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. Observations1. What are they and how do they work?Instructional RoundsLiteracy/Numeracy WalksJapanese Lesson StudyPeer Observations/ TriadsPeer Shadowing/MentoringCoaching2. What would implementation look like at my school?3. Design Space – Banyule Principal Class Conference 2011

3. Instructional RoundsPurpose: To build capacity of the observers through shared experience and discussionThere are 4 elements to an Instructional Round:A problem of practiceObservationDebriefFocus on the next level of work

4. ConsiderationsPlan for introductory briefingsAllocate an entire day for each roundDraw up a timetableProvide Morning tea and lunch

5. Literacy WalkPurpose: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. ProcessNCSL: Getting started with Networked Learning Walkshttp://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf

8. 1. Agree on the focusAs a professional learning team, agree on the focus for the visitidentify the focus from professional learningIdentify what you would you expect to seeIdentify what you might observeStudentsTeachersTasks

9. Shared responsibility for literacy improvement across the teamShared understanding of purpose for visitsClarity of focus for visit – what is to be observedOpportunity for learning about leading literacy improvement2. Establish the team

10. 3. Prepare for the literacy walkAgreement about focus for walkEstablishment of protocolsEnsure there is learning for each person involvedEnsure learning - rather than judgement – is the focusSupport each person to prepare for the walkGain commitment to the process

11. 4. Classroom visit Provides a snapshot of classroom practiceLasts no more than 15 minutesEvidence gathered from 4 sources:Classroom environmentTalk with studentsAnalysis of student workDiscussion & observation of teacher

12. 5. Corridor TalkImmediately after classroom visit, walkers take time to share evidence related to focussed observations (non-judgemental)Focus on positives as well as constructive questionsEnsure observations are evidenced and data-drivenNote key issues for debrief meeting

13. 6. Debrief and feedbackWalkers review evidence and questions raised during corridor talk and use this data to inform professional learning focusStructure debrief to allow personal and group reflectionFeedback reflects observed practiceFocus on what to do next

14. ConsiderationsTimetabling needs to be visible and includes the walkers and focus in advanceAllocate a half day to the walk, Time at staff meeting for introduction and establishing protocolsAny 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 WalkNumeracy Walks are no different to Literacy WalksStaff knew what was expected – outlined in documents:Numeracy Teaching at Glenroy WestGuiding Principles for Numeracy Lessons at Glenroy WestChecklist provided of what the walkers would look for on the Numeracy WalkAfter the walk…feedback was documented and provided to teams

16. Japanese Lesson StudyPurpose: 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 studyIncreased knowledge of subject matterIncreased knowledge of instructionIncreased ability to observe studentsStronger collegial networksStronger connection of daily practice to long term goalsStronger motivation and self efficacy Improved quality of lesson plans

18. The Lesson Study Cycle

19. ConsiderationsPD for all staffTemplate for note takingGuiding questions to promptReflection document for debrief discussionsCycle needs to be communicated to the staff1 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 onObservers stay for the whole lessonTime for feedback discussion scheduledObservers provide non judgemental feedback on the focusProcess then repeated with the next member until all members have been observed

22. The Process

23. Connections?School Improvement Team/Leadership TeamPLTPLTPLTTriadTriadTriadTriadTriadTriadPROFESSIONAL LEARNINGAiZ (Learning Leaders, PLT leaders)Coaches

24. Benefits Can be adapted to a more stricter model where strategies such as HRLTPS are observedCan be used across or within learning areas, year levels or for certain classes if the school chooses to organise it that way

25. ConsiderationsTime for triad to meet for the pre brief , observations and debriefWho 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/modellingPurpose:To build the capacity of the observer by watching an accomplished practitioner Lead into something bigger………

27. Process:Identify a clear focus Identify appropriate mentorTimetabling arrangements Protocols for the processPre brief to discuss demonstrationTemplate to record learningsObservationsDebriefPlanning for implementation of ideas including time for mentor to observe mentoreeOngoing communication

28. Considerations:Time and ensuring the modelling is appropriateAccountability/evidence of the learning being implementedExperience and level of expertise of the observer influences what is seen and what is missed – how to check for understanding

29. Coaching

30. CoachingPurpose: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 coachExamine student data to determine areas of the school for improvementExamine staff skills and capacity to determine readiness for coaching Determine where and how the coach will work and with whomEstablish protocols for working together – clear expectations of roles and timesEstablish protocols for data collection and accountabilityWorkshop the above with the staffTemplates 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 coachingTime to workshop staff so that everyone is on board and understands what is expected and how it is going to workAccountability processes for the coach, coachee, team and leadershipData 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 diagram5 minsTable Talk – share ideas10 mins

34. Resources – Design SpaceNMR Banyule Principal Class Conference 2011Video- Instructional RoundsPower pointsHandoutsReadings/Articles