Sofa Mosia {tical fends are god steners and problem solvers who hep others Sort uth thinking ond ‘make informed deca. They. + ascalenging questions that hep others te define ther expectations nd intentions, {help them raze when expectations for themes and ethers oe foo ow, ond, + tellthem when tiation don't match ther intentions. (a Llndabanetaar es woraresscom/2010/2 7b to tostorcafinds oot occessed 200815) Student should flow an sbseration feedback ye tke withthe same per colague) {allowing these Sos 2 Condit te observaon dcusion to deny key points tobe obser, nelation othe obsenee's personal gel 1 Qin cs sa eroded bit rn sel tenon a hep enfin © Gi oro and writen frock othe abeerieidentiing strengths ond ing constructive ommetsregording os fr development 4 Obsere he some pe sme tne ote ae fous on ther personal goals and suggestions ‘made inthe previous bsration, Note imprvemens mae Wenting ender fr tase ims. © Conduct a post obseneton dicusion oon entiying strengths ond ging cnstrcte edbock where needed. Dsus theefecnenss of previous feedback. Prone ten TeavockTemplate for Peer Observation 1 and 2(Y3S6 ECE) [Press ensure thatthe observer [etal Fiend fas’ copy ofthe lason pans] ensure thatthe observer tial end’ Rasa copy ofthe leston plan reer observation Number: Datei Name of Stent Teacher tobe absene \Fhol201y @co—see) | Sela Wouse [Bare a cay a | “res af Foa ‘ame of Observer eal nde Beads -on acuity Febvas Oneen QM earning Outcomes: - ID Laesky teller W fa @® Kas Ae obiects Aner check Se Aeties O {D esiag, Lees Wa, IG Beceanize Ne seand of reer Ble a ‘PEER OBSERVATION: AEA OF FOCUS 4 Soaerved Senge Sesion or fre developments = Carol Ne clessccos well / cestive cactvitie Fse moneqenent | = Usag, dik Riest Stores, Ao Aassihon behccen | ostiv: Refledion fo be complted ater dicaion of Per Review with caleague ending af eseraen Po rho fee ese new eel caee deena eat treat ih yr atu ater elo ow ta asa arsine be aso ees rat? Wf eas om your cou yh er tn san°Bo odo aps ht ronan eoeene? Hiya Sea \esen Xo wy comme ond Che scich gent CEH She Wi concentiOrE MAE monagerent ser aaron —| eePease Wik the Bowes ung the sale with S indicating the best posible perormanee Professionalism 112 [aye 2 Displays high Aandard of professional betaviour, which ndudey punctual and readines forthe ssn, | ‘Show inttive and enthusiasm during the Ton, Ne" "Promotes a postive learning environment & bulls good rapport with the leer ‘Comments or reasons or scoring above: Planing fr Learning e ° "rove eso pln, which ces a equ oration nda cer ane aring outcomes. Shows a todent centered focsln hess lan Incorporates diferenation though acliutes, questioning and/or 1 learning styles. L _ | Materas and resources for teaching are of high qualiy and appropriate t the level ofthe earner. Formative and/or summative assessment actives ae included in i the plan SUSNSIS aad Implementing and Managing Learning @ [ica aoa 1 ‘Maintaining engagement ~ independence Ensures instructions questions & explanations are clear, accurate @ constructive, | Uses effecive questioning & elation techniques ‘sablshes and maintains clear and constent rules B routines T‘Maintains an appropriate pace to challenge and motivate he students. : iA) "ies range of eacing st ‘anages esion ine effectively [7 ‘Comment or reasons or scoring above | Motoring an asesment ‘Manito student progress efecvey during the seston rovdes ongoing Teedbackto students to enhance fearing during the session. ‘Uses formative andor summative assessment such ae Checiats, Traffic Lights, photos, children self-assessment, earring Journey, fe. to evaluate student’ performance —_j | 1 Please add specific comments about the student teacher's observed strengths relative to ‘thei ara of focus uring this session and identify areas in which you fel further developments necrsary. Please share feedback immediately following the observation once the forms. are completed. Feedback mecting date:_/i0/201% Time_|2.00 5 12+ 30 Observer signature;__“FNinse Date:_/10 (20.4