Observation

1. Observation Assessing Teacher Practice using the Framework for Teaching

2. Learning Targets • I can collect evidence free of bias, based on facts, and aligned with the Framework for Teaching. • I can make professional judgments about teacher practice using the Framework for Teaching. • I can explain the three step systematic observation process and my role. • I can explain the differences between traditional and learning focused supervision.

3. Bias & Personal Preference • “COULD HAVE” “SHOULD HAVE” • “WOULD HAVE”

5. BIAS: a strong opinion or feeling toward a group or behavior • PERSONAL PREFERENCE: strong leanings toward some behavior or thing that suits or “works for” the individual observer

6. BIAS Example:Your opinion of a person with a certain accent may vary based on your previous experience. If you have previously only encountered a few smart people with this accent, you may assume when meeting someone new with that same accent that this person is also likely to be smart.

7. PERSONAL PREFERENCE ExampleYour preference for classroom structure is one of quiet students working independently.  You believe that this format avoids the opportunity for some students to "coast" on the efforts of others, and it also prevents any special needs of students from being masked by the work of others in a group setting.  You believe your preferred classroom structure also serves to keep student conversations on-task.

8. Considering Bias & Personal Preference

9. Discuss your prioritized list with your elbow partner and share your • rationale to the extent that you are comfortable. • Share one item from your lists with the whole • table.

11. EVIDENCE • “Facts” ”Artifacts” “Observations”

12. FACTS: Statements by Teacher or Students - “Could one person from each table collect materials?” Actions by Teacher or Students - The teacher stood by the door, greeting students as they entered. Three of the eighteen students offered nearly all of the comments during discussion. ARTIFACTS: Resources Primary documents used by students during the lesson Features of the Classroom Student work is posted in the room or hallways Types of Observation Evidence

13. Evidence or Opinion?

14. The Framework for Teaching • Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Domain 3: Instruction • Communicating With Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

15. Using the handout titled “Evidence or Opinion”, complete the following steps. Try to complete the task independently, but feel free to consult with an elbow partner if needed. • Read each statement and circle whether you believe it to be an example of Evidence or Opinion. • Reference Domains 2 and 3 of the Framework for Teaching and determine with which domain and component each statement best fits. • For statements that you believe to be opinions, rewrite each one so that it would be an example of actual evidence. • Be prepared to share with the large group.

16. The students in Mr. T’s biology class don’t seem to like him. Opinion 2A – Creating an Environment of Respect and Rapport Rewrite: ____________________________

17. Mr. J said, “Boys shouldn’t take family and consumer science.” Evidence 2B – Establishing a Culture for Learning

18. The teacher took too long to take attendance. Opinion 2C – Managing Classroom Procedures Rewrite: _____________________________

19. The teacher asked five yes/no questions in rapid succession. Opinion (with some factual information) 3B – Using Questioning and Discussion Techniques Rewrite: _____________________________

20. The last activity, discussion of the key scene, was rushed. Opinion 3C – Engaging Students in Learning (Structure and Pacing) Rewrite: _____________________________

21. Observe, Record, Interpret DATA EVIDENCE FOR A COMPONENT INTERPRETATION JUDGMENT

22. Observe and Record Notes from the observation

23. Observer should stay in seat for 5 minutes following the lesson Reflect on the lesson Record any evidence you didn’t have time to capture Record any questions you have Remain, Reflect, Record

24. Observe and Record Notes from the observation

25. Record & Interpret Teaching is a performance. Performances are measured using rubrics.

26. Administrator’s Role Peer Observer’s Role Arrange pre-observation conference Arrange observation time with peer being observed Hold pre-observation conference Hold pre-observation conference Conduct observation Conduct observation Complete observation form and send copy to teacher with post-conference date/time Complete observation form and send copy to teacher with post-conference date/time Hold post-observation conference and complete appropriate forms Meet with teacher to provide formative feedback

27. Promoting Professional Learning

28. Traditional Learning Focused

29. Traditional Observation Process 1 5 2 4 3

30. The person who does the analyzing and judging about the lesson is the person who is learning. What do teachers DO in the evaluation process that causes them to learn? Nature of Learning “Learning is done by the learner”Charlotte Danielson

31. Learning Focused Observation Process 1 5 2 4 3

32. “Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.” Talk About Teaching! Charlotte Danielson 2009, Corwin Press

33. Learning Targets • I can collect evidence free of bias, based on facts, and aligned with the Framework for Teaching. • I can make professional judgments about teacher practice using the Framework for Teaching. • I can explain the three step systematic observation process and my role. • I can explain the differences between traditional and learning focused supervision.