Peer observation &

feedback

Chalk Talk
This is a silent activity!
Add comments to your page
Move freely around to other
tables
You may comment on other
peoples ideas by drawing a
connecting line or adding words

Peer Observation
What resonated with you?
What did you find surprising
or interesting?

Peer Observation
The research tells us that feedback and coaching from peers
has one of the greatest impacts on teacher effectiveness.

From AITSL: Classroom observation makes teaching and

learning more visible. It encourages colleagues to collaborate
to improve teacher practice and student learning.
Ties in with all 4 Goals in our Teaching and Learning
Strategic Plan and in particular Staff Collaboration, Student
Development and Pedagogy.
Forms an important component of our Learning
Teams/Performance Development/VIT process to enable
authentic action research projects to be completed.

Peer observation is
for self-evaluation and development.
a very practical and powerful way to support
your practice and knowledge about teaching
and learning.
one teacher observing another colleagues
practice and feeding back, in a reflective way,
on what they observed.
about trust and support between colleagues so
that the observation is mutually productive.
driven by the teacher being observed

Peer observation isnt

about appraisal and management
a means for one peer to tell another
what to do in regard practice and
knowledge about teaching and learning.
one teacher observing another
colleagues practice and highlighting or
noting all that could improve.
driven by the observer

Learning Intention
Peer Observational Model
Pre observation conversation
Observation collect
evidence/data
Post observation conversation

Pre Observation
Conversation
Prior to your observation you need to
work through and discuss the following
questions and points with your partner:
1.Which instructional strategy or teaching skill are
you focussing on for your project, or wanting to
improve? (Eg: chunking information, creating
groups, asking questions, articulating and
referring to a learning intention, monitoring
group work)

Pre Observation Conversation

Prior to your observation you
need to work through and
discuss the following questions
and points with your partner:
2. How are you using this strategy so
far and what is it exactly that you
would like me to observe about it? (eg
I think I am asking good questions,
but I want them to be more effective)

Pre Observation Conversation

Prior to your observation you need to
work through and discuss the
following questions and points with
your partner:
3. What kind of evidence would you like me to
collect for you that I can give you feedback on?
(Eg: number of questions asked, what type of
questions, how they are asked? Wait time after
a question, who questions are directed to,
engagement of girls during questioning)

Pre Observation Conversation

Prior to your observation you need
to work through and discuss the
following questions and points with
your partner:
4. How would you like me to collect the
evidence? (Eg video recording, notes,
photos, drawing and sketches, discussions
with students as class progresses, a
combination)

Observation collection
of data
Teacher being observed needs to
decide what and how the
observation data will be collected
Teacher being observed owns the
data, the observer is merely
gathering it

Observation evidence / data

Collation of specific data (types of questions
asked, timing of wait time, map of movement
around room)
Photos
Video
Audio recordings or documentation (student
conversations or responses to teacher prompts)
Interview specific students
Lesson plans
Collect work samples

Collection of observation
evidence/data:
Structure of the conversation:
I want you to observe
And this is how I want you to collect
the data

Collection of observation
evidence/data example
I want you to observe how effectively I
present the learning intention.
I want you to collect data on:
How well the students understood the LI and
How the students knew if they were
successful by the end of the lesson
Here is how I want you to collect the data

Collection of observation
evidence/data example
I want you to collect data on:
How often and for how long I speak to the
whole class
Who I chunk with individually and whether I
am telling them what to do or asking them
questions to develop their understanding
I want you to follow me around and listen to
the conversations I am having

Think, Pair, Share

Think about what observation
evidence/data you might like
your partner to collect and how
this might look when you get it
back from your partner.
Pair- discuss with the person
beside you and share with your
table group

Post Observation Coaching

Conversation

The observation has taken placenow

for the conversation afterwards (This
should be as soon as possible after the
observation)

4 Cs
4 methods to support collegial learning:
Clarifying
Consulting
Collaborating
Coaching
Underline the key words to describe each C
Try to identify each of these as they come up in
the example conversation between Tracey and
Lisa.

Post Observation
Coaching Conversation
A coaching conversation
should be 70/30:
70% - person being observed
30% - person observing

Post Observation Coaching

Conversation-the data

Post Observation Reflection

What prior knowledge (of yours) was
consolidated and/or examined? (i.e. what
surfaced that you already knew?)
What new knowledge can you adopt or adapt?
Was there anything that changed your beliefs
or values?
What, if anything, could you do now to
integrate your new knowledge or skills into
your practice? (i.e. what might you do
differently?)

Peer Observation
Connect: How does the process we have explored
today connect to existing or previous practices you
have experienced?
Extend: How does it extend these practices?
Challenge: What might be challenging about
engaging in this kind of feedback and coaching
process?

Feedback Cycle
Data / evidence

Action

Feedback

Feedback
Feedback alone is just information
How will you use the feedback
your partner gives you?