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Use Observation Data to Provide Feedback and Align Professional Development - Fall 2013

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Mitch Kubicek

on 26 September 2013

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Transcript of Use Observation Data to Provide Feedback and Align Professional Development - Fall 2013

Relationships Rules / Procedures High Expectations for ALL


Introducing Content Practicing Content Engaging Students


Learning Objectives Questioning Strategies Monitoring Progress
Principles of Learning
+
Administrative
Leadership

Professional
Development
Classroom
Observations

Feedback and Collaborative Reflection
Commenting Framework
1. Name It
2. Describe It
3. Why It's Good

"You were monitoring the progress of your students."
"You were using 'fist to five' to identify how well students were understanding the objectives."
"This provides you with valuable information and allows you to adjust your instruction according to student's needs."
Questioning Framework
1. Situation
2. Action
3. Reflection
4. Outcome
"When you circulate the room..."
"might you use..."
"to be sure all students are actively participating?"
NAME IT:
You were using questioning strategies to engage students.
DESCRIBE IT:
You asked several open-ended questions about how they might react if they were living at Valley Forge.
WHY IT'S GOOD:
The discussion helped students understand the reality of the time and will likely help them remember the concepts from the lesson.
(Situation)
When you are planning a lesson
(Action)


what instructional activities
(Reflection)
have you considered
(Outcome)
to build student interests into the lesson?
Formal Observations
Walk-throughObservations
Two, 40-Minute Observations
Forty, 2-Minute Observations
You can see instructional
skills for an entire lesson.
You can see
instructional
patterns.
Specific
Needs
of Students
Professional
Growth
of Staff
Establish a Common Language of Effective Instruction
Can Range From a Conversation to Action Research
Targeted to Individuals and Entire Staff
Observation
Data
Collaborative
Reflection
Professional
Development
Long-Term
Professional
Development
Project-Based Learning
Questioning Techniques
Curriculum Development
Book Study (Objectives)
Have students hand out papers
Have students pair-share more frequently
Have students draw diagrams or write notes on the board instead of the teacher
Show patience with some students - don't spend too much time on small behaviors
Prompt students back to task - "in one minute I want to see your three topics", SPIN and walk away
Strategies for During Lesson:
Chunking
Pair-Share
Change of State - Whole Group, Small Group
Share "Critical Thinking" Questions at Beginning
What if you were at Valley Forge?
"Flipped Classroom"
Gallery Walk
Debates
Academic Games (Jeopardy, etc.)
Physical Movement (Vote w/ Your Feet)
Make the objectives your "hook"
Have students share what they learned about each objective verbally
Do this at the beginning of units, but don't refer enough
Newer staff hadn't shared learning objectives
Don't do this every lesson - need to build foundation
Difficult to get all students to work at the higher levels
My Observations
The discussion was the best part
Several staff members took notes
of others ideas
Teachers shared well in small groups
Some want to focus on student's deficiencies
Use Observation Data to Provide Feedback and Align Professional Development
Each Visit and
Group Summary
Classroom Videos
and Discussion
Review of Observation Data
Collect Evidence
Define Goals
Develop Discussion Starters
Administrative Team
What did the teachers say?
What did the teachers say?
What did the teachers say?
What did the teachers say?
II.
II.
III.
V.
VI.
Adapted from Dr. Ernie Stachowski's Coaching Model
Adapted from Carolyn Downey's Reflective Questioning Process
Improvement Cycle Adapted from
Supervision That Improves
Teaching and Learing
by Susan Sullivan
78,750 Minutes - Teacher Time in Classroom in 1 Year
180 Minutes - a 5 minute WT every week all year
< 1/4 of 1%
Craft Knowledge

“…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.” (Burney, 2006)

Teachers should avoid "private practice"

Schools can make systems that support "public practice"

WT Data Shared with Staff
WT Data Shared with Individuals
Instructional Rounds -- Teacher Triads

Teacher A
Teacher B
Round #1
Teacher C
Observe/Reflect
Using Instructional
Framework
Teacher A
Teacher B
Round #2
Teacher C
Observe/Reflect
Using Instructional
Framework
Teacher A
Teacher B
Round #3
Teacher C
Observe/Reflect
Using Instructional
Framework
Teacher A
Teacher B
Wrap-Up
Teacher C
Reflection and
Questions
Using Instructional
Framework
Relationships
Seating Arrangements
Outside of School Info
Sharing Personal Experiences
Leadership Roles for Students

High Expectations for ALL
Peer Learning
Partner Questioning
Listening During T-P-S, Ask to Share
Objectives
Anticipatory Set
Previous Days Objectives Begin Lesson
Agenda vs. Objectives
Exit Tickets
Student-Friendly
Laminated Sheet - Pass the Sheet
Overall Thoughts
Chance to Celebrate
Sharing of Ideas
More Note-Taking
Teachers Bringing Artifacts

Focus on Strengths
Focus on Weaknesses
Little/No Feedback

Level of Engagement
Coaching
Coaching is non-evaluative.
Coaching emphasizes description.
Coaching encourages reflection.
Coaching is not interpretive.
Source: Coaching Classroom Instruction, Marzano
Reflective Question Tips
Replace "the" with "some"
Replace "could" with "might"
Replace "is" with "are"
Use the words "seems", "possible", "hunches"
What are some possible changes?
What might be some ways to address cheating?
What are some hunches you have thought about?
Presuppositions
Embedded meaning in language.
Are your students ready for end of year assessment?

vs.

What data and information are you planning to review to ensure your students succeed on the end of year assessment?
Statement

Question

Confrontational

Non-Confrontational

Plural Form

Presupposition
You had 3 students off task.

Are you aware you have students off task?

Why are you allowing students to be off task?

What is a possible solution to address off task students?

What might be some possible solutions to address off task students?

When you visit with families about off task behavior, what information might you gather from parents?
Questioning Progression
Dorchester Framework
The Development Process
Seinfeld Video
The Good and The Bad
Reflection of Learning Experience
Comparison to National Framework
POL
Activity
Instructional Rounds
Teacher Triads
Commenting Document
Questioning Document
Framework Document
From Strengthsfinder
"what techniques..."
A Study on Walkthroughs
"Teachers stated that the questions the principals asked helped them to think more deeply about teaching, and to consider alternate approaches to their instructional and assessment practices."
"Teachers appreciated the conversations and feedback, they recommended the use of questions regardless of the number of years of experience the teachers had."
tinyurl.com/WT-ESU9
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