This week we began our collaborative classroom observations. Up until now, we have been practicing our protocols - how to communicate with one another. Our first round went extremely well. (Solid preparation paid off!). General studies teachers divided into two groups. We had asked two teachers to volunteer to be observed. We divided the "observers" randomly between the two groups such that we had upper el teachers observing lower el teaching, and vice versa. This cross-level conversation helps build our collaborative environment - a focus for our year. The Hebrew/Judaics teachers stayed together as a group, because of sheer numbers; there are fewer teachers in this group.
The General Studies teachers and Hebrew/Judaics teachers each had 1.5 hours. During the first ten minutes, the teacher being observed gave an introduction to the lesson and identified the areas for which s/he wanted feedback. We then observed for about 30 minutes, and reconvened for the remaining time to share our observations. Following our morning, our leader (the educator who is leading these efforts) de-briefed both with me, and with the teachers who had volunteered to be observed. This is only the beginning of the process of debriefing.
What were we asked to observe? There were a number of areas, but here is a sampling. One teacher wanted us to observe how well she was dividing her time between all of the students. Another teacher wanted us to observe whether students were staying on task during small group time. Were they conversing in English or Hebrew? The third teacher wanted us to observe the effectiveness of physically spreading out the groups throughout the (large kindergarten) room. She had been reflecting on how the placement of the groups (closer or further apart) effected their work.
During our feedback section, we had the protocols up on a poster board. We were reminded to use such phrases as, "What were your thoughts when..." This was also a wonderful opportunity to congratulate our colleagues on the fabulous interactions and instructional methods that we saw in the classroom.
We will be tweaking the process as we go forward. One suggestion was to have a list in front of us of the three items that we were observing - to help us stay focused on the specific areas that we were asked to comment on. All in all, it was a fabulous beginning and it felt great to hear our colleagues speak about the many factors they consider when teaching a lesson, to highlight their accomplishments, and to help them grow.
Dina
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