Conducting Observations: PSU Supervisor TrainingTeaching Expectations and Providing Positive and Corrective Feedback

Amanda Sanford, PhD.asanford@pdx.edu

Office: (503) 725-4638Mobile: (541) 914-7439

Sheldon Loman, PhDsheldon.loman@pdx.eduOffice: (503) 725-5939

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Conducting Observations: Agenda Background information Review: practicum notebooks & observation

process Deepening prior knowledge:

Using the observation forms across a range of students’ abilities

New training: Collecting “opportunity to respond” data

Practice with videos

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The goals:

Consistent feedback across supervisors and students Teacher candidates receive feedback on strengths, &

areas in need of improvement

Feedback references evidence based practices and coursework

Quantitative and qualitative data on evidence-based practices for each student – increase data taking on OTRs, & positive to corrective feedback

Complete three formal observations during the term for each student with this form

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1 = Strongly Disagree2 = Disagree3 = Agree4 = Strongly Agree

Rationale: good to great supervisor feedback

1 = Strongly Disagree2 = Disagree3 = Agree4 = Strongly Agree

Observation process: prior to the observation• Schedule the observation for a time when you are teaching • Send the supervisor pre-observation form & lesson plan 24

hours in advance electronically • Have the lesson plan and pre-observation form ready for you

in the supervision folder/practicum notebook• Have the practicum notebook ready for review at the

observation

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During the observation, Supervisors will:1. Review Practicum Notebook (behavior management plan, data section, pre-observation form, lesson plan with correctly written objectives)

2. Conduct Observation 2-5 minutes qualitative items (competencies) 5 minutes quantitative data (pick level 1 or 2/3) Open observation Last 2-5 minutes qualitative items

3. Debrief with Teacher Candidates (schedule 30 min) Feedback on lesson plan & data Student self evaluation Positive feedback (keepers) Targets for continuing development (polishers)

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Competencies

1: Not yet in place Does not implement or implements ineffectively

2: Attempts to Implement Attempts implementation or is partially effective

3: Implements Effectively Effectively implements sometimes, but not

consistent 4: Implements Consistently & Effectively

Consistently and effectively implements

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Providing Feedback

Student Reflection Candidate Self Evaluation

Positive Comments (e.g. 3 Keepers) Positive Feedback The students (desirable student behavior) because

you (teacher behavior) Student focused “Polisher” (3:1 ratio)

Targets for Continued Development It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior)

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Your Turn Providing Feedback

With a partner: 1 person shares feedback with the other as if you were the teacher

Thank you 3 Keepers

The students (desirable student behavior) because you (teacher behavior)

1 Polisher It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior).

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Example: Keepers and Polisher

Keepers/positive

The students were successful because you modeled how to sound out the words before asking them to read them.

The students stayed on task because you gave students frequent positive feedback on their correct academic responding.

All of the students had many opportunities to practice because you used unison oral responding

Polisher/corrective

It’s important that every student gets a chance to answer, and during the fluency building activity, some students did not answer on signal. In order to do that, you might try giving more think time before asking for a response.

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Video practice

Rating the competencies MA – Middle School Reading Group

Prepare feedback: Keepers (Positive) Polishers (Targets)

Give feedback in simulation

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Positive to Corrective Ratio Positive feedback

an item that contains a positive evaluative term like (e.g. good, well done) Acknowledgement of appropriate behaviors, or correct academic responses

(yes, five; I see Jorge is waiting quietly). Non example – repeating answer with no indication of correctness

Corrective feedback an item that contains a negative or corrective evaluative term or negative tone

(e.g. stop talking) Acknowledgement or correction of inappropriate behaviors, or correction of

academic errors (e.g. that’s a teacher point for not following directions, that word is cape, what word?)

Non-example Repeating the prompt (put your pencils down… put your pencils down)

Practice Coding:

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Take a look at your observation form to find this section.

Take a look at your observation form to find this section.

Opportunity to Respond: Mark a tally in this box when the teacher provides a request that re

Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response

Partner: Record in these rows when teacher candidate is making a request of students that are working with another student

Group: Record in these rows when teacher is making a request of 2 or more students

Individual: Record using this row when teacher is making a request of only one student.

Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request

Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill. We expect the teacher to

quickly provide another opportunity for the student to respond to get this request correct (even with more intrusive prompting).

We want student to end teaching session with success and not an error.

OTRs…what you want to see….

Fast paced instruction…high OTRs

Correct responses…what you want to see….

Greater than 80% of OTRs with Correct Responses

Incorrect/Teacher Correctionswhat you want to see….

Every incorrect response with a teacher correction

Your Turn

Observe instruction

Take data

Provide student-focused feedback 1st write it using keeper/polisher feedback frames Practice delivering feedback with partner

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Videos

Individual opportunities to respond whole group and individual response options for student with autism using communication system https://louisville.edu/education/abri/training.html

B1: https://louisville.edu/education/abri/primarylevel/otr/behavior

R9: https://louisville.edu/education/abri/primarylevel/otr/reading (watch student in front for response options)

Positive to corrective ratio or partner, group, & individual responses Anita Archer – Active Engagement 2nd Grade

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Deepening Prior Knowledge: using observation forms across a range of students’ abilities

In 3 groups: Select the item you think might be most

difficult to know if it was implemented appropriately. (2 minutes)

As a group, create a matrix that helps address one example of successful implementation. (5 minutes)

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Routine1. 2. 3. 4.5.

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Performance Level/Ability

Age

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Low Inc Hi IncWhat might this look like? Followed curriculum prompting protocols/instructional plan

The teacher candidate is usingReading Mastery, and is readingfrom the scripted lesson plan, using signaling to elicit unisonoral responses, and using allparts of the lesson materials, which is reflected in lesson plansand lesson materials.

The teacher candidate is using the lesson plan and lesson activities are related to thelesson objectiveand stated on the lesson plan.

The teacher candidate is working from their assessmentplan and using response options(e.g. asking the student to point to a real object to assess vocabularyknowledge) that are described in plan

The teacher candidate is working from their instructional plan and using the prompting protocols (e.g., verbal prompts) described in the plan

Routine1. 2. 3. 4.5.

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Performance Level/Ability

Age

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Low Inc Hi IncYour turn: What might this look like? _________________________

Hi Inc. Elementary

Hi Inc. SecondaryLow Inc. Secondary

Low Inc. Elementary