Transcript TPGES Day 3 Observation - Marion County Public Schools
Day 3-Observation
Assessing Teacher Practice using the Framework for Teaching
Our Norms
Rule of Two Feet Be Present & Engaged Cell Phone/Computer Etiquette
Parking Lot
Learning Targets
• • • • I can collect evidence free of bias, based on facts, and aligned with the Framework for Teaching.
I can make professional judgments about teacher practice using the Framework for Teaching. I can explain the three step systematic observation process and my role.
I can explain the differences between traditional and learning focused supervision.
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“COULD HAVE” “SHOULD HAVE”
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“WOULD HAVE”
Bias & Personal Preference
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BIAS:
a strong opinion or feeling toward a group or behavior
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PERSONAL PREFERENCE:
strong leanings toward some behavior or thing that suits or “works for” the individual observer
BIAS Example:
Your opinion of a person with a certain accent may vary based on your previous experience. If you have previously only encountered a few smart people with this accent, you may assume when meeting someone new with that same accent that this person is also likely to be smart.
PERSONAL PREFERENCE Example
Your preference for classroom structure is one of quiet students working independently. You believe that this format avoids the opportunity for some students to "coast" on the efforts of others, and it also prevents any special needs of students from being masked by the work of others in a group setting. You believe your preferred classroom structure also serves to keep student conversations on-task.
Considering Bias & Personal Preference
Appearance Effort/Work Ethic Gender Personality Quiet Classroom Hygiene Age Classroom Appearance Organization of Instruction Race/Ethnicity
Discuss your prioritized list with your elbow partner and share your rationale to the extent that you are comfortable.
Share one item from your lists with the whole table.
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“Facts”
EVIDENCE
”Artifacts” “Observations”
Types of Observation Evidence
FACTS: Statements by Teacher or Students “Could one person from each table collect materials?” Actions by Teacher or Students The teacher stood by the door, greeting students as they entered.
Three of the eighteen students offered nearly all of the comments during discussion. ARTIFACTS: Resources Primary documents used by students during the lesson Features of the Classroom Student work is posted in the room or hallways
Evidence or Opinion?
The Framework for Teaching
• • • • •
Domain 2: The Classroom Environment
Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space • • • • • •
Domain 3: Instruction
Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
Using the handout titled “Evidence or Opinion”, complete the following steps. Try to complete the task independently, but feel free to consult with an elbow partner if needed. 1.
Read each statement and circle whether you believe it to be an example of Evidence or Opinion. 2.
Reference Domains 2 and 3 of the Framework for Teaching and determine with which domain and component each statement best fits. 3.
For statements that you believe to be opinions, rewrite each one so that it would be an example of actual evidence. 4.
Be prepared to share with the large group.
1.
The students in Mr. T’s biology class don’t seem to like him.
Opinion 2A – Creating an Environment of Respect and Rapport Rewrite: ____________________________
2.
Mr . J said, “Boys shouldn’t take family and consumer science.
”
Evidence 2B – Establishing a Culture for Learning
3.
The teacher took too long to take attendance.
Opinion 2C – Managing Classroom Procedures Rewrite: _____________________________
4.
The teacher asked five yes/no questions in rapid succession.
Opinion (with some factual information) 3B – Using Questioning and Discussion Techniques Rewrite: _____________________________
5.
The last activity, discussion of the key scene, was rushed.
Opinion 3C – Engaging Students in Learning (Structure and Pacing) Rewrite: _____________________________
Observe, Record, Interpret
DATA EVIDENCE FOR A COMPONENT INTERPRETATION JUDGMENT
Observe and Record
Notes from the observation Time
8:05
Actions & Statements/questions by Teacher & Students
T greets SS at the door T “Brandon, how did you do on your driver’s test?” Ss not sure what to do when materials handed out Ss asks “What are we supposed to be doing?” T ignores question T refers to students by name T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th grade expertise on pens?” “No, so you’re qualified to do this?” No smile.
Component
Remain, Reflect, Record
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Observer should stay in seat for 5 minutes following the lesson
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Reflect on the lesson
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Record any evidence you didn’t have time to capture
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Record any questions you have
Observe and Record
Notes from the observation Time
8:05
Actions & Statements/questions by Teacher & Students T greets SS at the door Component
2a
T makes SS feel like she cares about them personally T “Brandon, how did you do on your driver’s test?”
2a
Ss not sure what to do when materials handed out Ss ask people around them “What are we doing? What is this for?” Ss asks “What are we supposed to be doing?” T ignores question T refers to students by name T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th grade expertise on pens?” “No, so you’re qualified to do this?” No smile.
2c 3a 2a
Record & Interpret
Teaching is a performance. Performances are measured using rubrics .
Domain 2: The Classroom Environment 2a: Creating an environment of respect and rapport Element
• •
Teacher interactions with students Student interactions with other students Ineffective
• Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. • Teacher does not deal with disrespectful behavior.
Developing
• Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. • Students rarely demonstrate disrespect for one another. • Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.
Accomplished
• Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students.
• Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. • Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.
Distinguished
• Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. • Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.
Evidence:
T greets Ss at door . “Brandon, how did you do on your driver’s test?” T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th pens?” “No, so you’re qualified to do this?” No smile.
T “Thank you, group, you may have a seat.” T “So…there’s this guy, Eli Whitney…” grade expertise on S answers questions from T incorrectly. Another S gives correct answer. S who answered incorrectly and other students exchange smiles.
T gives directions, “obviously include the word” and T rolls eyes.
T says “When I was in the 7 T “Very nice, thank you.” expression.
th grade, I broke 4 pairs of glasses.” T gives directions, “When you get to the stop sign, predict. What are you going to do?” “STOP,” T rolls eyes Ss do not talk or make facial expressions when other ss are speaking.
T “Nice job. I think you are starting to get it.” T stands outside of classroom collecting exit card. “Thank you, you guys are great…have a good day.“ Comments rattled off quickly with no
Administrator’s Role Peer Observer’s Role
Arrange pre-observation conference Arrange observation time with peer being observed Hold pre-observation conference Hold pre-observation conference Conduct observation Complete observation form and send copy to teacher with post-conference date/time Hold post-observation conference and complete appropriate forms Conduct observation Complete observation form and send copy to teacher with post-conference date/time Meet with teacher to provide formative feedback
Promoting Professional Learning
Traditional Learning Focused
Traditional Observation Process 1
Administrator
initiates formal observation.
5 Post-observation conference held
Administrator
takes the lead 2 Pre-observation conference held
Administrator
takes the lead 4 Post-observation evaluation completed by
Administrator
3 Formal observation conducted
Administrator
collects evidence
Nature of Learning “Learning is done by the learner” Charlotte Danielson The person who does the analyzing and judging about the lesson is the person who is learning.
What do teachers DO in the evaluation process that causes them to learn?
Learning Focused Observation Process 1
Administrator
initiates formal observation
Teacher
completes planning form 5 Post-observation conference held
Teacher
takes the lead 2 Pre-observation conference held
Teacher
takes the lead 4 Post-observation form (rubric) completed by
Administrator
and
Teacher
separately 3 Formal observation conducted
Administrator
collects evidence
“Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation .” Talk About Teaching!
Charlotte Danielson 2009, Corwin Press
Learning Targets
• • • • I can collect evidence free of bias, based on facts, and aligned with the Framework for Teaching.
I can make professional judgments about teacher practice using the Framework for Teaching. I can explain the three step systematic observation process and my role.
I can explain the differences between traditional and learning focused supervision.
Best Practices in Effective Feedback
Learning Targets
• • • I can identify characteristics of effective feedback.
I can analyze feedback to determine the level of effectiveness and offer justification.
I can apply the Tips for Effective Feedback to observation feedback.
Your Experience with Feedback
• Think about a time when you received feedback that you feel helped move your learning forward. Share this experience at your table, explaining why you feel the feedback helped you.
• How and when was the feedback delivered?
How Do You Give Feedback?
• • • • How do you give feedback?
What phrases, symbols, etc. do you use when giving students feedback?
What is the purpose of your feedback?
Do you feel your feedback is effective? Why or why not?
“In a national survey conducted by Education Sector, 73 percent of teachers dismissed evaluations either as “just a formality” or as “well-intentioned but not particularly helpful to [my] teaching practice.” -Ensuring Accurate Feedback from Observations
• • • • Please number off 1, 2, 3, 4. (Principals Articles: 1 & 2, Peer Observers/Principals: 3 & 4) Read your assigned article and highlight key points.
When prompted, move to expert groups 1, 2, 3 or 4 to discuss article highlights. Use your organizer to note group discussion/highlights.
Take notes back to your core group and present each article’s highlights. Notes on each article should be recorded on the organizer.
When feedback is corrective in nature—that is, it explains where and why learners have made errors--significant increases in learner learning occur (Lysakowski & Walberg, 1981, 1982; Walberg, 1999; Tennenbaum & Goldring, 1989).
Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement (Hattie, 1992) Asking learners to continue working on a task until it is completed and accurate (until the standard is met) enhances learner achievement (Marzano, Pickering, & Pollock, 2001).
Effective feedback is timely. Delay in providing learners feedback diminishes its value for learning (Banger-Drowns, Kulik, Kulik, & Morgan, 1991).
Effective learning results from learners providing their own feedback, monitoring their work against established criteria (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).
Purposes of Feedback
• • • • • • correct errors develop understanding through explanations generate additional learning guide learners to correct concepts and away from incorrect ones identify strengths that can be built on build confidence, etc.
Best Practice Strategies for Providing Feedback
• • • • • Increase the value of the assessment. Make feedback count. Don't delay feedback. Help learners get it right. Ask teachers to provide their own feedback before giving them your feedback.
Characteristics of Effective Feedback
• • • • • • • • Prioritize your ideas and understand their value. Concentrate on the behavior, not the person. Balance the content. Own the feedback. Be timely and ongoing.
Offer continuing support. Be specific.
Be realistic.
Receiving Feedback
• • • • • • Listen to the feedback given. Be aware of your non-verbal responses. Be open. Understand the message. Reflect and decide what to do. Follow up.
Feedback Sorting Activity
1. Divide into groups of three or four participants.
2. Each group will need “Tips for Effective Feedback,” two columned feedback chart, and an envelope with feedback samples.
3. Pull one card out at a time from the envelope. As a group, discuss the effectiveness of the feedback statement using the tip sheet and sort the feedback statement.
4. Continue this process until all statements in the envelope are sorted.
Taking a Look at Feedback Within Observer Roles
Peer Observer Principal
• • • Formative feedback No unannounced observations Could focus on problem of practice, if requested by teacher • • • Formative feedback that leads to summative feedback Can be announced and unannounced Scripting all behaviors of practice
Revisiting Our Learning Targets
• • • I can identify characteristics of effective feedback.
I can analyze feedback to determine the level of effectiveness and offer justification.
I can apply the Tips for Effective Feedback to observation feedback.
Expectations for Field Test
• Participants are expected to use the feedback information to provide effective feedback to move teachers forward in their professional growth, which will improve student achievement.