AMITY REGION # 5 COMPLEMENTARY OBSERVERS Dr. E. Marie McPadden Ms. Helly Potter Ms. Jen Bshara February 26, 2015

Seinfeld History Lesson history-lesson history-lesson

STUDENT LEARNING EDUCATOR COMPLEMENTARY OBSERVERS DISTRICT

THE LOGISTICS OF COMPLEMENTARY OBSERVERS IN AMITY REGIONAL SCHOOL DISTRICT NO. 5  HISTORY - Began in academic year as part of the development of the Amity Evaluation and Development Model  VISION - Create a culture of collaboration and to promote best teaching practices while providing teachers opportunities to demonstrate leadership

Amity Regional District # 5 Teacher Evaluation Plan TEACHER CATEGORY OBSERVATION REQUIREMENTS Non-Tenured Teachers (Years 1-4)  Minimum 3 formal observations-  2 of the 3 will be announced and include a pre-conference  1 of the 3 will be unannounced  all include post-conference (verbal and written feedback)  Minimum of 3 informal observations. Include post conference (verbal and written feedback)  non-classroom review of practice Tenured - Proficient and Exemplary Teachers Observation Cycle Flexibility Option Year One, Cycle A  Minimum 1 formal announced or unannounced observation per teacher decision. Formal announced will include a pre and post conference; Unannounced formal will include a post conference  Minimum 5 informal to include post conference (verbal and written feedback)  non-classroom review of practice Year One, Cycle B  Minimum of 5 informal to include post conference (verbal and written feedback)  non-classroom review of practice Year One, Cycle C  Minimum of 5 informal to include post conference (verbal and written feedback)  non-classroom review of practice Tenured – Below Standard or Developing Teachers  Minimum 3 formal observations –  2 of the 3 will be announced and include a pre-conference  1 of the 3 will be unannounced  all include post conference (verbal and written feedback)  Minimum 5 informal observations all include post conference (written and verbal feedback)  non-classroom review of practice

Complementary Observer Details Must be employed in Amity for five years Written application followed by an interview Total of 19 teachers selected for at the High School; 5 at each Middle School Approximately 15 observations/Complementary Observer Walk-Throughs conducted October - April $30.00 per Walk-Through (Total payment in June)

COMPLEMENTARY OBSERVER TRAINING INCLUDES: MODELED PRACTICE REVIEWING WALK-THROUGH SCRIPTS 1& 2 TAGGING EVIDENCE TO THE APPROPRIATE DOMAIN / INDICATORS DISCUSSING/CALIBRATING FINDINGS DEVELOPING A REFLECTION QUESTION

COMPLEMENTARY OBSERVERS LEARN THAT EFFECTIVE WALK-THROUGHS SHARE COMMON ELEMENTS: BREVITY FOCUS DIALOGUE

CCT Rubric for Effective Teaching

Elements of Complementary Observer Walk-Throughs: Walk-throughs are minute brief visits Walk-throughs do not replace longer formal observations Walk-throughs are supplemental to formal observations providing “snapshots” over time Walk-throughs can reveal school-wide patterns and instructional trends Walk-throughs provide a structure for improvement

COMPLEMENTARY OBSERVER WALK-THROUGH PROTOCOL Review Domains 1 & 3 of the 2014 CCT Rubric before conducting the walk-through Enter the classroom and record the course, time (B-M- E), teacher, classroom, and number of students Balance taking objective notes, i.e., exactly what you observe the teacher and students saying or doing Note the end-time of the walk-through Upload your notes into Bloom Board and tag the evidence to the appropriate domain/indicators (You do not have to tag every single line of your notes) Review your tags and develop a reflective question related to the lesson observation. Arrange for a brief post-conference facilitating discussion based on your reflective question(s)

What Does a Complementary Observer Do? 46e06SeEszVXh2WmZ1MTQ/edit

COMPLEMENTARY OBSERVERS Provide Explicit Meaningful Feedback Provide brief one-to-one focused feedback Facilitate Reflective Questioning Think about what you observed- Think about the lesson design- Think about effective teaching strategies- Think about the curriculum observed- Develop a reflective question(s) to serve as the basis for discussion Engage in explicit meaningful feedback

Things we have learned from Complementary Observers, Teachers, and Administrators… Complementary Observers have supported building a culture of trust as well as an appreciation of practice; Post conversations with specific feedback have provided an opportunity for reflection, collaboration, and growth; Teaching has become visible instead of isolated; Being able to observe a variety of content area teachers has opened the lens on teaching and learning; There will always be a “time element.”

ANECDOTAL REFLECTIONS from TEACHERS I enjoy the conversations after the observation by teachers who are in various concentrations. For example, I had a social studies teacher observe me and she was amazed at the classroom management involved in physical education as well as the information that students retain from previous lessons. I found it to be enlightening to see my classroom instruction from the viewpoint of someone who is writing down what I say and do, as well as what the students say and do. It reaffirmed and impressed upon me the fact that my class is a very dynamic and fluid kind of learning experience. By the CO scripting the teacher, it's amazing to later read over how much is said and going on in the classroom. The CO comes into the classroom and is quickly forgotten by me as I work with students. The CO experience is not threatening at all. I don't mind complementary observers coming in my room at all. It's nice to have other teachers in the building aware of what I do, and they are merely there to observe, not judge, so it's comfortable.

ANECDOTAL REFLECTIONS from ADMINISTRATORS The benefit of the complementary observers is two-fold. First, having peers observe each other has created a culture of shared practice where teachers are more comfortable inviting other teachers in to their classrooms. Second, it allows for a culture of fostered leadership where teachers and administrators can work together to discuss effective classroom behaviors and best practice. High School Associate Principal I think it has helped enhanced opportunities for teacher leadership, with our goal to improve collegiality, and it has provided some administrative relief from the burdens of the new teacher evaluation process. Middle School Principal I have one teacher in my department that is a Complementary Observer. She has enjoyed the experience and stated that it has been a great professional experience to observe the teaching strategies of her colleagues. Several members of my department have stated that they have often felt that other staff members do not fully understand the scope of their positions as special educators. Having Complementary Observers has allowed for my staff to highlight their unique roles in the building. Special Education Supervisor

IN SUMMARY – Complementary Observers … Conduct purposeful and focused walk- throughs; Facilitate according to protocol with fidelity; Promote reflective dialogue related to teaching and learning; Collaborate with teachers and administrators to increase student achievement; and Are an effective addition to the Amity Teacher Evaluation Plan!

LESSON VIDEOS Discipline in the 1950’s (Great for a faculty meeting) Eighth Grade Literature Study Lesson Close Reading in HS Science Ninth/Tenth Grade English Close Reading in Chemistry

Please Feel Free to Contact Us: Dr. E. Marie McPadden Amity Regional School District No. 5 Central Office Ms. Helly Potter: Amity Regional High School Ms. Jen Bshara: Amity Middle School Orange Campus