This document describes several types of classroom observations that can be implemented in schools to improve teaching and learning: instructional rounds, literacy/numeracy walks, Japanese lesson study, peer observations/triads, peer shadowing/mentoring, and coaching. For each observation type, the document provides details on purpose, process, considerations for implementation, and potential resources. It suggests that schools select a focus, determine protocols, and allocate time for observation cycles, debriefing, and follow-up in order to successfully adopt these observation strategies.

1. Observation TypesBanyule Network Principal Class ConferenceBanyule Coaches

2. 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

3. Instructional Rounds Purpose: To build capacity of the observers through shared experience and discussion There are 4 elements to an Instructional Round: A problem of practice Observation Debrief Focus on the next level of work

4. Considerations Plan for introductory briefings Allocate an entire day for each roundDraw up a timetableProvide Morning tea and lunch

5. Literacy Walk Purpose: To build capacity of the observers through shared experience and discussion

6. 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

7. Process NCSL: Getting started with Networked Learning Walks http://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 7 pathways to improvement that underlie successful lesson study Increased knowledge of subject matter Increased knowledge of instruction Increased ability to observe students Stronger collegial networks Stronger connection of daily practice to long term goals Stronger motivation and self efficacy Improved quality of lesson plans

18. The Lesson Study Cycle

19. 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

20. Peer Observation/Triads Purpose: To give immediate and constructive feedback to a teacher about an area of their practice that they wish to improve.

21. 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

22. The Process

23. Connections? School Improvement Team/Leadership Team PLT PLT PLT Triad Triad Triad Triad Triad Triad PROFESSIONAL LEARNING AiZ (Learning Leaders, PLT leaders) Coaches

24. 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

25. 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

26. Peer shadowing/modelling Purpose: To build the capacity of the observer by watching an accomplished practitioner Lead into something bigger………

27. 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

28. 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

29. Coaching

30. Coaching Purpose: A skilled practitioner works alongside a teacher or group of teachers to build their capacity to improve student learning

31. 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

32. 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

33. What would implementation look like at my school? Reflection time -select an observation you wish to implement or improve -use a Force Field analysis or Bone diagram 5 mins Table Talk – share ideas 10 mins

34. Resources – Design Space NMR Banyule Principal Class Conference 2011 Video- Instructional Rounds Power points Handouts Readings/Articles