Observation script
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The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes: 1) Setting the stage by introducing the purpose and process of the conference. 2) Allowing the teacher to share their impressions of the lesson first before providing feedback. 3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well. 4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.
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This presentation covers essential skills of coaching employees using GROW model and giving effective feedback Work Experience Presentation example
Work Experience Presentation exampledannyparkinson
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DB completed a work experience placement and aimed to relive his school days. He participated in various activities and lessons, feeling both challenged and supported. DB enjoyed the experience and believed he achieved his goals. He identified strengths like observation skills but could improve by avoiding inappropriate physical contact. His supervisor provided positive feedback and scoring, and DB gained experiences that could benefit his future career path, such as in modeling. He concluded the placement was a wonderful opportunity and thanked his supervisor.2014 06-02 revisiting feedback
2014 06-02 revisiting feedbackJacquiT
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The document discusses revisiting feedback practices. It provides data showing 70% of students found feedback to have a positive impact on their work, but only 50% acted on the feedback. It then discusses how to make feedback more effective by having it be selective, refer to previous work, link to learning objectives, and specify improvements without criticism. Students said feedback is most helpful when it makes them think, helps improve marks, and allows them to improve for next time. For feedback to be acted on, teachers must insist it is completed, give time to discuss it, and provide criteria in advance and after assignments.Effective feedback and staff well-being twilight
Effective feedback and staff well-being twilightRoding Valley High School
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The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.Improving behaviour for learning
Improving behaviour for learningJimBob47
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I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.More from jennifer_lawrence (20)
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140314jennifer_lawrence
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Jennifer Lawrence is a science teacher seeking to advance her career goals of blended learning and competency-based education. Her experience includes executive roles developing curriculum for the Australian standards and managing science facilities. She has a science degree and teaching qualification, and provides training to staff on educational technology.261113
261113jennifer_lawrence
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Jennifer Lawrence has over 10 years of experience as a science teacher at Stromlo High School in Canberra. She has held leadership roles including Acting Executive Teacher of Science and leader of the school's Maze administration team. Her career goals are to lead a faculty as an executive and engage students through blended learning models.Assignment the climate debate (achievement standard)
Assignment the climate debate (achievement standard)jennifer_lawrence
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This document outlines an assignment for Year 10 Science students. Students are asked to find two recent media articles, one agreeing and one disagreeing with the occurrence of climate change. They must evaluate two claims from each article based on scientific evidence. Students must also discuss the media debate around climate change, including stakeholders on each side and how the public is informed. The report should include an introduction to the articles, evaluation of claims, discussion of the media debate, bibliography, and copies of the articles. Students will be marked based on their analysis of interactions between Earth's spheres, consideration of science and models in identifying climate change, evaluation of media reports, construction of evidence-based arguments, and communication of science ideas.Assignment (altered) the climate debate
Assignment (altered) the climate debatejennifer_lawrence
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1) The document provides instructions for a school assignment evaluating claims made in media articles about climate change. Students are asked to find one article agreeing and one disagreeing with climate change and analyze a scientific claim from each.
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Assignment the climate debatejennifer_lawrence
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The document provides instructions for a school assignment evaluating claims made in media articles about climate change. Students are asked to find one article agreeing that climate change is occurring and one disagreeing, then analyze two claims from each. They must also discuss the media debate around climate change, stakeholders on each side, and how the public learns about the issue. The report should introduce the articles, evaluate the four claims in relation to climate science evidence, analyze the media debate, include a bibliography, and attach copies of the articles. The assignment will be graded based on choice of articles, summaries, claim evaluation, analysis of the debate, bibliography, writing quality, and presentation.Lesson feedback form 1 and 2
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Upper Mud Creek has been negatively affected by urbanization, showing it is less healthy than the control site, Mud Tributary. While Lower Mud Creek shows some improvement over Upper Mud Creek, it is still not as healthy as the untouched Mud Tributary site downstream. The differences in health between the three sites can be explained by the increasing effects of urbanization upstream, though Lower Mud Creek shows some recovery as the urban influences decrease downstream. In conclusion, the Mud Creek ecosystem only partially recovers from the effects of urbanization as it travels further downstream.Assignment ecosystem case study
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2014 year 9 elective choice formjennifer_lawrence
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Year 9 rubric egjennifer_lawrence
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Outcomes based rubricjennifer_lawrence
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This document outlines an outcomes-based rubric for assessing science practical reports. The rubric includes achievement standards related to selecting appropriate investigation methods and equipment to collect reliable data. It also covers analyzing patterns in data, drawing consistent conclusions based on evidence, evaluating conclusions by identifying sources of uncertainty, and communicating scientific ideas for a particular purpose using evidence-based arguments. Achievement is assessed on a scale of A to E.Year 9 rubric eg
Year 9 rubric egjennifer_lawrence
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This assignment requires students to choose a current global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. The anthology must include five poems in specific styles and students will present their process and perform one poem. The goal is for students to better understand global issues and expressing information through poetry to engage audiences.Assignment infection analogy
Assignment infection analogyjennifer_lawrence
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Assessment policy annotatedjennifer_lawrence
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Assessement policy completejennifer_lawrence
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1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
Observation script
- 1. Observation Script / Guide Introduction • Set the atmosphere. • Overview of the feedback process, objectives and purpose. Transition statement • Moves the conference forward and should be open ended. Teacher talk (dump) • Listen to the teachers point of view and switch negative comments to positive. • Ask a process question. • Narrow the focus. • Make mental links to intended feedback. Transitional statement Feedback • Specific examples of skills used • Drawn on the teacher’s current understanding of what you are observing by getting them to explain. • Encouragement. Transitional statement • Should be directive Closure • Request specific information. • End conference and move into goal setting foe next observation. • Thanks for letting me observe your lesson today. Let me describe what will happen in this conference. • First I will get your impression of how the lesson went • Then I will give you some feedback on what I saw. • After that we will do a summary. • Does that sound OK? • Can you tell me how you think the lesson went? OR • Can you give me your impressions of that lesson? • (when they are winding down) Is there anything else you would like to say? • Can you tell me some of the things that went well? • Can you tell me what you said or did to make that happen? • You said the kids settled in the end. Can you tell me what you said or did to make this happen? • I am pleased you mentioned X because I would like to give you feedback about him/. Anything else you would like to add? • Great. Lets move on then and I will give you some feedback. I will be focusing on responses to behaviour from the essential skills that I saw. • I’m and going to give you specific feedback on the essential skills that you used to prevent misbehaviour and to respond to misbehaviour. • Name the skill, then give evidence of the use e.g. The skill I saw you using very effectively was scanning, especially when you were giving instructions to check for student understanding. • Are there any questions about the feedback I have given you? • Is there any area you would like to focus on for next observation? Maybe an area you think you could improve. • Thanks very much. I look forward to next time.