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Conducting Observations: PSU Supervisor Training Teaching Expectations and Providing Positive and Corrective Feedback. Amanda Sanford, PhD. asanford@pdx.edu Office: (503) 725-4638 Mobile: (541) 914-7439 Sheldon Loman, PhD sheldon.loman@pdx.edu Office: (503) 725-5939.

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Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439

Conducting Observations: PSU Supervisor TrainingTeaching Expectations and Providing Positive and Corrective Feedback

Amanda Sanford, PhD.

asanford@pdx.edu

Office: (503) 725-4638

Mobile: (541) 914-7439

Sheldon Loman, PhD

sheldon.loman@pdx.edu

Office: (503) 725-5939


Conducting observations agenda
Conducting Observations: Agenda

  • Background information

  • Review: practicum notebooks & observation process

  • Deepening prior knowledge:

    • Using the observation forms across a range of students’ abilities

  • New training:

    • Collecting “opportunity to respond” data

  • Practice with videos


The goals
The goals:

  • Consistent feedback across supervisors and students

    • Teacher candidates receive feedback on strengths, & areas in need of improvement

  • Feedback references evidence based practices and coursework

  • Quantitative and qualitative data on evidence-based practices for each student – increase data taking on OTRs, & positive to corrective feedback

  • Complete three formal observations during the term for each student with this form


Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439

Rationale: good to great supervisor feedback

1 = Strongly Disagree

2 = Disagree

3 = Agree

4 = Strongly Agree


Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439

1 = Strongly Disagree

2 = Disagree

3 = Agree

4 = Strongly Agree


Observation process prior to the observation
Observation process: prior to the observation

  • Schedule the observation for a time when you are teaching

  • Send the supervisor pre-observation form & lesson plan 24 hours in advance electronically

  • Have the lesson plan and pre-observation form ready for you in the supervision folder/practicum notebook

  • Have the practicum notebook ready for review at the observation


During the observation supervisors will
During the observation, Supervisors will:

  • Review Practicum Notebook (behavior management plan, data section, pre-observation form, lesson plan with correctly written objectives)

  • Conduct Observation

    • 2-5 minutes qualitative items (competencies)

    • 5 minutes quantitative data (pick level 1 or 2/3)

    • Open observation

    • Last 2-5 minutes qualitative items

  • Debrief with Teacher Candidates (schedule 30 min)

    • Feedback on lesson plan & data

    • Student self evaluation

    • Positive feedback (keepers)

    • Targets for continuing development (polishers)


Competencies
Competencies

  • 1: Not yet in place

    • Does not implement or implements ineffectively

  • 2: Attempts to Implement

    • Attempts implementation or is partially effective

  • 3: Implements Effectively

    • Effectively implements sometimes, but not consistent

  • 4: Implements Consistently & Effectively

    • Consistently and effectively implements


Providing feedback
Providing Feedback

  • Student Reflection

    • Candidate Self Evaluation

  • Positive Comments (e.g. 3 Keepers)

    • Positive Feedback

    • The students (desirable student behavior) because you (teacher behavior)

  • Student focused “Polisher” (3:1 ratio)

    • Targets for Continued Development

    • It is important that students (desirable student behavior). In order to do that, you might try (teacher behavior)


Your turn providing feedback
Your Turn Providing Feedback

  • With a partner: 1 person shares feedback with the other as if you were the teacher

  • Thank you

  • 3 Keepers

    • The students (desirable student behavior) because you (teacher behavior)

  • 1 Polisher

    • It is important that students (desirable student behavior). In order to do that, you might try (teacher behavior).


Example keepers and polisher
Example: Keepers and Polisher

Keepers/positive

  • The students were successful because you modeled how to sound out the words before asking them to read them.

  • The students stayed on task because you gavestudents frequent positive feedback on their correct academic responding.

  • All of the students had many opportunities to practice because you used unison oral responding

    Polisher/corrective

  • It’s important that every student gets a chance to answer, and during the fluency building activity, some students did not answer on signal. In order to do that, you might try giving more think time before asking for a response.


Video practice
Video practice

  • Rating the competencies

    • MA – Middle School Reading Group

  • Prepare feedback:

    • Keepers (Positive)

    • Polishers (Targets)

  • Give feedback in simulation


Positive to corrective ratio
Positive to Corrective Ratio

  • Positive feedback

    • an item that contains a positive evaluative term like (e.g. good, well done)

    • Acknowledgement of appropriate behaviors, or correct academic responses (yes, five; I see Jorge is waiting quietly).

    • Non example – repeating answer with no indication of correctness

  • Corrective feedback

    • an item that contains a negative or corrective evaluative term or negative tone (e.g. stop talking)

    • Acknowledgement or correction of inappropriate behaviors, or correction of academic errors

      • (e.g. that’s a teacher point for not following directions, that word is cape, what word?)

    • Non-example

      • Repeating the prompt (put your pencils down… put your pencils down)

        Practice Coding:





Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439
Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response

Examples:

“What word?”

“What’s this?”

“Show me the circle?”

“What’s next (showing a picture schedule)?”


Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439
Partner: Record in these rows when teacher candidate is making a request of students that are working with another student




Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439
Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request

Examples:

Student reads correct word.

Student points to correct word/pictures/objects.

Student performs at prompt level dictated by teacher.


Incorrect mark a tally in this box if the student did not respond correctly to teacher s requests
Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests

Examples:

Says wrong sound/word

Student requires more intrusive prompt than designed (e.g., use of touch/tap prompts after others haven’t worked).


Teacher correction mark a tally here if a teacher provides feedback on target skill
Teacher Correction: Mark a tally here if a teacher provides feedback on target skill.

We expect the teacher to quickly provide another opportunity for the student to respond to get this request correct (even with more intrusive prompting).

We want student to end teaching session with success and not an error.

Examples:

Teacher says, “That word is___”.

Teacher models/prompts student to complete the skill correctly after a mistake OR uses more intrusive prompt.


Otrs what you want to see
OTRs…what you want to see…. feedback on target skill.

Fast paced instruction…

high OTRs


Correct responses what you want to see
Correct responses…what you want to see…. feedback on target skill.

Greater than 80% of OTRs with Correct Responses


Incorrect teacher corrections what you want to see
Incorrect/Teacher Corrections feedback on target skill. what you want to see….

Every incorrect response with a teacher correction


Your turn
Your Turn feedback on target skill.

  • Observe instruction

  • Take data

  • Provide student-focused feedback

    • 1st write it using keeper/polisher feedback frames

    • Practice delivering feedback with partner


Videos
Videos feedback on target skill.

  • Individual opportunities to respond whole group and individual response options for student with autism using communication system

    • https://louisville.edu/education/abri/training.html

      • B1: https://louisville.edu/education/abri/primarylevel/otr/behavior

      • R9: https://louisville.edu/education/abri/primarylevel/otr/reading (watch student in front for response options)

  • Positive to corrective ratio or partner, group, & individual responses

    • Anita Archer – Active Engagement 2nd Grade


Deepening prior knowledge using observation forms across a range of students abilities
Deepening Prior Knowledge: using observation forms across a range of students’ abilities

  • In 3 groups:

    • Select the item you think might be most difficult to know if it was implemented appropriately. (2 minutes)

    • As a group, create a matrix that helps address one example of successful implementation. (5 minutes)


Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439

What might this look like? range of students’ abilities Followed curriculum prompting protocols/instructional plan

Low Inc

Performance Level/Ability

Hi Inc

The teacher candidate is working from their assessmentplan and using response options(e.g. asking the student to point to a real object to assess vocabularyknowledge) that are described in plan

The teacher candidate is using the lesson plan and lesson activities are related to thelesson objectiveand stated on the lesson plan.

Secondary

Age Range

The teacher candidate is usingReading Mastery, and is readingfrom the scripted lesson plan, using signaling to elicit unisonoral responses, and using allparts of the lesson materials,

which is reflected in lesson plansand lesson materials.

The teacher candidate is working from their instructional plan and using the prompting protocols (e.g., verbal prompts)

described in the plan

Elementary


Amanda sanford phd asanford pdx office 503 725 4638 mobile 541 914 7439

Your turn: range of students’ abilitiesWhat might this look like? _________________________

Low Inc

Performance Level/Ability

Hi Inc

Low Inc. Secondary

Hi Inc. Secondary

Secondary

Age Range

Hi Inc. Elementary

Low Inc. Elementary

Elementary