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Tuesday, July 9, 2019

Who is Watching Who?

The key point of this model of observation conferencing is that it follows a collaborative approach where the decision-making is co-constructed.The teacher is choosing their goal, the focus of the observation, the means of recording evidence and co-constructs the feedback in the post-observation conference.


Instructional Coaching- teachers identify an area of need that they would like to improve on, related to their practice. This is about making teaching visible and offering a shared platform to facilitate discussions.










Teachers are learners, too, so it’s all about engaging teachers in that learning process.
The outcomes of the Instructional Coaching process are shared rather than reported.
Teachers reflect on what they’ve seen, what they’ve been through, the coaching process, themselves.

Peer Observation - the process whereby a teacher arranges to come in and spend some time in the classroom of another teacher looking at the strategies that are used within the class. There are already strengths within the school, and this process helps to utilise those strengths.




Pre lesson there is a quick chat about what's going to happen in the lesson, what the objective is going to be, and how the lesson is going to flow.




Implementing peer observations are challenging for all parties. Teachers may feel hesitant about having somebody else in their classroom, and there has to be a culture of sharing within the school.





Peer observation encourages teachers to reflect more on their practice.

Videos of Practice - a tool that is not human resource-intensive.



Decide what is wanted to be achieved in the observation, and then video the lesson, the mentor provides some feedback.





The teachers self-reflects on their video, and then come together and talk about how their lesson went and where they can improve with the mentor. Together decide on ""what would you like to work on next?" or "what could you do to make your lessons better"? Decide on a goal or action, and repeat as a cyclical process.


The teacher can see their strengths and also so reflect upon weaknesses in the classroom. Videos mean the teachers can pick
up things that they usually wouldn't have picked up in a self-reflection. So by taking videos
of teachers and observing good practice, the lessons are rewindable and accessible to other teachers.

This is a good set of tools to have in my kete as each school has a different culture and these observation tools give me options. As our kaupapa focus on visibility and connection and growth from within this has been a great section of learning.

I may ask some of my teachers to observe me formally and use one of the observation tools to support this.

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