Transcript Session 1: Observing Teaching

TEACHER OBSERVATION/
EVALUATION PROCESS
Teacher Institute
July 2012
Objectives
Teachers will be able to:
1.
2.
3.
4.
Identify the various types of formal and
informal observations.
Identify the various types of feedback
associated with observations.
Analyze observation feedback based on
SOTEL.
Review the 2012-2013 Teacher
Evaluation Rubric
Agenda
Do Now
 Purpose for Observing Teaching and
Providing Feedback
 Types of Observations and Feedback
 Key Take Aways
 Exploring the 2012-2013 Teacher
Evaluation Rubric

Do Now
Think about the most valuable feedback
you have ever received from a peer and/or
supervisor.
 What impact did it make on your work?
Why?
 Share with a partner.
 Whole group share
Why are observations and feedback
important?
Cognitive psychologists studied expertise across
a variety of sectors--from silver-smithing to law,
surgery to architecture. One trait differentiated
experts from the rest:
The experts were more likely to be selfcritically focused on improving their skills.

Bereiter, Carl, and Scardamalia, Marlene. Surpassing Ourselves: An Inquiry into the Nature and Implications of
Expertise.
New York: Open Court Publishing Co., 1992.
Purpose of Analyzing Teaching and
Providing Feedback

Analyzing teaching allows the observer to
identify areas of strength and growth.

Teacher  Student Feedback =
Instructional Leader  Teacher Feedback

DANGER: taking critical feedback
personally
Types of Observations
Learning walks
 Mini-Observations
 Extended Observations
 Full period observation

Learning Walks
 Quick “tour” of building
 Occur occasionally
 Culture audit/safety
Learning walks are for general, school-wide
feedback on culture and safety. If necessary,
feedback is shared at a staff meeting.
Mini-Observations
 5 minutes
 Every teacher receives one per week
 Non-evaluative
Feedback

Same day, face-to-face
◦ Gives an opportunity to develop a partnership between teachers
and instructional leaders
◦ Creates a conversation around the observation – allowing for
immediate questions and clarifications
◦ Avoids miscommunication common in notes and emails from a
lack of expression and tone
SOTEL: A Framework for Communication
Briefly at your tables, discuss what you think the following
terms entail when it comes to classroom instruction:
Safety
 Objectives
 Teaching
 Engagement
 Learning

SOTEL: A Framework for Communication




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Safety: The class is running smoothly and students can focus
on learning.
◦ Key Question: Can these kids focus on learning?
Objectives: Are the lesson objectives clear?
◦ Key Question: Where is this lesson heading?
Teaching: The learning experiences are being skillful
orchestrated.
◦ Key Question: Is the learning being skillfully orchestrated?
Engagement: The students are paying attention and are
involved in the lesson.
◦ Key Question: Who is doing the work here?
Learning: What is being taught is being learned.
◦ Key Question: Are all the kids getting it? How do you know?
Extended Observations
 15-20 minutes
 Designed to get a bigger picture of instructional
practices; to offer additional support
 Non-evaluative (initially)
These observations will be followed up with
more formal feedback and a meeting to
discuss it in person.
Example: Ms. Norwood
After having an in-person debrief with Ms.
Norwood about her high school history
class, she shared that she was concerned
her students were listening and following
along, but weren’t actually learning the
material. She asked for an extended
observation to see what more she could do.
Feedback Form and Meeting

Review the feedback form. What do you
notice about it?
◦ How is this form helpful for teachers? For
administrators?

Now watch a role play of an instructional
leader meeting with Ms. Norwood to
review the observation and feedback form.
◦ Was the meeting successful?
◦ Why or why not?
Your turn 
HS Algebra with Kevin
Part 1: http://youtu.be/xJF2tE7MU2g
 Part 2: http://youtu.be/wAw970eaK0I

At your table, discuss:
What did you put in the “+” column? The “?” column?
Full Period Observation
 55 minutes
 Every teacher receives twice per year (or as needed)
 Evaluative
During full-period observations, the instructional
leader will focus on all aspects included on the teacher
evaluation rubric in regards to instruction and delivery.
These are mandatory, formal observations that will be
completed twice per year.
 Feedback takes the form of the evaluation rubric,
which is reviewed and signed by the teacher during
evaluation meetings (also held twice per year).

Key Take Aways
Observations
 SOTEL
 Feedback

In sum…



As educators, we need to continuously improve
our effectiveness in order to better serve our
students.
Observations and feedback are ways to support
teacher growth and development, and most
importantly – student learning.
It takes two to tango. Maximum results can only
be obtained when each part is doing their job:
instructional leaders will be held accountable
for observing and giving feedback. Teachers will
be held responsible for implementing
suggestions for improvement.
2012-2013 Teacher Evaluation Rubric
6 Domains:
◦ Planning and Preparation for Learning
◦ Classroom Management
◦ Effective Instruction
◦ Family and Community Outreach
◦ Professional Responsibilities
◦ Teacher Leadership
Rating Scale for each element in the domains:
4 – Highly Effective
3 – Effective
2 – Improvement Necessary
1 – Does Not Meet Standards
Professional Growth Plan (PGP)