Record, report and proactively manage lesson observations.
How can your Lesson Observations link to other school improvement processes?
Completing all of your lesson observations in Mosaic brings consistency, coherence and quick analysis. Enabling schools and trusts to build customised focus area and benchmarks across any variety of observation types will add rigour and raise quality in terms of process, procedure and meaningful analyses.
In working with our client schools, something we do all the time, we now provide multiple observation categories; schools can choose to observe the teacher, their students or an aspect of the school. By employing this method of observation, schools can analyse specific foci from different angles to ensure they are getting the most accurate picture. This provides a solid platform for decision making regarding the quality of teaching and learning and it demonstrates you know your school well.
Many schools now choose to not grade observations and prefer instead to identify strengths and areas for development. With Mosaic you can do both and can shift the nature of observations from ‘judgement’ to ‘professional development’ whilst at the same time delivering detailed analysis for all those involved.
See Mosaic in action
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Most, if not all, schools carry out many observations across a school year. Many of those schools will have some kind of analysis but managing that process and the mechanism can be time consuming. The permutations of observation types and different foci for various teams of people across a range of dates is simple too huge in number for it to be managed manually.
By recording the outcomes of an observation in Mosaic the information automatically adds to the existing analyses and is available immediately for all stakeholders. The options to filter by team, date, foci, observation category and type offer great flexibility and takes the hard work out of getting to know where things are going well and where potential problems are heading your way.
Each person can access the analyses in context with their role; individuals can use this information to inform their own professional development and school leaders to keep them aware of classroom practice.
Each and every person will have the information they need and with this information they have a better chance of moving forward.