2019 has been a busy and productive year for ONVU Learning. We’ve worked with many schools in the UK and India, developed some significant innovations in our products and, most importantly, found many new ways of helping schools and teachers with video-based reflection and coaching. We’ve listed our ‘Top 10’ below – and look forward to creating many more in 2020! 

video coaching1. We’ve helped schools reimagine CPD and make it teacher-led 

Across our partner schools, we’re changing the way that school train teachers. Rather than listen to an internal colleague or external ‘expert tell the whole school how one set of changes can improve all lessons, teachers can meet in subject or phase groups and discuss real lessons, learning and sharing advice where needed.  

2. We’ve helped teachers access great coaching across continents 

We were able to show the global potential of our Lessonvu system when we linked up two teachers in the Doon School in India with a remote coach in Hereford, UK. Read about their work together and the benefits for the school here.

3. We’ve worked with schools and universities to prepare for major changes in teacher training 

There are huge changes coming to teacher training in England over the next three years – with a strong focus on mentoring to support classroom practice. We worked with the Universities Council for the Education of Teachers (UCET) to help share these new ideas with the wider teaching community. Read more in this blog we wrote for the British Educational Suppliers Association.

4. We’ve changed the way teachers think of lesson observation 

Our ‘Lesson Observation Guide’ has been downloaded by hundreds of teachers and helped inform the ongoing conversation in teaching about the value of formal lesson observationsIn one of our partner schools, over 60% of teachers now have their formal performance management reviews carried out remotely and can discuss their ‘real teaching’!   

We’ve worked with schools on many projects including the following 

5. To embed metacognition across a school, quickly and efficiently 

The Education Endowment Foundation rates metacognition as one of the best ways of improving student performance. We’re working with a school to share good practice when introducing these new skills – and saving hours of teacher time in the process.  

6. To improve recruitment by sharing interview lessons video coaching at schools

Interview lessons often involve two or three teachers squeezing into a classroom to try to assess a potential new teacher, followed by a discussion after the lesson has finished. In our partner schools, with the permission of the interviewee, senior teachers can watch the lesson without affecting the environment, move forward and back in time and space and discuss the lesson in real time.  

7. To share information between primary and secondary schools to make transition better 

OFSTED have identified transition between years 6 and 7 as a key time for schools to work on behaviour, while other research shows that poorly-handled transition can pause learning for months, if not years. Classroom-based video can help teachers understand their incoming students better. Read our initial blog about our work here.

And in the classroom, among many other achievements we’ve helped teachers to … 

8. Engage their Y11 Maths class  

Head of Maths Zara Sahota was trying to improve the performance of her Y11 groups. Working with a remote coach she was able to measure the impact of video-led reflection and coaching on her teaching. Read our full report here. 

9. Work out when (and when not) to ‘go off on tangents’  

Senior leader Jim Bryant wanted help to reflect on his classroom practice as all his learning was ‘coming from his management responsibilities’. He used discreet video to identify when he needed more order in the classroom and when it was safe to explore new ideas and ‘go off at tangents’. Read our full report here.

10. Manage Y9 behaviour  

After working on video-based reflective coaching for 6 weeks, NQT Nathan Price told us ‘I’ve become progressively more fluent when teaching as the number of times I have been interrupted or distracted has dropped. The strategies I was given to employ have worked an absolute charm’.