MSFE TEPG Module 1

Overview of the TEPG Collaborative Observation Process

Module Outcomes

Participants will:• Understand the content of the TEPG Observation Rubric and how it is organized• Know and be able to describe the steps of the TEPG Observation process• Describe characteristics of both effective written and oral feedback and how it

supports the TEPG process.

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“Teacher evaluation processes are changing dramatically. The focus of the supervisory process is shifting from fulfilling contractual obligations to promoting opportunities for growth, from using data to prove to using data to improve, from evaluation as an event to evaluation as a process, and from teachers asking “what are my scores?” to asking “what are my goals?” The core purpose of teacher assessment and evaluation should be to strengthen the knowledge, skills, dispositions, and classroom practices of professional educators.

Laura and Bruce Wellman, Mira Via, LLC

MODULE 1: PART 1

Understanding the Content of the TEPG Observation Rubric

The Teacher Evaluation and Professional Growth (TEPG) observation rubric is a Maine-specific description of effective teaching practices based on standards for accomplished teaching from the National Board for Professional Teaching Standards. The 13 standards are organized into five larger constructs known as the Five Core Propositions and are linked to the NBPTS Architecture of Accomplished Teaching on the slide 7 (see Appendix B in Companion Guide), a metaphor for what accomplished teachers in the classroom do.

Proposition 1: Teachers are committed to students and their learning.

Standard Indicators What is this standard all about?

Standard 1.1-Understanding of Students-The teacher recognizes individual differences and knows the backgrounds, abilities, and interests of his or her students and uses this information to differentiate his or her approaches to students and instruction.

Understanding students as individuals Proactive Differentiation Individual learning/behavior plans/ IEPs

Standard 1.2-Application of Learning Theory-The teacher demonstrates an understanding of how students develop and learn.

Students take in and demonstrate learning in different ways

Social/ Cognitive learning theory Learning Styles/Intelligences Developmentally/ age appropriate Relevancy

Standard 1.3-Classroom ClimateThe teacher creates a respectful environment that provides opportunities for equitable participation and supports students in developing positive dispositions towards learning.

Respectful language Opportunities to collaborate Equitable participation Development of dispositions for

learning Social/emotional learning

(A more in-depth description is provided on pages 13-43 in the Companion Guide)

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Proposition 2: Teachers know the subjects they teach and how to teach those subjects.

Standard Indicators What is this standard all about?

Standard 2.1-Subject Knowledge-The teacher demonstrates an understanding of how knowledge and skills in his or her subject domain are created, organized, and linked to those of other disciplines as appropriate.

Alignment with standards Connecting big ideas and factual info Academic vocabulary Encouragement of multiple perspectives Connections to other disciplines Analytical thinking

Standard 2.2-Pedagogical Content Knowledge-The teacher creates learning experiences that make the discipline accessible and meaningful for students to ensure mastery of the content.

Variety of teacher and student directed strategies

Structured and inductive approaches Encouragement of alternative ways to

solve problems Addressing misconceptions Transfer of learning in new situations Variety of resources

Standard 2.3-Goal-Focused Planning-The teacher plans instruction rich in higher-order thinking to meet clearly identified goals and objectives for student learning.

Learning target is aligned with standards Learning target is clear to students Plan is organized, coherent and

scaffolded to support learning Needs of students are incorporated

(A more in-depth description is provided on pages 45-75 in the Companion Guide)

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Proposition 3: Teachers are responsible for managing and monitoring student learning.

Standard Indicators What is this standard all about?

Standard 3.1-Managing Classroom Routines and Expectations-The teacher establishes an organized and efficient learning environment that involves and engages all students, maximizes learning time, and enhances student learning in a variety of individual and group settings.

Routines and procedures Behavior Use of the room environment Grouping structures to manage

instruction

Standard 3.2-Student Engagement-The teacher encourages and clearly communicates expectations for student involvement in the learning process, which results in a high level of student engagement.

Communication of expectations for participation is clear

Pacing Opportunities to interact with

rigorous content Connection to real life Motivating strategies

Standard 3.3-Assessment of Student Progress-The teacher employs multiple methods to regularly measure student growth and progress and uses this information to provide feedback to students and adjust instructional decision-making.

Use of ongoing assessment to plan Checking for understanding using

formative assessment to make adjustments and provide feedback during instruction

Student led Summative

(A more in-depth description is provided on pages 77-107 in the Companion Guide)

Proposition 4: Teachers think systematically about their practice and learn from

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experience.

Standard Indicators What is this standard all about?

Standard 4.1-Reflective Practice-The teacher analyzes sources of evidence as he or she continually reflects on professional practice, using information about the needs of students to make decisions about adjustments in practice and goals for professional growth.

Refection on teaching and learning Adjustments based on reflection Use of research and effective practices to

guide decision making

Standard 4.2-Continuous Professional Growth-The teacher uses current research-based resources, feedback from others, and professional learning opportunities to accomplish professional growth.

Seeking out opportunities for professional growth to improve practice

Valuing feedback from others Staying current with research about

effective practice Models a positive disposition for ongoing

learning

(A more in-depth description is provided on pages 109-129 in the Companion Guide)

Proposition 5: Teachers are members of learning communities.

Standard Indicators What is this standard all about?

Standard 5.1-Professional Collaboration-The teacher contributes to school effectiveness by collaborating with other professionals on activities that support school improvement and student learning.

Collaboration to support student learning and school goals

Collaboration with peers to improve practice

Collaboration to support school improvement efforts

5.2 Engagement With Caregivers and Community. The teacher engages in ongoing communication and collaboration with students’ homes and caregivers and takes advantage of community resources to enhance student learning and school effectiveness.

Ongoing two way communication with care givers

Knowledge and use of community resources Understanding and appreciation of cultural

makeup of the community Advocacy of support for the resources

needed to meet the needs of students and families

(A more in-depth description is provided on 131-155 in the Companion Guide)

Know and be able to apply the steps of the TEPG Collaborative

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Observation Process

Review the steps of the observation cycle with a partner. Highlight key words in the paragraph below that reflect essential components of this process.

Before beginning the collaborative observation process it is essential that a shared understanding of the Standard Indicators has been attained by all involved. This shared understanding is the basis for the ongoing collecting, organizing, sharing, and analyzing of evidence that supports collaborative learning conversations. The goal of these conversations is to provide regular opportunities for reflecting on practice that results in the improvement and refinement of teaching and learning. This requires that both evaluator and evaluatee come prepared to discuss the observation according to the shared understanding of the criteria in the TEPG rubric.

Steps 1 and 2 – Schedule and Implement the Pre-conference

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TEPG Pre-observation Protocol

Preparing for the ConversationObserver will…

Review the lesson plan and any other documentation that is submitted by the teacher and align to the MSFE TEPG Rubric standard indicators.

Review the pre-observation questions and make note of any clarifying questions to ask the teacher.

Teacher will: Submit the lesson plan and any other relevant documentation to the observer prior to the

scheduled observation. Review and prepare responses to the pre-observation questions. This can include collecting

documents that are applicable to the observation. Review professional goal(s) and identify standard indicators of focus for the conversation or the

observation.

During the ConversationObservers will…

Ask questions and take notes on the conversation. Collaboratively identify and document specific standard indicators of focus for the observation.

Teachers will… Share responses to the questions and share documents, if any. Collaboratively identify and document specific standard indicators of focus for the observation.

After completion of the pre-observation interview, both the teacher and observer should sign and date the form.

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PurposeThe pre-observation protocol is an opportunity to discuss the observation process and for a

teacher to share evidence of lesson and unit planning and how student data is used to inform lesson design.

Pre-Observation Conversation

Teacher Name: _______________________________________________________________Observer Name: ______________________________________________________________

Grade to be observed: Subject/lesson to be observed:Date of conference: Time of conference:Date of observation: Time of observation:Teacher should review the questions below and prepare responses for the pre-observation conversation. Responses can be submitted electronically or in writing prior to the conference. During the conference, the teacher and observer will discuss the questions and share any relevant evidence.

1. What is the objective of the lesson? What will students know and be able to do by the end of the lesson?

2. Describe how you planned instruction to address the content standards and how you will deliver

instruction to students.

3. Briefly describe the varied learning needs of students in your class and how you planned to meet their needs. What activities will you include to engage all students in the content?

4. How will you assess whether students have learned the content standards addressed in this unit of instruction?

5. Based on previous observations and professional goals, is there something the observer should pay particular attention to during the observation?

6. Is there any additional information you would like to provide that will help the observer understand your classroom or instruction? Is there anything else you would like to discuss before the observation?

Signing below indicates that the pre-observation meeting took place. A signed copy should be provided to the teacher.

Observer Signature: ____________________________________ Date: __________________

Teacher Signature: ____________________________________ Date: __________________

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Steps 3-5 – Gather, Organize and Analyze the Evidence

Interpretation and Bias

Read pages 9-10 with a partner and respond to the questions below. Why is it essential to keep opinion and bias out of the evidence collection step of the observation cycle?

How can we train ourselves to recognize the inclusion of opinion and bias?

Refrain from interpreting evidence and making judgments until you've considered the evidence against the rubrics.

Evidence: It is important that you record as evidence only what you see, hear, or read—not your interpretation of what you see or your opinion about it. Evidence may be what the teacher and students say or what they do, including body language (e.g., teacher walking around the classroom, students waving their hands in the air to be recognized, students slumping in their chairs, students putting their heads on their desks).

Interpretation: To make a scoring judgment for each component, you will need to interpret your evidence. However, you should use the criteria established in the rubrics to interpret evidence after you have collected all of the evidence. While you are in the process of collecting evidence, you should refrain from making interpretative statements. This helps to ensure that the teaching is not misrepresented and helps to ensure fair and reliable determination of levels of performance. It would be interpretation to say, for example, that the students appear comfortable, happy, or bored. These are interpretations of the actual evidence from the classroom, which would describe what students actually did or said.

Bias: When you make value judgments based on a teacher’s or the students’ age, race, gender, appearance, perceived economic status, or accent, these judgments may influence both how you collect evidence and make scoring decisions based on that evidence. For example, if a teacher is wearing jeans, it would be bias to assume that the teacher has established a casual, laid-back classroom atmosphere. Bias may also exhibit itself when personal preferences about teaching practices, materials, and classroom environment influence your judgment. For example, if you think that using technology is the best way to teach and let that opinion get in the way of identifying evidence of what is actually happening in the classroom when no technology is used, then bias interferes with your collection of evidence and determining the appropriate level of performance. Warning flags can sometimes be words like could have, should have, must have, ought to have, and so on.

Consider what you do not see or hear.There might be times when what you do not see or hear is relevant evidence. For example, pertinent evidence may be that students do not ask any questions, that students are not participating in an activity, or that no inappropriate behavior is observed in the classroom.

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Three qualities of effective evidence are: Objectivity: Statements are fact based and directly supported by aligned factual evidence. Specificity: Evidence includes a concise, specific, and thorough description of relevant observed

events. Accurate Alignment to Professional Practice Standard(s) in Rubric: Evidence must be aligned to

criteria for relevant standard(s), directly support specific levels of performance for the standard criteria and provide ample information to inform continuous improvement

Record what the teacher and students say:• “Please move to your assigned groups and begin the assignment.”• “Today we are going to continue our focus on writing effective opening statements.”• “I agree with what Owen said and I would also like to add one more way to solve the

problem.”

Record teacher or student behavior that is observed:• The teacher stood by the door, greeting students as they entered.• Students were working with a partner to solve the problems.

Record quantitative information:• Each student in the small group was asked to respond 3 times.• Twenty minutes of the fifty minute period was used to correct the homework.

Record relevant aspects of the environment:• Student work samples were posted with scoring criteria visible.• Resources for centers were labeled in storage boxes.

Be careful about injecting opinions or personal bias into the evidence.• The students enjoy working with this teacher.• This lesson would have been more effective if students were sitting in groups.• The students are unmotivated to learn in this classroom.• The classroom management was chaotic.

Evidence OpinionObservable Draws conclusionsObjective Subjective

Free of value judgment May include value judgment

When reviewing observation notes it is a good practice to look through them for instances of opinion and bias and reword them so they are objective and specific as in the examples above.

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Evidence Analysis Rubric for Teacher Observations Quality of Documentation

Standard Evidence

Advanced Documentation

SatisfactoryDocumentation

Insufficient Documentation

Objectivity

Statements are fact based and directly supported by aligned factual evidence.

Statements are either fact based or directly supported by aligned factual evidence.

A number of statements are subjective and not directly supported by aligned factual evidence.

Specificity

Evidence includes a concise, specific, and thorough description of relevant observed events.

Evidence includes specific detail about relevant observed events.

Evidence lacks specific detail about relevant observed events.

Alignment to Standard

All evidence content is directly related to the standard criteria.

Most evidence content is directly related to the standard criteria.

Most evidence content is not directly related to the standard criteria.

Evidence directly supports specific levels of performance for the standard criteria and provides ample information to inform continuous improvement.

Most evidence supports levels of performance for the standard criteria.

Evidence does not allow the reader to determine levels of performance for the standard criteria.

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Video Observation The goal of the collaborative observation process is to provide regular opportunities for reflecting on practice that results in the improvement and refinement of teaching and learning.

As you view the video, look for connections to the TEPG Collaborative Observation Process.

Individually observe and record evidence on the note taking form below. Share evidence and discuss in partners or in small groups before bringing it to the whole group.

• How does the observation process support this teacher?• In what ways did use of the rubric support the teacher and the principal? • What are the benefits of peer observation?

Observation Notes

End of Module 1, Part 1

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TEPG Module 1: Part 2: Providing High-Quality Written Feedback to Educators(Adapted from RIDE Rhode Island Dept. of Education -

http://www.ride.ri.gov/TeachersAdministrators/EducatorEvaluation/BestPracticesResourceSuite.aspx )

The difference between observation notes, rationale, and feedback

Qualities of Effective Feedbac

Reviewing the Quality of the Evidence Below is a rubric to use to evaluate and improve the quality of evidence collected. Read through the rubric and then use it to evaluate the quality of the evidence collected in the rationales that follow. Consider the strengths and areas that could be improved.

Evidence Analysis Rubric for Written Observation SummariesStandard Evidence Advanced Documentation Satisfactory

Documentation Insufficient Documentation

Objectivity

Statements are fact based and directly supported by aligned factual evidence.

Statements are either fact based or directly supported by aligned factual evidence.

A number of statements are subjective and not directly supported by aligned factual evidence.

Specificity

Evidence includes a concise, specific, and thorough description of relevant observed events.

Evidence includes specific detail about relevant observed events.

Evidence lacks specific detail about relevant observed events.

Alignment to Standard Criteria and/or Rubrics

All evidence content is directly related to the standard criteria.

Most evidence content is directly related to the standard criteria.

Most evidence content is not directly related to the standard criteria.

Evidence directly supports specific levels of performance for the standard criteria and provides ample information to inform continuous improvement.

Most evidence supports levels of performance for the standard criteria.

Evidence does not allow the reader to determine levels of performance for the standard criteria.

How can you use this rubric to improve the quality of the evidence you collect?

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Observation Notes

Helps the evaluator capture evidence of the teaching episode to determine scores, write rationale, and craft feedback. The observation notes should focus on the words spoken by the teacher and students, the actions by the teacher and students, and how the use of the classroom supports student learning.

Rationale

Helps the educator understand the reasoning for each component score (1-4) by providing evidence and an explanation that aligns with a performance-level descriptor.A rationale is provided for each standard indicator following a formal observation.

Feedback

Helps the educator improve their practice by identifying strengths (practices to continue) and areas for improvement or refinement (changes to their practice to prioritize). Feedback for next steps is narrowed to a few areas that will have a significant impact on student learning. This is generally discussed and finalized during the post observation conference.

Sample Rationales for Proposition 1:1.1: During the preconference you shared knowledge of differing levels of readiness your students

brought to this lesson. During the lesson instruction and expectations for the work were the same for all students. Students who struggled with reading the science text were not provided with additional support. As the independent work began two students finished quickly and three students had difficulty getting started and wrote very little on their papers. (Level 2)

1.2: During the lesson understanding of how students learn was shown through the use of partner sharing in support of social learning and also incorporating the use of prior knowledge when students struggled with a concept. Students were asked to represent their understanding of the academic vocabulary in a variety of ways; using their own words, drawings and providing a real word example. This was then shared with a partner and each student was able to add additional information to their work. (Level 3)

1.3: Patterns of classroom interactions were friendly, respectful and polite between teacher and students and student to student. Students collaborated with partners as they worked in their vocabulary journals. Students felt comfortable taking risks as evidenced by their willingness to answer questions and actively participate in the activities. Students’ efforts were encouraged with positive words. Students were heard acknowledging each other’s ideas as they worked together. A positive culture for learning in the classroom was evidenced by the effort most students displayed throughout the lesson. You conveyed to students how important the work was when you introduced the lesson and encouraged them by stating, “I know this work is challenging but you can all do this.” (Level 3)

Sample Rationales for Proposition 2:2.1: The lesson content is aligned with grade level standards. A variety of academic vocabulary was taught during the lesson. Students demonstrated that they understood the meanings by defining the science terms using their own words prior to reading the text. The content presented was accurate but was predominantly at lower levels of thinking with no opportunities for student to think analytically by explaining and justifying responses or considering alternative perspectives.

(Level 2)

2.2: The strategy used during the lesson was teacher directed question and answer. Almost all questions asked of students were low-level knowledge or comprehension ones that required single word or short phrase responses and did not require them to think critically. On several occasions questions were asked rapid-fire and not all students were given an opportunity to think and respond. With the exception of the opening vocabulary activity students had no opportunities to discuss or build off of each other’s responses. Students were questioned as a group and individually throughout the lesson to determine their understanding of the content. At one point no student could answer the question so students referred back to the original diagram on the board and went through it again to be sure they understood. (Level 2)

2.3 The lesson objective was clearly stated and posted on the board for students - describe the processes of evaporation, condensation and precipitation as they relate to the water cycle. The lesson had a clearly defined structure with a warm-up vocabulary activity, reading the text together, and independent practice for students to respond to questions. Students understood the learning target which was revisited at the end of the lesson. The objective and planned learning activities were mostly at lower levels of thinking. (Level 2)

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SampleRationales for Proposition 3:

3.1: Students are well aware of the routines and procedures in the classroom. When you signaled you were starting the lesson, the classroom helpers retrieved the materials needed for the class and distributed them seamlessly. The transitions between activities were smooth and students responded to the 5, 4,3,2,1 count quickly when you were bringing them back to the group. Standards of conduct have been established in the classroom and student behavior was entirely appropriate throughout the class. You continuously moved around the classroom to monitor student behavior and make sure students remained on task. When one group was off-task during the warm-up, a student from the group encouraged everyone to “get working.” Your use of whole group, partner work and independent work during the lesson was supportive of the learning the content.

(Level 4)

3.2: Clear directions were provided both orally and on the board. The explanation of the content was clear and accurate and you connected it back to the previous lesson when you asked them to “turn and talk” about their work with their partner. The pacing of the lesson was appropriate for most students. As the lesson moved to independent work two students finished very quickly while three others had trouble getting started and finished little to none of the assignment. This resulted in accessible and challenging instruction for only some students. (Level 2)

3.3: Students were aware of the criteria for an entry in their vocabulary journal and were seen referring to the exemplar on the anchor chart. While monitoring the independent work the feedback to students was specific and helped to affirm their responses or push them further in their explanations. Students completed an exit slip at the end of the lesson. (Level 3)

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Feedback

To be effective, feedback after observations should be: Prioritized Specific Actionable Have a supportive tone Be given as soon after an evaluation/assessment as possible

PrioritizedWhile it is important that the rationale address all standard indicators of the rubric, positive and constructive feedback should be focused. Substantial feedback across all or many standards is overwhelming to a teacher and does not indicate what is essential or where they should start. Prioritized feedback hones in on the ideas and strategies that are the most important for the educator to continue or adjust to move forward.

SpecificFeedback should be clear, precise, and cite specific examples from the observation. The feedback should directly support the teacher’s practice in the rubric components.

ActionableEffective feedback includes actionable next steps that teachers may use to improve their practice in the immediate future. Actionable feedback provides resources or strategies to implement into practice and offers the teacher a clear picture of what this would look like in his/her classroom.

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Specific “You have an effective routine in place so that students know what to do when they finish work early…”

Not Specific“You have great classroom management…”

Actionable In this lesson it was unclear if students knew the purpose of the lesson based on the questions they were asking. Identify and communicate a clear lesson objective for students; stating what they will be learning and why. Post the objective on the board so students can see it, introduce the objective at the beginning of the lesson, and refer to it as needed throughout.

Not ActionableIn this lesson students didn’t know the purpose of the lesson based on the questions they were asking. Make sure the objective is clear to students.

Prioritized An observation receives 3s on all standards of

the rubric but the evaluator highlights the two that are making the biggest impact on student learning

An observation receives a combination of 1s, 2s, and 3s, but the evaluator prioritizes feedback on the standards that should be addressed first, even if it is not the lowest score

Not Prioritized A teacher gets 1 sentence of feedback on all

standards of the rubric

A teacher gets significant feedback on most or all standards of the rubric

Feedback Model:

1. Open with positive reinforcement a. Target 2-4 specific areas of the teaching episode that you want to encourage the teacher to

continue in their practice.b. Be specific and reference examples from the rationale to make the feedback concrete.

2. Then offer constructive feedbacka. Hone in on 1-2 areas to give prioritized and actionable feedback. (This conversation may be more

directive with a new or struggling teacher. For teachers working at effective levels this is often teacher led or more collaborative in nature.) Make efforts to provide choice when possible.

b. Explain why this is a priority to focus on and suggest strategies or resources the teacher could employ moving forward.

Written Feedback Quality Review Tool (Taken from RIDE Rhode Island Dept. of Education)

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Prioritized:

1. Does the feedback reinforce the teacher’s strongest practice areas? No Yes

2. Does the feedback focus on 1 or 2 areas for improvement?

No Yes

3. Will the focus of the feedback have the greatest impact on teacher and student performance?

No Yes

4. Is the feedback appropriate to the context of the classroom?

No Yes

Specific: 5. Are specific examples from the observation cited

throughout the feedback? No Yes

6. Is the feedback aligned to the TEPG rubric? No Yes

Actionable: 7. Does the feedback include action steps that offer the teacher a

clear picture of what this would look like in his/her classroom?

No Yes 8. Is the feedback feasible to implement successfully in the near

future?

No Yes

9. Does the feedback include resources or strategies the teacher can utilize?

No Yes

Feedback Delivery:

10. Is the tone of the feedback supportive? No Yes

11. Was the feedback provided soon after the observation?* No Yes

Review the feedback provided below using the Written Feedback Quality Review Tool

What are the strengths of this feedback? What suggestions do you have to improve the feedback? How can you use this tool to improve the quality of the feedback you provide?

Positive Reinforcement:1. This lesson shows you have established a positive culture for learning. You effectively used voice and

presence to maintain authority and convey caring for students. Interactions in the classroom were positive throughout the lesson. Students were given opportunities to collaborate with a partner that were structured resulting in an equitable sharing of talk time for each. During the lesson student to student talk was supportive and genuinely caring toward others. Your careful and specific monitoring of students and use of encouraging words during the lesson resulted in your students demonstrating a strong effort to learning the material. (1.3).

2. In this lesson, classroom procedures and routines were executed consistently by students which helped to maximize instructional time. It was clear that students knew what was expected of them. Transitions were smooth and you were able to call students quickly back to attention when transitioning between activities with your verbal cue. Students followed directions the first time and demonstrated a clear understanding of behavioral expectations and rules through their actions throughout the class. Students were well behaved throughout the lesson (3.1).

Constructive Feedback:During your lesson most questions asked were either knowledge or comprehension questions; students were not challenged to explain their thinking. During partner and whole class discussion, challenge students to think critically. In order to do this you can create learning activities and prepare questions that require higher-order thinking such as analyzing, synthesizing or evaluating when prepping your lesson. In addition, have students explain their answers when appropriate and allow students to challenge each other’s responses in order to promote student dialogue. Below are the next steps we agreed upon:1. Attached is a link to several resources on Bloom’s Taxonomy that could help you to create your questions: http://www.bloomstaxonomy.org/ Ask yourself: “How do I create opportunities for students to think critically and challenge each other’s thinking?” 2. Consider how to differentiate assignments based on their complexity as you plan. This would provide opportunities for your high achievers to work on more challenging work will maintaining the same learning target. A helpful resource for this is Webb’s Depth of Knowledge to assist in preparing more complex tasks. Often times the teacher’s edition has suggestions for this also. http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge.htm 3. Work with your grade level team or the site coach in determining how you might begin including this in your ongoing lessons and instruction

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Practice the Learning

• View the video segment - the focus for the observation is Core Proposition 3.• Script to collect evidence and then organize for Standard Indicators 3.1, 3.2 and 3.3.• Develop a rationale for each standard indicator.• Based on this evidence draft some positive reinforcement and constructive feedback

Observation Notes

Rationale Standard Indicator 3.1

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Rationale Standard Indicator 3.2

Rationale Standard Indicator 3.3

Positive Reinforcement Constructive Feedback

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Steps 6-7 - The Reflection Conference and Next Steps

TEPG Post-Observation Protocol

Preparing for the ConversationObserver will…

Review and align observation notes to the MSFE TEPG Rubric standard indicators. Review the post-observation questions and make note of any additional questions or alignment

with professional goals (Part 1). Identify areas of strength and opportunities for growth by citing evidence from classroom

observation (Part 2). Jot down notes and ideas on a plan for growth (Part 3).

Teacher will: Use the MSFE TEPG Rubric to self-assess his/her performance during the observation. Review and prepare answers to the post-observation questions (Part 1). Collect and analyze student work samples or other documents related to the lesson. Identify areas of strength and opportunities for growth from the classroom observation and

analysis of evidence (Part 2). Jot down notes and ideas on a plan for growth (Part 3).

During the ConversationObserver will…

Ask questions and take notes on the conversation (Part 1). Share evidence, alignment, strengths, and opportunities for growth (Part 2). Collaboratively identify and document a plan for growth for the teacher based upon the

conversation and assessment (Part 3).

Teacher will… Share responses to the questions and share documents and/or student work samples from the

lesson (Part 1). Use evidence to identify strengths and opportunities for growth (Part 2). Collaboratively identify and document a plan for growth (Part 3).

At the end of the conference, the observer and teacher will receive a signed copy of the completed documents, which includes planning for growth.

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PurposeThe post-observation protocol is an opportunity for the observer and teacher to have an evidence-based conversation about the observation and for the teacher to receive actionable feedback. By

the end of the conference, the teacher will have specific next steps to integrate into his/her practice.

Part 1: Post-Observation ConversationTeacher Name: _______________________________________________________________

Observer Name: ______________________________________________________________

Grade observed: Subject/lesson observed:Date of observation: Length of observation:Date of conference: Time of conference:

Instructions: Teacher should review the questions below and prepare responses for the post-observation conversation. Responses can be submitted electronically or in writing prior to the conference. During the conference, the teacher and observer will discuss the questions and share any relevant evidence.

1. In general, what was successful about the lesson? Comment on your classroom environment (e.g. interactions, culture, procedures, and student conduct) and instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they effective?

2. Did students engage in the lesson? Did they learn what you intended for them to learn? How do you know?

3. If you had a chance to teach this lesson again to the same group of students, what would you do differently, from planning through execution?

4. For students who struggled with the content, what will you do next to ensure they grasp the concepts? How will you adjust the remainder of the unit, if at all?

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Part 2: Post-Observation Analysis

Areas of Strength and Opportunities for GrowthInstructions: In the boxes below, identify 2-3 strengths that were observed during the lesson, citing evidence from observation notes or evidence submitted by the teacher. Then, identify 1-2 standard indicators to prioritize for growth.

MSFE TEPGRubric

Core Proposition

Evidence of Strengths Opportunity for Growth(By standard indicator)

1- Teachers are committed to students and their learning

2- Teachers know the subjects they teacher and how to teacher those subjects to students

3- Teachers are responsible for managing and monitoring student learning.

4- Teachers think systematically about their practice and learn from experience.

5- Teachers are members of learning communities.

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Based on the teacher’s professional goals, the observation evidence, and analysis in Part 2, which standard indicator(s) should be the focus for growth in the next 30 days? What professional development opportunities/support would be most helpful to addressing growth?

Part 3: Post-Observation Next Steps

Instructions: Prior to the post-observation conference, the administrator and teacher can separately jot down answers to guiding questions in the box below. Use this information to determine the most appropriate opportunity for growth and plan for the growth using the template below.

Planning for Growth

Standard indicator(s) of focus:

Plan/goal (write a short statement of the plan or goal to improve practice):

Support needed (list support, resources, or materials that are needed to implement the plan/goal)

Identified Resources (identify resources and materials that are available to support implementation):

Monitoring Progress (write a short statement that describes how progress of the plan will be monitored and shared):

Signing below indicates that the post-observation meeting took place and all parts of the protocol have been completed. A signed copy should be provided to the teacher.

Observer Signature: _______________________________ Date: ___________________

Teacher Signature: ________________________________ Date: ___________________

Strategies to Consider as You Provide Face to Face Feedback

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Adapted from “Studying the Impact of Instructional Coaching” by Jim Knight and Jake Cornetthttp://www.instructionalcoach.org/images/downloads/researchpubs/Studying_the_Impact_of_Instructional_Coaching_4.0.pdf

Collaboration involves Relationships Instructional leaders truly believe that each teacher’s thoughts and beliefs are valuable. They listen to teachers with the intent to learn, to really understand, and then respond, rather than with the intent to persuade. For instructional leaders this means that teacher choice is implicit in every communication of content and, to the greatest extent possible, the process used to learn the content.

Collaboration involves Choices Instructional leaders do not envision making teachers “think like them” as the purpose of their job. Rather, an instructional leader’s goal is to meet teachers where they currently are in their practice and offer choices for improving /refining their practice.

Collaboration involves Empowering and Respecting the Voices of Teachers.

All individuals in a collaborative conversation have opportunities to express their point of view. Indeed, a primary benefit of this is that each individual has access to many perspectives rather than the one perspective of a leader (Covey, 2004; Lawrence-Lightfoot, 2000). Instructional leaders who act on this principle encourage teachers to express their opinions about content being learned as part of a process that helps teachers find their voice, not a process determined to make teachers think a certain way

Collaboration involves Enabling Authentic Dialogue.

Participants engage in conversation, learning together as they explore ideas (Bohm, 2000). For instructional leaders, this means that they listen more than they tell. Instructional leaders avoid manipulation as they engage participants in conversation about content, instructional strategies and student learning

Collaboration involves Reflection as an Integral Part of Professional Learning.

One role of the instructional leader is to provide teachers with enough information, so that they can make sense of whatever next step is being proposed. (Instructional leaders encourage teachers to consider ideas before adopting them. They recognize that reflective thinkers, by definition, must be free to adopt or reject ideas, lest they simply are not thinkers at all.

Collaboration involves Applying The Learning to Their Real-Life Practice as They Are Learning.

Collaborative discussions should enable individuals to have more meaningful experiences. During learning conversations meaning arises when people reflect on ideas and then put those actions into practice. For instructional leaders this means that in collaborating with teachers they focus their attention on how to use ideas in the classroom and provide the time and support to do that.

Collaboration involves Reciprocity: Instructional Leaders Should Expect to Get as Much as They Give.

In collaborative relationships, participants benefit from the success, learning, or experience of others rewarded by what each individual contributes (Freire, 1970; Senge, 1990; Vella, 1995). For that reason, one goal of a collaborative conference is to learn alongside teachers. Learning about each teacher’s strengths and weaknesses while implementing new teaching practices will enhance an instructional leader’s ability to collaborate with other teachers.

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Elements of Effective Post Observation Conversations Adapted from LEPG Instructional Feedback Observation Toolkit http://maine.gov/doe/excellence/resources/index.html

Review the descriptors below and share how these have been included in your practice. What are some strengths and challenges you have in implementing this?

Element DescriptorsUsing Evidence and TEPG RubricCenters the conversation on observation evidenceAccurately aligns data to the TEPG rubric and uses rubric’s vocabularyEncourages teachers to bring additional evidenceIntegrates and considers teacher-provided evidence

The principal encourages teachers, either during pre-observation or post-observation meetings, to bring additional evidence to determine effectiveness of observed teaching and learning.

The principal integrates observation evidence with teacher-provided evidence

Professional InteractionsProvides focused attention (e.g., eye contact, minimizes disruptions)Uses appropriate communication skills (e.g., respectful language, listening, checks for understanding) to create a balanced conversation

Encourages teacher voice and instructional risk-taking

The meeting is conversational and balanced, with the principal providing multiple opportunities for both the teacher and principal to discuss observed instructional practices.

The principal engages with the teacher’s responses by paraphrasing the teacher’s statements to acknowledge, clarify, summarize, or help organize the teacher’s thoughts.

Differentiated Questioning Asks factual questions (name or describe practice) Asks reflective questions that prompt explanation of

thinking Asks questions that help create connections or

brainstorm new strategies Asks reflective questions that examine the feasibility of

new strategies

The principal asks questions that help the teacher connect the observation feedback to student learning and prompt the teacher to brainstorm potential improvements or alternative strategies.The principal asks questions that prompt the teacher to reflect on the feasibility of potential improvements or alternative strategies and their implementation in the classroom.

Leading Conversations Sets goals and outlines a plan for the conference Paces the conversation intentionally to focus on high

priority feedback Ends conversation with concrete action steps and

suggested resources Identifies school leadership actions to support the

teacher’s growth

The conversation culminates in concrete action steps to improve practice immediately.The principal identifies resources that the teacher can access to improve in identified areas for growth and strength (e.g., colleagues, professional development, communities of practice, print and online resources).The principal discusses the actions that school leadership (e.g., principal, other administrators, teacher leaders, instructional coach) will take to support the teacher in improving performance.

Written Feedback Completes observation forms and references evidence in

scoring Uses instructional framework vocabulary and identifies

areas for growth and areas of strength with concrete action steps for further improvement

Identifies school leadership actions to support the teacher’s growth

The written feedback identifies at least one area of growth and one area of strength for instructional improvement.The written feedback clearly states actions that the teacher can take for instructional improvement and identifies timelines and evidence (in the professional growth plan).The written feedback clearly states the actions that school leadership (e.g., principal, other administrators, teacher leaders, instructional coach) will take to support the teacher in improving performance.

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Reflect on Next Steps

Think about an upcoming Collaborative Conference in which you will be a participant. What is your role in the Conference? How will you use some of the information in this module to help you prepare?

Next steps to consider:

Next Steps How I will do this

Increase knowledge of the TEPG Standard indicators and Rubric

Practice Collecting and Organizing Evidence

Preparing Effective Written Feedback

Planning for Effective Collaborative Conferences

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Administrators: How to Get Out of the Office and Into Classrooms

By Ben Johnson, Administrator, author and educator

http://www.edutopia.org/blog/administrators-how-get-out-office-and-classrooms-ben-johnson

As an administrator, I think about the most enjoyable times I have had at school. Frankly, none of them

include sitting in my office doing paperwork, disciplining, or attending meetings. The most enjoyable and

productive times I have experienced are when I have been in the classroom observing teachers and

interacting with students and teachers.

Conceptually, I believe that every administrator would agree with me that they need to be in the classroom

to be the most effective with teachers and student learning, but in reality, it is easier said than done. The

administrator's office is the focal point of so many things: planning, scheduling, disciplining, reporting, and

managing. All of this becomes a magnet drawing the administrator inexorably back to the office any time he

or she strays any distance from it.

The ultimate question of every administrator worth his or her salt is that, given all of the demands on an

administrator's time, what can we do to escape the pull of the office and spend a majority of our time in the

classroom?

I have found that, for weeks on end, I am bombarded with issues from the time I arrive at school to the time I

leave school, and often it takes every second of my day, including lunchtime, to deal with them. These issues

include teacher needs, student needs, parent needs, district office needs, state needs, and a whole host of

facility problems, personnel issues, planning concerns, and discipline referrals. If I simply stand in front of my

office, I will be busy all day long -- guaranteed.

Managing Time Effectively

The reality is that, for the most part, I will never be able to satisfy all the "needs" in one day, or one week, or

one year. Because of this, the first thing that I have to do is handle what I can handle, and delegate the rest.

Last week, I spent time organizing the volume of keys for the building (it is an old school that did not believe

in master keys). I could have easily given the task to another person and spent this time in the classroom. This

takes a bit of organization, planning, and negotiation, but is well worth the freed time it provides. Actually

there is no such thing as free time because, unless it is planned, something will always fill it up. Nature abhors

a vacuum. So that is the next step. I have learned that if I do not spend the time to put what I need to do on

the calendar of daily activities, I will relegate important things for later and only take care of the most urgent

items, regardless of how important they are. With chagrin, I looked at my weekly calendar on Friday and

realized that it was blank. I had not planned the week. I fully understood why I had done only a few classroom

walkthroughs and did not meet my observation goal of visiting each teacher's classroom every day.

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Getting Into Classrooms

I find that when I make the effort to block out time for observations, I can tell the urgent demands to wait

until I am done with my observations. Perhaps even more importantly, if I share my plan with my secretary,

she can hold at bay many of the urgent demands and sometimes solve them for me.

Just as a goal is a wish unless it is written down, when we share our goals with others, they can help us reach

them. I have found that it is helpful to let my teachers know of my observation goal to visit their classroom

every day and enlist their help in making it happen. If I know that a teacher is expecting me to be in his

classroom that day, it is more likely that I will make every effort to be there. After all, I do not want to let the

teacher down or show lack of professionalism or poor planning.

The final strategy that helps me to be in the classroom more often is to establish a routine. This helps me

because I don't have to think about a habit. It's easy to plan for, and the teachers and students know that I

will not be in my office, so they do not look for me at those times. Perhaps the greatest benefit I see is the

change seen in the perspective of the teachers.

Administrator as Ally

Infrequent observations tend to promote a teacher perspective of "evaluation" and looking for mistakes.

Frequent observations and feedback help teachers view the administrator as a colleague, an ally, and a

valuable instructional improvement coach.

Avoiding the magnetic pull of the office is a constant battle for every administrator. When I have taken the

time to establish observations as a priority, when I have delegated extraneous tasks that others can

effectively do, and when I have deliberately set aside windows of time for observations, I have been able to

make headway with improving instructional practice, establishing instructional accountability, establishing

standards of teacher professionalism, and ultimately, I have made significant impacts in student learning.

While every administrator understands and fully comprehends the importance of these three steps, it is not

easy to do them. I promise that if you make teacher walkthroughs a priority, you will see significant changes

in school climate, teacher diligence, student performance, and many of the "issues" that pull you back to the

office will disappear of their own accord.

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Beginning List of Supporting Resources

The formal observationhttps://www.teachingchannel.org/videos/preparing-for-formal-observations

Improving Schools One Conversation at a Time http://www.ascd.org/ascd-express/vol10/1020-stevenson.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=Express-10-20

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