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Developmental Observations

Rationale

Peer observations are used for classroom practioners to improve professional practice, professional knowledge, feedback and self-reflection - all of which are important for a teacher's professional development.

What it is ...

What it isn't ...

What it is.....

What it isn't ....

Peer observation is ...

a structured approach that involves teachers observing each other's practice and learning from one another, focusing on teachers' individual needs and the opportunity to both learn from others' practice and offer constructive feedback to peers.

Peer observation is not ....

judgemental, emotive, unstructured, superficial or lacking an evidence base.

It is not a forum for making judgements about teacher effectiveness based on individual opinion, nor is it about performance management.

It is formative, not summative.

Cycle of Peer Observation

Stages of the Peer Observation Cycle

PRE-OBSERVATION MEETING

  • When will the observation occur?
  • What is the focus of the observation?
  • What is the focus of the lesson?
  • What materials will be used?
  • background information about the class

  • This process must consolidate trust between the observer and the teacher being observed.

For this phase of the observation you need..

Peer Observation Tracking Sheet

WHILE OBSERVATION

be prepared for the classroom visit - the observation should be based on your usual practices, not uncharacteristic ones

students should be aware of the observation

observer gathers evidence inform collaborative reflection and feedback.

  • Show up on time
  • Don't interrupt or interfere
  • Use the observation forms for: Teacher Talk Time

Teacher's approach on Giving Instruction

  • Observe with your eyes, mind and heart

For this phase of the observation, you need...

  • Peer Observation (Giving Instruction) form
  • Peer Observation (Teacher Talk) form
  • Peer Observation (Teacher Talk Time) form

POST OBSERVATION CONVERSATION

To the observer

  • The emphasizes is to allow for an observation debrief to take the form of a dialogue so the observed teacher has a chance to share their own insights about the lesson
  • Do not feel you have to be the expert − remember you are working as peers.
  • Provide non-critical feedback through providing practical suggestions
  • Pay attention to your wording and avoid negative comments
  • Challenge the teacher by using open, probing questions to help them learn from and reflect on the observation.
  • Try to discuss solutions rather than talk about problems. Let the teacher who taught the lesson take the lead, don’t just tell them what you would do.

POST OBSERVATION CONVERSATION

To the observed

  • Be open to the feedback and give yourself plenty of thinking time before responding to your observer.
  • Feel free to explain your approach and how the lesson felt from your point of view.
  • Remember to discuss what the observer has learned from observing you, as developing their teaching practice is also an important part of the process.
  • Plan the next steps by drawing up ideas for an agreed, manageable action plan.

Reflective Thinking

Some useful questions are

Feedback Language and sample phrases

For this phase of the observation, you need...

  • Sample Observation feedback phrases (observer)
  • Peer Observation Reflection form (observed)

Timeline

Peer Observation Timeline (Phase 1)

Tuesday

Thursday

7-18 Dec

30 Nov-4 Dec

determine partners

Mark

Pre-obs meetings

Observations

Ana

Fill in observation tracking sheets

Jake

Post- obs meetings

Upload tracking sheets on Drive

Sara

upload observation/ reflection forms

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