1. TEAM Evaluation Post-Conference Process
Introduction will take 3 minutes (10:15 – 10:18)

2. Objectives
To identify the characteristics of an effective post-conference
To identify the protocol for a TEAM post-conference
To target areas to improve my skills as a post-conference leader

3. Agenda Objective Elements of an effective post-conference
TEAM protocol for a post-conference
Watch a video of real post-conference
Debrief post-conference
Reflection/personal goal

4. Think, Write, Round-Robin
Think about the question individually
Go “round” the table and share your answer(s) one at a time
Everyone will write the answers shared by the people at your table. At the end everyone has the same list of answers.
You just witnessed a post-conference that you deem to be effective. What are the elements of the post-conference that led you to label it as effective?
11:25 – 11:35

5. Characteristics of an Effective Post-Conference
Majority of talking done by the teacher
Thinking is on teacher
Coach asks questions to guide teacher
Open ended questions that generate responses
Conversational
Based on teacher’s abilities and capacity

6. Think, Reflect, Write
Think about the post-conferences that you have led thus far.
What do you think are some of your strengths as a post-conference leader?
What are some areas of leading a post- conference that you would like to strengthen?
10:20 – 10:30

7. EVALUATING focuses on:
Aligning practices with a set of standards
Rating performance according to rubrics
Judging, encouraging, coaching, and supporting

8. We do not learn from our experiences, we learn from reflecting on our experiences.
- Ralph Waldo Emerson

9. Why Coach? Existing Desired State State Post-Conference
Clear labels for factors that generated a Success/Complication
Deep reflection
Clear plan of action
Success/Complication
Superficial reflection
Tentative plans

10. The Evaluation Cycle
Observation
The
Conference
Post-
Pre
Notice the cyclical nature of coaching. In a true coaching session, the post- or reflection conference leads into another planning session and the act of coaching is a continuous cycle. The cycle generally begins with the planning conference, but the post-conference leads to more planning. For example, in the post-conference, you have an area of refinement so you would plan how to address that area and perhaps come back to gather more evidence. This would not affect the initial scores but would foster growth.
After the planning conference, can be any event that you are planning. Master teachers can coach each other on field testing, cluster, post-conferencing, etc. To have a planning conference you do not have to be present for the event. This is not the case with a post-conference, because here you are presenting the evidence that you gathered. You and the person being coached can decide on the type of evidence to collect during the planning conference.
The planning conference is critical to the process because this is where you can truly act as coach and sometimes consultant rather than evaluate.

11. Post-Conference Protocol
Introduction
Reinforcement
Refinement
Review scores and evidence

12. Selecting Reinforcements & Refinements
When considering a lesson, which areas of the rubric..
Had the lowest/highest score
Would have the greatest impact on student achievement
Would impact other indicators
Would provide the teacher with the most potential for growth
Can I clearly label through evidence and examples for improvement
*Don’t choose a refinement that is directly related to the reinforcement

13. Reinforcement Objective
Reinforcement Plan
Reinforcement Objective
TALL
Timeline
Action for the teacher to take
Label the indicator from the rubric
Language from a specific descriptor

14. 2. Self-Analysis Question
Open-ended
Use language from a specific descriptor to be reinforced
Probe for specificity
Extend thinking
Be a good listener- Take yourself out of the conversation. Don’t use “I” statements.

15. 3. Evidence
Include judgment free, specific examples of what the teacher said or did that relates to the reinforcement objective.
When possible, provide examples of what students said and did.

16. 4. Recommend continued use and elicit feedback
Label the indicator and descriptor teacher should continue to implement Pose a question that encourages an explanation of how this reinforcement impacts student learning

17. Refinement Plan Refinement Objective Self-reflection Question Evidence
Model/example
Guided practice
Closure

18. Model/examples
Presents several concrete and specific suggestions that the teacher can implement into practice
Focused on the refinement objective
Enhances student mastery of the learning objective
* This is a crucial element in this process.

19. Guided Practice
Discuss how the refinement area can be included in the observed lesson or in an upcoming lesson
Listen and provide feedback

20. Closure
Ask the teacher a question to reflect on and apply what was discussed.
Question the teacher about the positive things that are happening in her classroom.
Provide teacher with scores

21. Post-Conference Plan
Take 3 or 4 minutes to read the post-conference plan from the video we’re going to watch.
After reading the plan, think about how you would complete these three sentence starters:
I like…
I wonder…
My prediction for this post conference is…

22. Watch Post-Conference
Thinking about the protocol we’ve discussed and the elements of an effective post- conference… Jot down examples of these elements that are present in the post-conference as you watch it.
Watch video

23. Effective Elements
What are some specific elements of this post-conference that make it effective?
What examples do you have of those components?

24. Different Perspectives
Number off at your table
All even numbers will take the point of view of the teacher and all odds will be the evaluator.
Think of one word to describe your feelings about the post-conference.
Share with your table your word and why you chose that word.

25. SU HU PU
How did knowing the protocol benefit the post-conference leader?
How did the leader following the protocol benefit the teacher?

26. Reflection
Take out your reflection about personal strengths/areas of need.
Based on your new learning from today, make additions or deletions to your reflection?