Marlene HouldenMargot BakerMarc Crilly
2009
Teacher ObservationProgram
Mission Statement
‘Collegiate Observation is a method of gaining feedback to improve your teaching, improve student
outcomes and most importantly to develop professional relationships between adults in the
workplace.’
Selection of PartnersTerm 1 – Random selection
Term 2 – Working with someone from another level
Working with a team member
Term 3 – Someone never worked with
Self reflection using Dictaphone
Term 4 – Moderated comments for children’s reports.
Thankyou for my feedback
you &^%$#@!!
Formulating the
Process
Action Suggestions
Step 1 Make contact with partner
Step 2 Ask for specific feedback area from the Term 1 focus statements
Step 3 Arrange times for visits and observation visits to take place
Where do want the observer to be seated?Do you want them to take notes?Do you want them to take part in the lesson discussion, working time and reflection time?Say when the feedback will most likely occur, eg. In the room, at recess etc.
Step 4 Do the session
Step 5 Give the feedback. The observed goes first and gives their thoughts on how things went. The observer uses ‘Two Stars and a Wish’
The observer gives two positive comments directly related to the arranged topic and then gives one suggestion to try next time. It is easier to begin the wish with ‘I wonder….’
Step 6 Commitment to act. The observed discusses with their partner what they have tried since the last conversation, or how they’ve measured success.
Different Types of Record Keeping
Two stars and a wishJill Evans, 2008
Feedback Focus Activities
Impact of students
Teacher Talk
Classroom Management
Staff/Student Self Reflection
Questioning Techniques Clear Focus
Personal Focus
Conducting the Lesson
Keeping TrackName Observed Observer
Date 1 Date 2 Date 1 Date 2
Pam Wood
Anita Strobel
Margot Baker
Anne Ellenby
Paul Greenwood
Terry McConnell
Vanessa Grasso
Coral Tippet
Keith Foster
Georgia Despotellis
Natasha Walsh
Jo Roberts
Janice Siladi
Annette Moore
Fiona McLeish
Marc Crilly
Jennie Godfrey
Annette Lindsay
Vicki Wingate
Xiao-Mei Lin
Debbie Cunningham
Josh Hunt
Alana McConnell
Jill Harrup
Jane Jelley
Marlene Houlden
Michael Tilley
Tanya Jenkinson
James Parker
Annitta Merbach
ReflectionRecord Sheet 1
Partners Les Templeton to observe Maree Barb during a Maths lesson.
Date Tuesday 19th August 10:15-11:00am
Focus Is my tuning-in and questioning appropriate?
Observed Les:Referring to last week’s lesson on Symmetry helped to tune them into the concept of Halves.
Observer
Two Stars
Wish
Maree:You used a quiet questioning voice with positive feedback for correct answers.Good recall of previous lesson.You used some “I wonder” statements during the lesson.You used the children to demonstrate.You used humour to engage the children.
I wonder if you used white backed kinder squares, it may be clearer for the students to see the symmetry of the shape?
ReflectionRecord Sheet 2
Dictaphone ReflectionTerm 3, 2009
Focus: Questioning Techniques
Am I giving all children an opportunity to answer questions?Do I have annoying habits?Is there a variety of open and closed questions?Am I asking questions at the appropriate time during the lesson?
Stars
Wish
I thought my questioning was clear and precise and children responded appropriately
I used a technique where I asked specific students to respond rather than asking for ‘hands up.’
My questioning encouraged the children to feel comfortable in expressing their opinions and strategies
I WISH MY VOICE SOUNDED BETTER ON A DICTAPHONE!!
Team Reflection• We reflected on the practices during a staff
meeting to gauge feedback on any concerns among staff members
• We conducted a survey and used the results to plan our next observation
• We discussed ‘best classroom practices’ with a member of our grade level team
• We are currently using a Dictaphone to record lessons so teachers can reflect individually on their performance. Additionally, our term focus is student reflection
Sustaining TOP in 2010 and Beyond
• Our aim is for staff to accept TOP as an important aspect of professional development
• Continue incorporating TOP into our Performance and Development Culture (PRP)
• Regular Professional Dialogue sessions• Maintain engagement among staff by introducing
new ideas for feedback sessions