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Session 2: Analyzing teaching and providing feedback Leadership Series July 2012.

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1 Session 2: Analyzing teaching and providing feedback Leadership Series July 2012

2 Objectives Instructional leaders will be able to: 1. demonstrate mastery in the various types of note taking for classroom observations. 2. provide precise, meaningful feedback to teachers after classroom observations.

3 Agenda Do Now Purpose for Analyzing Teaching and Providing Feedback Note Taking Giving Effective Feedback Role Play Key Take Aways

4 Do Now Jot down the most valuable feedback you have ever received from a peer and/or supervisor. What impact did it make on your work? Why? Share with a partner. Whole group share

5 Purpose of Analyzing Teaching and Providing Feedback Analyzing teaching allows the observer to identify areas of strength and growth. Feedback is essential to improving a teachers practices. Messaging to teachers: do not take critical feedback personally!

6 Note Taking Learning walks Mini-Observations Extended Observations Full period observation

7 Learning Walks Learning walks are for general, school-wide feedback on culture and safety. If necessary, feedback can be shared at a staff meeting. Quick tour of building Occur occassionally Culture audit/safety

8 Mini-Observations Feedback Face-to-face feedback works much better. In brief conversations (mine were almost always informal, stand-up chats in classrooms, hallways, and the parking lot), its possible to convey a lot of feedback. Teachers are more likely to be open to it, and the principal can scope out whether the teacher can handle critical comments. The teacher also can supply additional information about the lesson or unit, and can push back if the principal misunderstood something. The conversation can segue into a more general assessment of how the year is going and ideas for the future, and finally, theres no paperwork. Those are powerful advantages. 5 minutes Every teacher receives one per week Non-evaluative

9 Tracking Notes/Feedback Observation Tracker – Every time you perform a mini-observation, extended observation, or full period observation, or meet with a teacher, it needs to be tracked. What do you think is the purpose behind this? Question to consider: How will you manage updating this tracker? Enter it on the computer immediately after observation Jot down quick notes in a notebook after observation, enter into computer at end of day A different system/suggestion?

10 Extended Observations These observations will be followed up with more formal feedback and a meeting to discuss it in person. 15-20 minutes Reserved for teachers who need additional support (as identified in mini-observations, through mentors, requests, etc.) Non-evaluative (initially)

11 Example: Jones After doing a few mini-observations, Ive targeted Mr. Jones as a teacher in need of additional support. I scheduled an extended observation into my schedule to get a more in-depth picture of whats happening in the classroom. After observing, I emailed him my notes with the next steps of meeting to debrief the feedback. (See example notes)

12 Giving Feedback 6 steps for giving effective feedback: 1.Praise 2.Probe 3.Identify the problem and action step 4.Practice 5.Plan ahead 6.Set time for follow-up

13 Role Play: Jones Watch the following role play between a principal and Mr. Jones. Background: Going into the meeting, I believe that Mr. Jones should focus on implementing strategic CFUs into his lessons to engage the off- task scholar and ensure student comprehension. Follow along, noting how each step is handled.

14 Your turn HS Algebra with Kevin Take notes according to the Frameworks for an effective I do, We do, and you do, and SOTEL. Part 1: Part 2: Discuss: What did you put in the + column? The ? column?

15 Role Play 1s: instructional leader 2s: teacher (level 2, 3, or 4) 3s: witness Take 7 minutes and go through the 6 steps template. Plan how you would navigate the steps to get to Kevins key lever.

16 Full Period Observation During full-period observations, you will focus on all aspects included on the teacher evaluation rubric. These are mandatory, formal observations that must be completed twice per year. Feedback takes the form of the evaluation rubric, which is reviewed and signed by the teacher during evaluation meetings (also held twice per year). 55 minutes Every teacher receives twice per year (or as needed) Evaluative

17 Key Take Aways Observations and note-taking Tracking Providing Feedback

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