It has been a privilege to observe lessons in different parts of the world, usually as an integral part of a school’s self-evaluation. The one consistent theme – from Bariloche to Thimphu – is that quality learning and teaching is the raison d’être, the most important reason, for a school’s existence.
All my professional life I have cajoled and persuaded schools to embrace development plans, quality indicators and more, but all are in a supportive role to the hallmark of a top performing school – the quality of learning and teaching.
Yet, often I have found that many school leaders seem almost reluctant to devote time to observing and evaluating learning at first hand, including post-observation follow up.
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