Intercambio por la ATU-C

The concept of measuring efficacy relates to the process of a teacher being judged on their efficacy in the classroom and measured against a criterion scale. This concept originally started off as the code being judged, with measuring efficacy as a separate code. However, as my analytic memos developed I began to realise that when teachers talked about being judged they were discussing their experiences of lesson observations in which they perceived their efficacy was being measured. However, there was a tension here, because although many teachers believed that lesson observations were used by management to measure teacher efficacy, many did not believe that this was a valid way of measuring their overall effectiveness.

The notion of the lesson judgement being transferred to judge the teacher as a whole and therefore measure efficacy, is illustrated by Holly’s comments below, in which she displays some anxiety about observations not showing her true competency in the classroom. Holly is a teacher of 6 years experience with a head of department role.

‘…I think what was so stressful was wanting to show all the good work that

incorrectly judged for a whole careers worth of work from a 20 minute observation with one class…..’ (Holly, lines 69-72)

This implies that a lot of weight is being placed on lesson observations as a measure of a teacher’s general effectiveness rather than as a measure of the quality of the particular lesson observed. The lesson observation is taking a snapshot of the teacher’s performance in a small slice of time and generalising this performance to other lessons. This could explain some of the apprehension and tension surrounding the topic of lesson observations I noticed when

conducting the interviews. For example, Suzy (an Advanced Skills Teacher who has been teaching for 9 years) was visibly emotional and physically affected when describing the effect of a lesson observation on her.

‘Yeah, even now, how many years down the line. If somebody walks into my

room planned or unplanned…I get like a (beats hand on chest)…stress feeling....you know like the flutters and go red….and I don’t think that will change…I’m going red now thinking about it!’ (Suzy, interview 1, lines 95-

98)

This clearly shows how seriously teachers take lesson observations and the emotional and physical strain it may have on them. However, although Suzy felt trepidation about lesson observations she viewed them as a necessary evil; teachers have to be judged somehow.

‘I think having someone in the room knowing they are judging you …and that’s what it is…. We’re always …talking about being non-

judgemental....and……you know it’s not, you’re having somebody in judge you. And quite right because we need to be held to account for what we’re doing….’ (Suzy, interview 1, lines 98-101)

In contrast to some of the teachers interviewed, Gary (a teacher for 9 years with previous experience in unrelated careers) initially appeared less influenced by lesson observation judgements, suggesting that you can’t judge the overall effectiveness of a teacher on one lesson.

‘….other people they’re absolutely terrified. I think that’s wrong. Because of

one bad observation. Does that make them a bad teacher? No. In my eyes. They can be slated for that....and I think that’s wrong.’ (Gary, lines 48-51)

Gary has seen the negative effect of poor observation ratings on others and suggests they (the teacher and management) are using this to label a teacher as ‘bad’ or ineffective. Gary believes that lesson observations are taking a snapshot view of the teacher’s performance and therefore are not a valid way of

measuring efficacy.

‘…..We all hit at that particular moment in time a pinnacle on that

particular day. And that’s what makes judgements so stupid…….. so it’s like a window….. ‘ (Gary, lines 133-138).

The comparison of a lesson observation with a window reflects the idea that a lesson observation shows part of what a teacher does but cannot show the whole picture. Even though Gary believes that lesson observations should not be used to judge a teacher’s efficacy as a whole, he still valued the positive judgements he had received, remembering them as special events. When asked to talk about a time he has felt valued as a teacher he chose to reflect on a lesson that was described as ‘outstanding’. It is almost as if a teacher cannot help using a lesson observation judgement as a reference point for their ability, as a method of measuring and validating efficacy, even if they question its validity. This then leads us to ask the question as to where this state of mind has come from. Perhaps it is a result of the culture or ethos of the school, or as a result of government influence upon the teaching profession as a whole?

Even for middle managers such as head of departments who had to observe other teachers in their department as part of appraisal procedures, the use of lesson observations as a way of measuring teacher effectiveness was viewed as questionable. In particular, they were not happy giving a judgement or grading for the lesson. Jill and Holly felt that the lesson judgement could influence a teacher’s confidence and serve to demotivate them.

‘I suppose having been on the other side and having to give that feedback to someone else I could see it wouldn’t be helpful at all. Especially if you were struggling in some aspect and you were trying to get better…. a

number all the time chucked at you might not be helpful…..’ (Holly, lines 29-

33)

‘I find observations very difficult. To say to someone you should be doing this when actually I’ve enjoyed what I’ve seen and I’ve actually thought that the lesson was good but they haven’t met the requirements of the modern lesson plan. And you know I’m very conscious that I don’t want to rock their confidence when they’ve prepared something in good faith and think it’s going to be successful. ’ (Jill, first interview, lines 62-67)

Jill’s comment about the ‘modern lesson plan’ illustrates the shifting nature of teaching pedagogy (moving the goal posts). What is deemed acceptable pedagogy one year is viewed as unacceptable the next. She appears to feel conflicted, feeling she should be encouraging teachers to plan their lessons the ‘modern’ way as management expect, but acknowledging that a lesson may be successful despite not adhering to the pedagogy set out by management.

Positive lesson judgements and feedback were discussed as a source of boosting efficacy beliefs. For example, Holly stated that:

‘….If you have an observation and it goes really well and you get really good

feedback you kind of feel quite pleased with that and feel more confident doing it again or doing something similar …..’ (Holly, lines 3-5)

This suggests that the positive feedback serves to promote even more good practice in the future, giving the teacher confidence that they are doing the right things (according to the observer) in their lessons. It is easy to see how frequent or sequential positive feedback can therefore promote the development of positive teacher efficacy beliefs over time. On the other hand, Holly’s comments below highlight that even one poor lesson judgement is likely to ‘demoralise’ the teacher in the short-term.

‘….I’ve had pretty good ones for quite a while so if I was now to be observed

and get a satisfactory I would probably go home quite shattered by it. Even if I knew deep down it was a bit of a rubbish lesson I would probably go home in a bit of a mess and it wouldn’t do me any good at all…..’ (Holly,

lines 28-31)

Of note here is that Holly states ‘even if I knew deep down it was a bit of a rubbish

lesson’, implying that it is the feedback itself which causes her to be upset rather

than the lesson going badly. This could support the notion that lesson

judgements are seen as a measure of a teacher’s overall effectiveness rather than just the effectiveness of that particular lesson. The start of the quote also

indicates that Holly has received positive feedback in the past and that she uses this as a benchmark for herself in terms of achievement. So, receiving a

judgement that is not in line with previous lesson judgements (and possibly therefore her teacher efficacy beliefs) causes Holly to be upset and to doubt her abilities as a teacher (efficacy doubts).

Another source of measuring efficacy talked about by teachers was the use of exam results. At this secondary school, like many other schools, the students in exam classes are given a target for their exam results based on statistical tools such as Fischer trust data. Teachers’ exam classes are expected to reach these targets and the proportion of students that do are used as a measure of a teacher’s effectiveness in the previous academic year. Gary did not agree with the use of exam results and target setting as a measure of teacher efficacy.

‘…if you don’t meet those targets i.e. 80% people think you’re a bad teacher and I don’t believe that. I think there is more than meeting targets for teaching. I believe that creating a nice human being is part of…..’ (Gary,

lines 3-6)

Gary clearly believed that teaching should not just be about making sure your students achieve the exam results they are predicted. He is aiming to contribute something more to society by helping to guide students how to succeed in life in general. I labelled this view beyond the bind of results, attempting to describe

the tensions of the results culture as teachers try to strive to do what they believe teaching is ‘really’ about.

Holly has learnt not to worry about the targets she has been prescribed by management as she believes her students cannot reach them. She perceives the targets as unrealistic, therefore the pressure to reach them is lessened. There is a dissonance between the targets and what she believes the students are capable of.

‘….They’re not going to get an A and I know from day one that they’re not

going to get that A but that’s a pressure that I’ve just got used to and I suppose in my head I’ve accepted well it’s there in the background and I do my best, coz I do anyway. But it won’t go anyway and I don’t agree with it but you kind of go along with it because you have to.’ (Holly, lines 87-91)

What Holly sees as unrealistic target setting could be used by management to suggest she is not getting the students the grades they should get, and therefore her effectiveness as a teacher could be questioned. However, because she doesn’t agree with the methods used to set the targets she appears to be buffering herself from the potential reduction in efficacy beliefs. Is this buffering due to her 6 years experience in the job? It is possible that newer entrants to the

profession would not be able to buffer their efficacy beliefs if they don’t have the understanding of how targets are set. Other examples of buffering come from Gary’s interview because he acts passively (getting on with his job without protest) and does things asked of him even though he doesn’t agree. The knowledge he has and the confidence in his own views allows him to protect himself from potential efficacy reducing events such as observations in which only a snapshot of his teaching is viewed. One thing Holly and Gary have in common is that they have not experienced what could be considered ‘negative’ observations (i.e. they haven’t received an unsatisfactory grading), therefore they may have confidence in their skills as a teacher despite not meeting other measures of efficacy such as exam result targets.