PEER OBSERVATION TRAINING

Peer observation training uses the Charlotte Danielson Framework for teaching to identify characteristics and behaviors of excellent teachers and to build a foundation for evidence based coaching and reflective conversations around those behaviors.  The various trainings encompass whole group and small group activities, use of video clips to interact about the planning conversation, observation techniques and tips, the sharing of evidence collected and teacher reflection.   Each training can be adapted to the needs of the participants and/or your Q-Comp documents and goals.

Peer Observation Training for Staff  (Overview of the Framework for Teaching)

Utilizing the Danielson Framework for Teaching, schools have selected the components from each of the four domains of professional practice that the peer observation process (identified in QComp or as a team) and developed a model specific for their site.  Training for all staff in the implementation of the peer observation process and understanding of the specific components identified for review include:

• K-12 Professional Development Home Page
• Center for English Language Learning (CELL)
• Professional Learning Communities & Teacher Collaboration
• Formative Assessment
• MN E.L.A. Standards
• Literacy
  
• Math
  
• Peer Observation Training
• Smart Board Training
• Principal/Teacher Evaluation
• Standards Insight MN™
• Special Education Services
• Networks/Communities of Practice
• Positive Behavioral Interventions & Supports (PBIS)
• Math Science Teacher Partnership (MSTP)
  
  

• Event Registration

• A review of the peer observation process –
• Purpose and use of pre-observation, observation and post-observation segments,
• Roles and responsibilities of peer observers and staff in this process, and
• Expectations/outcomes of peer observation experiences.
• A careful look at the four domains and the selected components ( how each might look in the classroom ) and identification of characteristics and behaviors of excellent teaching and align with the framework.
• Review of some teaching scenarios to assist staff in establishing a “common language for professional practice” (Danielson, 2007) which will assist in the pre- and post- observation conferences as well as maintain an evidence based approach.
• Provide for initial discussion around internal reflection on one’s own practice.
  
  

Peer Observation Training for Peer Observers

Training for peer observers begins with a quick review of the domains and selected components.  From there, each phase of peer observation would be presented – pre-observation, observation, post-observation.  For each, the following would be discussed:

• Purpose of that part of peer observation
• Peer observer roles and responsibilities in each of the three parts of peer observation.
• Suggestions/guidelines for peer observers to assist them in development of quality skills in each aspect of the process.
• Demonstration of pre-, observation or post-observation session followed by dialogue around effective techniques and/or poor techniques observed.

Video clips of classroom instruction would be presented, allowing for participants to do observations of each of the four domains and its selected components and begin to make comparisons/test reliability.
This training can be split into two sessions, depending on the needs of peer observers.  The first session could include planning for and practicing pre-observation conferences and  observation tips and techniques along with multiple video practice sessions.  The second session would focus on the post-observation conference, building the trust and techniques that lead to more reflective practices in these conferences.