Transcript Document
I can examine the benefits of peer observation. I can demonstrate understanding of the PGES protocols for the peer observation process. The purpose of Peer Observation is for teachers to receive formative feedback from a peer to help improve their practice. The Peer Observation is only shared between the teacher and the peer and is an opportunity for teachers to engage in collegial conversations concerning pedagogical practice. Teachers should guide the observation process. Empowering teachers to share with peers their expectations from this partnership will allow peers to more effectively tailor their feedback. Teachers collaborate with one another to establish observation specifics. Observing others to identify areas of growth in the Kentucky Framework for Teaching or other standards. Observing others with one focus in mind, such as looking for areas of growth in student engagement. Observing others to see what new ideas we can walk away with such as formative assessment and differentiation. 704 KAR 3:370 requires every teacher to have one Peer Observation during his or her summative cycle; this is a minimum requirement and should not dictate the frequency of peer-teacher contacts. will observe, collect, share evidence, and provide feedback for formative purposes only will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. peer observer is trained certified school personnel Peer Observers participating during the summative year observations will complete the state developed training once every three years. All required peer observations must be documented in CIITS (time, date, evidence). All peer observations documentation will be accessed only by the evaluatee All peer observation scripting must be evidence based, not biased or interpretative statement. All teachers will receive a peer observation in their summative year. Screenshot of CIITS Initial Contact Pre-Conference › The pre-observation conference begins the collaboration process. Use this meeting to learn about the context of the class, the focus/and or goals of the particular session to be observed and the student outcomes the teacher aims for in the session. › Questions to Consider Pre-observation Form Teacher Name Conference Date Observation Type M1 M2 M3 Full Grade Level Observer Name School # of Students # of IEP Students Date of Lesson Subject Topic Time of Lesson The questions below must be filled out by the teacher prior to the observation taking place. This may be completed and submitted to the principal or completed in a face to face pre-conference. Guiding Questions from the Framework for Teaching Domain 1: Planning and Preparation 1. Is the lesson based on current standards? 2. Are the learning targets congruent with the current standards? Explain. 3. Are instructional activities congruent to the learning targets/standards? Explain. 4. Will students work in partners, groups, etc? How were they paired up and why? 5. Where did you obtain lesson and is it a reliable resource? 6. Does lesson offer links to other math content and/or other content areas? 7. How do you plan to assess students? How do you plan to use the results of the assessment? During the observation you should be as unobtrusive as possible. Students will know you are there, but try not to call attention to yourself. Feel free to take a clock or timer and a copy of the framework if necessary. Your ultimate goal is to script evidence. Length of observation can vary between districts After leaving the classroom, work through the evidence collected, check for bias or interpretation, and connect the evidence to each domain. You will want to complete this within two days of the observation while the lesson is fresh on your mind. After finalizing the evidence, you may want to share it with your peer to allow her or him time to look through it before the post conference. The post observation conference is the opportunity for the peer observer and teacher to review the evidence and facilitate teacher reflection. As peer observer, you are not evaluating the teacher, your task is to share the evidence and facilitate the discussion. “How do you think the lesson went?” is a good conference starter that allows the teacher to reflect and start the conversation. Use the framework as a guide for your discussion. Review PEER OBSERVERS • will observe, collect, share evidence, and provide feedback for formative purposes only • will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. PROTOCALS •All required peer observations must be documented in CIITS (time, date, evidence). •All peer observations documentation will be accessed only by the evaluatee •All peer observation scripting must be evidence based, not biased or interpretative statement. •All teachers will receive a peer observation in their summative year. QUALIFICATIONS •peer observer is trained certified school personnel •Peer Observers participating during the summative year observations will complete the state developed training once every three years.