Transcript TEAM - Knox County Schools

TEAM Evaluation PostConference Process
Objectives
• To identify the characteristics of an
effective post-conference
• To identify the protocol for a TEAM postconference
• To target areas to improve my skills as a
post-conference leader
Agenda
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Objective
Elements of an effective post-conference
TEAM protocol for a post-conference
Watch a video of real post-conference
Debrief post-conference
Reflection/personal goal
Think, Write, Round-Robin
1.Think about the question individually
2.Go “round” the table and share your
answer(s) one at a time
3.Everyone will write the answers shared by
the people at your table. At the end
everyone has the same list of answers.
You just witnessed a post-conference that
you deem to be effective. What are the
elements of the post-conference that led
you to label it as effective?
Characteristics of an Effective
Post-Conference
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Majority of talking done by the teacher
Thinking is on teacher
Coach asks questions to guide teacher
Open ended questions that generate
responses
• Conversational
• Based on teacher’s abilities and capacity
Think, Reflect, Write
Think about the post-conferences that you
have led thus far.
What do you think are some of your
strengths as a post-conference leader?
What are some areas of leading a postconference that you would like to
strengthen?
EVALUATING focuses on:
• Aligning practices with a set of standards
• Rating performance according to rubrics
• Judging, encouraging, coaching, and
supporting
We do not learn from our
experiences, we learn from
reflecting on our experiences.
- Ralph Waldo Emerson
Why Coach?
Existing
State
Post-Conference
Desired
State
• Superficial reflection
• Clear labels for factors
that generated a
Success/Complication
• Tentative plans
• Deep reflection
• Success/Complication
• Clear plan of action
The Evaluation Cycle
The
Pre
Conference
The
Observation
The
PostConference
Post-Conference Protocol
I.
II.
III.
IV.
Introduction
Reinforcement
Refinement
Review scores and evidence
Selecting Reinforcements & Refinements
When considering a lesson, which areas of the rubric..
A.
B.
C.
D.
Had the lowest/highest score
Would have the greatest impact on student achievement
Would impact other indicators
Would provide the teacher with the most potential for
growth
E. Can I clearly label through evidence and examples for
improvement
*Don’t choose a refinement that is directly related to the
reinforcement
Reinforcement Plan
1. Reinforcement Objective
Timeline
Action for the teacher to take
Label the indicator from the rubric
Language from a specific descriptor
2. Self-Analysis Question
• Open-ended
• Use language from a specific descriptor to
be reinforced
• Probe for specificity
• Extend thinking
• Be a good listener- Take yourself out of
the conversation. Don’t use “I”
statements.
3. Evidence
• Include judgment free, specific examples of
what the teacher said or did that relates to
the reinforcement objective.
• When possible, provide examples of what
students said and did.
4. Recommend continued use and
elicit feedback
Label the indicator and descriptor teacher
should continue to implement
Pose a question that encourages an explanation
of how this reinforcement impacts student
learning
Refinement Plan
1.
2.
3.
4.
5.
6.
Refinement Objective
Self-reflection Question
Evidence
Model/example
Guided practice
Closure
Model/examples
• Presents several concrete and specific
suggestions that the teacher can implement into
practice
• Focused on the refinement objective
• Enhances student mastery of the learning
objective
* This is a crucial element in this process.
Guided Practice
• Discuss how the refinement area can be
included in the observed lesson or in an
upcoming lesson
• Listen and provide feedback
Closure
• Ask the teacher a question to reflect on
and apply what was discussed.
• Question the teacher about the positive
things that are happening in her
classroom.
• Provide teacher with scores
Post-Conference Plan
• Take 3 or 4 minutes to read the post-conference plan from
the video we’re going to watch.
• After reading the plan, think about how you would complete
these three sentence starters:
1. I like…
1. I wonder…
1. My prediction for this post conference is…
Watch Post-Conference
Thinking about the protocol we’ve discussed
and the elements of an effective postconference…
Jot down examples of these elements that
are present in the post-conference as you
watch it.
Effective Elements
• What are some specific elements of this
post-conference that make it effective?
• What examples do you have of those
components?
Different Perspectives
• Number off at your table
• All even numbers will take the point of
view of the teacher and all odds will be the
evaluator.
• Think of one word to describe your
feelings about the post-conference.
• Share with your table your word and why
you chose that word.
SU HU PU
• How did knowing the protocol benefit the
post-conference leader?
• How did the leader following the protocol
benefit the teacher?
Reflection
Take out your reflection about personal
strengths/areas of need.
Based on your new learning from today,
make additions or deletions to your
reflection?