1. Peer Review Strategies for Success

2. Welcome Introductions Housekeeping

3. Major Components of the TDE Statute Teacher GrowthDevelopment and Evaluation Measurement Individual Growth and Development Plans Peer Review Process Value-Added Assessment Models Professional Learning Communities Summative EvaluationsGrowth Models Job-Embedded Professional Development Portfolio OptionStudent Engagement and Connection Mentoring and InductionTeacher Improvement Process

4. Goals and Outcomes As a result of this training, you will be able to articulate: the value of peer-review what quality peer-review will look like in our district the importance of building rapport and trusting relationships throughout the peer-review process You will also gain additional skills in reflective practice to increase your confidence in peer review and you will practice strategies for observation, data collection, and conversation, specific to our district plan.

5. Peer Review Process The peer review process should be directed by the teacher participant and supported by a neutral peer. The goal of peer review is to build a teacher’s capacity for self-directed learning, and improved skill in planning and problem-solving around curriculum and instruction, in order to increase student achievement.

6. Peer-Amid: Our Framework This progression is intended to help you build a strong foundation for peer review. The Peer-Amid will guide our work for today.

7. Say Mean Matter 1.Read the quote to yourself Think about the meaning and message 2.Paraphrase and shorten the quote in your own words Think about how this quote reflects the value of peer review 3.Write down a statement that connects this value to your learning community Share your insights with your group

8. A recent study from the Consortium for Policy Research in Education describes the importance of connecting information on teacher practice to information on student learning. The study looked at whether instruction and student outcomes would be influenced by having teachers discuss evidence about their practice, derived from classroom observations, along with student learning data. Compared with a control group of teachers who only discussed student data, the group that received feedback about their teaching in the same sessions where they discussed student learning data with colleagues exhibited more changes in their later instructional strategies of the kind emphasized in the feedback, and their students experienced significantly greater learning gains.

9. A comprehensive five-year study of 1,500 schools undergoing major reforms found that in schools where teachers formed active professional learning communities, achievement increased significantly in math, science, history, and reading, while student absenteeism and dropout rates were reduced. Further, particular aspects of teachers' professional community—a shared sense of intellectual purpose and a sense of collective responsibility for student learning—were associated with a narrowing of achievement gaps in math and science among low- and middle-income students.

10. Peer coaching has nothing to do with evaluation. It is not intended as a remedial activity or strategy to “fix” teachers. Several school systems have supported peer coaching as a way to increase feedback about instruction and curriculum. One teacher, reflecting on the support that peer coaching offers before the formal evaluation process, described it as “a dress rehearsal before the final performance.” Another spoke of peer coaching as “a time when you can take risks and try out new ideas, instructional strategies, or different approaches to the curriculum and discuss the results with a trusted colleague.”

11. Value Statement Based on the quotes you examined, discuss the value of peer review with your colleagues. Write a value statement at the top of your Peer-Amid: Ex: “The peer review process is valuable because…”

12. Personal Goal My goal for today is… At the top of your Peer-Amid, write a personal goal for the day:

13. Trusting Relationships Deposits  Seek First to Understand  Making and Keeping Promises  Kindness, Courtesies  Clarifying Expectations  Loyalty to the Absent  Apologies  Giving “I” Messages Withdrawals  Seek First to be Understood  Breaking Promises  Unkindness, Discourtesies  Violating Expectations  Disloyalty, Duplicity  Pride, Conceit, Arrogance  Giving “You” Messages Let’s review the material about Relational Trust and Links to Student Achievement in your booklet...

14. Trusting Relationships: Activity Think of someone you trust. What characteristics describe this person? Why are these characteristics important? Why should a mentor embody these characteristics?

15. Growth Mindset “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.” VIDEO

16. Owatonna Protocols Student Work Share Observation/ Video Share

18. Break

19. Conversation Practice: Activity One person speaks to the question, and the other listens actively (2 minutes) The listener paraphrases what they hear Then SWITCH roles Question: What are your concerns with regard to peer review?

20. Questioning: Sorting & Fixing Activity Sort through the questions with your group: Which might be problematic about some of these examples? With your group, re-write the questions to better fit the criteria. Invite thinking Focus on specific areas for growth Asked in an approachable tone Use plural forms Open ended Presume positive intentions and outcomes

21. Peer-Amid Commitment: Relationships and Reflective Practice I commit to...

22. Peer Review Framework Pre-review Conversation (video) (video) Review Scenario / Observation Post-review Conversation (video) (video)

23. Gathering and Using Evidence Observation: the peer reviewer records non- evaluative statements of observed teacher or student behavior. These records might also include numeric information about time, student participation, resource use, etc. Direct Scripting: the peer reviewer records, verbatim, teacher or student speech Documents or Artifacts

24. Practice: Gathering and Using Evidence Watch the video and practice gathering evidence:video

25. Possible Indicators Questions of high cognitive challenge, formulated by both students and teacher Questions with multiple correct answers or multiple approaches, even when there is a single correct response Effective use of student responses and ideas Discussion, with the teacher stepping out the central, mediating role Focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates High levels of student participation in discussion

26. Reflection What happened? What did you notice? What skills did you use? What surprised you? What did you find challenging? What might have made this practice easier?

27. Practice: Gathering and Using Evidence Watch the video and practice gathering feedback:video

28. Possible Indicators Student enthusiasm, interest, thinking, problem solving, etc. Learning tasks that require high-level student thinking and invite students to explain their thinking Students highly motivated to work on all tasks and persistent even when the tasks are challenging Students actively “working,” rather than watching while their teacher “works” Suitable pacing of the lesson, neither dragged out nor rushed, with time for closure and student reflection

29. Reflection Now that you have had two opportunities to practice gathering evidence, what have you discovered? What challenges do you anticipate moving forward?

30. Evidence-Based Feedback Based on observable data Is specific and accessible Allows the recipient to reflect and respond Allows the recipient to make meaning, own the feedback, and choose how to use it in the future. Let’s look back at the Peer Review booklet…

31. Reflective Practice Read through the first three sections in pages 5-6: Intent Active Listening Paraphrasing Questioning Underline one sentence from each section that resonates MOST with you. Share with your group.

32. Elements of Intentional Questioning Invite thinking Focus on specific areas for growth Asked in an approachable tone Use plural forms Open ended Presume positive intentions and outcomes

33. TDE Peer Review Log

34. Peer-Amid Commitment: Framework & Gathering and Using Evidence I commit to...

35. Peer Review Is / Is Not

37. Application for Increased Student Achievement Read through the material at the end of the booklet and respond to the following in your groups: What does peer review mean for you? What does peer review mean for your students?

38. Peer-Amid Commitment: Application for Increased Student Achievement I commit to...

39. Closure Something that is still circling in your head… Something that “squared” with your thinking… Something that is pointing you in a new direction…

40. Reflection Something that is still circling in your head… Something that “squared” with your thinking… Something that is pointing you in a new direction…

41. Next Steps: What will you do in the next two weeks? What will you do in the next two months? What will you do to hold yourself accountable for the commitments you have made?

42. Thank you! Contact information: Jodi Olson jodi.olson@edmn.org Jen Kohan jen.kohan@edmn.org You will receive electronic copies of these training materials shortly!