Teacher Observation/ Evaluation Process

1. Teacher Observation/ Evaluation Process Teacher Institute July 2012

2. Objectives Teachers will be able to: • Identify the various types of formal and informal observations. • Identify the various types of feedback associated with observations. • Analyze observation feedback based on SOTEL. • Review the 2012-2013 Teacher Evaluation Rubric

3. Agenda • Do Now • Purpose for Observing Teaching and Providing Feedback • Types of Observations and Feedback • Key Take Aways • Exploring the 2012-2013 Teacher Evaluation Rubric

4. Do Now Think about the most valuable feedback you have ever received from a peer and/or supervisor. • What impact did it make on your work? Why? • Share with a partner. • Whole group share

5. Why are observations and feedback important? Cognitive psychologists studied expertise across a variety of sectors--from silver-smithing to law, surgery to architecture. One trait differentiated experts from the rest: The experts were more likely to be self-critically focused on improving their skills. • Bereiter, Carl, and Scardamalia, Marlene. Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise.New York: Open Court Publishing Co., 1992.

6. Purpose of Analyzing Teaching and Providing Feedback • Analyzing teaching allows the observer to identify areas of strength and growth. • Teacher  Student Feedback = Instructional Leader  Teacher Feedback • DANGER: taking critical feedback personally

7. Types of Observations • Learning walks • Mini-Observations • Extended Observations • Full period observation

8. Learning Walks Learning walks are for general, school-wide feedback on culture and safety. If necessary, feedback is shared at a staff meeting. • Quick “tour” of building • Occur occasionally • Culture audit/safety

9. Mini-Observations Feedback • Same day, face-to-face • Gives an opportunity to develop a partnership between teachers and instructional leaders • Creates a conversation around the observation – allowing for immediate questions and clarifications • Avoids miscommunication common in notes and emails from a lack of expression and tone • 5 minutes • Every teacher receives one per week • Non-evaluative

10. SOTEL: A Framework for Communication • Safety • Objectives • Teaching • Engagement • Learning Briefly at your tables, discuss what you think the following terms entail when it comes to classroom instruction:

11. SOTEL: A Framework for Communication • Safety: The class is running smoothly and students can focus on learning. • Key Question: Can these kids focus on learning? • Objectives: Are the lesson objectives clear? • Key Question: Where is this lesson heading? • Teaching: The learning experiences are being skillful orchestrated. • Key Question: Is the learning being skillfully orchestrated? • Engagement: The students are paying attention and are involved in the lesson. • Key Question: Who is doing the work here? • Learning: What is being taught is being learned. • Key Question: Are all the kids getting it? How do you know?

12. Extended Observations These observations will be followed up with more formal feedback and a meeting to discuss it in person. • 15-20 minutes • Designed to get a bigger picture of instructional practices; to offer additional support • Non-evaluative (initially)

13. Example: Ms. Norwood After having an in-person debrief with Ms. Norwood about her high school history class, she shared that she was concerned her students were listening and following along, but weren’t actually learning the material. She asked for an extended observation to see what more she could do.

14. Feedback Form and Meeting • Review the feedback form. What do you notice about it? • How is this form helpful for teachers? For administrators? • Now watch a role play of an instructional leader meeting with Ms. Norwood to review the observation and feedback form. • Was the meeting successful? • Why or why not?

15. Your turn  HS Algebra with Kevin • Part 1: http://youtu.be/xJF2tE7MU2g • Part 2: http://youtu.be/wAw970eaK0I At your table, discuss: What did you put in the “+” column? The “?” column?

16. Full Period Observation • During full-period observations, the instructional leader will focus on all aspects included on the teacher evaluation rubric in regards to instruction and delivery. These are mandatory, formal observations that will be completed twice per year. • Feedback takes the form of the evaluation rubric, which is reviewed and signed by the teacher during evaluation meetings (also held twice per year). • 55 minutes • Every teacher receives twice per year (or as needed) • Evaluative

17. Key Take Aways • Observations • SOTEL • Feedback

18. In sum… • As educators, we need to continuously improve our effectiveness in order to better serve our students. • Observations and feedback are ways to support teacher growth and development, and most importantly – student learning. • It takes two to tango. Maximum results can only be obtained when each part is doing their job: instructional leaders will be held accountable for observing and giving feedback. Teachers will be held responsible for implementing suggestions for improvement.

19. 2012-2013 Teacher Evaluation Rubric 6 Domains: • Planning and Preparation for Learning • Classroom Management • Effective Instruction • Family and Community Outreach • Professional Responsibilities • Teacher Leadership Rating Scale for each element in the domains: 4 – Highly Effective 3 – Effective 2 – Improvement Necessary 1 – Does Not Meet Standards

20. Professional Growth Plan (PGP)