Observation by Sandy Hastings July 2016

Appraisal/TAI Observation Record

This is an observation that is primarily for the benefit of the teacher being observed – who sets up the observation with a particular area of interest and development of their own in mind. It is important that the person doing the observation knows what specific area of their practice the teacher is wanting feedback on.

The teacher completes the parts in green prior to the observation, the observer collects the data,  notes any questions they have, Then at a feedback discussion, the observer and teacher discuss and complete the final sections.  

Appraiser Observing	Sandy Hastings	Observation Date	27.7.16
Teacher	Charlotte Verity	Observation Time	11;00 - 11:40am
Topic being taught	Writing
(Teacher to complete): The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation (in relation to an ‘on top’ issue or to an appraisal/TAI goal) : (e.g. – lesson sequencing; specific language being used; Deliberate Acts of Teaching; Feedback; Questioning; feedback/feed forward given; inclusion; differentiation techniques; behaviour management, positive reinforcement, effective use of time etc) Give as much detail here as you need to for the observer to be able to give you worthwhile information on the specific strategy or practice you are working on developing..
Is a positive writing atmosphere provided (positive reinforcement)? Are students scaffolded to independence (do tasks match needs)?
I would like the data collected in the following way: (eg: tally of how many times...; map of my movement between groups; record of the questions I ask relating to my goal; record of my comments/feedback to determine if they were on the WALT or about something different; record of time spent with each child/group/on each part of the lesson... etc)
Are all children participating in writing activities most of the time? attempt to tally on/off task behaviour (initially whole class, then into more independent group Please track how often I say positive/ growth mindset vs. negative sentences with children: recognise their efforts and endeavours, independence, questioning, making attempts and risk-taking Sandy will attempt to collect verbatim responses

Data/Notes during Observation (from appraiser)

Questions for later? (e.g. Probing: I’m curious about... Talk about what you were expecting/looking to have happen when you...

You set up a very positive atmosphere about writing in your room. Your comments to the children about writing are positive, and assume that they are going to be positive about it also. You started with some reinforcment of alphabet and phonics knowledge with the children all reciting, with you, the sounds from the alphabet chart on the teaching station. You introduced a variation to this activity - saying the letter followed by the sound, which the children adapted to immediately and were very focused on. Growth Mindset Comments Fixed Mindset Comments ‘Luca is sitting in a place where he can focus.” “I can see your eyes watching’ ‘Thank you for your help’ ‘You were showing great focus on your story’ ‘Fantastic!’ (three times that I recorded)

A question I wondered about was if the alphabet chart is large enough to be readily seen by all. I notice you have a number of children with glasses. The ‘growth mindset’ comments that I noted were particularly descriptive of the behaviour that you wanted to promote - using comments that describe positive behaviour as feedback reflect back to them what they are doing that helps them to learn, or to behave in a way that is socially constructive. In contract, fixed mindset comments tend to quantify or judge their behaviour which, even if it is a positive judgement, may not be one that they agree with, or feel that they can continue to live up to. I’ve attached to the email to you some examples of growth mindset questions and feedback

Self Reflection: Now that I’ve gone through the Observation notes/data - what do I think?

Sandy’s observations helped me reflect more deeply on my use of teacher talk. I now notice that I use some key value laden statements, e.g. “Fantastic...you have shown…” etc. I am now noticing when I use such statements, and trying to rephrase to stating the positive behaviour/skill e.g. ‘You are showing …..’ or encouraging a child to self-reflect, e.g. “how do you feel about….what have you been practising…”. I am also keen to discuss a potential “opt in” system for students, to develop deeper engagement with tasks on offer. This could be beneficial for those children who stand back/observe literacy stations and are slow to engage in the game, activity etc. To do this, I will discuss a post it note system with my colleague Amanda, where students decide and draw what literacy stations they will do, then reflect back on their choices at the end of the session. I will have to be a bit more efficient with time. I normally set up a range of tasks so all abilities can particpate, but I will be especially mindful of this next week.

Points discussed following the observation

Charlotte’s response: I am looking forward to… Visual aides to support learning - large alphabet chart so all can see; picture of students with glasses & a system for storing glasses cases. Talk with TP re: using bifocles Recording myself and reflecting on how I use growth mindset versus value laden statements...this wil grow my awareness and use of growth mindset responses. Also, how often do I use open ended versus closed questions? Look at Amy’s self-directed choice system. Talk with Amanda ...is this useful for our students? This would possibly encourage opt-in and putting maximum effort into activities (ie TP, LC) Growth mindset chart for my use...responses to include: Would you like to… Thankyou…. Can I invite you… What would you like to do to show… You are thinking hard / showing focus / using questions… You are trying hard…. How do you feel about your effort/work…. Are there any other ideas…. How about…. Any responses to that (give it back to the kids!) What else…. Help me understand… What can you add to this? What learning have you shown here? What discovery did you make? https://docs.google.com/document/d/1XVyvr4JSWtkHH2QhA7Zc_VTGGitT0yqXjJ9pgpJWwGM/edit

Agreed next steps – areas to set further goals in

Record myself giving feedback during a writing session and / or reading session...how effectively am I using open ended questions and statements, rather than value laden ones? Plan and reflect with hub colleague (Amanda) on self-choice system, to encourage children to choose and participate more in activities on offer

Appraiser ……………………………  Teacher ………………………..…..  Date ………………………..