“Teaching skills in practice – innovation in Swedish education”

Swedish school culture is changing. More and more school leaders want to focus on the quality of teaching by observing it to see what it leads to and developing it together with the teachers.
Sweden’s new observation form Teaching skills in practice is now also receiving international recognition. The mastermind behind London’s schools’ turnaround from being the worst to the  the best performing schools in England, Professor Sir George Berwick, describes it as innovation for Swedish schools.

Read Professor Sir George Berwicks blog

Read more about the observation form – Undervisningsskicklighet i praktiken

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NEW! This is what skilled teaching looks like in the classroom

Pressrelease February 3rd, 2022

Now teachers and school leaders can see, discuss and together develop the qualities that build skilled teaching for learning.
BRAVOLesson launches Sweden’s first observation form which, with examples of concrete observable learning activities, describes different levels of teacher skills. The form is called Teaching Skills in Practice and is created and developed by Skolkompaniet and Fibbla Kompetens. It is based on their more than 1600 completed lesson observations and subsequent conversations with each teacher. It is also based on, among other things, the research that has been done on what students expect from their teachers as support for their learning.

Norrköping Municipality’s development teachers who support teachers at schools in the municipality are the first to choose the new observation form for their school improvement.

Read the pressrelease

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An appetizer (video) – the benefit you get from our 8 lunch webinars

After part 1 of 8 in our series of 30 minutes lunch webinars
Theme: Equivalent leadership in all classrooms

Watch the video below. As a participant at our webinars, you can listen and also ask questions. After each webinar, you will also receive an email with a video with input to use internally at your school.

Co-organizers: Lärarnas Riksförbund teacher union and the National Federation of Free Schools

Sign up here for all the lunch webinars
Price: SEK 800 excluding VAT.
All revenues in full go to BRIS (Childens’ rights in society).


Next lunch webinar is with John Steinberg on October 28 – mark that in your calendar
John Steinberg’s theme: The teacher’s body language – the path to trust
See you at 12.00-12.30 on the 28th. Welcome!


Link to the video with Johan Alm from the lunch webinar

With kind regards!
Mats Rosenkvist, BRAVOLesson

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144.000 lessons in focus on Åmåls municipality’s schools


Now a 2-year project focusing on the quality of teaching starts at all schools in Åmål. Kent Jönsson, who is Head of school in Åmål, has together with the principals developed a plan that will focus on three concrete dimensions of good teaching. With the help of the web tool BRAVOLesson, teachers and principals will together develop teaching through systematic and collaborative visits in ebery classroom.

More than 144,000 lessons are conducted every academic year at the schools in Åmål. The overall goal of the plan is to improve the students’ results – their learning. The plan describes the research that shows that it is crucial not to focus on the students but to focus on the quality of teaching for the students. The three areas that are included in Åmål’s plan are: environment for learning, individualisation of the teaching to the students in the group and a structured and thought through start and end of the lesson.

– With reflection after each lesson observation and open conversations, between the principal and the teacher and between teachers, we hope support all teachers’ to take their teaching to the next level to support students’ learning, says Kent Jönsson, Head of school in Åmål.

Åmål is the latest of several schools and municipalities that initially has participated in our webinars and then chose BRAVOLesson to improve their focus on the quality of teaching in a different way than what Swedish school culture normally leads to. Teaching, should of course, be the core of the school improvement and we are happy that more and more schools on all levels of education, just like us, believe that teaching can be systematically improved in every classroom, says Mats Rosenkvist, BRAVOLesson.

For more information contact
Kent Jönsson, Head of school in Åmål municipality
Phone: 0532-17278 and email: kent.jonsson@amal.se
Mats Rosenkvist, founder of BRAVOLesson
Phone: 0709-574780 and email: mats@bravolesson.se

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The most important question every day of the academic year

Now a new academic year has started and at the same time 1000s of lessons at each school. Before that school is out in June next year, a total of more than 100 million lessons will have been completed at Sweden’s primary and secondary schools. This means a fantastic amount of opportunities because everyone agrees that it is the teaching that has the greatest impact on students’ learning.
In previous years, in August, we pointed out the most important question for the academic year and each lesson: Is learning taking place here right now? Now we have honed that wording together with our customers and partners. Interested? You can find it below…

If you as a principal want to organize a systematic focus on developing the quality of teaching together with the teachers at your school, it is important to:

use observational material for lesson visits so that the reflections during the subsequent didactic conversations will, among other things, be about evidence-based important dimensions of good teaching. In short, for the conversations to be systematically about what is important.
use questions in the material (s) that during the conversations really systematically lead to reflections that move the teaching forward.
One of the few such questions is of course related to the question mentioned above – “Is learning taking place…?”. It now reads as follows for discussion and reflection with and between teachers after each classroom visit:

What learning did the lesson lead to for the students – based on your planning?

Feel free to read our next blog. Then we will raise the issue that is as important or perhaps even more important – as a prerequisite for a learning environment  – every school year and every lesson.

Feel free to book a 30-minute web demo and we will show how BRAVOLesson and systematics can lead to better and better teaching in every classroom.

Good luck with the new academic year!
from Team BRAVOLesson

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More schools and municipalities starts to focus on the quality of teaching in every classroom


More and more schools and municipalities are systematically focusing on the quality of teaching. Something that has probably never been more important than after three semesters with a pandemic and a learning debt.
When the new academic year starts, several new customers on all levels of education systematize their focus and internal work together with all teachers in the BRAVOLesson tool. Work based on evidence to reflect on questions like: how is the teaching carried out, what does it lead to, how can it be improved and does our focus lead to improved teaching and learning?

Municipalities and schools such as Norrköping, Oxelösund and Åmål as well as Thorén Business School in Malmö, Grimslövs Folk High School and the Olympica playschools have recently decided on BRAVOLesson at different levels. In addition, Ludvika municipality has now completed a procurement and renewed their license from 2018 until 2023. They will continue to develop their work with a focus on teaching and for that accounts in BRAVOLesson for all principals and teachers.

– Various surveys over the past ten years have shown that the Swedish school culture generally does not include looking at and evaluating the quality of teaching. We notice a change. This is completely logical because everyone in the global education community along with research agrees that it is the teaching that has the greatest impact on students’ learning. Since the start with BRAVOLesson 2017, interest and the number of customers have been growing for each academic year. During the spring, almost 20 schools in Iceland also chose our tool, says Mats Rosenkvist, founder of BRAVOLesson.

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New milestone – BRAVOLesson from play schools to higher education

During spring we have, despite the covid-19 crisis, been fortunate to welcome new customers as well as new schools with municipalities that have used BRAVOLesson for some time.
This week we have delivered BRAVOLesson to our first play schools – Trolle Ljungby and Nymö förskola in Sweden.
This means that during the next academic year BRAVOLesson will be used on all levels of education in three countries.

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Millions of lessons online – New free observation form to help develop online teaching


Due to covid-19 schools and higher education have quickly and in an impressive way changed ways of working and turned to online teaching. We are all very grateful for this! Schools have shown their commitment and their important role in our society.

The current situation with covid-19 means that online teaching will remain for different levels of education in many countries for at least this academic year. This means millions of students being taught millions of online lessons. In a small country like Sweden more than 6 million lessons in upper secondary schools will be conducted online **.

BRAVOLesson has therefore designed an observation form *** for online teaching available in our free library. Many schools and teachers have already expressed their gratitude to BRAVOLesson in assisting teachers in developing the quality of their online teaching and using the form for:

  • Self evaluation
  • Peer evaluation
  • Collaborative reflection and learning
  • Online lesson observations

Kind regards,
from The BRAVOLesson Team




40 school days x 4 lessons per day x 38,800 teachers

BRAVOLesson has not found any existing observation form specifically designed for online teaching in the Nordic countries. Our new observation form is based on the Swedish National Agency for Education’s research overview of important dimensions of online teaching as well as The Swedish Schools Inspectorate’s existing research-based observation form for general didactics. We have also gathered impressions from examples from other parts of the world where there is a greater and more systematic focus on the quality of teaching that has led to that they also have existing observation forms for online teaching.

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At Bett Show 2020 in London – The Lesson calculator and New Module for Icelandic schools

New at BRAVOLesson’s stand at BETT.

This year we are using The Lesson Calculator to discuss and reflect together with visitors just how many lessons per school and year that can be improved. This is a dimension that many teachers and school leaders have not thought about. At a small school with only ten teachers it is more than 7.000 lesson per academic year.

We are also launching a module for how to carry out both self- and external school quality assessment according to the Icelandic school inspection authority’s (Mentamálastofnun) structure (Viðmiðum um gæðastarf í grunnskólum).

January 23rd at 16.00 hours Professor Sir George Berwick’s will hold a short speech at our stand at about the key details of the approach that has made it possible to raise the standards in London’s schools from the worst to the best performing.








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5 things we hope all teachers will experience during 2020 – to smile like this

A new year and a new term is about to begin. Teachers and pupils will meet up in classrooms and hundreds of millions of lessons and more will be carried out around the world. Teachers will take on all the challenges and focus on the most important question: is learning taking place here and now?

Facing this huge and, most of the time, rewarding assignment we hope that all teachers will be involved in professional development where they together with their colleagues will grow and experience these five dimensions of collaborative school improvement.

Good luck with the new term!

This blog has been written in cooperation between
Professor Sir George Berwick, OLEVI International and Mats Rosenkvist, BRAVOLesson
representing two organisations that can support you with focus on the quality of teaching and learning.


1. I reflect and think more deeply about my practice.

2. The quality of my teaching and learning
has moved forward and improved.


3. I have raised the level of challenge in my classroom – expectations of myself and my pupils are much higher now.

4. I engaged in collaborative learning
and have adopted new strategies.


5. I have both experienced and role-modelled
outstanding professionalism.


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Now 6.9 million lessons at Stockholm’s municipal schools can systematically become even better

More than 6.9 million lessons are carried out each academic year in Stockholm’s municipal schools. It is now possible for all Stockholm principals and teachers to focus even more systematically on developing the quality of teaching.
BRAVOLesson has signed an agreement with the City of Stockholm, which makes BRAVOLesson an optional service on the Stockholm Digital Learning Resources Software Bank.

A systematic approach – download our whitepaper

Video – this is BRAVOLesson


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Lesson observations for 7 out of 10 teachers per school during 2nd week of October

Part 1
Kunskapsgymnasiet’s systematic approach to improve teaching


The principal and the deputy principal at each school will conduct observations during the second week in October and during the last week in April 2020. The aim is for at least 7 out of 10 teachers to be observed in each school during those weeks. The result from observation 1 will be analysed using BRAVOLesson. Strengths and areas for development will be defined and used in the work for systematic school improvement.


Image. Graphs generated in BRAVOLesson for each dimension in an observation form – for analysis, reflection and improvement.


The result of observation 2 in April will be used to see the progress in the quality of teaching identified in the areas for development in observation 1. In addition to these two observation sessions, continuous lesson observations will be conducted throughout the school year.

     – The overall aim of our school improvement work is always to increase the students’ learning and results. To achieve this, the aim is to develop our teaching together in a systematic and structured way, says Petter Enlund, Pedagogy and Development Manager at Kunskapsgymnasiet.


“… the aim is to develop our teaching together in a systematic and structured way.”

Petter Enlund, Kunskapsgymnasiet


This term the new way of working starts with:

  1. All principals and deputy principals receive their own accounts and an introduction to BRAVOLesson.
  2. Lessons have been recorded on video. The principals from all seven schools observe the videos together with the help of the BRAVOLesson tool to discuss and calibrate how they perceive what is the quality of the different dimensions of good teaching according to Kunskapsgymnasiet’s joint observation form.
  3. During second week of October lesson observations will be conducted at each school.

Already towards the end of Friday afternoon that week, all the principals and Petter Enlund have the opportunity to start analysing the statistics in BRAVOLesson. What does the teaching at each school look like and what does it look like overall?

     – The observations are intended to serve as a good basis for discussions about how to improve teaching at all our schools, but also between schools, between teachers and principals as well as between teachers and teachers, says Petter Enlund.

The next part about Kunskapsgymnasiet’s systematic approach to improve teaching will be about insights after October and their evidence-based observation form.




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The Lesson Calculator – 100 Million lessons are about to be taught. How many lessons will be taught at your school?

A new school year is starting
Teachers will be creating learning opportunities together with their pupils and students. Millions of lessons will be taught before the school year ends in the summer of 2020. In a country like Sweden with a population of 10 million this adds up to more than 100 million lessons.


“… 100 Million lessons. What if all lessons can be systematically improved based on evidence and research to become better and better. What an opportunity for increased job satisfaction and improved student results!”


The Lesson Calculator
Use The Lesson Calculator for free to see how many lessons that can be systematically improved per school year at your school?


8 key questions for discussion
When you use The Lesson Calculator you can also download our guide that includes amongst other things eight key questions for discussion while creating a plan to systematically improve teaching.


Good luck with the new school year!
From the BRAVOLesson Team





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Part 6 of 10. The process from lesson observations through to the appraisal meetings with the teachers

Meet principal Sven-Erik Berg who has created a
systematic process from lesson observations
to the appraisal meetings

This is about how Sven-Erik Berg at Stenbackeskolan in Uddevalla, step by step since 2014, has created his structure to have both insight and overview of the entire learning process that he is responsible for leading. This is about how he has become more and more focused on, and how he can now personally follow, what really takes place in the students’ learning processes.

In 2014, Sven-Erik began to focus more on the entire teaching process. In 2015, he started to use the Swedish School Inspection’s form for lesson observations to analyse what is happening in the classroom, both from the pupils’ and teachers’ perspective. In 2018 he decided on using BRAVOLesson.

The process from classroom visits to appraisal meetings
    – I have chosen to put the form and documentation for the appraisal meetings into BRAVOLesson to ensure that I can make and analyse feedback from these meetings over time. It is also a very good compilation of the professional conversations along with the lesson observation and there is a portfolio for each teacher inside the system. In the conversation, we link it together with the teacher’s own view and outcome. We reflect together and decide on new individual focus areas for what to improve using the objectives module in BRAVOLesson. 


“. . .  it spread in the staff room when several explained that it felt like you were allowed to participate with your own reflections for real.”

Why did you choose BRAVOLesson?
     – When we learned about BRAVOLesson, it seemed obvious to try to create a core school improvement structure. It gives me, as a legally responsible principal, a tool where I can gather all documentation, objectives, planning and fulfillment for each individual teacher,  says Sven-Erik.
    – I myself choose the focus area for each period or term which is then the base for what observation points that we use. In BRAVOLesson I can also add video clips that we then use in the follow-up conversation with the individual teacher, for a team or for all staff..

How was it to get started with BRAVOLesson?
     – After some communication back and forth before the decision, all that was needed were email addresses for all staff and to choose observation forms from BRAVOLesson’s online library. The platform is easy to understand and easy to use. There is a help function inside BRAVOLesson which I sometimes use to understand how to use the different features.
     – During spring I used an observation form that is based mostly on the Swedish School Inspection’s observation form. All teachers have had at least one visit.

How have the teachers reacted to the system and your focus?
     – At first, some teachers were a bit uncertain, but it spread in the staff room when several explained that it felt like you were allowed to participate with your own reflections for real. All teachers have also been video-filmed to watch each other’s films together as part of collaborative learning.

What has BRAVOLesson led to so far – what effect has it had?
     – I myself have experienced my work more professionally. The structure that BRAVOLesson offers helps me to document, plan and follow up on all employees and their learning and development process. I have done lesson visits when I looked at the teachers’ lesson plan in advance and used an observation form that was mostly designed based on the School Inspectorate form. All teachers have had at least one visit. This has given us a more comprehensive pedagogical dialogue that has led to joint decisions on changes in our processes and classrooms.

“This summer I can go on vacation and feel that my pedagogical leadership is in place. It will be clear and easy to start the next school year in August. ”

Principal Sven-Erik at Stenbackeskolan has a single-user licens
He has been inspired by the BRAVOLesson library with observation templates. 

Related Stories

Part 5 of 10. Improve teaching in every classroom by thinking about the dimensions that make a difference

BRAVOLesson blog May 3rd 
All pupils and students deserve fantastic teaching
and all teachers deserve constructive feedback!
That is the core of school improvement.


 A systematic approach to improve teaching. Our ten part series continues – this is part 5.

Few other professionals get so little feedback as Western teachers according to an article in the magazine The Economist. Surveys in Sweden and our market research in other Nordic countries as well as in continental Europe point in the same direction. ***
Part 5 adresses two things, how schools use an observation template and alternative “thinking” that leads to improvements that affect the students’ learning in all classrooms as of the first semester.

The Swedish Schools Inspectorate’s observation template is the most commonly used observation template for lesson observations in Swedish schools. Their template is based on research on what are the dimensions of good teaching – general-didactic qualities.

Many think and work like this
Many people perceive The Swedish Schools Inspectorate’s observation template as very extensive. This means that those who use it often make notes in the observation template around certain parts individually for a teacher, around other parts individually for the next teacher and partly other parts individually for a third teacher. See the illustration below.

Alternative thinking – a more systematic approach

“Now, all teachers at our school / in our municipality will together become really skilled at some of the most important dimensions of good teaching to support the students’ learning. We will focus on one dimension at a time.”

This approach is based on the following conditions and ambitions

  • Collaborative learning is the objective, but at the same time, the principal is legally responsible for ensuring that the teaching is of high quality throughout the school.
  • If feedback to teachers is a neglected area then let us start with what can make a big difference in a short time.
  • To take the first step in a way where we use reasonable amount of time to make sure that it will happen. 

To carry this out you can develop a plan and use different observation templates for how to take one dimension at a time during a couple of academic years. All observations during one semester have a specific focus and another focus during the following semester. Along this route you also move more and more towards individual teacher feedback.

Possible steps – one dimension at a time

  • The structure of teaching – the beginning and the end of the lesson.
  • Teachers’ leadership in the classroom. Without the leadership and strategies for a learning environment “teaching” and learning does not take place.
  • Teachers’ skills around asking student questions.
  • Teachers’ formative approach in the classroom.

You will find examples for all these four areas in our open library with different templates for lesson observations. Templates that all can be selected and used in BRAVOLesson.

It is, among other things, about how you can write a plan for this thinking that you can read about in our Guide to implement a systematic approach to improve teaching. Download it via the button below.

* The Economist (June 11th – 17th). How to make a good teacher.  : 13, 21-24. 2016.
**    Skolledaren/Lärarnas Riksförbunds lärarpanel. Den osynlige rektorn. 2017
**  Successful Schools Swedens/BRAVOLessons undersökning via  Novus. Konstruktiv feedback kring undervisning. 2016 

We hope you will follow our series! It will continue until the summer of 2019 with one new part every two weeks.

Greetings from the BRAVOLesson Team

Download our free white paper


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Part 4 of 10. This is how schools and school districts handle the first and biggest challenge

BRAVOLesson blog April 5th 
All pupils and students deserve fantastic teaching 
and all teachers deserve constructive feedback! 
That is the core of school improvement.


 A systematic approach to improve teaching. Our ten part series continues – this is part 4.

Some schools and municipalities/school districts get going with a systematic approach and others do not. We have previously described that feedback to teachers is not only about systematics but also about collaborating and improving together – to be recognised as a teacher and experience increased work satisfaction. To get to that, we have recognised a pattern; It is about systematics and a concrete plan.
Those who get going start by creating a plan and then being transparent about What to do and How. They hand out responsibilities, set goals, work collaboratively and follow up. Nothing is new under the sun.

In our previous blog we adressed the 4 + 2 challenges to achieve systematic focus on how to improve teaching. The first challenge is to prioritise – to prioritise, organise and to use time for working with one of the key characteristics of successful school. ***  

“All schools work with school improvement, but very few schools have a concrete plan for how to improve teaching systematically.”

Download our example
In our guide there is an example of a plan that helps you tackle the 4 + 2 challenges for systematic feedback to teachers – for their own reflection on teaching. The plan is based on the principal’s legal responsibility for the quality of the teaching. It also has the objective of achieving collaborative learning – that, it step by step, becomes natural for teachers to give and receive feedback in order to systematically develop the teaching together. Download our example via the link below.

PS. We know that we have used the word “systematically” seven times in this blog. Sorry!… however, that’s just the right word.


*** Sources:
Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Leithwood, Jantz & Steinbach (2002) Changing Leadership for Changing Times. Buckingham: Open University Press


We hope you will follow our series! It will continue until the summer of 2019 with one new part every two weeks.

Greetings from the BRAVOLesson Team

Download our free white paper


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Part 3 of 10. The four + two key challenges for a systematic approach to improve teaching

BRAVOLesson blog March 14th 
All pupils and students deserve fantastic teaching 
and all teachers deserve constructive feedback! 
That is the core of school improvement.


 A systematic approach to improve teaching. Our ten part series continues – this is part 3.

Our survey, carried out in Sweden, included questions to 
primary, secondary and upper secondary school teachers. The survey showed that teaching is a lonely profession, with teachers receiving little support or guidance. 
Only every tenth teacher gets feedback on their teaching from a school leader, a colleague or a coach. OECD Statistics indicate that only every fourth teacher gets perspective on their own and their colleagues teaching. ***


This means:

  • A fantastic opportunity for education and schools!
  • There are schools already successfully working with a systematic approach already.

This leads to questions like: How do they think and what do they do?  
We wanted to get answers to the these questions and we subsequently organised a conference, ”Öppna klassrumsdörrarna” (”Open the classroom doors”), in Stockholm in April 2018. Researchers, experts, experienced school leaders and teachers met to share their experiences. When we reviewed the experiences together with other things that research has shown to be important dimensions of good teaching, we could conclude the following:                                                                                                                             


Their are four + two key challenges for successful implementation of systematic approach:                     

  1. Trust

  2. Time and priorities
  3. Evidence-based systematics 

  4. The quality of the feedback                                                                                         
    You also need to:    
  1. Be sure that agreed work will be completed     
  2. Be able to measure progress – the dimensions that have been successful and which still need to be developed                 

Our white paper helps you to tackle these four + two key challenges.


*** Sources:
– Successful Schools Swedens/BRAVOLessons survey via Novus. Konstruktiv feedback kring undervisning. 2016
– How to make a good teacher.  The Economist (June 11th – 17th): 13, 21-24. 2016.


We hope you will follow our series! It will continue until the summer of 2019 with one new part every two weeks. 

Greetings from the BRAVOLesson Team

Download our free white paper


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BRAVOLesson white paper – A guide on how to implement a systematic approach to improve teaching

Leads to concrete improvements in teaching already during the first term

This guide is for schools, school districts and municipalities. It is about the core of school improvement: focus on improving teaching through lesson observations, collaborative learning and effective feedback to teachers.

It contains a plan that leads to concrete improvements in teaching already during the first term. A plan for how to implement systematics during two academic years with the goal of developing both teaching, student results and job satisfaction.

The guide deals with the key challenges for systematic ways of providing feedback to teachers:

  • Trust
  • Time & Priorities
  • Evidence-based systematics
  • The quality of the feedback

Download the white paper here


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Teacher leadership in the classroom – New BRAVOLesson partnership with Professor Marcus Samuelsson

Successful teachers manage to both teach their students to learn and to develop both knowledgeably and socially. Research shows that this success is the result of these teachers’ carefully planning, implementing and reviewing their teaching –classroom leadership.
Marcus Samuelson, leg. teacher in craft and professor at Högskolan i Väst, has researched successful leadership in the classroom. He has recently published a book with practical guidance for classroom leaders. He states there is always a leader in the classroom, if it´s not the teacher, then students take over that role.

New evidence-based observation form
Marcus and BRAVOLesson have now released a new evidence-based form for lesson observations and feedback to teachers. A tool that helps to develop teaching by focusing on the key characteristics of successful classroom leadership.

Package of three copies of the book and
the observation form inside BRAVOLesson
BRAVOLesson is now starting a collaboration with Marcus Samuelsson and together with him we offer a package with the new observation form in combination with three copies of the book Lärandets ordning och reda.
The observation form can then be used inside BRAVOLesson.

Check out parts of the observation form

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Hallstahammar municipality introduces digital support for lesson observations for all teachers and principals

Since 2016, the principals in Hallstahammar have worked with systematic lesson observations and coaching together with their teachers. Teachers feel encouraged and get support in developing their leadership and teaching.

The municipality is now building on this work. All teachers and principals are given access to a web-based solution for lesson observations and collaborative learning. By digitising their work and further systematising it through simple tools they expect further school development.

The principals can develop and execute their pedagogical leadership more systematically. “We see that BRAVOLesson can streamline our work and involve teachers more in the conversation around lesson observations.” Anna Landehag, primary school director at Hallstahammar.

Other new customers include:

Kunskapsskolan i Tumba. Within Kunskapsskolan, they have two different observation templates: one for lessons and one for the mentor meetings between a teacher and their students. These observation templates will now be used by all teachers when they continue to work on systematically developing their teaching.

Filipstad municipality. Filipstad is one of the few municipalities that has improved student results in recent years. A significant reason for this is systematic lesson observations since 2010. Now they take the next step as all the principals will start using BRAVOLesson to develop teaching together with their teachers.

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