a National » >. School ) Faculty Ry ici Observation Protocol #5 Observer as Learner Develyped in the fel by educators alated with NSRE ‘The primary “learer” inthis protocol she observer. The observe’ oly purpose is to lear how to Jimprove his or her on practi, Since the observer has litle responsibilty othe observed, de duration of the observation and even the level of attention to what going on is determined by the observer, as long as this is fine withthe person beitg observed. This pretocal may significantly increase the frequency of wists to each other’ clasraoms sinc: observes may be abe to da some quiet paperwork during hel stay, and therefore are more likely to usea prep period to vist another teacher's classroom. The time involved may also be reduced f nether pary desires pre-observation conference. Pre-Observation Conference Inis not necessary to havea pre-conference uoles ether party woud like to have one. A pre-conference ‘would help torent the observer as to what wil be happening Observation “The observer focuses on whatever she wishes. Pebviefing ‘he observer often asks the obzerved questions that might help bir or her better understand the choices ‘made by the observed Note Given the potential feling of vlnerabilty onthe part of the observed in any situation, and especially ina stution such as this wher: the observed may have litle idea of what the observer is focusing On, its important thatthe observer ty to ask questions doving the debriefing in way that does not put the ‘observed an the defensive. rons ar ret owe ative whe whan sg pfeil lenny ch ite ede Crags ‘perience ten psc comnts net owes chess the to ho ‘em ey wt two8 National School Reform Faculty Soin Peer Coaching Observer as Coach ‘Developed in the Meld by educators affiliated with NSRF. Receiving real feedback can be twreatening tothe receiver, therefore an important principle in this ‘Process is that at al times the person who is being observed isthe one whois in control ofthe situation, Guidelines 1. Each person should chaose the person with whom they will work, They should agree to take turns being the observer and the observed ‘The pair should establish ground rules forgiving and receiving feedback For example: “Ou observation data will remain confidential; *We will meet to follow up on the observation within 24 haus ofthe observation” ‘The person asking for feedback specifies the areas in which they want feedback For example: “Track the kinds of questions | ask are they memory questions, or do they require evaluation; “Do | give enough time for students to answer’ “Do | ask oys more questions than gle” “4. The obse va, armed with a short ist of what © look fo ram the person being observed, comes and watches the class or meeting for a short time (15-20 minutes at fist, longer asthe palt becomes mare comfortable with both observation and feedback). The two people meet afterwares — unelsturbed. Ouring this meeting: + the partners should si wth he data between them, * the observed should refocus onthe questions she asked, Thats, reflect on the questions in light of the data brought back by the observe. the observer should share the things s/he saw, heard, and tracked rather than what s/he thought about them. Allowing the observer to evaluate or judge the observed wil poison the process quickly. there should be some talk of what did and did't happen and how the observed could make happen next sme. the observed should encourage the observer to reflect onthe relevance of the data to the questions both observer and observed should watch for defensive behav the observer should check fer signals to see i the other has had enough. roc nas yore ant efcive hen win negigdr! n omly eh Ciel Md Crap nd ad rain ammo peal cr oman ao Sco eae cots Hos i on hd