Observations Types


Published on

NMR Banyule Coaches Presentation at NMR Banyule Principal Class Conference

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • What are they and how do they work? 40 minsWhat would implementation look like at my school? 15 minsResources Design Space – Banyule Principals’ Conference 5 mins
  • Recent studies indicate..1&2 Improved content and pedagogical knowledge 3. Strengthens data collection, analysis, interpretation of evidenceFosters communication of practice in a safe, respectful learning environment, promotes exploration of different perspectives, reduces classroom isolation6. Believe they can make a difference in student learning, develop persistence and a desire to improve, develop leadership skills7. Changes the thinking from- “What am I covering today?” to “What do I want my students to learn”?
  • Work together to plan a good lesson with what we currently know, try it out, collect data and analyse it to identify what in the lesson worked well and what in the lesson needs to be done differently to get to our desired outcomeSetting goals: Whole school- These are either school goals based on the strategic plan, AIP or data collected. Teachers/leaders narrow goal down to a specific focus eg. What makes a good reading lesson?Planning: Collaborative design a lesson. The goal in the first lesson is not to produce a perfect lesson, but the lesson will be improved throughout the processObserving- A member of the team teaches the lesson while others(including a guest) observe the learning and the learner(their thinking, response)s, not the teacher’s performance. This is what makes J.L.S so unique- it’s a safe place to learn, share and grow from one and other. Debrief/revising- Collate and analyse data (observations, students work). This is the time that enables teachers to move away from talking about students doing the work, but by truly watching and listening to them teachers will understand what they are struggling with and what skills we need to develop as a school.# Once lesson is refined, the following teacher teaches the lesson and steps 3 and 4 repeatReflect- Once all lesson are completed and discussed, teachers discuss what they have learned about teaching and learning, including implications for their future teachingSharing- Share results, finding with staff
  • Move to work with your AP for discussion
  • 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 />http://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf<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 />