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Ensure the teacher goals are linked to division goals/department goals that are linked to overall strategic areas of focus for teaching and learning and are reflected in Let's Talk.

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Consider a focus on data collection in observations and, if applicable, collect both quantitative and qualitative objective data to feedback to teachers for their own reflection before the reflection meeting.

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Consider a focus on data collection in observations and, if applicable, collect both quantitative and qualitative objective data to feedback to teachers for their own reflection before the reflection meeting.

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Let's Talk discussion linked to an annual Divisional goal that becomes the focus of walk throughs and department meetings,  to help teachers grow professionally.

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Be clear on the purpose of the observational feedback

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Be clear on the purpose of the observational feedback

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The purpose of the feedback is to improve student learning through improving our teaching practice. It needs to be a non judgmental , informing, supportive feeling of teacher growth, ongoing not one off. It is important that we keep telling stories about how observations help us grow as a school.

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What to avoid in lesson observation feedback

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What to avoid in lesson observation feedback

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Drop the 'snapshot' approach in which the teacher can just do a 'show lesson'.  It needs to be a process rather than an event..
Avoid preconceived rubric of what a good lesson looks like.  It needs to suit the need of that particular teacher in that context. No 'one size fits all' for PreN to Grade 12. We need to ensure that we are not locked into one way only of giving feedback.  It is to be a dynamic process that fits the subject area that is being observed.

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The feedback is not a summary of what happens in the lesson but is linked to Teaching and Learning observation of how teacher is performing and how engaged students are.

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Differentiation for all the needs of the learner

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Differentiation for all the needs of the learner

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We want to be able to foster trust in the context of the observation.  Use language such as 'Here's a suggestion...'  Better choice of language so that the feedback is specific for that teacher in that situation eg: Early Years or Middle school specific for their need and context - Material ie what matters most in this particular room.

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Each observation, in reference to the below, has at least one focus on teacher actions (e.g., amount of teacher talk) and at least one focus on students (eg., room scan for engagement). 

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Each observation, in reference to the below, has at least one focus on teacher actions (e.g., amount of teacher talk) and at least one focus on students (eg., room scan for engagement). 

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Post-Observation discussion drives reflection and professional growth

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Feedback aligned with Teaching and Learning Handbook or Observation Form

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Make feedback more Rational - Change feedback to a Specific focus rather attempt to cover a big list

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Make feedback more Rational - Change feedback to a Specific focus rather attempt to cover a big list

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Change the way feedback is negotiated with teacher by giving specific focus eg: 'One element we will be looking at today is Behavior management ' rather than try to cover all areas.  It needs to be relevant to the teacher and their need. Rational and 'doable'

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A strong understanding (and application) of pedagogy related to meeting the needs of a student's cultural and linguistic background.

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Agreed upon focus for observations that are connected to teacher goals and indicators of high quality learning.  

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Agreed upon focus for observations that are connected to teacher goals and indicators of high quality learning.  

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Let's Talk pre agreed goals directly drives feedback being provided

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Date: Active use of learning data to inform instruction .  How is this observable:  Post-conference :  How did you adjust the lesson according to your most recent data?  What data did you use when developing the lesson?   

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Date: Active use of learning data to inform instruction .  How is this observable:  Post-conference :  How did you adjust the lesson according to your most recent data?  What data did you use when developing the lesson?   

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Ensure in the follow-up meeting that the conversation begins with teacher reflection and that next steps are co-constructed, specific and documented.

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Ensure in the follow-up meeting that the conversation begins with teacher reflection and that next steps are co-constructed, specific and documented.

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Making objective statements and not value statements 

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Making objective statements and not value statements 

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Feedback aligned with Teaching & Learning Handbook or Observation Form