Some comments so far have addressed the importance of trust
amongst colleagues in order to make this process work and getting over the
feeling of being “evaluated” just because some other adult is in your room
observing. Very legitimate and
common concerns, according to the book.
Chapter 4 addresses logistics and making the process happen, which we
have discussed some. Chapter 5
addresses deciding on a focus. A
good idea that is mentioned is to start with something with which the person
doing the inviting is pretty confident.
Also important to note is that the person will be more committed to a
goal he or she has formulated rather than one formulated by someone else. The coach should simply just ask “What
do you want to know?” or “What am I looking for?” It must be very clear for both parties to get an accurate
record that will help the inviting teacher. We are planning on meeting to discuss the logistic ideas
such as how we will pre-conference, observe and post conference and develop
some common understanding on these during in-service week. What ideas do you have already on
this? What I mean by this is what
are some good general guidelines for coaches and inviters as far as these
things are concerned? Also, what
ideas do you have or ways do you like for focusing an observation?
The Pre-conference is a must to discuss the lesson purpose and what it is that you want your peer to observe. I also (personally) think that the term 'coach' is the wrong words used here. That word alone can be intimidating to some people. Maybe 'Teacher' and 'observer' or "teammates" something a little less overbearing. Just a thought though.
ReplyDeleteAlso some of the things that are mentioned in the pre-conference I think are WAY to formal. Like you said in the statement/question " important to note is that the person will be more committed to a goal he or she has formulated rather than one formulated by someone else." I think that in the first week we are there all participants should sit down, being honest, and discuss what we expect to gain from this experience. I also think this would be a great time that as a group we can formulate a form/worksheet that we could use.
And might I add, :) I LOVE the idea on pg 27 with the principal/vice principal teaching a class to free that teacher up for an observation and or meeting.....:)
On pg 28 the book talks about "getting a divorce if it doesn't work out" I think that after a certain time period/observations either switch on our(group) own, draw names out of a hat, or have someone assign different partners. This is a learning experience, so everyone involved should have an open mind, should communicate well, and have the willingness to learn/help.
This book (to me) goes along with the ideas of 'The Leader in Me'.
I love Monte's ideas on a worksheet that we can create to help with our observation process. I too agree that the pre-conference doesn't need to be too formal. We are going to be pressed for time anyway and I would rather get to the point with "what am I looking for?" and then just following up with any clarifying questions.
ReplyDeleteI think we should constantly change partners. Those of us that have volunteered to start this are probably comfortable with working with anybody - I am. As new people join as the year(s) go on they could start with someone they already trust and then branch out as their comfort levels grow. I think the "divorce" idea would leave hurt feelings and hinder our growth as a staff.
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