Observation TypesBanyule Network Principal Class Conference

Banyule Coaches

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

Instructional RoundsPurpose:

To build capacity of the observers through shared experience and discussion

There are 4 elements to an Instructional Round:

1. A problem of practice

2. Observation

3. Debrief

4. Focus on the next level of work

Considerations

• Plan for introductory briefings

• Allocate an entire day for each roundDraw up a timetableProvide Morning tea and lunch

Literacy Walk

Purpose:

To build capacity of the observers through shared experience and discussion

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

Process

NCSL: Getting started with Networked Learning Walkshttp://www.ncsl.org.uk/media/9F5/89/nlc_PMA_LW_BOOK1.pdf

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

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

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

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

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

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

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

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

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

7 pathways to improvement that underlie successful lesson study

1. Increased knowledge of subject matter

2. Increased knowledge of instruction

3. Increased ability to observe students

4. Stronger collegial networks

5. Stronger connection of daily practice to long term goals

6. Stronger motivation and self efficacy

7. Improved quality of lesson plans

Setting Goals

Planning

Observing

Debrief/Revising

Reflect

Sharing

The Lesson Study Cycle

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

Peer Observation/Triads

Purpose:

To give immediate and constructive feedback to a teacher about an area of their practice that they wish to improve.  

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

The Process

Set Goals

Identify strategies(Identify teacher

learning needs?)

Act/ Implement

Observe/give feedback/

Reflect

Teacher Reflection

Connections?

PLT PLT PLT

Triad Triad Triad Triad TriadTriad

PROFESSIONAL LEARNINGAiZ (Learning Leaders, PLT leaders)

Coaches

School Improvement Team/Leadership Team

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

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

Peer shadowing/modelling

Purpose:• To build the capacity of the observer by watching an

accomplished practitioner

• Lead into something bigger………

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

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

Coaching

Coaching

Purpose:• A skilled practitioner works alongside a teacher or

group of teachers to build their capacity to improve student learning

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

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

What would implementation look like at my school?

1. Reflection time

-select an observation you wish to implement or improve

-use a Force Field analysis or Bone diagram

5 mins

2. Table Talk – share ideas

10 mins

Resources – Design SpaceNMR Banyule Principal Class Conference 2011• Video- Instructional Rounds• Power points• Handouts• Readings/Articles