Transcript of Observation Process and Teacher Feedback. 5 Step Cycle of Evaluation.
- Slide 1
- Observation Process and Teacher Feedback
- Slide 2
- 5 Step Cycle of Evaluation
- Slide 3
- Observation Feedback Article Effective observation and feedback
isnt about evaluation, its about coaching Question should be: How
can teachers be coached to improve student learning? Feedback
sessions should focus on one or two high impact changes in
bite-sized pieces Give teachers a chance to practice the change
From: Leverage Leadership by Paul Bambrick Santoyo
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- Observation and Feedback that Improve Practice Frequent
observation with feedback is essential to improving practice (see
Sawchuck handout) Only feasible if most observations are short,
unannounced, and followed by brief, focused feedback A visit of
approximately 10 minutes can yield useful information More samples
of practice can be collected More powerful conversations about
practice can be held
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- Principles of Brief Observations Brief Focused Varied Useful
and Timely Feedback Feedback should consist of a conversation
followed by brief written feedback summarizing the conversation
and/or targeted advice for improvement
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- Length and Frequency of Observations Arlington will use 10 -15
minute observation periods for the Pilot In some cases, longer
observations are appropriate Novice or struggling teachers may
benefit from longer observations, on occasion
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- Strategies for Collecting Evidence Identify a focus ahead of
time Goals, specific Standards and Indicators Record evidence, not
judgment Quotations, observed actions or movements by teacher and
students, literal descriptors, etc.. Take efficient notes Establish
abbreviations, paraphrase
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- Characteristics of Effective Feedback FOCUSED: feedback should
focus on what was observed EVIDENCE-BASED: feedback should be
grounded in evidence of practice CONSTRUCTIVE: feedback should
reinforce effective practice and identify areas for continued
growth TIMELY: feedback should be provided shortly after the
observation
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- Evidence vs. Judgment EvidenceJudgment Teacher: Explain your
answer to me. Show me what you did. Teacher does a good job getting
students to explain their reasoning. Students constructed sailboats
using various types of materials independently. Teacher wasnt
engaged enough with the students and just sat at his desk.
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- 10 Minutes Observation Video Kelli teaches 4 th grade A math
lesson is in progress Kellis goals focus on: 1.Improving students
understanding of place value and properties of operations in order
to perform multi-digit arithmetic (Standard 4.NBT.4-6); and 2.Using
instructional practices that engage all students during independent
or small group work time (Indicators II-A and II-B).
http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be
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- Observation Activity Watch the video Take notes as to what you
observe (use Observation Form) Compare what you noticed with a
neighbor Identify points of agreement and note what differed Look
at the completed Sample Observation Form (Kelli Sample) Discuss
possible feedback based on the teachers goals
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- Constructing Feedback Kellis Goal: Using instructional
practices that engage all students during independent or small
group work time (II-A-2, II-B-2.). Using your observation notes and
the rubric: Draft two points of feedback for Kelli Focus on
feedback that is Focused Evidence-based, and Constructive
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- Option 2: Secondary Video Chuck teaches 10 th grade physics
Chuck is a 3 rd year, non-PTS teacher Chucks goals focus on:
Helping students to analyze, interpret and communicate results of
scientific investigations and translate numerical or technical
information into words. Creating a safe and collaborative learning
environment (II-B-1 and II-B-2)
http://www.youtube.com/watch?v=AxBavxlDC9s
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- Evidence of Chucks Goals During the video observation, what
evidence did you see of: Helping students to analyze, interpret and
communicate results of scientific investigations and translate
numerical or technical information into words. Creating a safe and
collaborative learning environment Fill out the Observation
Form
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- Draft Feedback for Chuck Draft feedback for Chuck based on the
evidence you recorded Come to consensus with your table on two to
three pieces of feedback for Chuck
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- Educators without PTS or First Year in a New Assignment* Year 1
At least one announced observation during year At least four
unannounced observations during year Years 2 3 At least 3
unannounced observations during year *per DESE Regulations
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- Educators with PTS Overall Rating: Proficient or Exemplary At
least one unannounced observation during cycle* Overall Rating:
Needs Improvement At least two unannounced observations during
cycle Overall Rating: Unsatisfactory At least one announced, and
four unannounced observations during the cycle * cycle time period
between start and formative assessment, then time period between
formative and summative assessment
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- Unannounced Observations* May be in the form of partial or full
classroom visitations, or other means deemed useful by the
evaluator Educator will be provided with feedback from the
Evaluator within 3 to 5 school days of the observations Arlington
will use the Baseline Edge software for all evaluation
communication (password protected) *per DESE Regulations
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- Arlington Pilot Protocol 10 15 minute observations Educator
follows up with times to meet with Evaluator within 48 hours of
observation Evaluator and Educator meet and discuss observation
Evaluator follows up with brief written feedback using Evaluator
Observation Form (within 48 hours) Educator always has the option
of completing an Educator Response Form
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- Announced Observation Form
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- Educator Response Form
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- If Observation is Judged Unsatisfactory* Any observation
resulting in one or more standards judged to be unsatisfactory or
needs improvement for the first time must be followed by at least
one observation of at least 30 minutes in duration within 30 days
*per DESE Regulations
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- Observations Outside the Classroom Observations can also entail
teachers being observed during grade level meetings, faculty
meetings, parent conferences, PLC meetings, TAT meetings, and any
other time teachers are performing their professional
responsibilities.
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- Department Meeting: History Department Head Observations: I
observed you working with two teachers of grade 10 History during a
dept. meeting. You were guiding them through the process of
reviewing, discussing and revising the skills listed on unit maps
for the 10 th grade curriculum. Materials were displayed on the
SMART board using the unit maps in the shared folders on the
network. You were at the computer making changes to the document.
You reviewed the 9 th grade skills prior to addressing the 10 th
grade curriculum maps. You had expressed to me previously that one
of the teachers is anxious about making changes to the
curriculum.
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- You guided the discussion by asking specific questions and then
giving the teachers time to reflect and respond. Your responses
encouraged further discussion. You provided specific praise,
especially to the anxious teacher about the work each of them is
doing to teach the skills in each unit that was discussed. You
demonstrated deep content knowledge of the curriculum for the 9 th
and 10 th grade English courses. The changes you made on the map
during the meeting acknowledged an validated the expertise of the
teachers. Observation highlights your expertise as it relates to:
Standard 1-A1, and IV-A3
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- Next Up: Rating Educator Performance and Wrapping Up