Teacher Observation

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Teacher Observation

• A Standards-Driven Approach
• MNSAA Annual Meeting
• November 9, 2009

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Presentation Goals

• Discuss purpose of Teacher Observation
• Examine tools and strategies that increases
  student achievement
• Explore thoughts about implement Teacher
  Observation tools district wide.

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Teacher Observation
Observation is a source of data for use in
collecting evidence and for use as a focus for
professional discussion and reflection on
teaching and learning. Danielson,C., McGreal,
T.L., (2000). Teacher Evaluation To Enhance
Professional Practice. VA Association for
Supervision and Curriculum Development
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Observation Tools Being Used

• What observation tool are you currently using in
  your district?

• Did you
• adopt an existing teacher observation tool or
• adapt an existing teacher observation tool or
• develop your own?

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Purpose of Observation Tool

• What is the purpose of the observation tool you
  currently using in your district?
• Development/Individual Professional Growth
• Decision-making or Accountability/Evaluation
• Both a and b
• Other

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Continuous Improvement
Inquiry
Action
Dialogue
Reflection
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Pre-Observation Conference

• The Professional Growth Plan (PGP) guides the
  pre-conference conversation
• Questions for the teacher
• What is your individual goal?
• What professional standard will be the focus?
• What instructional actions will I observe
  pertaining to the goal?
• What student behaviors might I observe related to
  the goal?

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Pre-Observation Conference Practice

• Review the six scenarios
• Select one
• What strategies would you use to address the
  scenario?
• At your table, share your scenario and the
  strategies you would use
• Have others give suggestions

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Professional Growth Plan Teacher
Name_______________ Job Title
________________

Teacher Signature ______________________________
Date ________________ Colleague Signature
______________________________ Date
_________________ Administrative
Signature ______________________________ Date
_________________
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Strengthening the Connections

• Set quality goals
• Collect meaningful data to improve teaching
• Align staff development
• Design opportunities for professional dialogue
  and support

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• People will perform measurably better if they
  know how they are performing.
• J. Deming

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Activity

• Examine components of a sample rubric
• In small groups, choose a subcategory
• Discuss what the teacher is doing and what the
  student is doing.

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Standards Based

• With the Danielson example provided, reflect on
  the current practice in your school/district
• What evidence is gathered?
• How is evidence gathered?
• How is the evidence analyzed?
• How is the evidence used to inform practice?

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Effective Feedback

• State the facts (be objective)
• Be specific (constructive)
• Connect teacher skill set and student achievement
• Focus on whats changeable
• Attend to the area of focus
• Avoid evaluative language

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Criteria for Evaluating Teacher Observation Form

• Does the form
• require the observer to provide evidence?
• have internal consistency?
• have format that makes it easy to use?
• require observer to indicate specific plans to
  develop areas needing improvement?
• Adapted from Bradshaw Glatthorn, 2001

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Post-Observation Conference

• Time for reflection, review, constructive
  feedback and reinforcement
• Focus on objective descriptions of events, rather
  than evaluative statements
• Identify one refinement for future action
• Review the staff development in PGP to align with
  future action

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Post-Conference Questions

• How do you feel the lesson went?
• What did the students do to make you feel that
  way?
• What were the high points of the lesson?
• Did students meet your expectations?
• What would you change about the lesson?
• What would you keep in the lesson?
• What ah-has do you take away from the lesson?

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Effective Listening

• Listening is an art that, when done well,
  delivers tremendous benefits. The goal of
  listening well is to achieve win-win
  communications.
• Win-win communication not only fosters
  understanding, affirmation, validation, and
  appreciation, but it also creates an atmosphere
  of trust, honor, and respect.
• - Terry Wildermann

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Listening Reminders

• Be physically and mentally present
• Want to listen to the information
• Exercise ACTIVE listening skills
• Become aware of your personal filters and
  triggers
• Listen without formulating a response to the
  speaker
• Listen with empathy
• Create an environment for the listening to occur

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Listening Activity

• Listen as your partner presents a problem to you.
  Listen attentively and without response. (2
  minutes)
• Reverse roles
• Discuss with the group what occurred.
• How long was two minutes? Did you get adequate
  time? Was it difficult not to respond?

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Contact Information

• Renee Ringold
• 651.582.8363
• renee.ringold_at_state.mn.us