Amanda Sanford, PhD. asanford@pdx Office: (503) 725-4638 Mobile: (541) 914-7439

1. 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

2. 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

3. 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

4. Rationale: good to great supervisor feedback 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

5. 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

6. 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

7. 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)

8. 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

9. 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)

13. 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).

14. 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.

15. Video practice • Rating the competencies • MA – Middle School Reading Group • Prepare feedback: • Keepers (Positive) • Polishers (Targets) • Give feedback in simulation

16. 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:

17. Take a look at your observation form to find this section.

18. Take a look at your observation form to find this section.

19. Opportunity to Respond: Mark a tally in this box when the teacher provides a request that re

20. 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)?”

21. Partner: Record in these rows when teacher candidate is making a request of students that are working with another student

22. Group: Record in these rows when teacher is making a request of 2 or more students

23. Individual: Record using this row when teacher is making a request of only one student.

24. 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.

25. 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).

26. 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.

27. OTRs…what you want to see…. Fast paced instruction… high OTRs

28. Correct responses…what you want to see…. Greater than 80% of OTRs with Correct Responses

29. Incorrect/Teacher Correctionswhat you want to see…. Every incorrect response with a teacher correction

30. Your Turn • Observe instruction • Take data • Provide student-focused feedback • 1st write it using keeper/polisher feedback frames • Practice delivering feedback with partner

31. Videos • 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

32. 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)

33. What might this look like? 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

34. Your turn: What 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