Observation TypesBanyule Network Principal Class Conference
Banyule Coaches
Observations
1. What are they and how do they work?– Instructional Rounds– Literacy/Numeracy Walks– Japanese Lesson Study– Peer Observations/ Triads– Peer Shadowing/Mentoring– Coaching
2. What would implementation look like at my school?
3. Design Space – Banyule Principal Class Conference 2011
Instructional RoundsPurpose:
To build capacity of the observers through shared experience and discussion
There are 4 elements to an Instructional Round:
1. A problem of practice
2. Observation
3. Debrief
4. Focus on the next level of work
Considerations
• Plan for introductory briefings
• Allocate an entire day for each roundDraw up a timetableProvide Morning tea and lunch
Literacy Walk
Purpose:
To build capacity of the observers through shared experience and discussion
What is a Literacy Walk?
• Focused classroom observations• Real-time data to make decisions for:
-Improving literacy teaching
-School improvement planning
-Professional learning planning• School-wide reflective practice• Increased student achievement
Process
NCSL: Getting started with Networked Learning Walkshttp://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf
1. Agree on the focus
As a professional learning team, agree on the focus for the visit• identify the focus from professional learning• Identify what you would you expect to see• Identify what you might observe
– Students– Teachers– Tasks
Shared responsibility for literacy improvement across the team• Shared understanding of purpose for visits• Clarity of focus for visit – what is to be observed• Opportunity for learning about leading literacy
improvement
2. Establish the team
3. Prepare for the literacy walk
• Agreement about focus for walk• Establishment of protocols
– Ensure there is learning for each person involved– Ensure learning - rather than judgement – is the
focus– Support each person to prepare for the walk– Gain commitment to the process
4. Classroom visit
• Provides a snapshot of classroom practice
• Lasts no more than 15 minutes• Evidence gathered from 4 sources:
– Classroom environment– Talk with students– Analysis of student work– Discussion & observation of teacher
5. Corridor Talk
Immediately after classroom visit, walkers take time to share evidence related to focussed observations (non-judgemental)
• Focus on positives as well as constructive questions
• Ensure observations are evidenced and data-driven
• Note key issues for debrief meeting
6. Debrief and feedback
Walkers review evidence and questions raised during corridor talk and use this data to inform professional learning focus
• Structure debrief to allow personal and group reflection
• Feedback reflects observed practice• Focus on what to do next
Considerations
• Timetabling needs to be visible and includes the walkers and focus in advance
• Allocate a half day to the walk, • Time at staff meeting for introduction and establishing
protocols• Any member of staff can be part of the walking
team • Allocate a Lead Walker to coordinate timetables, foci
and facilitate feedback to staff
Numeracy Walk• Numeracy Walks are no different to Literacy Walks
Staff knew what was expected – outlined in documents:• Numeracy Teaching at Glenroy West• Guiding Principles for Numeracy Lessons at Glenroy
West
Checklist provided of what the walkers would look for on the Numeracy Walk
After the walk…feedback was documented and provided to teams
Japanese Lesson Study
Purpose: To improve the content and delivery of a particular lesson
• By improving a single lesson, a pathway to ongoing improvement in instruction is created
7 pathways to improvement that underlie successful lesson study
1. Increased knowledge of subject matter
2. Increased knowledge of instruction
3. Increased ability to observe students
4. Stronger collegial networks
5. Stronger connection of daily practice to long term goals
6. Stronger motivation and self efficacy
7. Improved quality of lesson plans
Setting Goals
Planning
Observing
Debrief/Revising
Reflect
Sharing
The Lesson Study Cycle
Considerations
• PD for all staff• Template for note taking• Guiding questions to prompt• Reflection document for debrief discussions• Cycle needs to be communicated to the staff• 1 day over three days to plan, teach and debrief lesson
Peer Observation/Triads
Purpose:
To give immediate and constructive feedback to a teacher about an area of their practice that they wish to improve.
Peer Observation/Triads Process:
• Teacher being observed identifies an area they would like to focus on
• Observers stay for the whole lesson• Time for feedback discussion scheduled• Observers provide non judgemental feedback on the
focus• Process then repeated with the next member until all
members have been observed
The Process
Set Goals
Identify strategies(Identify teacher
learning needs?)
Act/ Implement
Observe/give feedback/
Reflect
Teacher Reflection
Connections?
PLT PLT PLT
Triad Triad Triad Triad TriadTriad
PROFESSIONAL LEARNINGAiZ (Learning Leaders, PLT leaders)
Coaches
School Improvement Team/Leadership Team
Benefits • Can be adapted to a more stricter model where
strategies such as HRLTPS are observed• Can be used across or within learning areas, year
levels or for certain classes if the school chooses to organise it that way
Considerations• Time for triad to meet for the pre brief , observations
and debrief• Who should form the triad? – self selected or
structured?• Focus for the observations – ie could be linked to the
problem of practice, your current PD and school focus eg structure of a lesson, or an aspect of the Developmental Management Approach
Peer shadowing/modelling
Purpose:• To build the capacity of the observer by watching an
accomplished practitioner
• Lead into something bigger………
Process:• Identify a clear focus • Identify appropriate mentor• Timetabling arrangements • Protocols for the process• Pre brief to discuss demonstration• Template to record learnings• Observations• Debrief• Planning for implementation of ideas including time for
mentor to observe mentoree• Ongoing communication
Considerations:• Time and ensuring the modelling is appropriate• Accountability/evidence of the learning being
implemented• Experience and level of expertise of the observer
influences what is seen and what is missed – how to check for understanding
Coaching
Coaching
Purpose:• A skilled practitioner works alongside a teacher or
group of teachers to build their capacity to improve student learning
Process:• Hire/appoint a trained, skilful coach• Examine student data to determine areas of the school for
improvement• Examine staff skills and capacity to determine readiness for
coaching • Determine where and how the coach will work and with whom• Establish protocols for working together – clear expectations of
roles and times• Establish protocols for data collection and accountability• Workshop the above with the staff• Templates for pre brief, observations and debrief
Considerations:• Determine the best way for the coach to work to
support school improvement • Timetable allowances required to enable coaching• Time to workshop staff so that everyone is on board
and understands what is expected and how it is going to work
• Accountability processes for the coach, coachee, team and leadership
• Data collection and monitoring processes
What would implementation look like at my school?
1. Reflection time
-select an observation you wish to implement or improve
-use a Force Field analysis or Bone diagram
5 mins
2. Table Talk – share ideas
10 mins
Resources – Design SpaceNMR Banyule Principal Class Conference 2011• Video- Instructional Rounds• Power points• Handouts• Readings/Articles