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It explains a peer observation model focused on professional growth rather than performance evaluation, emphasizing supportive, formative, collaborative, and reflective practice. The toolkit details the Droichead process, including recommended numbers and purposes of observations between NQTs and experienced teachers, and how discussions refine lesson plans, identify strengths, and target areas needing advice. It provides a practical framework to enhance teaching and pupil learning.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/droichead-classroom-observation-toolkit-primary/164361/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/droichead-classroom-observation-toolkit-primary/164361.png","ImageObject",442,249,{"name":88,"@type":89},"Olivia Brown","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-20","2026-08-31",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the main purpose of classroom observation in the Droichead process?","Question",{"text":108,"@type":109},"The purpose is to enhance teaching and learning in the NQT’s classroom through targeted support and professional growth.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What principles guide observation and discussion?",{"text":113,"@type":109},"Observations should be supportive, formative, collaborative, and reflective, focusing on learning needs and constructive professional conversations.",{"name":115,"@type":106,"acceptedAnswer":116},"How many observations are recommended between the NQT and experienced teachers?",{"text":117,"@type":109},"The toolkit recommends at least two observations by the NQT of experienced teachers and at least two observations of the NQT by members of the PST.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},164361,1788152123,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":140},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Droichead\nClassroom Observation Toolkit\nPrimary\nContents\n\u0003\u0013 TOC \\h \\u \\z \\t \"Heading 1,1,Heading 2,2,Heading 3,3,\"\u0014\u0013 HYPERLINK \\l \"_heading=h.1fob9te\" \\h \u00141. Introduction to Observation and Discussion\t1\u0015\n\u0013 HYPERLINK \\l \"_heading=h.4d34og8\" \\h \u00142. Key Principles of Observation and Discussion\t2\u0015\n\u0013 HYPERLINK \\l \"_heading=h.3rdcrjn\" \\h \u00143. Observation and the Droichead Process\t3\u0015\n\u0013 HYPERLINK \\l \"_heading=h.lnxbz9\" \\h \u00144. The Coaching Cycle\t4\u0015\n\u0013 HYPERLINK \\l \"_heading=h.44sinio\" \\h \u00145. Observation by the Newly Qualified Teacher\t5\u0015\n\u0013 HYPERLINK \\l \"_heading=h.2jxsxqh\" \\h \u00146. Observation \u0015\u0013 HYPERLINK \\l \"_heading=h.2jxsxqh\" \\h \u0014of \u0015\u0013 HYPERLINK \\l \"_heading=h.2jxsxqh\" \\h \u0014the Newly Qualified Teacher\t6\u0015\n\u0013 HYPERLINK \\l \"_heading=h.2p2csry\" \\h \u00147. Key Reminders\t1\u00154\n\u0013 HYPERLINK \\l \"_heading=h.3o7alnk\" \\h \u00148. Appendices\t                                                                                           1\u00155\n\u0013 HYPERLINK \\l \"_heading=h.23ckvvd\" \\h \u0014Appendix 1: Observation by the NQT Record\t1\u00155\n\u0013 HYPERLINK \\l \"_heading=h.32hioqz\" \\h \u0014Appendix 2: Pre-Observation Framework with Discussion Prompts\t1\u00156\n\u0013 HYPERLINK \\l \"_heading=h.41mghml\" \\h \u0014Appendix 3: Pre-Observation Framework and Specific Lesson Plan\t1\u00157\n\u0013 HYPERLINK \\l \"_heading=h.3fwokq0\" \\h \u0014Appendix 4: Post-Observation \u0015\u0013 HYPERLINK \\l \"_heading=h.3fwokq0\" \\h \u0014of \u0015\u0013 HYPERLINK \\l \"_heading=h.3fwokq0\" \\h \u0014the NQT Record (template)\t1\u00158\n\u0013 HYPERLINK \\l \"_heading=h.4f1mdlm\" \\h \u0014Appendix 5: Post-Observation \u0015\u0013 HYPERLINK \\l \"_heading=h.4f1mdlm\" \\h \u0014of \u0015\u0013 HYPERLINK \\l \"_heading=h.4f1mdlm\" \\h \u0014the NQT (sample)\t1\u00159\n\u0015\u0004\n1. Introduction to Observation and Discussion\nObservations are part of a multi-faceted process of induction as they provide opportunities to learn from fellow professionals. The observation model in the Droichead process is based on a peer observation model.\nKey points about peer observation:\nServes as a vehicle for professional growth rather than performance evaluation.\nPromotes job-embedded professional development.\nTeachers observing teachers improves teaching practices and pupil learning.\nIf done well, it is carried out in a real, practical, immediately relevant situation.\nThe teacher can improve their skills by observing a peer in a safe and inclusive learning environment\nTeacher observation is most successful when the teacher and observer work together and reflect.\nIt provides focused classroom support.\nSupport from an ‘expert’ (peer) who understands the daily demands of the classroom.\nIncreases trust and collegiality among staff.\nLessen job stress for the teacher, knowing that a colleague is available to help, explain and assist.\nThe Teaching Council in its policy advises that,\n“…the focus should be on observation of both pupil learning and teaching. After that, the focus should be determined by the Council’s standards … and, in particular, the areas where most support is needed” (Droichead: The Integrated Induction Policy Teaching Council, 2017, p. 5).\nThe purpose of every observation is to enhance the teaching and learning in the NQT’s classroom.\n2. Key Principles of Observation and Discussion\nFigure 1: Key principles of observation and discussion\nSupportive: Observations are conducted in a spirit of support and not evaluation. How best can I support this newly qualified teacher (NQT) to enhance the teaching and learning? A whole-school approach to observations is important. It is not just the Professional Support Team (PST) and NQT who are involved. NQTs may also observe other host teachers (non-PST members). Observations by the NQT and of the NQT are a constructive and integral part of teaching, learning and pupil assessment.\nFormative: Observations are a key tool to enable support and professional growth -observation as learning and for learning. Observations undertaken as part of the Droichead process:\ninvolve learners in the learning process\nhelp individuals to diagnose their own needs\nuse learners’ own experience while learning\nbuild learning experiences around real-li","cbCaisRc2Yumk9ha","https://ap.wps.com/l/cbCaisRc2Yumk9ha","docx",605599,24,"English","# Introduction to Observation and Discussion\n# Key Principles of Observation and Discussion\n# Observation and the Droichead Process\n# The Coaching Cycle\n# Observation by the Newly Qualified Teacher\n# Key Reminders\n# Appendices\n## Appendix 1: Observation by the NQT Record\n## Appendix 2: Pre-Observation Framework with Discussion Prompts\n## Appendix 3: Pre-Observation Framework and Specific Lesson Plan\n## Appendix 4: Post-Observation of the NQT Record (template)\n## Appendix 5: Post-Observation of the NQT (sample)","[{\"question\":\"What is the main purpose of classroom observation in the Droichead process?\",\"answer\":\"The purpose is to enhance teaching and learning in the NQT’s classroom through targeted support and professional growth.\"},{\"question\":\"What principles guide observation and discussion?\",\"answer\":\"Observations should be supportive, formative, collaborative, and reflective, focusing on learning needs and constructive professional conversations.\"},{\"question\":\"How many observations are recommended between the NQT and experienced teachers?\",\"answer\":\"The toolkit recommends at least two observations by the NQT of experienced teachers and at least two observations of the NQT by members of the PST.\"}]","Droichead Classroom Observation Toolkit - Primary | DOCX",8]