1. Making the Most of Peer Observation Stacy Noah, Effectiveness Coach Jennifer Carroll, PGES Consultant and Strategy Lead

2. Getting to know each other… Introduce yourself.. 1.Name 2.School/District 3.“The best part of PGES has been….”

3. Group Norms Will take breaks, but use rule of 2 feet if you need a break Feel free to step out and take a call Be punctual Participate (“Whoever does the work does the learning!”)

4. Learning Targets I can.... Define and explain the purpose and process of Peer Observation Identify and utilize best practice steps for conducting Peer Observations Identify strategies for scripting and evidence gathering to provide formative feedback Discuss different models of Peer Observation Develop a plan to share peer observation information and strategies within school and district

5. Snapshot 1.What is peer observation? 2.What is the purpose of peer observation? 3.What are your responsibilities as a peer observer? 4.What are your professional learning needs? 5.What strategies/resources can you share in your school and district?

6. Note taking tool….

7. What does an effective peer observation system look like? Concept Mastery Routine?

8. “EVERYONE NEEDS A COACH…” -Bill and Melinda Gates Foundation Everyone Needs a Coach Video Everyone Needs a Coach Video How do you currently receive meaningful feedback regarding your teaching practice? How does this feedback impact your professional practice? Student growth? How is peer observation related to coaching?

9. Certified Evaluation Plan CERTIFIED EVALUATION PLAN (CEP)

11. A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel Required All teachers will receive a peer observation in their summative year. All Peer Observers participating during the summative year observations will complete the state developed training once every three years. All required peer observations must be documented in CIITS (time, date, evidence). All peer observations documentation will be accessed only by the evaluatee.

12. A Peer Observer will observe, collect, share evidence, and provide feedback for formative purposes only. Peer Observers will NOT score a teacher’s practice, nor will peer observation data be shared with anyone other than the observee unless permission is granted. A peer observer is trained certified school personnel Required All teachers will receive a peer observation in their summative year. All Peer Observers participating during the summative year observations will complete the state developed training once every three years. All required peer observations must be documented in CIITS (time, date, evidence). All peer observations documentation will be accessed only by the evaluatee.

13. Peer Observation Checklists Read both samples of Peer Observation Checklists Discuss at your table: – What are the “steps” of the peer observation? – Which checklist best helps you understand the process?

14. The Purpose of Peer Observations What is new learning for you from this clip? What reinforces what you already know about peer observation in TPGES?

15. How is Peer Observation Different? Peer Observation “give and take”; sharing/reciprocal Non threatening Forward looking, improvement oriented Targets specific area/focus Data/evidence shared and discussed with teacher Teacher being observed draws conclusions/self assesses FORMATIVE Traditional Evaluation One sided learning Sometimes threatening Looking backward at what has happened Overall review Conclusions/ratings shared with teacher Administrator evaluates SUMMATIVE

16. Administrator’s Role Peer Observer’s Role Arrange pre-observation conference Hold pre-observation conference Conduct observation Complete observation form and send copy to teacher with post- conference date/time Hold post-observation conference and complete appropriate forms Meet with teacher to provide formative feedback Conduct observation Arrange observation time with peer being observed Hold pre-observation conference Complete observation form and send copy to teacher with post- conference date/time

18. Seven Partnership Principles Directions Everyone – Read the 7 Partnership Principles. Think about: What does this mean for peer observers? Stop at The Actions of Good Coaches.

19. Seven Partnership Principles Directions 1. Divide the 7 principles among your table team. Reread to prepare to share. 2. Each person share out: -Review what the principle is -What it means for peer observers

20. The Actions of Good Coaches Directions 1.Everyone - Read the rest of the article. 2.Highlight what stands out to you. 3.Each person share out: Something you think is critical for peer observers to know. Everyone shares. No repeats.

21. PGES Peer Observation=Powerful What conditions existed to support the process?

22. The Role of the Peer Observer Observe in context of Framework for Teaching Focus on an area the teacher has self-identified Collect & share evidence Ask questions to guide teacher reflection Provide feedback Facilitate the learning process All for FORMATIVE purposes only

23. Some responsibilities of a peer observer are: Have a deep understanding of the characteristics outlined in the Kentucky Framework for Teaching Know what research says about effective teaching and learning Know the Characteristics of Highly Effective Teaching and Learning (CHETL) Establish rapport Develop trust Maintain confidentiality related to the observations Extend feedback conversations to support implementation of next steps Engage in their own professional learning with other peer observers

24. “Help Wanted!” With your table, draft a “Help Wanted” ad for a peer observer. What are the job responsibilities? What are the skills the peer observer must have? What are other qualities the peer observer must possess? Put your Help Wanted ad on chart paper. Gallery walk Use dots to identify your favorite parts of the posted Help Wanted ads!

26. Summarizing Steps of a Peer Observation 1.Pre-observation conference (face to face or electronic)-identify “look-fors” 2.Observation-EVIDENCE 3.Observer enters/aligns evidence to KyFfT and shares evidence with peer, clarifies 4.Post observation conference (within 5 days)

27. ALL Observations in TPGES are EVIDENCE based

28. Scripting Evidence According to Danielson (2008), good observers note: What the teacher says and does Questions, statements, and actions by students Nonverbal and verbal communication Student interactions Appearance of the classroom The manner in which the teacher has modified physical environment to support the lesson

29. The Framework for Teaching Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness 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

30. Evidence is factual and objective: Facts will be expressed as direct quotes and actions. Artifacts are “products” created and/or displayed by the teacher for use during instruction or by students to demonstrate their learning. Evidence is observable. Evidence is not influenced by observer’s perspective. Evidence is free of evaluative words. Evidence does not draw conclusions Evidence is what is “seen, heard, or read”

31. Whenever possible, record direct quotes from the teacher and students

32. Bias and Personal Preference Would have… Could have… Should have…

34. BIAS: a strong opinion or feeling toward a group or behavior PERSONAL PREFERENCE: strong leanings toward some behavior or thing that suits or “works for” the individual observer

35. BIAS Example: Your opinion of a person with a certain accent may vary based on your previous experience. If you have previously only encountered a few smart people with this accent, you may assume when meeting someone new with that same accent that this person is also likely to be smart.

36. PERSONAL PREFERENCE Example Your preference for classroom structure is one of quiet students working independently. You believe that this format avoids the opportunity for some students to "coast" on the efforts of others, and it also prevents any special needs of students from being masked by the work of others in a group setting. You believe your preferred classroom structure also serves to keep student conversations on-task.

37. Considering Bias & Personal Preference AppearanceQuiet Classroom Effort/Work EthicHygiene GenderAge PersonalityClassroom Appearance Organization of Instruction Race/Ethnicity

38. Types of Observation Evidence FACTS: Statements by Teacher or Students - “Could one person from each table collect materials?” Actions by Teacher or Students - The teacher stood by the door, greeting students as they entered. Three of the eighteen students offered nearly all of the comments during discussion. ARTIFACTS: Resources Primary documents used by students during the lesson Features of the Classroom Student work is posted in the room or hallways

39. Evidence or Opinion?

40. Using the handout titled “Evidence or Opinion”, complete the following steps. Try to complete the task independently, but feel free to consult with an elbow partner if needed. 1. Read each statement and circle whether you believe it to be an example of Evidence or Opinion. 2. Reference Domains 2 and 3 of the Framework for Teaching and determine with which domain and component each statement best fits. 3. For statements that you believe to be opinions, rewrite each one so that it would be an example of actual evidence. 4. Be prepared to share with the large group.

41. 1.The students in Mr. T’s biology class don’t seem to like him. Opinion 2A – Creating an Environment of Respect and Rapport Rewrite: ____________________________

42. 2.Mr. J said, “Boys shouldn’t take family and consumer science.” Evidence 2B – Establishing a Culture for Learning

43. 3.The teacher took too long to take attendance. Opinion 2C – Managing Classroom Procedures Rewrite: _____________________________

44. 4.The teacher asked five yes/no questions in rapid succession. Opinion (with some factual information) 3B – Using Questioning and Discussion Techniques Rewrite: _____________________________

45. 5.The last activity, discussion of the key scene, was rushed. Opinion 3C – Engaging Students in Learning (Structure and Pacing) Rewrite: _____________________________

46. Evidence is factual and objective: Facts will be expressed as direct quotes and actions. Artifacts are “products” created and/or displayed by the teacher for use during instruction or by students to demonstrate their learning. Evidence is observable. Evidence is not influenced by observer’s perspective. Evidence is free of evaluative words. Evidence does not draw conclusions

47. The Framework for Teaching Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness 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

48. Linking Evidence to the KyFfT Using your assigned Domain/Component, work with your table partners to identify possible evidence that would be linked to that Domain/Component Be ready to share

49. Scripting Paper/pencil or digital (Excel) Use your own kind of shorthand T=teacher, S=Student Time stamp Quotes Diagrams

50. Observe and Record Notes from the observation Time Actions & Statements/questions by Teacher & Students Component 8:05 T greets SS at the door T “Brandon, how did you do on your driver’s test?” Ss not sure what to do when materials handed out Ss asks “What are we supposed to be doing?” T ignores question T refers to students by name T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th grade expertise on pens?” “No, so you’re qualified to do this?” No smile.

51. Observe and Record Notes from the observation Time Actions & Statements/questions by Teacher & Students Component 8:05 T greets SS at the door T makes SS feel like she cares about them personally T “Brandon, how did you do on your driver’s test?” Ss not sure what to do when materials handed out Ss ask people around them “What are we doing? What is this for?” Ss asks “What are we supposed to be doing?” T ignores question T refers to students by name T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th grade expertise on pens?” “No, so you’re qualified to do this?” No smile. 2a 2c 3a 2a

52. Remain, Reflect, Record Observer should stay in seat for 5 minutes following the lesson Reflect on the lesson Record any evidence you didn’t have time to capture Record any questions you have

53. Teaching is a performance. Performances are measured using rubrics. Record & Interpret Domain 2: The Classroom Environment 2a: Creating an environment of respect and rapport ElementIneffectiveDevelopingAccomplishedDistinguished Teacher interactions with students Student interactions with other students Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior. Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict. Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals. Evidence: T greets Ss at door. “Brandon, how did you do on your driver’s test?” T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9 th grade expertise on pens?” “No, so you’re qualified to do this?” No smile. T “Thank you, group, you may have a seat.” T “So…there’s this guy, Eli Whitney…” S answers questions from T incorrectly. Another S gives correct answer. S who answered incorrectly and other students exchange smiles. T gives directions, “obviously include the word” and T rolls eyes. T says “When I was in the 7 th grade, I broke 4 pairs of glasses.” T gives directions, “When you get to the stop sign, predict. What are you going to do?” “STOP,” T rolls eyes Ss do not talk or make facial expressions when other ss are speaking. T “Very nice, thank you.” T “Nice job. I think you are starting to get it.” T stands outside of classroom collecting exit card. “Thank you, you guys are great…have a good day.“ Comments rattled off quickly with no expression.

55. Take a look…. Looking at a Peer Observer's Experience Looking at a Peer Observer's Experience How does Melissa document evidence? What “best practices” do you observe Melissa employing?

56. “Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.” Talk About Teaching! Charlotte Danielson 2009, Corwin Press

57. Effective Feedback in Peer Observations Grounded in EVIDENCE Aligned with components within the Kentucky Framework for Teaching Provided to the teacher in a timely manner. Teachers reflect on the evidence provided to prepare for the post-observation conference. Provides both teachers an opportunity to learn together as they engage in evidenced- based conversation.

58. Sample Reflective Questions Why did you make that instructional decision? How do you know the students are learning? How did your last formative assessment measure affect this lesson? What was the single most important concept and skill you wanted every single student to know at the end of the lesson? How successful were you?

59. Feedback Read “Seven Keys to Effective Feedback” by Grant Wiggins Identify the characteristics of effective feedback. Record in your notes What is effective feedback NOT? Record in your notes

60. Trying it out… Watch video, scripting evidence on your Observation form Mr. Mattingly’s “look for” area for your peer observation is Student Engagement Share your evidence with partner Align your evidence to the KyFfT What evidence would you share with Mr. Mattingly? What questions might you ask Mr. Mattingly in your debrief? Does your feedback meet the criteria of Effective feedback? 7th Grade Science

61. Teachers will evaluate other teachers Every teacher is required by state regulation to be a peer observer Every teacher will be observed by a peer at least three times per year

62. Different Models of Peer Observation

63. Rethinking Classroom Observation Skim article…. Pay special attention to the Teacher-Driven Observation Protocol section. Discuss: How does the structured protocol benefit the peer observation process?

64. New Vision for Professional Learning Stephanie Hirsch, Learning Forward – “The new vision involves teacher teams that meet daily to study standards, plan joint lessons, examine student work and solve common problems. Team members then apply that learning in the classroom, watching each other teach and providing regular feedback.” – “The most positive benefit of teacher-to- teacher observation is that it makes teaching a public rather than a private act.”

65. Models of Peer Observation Teacher Driven Observations – Observed teacher identifies area of focus – Invites other teacher(s) into classroom to observe and collect evidence – Evidence is jointly analyzed by observer and observed teacher – Pre and post conferencing drives the observation process – Focused on the evidence/data

66. Models of Peer Observation Teacher Rounds – Similar to Teacher Driven Observation – Reflective, Inquiring and Collaborative learning process – Framed by the Round Teacher (the teacher who prepares and hosts the round in his or her classroom) – Involves a minimum of three and up to seven teachers including the Round Teacher – Pre Round discussion, Round Observation, and Post- Round discussion guided by some protocol for conversation

67. Teaching Squares – Consists of four teachers from same or different disciplines – Observe each other either reciprocally or in rotation – Participants in the square learn from each other to improve their own teaching – Each participant observes each partner – Square partners reflect on their observation experiences and share those reflections with each other

68. Instructional Talk Throughs (ITT) – Model in Alberta, Canada – Six different schools participant in ongoing classroom embedded PD – Each school hosts teacher teams from other schools – Teacher teams visit a selected number of classrooms for 15-20 min each – Observed teachers share the instructional plan in advance and request feedback from the visiting teacher on specific elements of the lesson – Teachers are trained to facilitate the ITT process and conversation protocol.

69. Peer Groups – Based on Shanghai model – Teachers work in vertical or horizontal teams – Work together to plan lessons aligned to Common Core – Video the lesson as it is taught – Meet in Peer Groups to review the lesson (using a rubric)-pausing video for discussion along the way – After feedback the lesson is revised – Lessons are “stored” and shared

70. Non-Negotiables of Peer Group The practice of teaching is made public by peer observations, lesson planning and feedback; The products of collective work on improving classroom teaching are accessible and sharable with other teachers; There is a mechanism for validation of improvement

71. Outcomes of Peer Observation Groups Become an integral part of lesson planning and critiquing procedures Has steered staff in direction of reflective teaching Assured each student is receiving a guaranteed and viable curriculum Brought team closer together allowing for collaboration in an open and nonthreatening environment Allowed for greater exchange of ideas, strategies and materials Allowed pedagogy to be refined effectively (one at a time)

72. Building Capacity Plan for sustained effort – Sustained over time – Participants can see impact and value

73. Building Capacity Allow sufficient time in the school day – Set aside time for pre conferencing, observation and post conferencing – Capitalize on relationships and time configurations that exist (PLCs) by making the work of existing groups of teachers and administrators more explicit, focused and intentional.

74. Strategies some schools have found effective: The principal designs a lesson that he/she can use in several classes. The principal teaches the class, freeing the teacher to work with another teacher. A roving substitute is hired to move from class to class, releasing teachers to work together. Teachers form triads. One teacher takes another’s class, releasing that teacher to work with the third member of the triad. Counselors, resource teachers, librarians, nurses, or other specialists take classes to release teachers to coach. Team teaching is organized so teachers can observe and meet on a regular basis. Teachers use prep periods to observe one another. Conferencing is conducted before or after school. Student teachers and/or volunteer aides take over classes to release teachers for coaching activities

75. Building Capacity Take time to develop a focus – The peer observation should be focused on a specific element, perhaps the area of the Professional Growth Goal or a school wide focus area – Perhaps write the focus in the form of an Essential Question, but should be one that they need help finding an answer to, not just confirmation.

76. Reflection Article: Peer to Peer Observation: Five Questions for Making it Work How can you use the five questions to increase the success of Peer Observations in your school?

77. What does an effective peer observation system look like? Concept Mastery Routine?

79. Peer Observations must be entered into CIITS Peer Observation Webcast Peer Observation Webcast QRC

80. EDS/CIITS

81. Peer Observer-Scripting Notebook

82. EDS/CIITS

84. Observed Teacher

87. EDIVATION Peer Observation Group

88. Benefits of Peer Observation  Develop reflective practice  Share best teaching practices  Gain new ideas and fresh perspectives about teaching  Enhance skills  Improve the quality of the learning experiences made available to students

90. Snapshot 1.What is peer observation? 2.What is the purpose of peer observation? 3.What are your responsibilities as a peer observer? 4.What are your professional learning needs? 5.What strategies/resources can you share in your school and district?

91. Stacy Noah Stacy.noah@education.ky.gov Jennifer Carroll Jennifer.carroll@education.ky.gov