Slide 1

Pennsbury Educational Administrator Professional Development Workshop #1 Fall 2010Please Find Your SeatOpen your binder to the salmon color worksheet and complete the starter activityDiscussion

Mo3Educational AdministratorsRationale for PD on Observation/Evaluation ProcessesTo improve observation / coaching skillsTo develop effective feedback skillsTo better match with evaluation formsTo promote consistency among admins and teachersTo raise expectations for quality TO IMPROVE INSTRUCTION & STUDENT LEARNINGKJM4The Improvement of Student Learning is Job #1 for ALL Educational AdministratorsThe improvement of instruction - the performance of teachers is the way we ensure the best opportunity for STUDENT LEARNINGWe need to identify areas of strengths and needsWe need to support DifferentiationWe MUST use factual evidence of teaching and learningKJM5Instructional SupervisionFormative vs SummativeProvide feedbackProvide coachingPromote developmentIdentify & Document NeedsKJM6Feedback is - providing individuals with information about their current behavior and performance based on observations. It tells people what they are doing well and what they need to improveCoaching is - providing direction and guidance to help individuals learn and discover how they can develop themselves and improve performanceKJM7Feedback without coaching is cruel ! !

KJM8Effective FeedbackRequires dialogue between observer and observeeFocuses on behavior, not judgementsBehaviors are measurable actionsJudgements are subjective conclusions and are not actionableKJM9Development occurs when a person:knows what they are supposed to learn from the experienceengages in a variety of development experiences and receives feedback and coachingaccurately reflects on his or her practiceKJM10Educational AdministratorsRationale for PD on Observation/Evaluation ProcessesObservation vs. EvaluationTo observe is to seeTo evaluate is to tellObservation Reports are not evaluation reports. They document what was seen. They provide feedback to the teacher. Observation reports should be formative.Evaluations only occur using the evaluation forms 426, 428, 5501. Evaluations are summative and binary satisfactory or unsatisfactory .

KJM11Concerns that can be factually addressed in Observation ReportsClassroom ManagementPlanning concernsPrep of materials Use of time in classClarity of directionsRecognizes misconceptionsConfusing comments lack of explicitnessClarity and value of goals Assessment practicesBest practicesTone / Respect/ RapportPacing EngagementPhysical spaceQuestioning techniqueAccuracy and precision of languageTeacher-centered v. Student-centeredQuality or lack of feedback (timeliness)RecordkeepingParent / collegial interactionsContribution to schoolJudgment / decision makingCruel Comments

12KJMEducational AdministratorsRationale for PD on Observation/Evaluation ProcessesObservation vs. EvaluationFrameworks for TeachingThe Four Domains1. Planning and Preparation (requires dialogue)2. The Classroom Environment (observable)3. Instruction (observable)4. Professional Responsibilities (requires dialogue)Mo13Educational AdministratorsRationale for PD on Observation/Evaluation ProcessesObservation vs. EvaluationFrameworks for Teaching4 DomainsReview of Binder ContentsForms and Logistics - 426, 427, 428, 5501WikiTemplate language for FrameworksKJM14Educational AdministratorsRationale for PD on Observation/Evaluation ProcessesObservation vs. EvaluationFrameworks for Teaching4 DomainsReview of Binder ContentsForms and Logistics - 426, 427, 428, 5501WikiTemplate language for FrameworksManaging Procedures HandoutMo? 15Educational AdministratorsRationale for PD on Observation/Evaluation ProcessesObservation vs. EvaluationFrameworks for Teaching4 DomainsReview of Binder ContentsForms and Logistics - 426, 427, 428, 5501WikiTemplate language for FrameworksManaging Procedures HandoutFeedback Head, Heart, FootMo? 16

Pennsbury Educational Administrator Professional Development Workshop #2 Fall 2010 As you find your seat, please review the yellow, Managing Classroom Procedures handout from meeting #1.

Think about and Discuss : A. Were you able to implement this assessment form with any of your teachers? If so, how? If not, why not? B. Were all the elements of this component (2c) observable and measureable? Discussion

Mo20Paired Review dry erase boardsFrameworks has been described as a tool to promote student learning and professionalism. How do you define professionalism? What is job #1 for Pennsbury educational admins? Frameworks has 22 components, each with several elements, which make up the 4 Domains. Name the 4 Domains. Name the types of stakeholders who benefit from using Frameworks for Teaching? What is effective feedback? What is the difference between feedback and coaching? Chapter 1 - Handbook for Enhancing Professional PracticeAt your table - Share one nugget from your reading of Chapter 1 Evidence Evaluators use it for judgments (summatively); Coaches use it for development (formatively) Sources of Evidence direct observation (Domains 2 & 3)Examination of artifacts (Domains 1 & 4)

Observations and ArtifactsFor professional conversations or the evaluation of teacher performance in the components of Domains 1 & 4. artifacts are critical. Student work is vitally important evidence. Planning documents provide evidence of how teachers develop concepts over time adding complexity, independence, application these issues cannot be directly observed.Engaging students in doing the work CAN be directly observed. Domain 3 Instruction Jigsaw4 groups numbered headsSelect Reader(s), Recorder, ReporterKevin and Maureen model process-3aread aloudhighlight salient points discuss record on chart paper (