PLC Collegial Coach and observations

In 2016 I have the pleasure of working as Collegial Coach with Leigh Abercromby. While my SMART goals do not directly align with my classroom practice, I am keen to employ our observations to gain feedback on a number of aspects of my teaching:

  • student engagement
  • feedback opportunities
  • ownership of learning/self direction
  • collaboration

I’m looking forward to working with you again, Leigh!

2 Replies to “PLC Collegial Coach and observations”

  1. Classroom Observation Goal Sam Griffin 25 February 2016

    Observation 1 2016
    Classroom Observation Goal (COG) for Sam for today is to manage the incidental conversation amongst students while they work on the task for the day. This conversation can be useful and enriching if students are kept on task
    Class Plan Today [on whiteboard]
    3D drawing only
    Post 3 best concepts to Schoology plus request specific feedback
    Respond to 3 other posts by next lesson
    Remember to check criterion plus checklists for research plus generation of ideas.
    Sam began the class with an explanation of the task for the class today and specified the outcome at the outset. This mirrored the stated outcomes on the whiteboard. He was very clear and dealt with the questions and quips from students respectfully but with minimum fuss or distraction from the goal.

    Sam’s focus for class 25-02-16
    Maximum productivity in class is a skill and expectation Sam is really trying to build into the culture of the class.This often means managing the incidental conversations amongst students while they work on the task.
    As some students play with ideas and share the possibilities about their creations he wants to simultaneously harness and acknowledge their ideas but keep them focused and move them on/back to the task.

    My observations
    This class is already comfortable with Sam and with each other. There are 3 distinct groups of students ,determined by their seating. One group of 4 boys [North] work quietly and without chat at all. Two of them are listening to music. They are very focused.
    Another group of 3 girls and 1 boy [South]span the other side of the room and work without chat and great focus. One pair of girls chat together, now and again, about each other’s work. The third student is more mobile and moves around to get feedback on her work and share her ideas. The only boy on this table works with earphones and no chat.
    The middle table has four students who are dominated by one student who is engaging and funny and chats loudly. Initially, Sam sat with him and showed him the task that was mirrored onto the screen and this settled the student and gave him the confidence to get on with the task. It also settled the rest of this group who were initially responding to the quips and laughing and chatting. They now draw and seem absorbed.
    Meanwhile Sam moved around speaking to individual students and giving them tips/paper etc.
    10.25 -Where to next statement from Sam….Wrap up/ summary of the class was good…but 8 of the 12 students continued drawing and had their earphones in. Clearly the students were engaged and knew what they were doing.

    Positives of the class
    Very clear learning intentions
    Focus on each student’s individual needs
    Obvious knowledge of student’s strengths and weaknesses

    Where to next?
    Sam and I have decided we will keep our observations going with the same class- I really want to observe the changes and shifts in culture of this group -over time- therefore I will return in two weeks and provide feedback on my observations .It will be interesting to follow this class across the semester and work with Sam and see how he works towards and achieves ‘maximum productivity’ as a cultural expectation and valued skill in every student .

    See you in my class next week Sam!

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