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Having colleagues of different roles may lead to diverse expectations. It may be extremely stressful for open classroom teacher as RO is watching or JH is also watching. It may be better to have a common set of ideas or focus to observe.

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Are we going to manage which subject teachers sign up for the open classroom for a teacher, in order to maximise the learning? (eg. EL tr observing Art lesson may not reap the full benefits of learning) Could teachers then sign up for the session as they are 'friends'?

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Just sharing model/structure from other school. 1st year - peer observation, 2nd year - level teachers open classroom, 3rd year - school open classroom invitation, optional - video recording of lesson segments to share good practices.

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Work with IP heads to promote & encourage participation in OC for respective subject areas

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Work with IP heads to promote & encourage participation in OC for respective subject areas

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Are we expecting this to be on a voluntary basis?
Are the structures recommendation or for compliance?

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Delink LO and OC so that we can focus on different intents

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the intent & objectives of OC & LO might not be the same. suggestion for 2 to separate

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May be difficult to achieve 2 different sets of outcomes within the same lesson. Focus of Open classroom is on PD while lesson observation has the element of evaluation.

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I like the idea of open classrooms to demonstrate good teaching practices and trying out ideas and getting feedback from peers. Open classroom is non-evaluative and constructive. My concern is lesson observation by RO is evaluative in nature which may be in conflict of trying new ideas which may not be so smooth going during the open classroom. I do understand to minimise our load we try to combine it as also a lesson observation but can be clearer in our intent not to kill 2 birds with one stone but miss the purpose.

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Article for thoughts

On the part on potential role conflicts for observers

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Purpose of the Observation - Formative vs. Summative - Center for Faculty Excellence - Purdue University Northwest

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Peer observations of teaching may be performed for different reasons and with different goals and outcomes, such as formative versus summative.

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It will be good to delink OC and LO, as when appraisal is involved, OC has a higher stake and teachers may not be willing to open up the classroom to their peers.

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For quality review on TTT teams' lesson ideas and plans, probably best not to bring in evaluative aspects.

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no assessment/ checklist for OC correct? reflection?

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The assessment criteria used by the RO during Lesson Ob should ideally be in line with the lesson objectives laid out for the open classroom session. In other words, we should not use the same checklist that we have been using to assess the officer.

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The assessment criteria used by the RO during Lesson Ob should ideally be in line with the lesson objectives laid out for the open classroom session. In other words, we should not use the same checklist that we have been using to assess the officer.

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I think that in Phase 1, it would be beneficial to allow staff to volunteer in open classrooms as well. This is because we have staffs who are very passionate about teaching and learning, and they exhibit excellent classroom practices. By having them as examples alongside the KPs and LSTs, it might be easier for other teachers to buy into the idea when they see their peers actively participating.

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This is a forward thinking move to encourage collaboration and to share pointers. I am for the idea.

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This is a forward thinking move to encourage collaboration and to share pointers. I am for the idea.

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I think the objectives of Open Classroom and Lesson Observation (For Appraisal) are different.

Perhaps we can separate the two for now and do peer observation for now.

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As KPs, we do need to role model and be open to feedback. It would be a way to show that we are not perfect and we are also learning along the way. We learn to take 'criticism' and work towards improving our skills.

During Lesson Observation, we should also go with a FA heart /mind where we give feedback to our JHs, knowing that it is for their professional development and not for a final score. It is evaluative by nature but the last thing we want our JH to know is that THE Lesson Ob determines their ranking.

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Need for paradigm change with implementation

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Need for paradigm change with implementation

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I do think that it is a step forward but there needs a paradigm shift. It's because there is still a component of appraisal in the OC seem to go against its original intent of development and possibly seed concerns of being compared and being appraised. It is one thing to give comments and feeback but another to also be assessed in the the same session.

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The Open Classroom aims to provide a safe, developmental space to learn with colleagues hence maybe we could think if it could start off based on voluntary basis for the start.

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The Open Classroom aims to provide a safe, developmental space to learn with colleagues hence maybe we could think if it could start off based on voluntary basis for the start.

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To combine both, we will need to be clearer and establish safe environment to give feedback and how this is going to be different when my RO enters the class vs peers. Will my RO take the time to understand and be receptive about trying new ideas (TTT ideas) and also failing?

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we talked about OTs, and OCTs, but how would the students see or think about the Open Classroom, are they all comfortable with OC？ Actually there was students' voice mentioning not comfortable with LOs, so I'm not sure about how would the students feel about OC.

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For a start good to have open classroom within department. Subsequently cross departments ( all trs have 2 SC)

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Build the culture of trust first. Teachers need to know the intent of the PD initiative and the mindset that observers must go into OC with.

Teachers can start with sharing videos of their lessons at TTT or department meetings, seeding the idea that lessons are not perfect and how OC can help build trs' competencies.

A standardised observers checklist so observers know what to observe and tr knows what are they being observed.