TAP Evaluation Post-Conference Process

1. TAP Evaluation Post-Conference Process

2. Objectives • To identify the characteristics of an effective post-conference • To identify the protocol for a TAP post-conference • To target areas to improve my skills as a post-conference leader

3. Agenda • Objective • Elements of an effective post-conference • TAP protocol for a post-conference • Watch a video of a real post-conference • Debrief post-conference • Reflection/personal goal

4. Placemat ConsensusWhat are the elements of an effective post- conference? Divide the area outside the circle into The number of people in your group. If there are four people in your group, your map will look like this one. Each individual will Write his/her ideas in Their space outside the circle. You will have two minutes to this. You may share one person at a time, or you may share one idea at a time. Discuss those items that are on more than one person’s list. Decide whether that idea should be included in the middle. When finished, hang the poster on the wall. Write in the circle all the elements that everyone agrees are necessary for an effective conference. You have 4 minutes to complete this.

5. Characteristics of an Effective Post-Conference • Majority of talking done by the teacher • Thinking is on teacher • Coach asks questions to guide teacher • Open ended questions that generate responses • Conversational • Based on teacher’s abilities and capacity

6. Think, Reflect, Write Think about the post-conferences that you have led thus far. What do you think are some of your strengthsas a post-conference leader? What are some areas of leading a post- conference that you would like to strengthen?

7. EVALUATING focuses on: • Aligning practices with a set of standards • Rating performance according to rubrics • Judging, encouraging, coaching, and supporting

8. We do not learn from our experiences, we learn from reflecting on our experiences. - Ralph Waldo Emerson

9. Why Coach? Existing State Desired State Post-Conference • Clear labels for factors that generated a Success/Complication • Deep reflection • Clear plan of action • Success/Complication • Superficial reflection • Tentative plans

10. The Evaluation Cycle

11. TAP Post-Conference Protocol • Introduction • Reinforcement • Refinement • Review scores and evidence

12. Selecting Reinforcements & Refinements When considering a lesson, which areas of the rubric.. • Had the lowest/highest score • Would have the greatest impact on student achievement • Would impact other indicators • Would provide the teacher with the most potential for growth • Can I clearly label through evidence and examples for improvement *Don’t choose a refinement that is directly related to the reinforcement

13. Reinforcement Plan • Reinforcement Objective TALL Timeline Action for the teacher to take Label the indicator from the rubric Language from a specific descriptor

14. 2. Self-Analysis Question • Open-ended • Use language from a specific descriptor to be reinforced • Probe for specificity • Extend thinking • Be a good listener- Take yourself out of the conversation. Don’t use “I” statements.

15. 3. Evidence • Include judgment free, specific examples of what the teacher said or did that relates to the reinforcement objective. • When possible, provide examples of what students said and did.

16. 4. Recommend continued use and elicit feedback Label the indicator and descriptor teacher should continue to implement Pose a question that encourages an explanation of how this reinforcement impacts student learning

17. Refinement Plan • Refinement Objective • Self-reflection Question • Evidence • Model/example • Guided practice • Closure

18. Model/examples • Presents several concrete and specific suggestions that the teacher can implement into practice • Focused on the refinement objective • Enhances student mastery of the learning objective * This is a crucial element in this process.

19. Guided Practice • Discuss how the refinement area can be included in the observed lesson or in an upcoming lesson • Listen and provide feedback

20. Closure • Ask the teacher a question to reflect on and apply what was discussed. • Question the teacher about the positive things that are happening in her classroom. • Provide teacher with scores

21. Post-Conference Plan • Take 3 or 4 minutes to read the post-conference plan from the video we’re going to watch. • After reading the plan, think about how you would complete these three sentence starters: • I like… • I wonder… • My prediction for this post conference is…

22. Watch Post-Conference Thinking about the protocol we’ve discussed and the elements of an effective post- conference… Jot down examples of these elements that are present in the post-conference as you watch it.

23. Effective Elements • What are some specific elements of this post-conference that make it effective? • What examples do you have of those components?

24. Different Perspectives • Number off at your table • All even numbers will take the point of view of the teacher and all odds will be the evaluator. • Think of one word to describe your feelings about the post-conference. • Share with your table your word and why you chose that word.

25. SU HU PU • How did knowing the protocol benefit the post-conference leader? • How did the leader following the protocol benefit the teacher?

26. Reflection Take out your reflection about personal strengths/areas of need. Based on your new learning from today, make additions or deletions to your reflection?