Observation and FeedbackHigh Reliability Schools1999

Observation

Classrooms are busy, complex environmentsThey require quick and accurate decisions given incomplete information...1. Multidimensionality 2. Simultaneity3. Immediacy4. Unpredictable and public classroom climate5. History

Why Teachers are Unaware1. So much is happening so rapidly2. background experiences lead teachers to be insensitive to some issues3. Lack of emphasis on analysis in teacher education programs4. No feedback mechanisms in place

Examples of Classroom Problems Caused by a Lack of Teacher Awareness1. Teacher domination2. Lack of emphasis on meaning3. Lack of emphasis on motivation4. Segregation of student seating5. Reliance on repetitive seatwork

6. Differential teacher-student interaction7. Allocation of time8. Opportunity to learn9. Lack of variety in task structures

Observation SystemsObservation systems can be both high-inference and low-inferenceHigh-inference requires observers to infer to make judgments about what they see and hearLow-inference more precisely defines the behaviors to be observed and the procedures for collecting data, thus reducing the need for observer to make judgments

Observers who make qualitative or quantitative judgments about teaching-learning behaviors run the risk of jeopardizing the validity and reliability of their findingsThe more inferences one makes, the greater the chances for inaccuracy and inconsistency

General Principles for Observing Classrooms1. Focus on student response as well as teacher2. Avoid disturbing natural class environment3. Meet with teacher in advance to clarify expectations, procedures, etc.

Principles of Interpretation1. Remain nonjudgmental during data collection2. Screen background experiences and particular perspectives about what is good teaching3. Guard against generalizing about behavior4. Take into account effects on students

Instruments for ObservationTeaching Content Variety of Teaching MethodsSeatworkQuestioning TechniquesTeachers ResponseFeedback to Correct AnswersFeedback When Student Fails to Answer Correctly Positive ExpectationsGeneral Motivational StrategiesAttributing Success to CausesTeachers Interactions with StudentsTime Off Task

Teaching Content for Understanding and ApplicationPurpose: To assess the degree to which the teacher teaches content not just for memory but for understanding and applicationUse: When you have detailed information about the curriculum, instruction, and evaluation enacted during a content unit or strand

Variety of Teaching MethodsPurpose: To see if teacher uses a variety of methods in teaching the curriculumUse: Whenever the class is involved in curriculum-related activities

SeatworkPurpose: To see if seatwork appears appropriate to students needs and interestsUse: Whenever part or all of the class is doing assigned seatwork

Questioning TechniquesPurpose: To see if teacher is following principles for good questioning practices Use: When teacher is asking class or group questions

Teachers Response to Students QuestionsPurpose: To see if teacher models commitment to learning and concern for students interestsUse: When a student asks the teacher a reasonable question during a discussion or question-answer period

Feedback to Correct AnswersPurpose: To see if the teacher is giving appropriate feedback to students about the adequacy of their responsesUse: In discussion and recitation situations when students are answering questions

Feedback When Student Fails to Answer CorrectlyPurpose: To see if teacher is giving appropriate feedback to students about the adequacy of their responsesUse: In discussion and recitation situations when students are answering questions

Communicating Positive ExpectationsPurpose: To document the frequency and nature of the teachers communication of positive expectations for the class as a wholeUse: At any time

General Motivational StrategiesPurpose: To assess the degree to which the teachers general approach to instruction supports students self-confidence and motivation to learnUse: When the teacher has been observed frequently enough so that reliable information is available

Attributing Success to CausesPurpose: To see whether the teachers statements support student confidence and motivation to learnUse: Whenever teacher makes comments to explain a students success

Teachers Interactions with StudentsPurpose: To collect information on the teachers interactions patterns by recording on a seating chart each time the teacher speaks to an individual studentUse: When teacher is interacting with the whole class

Time Off TaskPurpose: To record a sample of all students attending behavior or non-productive use of time during the scheduled periodUse: Any time

WALKER SCHOOLOBSERVATION FOR TEACHER DEVELOPMENT

HIGH RELIABILITY SCHOOLS

ObservationWhy observeWhat to observeBenefits of observationFeedbackObservation Process (Clinical Observation)

VARIETY OF TEACHING METHODSstart timeAB elapsed time9:00214:009:04118:009:126115:009:17252:009:19

Feedback

TheoryTheory gives an overview or perspective to the learnerTheory creates awareness, but gives limited basis for application

Modeling or demonstrationModeling involves enactment of a teaching skill either through live demonstration, or through television, film, or other mediaLevel of impact: modeling appears to have a considerable effect on awareness and some effect on knowledge. Demonstration also increases the mastery of theory

Practice under simulated conditionsPractice involves trying out a new skill or strategy; simulated conditions are achieved by practicing either with peers or with small groups of children under circumstances which do not require management of an entire classLevel of impact: when awareness and knowledge have been achieved, practice is a very efficient way of acquiring skills and strategies

Structured feedbackStructured feedback involves learning a system for observing teaching behavior and providing an opportunity to reflect on those observationsLevel of impact: taken alone, feedback can result in considerable awareness of ones teaching behavior and knowledge about alternatives; it has reasonable power for acquisition of skills and their transfer to the classroom situation

Coaching for applicationIf constant feedback is provided with classroom practice, a good many, but not all, will transfer their skills into the teaching situationFor many others, however, direct coaching on how to apply the new skills and models appears to be necessaryCoaching involves helping teachers analyze the content to be taught and the approach to be taken, and making very specific plans to help the student adapt to the new teaching approach

The most effective training activities will be those that combine theory, modeling, practice, feedback, and coaching for application

CLINICAL OBSERVATION MODEL

PRE-OBSERVATION CONFERENCEDiscuss the goals and objectives of the lesson in student terms (context too)Ask teacher to discuss what he/she would like to be observedAsk the teacher to describe what they would like to learn about their classPermit the teacher to change the lesson based on our discussionDescribe the entire process from pre-observation through post observation conferenceEstablish time for observation and post-observation

OBSERVATIONArrive before class beginsLocate yourself outside of the students view but so you can see facesCollect data not impressions Write log notes on significant eventsDont give opinions about the class at the end of the observation

Post-Observation AnalysisSummarize DataExamine notes on the logRefer to teacher requestsDetermine essential positive and limiting elements of the classWrite out suggestions for improvement of the class

Post-Observation ConferenceAsk the teacher if this class was average or if there were any special qualities to the classAsk the teacher what were the high points of the lessonAsk if they would change any thing

Post-Observation ConferencePresent data to them and ask for their analysisAdd to the data analysis or offer a different interpretationAsk if they would change anything and what might they do differentlyMake suggestions or offer resourcesEstablish follow-up meeting or observation if appropriate

HIGH RELIABILITY SCHOOLS

The culture of most school faculties has been highly individualistic, with nearly all interaction over day-to-day operationsWithout collective action, schools have difficulty addressing problems that cannot be solved by individual actionVarious models for team teaching have included forms of a collegial, inquiry-oriented notion.

Coaching

The extensive use of study teams and councils to facilitate learning is recommendedEach teacher and administrator has membership in a team whose members support one another in studyEach person can have membership in a coaching team of two or threeEach team is linked to one or two others, forming a study group of no more than six members

The principal and the leaders of the study group in a school form the staff development/school improvement council of that schoolA representative from each school within a district cluster serves on the District Cluster Network Committee, which coordinates staff development efforts between schools and the district and works directly with the director of staff development

The coaching teams and study groups are the building blocks of the systemTeam members support one another as they study academic content and teaching skills and strategies

Transfer...Transfer refers to the effect of learning one kind of material or skill, or the ability to learn something newTeaching, by its nature, requires continuous adaptation; it demands new learning in order to solve the problems of each moment and situation

Horizontal transfer refers to the conditions in which a skill can be shifted directly from the training situation in order to solve problemsVertical transfer refers to conditions in which the new skill cannot be used to solve problems unless it is adapted to fit the conditions of the workplace

Setting up arrangements for the trainees to develop a self-help community to provide coaching is regarded as essential if transfer is to be achievedIdeally, coaching teams are developed during training

Coaching involves three major functions:1- provision of companionship2- analysis of application3- adaptation to the students

Provision of CompanionshipThe first function of coaching is to provide interchange with another adult human being over a difficult processThe coaching relationship results in the possibility of mutual reflection, the checking of perceptions, the sharing of frustrations and successes, and the informal thinking through of mutual problems

The companionship not only makes the training process technically easier, it enhances the quality of the experienceIt is a lot more pleasurable to share a new thing than to do it in isolation

Analysis of ApplicationAmong the most important things one learns during the transfer period are when to use a new model appropriately and what will be achieved by doing soDuring training, the coaching teams need to spend a considerable amount of time examining curriculum materials and plans and practicing the application of the model they will be using later

Adaptation to the StudentsSuccessful teaching requires successful student responseOne of the major functions of the coach is to help players to read the responses of the students to that the right decisions are made about what skill training is needed and how to adapt the model

Successful use of a new method requires practiceOne of the principle jobs of the coaching team is to help members feel good about themselves during the early trials

Beginning of the Year ChecklistsRoom PreparationClassroom ProceduresAccountability ProceduresPreparation for the Beginning of School

Subject Content Knowledgeknowledge about major concepts of the curriculum content being taught (e.g., math, history, English, art)

Action-System Knowledgeknowledge about major theoretical frameworks and concepts for motivating and managing students, communicating expectations, presenting content clearly, and responding to individual differences

Four Theoretical Frameworks for Analyzing TeachingMotivation- that which prompts, induces, or moves students toward action; the process of initiating, sustaining, and directing activityManagement- rules, procedures, and techniques used to establish and maintain an orderly learning environment

Expectations- inferences teachers make about the future behavior or academic achievement of their studentsInstruction- strategies used to present information, conduct recitation or discussion, and involve students in activities or assignments

Two Approaches for Observing Teaching

Qualitativebroad focusdetailed descriptions of eventsanalysis emphasized how events unfolded and how they were experienced by participantsinterviews with teachers and students to get their interpretations of behaviors

QAIT: Quality, Appropriateness, Incentive, and TimePurpose: To oberve quality and instruction, appropriate level of instruction, incentive, and allocation of timeUse: When attempting to relate alterable elements of school and classroom organization to effects on student achievement

Praise and CriticismPurpose: To observe motivational attempts of the teacher while introducing activities; and to look at whole class and individual praises and criticismsUse: When observation of more than one variable is desired

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