Pre-Visitation Focus Conversation, During Visitation, and Post-Visitation Debriefing Conversation
Pre-Visitation Focus Conversation
The purpose of the initial conversation held before the observation is to establish goals for the teacher being observed, agree on (or create) a data collection tool for the observer to use, and clarify themes or important observation information so that the data collected is meaningful for the observed teacher.
Sample Questions to Ask During the Pre-Visitation Conversation:
- How can this process be most useful for you?
- Is there anything specific you would like to focus on?
- Are there things you’ll be trying for the first time in this session?
- How would you describe this group of students?
- Are there materials that I can look at ahead of time that will help me understand what I will be watching when I come to observe?
- What data can I collect for you that will be most meaningful for you?
- Where would you like me to sit / position myself during the class to collect the data?
During the Observation
It is extremely important that the visiting teacher do what he or she can to make this a respectful and meaningful visitation for the observed teacher. It is also crucial that the visiting teacher collect descriptive, low-inference data during the peer visitation.
- Arrive in class early if possible and position yourself in the previously agreed area.
- Take detailed notes on the agreed upon data collection tool.
- Eliminate the effects of bias. Enter the class without judgment and work from evidence.
- The noted data must be objective and judgment-free. Take low-inference notes by writing down only what the teacher and students say and do.
- Look for learning. Seek evidence of what students know and are able to do.
- The data collection tool is left with the observed teacher at the end of the peer observation.
- Select a time to have a reflective conversation about the lesson with the observed teacher at a later time.
Post-Visitation Debriefing Conversation
The purpose of a reflective conversation after the data collection is to make the visitation useful to the observed teacher and for the teacher to consider how to put the data results into practice. Both teachers engage in a collaborative conversation grounded in teaching practice and student learning
Sample Questions to Ask During the Post-Observation Conversation:
- To what extent did you and your students meet your instructional goals? What evidence helps you to know?
- What are the similarities and differences between what you planned and what actually happened?
- What do you see in the collected data?
- What changes would you make if you were to teach this lesson again to the same group of students?
- Were there students for whom the work was too difficult or too easy? What evidence helps you to know?
- How did you design the lesson in a way that helped yield the results you got?
- Was there something you felt went especially well?
- Was there something that surprised you?
- What worked or didn’t work: what made you think so, and why do you think that happened?
- What was the most useful part of this experience for you?
- What specific things got reinforced as effective during this process?
- What specific changes do you envision as a result of this feedback?
- Did you learn anything new about your students or how they learn?
- Is there anything you would like to ask me about the collected data?