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Supporting Teacher Learning through Self and Peer Observation · Supporting Teacher Learning...
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Supporting Teacher Learning through Self and Peer Observation E. Caroline Wylie, ETS NCSA, Philadelphia, 2016 6/20/2016
Transcript of Supporting Teacher Learning through Self and Peer Observation · Supporting Teacher Learning...
Supporting Teacher Learning through Self and Peer Observation
E. Caroline Wylie, ETS
NCSA, Philadelphia, 2016
6/20/2016
Overview
• Purpose and outline of the online training modules
• A process for collaborative inquiry and learning
• Research on formative feedback in an observation setting
Purpose of the ModulesThe FARROP training modules:
• Assume that participants have some background knowledge about formative assessment practices
• Introduce the Formative Assessment Rubrics, Reflection and Observation Protocols (FARROP);
• Provide opportunities for teachers to identify and manage personal and professional biases that could affect observations of other teachers;
• Provide video exemplars of practice for each dimension and at varying levels of the rubric;
• Provide practice for giving feedback to a peer and guidance for requesting and receiving feedback from a peer.
But:
• They do not provide extensive training in how to implement formative assessment in the classroom
• They are not intended to calibrate individual observers to a level of reliability needed for high-stakes evaluation systems
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Sequence of Learning
There is a series of seven modules for the basic training.
1. Introduction and Understanding Bias
2. Learning About the Dimensions: Learning Goals and Criteria for Success
3. Learning About the Dimensions: Tasks/Activities, and Questioning Strategies
4. Learning About the Dimensions: Self-Assessment, Peer Feedback, and Collaboration
5. Learning About the Dimensions: Feedback Loops, Descriptive Feedback, & Use of Evidence
6. Giving and Receiving Feedback
7. Putting It All Together: Reflecting on Two Lessons Across All Ten Dimensions
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Common Module Structures
Scaffolded learning opportunities:
- Begin with teacher’s own experiences
- Read rubrics and consider distinctions among levels for each indicator
- Multiple choice questions that focus on information provided in observation notes
- Presentation of benchmark videos with context information, opportunity for the teacher to write up evidence followed by presentation of notes from master coding
- Matching evidence statements to rubric levels
- Concluding practice
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Content
Indicator
Connections
Indicator
Presentation
Indicator
Reference
Indicator
The Process of Getting Feedback
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Collect Information
• Select specific dimensions for focused practice.
• Select a specific lesson.
• Complete a self-assessment of the lesson against specific dimensions.
Process Information
• Review your observer’s and your perspectives on the lesson.
• Conference with the observer (if desired).
• Set the feedback aside for a day if you feel that you strongly disagree with it. Come back with fresh eyes the next day.
• Review rubrics for selected dimensions.
• Compare/contrast two perspectives with respect to the rubrics.
• Identify strengths and weaknesses.
Take Action
• Record any new insights about the dimensions, the rubrics, and your formative assessment practice in your journal.
• Review your previous action plan.
• Based on the feedback you received, update your current action plan or start a new one.
The Process of Observing a Peer
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Collect information
• Review lesson episodes prior to observation.
• Review rubrics for selected dimensions prior to observation.
• Conduct classroom observation focusing note-taking on the selected dimensions.
Process information
• For each dimension to be scored:
• identify the most relevant evidence,
• review each level of the rubric and identify the rubric that best matches across all indicators, and
• write a summary statement.
Take action
• Record any insights about the rubrics, the dimensions, and your formative assessment practice in your journal, based on the observation.
• Review the previous action plan.
• Update your current action plan or start a new one to reflect any insights.
Roles in the Observation Process
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Action Who is responsible for each action?
Person Being
Observed
Observer No One
Selects the dimensions for the observation
Identifies teaching episodes
Provides feedback
Tells a neighbor what was observed in a
classroom today
Shares feedback with the school-based
learning community
Shares observation notes and scores with
the principal
Develops an action plan
Roles in the Observation Process
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Action Who is responsible for each action?
Person Being
Observed
Observer No One
Selects the dimensions for the observation
Identifies teaching episodes
Provides feedback
Tells a neighbor what was observed in a
classroom today
Shares feedback with the school-based
learning community
Shares observation notes and scores with
the principal
Develops an action plan
Roles in the Observation Process
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Action Who is responsible for each action?
Person Being
Observed
Observer No One
Selects the dimensions for the observation
Identifies teaching episodes
Provides feedback
Tells a neighbor what was observed in a
classroom today
Shares feedback with the school-based
learning community
Shares observation notes and scores with
the principal
Develops an action plan
Roles in the Observation Process
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Action Who is responsible for each action?
Person Being
Observed
Observer No One
Selects the dimensions for the observation
Identifies teaching episodes
Provides feedback
Tells a neighbor what was observed in a
classroom today
Shares feedback with the school-based
learning community
Shares observation notes and scores with
the principal
Develops an action plan
Learning From and Applying the Research on Feedback
The research on feedback identifies three important considerations for providing effective feedback:
1. The source of the feedback
2. The content of the feedback
3. Attitudes toward feedback
Understanding the research and how it plays out in the FARROP observation process is important for supporting changes to practice.
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What We Know from Research on
Feedback
How We Applied the Research to the FARROP
Feedback is more effective when
information is gathered from oneself
as well as from others.
For FARROP, that translates to encouraging teachers to
reflect on the observed lesson before getting feedback
from the peer.
Feedback is more effective when
the source of the information is
perceived as credible,
knowledgeable, and well
intentioned.
• It is important to rely on the rubrics and benchmark
examples so that the feedback is as accurate as
possible.
• It is also important to remember that everyone is
learning together. Assume that the feedback is well
intentioned even if you don’t agree with all of it, or if
you have to step away from the feedback after you
first read it.
Feedback from a peer is more
effective than feedback from
someone of higher status.
For FARROP, we are focusing on peer-to-peer
observations and not on feedback from a principal or
teacher leader, since the latter provides less opportunity
for reciprocal learning.
Considering the source of feedback
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What We Know from Research on
Feedback
How We Applied the Research to the FARROP
Feedback is more effective when it
is focused.
The observed teacher is in control and gets to identify
the specific areas on which she or he wishes to focus.
Feedback is more effective when it
creates cognitive dissonance.
Positive feedback causes less
dissonance and reflection, and
therefore less growth.
• Even when you have asked for feedback in a specific
area for improvement, being given feedback that says
that the evidence was best characterized as
Developing practice can be disconcerting.
• Getting feedback that indicates the need for growth in
an area you thought was strong can be challenging,
and you may need a little time to process it. It’s OK to
ignore feedback for a day before coming back to it.
Feedback is more effective when it
creates models for appropriate
behavior.
In addition to reviewing the evidence and the summary
statements from the observer, refer back again to
benchmarks and rubrics—especially the next level above
your current level—to help you develop your action plan
for moving forward.
Considering the content of feedback
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What We Know from
Research on Feedback
How We Applied the Research to the FARROP
Feedback is more effective
when it is considered as a
process,
There should be multiple cycles of observation, feedback,
reflection, and action planning.
Feedback is more effective
when the information from the
provider of feedback is judged
to be confidential.
As noted earlier, it is critical to protect each other’s privacy
and to not talk about what you observed outside of the
classroom.
Considering Attitudes towards feedback
Conclusion and Next Steps
• Training modules will be used this summer along with revised rubrics.
• Opportunity to collect feedback on time required to complete the modules, on teachers’ level of confidence in the process of peer observation, and on reactions to the collaborative inquiry process.
• Future research can examine the accuracy in teacher judgments, whether/how they change over time, whether/how accuracy impacts teachers’ ability to use the information to spur reflection on and improvements to practice, how practice changes over time, and the impact of feedback from school-based peers versus virtual peers.
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