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Conferencing

Conferencing. Is about The TEACHER And how the teacher can improve learning for the students. Reflection. “Teacher appraisal will not work unless it is embedded in a school culture of learning where teachers are motivated to learn from feedback ”. Michael Fullan

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Conferencing

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  1. Conferencing Is about The TEACHER And how the teacher can improve learning for the students.

  2. Reflection “Teacher appraisal will not work unless it is embedded in a school culture of learning where teachers are motivated to learn fromfeedback”. Michael Fullan Centre for Strategic Education Ontario, Canada

  3. ConferenceA Definition • Conference: meeting of interested persons to discuss a particular subject; act of taking counsel; talking something over; consultation with a person or a group of persons.

  4. The Goal of Conferencing and Providing Feedback The goal of the feedback provided during a conference is to improve the effectiveness of teaching and promote professional growth. In pursuit of this goal the feedback provided during a conference should; • Be based on descriptive and focused observable data; • Provide characteristics of effective teaching; • **Promote reflective inquiry and self-directedness to foster improvements in teaching supported by evidence of student learning.

  5. Effective Feedback • Teachers welcome feedback that is just in time, just for them, just for where they are in the journey toward expertise, and just what they need to move forward or improve.

  6. Effective Feedback • For feedback to be effective, principals or instructional coaches need to: • Clarify the definition of effective teaching; • Ensure that teachers understand the feedback; • Seek feedback from the teachers about the effectiveness of their formative and summative growth/evaluation efforts.

  7. Remember…. Providing formative feedback or “instructional coaching” is intended to make the principal a partner in the change process. The principal works one-on-one with teachers to make it easier to adopt the instructional methods that can make a difference to student success.  ~Jim Knight

  8. Do You Have To Be An Expert? • More important… • The ability to ask questions that are reflective in nature and promote self inquiry and self directed actions.

  9. Asking the “Right” Question at the “Right” Time In my judgment… … what questions are the most developmentally appropriate for the individual and/or situation I am currently working with?

  10. A Question to Ponder… • As a principal do you have the talent to provide professional educators feedback regarding their teaching, including constructive criticism, without causing resentment?

  11. Keep in Mind… “The best principals are not heroes, they are hero-makers.”  ~Roland Barth

  12. Clinical Supervision The Process

  13. Pre-Observation During the pre-observation conference have I “set the stage” with the classroom teacher to…. ….Gather descriptive and focused observable data; ….Within a framework and a “common language” of the characteristics of effective teaching?

  14. Pre-Observation continued • Have I also used the pre-observation conference to enhance my working relationship with the staff member and provided the staff member the the best opportunity to…. ….choose to participate in reflective inquiry and self-directed action to foster improvements in his/her teaching which is supported by evidence of student learning?

  15. The Observation Understanding the dynamic nature of a classroom setting…. ….have I organized my self with the appropriate tools to gather the agreed upon descriptive, focused, and observable data that will be the centerpiece of the post observation conference?

  16. Post Observation Conference In preparing for the post-observation conference have I….. • ….Gathered adequate descriptive, focused, observable data, that can legitimately be used as the centerpiece of a professional conference; • Related the data gathered to a framework of the characteristics of effective teaching….

  17. Post Conference continued ….while being very cognizant of the importance of splitting the almost simultaneous process of description evolving into interpretation and correspondingly judgment. ….Carefully thought through the most appropriate supervisory style in which to approach the conference…. ….with the end intent being promotion of reflective inquiry and self-directedness to foster improvements in teaching supported by evidence of student learning.

  18. How to give informal or formal narrative feedback? During my visit, I noticed… I wonder… **Evidence, NOT opinion I Like….Be Very, Very Cautious.

  19. During my visit, I noticed…. • Content (What was being taught? What were students learning?) • Evidence of effective strategies or practices (“You were…” or “The students were…”) • Impact (“As a result…” or “The impact on students is…”) www.newteachercenter.org

  20. Conferencing Awareness Points • I Statements • Positive Assertions • Pro-Active Listening • ORID Questions • Role Play

  21. Points To Remember • Relationships are built one interaction at a time. • Who is the most important person you can talk to? • The person you are currently talking with!

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