TEAM Evaluation Post-Conference Process

1. TEAM Evaluation Post-Conference Process

2. Objectives • To identify the characteristics of an effective post-conference • To identify the protocol for a TEAM post-conference • To target areas to improve my skills as a post-conference leader

3. Agenda • Objective • Elements of an effective post-conference • TEAM protocol for a post-conference • Watch a video of real post-conference • Debrief post-conference • Reflection/personal goal

4. You just witnessed a post-conference that you deem to be effective. What are the elements of the post-conference that led you to label it as effective? Think, Write, Round-Robin Think about the question individually Go “round” the table and share your answer(s) one at a time Everyone will write the answers shared by the people at your table. At the end everyone has the same list of answers.

5. Characteristics of an Effective Post-Conference • Majority of talking done by the teacher • Thinking is on teacher • Coach asks questions to guide teacher • Open ended questions that generate responses • Conversational • Based on teacher’s abilities and capacity

6. Think, Reflect, Write Think about the post-conferences that you have led thus far. What do you think are some of your strengthsas a post-conference leader? What are some areas of leading a post- conference that you would like to strengthen?

7. EVALUATING focuses on: • Aligning practices with a set of standards • Rating performance according to rubrics • Judging, encouraging, coaching, and supporting

8. We do not learn from our experiences, we learn from reflecting on our experiences. - Ralph Waldo Emerson

9. Why Coach? Existing State Desired State Post-Conference • Clear labels for factors that generated a Success/Complication • Deep reflection • Clear plan of action • Success/Complication • Superficial reflection • Tentative plans

10. The Evaluation Cycle

11. Post-Conference Protocol • Introduction • Reinforcement • Refinement • Review scores and evidence

12. Selecting Reinforcements & Refinements When considering a lesson, which areas of the rubric.. • Had the lowest/highest score • Would have the greatest impact on student achievement • Would impact other indicators • Would provide the teacher with the most potential for growth • Can I clearly label through evidence and examples for improvement *Don’t choose a refinement that is directly related to the reinforcement

13. Reinforcement Plan • Reinforcement Objective TALL Timeline Action for the teacher to take Label the indicator from the rubric Language from a specific descriptor

14. 2. Self-Analysis Question • Open-ended • Use language from a specific descriptor to be reinforced • Probe for specificity • Extend thinking • Be a good listener- Take yourself out of the conversation. Don’t use “I” statements.

15. 3. Evidence • Include judgment free, specific examples of what the teacher said or did that relates to the reinforcement objective. • When possible, provide examples of what students said and did.

16. 4. Recommend continued use and elicit feedback Label the indicator and descriptor teacher should continue to implement Pose a question that encourages an explanation of how this reinforcement impacts student learning

17. Refinement Plan • Refinement Objective • Self-reflection Question • Evidence • Model/example • Guided practice • Closure

18. Model/examples • Presents several concrete and specific suggestions that the teacher can implement into practice • Focused on the refinement objective • Enhances student mastery of the learning objective * This is a crucial element in this process.

19. Guided Practice • Discuss how the refinement area can be included in the observed lesson or in an upcoming lesson • Listen and provide feedback

20. Closure • Ask the teacher a question to reflect on and apply what was discussed. • Question the teacher about the positive things that are happening in her classroom. • Provide teacher with scores

21. Post-Conference Plan • Take 3 or 4 minutes to read the post-conference plan from the video we’re going to watch. • After reading the plan, think about how you would complete these three sentence starters: • I like… • I wonder… • My prediction for this post conference is…

22. Watch Post-Conference Thinking about the protocol we’ve discussed and the elements of an effective post- conference… Jot down examples of these elements that are present in the post-conference as you watch it.

23. Effective Elements • What are some specific elements of this post-conference that make it effective? • What examples do you have of those components?

24. Different Perspectives • Number off at your table • All even numbers will take the point of view of the teacher and all odds will be the evaluator. • Think of one word to describe your feelings about the post-conference. • Share with your table your word and why you chose that word.

25. SU HU PU • How did knowing the protocol benefit the post-conference leader? • How did the leader following the protocol benefit the teacher?

26. Reflection Take out your reflection about personal strengths/areas of need. Based on your new learning from today, make additions or deletions to your reflection?