1. HOW TO CONDUCT EFFECTIVE CLASSROOM OBSERVATIONS
Maximizing the
Instructional Time
Enhancing Student Performance
Providing Feedback for Professional Growth

2. Table of contents Conferences and Feedback………………………………………………………. Tab 1
Formal and Informal Observation Tools…………………………………….
Tab 2
Observations and Growth Plans…………………………………………………
Tab 3
Teacher in Need of Assistance…………………………………………………..
Tab 5

3. Conferences and Feedback
Effective feedback by administrators to teachers is an essential element in ensuring rigorous instruction, teacher pedagogy, and the acquisition of knowledge by students. Classroom teacher observation pre-conferences provide an opportunity for administrators and teachers to extensively dialogue regarding expectations, data, student characteristics, areas of foci, and domains of evaluation. The pre-conference forms allows for the teacher to self-reflect upon lesson goals, methodology of instruction, student learning styles, curriculum alignment, and the level of student engagement. Through post-conferences, teachers receive immediate formal feedback regarding their methodology of instruction, areas of strengths and weaknesses, and guidelines and support for improvement. Feedback regarding instructional delivery, learner-centered instruction, discipline-management, technology integration, goals, and communication with students are valuable points of discussion that can enhance the overall level of student achievement. Administrators are further able to discuss areas of improvement, time-lines for completion of goals, and follow-up procedures. Effective feedbacks allows for teachers to self-reflect and master the art of teaching through administrative support, documentation, collaboration, and professional communication.

4. Formal and informal observation tools
High quality teaching is essential to improving student outcomes and reducing gaps in student achievement. The evaluation process is designed to foster teacher development and identify opportunities for additional support where required. The appraisal documents are informal observation tools that can be utilized in addition to the formal appraisal instruments. When completing effective teacher evaluations, it is important go above and beyond the minimum requirement of the 45-minute classroom observation. These documents are used for quick observations to provide teachers with immediate feedback to help with their professional growth, as well as a reference tool for crucial conversations to address the strengths and weaknesses of the campus and individual teachers. These tools provide the appraiser with the opportunity to collect several forms of data before the summative appraisal. Attached are various types of appraisal tools for collection of teacher data, a personal schedule to complete appraisals, and documents to address PDAS Domain VII. (Compliance with Policies, Operating Procedures and Requirements)

5. Observations and Growth Plans
One essential part of an administrator’s job is identifying the marginally effective teacher, or the mediocre teacher, in order to change and improve that individuals classroom practices for the greater success of all students. The best way to identify these mediocre teachers is by using both formal and informal observations as the primary data source for creating a growth plan, or plan for improvement. The administrator must use observation tools which measure the teacher’s pedagogical knowledge in the areas of management, instructional strategies, motivation, and curriculum planning. Based on the observations, the administrator must then meet with the teacher to develop an improvement plan, or growth plan, following a specific sequence. The steps in creating the growth plan are: 1) Establish an Assistance Team, 2) Select Area(s) in Need of Growth, 3) Develop Performance Goals, 4) Select Strategies/Activities with a Time Table, 5) Determine the Need for Support Structures, 6) Choose Data Collection Sources, and 7) Decide on Evidence to Document Progress. It is important to note that these observations/growth plans can be made at any time during the school year and are not connected specifically to PDAS.

6. Teacher in need of assistance
A TINA or “Intervention plan” as it is more commonly known, is a plan collaboratively developed by the teacher and the appraiser where goals for enrichment and development are established. The plan should always include objectives, a plan for achieving the objectives, and a method for evaluating success. An Intervention Plan must be developed or modified for any teacher whose performance meets the following circumstances: (1) he/she have been evaluated as “Unsatisfactory” in one or more domains or “Below Expectations” in two or more domains; (2) he/she is being considered for return to probationary contract, non-extension or non-renewal of contract; or (3) at any time at the discretion of the principal when the principal and/or supervisor have documentation that would potentially produce an evaluation rating of “below expectations” or “unsatisfactory”. In regard to the timeline for developing and completing the TINA, it important to note that the intervention timeline is a LOCAL CAMPUS decision and is determined by the appraiser in conjunction with the teacher. Additionally, the timeline must be established in order for the plan to be completed prior to deadline for contract considerations. In this section you will find a sample TINA plan that can be modified as well as a power point that briefly lays out all of the components of an effective intervention plan.

7. HOW TO CONDUCT EFFECTIVE CLASSROOM OBSERVATIONS
Presented by:
Kaye Brookshire
Dayanna Carson
Shavannia Dash
Jason Jackson
Israel Rivera
Tanya Shelton
HOW TO CONDUCT EFFECTIVE CLASSROOM OBSERVATIONS