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Observation Process and Teacher Feedback

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Presentation on theme: "Observation Process and Teacher Feedback"— Presentation transcript:

1 Observation Process and Teacher Feedback

2 5 Step Cycle of Evaluation

3 Observation Feedback Article
Effective observation and feedback isn’t about evaluation, it’s about coaching Question should be: How can teachers be coached to improve student learning? Feedback sessions should focus on one or two high impact changes in bite-sized pieces Give teachers a chance to practice the change From: Leverage Leadership by Paul Bambrick Santoyo

4 Observation and Feedback that Improve Practice
Frequent observation with feedback is essential to improving practice (see Sawchuck handout) Only feasible if most observations are short, unannounced, and followed by brief, focused feedback A visit of approximately 10 minutes can yield useful information More samples of practice can be collected More powerful conversations about practice can be held

5 Principles of Brief Observations
Focused Varied Useful and Timely Feedback Feedback should consist of a conversation followed by brief written feedback summarizing the conversation and/or targeted advice for improvement

6 Length and Frequency of Observations
Arlington will use minute observation periods for the Pilot In some cases, longer observations are appropriate Novice or struggling teachers may benefit from longer observations, on occasion

7 Strategies for Collecting Evidence
Identify a focus ahead of time Goals, specific Standards and Indicators Record evidence, not judgment Quotations, observed actions or movements by teacher and students, literal descriptors, etc.. Take efficient notes Establish abbreviations, paraphrase

8 Characteristics of Effective Feedback
FOCUSED: feedback should focus on what was observed EVIDENCE-BASED: feedback should be grounded in evidence of practice CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth TIMELY: feedback should be provided shortly after the observation

9 Evidence vs. Judgment Evidence Judgment
Teacher: “Explain your answer to me. Show me what you did.” Teacher does a good job getting students to explain their reasoning. Students constructed sailboats using various types of materials independently. Teacher wasn’t engaged enough with the students and just sat at his desk.

10 10 Minutes Observation Video
Kelli teaches 4th grade A math lesson is in progress Kelli’s goals focus on: Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B).

11 Observation Activity Watch the video
Take notes as to what you observe (use Observation Form) Compare what you noticed with a neighbor Identify points of agreement and note what differed Look at the completed Sample Observation Form (Kelli Sample) Discuss possible feedback based on the teacher’s goals

12 Constructing Feedback
Kelli’s Goal: Using instructional practices that engage all students during independent or small group work time (II-A-2, II-B-2.). Using your observation notes and the rubric: Draft two points of feedback for Kelli Focus on feedback that is Focused Evidence-based, and Constructive

13 Option 2: Secondary Video
Chuck teaches 10th grade physics Chuck is a 3rd year, non-PTS teacher Chuck’s goals focus on: Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words. Creating a safe and collaborative learning environment (II-B-1 and II-B-2)

14 Evidence of Chuck’s Goals
During the video observation, what evidence did you see of: Helping students to analyze, interpret and communicate results of scientific investigations and translate numerical or technical information into words. Creating a safe and collaborative learning environment Fill out the Observation Form

15 Draft Feedback for Chuck
Draft feedback for Chuck based on the evidence you recorded Come to consensus with your table on two to three pieces of feedback for Chuck

16 Educators without PTS or First Year in a New Assignment*
At least one announced observation during year At least four unannounced observations during year Years 2 – 3 At least 3 unannounced observations during year *per DESE Regulations

17 Educators with PTS Overall Rating: Proficient or Exemplary
At least one unannounced observation during cycle* Overall Rating: Needs Improvement At least two unannounced observations during cycle Overall Rating: Unsatisfactory At least one announced, and four unannounced observations during the cycle * cycle – time period between start and formative assessment, then time period between formative and summative assessment

18 Unannounced Observations*
May be in the form of partial or full classroom visitations, or other means deemed useful by the evaluator Educator will be provided with feedback from the Evaluator within 3 to 5 school days of the observations Arlington will use the Baseline Edge software for all evaluation communication (password protected) *per DESE Regulations

19 Arlington Pilot Protocol
10 – 15 minute observations Educator follows up with times to meet with Evaluator within 48 hours of observation Evaluator and Educator meet and discuss observation Evaluator follows up with brief written feedback using “Evaluator Observation Form” (within 48 hours) Educator always has the option of completing an “Educator Response Form”

20 Announced Observation Form

21 Educator Response Form

22 If Observation is Judged Unsatisfactory*
Any observation resulting in one or more standards judged to be unsatisfactory or needs improvement for the first time must be followed by at least one observation of at least 30 minutes in duration within 30 days *per DESE Regulations

23 Observations Outside the Classroom
Observations can also entail teachers being observed during grade level meetings, faculty meetings, parent conferences, PLC meetings, TAT meetings, and any other time teachers are performing their professional responsibilities.

24 Department Meeting: History Department Head
Observations: I observed you working with two teachers of grade 10 History during a dept. meeting. You were guiding them through the process of reviewing, discussing and revising the skills listed on unit maps for the 10th grade curriculum. Materials were displayed on the SMART board using the unit maps in the shared folders on the network. You were at the computer making changes to the document. You reviewed the 9th grade skills prior to addressing the 10th grade curriculum maps. You had expressed to me previously that one of the teachers is anxious about making changes to the curriculum.

25 You guided the discussion by asking specific questions and then giving the teachers time to reflect and respond. Your responses encouraged further discussion. You provided specific praise, especially to the anxious teacher about the work each of them is doing to teach the skills in each unit that was discussed. You demonstrated deep content knowledge of the curriculum for the 9th and 10th grade English courses. The changes you made on the map during the meeting acknowledged an validated the expertise of the teachers. Observation highlights your expertise as it relates to: Standard 1-A1, and IV-A3

26 Next Up: Rating Educator Performance and Wrapping Up

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