1. Teaching & Learning
Observation Programme
TALO
A Guide for Tutors
Nelson Marlborough Institute of Technology
May 2010

2. Table of Contents TALO
Table of Contents 1
Introduction 2
The Procedure for Lesson Observations 3
The Process 4
Key Observation Questions 5
Tutor Self Reflection Questions 6
Lesson Grading 7
One to One Tutorials/Learning Conversations 8
Observation Information Form 9
Observation Evidence Form 10
Lesson Observation Focus – Checklist 11
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NMIT TALO A Guide for Tutors
May 2010

3. Introduction TALO
Overview Heads of School and Programme Area Leaders
For our learners, the most important indicator have also been trained and will carry out
of quality is the standard of teaching and observations using the same process and
learning they receive. forms presented here.
It is the key to any judgements we make
about the effectiveness of our curriculum We also use external observers to conduct a
delivery. number of lesson observations to help us
validate the consistency of judgements made
The Teaching and Learning (TALO) Programme by trained NMIT observers, Heads of School
is designed to ensure maximum effectiveness and Programme Area Leaders.
of our curriculum delivery by encouraging
good practice within NMIT to be shared. The We would expect that all tutors will be
TALO Programme should encourage observed each year by one of the trained
discussion within Programme teams and observers as well as by the tutor’s Programme
across NMIT on improving teaching and Area Leader or Head of School.
learning.
This brief guide is designed to:
TALO reports will in future, therefore, form a
• Outline the TALO process to show you
standard agenda item for Programme Team
what to expect
meetings along with the sharing and
• List the kinds of questions observers will
dissemination of good practice across the
be asking
Institute.
• Describe the fundamentals of an
The continuous professional development of outstanding lesson
tutors to improve the quality and • List what you should have ready for the
effectiveness of teaching and learning is the observation - pages 8 + 9.
highest priority for NMIT and is identified in • Show you what the observer’s evaluation
the Staff Development Plan. The TALO form looks like – pages 10 + 11.
Programme is an important and integral part
of NMIT’s Quality Assurance System. You will receive full feedback on the process
of learning as noted by the observer, who will
This guide is designed to introduce you to comment on strengths before discussing
our TALO Programme the aim of which is to areas for development.
help develop good teaching practice. We
strongly recommend that you also read the You will also have the opportunity to respond
full guide which you can find on the intranet. to these observations and to agree an
appropriate programme of continuing
professional development. The lesson will
usually be graded in the areas of teaching,
Observers learning and attainment using a four-point
We aim to maintain a team of around ten scale.
observers all of whom have undertaken
training in lesson observation techniques.
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4. The Procedure for Lesson Observations TALO
Approach
Classroom observation in the Schools is the
responsibility of the Director of Curriculum The observer and tutor should try to conduct
and Planning (DCP) and Heads of School the feedback session as soon as possible after
(HoS). the event and send the completed evaluation
form to the HoS within two days of the
At the beginning of the academic year, the feedback taking place.
Director of Curriculum and Planning and
Heads of School will draw up an observation Reports
schedule, giving a balance that represents the A copy of the observation evaluation report
teaching profile of the Schools in terms of will be given to the tutor, to the appropriate
subject areas, qualifications and level of work. HoS and to the Head of Curriculum and
Quality (HCQ).
The schedule of observations will include the
full range of activity including teaching, The Head of Curriculum and Quality will
tutorials and progress reviews, and where collate the results and prepare a statistical
appropriate, will include any work-based report for the Director of Curriculum and
training and assessment. Planning. Only the Head of Curriculum and
Quality, the Head of School, the appropriate
Observations will include consideration of Programme Area Leader and the observed
learners’ work and this activity will inform tutor will have access to the completed
judgements on teaching and learning where evaluation form.
appropriate. Wherever possible, observers
will discuss with learners their perspectives on The HoS will produce a summary report at the
teaching and learning. These discussions end of each semester, and a final full
should not interrupt the teaching session but academic year report at the end of semester 2
should evolve naturally from the observation on the lesson observations conducted in each
process. School.
Feedback This report will inform the on-going appraisals
Observers will provide the tutor with a in each School, the School / Programme Area
summary of identified areas of good practice Self-Assessment and Staff Development Plans.
and areas for improvement.
The Director of Curriculum and Planning will
A grade on a four point scale will be discussed collate the School and HCQ reports into an
and assigned for the activity based on NMIT report which will be presented to the
judgements for teaching, learning and, where Directorate and Academic Board.
appropriate, attainment. The grades given are
Outstanding, Good, Satisfactory or Individual tutors will be unidentifiable in
Inadequate. School and NMIT reports.
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5. The Process TALO
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6. Key Observation Questions TALO
• Does the lesson/learning activity start on time?
• How are latecomers managed?
Introduction
• Are aims and objectives for the session clearly specified?
• Are expectations clear / offered / explored?
• Are learners equipped and ready for learning?
• Is the learning environment conducive to learning?
• Is the interest of learners engaged?
• Is there a recap and check on previous learning?
• Is there a logical progression from previous learning?
• Is there a clear introduction to new learning?
• Is there a balance between tutor talk and learner activity?
• Are different learning style preferences catered for?
• Does the tutor demonstrate up-to-date knowledge?
• Does the tutor energise / enthuse learners to learn?
• Are open and directed questions used to check learning?
Teaching
• Is questioning used effectively?
• Are all learners encouraged to participate / engage?
• Does the tutor circulate and speak to all learners?
• How effectively does the tutor motivate the learners?
• Is there inclusive practice in regard to positive images of the Treaty of Waitangi?
• Is there inclusive practice in regard to positive images of ethnicity, gender, and disability?
• Is inappropriate language or behaviour challenged?
• Is there a praise and reward environment?
• Does assignment or task feedback embrace ways to improve?
• Are all of the learners paying attention?
• Is there a balance between independent and group working?
• Do all learners make notes / participate as appropriate?
• Do all learners have appropriate files to store handouts / notes?
Learning
• Is there evidence in learners’ files of independent study?
• Do learners make a sufficient effort?
• Is the learning environment ‘safe’?
• Are the learning expectations clear?
• Are there opportunities to practice and gain Literacy and Numeracy Skills?
• Are there clear and obvious consolidation activities or tasks offered for encouraging independent learning?
• Are any learning assistants clear about their role?
• Is a suitable range of resources employed to support learning?
• Are resources used competently and effectively?
• Are resources well prepared prior to the lesson?
• Are all handouts clear and up-to-date?
Resources
• Is the furniture in good order?
• Are there window blinds to control sunlight?
• Is there sufficient control of ventilation and/or heating?
• Are any relevant health and safety considerations applied?
• Are there curriculum displays in the classroom?
• Is there any evidence of integration or use of E-learning?
• Are worksheets or tasks differentiated with challenge for all?
• Have individual learning needs been catered for?
• Is there a controlled end to the lesson/learning activity?
• Is there a recap and summary of learning?
Summation
• Are any extension tasks set to encourage independent learning?
• Are any late or previously absent learners spoken with?
• Are learning support services signposted if needed?
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7. Tutor Self Reflection Questions TALO
Core Focus
How do I know learning has occurred?
Purpose
How did I map out the aims of the session to the learners?
Content
How did this lesson fit in the context of this course?
Engagement
To what extent were all the learners engaged?
Activity
What worked well, what didn’t and why?
Feed back
How did I give the learners feedback on what they learned?
Value
Which learners got the most out of the session and who got the least?
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NMIT TALO A Guide for Tutors
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8. Lesson Grading TALO
The full TALO Guide contains the full criteria list for grading Outstanding, Good, Adequate and
Inadequate. Criteria for an Outstanding Grade listed below:
• Detailed and comprehensive planning for learning.
• Strong links between previous learning and preparation for future learning.
• Purpose of session unmistakable.
• Structure of session is logical and balanced.
• Thoughtful mix of activities and content that is linked to intended outcomes.
Planning
• Imaginative use planned of learning and teaching resources.
• Learning environment organised to fully engage all learners in the session.
• Regular checks of learning planned at timely intervals.
• Individual needs taken into account.
• Health and safety issues identified and addressed fully.
• Literacy and numeracy embedding opportunities are identified and planned for where
appropriate.
• Tutor demonstrates expertise in subject.
• A range of approaches used to explain ideas and concepts.
• Learners prepared well for their tasks.
• A wide range of questioning techniques employed in the session.
Teaching
• Well chosen examples used to illustrate theories and practice.
• Key learning points are reinforced.
• Creative use is made of unanticipated opportunities to learn.
• Learners’ questions are dealt with effectively and promptly.
• Incorrect responses handled sensitively.
• Demonstrations structured and sequenced well.
• Progress and achievement rewarded throughout the session.
• Learners maintain a productive pace throughout the session.
• Learners fully understand what is expected of them.
• Learners are clear about what they are doing and why.
• Learners are allowed time to think, and encouraged to discover new ideas.
Learning
• All learners are challenged and supported.
• Learners develop their cognitive abilities and practice their skills.
• Opportunities to investigate new ways of working are encouraged, and learners are
supported to learn from their mistakes.
• Learners are prompted to extend and justify their responses to questions.
• Learners work interdependently, sharing experiences and making decisions.
• Tutors and learners have very high expectations.
• Initial assessment is used to identify learning outcomes and activities.
• Tasks are matched to individual levels of ability.
• Learners fully understand the standards to be achieved.
Assessment
• Regular reviews of individual learning take place.
• Clear feedback is given on performance.
• Learners understand qualification, examination, and assessment requirements.
• Learners have frequent opportunities to practice meeting standards.
• Learners are clear about the standards they have reached and how to improve.
• Work produced by learners is valued and displayed.
• Outcomes of assessment are used effectively to plan learning programmes, activities, and
support.
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NMIT TALO A Guide for Tutors
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9. One to One Tutorials/Learning Conversations TALO
Supporting Guidance for 1:1 Tutorials
The tutor:
• Creates a welcoming and positive climate.
• Has a high expectation of the learner.
• Listens to the learner reflecting on progress/self assessment.
• Asks questions to broaden the learner disclosure.
• Analyses performance to celebrate achievement.
• Analyses performance to identify areas for improvement.
• Analyses performance to identify areas of concern.
• Invites learner to assess progress.
• Invites learner to identify what still needs to be learned.
• Explores next steps with the learner.
• Explores solutions to problems with the learner.
• Works with the learner to identify SMART targets.
• Leaves the learner feeling positive.
The Learner:
• Understands the purpose of the tutorial and what she/he is expected to achieve.
• Has prepared effectively for the tutorial.
• Knows how well she/he is doing and what is required in order to improve.
• Participates effectively in the tutorial.
• Is able to reflect effectively on the progress of previous targets.
• Is constructively involved in SMART (Simple, Measurable, Achievable, Relevant and Time
Related), target setting.
• Develops/is developing the skill of critical evaluation.
• Achieves individual goals/targets previously set.
• Is confident in what she/he is doing.
• Understands the SMART targets (Specific, Measurable, Achievable, Relevant and Time related)
that have been set.
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10. Checklist of required information TALO
The following documentation For a One to One Tutorial (Learning
should be available for observers: Conversation) the following should
be made available
• The most recent syllabus or specification
• The scheme of work • The learner’s Individual Learning Plan (ILP),
• Lesson plans - current + previous lessons or a similar record of previous 1:1 learning
• Class list conversations
• Mark sheets and record of assessment for • Assessment records for learner concerned
learners • previously agreed / identified SMART
• Learners’ work – a range to indicate levels targets, including achievements /
of attainment within the class and successes to date and areas currently
demonstrating written feedback to targeted for improvement
learners, explaining the rationale for • record of any additional support the
marks/grades and making suggestions for learner has previously or is currently
improvement accessing, allowing for appropriate
• Copy of Action Plan / Areas for confidentiality
Improvement from last observation. • any diagnostic assessment results and
progress evidence
• any additional learning contract (s) that
Where group tutorials are have been / are in place for this specific
observed, the following documents learner
• any disability assessment results if
should be available: applicable
• Scheme of Work
• Lesson Plan
• Class Register
• Individual learner notes / personal files
• Records of additional support
• Cumulative attainment marks for all
aspects of the programme for all learners.
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11. NMIT OBSERVATION INFORMATION FORM TALO
To be given to the tutor a week prior to the observation date confirmed by the HoS
The process
• The observer will contact you to make a time for an informal meeting / Phone conversation prior to the
observation
• Before or during the meeting the tutor will provide the information below – Sections 1. and 2
• At the meeting the observer will briefly talk with the tutor about the observation process, the time involved,
where the tutor would like them to sit for the observation, and any other information that may need to be
shared prior to the observation.
• The tutor and the observer will organise a meeting time and date for the observation feedback
Section 1. General Information – Some will be completed in advance by the observer
Tutor Observer
Role - PASM, SASM, ASM, TA Date
Permanent staff - Please indicate proportion Class location
Part time fixed term - Please indicate proportion Start time Finish time
On probation Contractor No. learners No. learners
School enrolled attended
Learner age 14 - 16 17 - 19
Programme
20 - 25 26 +
Learner ethnicity (please specify here)
Course
(please specify here)
Course level (please specify here)
Lesson type: (please specify here)
Practical (please specify here)
Tutorial Learner gender Female Male
Lecture Learner enrolment Fulltime Part time
Seminar discussion Work based Mixed
Individual activity learning
Small group work Support staff
Other: Recommended position for observer to sit:
2. Additional information – The availability of this information may vary depending on time of year + type of class
Checklist Checklist
Course outline Lesson plan for this session
Assessment plans Previous lesson plans for this course
Context: where the class is in the overall schedule
for the course.
Sections will expand as required
Class list and individual learner notes :
attendance and lateness patterns,
any learners identified as at risk of not
completing, numbers already withdrawn and
why, and group dynamics
Learners with particular needs or circumstances
which may impact on the learning identified.
Thank you
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NMIT TALO A Guide for Tutors
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12. NMIT OBSERVATION EVIDENCE FORM TALO
Tutor Observer
Role - PASM, SASM, ASM, TA Date
Permanent staff - Please indicate proportion Class location
Part time fixed term - Please indicate proportion Start time Finish time
On probation Contractor No. learners No. learners
School enrolled attended
Learner age 14 - 16 17 - 19
Programme
20 - 25 26 +
Learner ethnicity (please specify here)
Course
(please specify here)
Course level (please specify here)
Lesson type: (please specify here)
Practical (please specify here)
Tutorial Learner gender Female Male
Lecture Learner Fulltime Part time
Seminar discussion enrolment Work based Mixed
Individual activity learning
Small group work Support staff
Other: Recommended position for observer to sit:
Summary Evaluation Outstanding <> Good <> Satisfactory <> Inadequate Overall grade
Planning
Teaching
Learning
Assessment
(Grade 1 = Outstanding; 2 = Good; 3 = Satisfactory; 4 = Inadequate)
Good Practice:
Agreed actions/areas for improvement:
Tutor’s comments about the lesson, observation and feedback:
Tutor’s signature: Observer’s signature:
Date: Date:
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NMIT TALO A Guide for Tutors
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13. LESSON OBSERVATION FOCUS - as applicable TALO
Planning Observer’s notes
• Detailed and comprehensive planning
• Links between previous learning and future learning.
• Clear purpose.
• Structure of session logical and balanced.
• Mix of activities and content linked to outcomes.
• Imaginative use of learning and teaching resources.
• Environment organised to fully engage all learners
• Regular checks of learning planned for
• Individual needs taken into account.
• Health and safety issues identified and addressed fully.
• Literacy and numeracy embedding opportunities.
Teaching
• Tutor demonstrates expertise in subject.
• Range of approaches used to explain ideas /concepts
• Learners prepared well for their tasks.
• Wide range of questioning techniques employed
• Well chosen examples used
• Key learning points are reinforced.
• Use of unanticipated opportunities to learn.
• Learners’ questions dealt with effectively and promptly.
• Incorrect responses handled sensitively.
• Demonstrations structured and sequenced well.
• Progress and achievement rewarded throughout
the session.
• Learners maintain a productive pace through session.
Learning
• Are all the learners paying attention?
• Is there a balance between independent and group
working?
• Do all learners make notes / participate as appropriate?
• Do all learners have appropriate files to store handouts and
notes?
• Is there evidence in learner’s files of independent study?
• Do learners’ make a sufficient effort?
• Are learners challenged and supported? Is the learning
environment ‘safe’?
• Are the learning expectations clear?
• Are their opportunities to practice and gain literacy and
numeracy skills?
• Are there clear and obvious consolidation activities or tasks
offered for encouraging independent learning?
Assessment
• Tutors and learners have very high expectations.
• Initial assessment is used to identify learning outcomes and
activities.
• Tasks are matched to individual levels of ability.
• Learners fully understand the standards to be achieved.
• Regular reviews of individual learning take place.
• Clear feedback is given on performance.
• Learners understand qualification, examination, and
assessment requirements.
• Learners have frequent opportunities to practice meeting
standards.
• Learners are clear about the standards they have reached
and how to improve.
• Work produced by learners is valued and displayed.
• Outcomes of assessment are used effectively to plan
learning programmes, activities, and support.
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NMIT TALO A Guide for Tutors
May 2010