Using Data as a Catalyst for Collegial Conversations

1
Using Data as a Catalyst for Collegial
Conversations

• Changing Instruction and Reflecting on Practice
  through Peer Observation

CCSSO Educational Leaders Conference Milwaukee Sep
tember 2008
2
Data on Teacher Effectiveness

• The quality of the teacher is one of the most
  important determinants of educational outcomes
  for students, if not the most.
• Students taught by teachers in the bottom
  decile of effectiveness learn in one year what a
  teacher in the top decile could achieve in less
  than six months with the same students.
• Hanushek et al (2005)The Market for Teacher
  Quality
• National Bureau of Economic Research

3
Guiding Questions

• What constitutes effective teaching?
• How is effective teaching demonstrated in the
  classroom?
• How can evidence of effective teaching be
  measured or captured as data?

4
Connecting Data to Improving Practice

• How can the data be used as part of a formative
  process to support the development and
  improvement of teachers skills?
• If teachers professional growth and development
  were assessed more formatively would the process
  serve as a model for teachers to use with their
  students?

5

• "Effective teaching is not a set of generic
  practices, but instead is a set of context-driven
  decisions about teaching.
• Effective teachers do not use the same set of
  practices for every lesson . . . Instead, what
  effective teachers do is constantly reflect about
  their work, observe whether students are learning
  or not, and, then adjust their practice
  accordingly.

Glickman 1991
6
Components of Professional Practice

• Planning and Preparation
• Content knowledge and pedagogy
• 2. Classroom Environment
• Culture, management, behavior, physical space
• 3. Professional Responsibilities
• Record keeping, communication, professional
  growth
• 4. Instruction
• Student engagement, questioning, communicating
  with students, assessment
• Danielsons Framework for Teaching

7
Formative Peer Observation

• Provides teachers with information that they can
  use to improve their teaching. The information is
  intended for their personal use, rather than
  public inspection.
• As a result, formative observations are
  frequently less formal, focuses on specific
  aspects of teaching, is ongoing, and includes a
  wide range of activities. It is a basis for the
  development of effective teaching throughout a
  career.
• From North Carolina State Universitys Peer
  Review of Teaching

8
Peer Observation with Formative Feedback

• Encourages and supports continuous improvement in
  teaching in a safe, collegial, and meaningful
  manner
• Learning can occur for the observer as well as
  the teacher being observed

9
Whats the point?

• Peer classroom observation (a.k.a. peer review
  of teaching) puts an end to pedagogical solitude
• Shulman (1993)

10

• The most important bottom-line benefit to peer
  review of teaching is the improvement of student
  learning.

11
Observations as part of Evaluation

• Typically, a summative evaluation is a
• judgment about teaching that is used to
• make a decisiona decision
• about level of performance,
• tenure, promotion or teaching awards.
• A summative evaluation of teaching attempts to
• summarize the complex phenomena of teaching.
• Weimer (1987)

12
Formative Observation and Feedback

• Information gathered for the purpose of
  improving and developing teaching. This
  information is meant to inform change.
• Rando and Lenze (1994)

13
Steps (stages) of Change
Termination
Maintenance
Action
Preparation
Contemplation
Precontemplation
14
The Goals of Peer Observation and Coaching

• To de-privatize teaching
• Provide opportunities for obtaining helpful
  feedback
• Form collegial relationships that are mutually
  supportive and respectful.

15
Factors of Effective Professional Development

• Incorporates both process and content elements
• Relates to local circumstances in which the
  teachers operate
• Takes place over time
• Involves teachers in active, collective
  participation
• Focuses on deepening teachers knowledge of
  content and strategies
• Translates into everyday practice

16
Based on a Common Understanding

• Teaching is a highly individualized activity.
  Teaching techniques that work for one faculty
  member many not be effective for another faculty
  member in a different discipline or even in the
  same discipline. Indeed, there is no one way to
  be an effective teacher.
• austincc.edu

17
Step One Establish Norms and Responsibilities

• Peer observations and coaching conversations
  should be voluntary and mutually directed.
• All aspects of peer observations are kept
  confidential between the two teachers involved.
• All notes and materials from the observation are
  given to the teacher being observed.
• It is encouraged that the teacher being observed
  keep the materials in order to look at patterns
  over time.

18
Step 2 Before the Observation

• The teacher being observed is in control of the
  observation.
• He/she will determine what is to be observed and
  what type of feedback he/she would like to
  receive.
• A pre-conference will determine the focus of the
  observation, which observation protocol/lens will
  be used and what data will be collected.

19
Step 3 The Observation

• During the observation
• Record only the agreed upon data that the teacher
  requested.
• Additional student or teacher behaviors that are
  observed should not be commented on even if it is
  tempting to unless it is requested by the
  observed teacher.
• Use the protocol to record what you see not what
  you think.
• Leave out personal biases and preferences

20
Step 4 After the Observation

• Set up a post-conference to discuss the
  observation
• Focus the conversation on the data not the
  observed teacher
• Feedback should be non-judgmental and
  non-evaluative.
• Feedback should be specific and evidence-based
• Use reflective and collaborative language stems
  to begin the conversation
• Talk about the teaching and the learning

21
Characteristics of Formative Feedback

• Positive
• Non judgmental and non-evaluative
• Specific and evidence based
• Focused on the data not the person
• Involves sharing information
• Prompts mutual reflection
• Requires a supportive, confidential relationship
  built on trust, honesty, and genuine concern

22
What else can be added to the conversation?

• Combine classroom observation with other sources
  of information to enrich the conversation
• student interviews
• classroom materials
• examination of student work/products
• curriculum maps, standards
• assessment data

23
Integrating the Process into Practice

• Suggestions
• Put yourself in the role of a learner
• Study excellent teaching to practice excellent
  teaching
• Bring your scholarship/creative tools to the
  process
• Keep an open mind about different teaching styles
  and methods
• Practice active listening
• If necessary, remind yourself to be receptive and
  supportive

24
Student achievement significantly increases as a
teachers skill in classroom assessment
increases. (Marzano, Black and Wiliam)
25
Its All About Student Learning. Period.

• Deb Farrington
• Professional Development Specialist
• Measured Progress
• 100 Education Way
• Dover, NH
• 1-800-431-8901 ext. 2447
• Farrington.deborah_at_measuredprogress.org