1 / 215

Instructional Observation Training

Instructional Observation Training. Day 1. Connector . On the construction paper, please put the following information: Your name Your school district Your position within the district Number of years “in education” Favorite movie “genre” (Horror, Drama, Comedy, etc.)

leigh
Download Presentation

Instructional Observation Training

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Instructional Observation Training Day 1

  2. Connector • On the construction paper, please put the following information: • Your name • Your school district • Your position within the district • Number of years “in education” • Favorite movie “genre” (Horror, Drama, Comedy, etc.) • Something about you that “few people know” • My favorite vacation is one that lands me at a … (beach, pool, spa, casino, cruise ship, etc.) • If I could spend 5 minutes with any celebrity (living or dead) it would be…

  3. Introduction to the Course • 11 Sessions • 3 Day Summer Introduction • 4 Follow-Up Face-to-Face Sessions • 4 Follow-Up On-Line Sessions

  4. Introduction to the Course • Session 1: Creating a Sense of Urgency – Why observing classrooms matters • Session 2: Exploring Options within Our Practice • Session 3: Learner Focused Conversations • Session 4: Setting Up An “Instructional Observation Protocol”

  5. Introduction to the Course • Session 5: Having Crucial Conversations • Session 6: On-Line Progress Monitoring & Trouble Shooting • Session 7: Placing Achievement at the Center of Conversations • Session 8: On-Line Progress Monitoring & Trouble Shooting

  6. Introduction to the Course • Session 9: On-Line - Seeking out Problems of Practice • Session 10: On-Line – When “reflective conversations” don’t change instructional practice. Now what? • Session 11: Sustainability of Instructional Observation

  7. Finish this sentence… • I hope that, as a result of the content of this course, I will be …

  8. Introducing… • Dr. Marilyn Meell, Concordia University • Information regarding on-line sessions

  9. Today’s Objectives Objectives: • Reflect on the importance and changing role of instructional leadership • Explore the personal and collective understanding of curriculum coherence and good instruction • Learn and practice a protocol for quick, effective classroom observations

  10. Norms • Take care of your own comfort • Start on Time…Stay on Time…End on Time • Turn Electronics to Vibrate • Full Engagement but One Conversation at a Time • Conduct Sidebars in the Hallway • Have Fun

  11. Instructional Leadership vs. Instructional Management • Read – the article, The Limits of “Change” • Share– with your table group using the following protocol • What Assumptions does the author of the text hold? • What do you Agree with in the text? • What do you want to Argue with in the text? • What parts of the text do you want to Aspire to? • Create – a four part poster with your reactions • Share – with the whole group

  12. Four “A’s” Protocol

  13. Report out…

  14. Allocation of Time: Reflecting on your experience, rank order the areas based on how much time you think principals spend there. A four (4) means most time and one (1) means least time. - Office & office area - Off campus - Classrooms - Hallways & playgrounds

  15. How Principals Spend The Day Thirteen studies reveal the following percentages: • 40 - 80% is spent in the office or office area • 23 - 40% is spent in hallways and playgrounds • 11% is spent off campus • 2.5 - 10% is spent in classrooms

  16. Classroom Observation #1 Video Clip #1 • Sample Teaching Video – Secondary Humanities • Following the video, you will be asked to: • Grade the teaching (A,B,C,D or F) • Answer: What did I see that is consistent with good teaching? • Answer: What did I see (or didn’t see) that is cause for concern?

  17. Chart Your Responses… • Please write the “grade” you give the teacher on a sticky note and place it on the “letter grade” chart.

  18. Chart Your Responses • Please write on a sticky note EACH thing you observed that was “consistent with good teaching”. • One observation or idea per sticky note, please.

  19. Chart Your Responses • Please write on a sticky note EACH thing you observed that was “cause for concern“. • One observation or idea per sticky note, please.

  20. Defining Quality Instruction! On the front of the handout, please write your personal definition of “quality instruction.” Consider: • What does it look like? • What does it sound like? • What does it produce?

  21. Next Step • Please bring your “draft” definition of quality instruction to the front of the room. • Please stay in the front of the room until everyone has placed their definition in the pile.

  22. Next Step • Select a definition that is not your own. • Read the definition carefully • Turn the paper over • Share with the author at least 1 thing you liked about his/her definition and 1 thing you believe that he/she should consider adding or subtracting.

  23. Repeat … • Select another definition that is not your own. • Read the definition carefully • Turn the paper over • Share with the author at least 1 thing you liked about his/her definition and 1 thing you believe that he/she should consider adding or subtracting.

  24. Again… • Select another definition that is not your own. • Read the definition carefully • Turn the paper over • Share with the author at least 1 thing you liked about his/her definition and 1 thing you believe that he/she should consider adding or subtracting.

  25. And one last time… • Select another definition that is not your own. • Read the definition carefully • Turn the paper over • Share with the author at least 1 thing you liked about his/her definition and 1 thing you believe that he/she should consider adding or subtracting.

  26. Authors…find your work! Pick up your own paper. Re-read your definition. Read the comments on the back. Would you like to revise your definition?

  27. Group Processing • Please move into the groups that I have established. • Within your group, please use your individual definitions of quality instruction to establish a group definition that everyone in the group can support. • Please write your groups definition on chart paper.

  28. Report out…

  29. BREAK!!! Please return in 15 minutes

  30. Reviewing Group Memory • Please look at the “grade distribution” from the video we observed together. • What do you notice about the letter grade distribution?

  31. Reviewing Group Memory • Please review the items listed on the “good teaching” chart. • What do you notice about these items? • Do you disagree with any of these items appearing on the “good teaching” list?

  32. Reviewing Group Memory • Please review the items listed on the “cause for concern” chart. • What do you notice about these items? • Do you disagree with any of these items appearing on the “cause for concern” list?

  33. Table Talk At your table, discuss the following questions… • What does this data (the information on our charts) tell us about the challenges that we face, as a group, as we begin to observe teachers and provide feedback? • What challenges would any system (a school district, for example) face?

  34. Report out…

  35. LUNCH! Please be back in 1 hour…

  36. Re-connector • Free write - As you think about the morning session, what has pushed your thinking? What has given you ideas that you have rolling around your head? What things do you wonder about? • Pair – Find someone who you haven’t spoken to yet today. • Share – your reflections

  37. Report out… (Create Group Memory)

  38. Quality Instruction Essential Question: What impact does poor quality instruction have on children?

  39. Marzano’s Research

  40. The Effect of School and Teacher Effectiveness on Student Achievement * Marzano, R. (2003). What Works in Schools pg. 74

  41. The Effect of School and Teacher Effectiveness on Student Achievement * 50th 3rd 37th 63rd 96th 78th Marzano, R. (2003). What Works in Schools pg. 74

  42. Essential Question… • In looking at Marzano’s research, what does this tell us about what we need to focus on as instructional leaders? • Which area of focus, creating an effective school or effective teacher, gives us the most “bang for our buck?”

  43. Teacher Behavior • What Influences Teacher Behavior?

  44. Reeves Research

  45. What is your best guess? • On the following scale, how influential did teachers see each of the following in terms of causing them to change an instructional practice? • Undergraduate Coursework ______ (1-4) • Professional Reading ______ (1-4) • Graduate Courses ______ (1-4) • Advice from Colleagues ______ (1-4)

  46. The results… • On the following scale, how influential did teachers see each of the following in terms of causing them to change an instructional practice? • Undergraduate Coursework - Mean = 1.8 • Professional Reading – Mean = 2.3 • Graduate Courses – Mean = 2.6 • Advice from Colleagues - Mean = 3.6

  47. Video Clip Watch Video Clip #2 • Teaching Sample Video – ELA Classroom • Following the clip you will be asked to: • Grade the Teaching (A, B, C, D, F) and justify your grade • Answer: What did I see that is consistent with good teaching? • Answer: What did I see (or didn’t see) that is cause for concern? • Answer: What specific feedback would you give to this teacher?

  48. Essential Question… • Free write: Why should school administrators place a significant emphasis and spend a significant amount of time participating in instructional observations and providing meaningful feedback to teachers? • Pair: Find someone you haven't spoken to today and join them for a conversation. • Share: Share with your partner your thoughts regarding this essential question.

  49. Report out… (Create Group Memory)

More Related