In his lexicon, he uses the term “observation” which we do
not. The words may be different, but the cycle is similar. For instance, he
believes in the pre-observation, the observation, and then post-observation
conference. We believe in the before,
during, and after, aka the BDA cycle of consultation. In our lexicon,
coaches visit with teachers and classrooms and together they co-create goals,
identify roles, and meet to discuss the visit a few days after the actual
classroom visit. His conferences are
observational.
To our coaches, observations are conducted by administrators
while observational learning is handled by the teacher. Coaches help build
teacher capacity by collaborating with the teachers and helping them identify
the needs which create the goals and the resources follow. The needs drive the
conversation and the visits are a data collection tool. The coach is a
colleague in the process, a thought partner, with a specific role and
responsibility. There is no “observation” but rather a learning environment
where partners are learning together to meet the co-constructed goals of the
lesson or group of lessons.
I think the key here is to remember that talking about
practice is what makes a difference in the practice. Talk before and talk
after… keep the conversation going so that student learning is always at the
center. Ongoing conversations support continuous learning and help teaching
colleagues make the adjustments that are necessary for improved teaching and
learning.
How do you remind your
teaching colleagues that continuous conversations help create continuous
learning?
