Students observing lessons and giving teachers feedback can be seen as threatening however Nobel School have found this to be a highly effective way to support teacher self-evaluation by providing relevant feedback as well as fostering student voice. Participants are invited to take part through personal invitations and announcements in assemblies.

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Over 60 experienced and newly-qualified teachers have chosen to take part as well as 150 students over the past few years. Around 30 students are trained each year.

The training takes place in informal surroundings with casual clothes which together with team building games and activities helps to build social bonds. Students and staff discuss any worries or concerns they have as well as practice observation using videos. A code of conduct is discussed and training in giving constructive feedback is provided. The teacher and the student observer negotiate lessons to be observed and students often observe the same teacher in different lessons. There is a negotiated focus and some use a pre-designed observation sheet.

The frequency of observations is not fixed but may involve 6 - 9 lessons a term. Feedback is given immediately after the lesson or during a break time or lunch time. These meetings last between 20 and 30 minutes and involve students giving feedback directly to the teacher, verbally and in confidence, sometimes written feedback is provided. Sometimes the teachers give feedback on the students’ feedback.                                                                                                                                             

The school has found that ‘Partners in Learning’ encourages: self-awareness of and reflection on classroom practice, awareness of students’ learning needs, more relevant feedback, student voice, student exercising leadership and taking responsibility for their learning, students understanding of teaching and learning process, confidence building, improved behaviour and trust building. There are some issues however such as providing feedback to students about their feedback, making time for feedback sessions, students missing classes, the need to hold staff meetings to maximise teacher learning and widening participation.

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