Transcript Using Data as a Catalyst for Collegial Conversations

Using Data as a Catalyst for
Collegial Conversations
Changing Instruction and Reflecting
on Practice through Peer
Observation
CCSSO Educational Leaders Conference
Milwaukee
September 2008
Data on Teacher Effectiveness
The quality of the teacher is one of the most
important determinants of educational outcomes
for students, if not the most.
Students taught by teachers in the bottom decile
of effectiveness learn in one year what a teacher
in the top decile could achieve in less than six
months with the same students.
Hanushek et al (2005)The Market for Teacher Quality
National Bureau of Economic Research
Guiding Questions
• What constitutes effective teaching?
• How is effective teaching demonstrated in the
classroom?
• How can evidence of effective teaching be
measured or captured as data?
Connecting Data to Improving Practice
• How can the data be used as part of a formative
process to support the development and
improvement of teachers’ skills?
• If teacher’s professional growth and
development were assessed more formatively
would the process serve as a model for teachers
to use with their students?
"Effective teaching is not a
set of generic practices,
but instead is a set of
context-driven decisions
about teaching.
Effective teachers do not use
the same set of practices
for every lesson . . .
Instead, what effective
teachers do is constantly
reflect about their work,
observe whether students
are learning or not, and,
then adjust their practice
accordingly.
Glickman 1991
Components of Professional Practice
1. Planning and Preparation
Content knowledge and pedagogy
2. Classroom Environment
Culture, management, behavior, physical space
3. Professional Responsibilities
Record keeping, communication, professional growth
4. Instruction
Student engagement, questioning, communicating
with students, assessment
Danielson’s Framework for Teaching
Formative Peer Observation
Provides teachers with information that they can use to
improve their teaching. The information is intended for
their personal use, rather than public inspection.
As a result, formative observations are frequently less
formal, focuses on specific aspects of teaching, is
ongoing, and includes a wide range of activities. It is a
basis for the development of effective teaching
throughout a career.
From North Carolina State University’s “Peer Review of Teaching”
Peer Observation
with Formative Feedback
Encourages and supports continuous improvement
in teaching in a safe, collegial, and meaningful
manner
Learning can occur for the observer as well as the
teacher being observed
What’s the point?
Peer classroom
observation (a.k.a. peer
review of teaching) puts an
end to pedagogical
solitude
Shulman (1993)
The most important bottom-line benefit to
peer review of teaching is the
improvement of student learning.
Observations as part of Evaluation
Typically, a summative evaluation is a
judgment about teaching that is used to
make a decision—a decision
about level of performance,
tenure, promotion or teaching awards.
A summative evaluation of teaching attempts to
summarize the complex phenomena of teaching.
Weimer (1987)
Formative
Observation
and Feedback
Information gathered for the purpose of
improving and developing teaching. This
information is meant to inform change.
Rando and Lenze (1994)
Steps (stages)
of Change
Termination
Maintenance
Action
Preparation
Contemplation
Precontemplation
The Goals of Peer Observation and Coaching
• To de-privatize teaching
• Provide opportunities for obtaining helpful
feedback
• Form collegial relationships that are mutually
supportive and respectful.
Factors of Effective Professional Development
• Incorporates both process and content elements
• Relates to local circumstances in which the
teachers operate
• Takes place over time
• Involves teachers in active, collective
participation
• Focuses on deepening teachers’ knowledge of
content and strategies
• Translates into everyday practice
Based on a Common Understanding
Teaching is a highly individualized activity.
Teaching techniques that work for one faculty
member many not be effective for another faculty
member in a different discipline or even in the
same discipline. Indeed, there is no one way to
be an effective teacher.
austincc.edu
Step One: Establish Norms and Responsibilities
• Peer observations and coaching conversations
should be voluntary and mutually directed.
• All aspects of peer observations are kept
confidential between the two teachers involved.
• All notes and materials from the observation are
given to the teacher being observed.
• It is encouraged that the teacher being observed
keep the materials in order to look at patterns
over time.
Step 2: Before the Observation
• The teacher being observed is in control of the
observation.
• He/she will determine what is to be observed
and what type of feedback he/she would like to
receive.
• A pre-conference will determine the focus of the
observation, which observation protocol/lens will
be used and what data will be collected.
Step 3: The Observation
During the observation…
• Record only the agreed upon data that the teacher
requested.
• Additional student or teacher behaviors that are
observed should not be commented on even if it is
tempting to unless it is requested by the observed
teacher.
• Use the protocol to record what you see not what you
think.
• Leave out personal biases and preferences
Step 4: After the Observation
• Set up a post-conference to discuss the observation
• Focus the conversation on the data not the observed
teacher
• Feedback should be non-judgmental and nonevaluative.
• Feedback should be specific and evidence-based
• Use reflective and collaborative language stems to
begin the conversation
• Talk about the teaching and the learning
Characteristics of Formative Feedback
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•
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Positive
Non judgmental and non-evaluative
Specific and evidence based
Focused on the data not the person
Involves sharing information
Prompts mutual reflection
Requires a supportive, confidential relationship
built on trust, honesty, and genuine concern
What else can be added to
the conversation?
Combine classroom observation with other sources of
information to enrich the conversation:
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student interviews
classroom materials
examination of student work/products
curriculum maps, standards
assessment data
Integrating the Process into Practice
Suggestions:
• Put yourself in the role of a learner
• Study excellent teaching to practice excellent teaching
• Bring your scholarship/creative tools to the process
• Keep an open mind about different teaching styles and
methods
• Practice active listening
• If necessary, remind yourself to be receptive and
supportive
Student achievement significantly
increases as a teacher’s skill in
classroom assessment increases.
(Marzano, Black and Wiliam)
It’s All About Student Learning.
Period.
Deb Farrington
Professional Development Specialist
Measured Progress
100 Education Way
Dover, NH
1-800-431-8901 ext. 2447
[email protected]
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