Classroom Observation Strategies:
choose your journey
http://www.aitsl.edu.au/professional-growth/support/classroom-observation-strategies
Classroom observation makes teaching and learning more visible. It encourages colleagues to collaborate to improve teacher practice and student learning. But which classroom observation strategy should you choose?
These resources provide an introduction to some common observation strategies. Combining instructional guides and accompanying videos, the resources explain all you need to know to choose and implement an appropriate classroom observation strategy for your school.
Get started with the resources by using the ‘Introducing observation’ video at a staff/team meeting. Choose the most appropriate strategy to suit your context and use the relevant video with staff to see it in action. Use the ‘how-to’ guide as a basis for agreeing on some structures and protocols to support implementation.
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An introduction to implementing classroom observation in your school. ▼
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A coach working one-to-one with a teacher, to model and observe classroom practice and to support reflection and professional conversation. The aim is to build a partnership to develop evidence-based teaching practices. ▼
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A group of leaders and/or teachers visiting multiple classrooms at their own or another school with the aim to spread practice and support scaling systemic improvements of teaching and learning. ▼
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A group of teachers visiting multiple classrooms at their own school with the aim of fostering conversation about teaching and learning in order to develop a shared vision of high quality teaching that impacts on student learning. ▼
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A small team of teachers working together in a systematic cycle of planning, teaching, observing, refining and reviewing specific lessons in order to examine their practice and improve their impact on student learning. ▼
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Teachers observing each other’s practice and learning from one another, including offering constructive feedback to peers. ▼
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Classroom practice is recorded and later viewed as a means of observation of self and/or others. The aim is to support self-reflection and provide access to observation of others’ practice anytime, anywhere. ▼
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