Canterbury SchoolPeer Observation and Coaching

Wednesday, October 23, 13

formal evaluation is...• one-way

• can feel threatening because it involves a supervisor

• backward-looking; focused on what has happened

• targets comprehensive classroom practice

• formally scheduled

• data becomes part of “the file”

• focus is on“what I should see”

• summative

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• reciprocal

• between peers and non-threatening

• forward looking; focused on improvement

• targets specific areas

• ongoing and informal

• data shared only between teachers for reflective practice and self-assessment

• focus is “what I saw”

• formative

peer observation/coaching is...

Wednesday, October 23, 13

the game plan

Wednesday, October 23, 13

the perspective1. We’re engaging in exploration, not critique. We’re teaching together, not monitoring one another. We’re equally (if differently) skilled, so we learn from one another.

2. Observations are shared resources; both observed and coach should take something away from them.

3.Look for, describe, and discuss the practice and its results, not the person.

4.We share a common language in the Canterbury Teachers Tracery. Our emphasis is on interacting around evidence of how each of us works towards this shared pedagogy.

5.Peers are co-collaborators. We take turns being the coach and the observed.

Wednesday, October 23, 13

the conversation1. Describe first and discuss details later. Use data to describe what happened. If the observed teacher initiates further discussion, describe observed results of what happened and ask questions that prompt a shared understanding of it.

2. Make your talk specific and concrete. Phrase comments so that they are very precise and offer an observed example.

3. Talk about things that can be changed and are worth changing. Use the shared view of good pedagogy from the Tracery and focus on best practice as we have defined it.Think big picture and ignore the small stuff unless it impacts student learning. Work together to formulate a plan of action to impact growth and change.

4. Comment on observable strengths. Often, growth comes from building on our strengths to address areas of challenge.

5. Check to ensure clear communication and use active listening strategies. Paraphrase a lot and and seek common language. Incorporate phrases like “I think I hear you saying that...”

6. Interact! Both the teacher and the coach use good interaction skills of attending, listening, responding, and acknowledging.

Wednesday, October 23, 13

communicateAllow time to discuss the Canterbury Teachers Tracery and ideas about educational theory and pedagogy. Discuss:• goals for students, • desired learning outcomes, • perceived strengths and challenges, • goals, and ways in which both peers hope the process will

work. Outline the general parameters of the reciprocal observations, but also set a focus. Each peer needs to be sure that the coach knows what to look for and why that is an area on which s/he would like to place emphasis.

observeRemember that the observation is to be a way that each coach gathers information about the peer and his/her classroom. The observing coach should sit in an unobtrusive place, but s/he should have a good view of everything that takes place. Using various methods the coach should take descriptive notes about observations. Field notes should include both descriptions of 'focus" events as well as any related observations that coaches might wish to raise during the follow-up conversations.

communicateThe follow-up meeting should be enjoyable and constructive. Allow for plenty of two-way input. Each coach should be careful not to ask questions that might be perceived as thinly veiled criticism. Instead, questions should be those that genuinely seek information to help the coach clarify observations. Along with "de-briefing" from the observation, this conversation should allow for collaborative brainstorming regarding ways that future practice (and, hence, student learning) might be positively impacted. Shared conversations about professional development are also great!

reflectThroughout and at the end of the process, both peers should reflect on the process, their reactions to it, and what they took away from the interactions. Consider:• How will our conversations impact my

perspective about teaching and learning?• How might I use my coach's

observations to improve my professional practice?

• What unanswered questions were raised about which I would like to do further research?

How can this and other interactions with my PLC make me a more engaged practitioner?

Wednesday, October 23, 13

how does a coach gather information?

selective verbatim anecdotal

records verbalflow

class traffic

eventcount

duration

time sample

physical map or sketch

Wednesday, October 23, 13

drive

the playbook

Guidelines for Peer Coaching and Observation

The Canterbury Teachers Tracery attributes, elements and indicators

Focus Areas and Questions

Peer Coach Observation Data Collection

search drivepeer_observe_presentation

Wednesday, October 23, 13