Learning Centered Conferencing Using the CEL Framework

1. Learning Centered Conferencing Using the CEL Framework Nick Hedman and Patty Howard

2. Learning Target and Success Criteria LT - Identify the steps in a learning centered pre-inquiry and post-inquiry conference. SC – I can tell a partner how to structure a conversation for growth with a teacher.

3. AWSP Criteria 5 Improving Instruction: Monitoring, assisting and evaluating effective instruction and assessment practices. Level 3: Proficient: Develops and uses observable systems and routines for monitoring instruction and assessment; uses data consistently to provide staff meaningful, personal feedback that is effective for improving instruction and assessment practice

4. Assumptions • Teachers’ practice improves with on-going feedback • Feedback is best delivered in bite-size bits • Opportunities to practice and apply skill are critical to changing practice • Immediate application and follow-up is essential • Self-Assessment is at the heart of learning process • “Learning is done by the learner.”

5. Pre-Inquiry/Observation Conference • Purpose is to elevate the quality of the lesson(s) on a teacher’s area of focus • One-on-one coaching session • Teach transferable skills that can be generalized across multiple lessons • Focuses on a lever (short-term feedback) in the area of focus

6. What makes a good lever? • Teacher possesses the… • skill • resources • knowledge …. to implement the strategy tomorrow. • Addresses an area of the teacher’s and/or building’s focus • Connected to a sub-dimension and indicator • Can be generalized across multiple lessons and content areas

7. Before Pre-Inquiry/Observation Conference • Prior to the pre-observation conference the evaluator reviews the teacher’s area of focus and possible lesson plan • Determines lever • Plans clarifying and probing questions to ask teacher using Pre-Inquiry Conference architecture as a guide

8. Your turn • Review case study/lesson plan • Identify potential levers/short-term feedback • Which ONE would you select? What is your rationale? • What questions would you prepare?

9. PAtty’s Pre-Conference Lever: Identify and communicate success criteria tied to the learning target at different levels. Success criteria clearly tells students what they should be able to do as a result of this lesson.

10. Video Watch Mock Pre-Conference: • Write down the key questions or comments that Nick (principal) makes while talking with Patty (teacher).

11. Debrief • Review your notes • In your own words, name all of the steps he takes.

12. Between the Final Observation and Post-Inquiry Conference • Evaluator codes the scripted lesson to CEL indicators • Evaluator prepares noticings and wonderings to share with teacher. • Evaluator identifies lever (short term feedback) to discuss at post-inquiry conference • Evaluator prepares to reference the rubric and indicator performance level in order articulate the lever (process for this depends on teacher) • Evaluator may use the Post-Inquiry Conference Architecture to guide the conference (see handout)

13. Patty’s Post-Inquiry Conference Lever: • Student use of assessment data related to the success criteria. Agency and goal setting with students • This will be the focus of the next inquiry cycle

14. Post-conference Video Watch Mock Post-Conference: • Write down the key questions or comments that Nick (principal) makes while talking with Patty (teacher).

15. Debrief • Review your notes • In your own words, name all of the steps in the post-observation/inquiry cycle process.

16. References Leverage Leadership: A Practical Guide to Building Exceptional Schools by Paul Bambrick-Santoyo CEL tools: Pre-Inquiry Conference architecture Post-Inquiry Conference architecture TPEP Website: tpep-wa.org