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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.)

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Instructional Observation Training

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  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)

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