"Support"

[CuckooCuckooClock]

Looking for advice please.
I have had a couple of requires improvement observations and am now being asked what support I need to improve. The observations were unannounced.

I admit that one of the lessons went a bit wrong. But it's mainly due to me getting so nervous because I'm being scrutinised. I'm not an amazing teacher but I'm ok and I do get good results but when I'm being observed I go to pieces.

Essentially I am now on the 'pathway to capability' so will be having drop-in observations every day for 10 days. I'm really nervous and I get panicy when slt come in the classroom. I know it's the nature of the job, and I do love teaching, so I need to find a way to cope and get through this so they will hopefully leave me alone. Well, not alone obviously, but just back to the regular scrutiny.

So how do I get over this and manage to teach to the best of my ability whilst slt are watching?

I'm really after practical advice on how to calm the fuck down so that I can think straight.

Any ideas welcome.

Are your union aware of this cuckoo ?

Not of the latest development.
I don't think they can really do anything can they?
I have spoken to the regional rep (no rep at school) about the number of observations and unachievable performance management targets.

Your union local rep must be made aware of this and they should inform caseworkers at regional office.

Also, they will offer support and advice.
Your school will be using words like 'informal' , almost ceratinly in the hope that you lie back and let it all happen.
What did your rep say previously?
It sounds like you are in a school which still grades lessons : not popular with unions, or Ofsted.

Informal observations for 10 days is crazy. If they were going to 'give you support' (and I get the feeling that this SLT may not be that supportive) they would need to give you time to use it and develop your techniques, not observe you constantly before you even have the chance to try and get better.
Contact your union but I would be very cautious about allowing these observations to take place without formally noting your concern.

It sounds like they are trying to get rid of you. Ring your local union rep tonight.

Ok I'll get in touch with the rep. I'm not convinced that will help though.
I was hoping that I would be able to jump through their hoops. Maybe I am being naive.

I don't know about the official side of things but I hated being observed too. I used to completely block them out, as far as I was concerned they weren't there good luck.

What do they hope to gain from so many observations? Surely they need to provide proper support and then observe again once you've had a chance to out it into practice.

Oh god. I did fear they may want rid.
I'm not sure why because I'm not that bad and I'm not that expensive (mps5).
They've only just recruited me and I'm in a shortage subject.

I think their plan is to support me over the 10 days so they can see that I'm doing exactly what I've been told to in my lessons.

Constant drop-ins from SLT isn't support; it's potential bullying.

Have they offered you some coaching support?

They have asked me what support I need and I am meeting with the head and hod next week (not in tomorrow) so not sure what they will offer. I don't know what to ask for either.

Read your union advice. I was on the NUT one earlier and they list typical support , which could include more PPA time, for example!

If you don't mind saying, what apsect of your practice do they particularly find fault with?

The first lesson they graded as ri they said questioning was too ping pong and the second they said was poorly planned because the timing didn't work out and I did not do everything I had planned to. That was the one I was really nervous about and I got side-tracked trying to ask lots of questions because I thought that was their focus after the first one.

Ooh yes I'll ask for more ppa. That would be nice. The other teachers in my dept will hate me if that happens because they'll lose see frees.

If they do force you to comply with some observations is there another member of the department/staff that you feel you could trust to be in the class at the same time to co-observe? It's very hard to disprove someone's decision after the event but if another teacher feels differently about the lesson that might be in your favour.
Have they given you specific targets? If not, ask them to tell you exactly what their concerns are. How exactly do they plan to support you? What are they looking for in their 'ideal lesson' that would show you had developed in these areas?
Try to keep all communication in writing. If they have a conversation with you it's worth emailing them afterwards with a summary of what was said ("Just to follow up our conversation from earlier..........")
Good luck talking to your union, hopefully they will know of the school and be able to give you helpful advice

Thanks for the tips.
Yes I should get stuff in writing. Maybe I'll send one of those emails tonight.
I don't think I could ask anyone to stick their neck out for me.

Before you were observed they shoud have made the focus clear. It sounds like they decide afterwards. Neither of those things sound major. And questioning being 'too ping pong' souds like a subjective judgement. I hate to say it, but it definitely feels like they are observing you to prove a preconceived theory. And it really should not matter of you go off plan : Ofsted don't even require plans now!

To be honest, even as graded lessons (of which I heartily disapprove), two RIs don't amount to inadequate and worthy of capability.

Everything Belfast says is sterling advice.

Yes I agree that the ping pong comment was subjective and unfair but that's the nature of the beast isn't it?
The off plan thing was that I spent too long on the first objective so they didn't have time for the second and third (even though a quick look through the books shows that over half met the second objective and 2 met the third). I was also criticised for having to re-explain instructions to 2 students individually because my whole-class instructions weren't clear enough. The 2 boys are both autistic and in their ehcp it specifies they need individual instructions because they struggle to follow if it's not directly to them. I pointed this out but was not listened to.
I'm trying not to get too bogged down by the unfairness because powerless to do anything about it.

To be clear I'm not actually on capability yet. Just on the ladder or support!

Ladder of support

Do these SLT types teach your subject?

Have you talked to your HoD? Are they supportive? Really, they should be the ones both providing the support and keeping an eye on your progress, as they will actually know the pedagogy for your subject (and the criticisms are not related to classroom management). At my old school we did genuine support for struggling teachers and it always started within the faculty/department. Only if that was ineffective did SLT get involved. I agree that drop in observations by SLT sounds like bullying.

Bloody hell how is observations every day for 10 days remotely supportive?

And how have SLT got time on their hands to be doing this?

I’d want in writing what “pathway to capability” means and exactly what is needed to do to get off it, otherwise they’ll just move the goalposts. So what are they wanting to see in your observations? Then they can’t make up bollocks like ‘ping pong questioning’ (wtf)

And what actual support are they offering? Can you go and observe their questioning?

But your union should definitely be first port of call.