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Webinar Objectives

Using Classroom Observations to Improve Teaching and Learning Educator Evaluation Pilot Series -- Day Three Review and Update Matthew Montano Director of Educator Quality, NMPED Steve Broome Director State Development, SREB Ivy C. Alford Director of State Services, SREB. Webinar Objectives.

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Webinar Objectives

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  1. Using Classroom Observations to Improve Teaching and LearningEducator Evaluation Pilot Series -- Day Three Review and UpdateMatthew MontanoDirector of Educator Quality, NMPEDSteve BroomeDirector State Development, SREBIvy C. AlfordDirector of State Services, SREB

  2. Webinar Objectives Participants will: • Review key concepts from Day 3 Training • Identify “look fors” and structured feedback for Domain 3 • Clarify future actions and expectations for Clinical Rounds within the Fall Semester

  3. Key Points from Day 3

  4. Session Objectives Participants will: • Review individual teacher feedback that was provided to staff members over the past 4 weeks. • Review classroom videos to perfect the identification of effectiveness levels using the state’s observation rubric and to provide individual teacher feedback. • Determine how to present collective observation data to teams and the whole faculty. • Communicate how observation data is used as the foundation of professional development selection and as an evaluation of the use of professional development strategies. • Determine how observation data can assist in setting and reaching both short and long term school improvement goals.

  5. Quick Overview

  6. Key Elements of Domain 1

  7. Essential Lesson Plan Components • Reference Standards • Clear, student-friendly objective • Sequence of learning activities • Overall and formative assessment connections • Identification of strategies to address special populations

  8. Moving on Up—Domain 2

  9. State of Instruction Address • Completed periodically • Clarifies and refocuses goals • Founded on data • Identifies accomplishments • Sets the stage for future work

  10. The Flow of the Address

  11. Domain 3 Teaching for Learning

  12. Elements of Domain 3 + Effectiveness What evidence do we need?

  13. What Evidence-3A • Students can communicate the daily objective; objectives are posted and referenced • Identifying and building background knowledge • Connecting previous learning with current and future learning • Providing written and explicit oral directions • Clear classroom expectations, routines and procedures are stated and observed

  14. Elements of Domain 3 + Effectiveness What evidence do we need?

  15. What Evidence-3B • Using clarifying questions (both students and teachers) • Asking higher order questions (using DOK or Costa’s Levels as a reference) • Activities are structured to have students create questions • Effective use of questioning techniques (Cold Call) with wait time • Questions are arranged according to their level of complexity • Using ACE Strategies

  16. Elements of Domain 3 + Effectiveness What evidence do we need?

  17. What Evidence-3C • Providing differentiated learning activities and manipulatives to support learning • Activities are directly aligned to the learning objective • Learning centers are used to address varying levels of background knowledge and/or learning styles • Teachers engage in “teachable moments” • Variety of student groups are used—pair, small group, etc. • Teacher acts as facilitator • Teacher addresses Behavioral, Emotional and Cognitive Engagement

  18. Elements of Domain 3 + Effectiveness What evidence do we need?

  19. What Evidence-3D • Teachers utilize assessment to re-teach • Adjust lesson or clarify based on student responses • 70-80 percent of exit slips display mastery of content of the lesson • Rubrics are taught and posted • Conferencing is on-going • Teacher moves around the classroom, checking for understanding • Teachers create common formative and summative assessments

  20. Elements of Domain 3 + Effectiveness What evidence do we need?

  21. What Evidence-3E • Allowing for differentiated learning • Adjusting lesson plans and pacing based on classroom feedback from students • Using different instructional strategies than were originally planned to better engage students • Teachers use conferencing methods to identify when adjustments are needed

  22. Key Elements of Domain 3 In the Classroom

  23. How can we help teachers? • What can we do now to assist our teachers to better understand this Domain?

  24. Teacher Focus • Feedback from administration • Partnered walk throughs • Departmental/Grade level goals • Peer observations • Connected professional development

  25. HOMEWORKUsing Feedback for Improvement • Share what you have learned today with your administrative team • Complete 12-24 walkthroughs and provide “Wow’s” and “Wonder’s” feedback • Complete your “State of Instruction Address” • Share Domain 2 with your Leadership Team

  26. Scheduling Clinical Rounds

  27. How to Schedule • Submit 3 preferred weeks • Send preferences to ivy.alford@sreb.org • One per district • Identify the number of participants and host site • Work with Ivy and Matt for the daily agenda (start and end times)

  28. Webinar Objectives Participants will: • Review key concepts from Day 3 Training • Identify “look fors” and structured feedback for Domain 3 • Clarify future actions and expectations for Clinical Rounds within the Fall Semester

  29. THANK YOU Steve Broome Director, State Development High Schools That Work Making Middle Grades Work 404-879-5592 steve.broome@sreb.org Ivy Alford Director, State Services for School Improvement High Schools That Work 985-974-4416 Ivy.alford@sreb.org

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