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Observations Types


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NMR Banyule Coaches Presentation at NMR Banyule Principal Class Conference

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Observations Types

  1. 1. Observation TypesBanyule Network Principal Class ConferenceBanyule Coaches<br />
  2. 2. Observations<br />1. What are they and how do they work?<br />Instructional Rounds<br />Literacy/Numeracy Walks<br />Japanese Lesson Study<br />Peer Observations/ Triads<br />Peer Shadowing/Mentoring<br />Coaching<br />2. What would implementation look like at my school?<br />3. Design Space – Banyule Principal Class Conference 2011<br />
  3. 3. Instructional Rounds<br />Purpose: <br />To build capacity of the observers through shared experience and discussion<br />There are 4 elements to an Instructional Round:<br />A problem of practice<br />Observation<br />Debrief<br />Focus on the next level of work<br />
  4. 4. Considerations<br />Plan for introductory briefings<br />Allocate an entire day for each roundDraw up a timetableProvide Morning tea and lunch <br />
  5. 5. Literacy Walk<br />Purpose:<br />To build capacity of the observers through shared experience and discussion<br />
  6. 6. What is a Literacy Walk?<br />Focused classroom observations<br /> Real-time data to make decisions for:<br /> -Improving literacy teaching<br /> -School improvement planning<br /> -Professional learning planning<br /> School-wide reflective practice<br /> Increased student achievement<br />
  7. 7. Process<br />NCSL: Getting started with Networked Learning Walks<br /><br />
  8. 8. 1. Agree on the focus<br />As a professional learning team, agree on the focus for the visit<br />identify the focus from professional learning<br />Identify what you would you expect to see<br />Identify what you might observe<br />Students<br />Teachers<br />Tasks<br />
  9. 9. Shared responsibility for literacy improvement across the team<br />Shared understanding of purpose for visits<br />Clarity of focus for visit – what is to be observed<br />Opportunity for learning about leading literacy improvement<br />2. Establish the team<br />
  10. 10. 3. Prepare for the literacy walk<br />Agreement about focus for walk<br />Establishment of protocols<br />Ensure there is learning for each person involved<br />Ensure learning - rather than judgement – is the focus<br />Support each person to prepare for the walk<br />Gain commitment to the process<br />
  11. 11. 4. Classroom visit <br />Provides a snapshot of classroom practice<br />Lasts no more than 15 minutes<br />Evidence gathered from 4 sources:<br />Classroom environment<br />Talk with students<br />Analysis of student work<br />Discussion & observation of teacher<br />
  12. 12. 5. Corridor Talk<br />Immediately after classroom visit, walkers take time to share evidence related to focussed observations (non-judgemental)<br />Focus on positives as well as constructive questions<br />Ensure observations are evidenced and data-driven<br />Note key issues for debrief meeting<br />
  13. 13. 6. Debrief and feedback<br />Walkers review evidence and questions raised during corridor talk and use this data to inform professional learning focus<br />Structure debrief to allow personal and group reflection<br />Feedback reflects observed practice<br />Focus on what to do next<br />
  14. 14. Considerations<br />Timetabling needs to be visible and includes the walkers and focus in advance<br />Allocate a half day to the walk, <br />Time at staff meeting for introduction and establishing protocols<br />Any member of staff can be part of the walking team                 <br />Allocate a Lead Walker to coordinate timetables, foci and facilitate feedback to staff<br />
  15. 15. Numeracy Walk<br />Numeracy Walks are no different to Literacy Walks<br />Staff knew what was expected – outlined in documents:<br />Numeracy Teaching at Glenroy West<br />Guiding Principles for Numeracy Lessons at Glenroy West<br />Checklist provided of what the walkers would look for on the Numeracy Walk<br />After the walk…feedback was documented and provided to teams<br />
  16. 16. Japanese Lesson Study<br />Purpose: To improve the content and delivery of a particular lesson <br />By improving a single lesson, a pathway to ongoing improvement in instruction is created<br />
  17. 17. 7 pathways to improvement that underlie successful lesson study<br />Increased knowledge of subject matter<br />Increased knowledge of instruction<br />Increased ability to observe students<br />Stronger collegial networks<br />Stronger connection of daily practice to long term goals<br />Stronger motivation and self efficacy <br />Improved quality of lesson plans<br />
  18. 18. The Lesson Study Cycle<br />
  19. 19. Considerations<br />PD for all staff<br />Template for note taking<br />Guiding questions to prompt<br />Reflection document for debrief discussions<br />Cycle needs to be communicated to the staff<br />1 day over three days to plan, teach and debrief lesson<br />
  20. 20. Peer Observation/Triads <br />Purpose:<br />To give immediate and constructive feedback to a teacher about an area of their practice that they wish to improve.  <br />
  21. 21. Peer Observation/Triads <br />Process:<br />Teacher being observed identifies an area they would like to focus on<br />Observers stay for the whole lesson<br />Time for feedback discussion scheduled<br />Observers provide non judgemental feedback on the focus<br />Process then repeated with the next member until all members have been observed<br />
  22. 22. The Process<br />
  23. 23. Connections?<br />School Improvement Team/Leadership Team<br />PLT<br />PLT<br />PLT<br />Triad<br />Triad<br />Triad<br />Triad<br />Triad<br />Triad<br />PROFESSIONAL LEARNING<br />AiZ (Learning Leaders, PLT leaders)<br />Coaches<br />
  24. 24. Benefits <br />Can be adapted to a more stricter model where strategies such as HRLTPS are observed<br />Can be used across or within learning areas, year levels or for certain classes if the school chooses to organise it that way<br />
  25. 25. Considerations<br />Time for triad to meet for the pre brief , observations and debrief<br />Who should form the triad? – self selected or structured?<br />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 <br />
  26. 26. Peer shadowing/modelling<br />Purpose:<br />To build the capacity of the observer by watching an accomplished practitioner <br />Lead into something bigger………<br />
  27. 27. Process:<br />Identify a clear focus <br />Identify appropriate mentor<br />Timetabling arrangements <br />Protocols for the process<br />Pre brief to discuss demonstration<br />Template to record learnings<br />Observations<br />Debrief<br />Planning for implementation of ideas including time for mentor to observe mentoree<br />Ongoing communication<br />
  28. 28. Considerations:<br />Time and ensuring the modelling is  appropriate<br />Accountability/evidence of the learning being implemented<br />Experience and level of expertise of the observer influences what is seen and what is missed – how to check for understanding<br />
  29. 29. Coaching<br />
  30. 30. Coaching<br />Purpose:<br />A skilled practitioner works alongside a teacher or group of teachers to build their capacity to improve student learning<br />
  31. 31. Process:<br />Hire/appoint  a trained, skilful coach<br />Examine student data to determine areas of the school for improvement<br />Examine staff skills and capacity to determine readiness for coaching <br />Determine where and how the coach will work and with whom<br />Establish protocols for working together – clear expectations of roles and times<br />Establish protocols for data collection and accountability<br />Workshop the above with the staff<br />Templates for pre brief, observations and debrief<br />
  32. 32. Considerations:<br />Determine the best way for the coach to work to support school improvement <br />Timetable allowances required to enable coaching<br />Time to workshop staff so that everyone is on board and understands what is expected and how it is going to work<br />Accountability processes for the coach, coachee, team and leadership<br />Data collection and monitoring processes <br />
  33. 33. What would implementation look like at my school?<br />Reflection time <br /> -select an observation you wish to implement or improve<br />-use a Force Field analysis or Bone diagram<br />5 mins<br />Table Talk – share ideas<br />10 mins<br />
  34. 34. Resources – Design Space<br />NMR Banyule Principal Class Conference 2011<br />Video- Instructional Rounds<br />Power points<br />Handouts<br />Readings/Articles<br />