Peer Observation/Peer Mentoring eer obscrvation/Peet mentoring isa usefil strategy through which a team ean deepen its support for each member's practice. Inthe ideal situation, every member ofa team, ‘would have the opportunity to be observed, and to observe others several times during the ‘course ofthe year. ‘The goal ofthe observations, and the meetings to frame and discuss ‘them, i to adress particular issues and question about teaching, offering specifi feedback and suppor. Steps: 1, Pre-Observation Conference (epprox. 20 min}: ‘The visitors mect with the teacher ‘who gives context for the visit and frames the issue or question sfhe wants them 19 consider. 2. Classroom Visit: Visitors spend at least 30-40 minutes making observations and ‘taking notes related tothe issue identified by the teacher. 3, Debriefing Conference (approx. 45-60 minutes): Visitors share their observations, ‘asking questions and making constructive suggestions. Below are some broad ‘Buidelines for this ennversaton, anda specific protocol Guidelines: +" Begin with rositive impressions that are specific and conerete ‘+ Focus on the teacher's identified issue. t's ok to bring up other things, but, remember the goal ofthe conference. ‘© Frame critical observations constructively. Avoid language tht is judgmental cor overly negative. + Ifsuggestiors are appropriate consider making them in the form of questions (Lwonder if you've thought of __, et.) + Involve the teacher in creating Solutions and determining whet kinds of | suggestions would be most helpful Protocol: ‘+The teacher speaks fist and pives a brief account of how she fet the class ‘went and inviting the team’s Feedback on specific issues or questions. (5-10 min) ‘+The visitors discuss their impressions, following the guidelines above, andthe teacher listers and takes notes. (15-20 min) ‘+The teacher responds to as many of the observations and questions asthe chooses, andthe visitors listen. (15-20 min) ‘© There is an cpen discussion which includes identifying strategies and next steps forthe tescher, (15-20 min)e—e—E—Ee_ “RULES” FOR PEER COACHING ‘THE STANCE, Jism, We're unraveling a mystery (teaching and 1. We're engaging in exploration, not Teaming) together, not monitoring each other. 2. An bserved lesson ist shared resource; both teacher and coach should take something of ‘alte aay from any discussion oft 3, Look fr, descr, ané asses the practice and its results not the person's Competence. ‘THE TALK 1. Describe firs, discuss details Inter. Fst describe what happened, using your data. The teacher ean take of leave fat Only then disouss whet the resulls were, and only ifthe teacher initiates the discussion, 2, ‘Talk specifically and eneretely, (*You called on Will three times,” rather than “You tend to call on boys alot”) 4, ‘Talk bout things whica ean be changed and which ae worth changing, (eg, Tenore personal mannerisms, unless they ae interfering wih student learning.) 4. Remember to comment on strengths. Important learning comes from building on our strengths as well s from addressing areas of weakness 5, Check fo insure clear communication. Paraphrae a ot: “Are you saying tht..." “Let se see if Tundarstand you.” 6, Interact. The basic human interaction skills of attending, listening, responding, and acknowledging are important fr both the coach snd te teacher,PRE-OBSERVATION QUESTIONS, 1, How can Ibe of help to you? 2. What specifically do you wish me to look for? 3. What specifically do you wish me to know? 4, Is there a particular student you would like me to watch? 5. What are your objectives and expectations for the lesson? 6. How long would you like me to observe? 7. When can we get together after the lesson?ee POST-OBSERVATION QUESTIONS 1. How do you thick the lesson went? 2. Can you recall what the students were doing that made you feel this way? 3. What do you remember about what you did or the strategies you used? 4, How does this compare with what you expected would happen? 5S. What could be some reasons it happened this way? 6. Would you like me to share what I observed?Focus Areas and Sample Questions” Page 1 (CLASSROOM ARRANGEMENT ‘+ What isthe setup ofthe desks and chairs? ‘© Hlow far do studens sit from each other? From the teacher? Are students clustered in some way? ‘+ What does the classroom look lke? What things are on the wall? What resources (i, technological, boots) are availble in the room? ‘+ Is there Jot of noe in the room? Are there interruptions from outside the classroom? * Are the chairs comfortable? Is there enough lighting end workspace in the classroom? ‘+ Where do people choose to st? (Does it change overtime?) ‘CLASSROOM MANAGEMENT / AUTHORITY ‘+ Whatis the classronm agenda? Who seta how i it? ‘+ Is the agenda flexive? When a questions asked ora topic ased which diverges fom ‘ho agenda, what ithe sponse (by teachers, by students)? + Whatis the daly roxtin (signing in, signing on)? ‘What arth classom rules? Who decides them?) How ae they communicated? + How do participants call sch eter (by name, by tle)? ‘+ In whet configurations do students work — individually, in large group, in sal rows? © What evidence reflets issues of authority inthis lassroom? “Exod a Oberon ie, Natal Centr fr th Sty ofA Lesng nd Literacy, vied March