Peer+Observations+2009-2010

We will use this page to record our planning and implementation of Peer Evaluations for the 2009-2010 school year. We participated in Peer Evaluations last year also: click here to see the results and our discussion from 2008-2009.

Take time to meet with teachers who teach the same level and talk about what we would like to see at each level and how do we want to share our observations. Record your lists below. Some questions to consider:
 * What are we observing? What are we looking for?
 * What do we want to see students doing?
 * What do we want to see teachers doing?
 * How will we report back to each other? Last year, we had a discussion on the wiki (see the link above).
 * How do we ensure that this process is a positive experience for everyone participating?
 * What are our thoughts on the observation tool that Maxine found? [|ELD observation checklist.pdf]

Peer Observation Schedule
 * [|ELD PeerObservationSchedule2.xls]
 * [|Peer Observation Sign-In-Out.pdf]

Beginning:
 * Students
 * We know we want our students to be speaking more.
 * We want to see students working in groups (3s or 4s).
 * We want to see students actively engaged (engaging activities where the students are doing the work/taking charge).
 * Checking for understanding and follow up with students who are not learning.
 * Reciprocal teaching (students explain things to each other in their primary language).
 * One on one/small group instruction.
 * Teachers:
 * Working less than the students.
 * Facilitating group work.
 * Random response solicitation.
 * How to report back:
 * Discuss at a collaboration meeting.
 * Wiki discussion.
 * Use the observational tool, page 2
 * How do we ensure the content of the observation tool goes only to the teacher observed?
 * Leave the observation tool behind.

High Beginning:
 * __Students__**
 * Students need to be "thinking" (analyze, synthesize, interact with text)
 * Engage in collaborative learning (2's, 3's, 4's)

__**Teachers**__
 * Use graphic organizers for introducing, organizing, rehearsing information
 * Use templates/sentence starters
 * Use guided instruction/comprehension checks/teacher modeling
 * Facilitate group work

__**Feedback**__
 * Take notes on "cool ideas/strategies" that other teachers implemented
 * Post positive feedback on wikispace. If a teacher opts for individual feedback, inform participating teachers. Any individual feedback is to be given to the requesting teacher.
 * Teachers that do not want any note taking should inform participating teachers.
 * This is **__not__** an evaluation

Intermediate: We are looking for many of the elements suggested on the observation checklist, like using graphic organizers, instructional grouping, and accommodations for various learning modalities. We expect to see students actively engaged in the learning process, and teachers circulating and facilitating, rather than lecturing. After our observations, we will debrief during per.2 (prep time for Tara, Scott, and Sophia; Jenn get Fred to cover for 30 minutes). We will agree on the highlights to be posted on the wiki, without attributing specific strategies to particular teachers. Ground Rules: cheerful expressions at all times; casual body language; any note-taking must be open and shared (i.e. "I liked how you did X, so I made a note of it"). Any criticisms must be done privately between the 2 parties, in a spirit of camaraderie.

Advanced: We are looking for many of the elements suggested on the observation checklist, like using graphic organizers, instructional grouping, and accommodations for various learning modalities. We expect to see students actively engaged in the learning process, and teachers circulating and facilitating, rather than lecturing. After our observations, we will debrief during per.2 (prep time for Tara, Scott, and Sophia; Jenn get Fred to cover for 30 minutes).We will agree on the highlights to be posted on the wiki, without attributing specific strategies to particular teachers. Ground Rules: cheerful expressions at all times; casual body language; any note-taking must be open, positive, and shared (i.e. "I liked how you did X, so I made a note of it"). Any criticisms must be done privately between the 2 parties, in a spirit of camaraderie.