Making the Most of Peer Observation

Stacy Noah, Effectiveness CoachJennifer Carroll, PGES Consultant and

Strategy Lead

Getting to know each other…Introduce yourself..1. Name 2. School/District3. “The best part of PGES

has been….”

Group Norms

• Will take breaks, but use rule of 2 feet if you need a break

• Feel free to step out and take a call

• Be punctual

• Participate (“Whoever does the work does the learning!”)

Learning TargetsI can. . . .

• Define and explain the purpose and process of Peer Observation

• Identify and utilize best practice steps for conducting Peer Observations

• Identify strategies for scripting and evidence gathering to provide formative feedback

• Discuss different models of Peer Observation• Develop a plan to share peer observation information

and strategies within school and district

Snapshot

Snapshot1. What is peer observation?2. What is the purpose of peer observation?3. What are your responsibilities as a peer observer?4. What are your professional learning needs? 5. What strategies/resources can you share in your school

and district?

Note taking tool….

What does an effective peer observation system look like?

• Concept Mastery Routine?

“EVERYONE NEEDS A COACH…”-Bill and Melinda Gates Foundation

Everyone Needs a Coach Video

• How do you currently receive meaningful feedback regarding your teaching practice?

• How does this feedback impact your professional practice? Student growth?How is peer observation

related to coaching?

Certified Evaluation PlanCERTIFIED EVALUATION PLAN (CEP)

A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel

Required•All teachers will receive a peer observation in their summative year. •All 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.

A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel

Required•All teachers will receive a peer observation in their summative year. •All 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.

Peer Observation Checklists

• Read both samples of Peer Observation Checklists

• Discuss at your table:– What are the “steps” of the peer observation?– Which checklist best helps you understand the

process?

The Purpose of Peer Observations• What is new learning

for you from this clip?

• What reinforces what you already know about peer observation in TPGES?

How is Peer Observation Different?Peer Observation• “give and take”;

sharing/reciprocal• Non threatening• Forward looking,

improvement oriented• Targets specific area/focus• Data/evidence shared and

discussed with teacher• Teacher being observed

draws conclusions/self assesses

• FORMATIVE

Traditional Evaluation• One sided learning• Sometimes threatening• Looking backward at what

has happened• Overall review• Conclusions/ratings shared

with teacher• Administrator evaluates• SUMMATIVE

Administrator’s Role Peer Observer’s Role

Arrange 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

Meet with teacher to provide formative feedback

Conduct observation

Arrange observation time with peer being observed

Hold pre-observation conference

Complete observation form and send copy to teacher with post-

conference date/time

Seven Partnership PrinciplesDirections

Everyone – Read the 7 Partnership Principles.

Think about:What does this mean for peer observers?

Stop at The Actions of Good Coaches.

Seven Partnership PrinciplesDirections

1. Divide the 7 principles among your table team. Reread to prepare to share.

2. Each person share out: -Review what the principle is -What it means for peer observers

The Actions of Good CoachesDirections

1. Everyone - Read the rest of the article. 2. Highlight what stands out to you. 3. Each person share out:

Something you think is critical for peer observers to know.

Everyone shares. No repeats.

PGES Peer Observation=Powerful

What conditions existed to support the process?

The Role of the Peer Observer

• Observe in context of Framework for Teaching• Focus on an area the teacher has self-identified• Collect & share evidence• Ask questions to guide teacher reflection• Provide feedback• Facilitate the learning process

All for FORMATIVE purposes only

Some responsibilities of a peer observer are:

• Have a deep understanding of the characteristics outlined in the Kentucky Framework for Teaching

• Know what research says about effective teaching and learning

• Know the Characteristics of Highly Effective Teaching and Learning (CHETL)

• Establish rapport• Develop trust• Maintain confidentiality related to the observations• Extend feedback conversations to support implementation

of next steps• Engage in their own professional learning with other peer

observers

“Help Wanted!”

With your table, draft a “Help Wanted” ad for a peer observer. What are the job responsibilities? What are the skills the peer observer must have? What are other qualities the peer observer must possess?

Put your Help Wanted ad on chart paper.Gallery walkUse dots to identify your favorite parts of the posted Help Wanted ads!

Summarizing Steps of a Peer Observation

1. Pre-observation conference (face to face or electronic)-identify “look-fors”

2. Observation-EVIDENCE3. Observer enters/aligns evidence to KyFfT and

shares evidence with peer, clarifies4. Post observation conference (within 5 days)

ALL Observations in TPGES are EVIDENCE based

Scripting Evidence

According to Danielson (2008), good observers note:• What the teacher says and does• Questions, statements, and actions by students• Nonverbal and verbal communication• Student interactions• Appearance of the classroom • The manner in which the teacher has modified

physical environment to support the lesson

The Framework for Teaching

Domain 3: Instruction• Communicating With Students• Using Questioning and Discussion • Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and Responsiveness

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

Evidence is factual and objective:

• Facts will be expressed as direct quotes and actions.• Artifacts are “products” created and/or displayed by

the teacher for use during instruction or by students to demonstrate their learning.

• Evidence is observable.• Evidence is not influenced by observer’s perspective.• Evidence is free of evaluative words.• Evidence does not draw conclusions• Evidence is what is “seen, heard, or read”

Whenever possible, record direct quotes from the teacher and students

Bias and Personal Preference

• Would have…• Could have…• Should have…

• BIAS: a strong opinion or feeling toward a group or behavior

• 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 Quiet Classroom

Effort/Work Ethic Hygiene

Gender Age

Personality Classroom Appearance

Organization of Instruction

Race/Ethnicity

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?

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: _____________________________

Evidence is factual and objective:

• Facts will be expressed as direct quotes and actions.

• Artifacts are “products” created and/or displayed by the teacher for use during instruction or by students to demonstrate their learning.

• Evidence is observable.• Evidence is not influenced by

observer’s perspective.• Evidence is free of evaluative words.• Evidence does not draw conclusions

The Framework for Teaching

Domain 3: Instruction• Communicating With Students• Using Questioning and Discussion • Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and Responsiveness

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

Linking Evidence to the KyFfT

• Using your assigned Domain/Component, work with your table partners to identify possible evidence that would be linked to that Domain/Component

• Be ready to share

Scripting

• Paper/pencil or digital (Excel)• Use your own kind of shorthand• T=teacher, S=Student• Time stamp• Quotes• Diagrams

Observe and Record

Notes from the observation

Time Actions & Statements/questions by Teacher & Students Component

8:05 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.

Observe and Record

Notes from the observation

Time Actions & Statements/questions by Teacher & Students Component8:05 T greets SS at the door

T makes SS feel like she cares about them personallyT “Brandon, how did you do on your driver’s test?”

Ss not sure what to do when materials handed outSs ask people around them “What are we doing? What is this for?”

Ss asks “What are we supposed to be doing?” T ignores questionT 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 9th grade expertise on pens?” “No, so you’re qualified to do this?” No smile.

2a

2a

2c

3a

2a

Remain, Reflect, Record• Observer should stay in seat for 5

minutes following the lesson

• Reflect on the lesson

• Record any evidence you didn’t have time to capture

• Record any questions you have

Teaching is a performance. Performances are measured using rubrics.

Record & Interpret

Domain 2: The Classroom Environment2a: Creating an environment of respect and rapport

Element Ineffective Developing Accomplished Distinguished

• Teacher interactions with students

• Student interactions with other students

• 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.

• 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.

• 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.

• 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 9th grade expertise on 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…”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 7th 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 eyesSs do not talk or make facial expressions when other ss are speaking.T “Very nice, thank you.”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 expression.

Take a look….

• Looking at a Peer Observer's Experience

• How does Melissa document evidence?

• What “best practices” do you observe Melissa employing?

“Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.”

Talk About Teaching!Charlotte Danielson2009, Corwin Press

Effective Feedback in Peer Observations

• Grounded in EVIDENCE• Aligned with components within the Kentucky

Framework for Teaching• Provided to the teacher in a timely manner. • Teachers reflect on the evidence provided to

prepare for the post-observation conference. • Provides both teachers an opportunity to

learn together as they engage in evidenced-based conversation.

Sample Reflective Questions

• Why did you make that instructional decision? • How do you know the students are learning? • How did your last formative assessment

measure affect this lesson? • What was the single most important concept

and skill you wanted every single student to know at the end of the lesson? How successful were you?

Feedback

• Read “Seven Keys to Effective Feedback” by Grant Wiggins

• Identify the characteristics of effective feedback.

• Record in your notes• What is effective

feedback NOT?• Record in your notes

Trying it out…• Watch video, scripting evidence

on your Observation form• Mr. Mattingly’s “look for” area for

your peer observation is Student Engagement

• Share your evidence with partner• Align your evidence to the KyFfT• What evidence would you share

with Mr. Mattingly?• What questions might you ask Mr.

Mattingly in your debrief?• Does your feedback meet the

criteria of Effective feedback?

7th Grade Science

• Teachers will evaluate other teachers

• Every teacher is required by state regulation to be a peer observer

• Every teacher will be observed by a peer at least three times per year

BUSTED

Different Models of Peer Observation

Rethinking Classroom Observation

Skim article….Pay special attention to the Teacher-Driven Observation Protocol section.Discuss:How does the structured protocol benefit the peer observation process?

New Vision for Professional Learning• Stephanie Hirsch , Learning Forward

– “The new vision involves teacher teams that meet daily to study standards, plan joint lessons, examine student work and solve common problems. Team members then apply that learning in the classroom, watching each other teach and providing regular feedback.”

– “The most positive benefit of teacher-to-teacher observation is that it makes teaching a public rather than a private act.”

Models of Peer Observation

• Teacher Driven Observations– Observed teacher identifies area of focus– Invites other teacher(s) into classroom to observe

and collect evidence– Evidence is jointly analyzed by observer and

observed teacher– Pre and post conferencing drives the observation

process– Focused on the evidence/data

Models of Peer Observation

• Teacher Rounds– Similar to Teacher Driven Observation– Reflective, Inquiring and Collaborative learning process– Framed by the Round Teacher (the teacher who

prepares and hosts the round in his or her classroom)– Involves a minimum of three and up to seven teachers

including the Round Teacher– Pre Round discussion, Round Observation, and Post-

Round discussion guided by some protocol for conversation

Teaching Squares

– Consists of four teachers from same or different disciplines

– Observe each other either reciprocally or in rotation

– Participants in the square learn from each other to improve their own teaching

– Each participant observes each partner – Square partners reflect on their observation

experiences and share those reflections with each other

Instructional Talk Throughs (ITT)– Model in Alberta, Canada– Six different schools participant in ongoing

classroom embedded PD – Each school hosts teacher teams from other

schools– Teacher teams visit a selected number of

classrooms for 15-20 min each– Observed teachers share the instructional plan in

advance and request feedback from the visiting teacher on specific elements of the lesson

– Teachers are trained to facilitate the ITT process and conversation protocol.

Peer Groups– Based on Shanghai model– Teachers work in vertical or horizontal teams– Work together to plan lessons aligned to Common

Core– Video the lesson as it is taught– Meet in Peer Groups to review the lesson (using a

rubric)-pausing video for discussion along the way– After feedback the lesson is revised– Lessons are “stored” and shared

Non-Negotiables of Peer Group

• The practice of teaching is made public by peer observations, lesson planning and feedback;

• The products of collective work on improving classroom teaching are accessible and sharable with other teachers;

• There is a mechanism for validation of improvement

Outcomes of Peer Observation Groups• Become an integral part of lesson planning and

critiquing procedures• Has steered staff in direction of reflective teaching• Assured each student is receiving a guaranteed and

viable curriculum• Brought team closer together allowing for

collaboration in an open and nonthreatening environment

• Allowed for greater exchange of ideas, strategies and materials

• Allowed pedagogy to be refined effectively (one at a time)

Building Capacity

• Plan for sustained effort– Sustained over time– Participants can see impact and value

Building Capacity

• Allow sufficient time in the school day– Set aside time for pre conferencing,

observation and post conferencing– Capitalize on relationships and time

configurations that exist (PLCs) by making the work of existing groups of teachers and administrators more explicit, focused and intentional.

Strategies some schools have found effective:The principal designs a lesson that he/she can use in several classes. The principalteaches the class, freeing the teacher to work with another teacher.

A roving substitute is hired to move from class to class, releasing teachers to worktogether.

Teachers form triads. One teacher takes another’s class, releasing that teacher towork with the third member of the triad.

Counselors, resource teachers, librarians, nurses, or other specialists take classes torelease teachers to coach.

Team teaching is organized so teachers can observe and meet on a regular basis.

Teachers use prep periods to observe one another. Conferencing is conductedbefore or after school.

Student teachers and/or volunteer aides take over classes to release teachers forcoaching activities

Building Capacity

• Take time to develop a focus– The peer observation should be focused on a

specific element, perhaps the area of the Professional Growth Goal or a school wide focus area

– Perhaps write the focus in the form of an Essential Question, but should be one that they need help finding an answer to, not just confirmation.

Reflection

Article:Peer to Peer Observation: Five Questions for Making it Work

How can you use the five questions to increase the success of Peer Observations in your school?

What does an effective peer observation system look like?

• Concept Mastery Routine?

Peer Observations must be entered into CIITS

• Peer Observation Webcast

• QRC

EDS/CIITS

Peer Observer-Scripting Notebook

EDS/CIITS

EDS/CIITS

Observed Teacher

EDIVATION Peer Observation Group

Benefits of Peer ObservationDevelop reflective practice Share best teaching practices Gain new ideas and fresh perspectives

about teaching Enhance skills Improve the quality of the learning experiences made available to students

Whether observer

or being observed

As an on-going practice

You will set the stage: How do I move my school beyond compliance to a meaningful peer

observation process?

Snapshot

Snapshot1. What is peer observation?2. What is the purpose of peer observation?3. What are your responsibilities as a peer observer?4. What are your professional learning needs? 5. What strategies/resources can you share in your school

and district?

Stacy NoahStacy.noah@education.ky.gov

Jennifer CarrollJennifer.carroll@education.ky.gov