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OER4Schools/Leadership for Learning: Difference between revisions

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The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.
The facilitator could suggest these following prompts if the participants appear to be uncertain of what to look out for (but do not give them straight away!). Each should address only one lens and set of prompts of course, not all of them.


# Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?
* Focus on learning - what aspect of teaching and learning did the teacher want to focus on understanding and improving? How did they go about collecting data on it? What did they learn from the data?


#Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?
* Conditions for learning - did all the teachers have an opportunity to share what they have learnt? Did the teacher who was observed, appear to be nervous? Did all the teachers feel ‘safe’ to share their opinions and to listen to one another? How much time did they have to set aside for meeting together? Would it be easy to set aside time to observe their colleague teaching?


(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what are the learnings that have taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)  
(NB: Please highlight to the participants that the purpose of peer lesson observation is NOT to find faults, judge or criticise the teacher’s teaching. Rather, it is an opportunity to discuss what is the learning that has taken place by observing the students’ responses. Based on the observations and discussions, teachers can suggest what they may like to try out differently or similarly in the next lesson study. It is not unusual to re-teach the same topic in another class, if the teachers feel that will be a helpful follow-up.)  


# Learning Dialogue - did all the teachers have the language to discuss about the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?
* Learning Dialogue - did all the teachers have the language to discuss the particular aspect of teaching and learning they have chosen to focus on? Were they able to come to any conclusion about what were some problems they had identified and how they could improve on it? Was the dialogue between the teachers a helpful one in advancing their professional learning? Why?


# Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?
* Shared leadership - did it appear that there was one leader who ‘directed’ the teachers on what to do? Did every teacher have a part in contributing to the research lesson? Why do you think the teachers were committed to coming together for this research lesson?


# Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?  
* Shared accountability - did it appear that all the teachers had a stake in trying to find out how they could all learn from this research study? (or did they leave it to just one teacher to do all the work?) How did they ensure that every teacher could learn by being an active participant in this research study? How did they substantiate their comments by drawing from evidence of their observations?  


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Sara hennessy
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