STAR PROCESS:
The STAR Protocol and Process simply uses classroom observation as an opportunity for us to reflect on our own instructional habits. Classroom observations should be opportunities to enter learning labs. We are NOT trying to critique the teacher observed or provide feedback to their lessons. Rather, we are trying to determine if WE see the various elements of Powerful Teaching and Learning. Commenting on another teacher's classroom practice is much more about our own understanding of Teaching and Learning than it is about the quality of the lesson itself.
|
Most people assume that the purpose of classroom observation is to make judgments and provide feedback to the teacher observed. With the STAR Learning Walks, nothing is further from the truth.
The first thing to recognize is that “instruction” is human behavior. As such, it is governed by habits. Most of the time these habits don’t change for two reasons: (1) teachers do not think about their instructional habits, and (2) teachers do not plan to change their habits. We have found teachers will not change their instructional practices unless they learn to reflect on their instructional habits and implement pedagogical lesson planning. |
We know what effective practices are, and we know what they look like, but rarely do they reach the classroom, even after specific skills training. Based on BERC research, however, rarely are teachers ineffective because they do not know what to do. In our experience many teachers know the right thing to do, but they are not in the habit of mindfully doing it. If teachers do not know the skill, then we teach it. However, that cannot be the end of it. We provide support that fundamentally helps teachers identify existing (ineffective) instructional practices and create effective Instructional Habits. STAR Walks allow us to SEE and identify if it is an effective or ineffective instructional practice. Discuss effective instructional practice that we DIDN’T SEE (even during tests or independent work) and how it could be applied during this time frame that we observed.
S
|
See something different. You must see something different before you will do anything different in your classroom. The first step in the STAR Process is to observe a classroom and see teaching and learning take place.
|
T
|
Talk about what you saw. When you see someone teach, you will want to discuss what you saw. The second step in the STAR Process is to talk with your colleagues about your observations. The key is maintaining reflective and constructive dialogue.
|
A
|
Apply your observations to your own instructional practices. To make sure the dialogue is reflective and constructive, the focus needs to be on personal application. This is the third step in the STAR process.
|
R
|
Reflect on the teaching and learning in your classroom and integrate these reflections into your lessons. The fourth step in the STAR Process requires you to move from observing to improving instruction by examining your own classroom practices on a regular basis.
|