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Coaches’ Meeting. We can take teachers as they come….. or we can make them better! Observation and Feedback Part 1 11-8-13. Agenda for Today. 8:00-8:10 -Agenda/Ground Rules/Goals for meeting 8:10-8 :20-Observation and Feedback in Colonial 8:20-9:00-Action Step 9:00 -9:30 -Probe - PowerPoint PPT Presentation
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Coaches’ MeetingWe can take teachers
as they come…..or we can make them
better!Observation and Feedback
Part 111-8-13
Agenda for Today8:00-8:10-Agenda/Ground Rules/Goals for meeting 8:10-8:20-Observation and Feedback in Colonial8:20-9:00-Action Step 9:00-9:30-Probe9:30-9:45-The Importance of Praise9:45-10:50-Role Play-Leading A Feedback Meeting10:50-11:00-Reflections, Wrap-up, and Next Steps
Ground RulesTechnology can be used to participate or take notes.Participation is expected by all.Write suggestions for improving either the topics or
the process on yellow sticky notes and add to board.To be efficient in bringing back the conversation, I
ring the chime, please finish the conversation.We will use ‘cold call’ throughout the presentation
to seek responses and increase efficiency of the presentation.
Essential QuestionsWhat are the four keys to observation and
feedback?What are the 6 steps to leading an
observation feedback meeting? How does identifying the right action step
drive student learning?How does this process hold teachers
accountable for implementing feedback?How does this process improve upon our
current practices of walkthroughs in Colonial?
Colonial’s System for Feedback Prior to This Year
How have coaches and administrators in Colonial provided feedback to
teachers after conducting walkthroughs?
How is this different than the approach used in Leverage
Leadership?
Your Buildings PlanAs part of your assignment, you were
asked to “Talk with your principals about the plan for Observation/Feedback in
your building.”
So…what’s the plan? What has been done and what is to come?
Keys to Observation and FeedbackScheduled observations-Lock in frequent and
regular observations.Key action steps-Identify the one or two most
important areas for growth.Effective feedback-Give direct face-to-face
feedback that practices specific action steps for improvement.
Direct accountability-Create systems to ensure feedback translates to practice.
Core IdeaBy receiving weekly observations
and feedback, a teacher develops as much in one year as most teachers do in twenty.
The primary purpose of observation should not be to judge the quality of teachers, but to find the most effective ways to coach them to improve student learning.
Teaching MusicYo-Yo MaPair - ShareWhat does Yo-Yo Ma do to teach his
musicians to play better?What makes his coaching so effective?
Core IdeaTeachers are like tennis players: they
develop most quickly when they receive frequent feedback and opportunities to practice.
We learn best when we can focus on one piece of feedback at a time. Giving less feedback, more often, maximizes teacher development.
6 Steps to Effective Feedback1. Praise2. Probe3. Identify problem and concrete action
step.4. Practice.5. Plan ahead.6. Set timeline.
Protocol for Action StepsCriteria for selection of the action step: o Is the action step directly connected to student
learning? o Does it address a root cause?o Does it positively change multiple areas?o Is it necessary to pave the way for other
improvements?o Is it the most effective way to make change
happen?o Make it measurable, specific and targeted:
If you can’t make the change in a week, the action step isn’t small enough.
Can you easily measure if the teacher has made the
change?
Action Steps Fall into Two Buckets
Management
Rigor
Let’s take a look at some action steps
Converting long-term goals to bite-sized action steps - ManagementPartner WorkToo high
100%Still too high
Manage individual student noncompliance effectively
BetterEnsure students give attention to teacher
before providing directions.
Converting long-term goals to bite-sized action steps - RIGORPD Goal – too high to be an action step
Support students when they get a wrong answer
Still too highAsk them additional questions
BetterRoll back the answer: repeat the wrong
answer back to the student to give them time to identify their error
Close the loop: after correcting the error, go back to students with the wrong answer to have them summarize
Management
Keep students on task
Management
Keep students on taskPD Goal – too high to be an
action stepMonitor students to prevent off-task behavior
Management
Keep students on taskPD Goal – too high to be an
action stepMonitor students to prevent off-task behaviorStill too high
ManagementKeep students on task
PD Goal – too high to be an action step
Monitor students to prevent off-task behavior Still too high
Bite-SizedStand at the corner of the room so that you
can see all studentsBe Seen Looking: crane your neck to appear to
be seeing all corners of the room
RIGORToo high-Improve ratio of student talk to
teacher talk
With your partner, decide on a bite-sized
action step for this teacher.
Feedback on Effective Action Steps:Share your action step with a different partner…
• Give feedback to the objectives based on the key questions:o Is it specific: does it refer to something a
teacher will be able to do when they walk out of the meeting?
o Is it observable: Will you be able to easily evaluate if they accomplished the lever?
o Is it bite-sized: can a teacher accomplish this in one week?
Core Idea-Action StepEffective action steps are:
Measurable, observable. You can see whether this has been accomplished when observing and reviewing lesson plans.
Bite-sized. Teacher can accomplish in the next week.
Data and goal driven. They are connected to larger PD and/or DDI goals for the teacher.
It should be the HIGHEST LEVER action step!!!
Choosing the Right Action StepsMr. Moody
As you are watching the video of Mr. Moody, please take notes with the intention of identifying a bite-sized action step for him.
Probe
Probe
When giving feedback, start with a probing question that
narrows the focus of the teacher to a particular part
of the lesson.
Core Idea-ProbeGuiding a teacher to remember a
specific moment in his or her lesson when the highest-leverage problem occurred is like turning on the lights: the teacher can analyze his or her instruction with new eyes.
Probes in ActionJulie Jackson and Rachel KashnerAs you are watching the video of
this feedback meeting, what do you notice about the ‘Probe’ used by Julie and how effective it was in getting Rachel to the action step?
Back to Mr. MoodyYou have identified an action step
for Mr. Moody….now INDIVIDUALLY take two minutes to convert those action steps into a series of probing questions.
Back to Mr. MoodyYou have identified an action step for
Mr. Moody….now INDIVIDUALLY take a two minutes to convert those action steps into a series of probing questions.
With your partner, select the best probing question between the two of you and put a star next to it.
Praise
PraiseThe most effective praise is
directly linked to the teacher’s previous action step: you validate the teacher’s effort at implementing feedback.
Let’s took a look at Serena Saviraryan and Eric Damon in a feedback meeting…What do you notice about the praise that Serena gives Eric?
Praise-Key ElementsGenuine—heart-felt, authenticPrecise--targets a specific action the teacher
tookReinforce Positive Actions—particularly
those that are connected to the teacher’s development goalTIP-*End your praise with a question
about the effectiveness of whatever you are praising!
Putting it all together
Watch video of Ms. MercedesAs you are watching, take notes with the
intention that you are going to conduct a feedback meeting with Ms. Mercedes.
As you are watching the video of Ms. Mercedes, you are going to script (Praise, Probe, and Action Step) your conversation using the ‘Planning Your Feedback’ template.
MS. MERCEDES
Role Play Protocol-Teams of 2Roles-Teacher and Coach3 minutes to lead meeting1 minutes of feedback to Coach
Each person will get an opportunity to play each role!
Reflections on Feedback• What were some of the most effective
strategies you saw implemented that the whole group could learn from?
• How did the process work as a whole? What was awkward or challenging for you?
Core Idea
The real turnaround challenge will not be teacher
resistance, but your own. Lock in your schedule for observation and feedback
meetings, and you will make the turnaround a success.
Essential QuestionsWhat are the four keys to observation and feedback?What are the 6 steps to leading an observation
feedback meeting? How does identifying the right action step drive
student learning?How does this process hold teachers accountable for
implementing feedback?How does this process improve upon our current
practices of walkthroughs in Colonial?
Next Steps-Practice is Critical!Building Coaches
Talk with your building principals about how you can support and begin employing this approach.
If ok with your principal, work with one teacher as a practice and conduct walkthroughs and feedback meetings over the next month.
OrConduct 3-5 walkthroughs, script out your meetings as if you
would have them, but how you deliver feedback is up to you!
District CoachesUse this framework to guide your meetings with at least one
mentee over the next month.Or
Conduct 3-5 walkthroughs, script out your meetings as if you would have them, but how you deliver feedback is up to you!
MaterialsGraphic Organizer PacketTop Ten Areas for Action Steps – handoutFeedback on Feedback-SheetsPlanning Your Feedback Meeting CheatsheetPlanning Your Feedback Meeting (2 sheets)