The document outlines a peer observation and coaching program between teachers at Canterbury School. It discusses that formal evaluations are one-way, focused on past performance and can feel threatening, while peer observation is reciprocal, non-threatening, focused on improvement and uses informal data sharing to support reflective practice. The process involves teachers observing each other's classrooms, having follow-up discussions focused on strengths and areas for growth, and reflecting on how the process can help improve teaching practice.

1. Canterbury School
Peer Observation and Coaching
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2. 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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3. peer observation/coaching is...
• 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
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4. the game plan
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5. the perspective
1. 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.
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6. the conversation
1. 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.
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7. communicate
Allow 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.
observe
Remember 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.
communicate
The 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!
reflect
Throughout 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?
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8. how does a coach gather information?
selective
verbatim anecdotal
records verbal
flow
class traffic
event
count
duration
time sample
physical map
or sketch
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9. 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 drive
peer_observe_presentation
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