The process
Step 1: Take on roles
There are six roles:
1. Team leader/ time keeper.
2. Monitoring what students say and do.
3. Looking at student work/ the task.
4. Questioning students, e.g. 'what are you learning to do?'
5. Recording classroom structures.
6. Monitoring what the teacher says and does
Step 2: Observe classrooms (10 minutes per classroom)
Step 1: Take on roles
There are six roles:
1. Team leader/ time keeper.
2. Monitoring what students say and do.
3. Looking at student work/ the task.
4. Questioning students, e.g. 'what are you learning to do?'
5. Recording classroom structures.
6. Monitoring what the teacher says and does
Step 2: Observe classrooms (10 minutes per classroom)
- Take notes about what you see or hear
- Take photos if appropriate
- Reflect on what was observed
- Select observations that are relevant to the problem of practice
- Share what has been selected
- Group the observations (data/evidence) in meaningful ways
- Look for patterns in the data and develop statements or headings to describe these, for example 'questions with single word answers'
- Ask - 'If you were a student at this school and you did everything you were
expected to do, what would you know and be able to do?'
- Determine what resources and support will best meet the needs of teachers and
leaders to move instruction to the next level - Make suggestions about what the group should do 'next week', 'next month', by the end of the year - short and long term actions
To provide us with a common language around best practice, let's refer to the What Works Best 2020 Update
