REFLECTIVE OBSERVATION

The Planning Conference

1. Decide the focus of the observation (choose a general approach: directive
informational, collaborative, self-directed, others).
2. Determine the method and form of observation. Problem solve or plan
professional development prior to observation where appropriate. (The
supervisor will decide whether to include the teacher in making the decision on
what observation tool to use).
3. Set up the time of the observation and the feedback conversation.
Additional tips:
You may want to write a script on how you will start your conversation. You may add
other conversation starters that will help the teacher become comfortable with you.
The Observation
1. Finalize the choice of observation tool (can be done in collaboration with the
teacher).
2. Conduct the observation.
3. Verify the feedback conversation meeting time, offer a copy of the observation
tool to the teacher before the feedback conversation.
4. Analyze facts of the observation and begin thinking of interpretations (but
suspend judgment).
5. Think about the feedback conversation interpersonal approaches to be used
after the observee has reflected on his or her analysis of the completed observation instrument.
1. The Feedback Conversation 1: Directive Interpersonal Approach
-Identify the problem or goal and solicit clarifying information.
-Offer solutions. Ask for the teacher’s input into the alternatives offered and
request additional ideas.
-Summarize chosen alternatives, ask for confirmation, and request that the teacher restate final
choice.
-Set-up a follow-up plan and meeting.
The Feedback Conversation
2: Collaborative Approach
-The teacher identifies the problem; you solicit as much clarifying information
as possible.
-Reflect back on what you have heard for accuracy.
-Begin collaborative brainstorming, asking the teacher for his/her ideas first.
-Problem solve through a sharing and discussion of options.
-Agree on a plan and follow-up meeting.
3. The Feedback Conversation 3: Self-Directed Approach
-Listen carefully to the teacher’s initial statement.
-Reflect back on your understanding of the problem.
-Constantly clarify and reflect until the real problem is identified.

-Have the teacher problem solve and explore consequences of various actions.
-The teacher commits to a decision and firms up a plan.
-The supervisor restates the teacher’s plan and sets up a follow-up meeting.

Collaborative Reflection (for the last cycle)

-What was valuable in the process we just completed?
-What was of little value?
-What changes would you suggest for the next cycle?
After each cycle, reflect on the following:
-How much input was there in the planning conference? Would you
recommend a change in approach to this teacher in another planning session?
-Why?
-Was the observation tool you chose appropriate and effective? Is it a tool you
would use again? Why or why not? What other tools would you suggest?
-Which interpersonal approach did you use in the feedback conversation? How
did the teacher respond? How well did it work? Would you use another
approach next time? Why?
Additional point for reflection for the 3rd cycle:
-What were the teacher’s reactions to the process? How effective was the
collaborative reflection? What are your insights on the whole reflective clinical
supervision cycle?