WestEd’s Plan, Observe, and Debrief (POD) model is a facilitated peer observation and review process through which teachers learn from one another through collaborative lesson planning, classroom observation, and structured debrief. During POD cycles, teachers visit one another’s classrooms, give and receive feedback on formative assessment implementation, explore how new ideas work in their specific context, and set personal goals. Learning within POD cycles contributes to an adult learning culture that promotes transparency and continuous reflection and, in this way, mirrors the student experience of learning in formative assessment.
In this professional learning series, WestEd coaches support lead teachers and coaches to conduct site-based Plan, Observe and Debrief Cycles. This professional learning provides shared capacity for lead teachers and/or academic coaches to deepen classroom observational of formative assessment and to lead dialogue and provide feedback during collaborative teacher-led peer review sessions.
Lead teachers and academic coaches develop knowledge and skills to observe and collect evidence related to:
- How teachers and students are engaged in learning and applying formative assessment to support students’ use of evidence during learning
- The student role in learning, including student’s use of metacognitive and self-regulation skills that strengthen student agency
- Evidence of key principles, including classroom learning culture, student identity and equity
Lead teachers and academic coaches will also deepen knowledge to lead effective peer review sessions by:
- Designing observational and feedback routines that establish a safe environment for risk-taking and learning
- Applying core facilitation principles to lead collaborative peer dialogue, individual reflection, effective peer feedback and goal setting
- Developing practices that model transparency, and promote equity, participation and trust
“This work helps me, and my peers, become reflective practitioners – something I’ve always wanted.”
“I’ve asked my teachers to help me think about what it means to shift from a collegial, polite model of working together, to one that is learning-focused. We agreed to ask one another what our level of “push” is for each debrief meeting. This has given us permission to ask new questions of ourselves, and one another.”
To learn more, contact Nancy Gerzon at email@example.com