall College, led by Professor Matt O’Leary in the Centre for the Study of Practice and Culture in Education, aims to replace traditional classroom observations with a teacher-centred approach focused on self-reflection and professional dialogue. The project was launched in November 2023 and is due to complete in July 2025. The aim is to transform teaching quality enhancement, through collaborative professional learning rather than judgmental evaluation.
Professor Matt O’Leary formed the model of “unseen observation”. He has been working with senior leaders at Walsall College, David Turner and Sarah Cattell, to change the culture around teaching and learning, focusing on how the college managed and supported it’s work on quality enhancement. There has been an emphasis on supporting and developing teaching staff, rather than sorting and measuring them.
What is “Unseen Observation”?
Matt explains:
"Unseen observation is a teacher centred model of observation that relies on self-observation rather than observation by a third party. Unlike conventional models of observation where the observation itself is the main focal point, unseen observation emphasises the importance of what happens before and after the taught session. Thus, it is in the pre- and post-session professional dialogues where the fundamental work takes place in the unseen observation cycle (see below). In other words, unseen observation deliberately places greater emphasis on planning and reflection, as it recognises these processes as being at the heart of effective practice."
The unseen observation cycle:
- Teacher identifies lesson and focus
- Teacher prepares draft lesson plan, resources and shares in person or virtually with their collaborator
- Teacher and collaborator meet in person or virtually to discuss lesson plan and resources. After meeting, teacher produces final plan and resources
- Teacher teaches unobserved lesson, gathers student feedback, and produces self-reflective notes and annotated plan
- Teacher writes up/digitally records a reflective account of the taught lesson and shares with their collaborator
- Teacher and collaborator meet in person or virtually for professional dialogue
- Teacher writes up or digitally records a series of feed forward action points
For more information about the Unseen Observation cycle, see this article written by Professor Matt O’Leary for FE News: Empowering Practitioners’ Professional Learning Through Unseen Observation.
How has the project been implemented at Walsall College?
In year 1 of the research project, the model of unseen observation was piloted with 18 academic staff. This included three days of in-person training and development delivered at the college by Matt O’Leary and Joanne Miles, who holds expertise in coaching and mentoring development with further education staff. After this training, the staff undertook two cycles of unseen observation and data was collected in the form of surveys, focus groups, reflective write ups, workshops and padlet group questions to evaluate its effectiveness. Staff were met regularly to catch up on their experiences as they progressed, and a broad range of data was collected within the first year.
Year 1 Outcomes
Here are a few quotes from the first year of participants in response to their experiences:
“I can confidently say that it has been a positive and enriching experience. The unseen observation process has allowed me to develop a deeper understanding of my teaching practices and has provided valuable insights into my strengths and areas for improvement. It has fostered a culture of continuous improvement and provided a supportive framework for enhancing my teaching.”
“This process allows practitioners to show their vulnerability without judgement, it allows for more honest dialogue, and it creates space to build meaningful professional relationships based on teaching and learning.”
“It’s been so rewarding, such a breath of fresh air, despite the challenges involved in protecting time to be able to meet with my peers to engage in these professional dialogues.”
“We’ve both found it very beneficial and exciting potential for development work across the department in terms of common areas we can work on for teaching and learning projects. Participating in the pilot sparked conversations about teaching and learning that may not have happened without this process. We feel privileged and fortunate to have been involved and had the opportunity to work together. And we both feel this will do a lot for staff morale across the college.”
“It’s great to feel ‘buzzed up’ about an idea. This process allows practitioners to show their vulnerability without judgement, it allows for more honest dialogue. It makes you fall in love with your job again!”
Next steps for Year 2 and beyond
A new cohort of staff participants are now undertaking cycles of unseen observation, supported by participants from year 1 and therefore creating a sustainable model for wider implementation of the methodology.
In the words of one of the college leaders who has been coordinating the work in Year 2:
“It’s all about building a community, where colleagues are allowed the space and the support for critical reflection on their practice. We want talking about teaching and learning to become the norm and this model provides a framework to make that happen.”
The Centre for the Study of Practice and Culture in Education (CSPACE) is an inclusive research collective which aims to make a true difference to education phases from early years to higher education with a strong interdisciplinary, inter-sectoral culture. Find out more about the centre.