Lesson Observations: A Guide for NQTs and Early-Career Teachers

Lesson observation culture in schools varies enormously, but the anxiety it produces in NQTs and ECTs is remarkably consistent. Preparing for an observation is worth doing; over-preparing produces a lesson that isn't yours.

What observers are actually looking for

In a developmental observation (as opposed to a formal performance management observation), the observer is not looking for a perfect lesson. They are looking for: evidence of teacher-pupil relationship, appropriate level of challenge for the class, understanding of how the lesson fits into a sequence, and — crucially — how the teacher responds to what actually happens.

A well-prepared lesson that goes according to plan reveals less about a teacher than a lesson that doesn't quite work but where the teacher notices, adapts, and recovers. Observers know the difference between 'this teacher is excellent' and 'this teacher prepared a show-lesson'.

How to prepare without over-preparing

Teach a lesson from your normal sequence, not a one-off special. If you're doing something you've never done before because it will look impressive, you're teaching the observer, not your class.

Know your lesson thoroughly: what are you trying to achieve, how will you know if children have achieved it, what will you do if they haven't? These three questions cover most of what an observer needs to discuss with you.

Think about two or three children specifically: one who will find this easy, one who will find it hard, and one who is hard to read. Have a specific plan for each.

The feedback conversation

The most valuable part of an observation is the feedback conversation. Teachers who approach it defensively miss the learning. Teachers who agree with everything miss it in a different way.

Go in with your own analysis: what worked, what didn't, what you'd change. A teacher who identifies their own areas for development before the observer does shows the quality of professional reflection that develops good teachers. It also tends to make the conversation more constructive.

Ask specific questions: not 'was it okay?' (the observer will say yes) but 'the transition between the starter and main task felt rushed — did you notice that? What would you have done differently?'

When the feedback is hard to hear

Sometimes observers identify something significant. Resist the temptation to defend or explain. 'That's useful — can you say more about what you noticed?' is almost always the right response. You can think about whether you agree later. In the room, listening is the job.