Lesson observations, often a crucial part of educational practices, are not always as effective as intended. The traditional model of lesson observations is criticised for its inability to accurately capture the complexities of teaching and learning within the confines of a single, often short, observation period. These observations can miss the nuanced and dynamic nature of classroom teaching, potentially leading to unfair assessments of a teacher’s performance. The process is further complicated by external factors beyond a teacher’s control, such as students’ personal circumstances, which can significantly affect their behavior and engagement in a lesson. 

The article advocates for a shift towards more reflective practices, emphasising the need for observations to focus on professional growth rather than mere evaluation.

To address these challenges, the article proposes several innovative strategies aimed at making lesson observations more beneficial for teacher development. They suggest moving away from the one-off, checklist-based evaluations towards a model that values continuous reflection and self-assessment. 

Among the recommended practices is the use of video recording technology, allowing teachers to review and reflect on their own teaching. This approach not only helps educators identify areas for improvement but also encourages a more autonomous and personalised professional development process. By giving teachers control over the observation and reflection process, the model aims to foster a culture of self-improvement and peer learning within schools.