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1. hard to quantify engagement and differentiation due to it being recorded/virtual. - No solutions.
2. A lot of moving parts and information/directions for students. Solution- having a checklist for the observer.

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Spend more time talking to the students and this would give the observer a better understanding of the context.

Spending more time visible in the school to make it easier for teachers to approach and share their inputs.

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1.       What are the challenges of observing a lesson?

1.       The teacher was centered in the shot no student reactions.

2.       So much is happening hard to capture everything.

3.       Not knowing what was taught in the class before to know more context about the lesson structure.

4.       How many students were in the class and how to manage the class (concrete detail about school and class size) know more context about the class and level.

5.       Hard to not be opinion and be observant.

2.       What would make these challenges more manageable and meaningful?

-          Clear protocol – all the relevant details to understand the context to improve teacher instructions and improve student learning.

-          Clear focus/goal/standards in mind when observing.

-          Observer training (perspective)

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Challenge:

How will I ensure that I will give teachers feedback and yet at the same time not go beyond the time limit of 10 minutes.

How to create a culture and building trust in the process and its purpose id to monitor and support growth.

As a teacher, I am worried that the principle would not have the whole picture. Time constrains regarding the feedback and the preconference.

How to capture most of the learning that is happening in the classroom as an observer.

Setting the timetable and making it realistic and manageable for the principle to have more observation.

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Co-construct look for's
checklists
common clarity/purpose of observation

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Solution 1 - short frequent plan each step into a schedule
Solution 2 - look at standards, data and strategic focus
Solution 3 - video and shared reflection

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Multi-tasking
Not having a clear goal
how to incorporate cheerleading into evidence based observation

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Schedule time for coaching/meetings. Knowing teacher goals, give feedback connected to that goal. Give feedback face to face. Engage in a discussion with the teachers, rely on their expertise to drive the conversation. Use shared goals. Time to talk and share goals with others, so that some goals can be aligned or people can get ideas from others. Connect to the scope and sequence/unit plans.

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Have a set of clear teacher standards.
Focus on the teacher's goal of professional growth.
Give no more than 3 pieces of high leverage feedback.
Have the teacher self-reflect based on the standards.

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1.       Knowing ahead of time what to look for and specifying what to look for – a good template that helps narrow the focus. Pre-observation discussions are great!

2.       Experience and practice

3.       Ensuring that you look for learning

4.       Coffee – but experience. We like the 10-15min idea. Shorter but more often

5.       Google Docs! But you also have to make time, whatever your school’s system as it is a duty of care to our colleagues

6.       Make it a culture of the school

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One of the challenges that came up among all the members of the breakout group was determining the number of criteria/standards to focus on and the scope of information recorded. Questions were raised as to whether or not to have a limited amount of standards in mind beforehand or to record all observations and see how they fit into the standards.

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1.       Taking everything in

2.       Ensuring that you focus on evidence rather than opinion

3.       Ticking off any school essentials and requirements (especially if you don’t like the school’s model)

4.       Remaining an active listener and active observer for the period of time required

5.       Time constraints, especially post observation and giving/seeking immediate (timely) feedback

6.       People don’t always like to be observed

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Diana, Heidi, Toledo, and Luke (Room 17):

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Diana, Heidi, Toledo, and Luke (Room 17):

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- More frequent observations
- It is important to change the moment of the day to do the observation, so it is not always in a challenging moment (eg. straight after break).
- Using tech to maybe record
- Using tech which is not inclusive or doesn't create a barrier (maybe a tablet?) to be efficient.

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Challenge 1 Time to observe, time to reflect, time to focus
Challenge 2 Knowing what to focus on
Challenge 3 Observation in itself can result in the observer being the main source of reflection rather than the teacher

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-Empower teacher leaders to be observe and advise as well.
-Try to divide responsibilities to be more tactical in how observations are carried out and reflected upon.
-Use forms/templates/protocols to use during the observation
-Make sure that your form is linked to the teacher standards.
-Make sure everyone is using the same tool to observe

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We agreed that for many of our challenges will be solved by having teachers in each others' classrooms more often

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Changed behavior when the adult comes in to the room, hard to stick to evidence. It can be teacher focused. Timing-to see both teacher teaching and students interacting/working/talking. Making it natural, and having admin who are trained and have experience. Time to get into rooms.

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Hard not to make judgements while we’re observing – not observing and not making interpretations.

Demonstration of knowledge is there, but timing is important in terms of what time they are observed.

One of the things she did extremely well – referenced back to the purpose. (probably won’t see that in 10 minutes)

Timing is crucial.

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- Use "I see, I hear, I wonder" protocol
- Have teachers pick things that they would like more feedback on
- Have an app (Repertoire) to randomly pick teachers to observe, and email the notes --> prioritize the order of one-on-one conversations
- Connect priorities with school objectives
- Have an initial conversation with teachers to know class dynamics
- Plan ahead to see different teacher at the beginning/in the middle/at the end of the lesson
- Increase frequency
- Have a team to do it together --> How to ensure common understanding?

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-It can be difficult to tie standards and observations together as you view the lesson.
-There is so much going on in the classroom. There are literally hundreds of things going on in the classroom.
-Without a goal it may be difficult to find out what to focus on.
-Hard not to jump straight to improvements for the teacher
-Staying in the present to be a better observer

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while it is not a big interruption, we are still breaking/affecting the flow in some small way -

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Room 6
Background information on the students background, planning, unit planning.
Understanding the topic better, to know if she was teaching it correct.
Knowing what skill the teacher was trying to develop to observe more
Dig deeper into the connection with the teacher
The cultural context

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- Pre conversation with teacher to make the observation more meaningful
- Tally chart for how many times teacher talked to students, how many times students shared. Make templates beforehand and use the right tool based on what teacher/observer is seeking feedback on
- Intentionality of observation important

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Diana, Heidi, Toledo, and Luke (Room 17):

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Diana, Heidi, Toledo, and Luke (Room 17):

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Challenges:
- Noting down the exact evidence (for example, quotations) can be challenging.
- Focusing on one part of the lesson in particular.
- Clearly establishing a "look for" before the observation so as not to overwhelm the observer and the teacher.
- Kim Marshall advocates for tech free, but today a lot of us type faster than we write- how can we leverage tech to more accurately collect evidence without making a barrier?
- Communicating that the observation is a priority when sometimes the observer can't attend or need to leave.

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1. when another adult is int he room, relationship among students and between students and teacher changes - the body and verbal language changes. Make it common, the more we do it, the more invisible you become.
2. Always wanting to stay longer, always wanting to spend more time in the lesson.

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- you don't see if she revisit the learning objectives.
- you will miss part of the lesson, how what you saw fits into the whole lesson, hard to know when is the best time to come in a lesson
- a lot of information to write down -> any format/note taking model we can use?
- what's the priority --> connect to school
- find time for post-observation dialogues

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Room 6
Did not get the overall view. Only the teacher and then the students.
Did not know the context (ex: ESL or not)
Challenging to stay engaged as the observer because of the teacher  energy.

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- Become engrossed in lesson and become a student as we pay too much attention to content piece
- Listening to the art of questioning
- Trying to capture it all
- Focusing on what areas we are interested in

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While finding observation time slots isn't that difficult, assuring the observations are completed can be difficult when unexpected tasks and/or meetings are scheduled.

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Shorter but more frequent observations.