TEACHER OBSERVATION/ EVALUATION PROCESS

Teacher InstituteJuly 2012

ObjectivesTeachers will be able to:

1. Identify the various types of formal and informal observations.

2. Identify the various types of feedback associated with observations.

3. Analyze observation feedback based on SOTEL.

4. Review the 2012-2013 Teacher Evaluation Rubric

Agenda

Do NowPurpose for Observing Teaching

and Providing FeedbackTypes of Observations and

FeedbackKey Take AwaysExploring the 2012-2013 Teacher

Evaluation Rubric

Do NowThink about the most valuable feedback you have ever received from a peer and/or supervisor.What impact did it make on your

work? Why?Share with a partner.Whole group share

Why are observations and feedback important?

Cognitive psychologists studied expertise across a variety of sectors--from silver-smithing to law, surgery to architecture. One trait differentiated experts from the rest:

The experts were more likely to be self-critically focused on improving their skills.

Bereiter, Carl, and Scardamalia, Marlene. Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise.New York: Open Court Publishing Co., 1992.

Purpose of Analyzing Teaching and Providing FeedbackAnalyzing teaching allows the observer to

identify areas of strength and growth.

Teacher Student Feedback = Instructional Leader Teacher Feedback

DANGER: taking critical feedback personally

Types of ObservationsLearning walksMini-ObservationsExtended ObservationsFull period observation

Learning Walks

Learning walks are for general, school-wide feedback on culture and safety. If necessary, feedback is shared at a staff meeting.

Quick “tour” of buildingOccur occasionallyCulture audit/safety

Mini-Observations

FeedbackSame day, face-to-face

◦ Gives an opportunity to develop a partnership between teachers and instructional leaders

◦ Creates a conversation around the observation – allowing for immediate questions and clarifications

◦ Avoids miscommunication common in notes and emails from a lack of expression and tone

5 minutesEvery teacher receives one per

weekNon-evaluative

SOTEL: A Framework for Communication

SafetyObjectivesTeachingEngagementLearning

Briefly at your tables, discuss what you think the following terms entail when it comes to classroom instruction:

SOTEL: A Framework for Communication Safety: The class is running smoothly and

students can focus on learning.◦ Key Question: Can these kids focus on learning?

Objectives: Are the lesson objectives clear?◦ Key Question: Where is this lesson heading?

Teaching: The learning experiences are being skillful orchestrated.◦ Key Question: Is the learning being skillfully

orchestrated? Engagement: The students are paying attention

and are involved in the lesson.◦ Key Question: Who is doing the work here?

Learning: What is being taught is being learned.◦ Key Question: Are all the kids getting it? How do

you know?

Extended Observations

These observations will be followed up with more formal feedback and a meeting to discuss it in person.

15-20 minutesDesigned to get a bigger picture of

instructional practices; to offer additional support

Non-evaluative (initially)

Example: Ms. NorwoodAfter having an in-person debrief with Ms. Norwood about her high school history class, she shared that she was concerned her students were listening and following along, but weren’t actually learning the material. She asked for an extended observation to see what more she could do.

Feedback Form and Meeting

Review the feedback form. What do you notice about it?◦How is this form helpful for teachers? For

administrators?

Now watch a role play of an instructional leader meeting with Ms. Norwood to review the observation and feedback form.◦Was the meeting successful? ◦Why or why not?

Your turn HS Algebra with Kevin

Part 1: http://youtu.be/xJF2tE7MU2g Part 2: http://youtu.be/wAw970eaK0I

At your table, discuss: What did you put in the “+” column? The “?” column?

Full Period Observation

During full-period observations, the instructional leader will focus on all aspects included on the teacher evaluation rubric in regards to instruction and delivery. These are mandatory, formal observations that will be completed twice per year.

Feedback takes the form of the evaluation rubric, which is reviewed and signed by the teacher during evaluation meetings (also held twice per year).

55 minutesEvery teacher receives twice per year (or

as needed)Evaluative

Key Take Aways

ObservationsSOTELFeedback

In sum…As educators, we need to continuously improve

our effectiveness in order to better serve our students.

Observations and feedback are ways to support teacher growth and development, and most importantly – student learning.

It takes two to tango. Maximum results can only be obtained when each part is doing their job: instructional leaders will be held accountable for observing and giving feedback. Teachers will be held responsible for implementing suggestions for improvement.

2012-2013 Teacher Evaluation Rubric

6 Domains:◦Planning and Preparation for Learning◦Classroom Management◦Effective Instruction◦Family and Community Outreach◦Professional Responsibilities◦Teacher Leadership

 Rating Scale for each element in the domains:

4 – Highly Effective3 – Effective2 – Improvement Necessary1 – Does Not Meet Standards

Professional Growth Plan (PGP)