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