Teacher Observations

Essentials

Webinar slides & recording will be available in the members-only section of our website. To view, login with your college’s login details.

Presenters

Ian Aird, General Manager Greenwich English College; English Australia NSW State Delegate

Juanita De Souza, Director of Studies Kaplan International English, Manly

Aparna Jacob, Director of Studies Strathfield College, Sydney

3

Professional Development

Observations

2015

4

Observations

Ian Aird General Manager Greenwich English College I have more than 15 years experience in ELICOS as a teacher, CELTA trainer, DoS, and General Manager. I hold a masters in professional development, a bachelor in education, a CELTA and DELTA.

5

What is an observation?

• Watching a task being done for the purpose of learning and/or teaching.

• Watching for evidence, appreciation, or assessment of actual skills in practice as opposed to academic knowledge of a task

• Observations are a valuable part of the learning and teaching for any practice that is not purely knowledge based, for example mechanics, cookery, sales and teaching

• Observations should be just one part of a broader learning program, just as examining is just one part of the learning in any effective academic program.

• In the teaching profession, observations are, generally, only of classroom teaching practice. Teaching is much more than just the lesson – planning courses & lessons, counselling, advising, assessing, reporting, recording ...and more!

6

Observation types

There are three common types of observations in teaching:

• Professional development observations

• Quality control observations

• Peer observations

• Each have different functions and should be set up, carried out and followed up on quite differently

• Trying to achieve more than one of these at the same time will almost certainly compromise the process and the outcome

7

Professional development observations

These should be:

• Supportive

• Guiding

• Scaffolded

• Targeted

• Have planned learning outcomes

8

Quality control observations

These should be:

• General

• Criteria and standards

• Testing

• Lead to decision outcomes

9

Peer observations

Here the set up needs to be very different. For example:

• Observer is the learner

• Non expert observers & role clarity

• Observer as colleague

• ‘Observee’ as demonstrator

• Learning and motivation outcomes

10

PD observations

Effective professional development observation systems

• Transparency

• Observation policy statements

• Setting up - with the teaching team & with each individual

• Negotiating goals, clarifying expectations – two way

• Guiding and supporting to maximise the learning opportunity

• Recognising the impact

• Using previous examples of feedback and outcomes to clarify

• Ongoing observation training – experts ‘doers’ vs expert trainers

11

Observations

Go beyond observing the lesson by including:

• Lesson and course planning

• The pre-lesson session

• The immediate post-lesson feedback

• Delayed post-lesson feedback & written feedback

• Extended follow up

12

Observations

Increase value of the observation by:

• Feedback and action points

• Positivity and motivation

• Sandwiching feedback

• Targeting needs and limiting focuses

• Student focused... then teacher focused.....then school focused

• Supporting change and clarifying expectations - goals and schedules

Teacher Observation Essentials Observing a lesson

3 June 2015

14

About the teacher

• Anastasia

• Post CELTA – this lesson is one the last on the course

• Based in the UK

15

About the learners

• Intermediate • Multi-lingual class • Average age about 25 • Mixed nationalities & genders

16

About the lesson

• Adapted from New Headway Intermediate • Aim: to practice listening for gist and specific

information and to present & practice modals for obligation

17

Lesson Materials

18

Observation Criteria

• Planning and staging • Aims & content • Curriculum fit • Correction • Classroom atmosphere • Cultural awareness • Pacing • Subject knowledge • Variety of techniques

• Instructions & language • Classroom management skills • Beyond the classroom • Learner accomplishments • Concept checking • Learner input • Self study • Aims & outcomes • Effective use of materials

19

Observation

Please watch the first 10 mins of this Youtube video: www.youtube.com/watch?v=po2hzB6SI8M

20

Your ideas?

• Correction • Classroom atmosphere • Instructions & language • Classroom management skills • Learner accomplishments • Concept checking • Learner input

21

Feedback

• Strengths- establishing context, engaging learners,

overall staging logical, relaxed classroom atmosphere, student responses confirmed (positively or negatively as appropriate), language graded appropriately

• Areas to develop- maximising student involvement, clarifying meaning more deeply, providing more complete error feedback, T’s position in the classroom (standing still), Classroom management (getting Ss attention, materials before instruction)

Aparna Jacob, Director of Studies Strathfield College, Sydney

Giving Observation Feedback

“Observation tends to be identified with evaluation and is consequently often

regarded as a threatening or negative experience.” (Farrell & Richards)

Evaluation or Development?

Focus on Development

Feedback

Reflection on practice

Action Plan

Teaching Practice in classroom

Observation

Development stages and needs

Stage 1: Guidance and evaluation Stage 2: Suggest alternative methods Stage 3: Understand their methods

Feedback Framework • Agreed on criteria for observation • Agreed on Focus Areas • Ask teacher to reflect on lesson immediately after

observation • Ask teacher how they think the lesson went and

listen without judgement • Ask for alternatives before putting forth

suggestions • Elicit suggestions from teacher as far as possible • Finish with an action plan and set a date for next

observation

Observation Criteria

Some commonly held beliefs about teacher observations …

Please answer the polls on your screen.

Some useful phrases • “I really liked the way you…” • “If you want to do … I think you might try…” • “I wasn’t sure about …but now you’ve told me what you

were after, I see why you did it.” • “I find that … is useful for me in my situation.” • “I don’t think you’re taking enough notice of …Can we

look at that again some time?” • “Would you mind telling the others about your idea for

…? I think a lot of people will like that.” • “What do you think you’d like us to concentrate on next

time?”

How do you deal with Fixed Mindsets?

• You’re right, I suck • You’re wrong, I rule • Blame it on the rain • The optimist without a cause

• Edge, J. (1994) A Framework for Feedback on Observation. IATEFL TT SIG Newsletter No. 10: 3 – 4

• Freeman, D. (1982) Observing teachers: three approaches to in-service training and development. TESOL Quarterly 16/1: 21 – 28

• Griffin, M. Combining Observation and Reflection. Retrieved July 15, 2014, from http://eltrantsreviewsreflections.wordpress.com

• Richards, J & Farrell, T. Professional Development for Language Teachers (CUP: 2008, CUP)

Questions? sophieokeefe@englishaustralia.com.au For more information on observations, download English Australia’s Guide to Managing Professional Development in ELICOS: http://www.englishaustralia.com.au/best-practice-guides NB You’ll need to login to our website to access this Guide