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The Observation & Feedback Cycle: Getting to Practice

This session focuses on the observation and feedback cycle, providing strategies and techniques to effectively practice and engage in coaching conversations. Participants will learn principles of practice, low-inference note-taking, and how to develop bite-sized action steps for improvement. The session also explores the importance of planning ahead and monitoring progress.

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The Observation & Feedback Cycle: Getting to Practice

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  1. The Observation & Feedback Cycle: Getting to Practice SCS Leader Institute June 2017

  2. Objectives

  3. Agenda Observe & Plan Principles of Practice Practice a Model Practice Conversation Planning Ahead: What do your teachers need to practice the most? Which teachers do you want to focus on?

  4. Observation Feedback Cycle Plan for an Effective Coaching Conversation  Monitor and Follow Up Practice: Lead and invest the teacher in practicing steps to change their instruction and committing to next steps. Be a Sponge: Collect low-inference data that captures teacher practice and evidence of student outcomes. Hone In: Analyze data to Hone In on a high leverage development area, select a bite-sized action step and prepare to engage the teacher in a reflective dialogue. Be a Sponge: Before observing, read the lesson plan, and check against CCSS or other standards. Ask yourself, is this rigorous?

  5. Low-Inference Note-Taking Low-Inference Note-Taking: We know we need to be objective with our notes, but we also need to FOCUS. Below are four questions you should ask yourself when you are in a classroom to keep you notes focused and high impact. What do we care about seeing when we are in the classroom? How will our observations and note-taking be different if we think of ourselves as a coach rather than an evaluator?

  6. Low-Inference Note-Taking Low-Inference Note-Taking: We know we need to be objective with our notes, but we also need to FOCUS. Below are four questions you should ask yourself when you are in a classroom to keep you notes focused and high impact. What do we care about seeing when we are in the classroom? Let’s watch a video to practice these skills: Ms. Warren, 3rd Grade Math

  7. Hone In then Develop a Bite-Sized Action Step Steps to Honing in: Complete a brain dump to get all of your thoughts down on paper Narrow and prioritize to ensure you select a high leverage development area using key criteria (Evidence-based, Root Cause, Foundational, Impact on Student Outcomes, and Transferrable). Connect the development area to the Core rubric. Criteria for strong, bite-sized action steps. • High Leverage • Concrete & Measureable • Time Bound (can be done in 1 week or less) • Able to be practiced with the teacher

  8. Six Steps for an Effective Coaching Conversation

  9. Agenda Observe & Plan Principles of Practice Practice a Model Practice Conversation Planning Ahead: What do your teachers need to practice the most? Which teachers do you want to focus on?

  10. Why Practice: An Analogy Practice distorts the game.

  11. Isolate: Repetition yields insights..

  12. And then… integrate!

  13. Yes, practice can be awkward sometimes…

  14. Principles of Practice

  15. Getting to Practice – Leader Feedback Session Spotlight on: Former PLUS Leader Philadelphia • Take notes as you watch: • What evidence can you capture that Illustrates each of the 6 Steps of Effective Feedback Conversations? • How did he set the tone for getting to practice? • Which practice structures did you see? • Were there missed opportunities for practice structures or norms?

  16. Common Practice Pitfalls

  17. TAKE A BREAK! Let’s take a short break! Please be back in your seat and ready to learn again in 10 minutes.

  18. Agenda Observe & Plan Principles of Practice Practice a Model Practice Conversation Planning Ahead: What do your teachers need to practice the most? Which teachers do you want to focus on?

  19. Prepare your model & practice components. Use your Feedback Planning Template to identify a high-leverage action step for Ms. Warren, then plan how you will practice it with her. Action Step Your action step is…. The one thing that I need you to do now is… By Friday, I need to see… Transition Let’s take a look at your lesson for tomorrow. Great- let’s practice what that would sound like. How would you [apply that feedback] to another lesson/skill? Practice Pretend I’m a student. How would you… I’m going to model how to…

  20. Agenda Observe & Plan Principles of Practice Practice a Model Practice Conversation Planning Ahead: What do your teachers need to practice the most? Which teachers do you want to focus on?

  21. Planning Ahead to Support Your Teachers Planning Ahead for Instructional Coaching • 10 Minutes: Review your data jackets to pinpoint an area of focus in your school to support with instructional coaching. This could be: • By TEACH indicator data • In a certain grade level that needs support • Something specific for a particular teacher or group of teachers • 10 Minutes: Hone in to articulate the major area of development that if you coached on, would make the most improvement for students. Go back to your focus questions on Slide 6 to help you hone in. • 5 Minutes: What are bite-sized action steps that you can tell teachers to take to improve in this area? • 15 Minutes: Plan out at least one practice opportunity you will use to help teachers improve in this area. • If you have more time…go back to your data to select a second area of focus to continue to push your school forward next year.

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