At Port Broughton we have introduced classroom observations as a part of our professional development. Over the past two years we have had some teachers participate in this process.
The process enables teachers to:
- Teachers can have a peer provide feedback focusing on a particular area.
- Teachers can ask to come in and observe how a teacher delivers a lesson i.e. use of IT, explaining a lesson goal, providing feedback, catering for a variety of students, behaviour management or running a specific program.
While some teachers have taken up this process some have not and it is my aim to continue to develop this process until we have all teachers engaging in the process.
To encourage teachers to engage in the process I have developed some observation proformas which focus on specific attributes of a lesson. The following documents are produced using resources from the AITSL online course Supervising pre-service teachers which Tanya and I are working through.
The proformas cover the following:
- Assessment (3 questions)
- Being strategic (12 focus questions)
- Classroom management (5 focus questions)
- Communication and engagement (5 focus questions)
The benefits of using these proformas:
- These four proformas focus on important aspects of teaching and learning and are not specific to year levels or curriculum areas.
- They narrow the focus of the observation making it easier for teacher and observer to complete the process and receive targeted feedback that will be useful.
Over the next few weeks leadership have made a commitment to approach teachers to seek a focus (i.e. one of the four areas mentioned above) and time for an observation to be undertaken.