# data[].attributes.headline
I think we'd already moved beyond 'ticksheets' with the outgoing appraisal system.

# data[].attributes.subject
I think we'd already moved beyond 'ticksheets' with the outgoing appraisal system.

# data[].attributes.headline
We second the thinking that a ticksheet looks like we are heading backwards, we realise it might give us snapshot information, but it could have connotations that put people off

# data[].attributes.subject
We second the thinking that a ticksheet looks like we are heading backwards, we realise it might give us snapshot information, but it could have connotations that put people off

# data[].attributes.headline
This looks an awful lot like 'An evaluation system/appraisal between principal/manager and staff member'

# data[].attributes.subject
This looks an awful lot like 'An evaluation system/appraisal between principal/manager and staff member'

# data[].attributes.headline
We like that it is about evidence not judgement

# data[].attributes.subject
We like that it is about evidence not judgement

# data[].attributes.headline
Would the tool be used for one lesson observation, or over a series of lessons?

# data[].attributes.subject
Would the tool be used for one lesson observation, or over a series of lessons?

# data[].attributes.headline
Would it be possible to change the format to make the tool differ more for previous observation tools. Maybe introduce a tool box on how to measure the strands (guided peer talks, interviews, ...)

# data[].attributes.subject
Would it be possible to change the format to make the tool differ more for previous observation tools. Maybe introduce a tool box on how to measure the strands (guided peer talks, interviews, ...)

# data[].attributes.headline
Tick columns - we try so hard to get the kids not to look just at grades, will we become like the kids ?

# data[].attributes.subject
Tick columns - we try so hard to get the kids not to look just at grades, will we become like the kids ?

# data[].attributes.headline
Could the graded statements be made more easily measurable? Or made less judgmental. It's hard to prove the difference between 'evident' and 'very evident'.

# data[].attributes.subject
Could the graded statements be made more easily measurable? Or made less judgmental. It's hard to prove the difference between 'evident' and 'very evident'.

# data[].attributes.headline
Focused on student learning rather than teacher performance

# data[].attributes.subject
Focused on student learning rather than teacher performance

# data[].attributes.headline
Not sure why we need to have the levels of success. If we are seeing this is an ongoing tool it seems that comments are more useful than the tick sheet

# data[].attributes.subject
Not sure why we need to have the levels of success. If we are seeing this is an ongoing tool it seems that comments are more useful than the tick sheet

# data[].attributes.headline
Appreciate the emphasis on inquiry and student centred. 

# data[].attributes.subject
Appreciate the emphasis on inquiry and student centred. 

# data[].attributes.body
Seems like a lot of this would require a longer period of time to see evidence.

# data[].attributes.headline
Would a follow up meeting be required to delve deeper into the checklist for more feedback?

# data[].attributes.subject
Would a follow up meeting be required to delve deeper into the checklist for more feedback?

# data[].attributes.headline
Tick boxes to be replaced with larger text boxes allowing for human, respectful feedback.

# data[].attributes.subject
Tick boxes to be replaced with larger text boxes allowing for human, respectful feedback.

# data[].attributes.headline
Is there scope for 'intention' in instruction to be included? Was this successful?

# data[].attributes.subject
Is there scope for 'intention' in instruction to be included? Was this successful?

# data[].attributes.headline
Learners are the focus - it's about what the learners are doing

# data[].attributes.subject
Learners are the focus - it's about what the learners are doing

# data[].attributes.body
It needs to be simplified, many fewer statements and use crystal clear language that can be readily and unambiguously understood by all teachers.

# data[].attributes.headline
Great that it focus on the learner - shifts the focus of judgement.

# data[].attributes.subject
Great that it focus on the learner - shifts the focus of judgement.

# data[].attributes.headline
Add local as well as global to the indicators of inquiry

# data[].attributes.subject
Add local as well as global to the indicators of inquiry

# data[].attributes.headline
very inquiry and individualised focus on students

# data[].attributes.subject
very inquiry and individualised focus on students

# data[].attributes.headline
A document like this won't shift culture. Until people understand the why and feel more comfortable with the concept of progress/growth versus judgement any tick box may see judgemental.  

# data[].attributes.subject
A document like this won't shift culture. Until people understand the why and feel more comfortable with the concept of progress/growth versus judgement any tick box may see judgemental.  

# data[].attributes.headline
Is there a better format/ visual template more accurately reflect our beliefs and values?

# data[].attributes.subject
Is there a better format/ visual template more accurately reflect our beliefs and values?

# data[].attributes.headline
Question - it mentions gathering evidence. What does this mean? What will be gathered and for what purpose

# data[].attributes.subject
Question - it mentions gathering evidence. What does this mean? What will be gathered and for what purpose

# data[].attributes.headline
The bottom up structure to use feedback to enhance learning is good.

# data[].attributes.subject
The bottom up structure to use feedback to enhance learning is good.

# data[].attributes.headline
Will give a broad picture of practice across divisions and teams. 

# data[].attributes.subject
Will give a broad picture of practice across divisions and teams. 

# data[].attributes.headline
Would it be possible to add more social-emotional descriptors, especially for GLL teams, e. g. splitting the first descriptor and going into more depth

# data[].attributes.subject
Would it be possible to add more social-emotional descriptors, especially for GLL teams, e. g. splitting the first descriptor and going into more depth

# data[].attributes.headline
Could there be a way to build in the idea of growth and learning. Non-standard goals? 'continual role that learning plays in our work and is based on the goals of each staff member.'

# data[].attributes.subject
Could there be a way to build in the idea of growth and learning. Non-standard goals? 'continual role that learning plays in our work and is based on the goals of each staff member.'

# data[].attributes.headline
A focus on what has been achieved, as opposed to what was missed from a lesson

# data[].attributes.subject
A focus on what has been achieved, as opposed to what was missed from a lesson

# data[].attributes.headline
"Learners are supported with assessment for learning practices"..... this would need further clarification....

# data[].attributes.subject
"Learners are supported with assessment for learning practices"..... this would need further clarification....

# data[].attributes.headline
Having the 4 categories makes it feel more like a judgement

# data[].attributes.subject
Having the 4 categories makes it feel more like a judgement

# data[].attributes.headline
Seems judgemental and would depend on the bias of the observer.  

# data[].attributes.subject
Seems judgemental and would depend on the bias of the observer.  

# data[].attributes.headline
Focused on learning and student feedback

# data[].attributes.subject
Focused on learning and student feedback

# data[].attributes.body
Assessment for learning is central

# data[].attributes.headline
We are wondering if the word 'competencies' has a limited meaning - does it reflect the tools focus on growth?

# data[].attributes.subject
We are wondering if the word 'competencies' has a limited meaning - does it reflect the tools focus on growth?

# data[].attributes.body
Instead of this being filled in "after" by the observer, could it be filled in "before" by the teacher (self evaluation) and then be used to facilitate a conversation. This may move it away from feeling evaluative and allow for a rich conversation and self awareness.

# data[].attributes.headline
The quantifiers are vague. 'Not observed' could be perceived as negative

# data[].attributes.subject
The quantifiers are vague. 'Not observed' could be perceived as negative

# data[].attributes.headline
Great to have a tool that encourages a developing relationship between the observer and observee.  

# data[].attributes.subject
Great to have a tool that encourages a developing relationship between the observer and observee.  

# data[].attributes.headline
How do we make the invisible, visible? Are we only observing or does this include conversations with students? 

# data[].attributes.subject
How do we make the invisible, visible? Are we only observing or does this include conversations with students? 

# data[].attributes.headline
We wonder if the tool fulfills the purpose of gathering information and stimulating conversation. It seems that it lends itself to quantitative data, and the the conversations could get lost? 

# data[].attributes.subject
We wonder if the tool fulfills the purpose of gathering information and stimulating conversation. It seems that it lends itself to quantitative data, and the the conversations could get lost? 

# data[].attributes.headline
Would comment boxes instead of 4 grade levels lead to better conversations of learning?

# data[].attributes.subject
Would comment boxes instead of 4 grade levels lead to better conversations of learning?

# data[].attributes.headline
Language needs to be simplified - sometimes  complex indicators in one sentence

# data[].attributes.subject
Language needs to be simplified - sometimes  complex indicators in one sentence

# data[].attributes.headline
Is this to be filled in by the 'observer', or in collaboration with the teacher.

# data[].attributes.subject
Is this to be filled in by the 'observer', or in collaboration with the teacher.

# data[].attributes.headline
Observation tool could be used as part of a process; after initial meeting with peer supervisor where a specific goal is established. Difficult to capture all the Indicators of Inquiry in a snapshot observation.

# data[].attributes.subject
Observation tool could be used as part of a process; after initial meeting with peer supervisor where a specific goal is established. Difficult to capture all the Indicators of Inquiry in a snapshot observation.

# data[].attributes.headline
Good framework for conversations and it is transferable for use in many contexts

# data[].attributes.subject
Good framework for conversations and it is transferable for use in many contexts

# data[].attributes.headline
Seems important to acknowledge that these are potential indicators. Collegial observations might focus on a couple of these rather than a whole list. 

# data[].attributes.subject
Seems important to acknowledge that these are potential indicators. Collegial observations might focus on a couple of these rather than a whole list. 

# data[].attributes.headline
Would depend on what was happening at the time especially with young learners

# data[].attributes.subject
Would depend on what was happening at the time especially with young learners

# data[].attributes.headline
We appreciate that the tool focusses on the learning and not on teacher or a specific person. This allows for the learning environment to improve and grow rather than indicating faults in an individual. 

# data[].attributes.subject
We appreciate that the tool focusses on the learning and not on teacher or a specific person. This allows for the learning environment to improve and grow rather than indicating faults in an individual. 

# data[].attributes.headline
It could be used as a planning tool or a personal reflection tool or goal setting tool so it's very practical

# data[].attributes.subject
It could be used as a planning tool or a personal reflection tool or goal setting tool so it's very practical

# data[].attributes.headline
The indicators are a broad range of evidence. 

# data[].attributes.subject
The indicators are a broad range of evidence. 

# data[].attributes.headline
Place for "Agreed Focus" at the top of the form. 

# data[].attributes.subject
Place for "Agreed Focus" at the top of the form. 

# data[].attributes.headline
Can teachers pick a handful for observations based on their own professional development goals. Might help create conversations?

# data[].attributes.subject
Can teachers pick a handful for observations based on their own professional development goals. Might help create conversations?

# data[].attributes.headline
A tool like this would require a number of observations (min.5) in order to gather meaningful data. Question about whether this is manageable in terms of time.

# data[].attributes.subject
A tool like this would require a number of observations (min.5) in order to gather meaningful data. Question about whether this is manageable in terms of time.

# data[].attributes.headline
We looked at it through the lens of the IB Learner Profile and IB Learner attributes and it feels very connected.

# data[].attributes.subject
We looked at it through the lens of the IB Learner Profile and IB Learner attributes and it feels very connected.

# data[].attributes.headline
I am relieved to read the statements in the document and understand what this looks like in the classroom. It is not too wordy or jargony (most of the time).

# data[].attributes.subject
I am relieved to read the statements in the document and understand what this looks like in the classroom. It is not too wordy or jargony (most of the time).

# data[].attributes.headline
the 'differentiated tasks' comment could suggest that differentiation by task is the only form of differentiation...what about differentiation by resource, peer support, teacher support?

# data[].attributes.subject
the 'differentiated tasks' comment could suggest that differentiation by task is the only form of differentiation...what about differentiation by resource, peer support, teacher support?

# data[].attributes.headline
Wonder if there is a way to move away from appearance of judgements

# data[].attributes.subject
Wonder if there is a way to move away from appearance of judgements

# data[].attributes.headline
I am not clear how some of the statements would look in the classroom. Not quite clear enough what is being looked for. 

# data[].attributes.subject
I am not clear how some of the statements would look in the classroom. Not quite clear enough what is being looked for. 

# data[].attributes.headline
This is starting point - a first step to begin conversation but we wonder what will happen next with this to support learning. 

# data[].attributes.subject
This is starting point - a first step to begin conversation but we wonder what will happen next with this to support learning. 

# data[].attributes.headline
Feels a bit formal. Seems to be getting away from a departmental/collegial/collaborative professional growth model that we've been dialing in.

# data[].attributes.subject
Feels a bit formal. Seems to be getting away from a departmental/collegial/collaborative professional growth model that we've been dialing in.

# data[].attributes.headline
Consider removing the distinction between 'evident' and 'very evident'. Evident is an absolute.

# data[].attributes.subject
Consider removing the distinction between 'evident' and 'very evident'. Evident is an absolute.

# data[].attributes.headline
The tick chart could easily feel like a deficit approach.

# data[].attributes.subject
The tick chart could easily feel like a deficit approach.

# data[].attributes.headline
Love that it could be used by many different people (adults and kids)> 

# data[].attributes.subject
Love that it could be used by many different people (adults and kids)> 

# data[].attributes.headline
How do we capture the conversations/dialogue?

# data[].attributes.subject
How do we capture the conversations/dialogue?

# data[].attributes.headline
Language around learning modes - what is meant? If a reference to 'learning styles' , this is outdated...

# data[].attributes.subject
Language around learning modes - what is meant? If a reference to 'learning styles' , this is outdated...

# data[].attributes.headline
This is a huge list and some parts maybe not so observable in a session or even two. Is this more usable with collaboration through planning documents, with specific focus on a few descriptors

# data[].attributes.subject
This is a huge list and some parts maybe not so observable in a session or even two. Is this more usable with collaboration through planning documents, with specific focus on a few descriptors

# data[].attributes.body
Allows for feedback and conversations between students and teachers.

# data[].attributes.headline
Some of the indicators lend themselves to bias and interpretation -would evidence of the indicators look different from different people - reliability check? 

# data[].attributes.subject
Some of the indicators lend themselves to bias and interpretation -would evidence of the indicators look different from different people - reliability check? 

# data[].attributes.headline
Have more social-emotional descriptors so it can be used in Homeroom as well

# data[].attributes.subject
Have more social-emotional descriptors so it can be used in Homeroom as well

# data[].attributes.headline
Instead of the four indicators, could we just have a comment box?

# data[].attributes.subject
Instead of the four indicators, could we just have a comment box?

# data[].attributes.headline
Maybe  - More personal goal driven and these could be developed before the meeting and then developed afterwards - it would be good if the observed become the observers and then vice versa 

# data[].attributes.subject
Maybe  - More personal goal driven and these could be developed before the meeting and then developed afterwards - it would be good if the observed become the observers and then vice versa 

# data[].attributes.headline
Does the form (and the questions) have to be the same for each division? 

# data[].attributes.subject
Does the form (and the questions) have to be the same for each division? 

# data[].attributes.headline
Student content and source passion needs to. be pre-course and 

# data[].attributes.subject
Student content and source passion needs to. be pre-course and 

# data[].attributes.headline
We wonder how this checklist might lead to a two way conversation. 

# data[].attributes.subject
We wonder how this checklist might lead to a two way conversation. 

# data[].attributes.headline
Some of the educator competencies seem more drilled down than these indicators. 

# data[].attributes.subject
Some of the educator competencies seem more drilled down than these indicators. 

# data[].attributes.headline
Great that it can be used across the divisions.

# data[].attributes.subject
Great that it can be used across the divisions.

# data[].attributes.headline
What if the observer and teacher discussed the questions together and had written evidence rather than a ticked box - useful feedback to go back to.

# data[].attributes.subject
What if the observer and teacher discussed the questions together and had written evidence rather than a ticked box - useful feedback to go back to.

# data[].attributes.body
This would be much, much, much better ONLY as a self-reflection tool, something that might help a teacher identify aspects that they might want to develop & understand more about.

# data[].attributes.headline
Drop all conjunctions - 'and' multiple indicator points in on indicator. 

# data[].attributes.subject
Drop all conjunctions - 'and' multiple indicator points in on indicator. 

# data[].attributes.headline
Apart from time of observation - it's important to know which part of the lesson/unit we are in especially as it is a snapshot. 

# data[].attributes.subject
Apart from time of observation - it's important to know which part of the lesson/unit we are in especially as it is a snapshot. 

# data[].attributes.headline
How would we know some of this without knowing the student or having a conversation with them? It can be hard to judge whether a student is taking risks from an observation.

# data[].attributes.subject
How would we know some of this without knowing the student or having a conversation with them? It can be hard to judge whether a student is taking risks from an observation.

# data[].attributes.headline
Wondering about a possible need for learner emotional and social awareness in the learning culture

# data[].attributes.subject
Wondering about a possible need for learner emotional and social awareness in the learning culture

# data[].attributes.body
How can we adjust or create something that compliments this for teams such as nursing and counselling

# data[].attributes.headline
Each observation focuses on one domain, for example, use of technology, students' engagement, differentiation... agreed previously

# data[].attributes.subject
Each observation focuses on one domain, for example, use of technology, students' engagement, differentiation... agreed previously

# data[].attributes.headline
Ensure Assistant Teachers are fully involved in this process and feel empowered to work with together with teachers

# data[].attributes.subject
Ensure Assistant Teachers are fully involved in this process and feel empowered to work with together with teachers

# data[].attributes.headline
Don't like the tick boxes. Qualitative comments would be more useful for a constructive conversation.

# data[].attributes.subject
Don't like the tick boxes. Qualitative comments would be more useful for a constructive conversation.

# data[].attributes.body
We would need to have "look fors" for some of the statements (and we would recommend there are many fewer).

# data[].attributes.headline
Don't fully understand the language of the statements around different type of assessment. Don't think kids would either.

# data[].attributes.subject
Don't fully understand the language of the statements around different type of assessment. Don't think kids would either.

# data[].attributes.headline
What's the timeline for this doc? A 10 minute drop in or a year or a career?

# data[].attributes.subject
What's the timeline for this doc? A 10 minute drop in or a year or a career?

# data[].attributes.headline
remove the not observed column - otherwise there will be a huge amount that will be 'not observed' in a single lesson

# data[].attributes.subject
remove the not observed column - otherwise there will be a huge amount that will be 'not observed' in a single lesson

# data[].attributes.headline
Remove the last two boxes-- look for strengths. If over time we don't see any evident in one area.. then a discussion should be had.. 

# data[].attributes.subject
Remove the last two boxes-- look for strengths. If over time we don't see any evident in one area.. then a discussion should be had.. 

# data[].attributes.headline
If this is a tool to push our agenda then should add some things like Learner Profile

# data[].attributes.subject
If this is a tool to push our agenda then should add some things like Learner Profile

# data[].attributes.body
It seems that it is all about how it it present and the focus. Great start!

# data[].attributes.headline
what if we drop the last two columns? We would still notice if something is missing over time and it might remove any underlying fear about judgement from observations. 

# data[].attributes.subject
what if we drop the last two columns? We would still notice if something is missing over time and it might remove any underlying fear about judgement from observations. 