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    Ghost - Visit Step 5

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    nathalialqs
    This document describes a "Ghost Visit" protocol used to introduce peer observation to teachers. The protocol involves teachers silently visiting each other's classrooms when students are not present. They document evidence in categories like student work and equity. Later, the group shares evidence without evaluation. The teacher visited then responds. The protocol can also be used in professional development to have groups visit each other's meetings. The purpose is to focus on evidence over evaluation in peer observation and feedback.

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    Ghost - Visit Step 5

    Uploaded by

    nathalialqs
    19 views2 pages
    This document describes a "Ghost Visit" protocol used to introduce peer observation to teachers. The protocol involves teachers silently visiting each other's classrooms when students are not present. They document evidence in categories like student work and equity. Later, the group shares evidence without evaluation. The teacher visited then responds. The protocol can also be used in professional development to have groups visit each other's meetings. The purpose is to focus on evidence over evaluation in peer observation and feedback.

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    ghost_visit step 5

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    This document describes a "Ghost Visit" protocol used to introduce peer observation to teachers. The protocol involves teachers silently visiting each other's classrooms when students are not present. They document evidence in categories like student work and equity. Later, the group shares evidence without evaluation. The teacher visited then responds. The protocol can also be used in professional development to have groups visit each other's meetings. The purpose is to focus on evidence over evaluation in peer observation and feedback.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views2 pages

    Ghost - Visit Step 5

    Uploaded by

    nathalialqs
    This document describes a "Ghost Visit" protocol used to introduce peer observation to teachers. The protocol involves teachers silently visiting each other's classrooms when students are not present. They document evidence in categories like student work and equity. Later, the group shares evidence without evaluation. The teacher visited then responds. The protocol can also be used in professional development to have groups visit each other's meetings. The purpose is to focus on evidence over evaluation in peer observation and feedback.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Ghost Visit

    Developed by Jonett Miniel and Bonnie Kelly for use in school-based LC’s, 1999; adapted by Jonett Miniel
    and Carol Ann Caveny, 2000; revised June, 2003.
    Purpose
    To help participants focus on identifying evidence versus evaluation. This activity was developed to use
    within a school-based learning community as an introduction to peer observation. It has also been used in
    a professional development experience as an introduction to peer observation.

    Time
    15 minutes for visit, and 45 minutes for activity and debrief

    Process
    Members of the learning community visit one another’s classrooms when the students aren’t present. They
    spend 10-15 minutes, silently documenting the evidence they find for the categories listed (see form).
    The group then shares the evidence (whole group) and the information is charted. The coach facilitates
    a discussion about the charted observations noting the differences between evaluative statements and
    evidence. During this process the teacher whose classroom was visited remains silent and takes notes. S/
    he then has an opportunity to respond or comment on what has been said.

    Teachers can then choose to use the attached form as a springboard for further peer observations, creating
    their own categories/focus point(s).

    Note: This process can be also be used during a professional development experience that involves more
    than one group involved in similar learning. At a time agreed upon by the group facilitators, members
    of the respective groups trade places and spend 10-15 minutes in each other’s meeting spaces, silently
    documenting the evidence they find for the categories listed. Then the groups return to their own rooms
    and share (whole group) the evidence they have written. As the facilitators chart this information they lead
    a discussion around statements of evaluation versus statements of evidence. Later in the day the facilitators
    may exchange the charted information with the group they visited. Important note: The visits need to take
    place simultaneously so that the room participants are not present.

    Facilitator Tips: Additional categories may be added to the list. For example, for use in a classroom
    visit: classroom management, child-friendly environment, student achievement, print-rich environment,
    integration of content area, etc.

    Debrief
    • How did this go for you? What worked well, and what was difficult? Why?
    • How might the conversations have been different had we visited the other group while in session?
    Would the evidence differ?
    • What are the advantages/disadvantages of using this activity?
    • What would you want to keep in mind as someone facilitating this activity?

    Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
    about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.
    What evidence do you see of…

    1. On-going learning

    2. A learner-centered environment

    3. A professional community

    4. Student work

    5. Diversity

    6. Equity

    Protocols are most powerful and effective when used within an ongoing professional learning community and facilitated by a skilled facilitator. To learn more
    about professional learning communities and seminars for facilitation, please visit the School Reform Initiative website at www.schoolreforminitiative.org.

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