1. Implementing the Professional Growth Process Session 3 Observing Teaching and Professional Conversations American International School-Riyadh Saturday, 29 May, 2010 Bridget Doogan bridgetdoogan@gmail.com bridgetdoogan@gmail.com

2. Today’s Outcomes Identify the domains, components and elements of the Framework for Teaching in practice. Explore methods of recording, coding, and sorting observations. Draw valid conclusions about performance using the new guidelines for observation and scoring rules. Revisit the conventions of professional conversation. Explore the issues surrounding trust, power and leadership. The Danielson Group, 2009

3. Today’s Agenda Welcome/overview Engaging with the FfT Observation guidelines Video observation Sorting, coding and scoring Conversation Skills Trust and power The Danielson Group, 2009

4. Today’s Agenda 8:15-8:30 Coffee & snacks 8:30-10:00 Progress update In-depth understanding of the framework 10:00-10:30 BREAK 10:30-11:30 Video observations 11:30-12:00 Lunch 12:00-12:30 Video Observations (continued) 12:30-2:15 Coaching conversations The Danielson Group, 2009

5. Working Agreements Manage time well Stay on topic Listen actively Balance participation The Danielson Group, 2009

6. The Framework for Teaching Charlotte Danielson The Framework for Teaching Second Edition Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

7. Directions for the Card Sort Rearrange yourselves into two groups of 4 Divide the cards evenly among the group members What do the colors mean? Divide the colors evenly among group members. Pair up by color. The Danielson Group, 2009

8. Directions for the Card Sort Read the scenario on each of your cards and identify the domain, component and element to which it is most closely related. Refer to your component summary sheet. Write it on a post-it and stick it on the card. Please do not write on the cards! The Danielson Group, 2009

9. Watching Video Clips Watch the video paying particular attention to what the students are doing. Determine which of the “big ideas” are in evidence in the clip. Frame an initial question for the teacher. The Danielson Group, 2009

10. Evidence Student Focused Accurate and Unbiased RelevantRepresentative Evidence is… The Danielson Group, 2009

11. Judgment Evidence Accurate and unbiased Relevant Representative of the total Respect and Rapport Questioning and Discussion Interpretation What is the evidence?

12. Observations as Evidence Actions and statements by teacher or students Questions Indications of engagement Intellectual challenge of activities and assignments Interaction among teachers/students Features of the classroom The Danielson Group, 2009

13. Artifacts as Evidence Artifacts Records, plans, organizational tools and records Instructional materials Samples of student work Professional records The Danielson Group, 2009

14. Observing the Lesson Watch the video paying particular attention to what the students are doing. Look for: Actions and statements by teacher or students Questions - write them down Indications of engagement Intellectual challenge of activities and assignments Interaction among teachers/students Features of the classroom Select the tool you would like to use to record. The Danielson Group, 2009

15. The Big Ideas of Teaching Charlotte Danielson’s New Book! Talk About Teaching: Leading Professional Conversations. Corwin Press, 2008

16. Opportunities for Professional Conversation Formal reflective conversations, following an observation, associated with performance appraisal, with an evaluator (a variation; a conversation with a mentor, in “preparation” for a formal observation) Coaching conversation, with mentors, peer coaches, or administrators Informal professional conversations, following an un-announced, “drop-in” observation

17. Formal Reflective Conversations Purpose: Collect evidence of practice according to established standards of practice, e.g., the framework for teaching Agenda: Set by the administrator Procedure: - As per the district’s policy - Should promote self-assessment and reflection on practice

18. Formal Reflective Conversations (cont) A better procedure: Evaluator observes the lesson; takes notes; considers evidence against the teaching standards; makes preliminary interpretation Teacher also considers events of the lesson in light of the standards; interprets evidence against the levels of performance Teacher and evaluator compare notes; summarize strengths and areas for growth

19. Limitations of Feedback If one regards teaching as a cognitive activity, then the conversation must be about the cognition. Feedback as normally offered feels judgmental, even condescending, patronizing Meaningful conversations about teaching are centered on asking questions and solving problems, rather than on feedback, convey professional respect. The Danielson Group, 2009

20. Coaching Conversations Purpose: Provide “another set of eyes” for a teacher Agenda: Set by the teacher Procedure: - Flexible, according to local conditions and schedules - Promote teacher self-analysis

21. Informal Professional Conversations Purpose: Advance student achievement by promoting rigorous and engaging learning experiences Agenda: Set by the administrator or mentor/coach Procedure: - Flexible, based on time available for informal observations of teaching - Engage teachers in problem-solving conversations

22. Conversation Skills These are used in all three types of conversations Establishing rapport Using positive presuppositions Inviting and Sustaining thinking Linguistic skills: - paraphrasing - probing - clarifying

23. Charlotte Danielson on Conversation Skills - Jigsaw In your table group number yourselves 1- 4. Number off 1-4 1. Establishing rapport 2. Using positive presuppositions 3. Inviting and Sustaining thinking 4. Linguistic skills: paraphrasing; probing; clarifying All 1s gather together. All 2s, 3s and 4s do the same to form expert groups of like numbers Members read their topic section and discuss Experts decide what key ideas they will share back at their home group Return to home group and share. The Danielson Group, 2009