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 September 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 teacher’s 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 • Danielson’s 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 University’s “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. What’s 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 decision—a 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 teacher’s skill in classroom assessment increases. (Marzano, Black and Wiliam)

25. It’s 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@measuredprogress.org