1.  Pre-Observation Conference  Priority component: 1e (Designing Coherent Instruction)  Observation  Priority components: 3c, 3d (Engaging Students in Learning, Using Assessment in Instruction)  Post-Observation Conference  Walkthrough PHASE II REQUIREMENTS

2.  Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference  Teacher and Evaluator meet to discuss the upcoming lesson framed around the following: Question Stems:  1a. What is the content being taught? What prerequisite for learning is required?  1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students?  1c. What do you want students to learn during this lesson?  1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why?  1e. List very briefly the steps of the lesson.  1f. How will you measure the goals articulated in 1c? What does success look like?  Evidence is added to the lesson plan document that emerges from the pre-observation conference. STEP # 1: PRE-OBSERVATION (FOCUSED ON DOMAINS 1 & 4) Before

3.  Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  Types of Observation Evidence:  Scripting of Teacher or Student comments  Descriptions of Teacher and Student behaviors  Numeric information  Environment Remember:  Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way?  Non-negotiable - Record observation on standard form  Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks)  Evaluator does NOT retype observation STEP # 2: OBSERVATION (FOCUSED ON DOMAINS 1,2, & 3) During

4.  Teacher and Evaluator do not need to meet during Step #3.  With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach.  Evaluator provides Teacher with completed observation form from Step #2.  Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator  Teacher returns the observation form to Evaluator with their additions  Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post- teaching conference  Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees STEP # 3: PREPARING FOR THE POST-CONFERENCE (FOCUSED ON DOMAINS 1,2, 3, & 4) After

5.  Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson  Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.  Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis. Conversation Stems:  Comment on the evidence for...  Let’s look at the rubric for...  Tell me more about ….  What’s the backstory for...  Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson STEP # 4: POST-TEACHING COLLABORATIVE ASSESSMENT (FOCUSED ON DOMAINS 1,2, 3, & 4) After

6.  During the Post Observation Conference – an area of focus is determined  Plan of action determined  Walkthrough is conducted to monitor and provide feedback on the actions being taken to reach goals.  Teacher given a copy of the evidence by the end of the day STEP # 5: WALK-THROUGH (FOCUSED ON AGREED UPON AREA OF CONCENTRATION) After

7.  What is one new piece of information that you are walking away with today?  What will you do with it?  Turn to a partner and share. Thoughts…