18th February 2015
Dear Colleagues,
Thank you to everyone who completed the staff CPD Survey, I really appreciate the useful comments and ideas that you have provided. As a result of the information provided I am delighted to share with you a list of teachers who are willing to facilitate peer observation. I hope that through peer observations we can harness a really useful tool for professional development. The observed teacher gets the benefit of a second set of eyes that can see things that they may have missed, while the observer gets the chance to see how another teacher may handle certain situations or activities in a different way. Unlike other types of observations, it is not judgemental, but is developmental. Also, Barry will attempt to arrange cover when possible so we do not have to give up our precious planning and preparation time.
Tips on getting the most from peer observation:
1. You contact someone you would like to observe/observe you. You might ask colleagues from your own subject group or similar but could also consider approaching staff from different areas.
2. You decide what sort of teaching/learning is going to be observed. You can use the areas of expertise below as this will allow for a more focused observation.
3. You meet to set the scene. You arrange a brief ‘pre-meeting’ with your chosen observer in advance of the lesson to be observed, to explain its context and objectives and to agree any particular focus for the observation.
4. You plan with your observer your feedback agenda. At the ‘pre-meeting’ you plan the date, time and duration of the observation, and you also plan ahead for a ‘post-meeting’ after the observation so you can get feedback, which should be constructive, focused, supportive and developmental.
5. The observation takes place. Formal or informal observations can be recorded and prepared for the ‘post-meeting’.
6. The two of you meet for the ‘post-meeting’. During the feedback discussion, aspects of good practice and developmental needs will be shared on the particular focus area. It is your observer’s.
Dear Colleagues,
Thank you to everyone who completed the staff CPD Survey, I really appreciate the useful comments and ideas that you have provided. As a result of the information provided I am delighted to share with you a list of teachers who are willing to facilitate peer observation. I hope that through peer observations we can harness a really useful tool for professional development. The observed teacher gets the benefit of a second set of eyes that can see things that they may have missed, while the observer gets the chance to see how another teacher may handle certain situations or activities in a different way. Unlike other types of observations, it is not judgemental, but is developmental. Also, Barry will attempt to arrange cover when possible so we do not have to give up our precious planning and preparation time.
Tips on getting the most from peer observation:
1. You contact someone you would like to observe/observe you. You might ask colleagues from your own subject group or similar but could also consider approaching staff from different areas.
2. You decide what sort of teaching/learning is going to be observed. You can use the areas of expertise below as this will allow for a more focused observation.
3. You meet to set the scene. You arrange a brief ‘pre-meeting’ with your chosen observer in advance of the lesson to be observed, to explain its context and objectives and to agree any particular focus for the observation.
4. You plan with your observer your feedback agenda. At the ‘pre-meeting’ you plan the date, time and duration of the observation, and you also plan ahead for a ‘post-meeting’ after the observation so you can get feedback, which should be constructive, focused, supportive and developmental.
5. The observation takes place. Formal or informal observations can be recorded and prepared for the ‘post-meeting’.
6. The two of you meet for the ‘post-meeting’. During the feedback discussion, aspects of good practice and developmental needs will be shared on the particular focus area. It is your observer’s.
7. Arrange a further observation or reciprocal observation to encourage further dissemination of good practice.
If anyone else would like their name added to the table above for a particular area of expertise please do not hesitate to contact me. If you would like to read more about peer observation please click on the following links:
http://annenberginstitute.org/tools/using_data/peer_observation/tips.php
http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Rethinking-Classroom-Observation.aspx
Have a wonderful half term break and I will see you next week.
Teacher Name
|
Email
|
Area(s) of
Expertise
|
Ashley
|
Active Learning
Starters and
plenaries
Debate Mate (use
of debate in the classroom)
Differentiation
|
|
Barry
|
Teaching and learning
AfL
Classroom management
|
|
Faye
|
Active learning
Student led learning
|
|
Graeme Webster
|
Developing
questioning Behaviour management
|
|
Michael Mallon
|
Early Years
|
|
Neil
|
Practical uses of
Google Drive in the Classroom
Learning
Dialogues
|
|
Patrick
|
ESL teaching
strategies
|
|
Sara
|
Use of drama in
the classroom
|
|
Stacy
|
Displays, AfL in
Primary, AEN and use of LSTs and TAs.
|
If anyone else would like their name added to the table above for a particular area of expertise please do not hesitate to contact me. If you would like to read more about peer observation please click on the following links:
http://annenberginstitute.org/tools/using_data/peer_observation/tips.php
http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Rethinking-Classroom-Observation.aspx
Have a wonderful half term break and I will see you next week.
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