Coaches’ Meeting

1. Coaches’ Meeting We can take teachers as they come….. or we can make them better! Observation and Feedback Part 1 11-8-13

2. Agenda for Today 8:00-8:10-Agenda/Ground Rules/Goalsfor meeting 8:10-8:20-Observation and Feedback in Colonial 8:20-9:00-Action Step 9:00-9:30-Probe 9:30-9:45-The Importance of Praise 9:45-10:50-Role Play-Leading A Feedback Meeting 10:50-11:00-Reflections, Wrap-up, and Next Steps

3. Ground Rules • Technology can be used to participate or take notes. • Participation is expected by all. • Write suggestions for improving either the topics or the process on yellow sticky notes and add to board. • To be efficient in bringing back the conversation, I ring the chime, please finish the conversation. • We will use ‘cold call’ throughout the presentation to seek responses and increase efficiency of the presentation.

4. Essential Questions • What are the four keys to observation and feedback? • What are the 6 steps to leading an observation feedback meeting? • How does identifying the right action step drive student learning? • How does this process hold teachers accountable for implementing feedback? • How does this process improve upon our current practices of walkthroughs in Colonial?

5. Colonial’s System for Feedback Prior to This Year How have coaches and administrators in Colonial provided feedback to teachers after conducting walkthroughs? How is this different than the approach used in Leverage Leadership?

6. Your Buildings Plan As part of your assignment, you were asked to “Talk with your principals about the plan for Observation/Feedback in your building.” So…what’s the plan? What has been done and what is to come?

7. Keys to Observation and Feedback • Scheduled observations-Lock in frequent and regular observations. • Key action steps-Identify the one or two most important areas for growth. • Effective feedback-Give direct face-to-face feedback that practices specific action steps for improvement. • Direct accountability-Create systems to ensure feedback translates to practice.

8. Core Idea • By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty. • The primary purpose of observation should not be to judge the quality of teachers, but to find the most effective ways to coach them to improve student learning.

9. Teaching Music • Yo-Yo Ma Pair - Share • What does Yo-Yo Ma do to teach his musicians to play better? • What makes his coaching so effective?

10. Core Idea • Teachers are like tennis players: they develop most quickly when they receive frequent feedback and opportunities to practice. • We learn best when we can focus on one piece of feedback at a time. Giving less feedback, more often, maximizes teacher development.

11. 6 Steps to Effective Feedback • Praise • Probe • Identify problem and concrete action step. • Practice. • Plan ahead. • Set timeline.

12. Protocol for Action Steps • Criteria for selection of the action step: • Is the action step directly connected to student learning? • Does it address a root cause? • Does it positively change multiple areas? • Is it necessary to pave the way for other improvements? • Is it the most effective way to make change happen? • Make it measurable, specific and targeted: • If you can’t make the change in a week, the action step isn’t small enough. • Can you easily measure if the teacher has made the change?

13. Action Steps Fall into Two Buckets Management Rigor

14. Let’s take a look at some action steps

15. Converting long-term goals to bite-sized action steps - Management Partner Work • Too high • 100% • Still too high • Manage individual student noncompliance effectively • Better • Ensure students give attention to teacher before providing directions.

16. Converting long-term goals to bite-sized action steps - RIGOR • PD Goal – too high to be an action step • Support students when they get a wrong answer • Still too high • Ask them additional questions • Better • Roll back the answer: repeat the wrong answer back to the student to give them time to identify their error • Close the loop: after correcting the error, go back to students with the wrong answer to have them summarize

17. Management • Keep students on task

18. Management • Keep students on task • PD Goal – too high to be an action step • Monitor students to prevent off-task behavior

19. Management • Keep students on task • PD Goal – too high to be an action step • Monitor students to prevent off-task behavior • Still too high

20. Management • Keep students on task • PD Goal – too high to be an action step • Monitor students to prevent off-task behavior • Still too high Bite-Sized • Stand at the corner of the room so that you can see all students • Be Seen Looking: crane your neck to appear to be seeing all corners of the room

21. RIGOR • Too high-Improve ratio of student talk to teacher talk With your partner, decide on a bite-sized action step for this teacher.

22. Feedback on Effective Action Steps: Share your action step with a different partner… • Give feedback to the objectives based on the key questions: • Is it specific: does it refer to something a teacher will be able to do when they walk out of the meeting? • Is it observable: Will you be able to easily evaluate if they accomplished the lever? • Is it bite-sized: can a teacher accomplish this in one week?

23. Core Idea-Action Step • Effective action steps are: • Measurable, observable. You can see whether this has been accomplished when observing and reviewing lesson plans. • Bite-sized. Teacher can accomplish in the next week. • Data and goal driven. They are connected to larger PD and/or DDI goals for the teacher. • It should be the HIGHEST LEVER action step!!!

24. Choosing the Right Action Steps • Mr. Moody • As you are watchingthevideoof Mr. Moody, pleasetake notes withtheintentionofidentifying a bite-sizedactionstep for him.

26. Probe

27. Probe When giving feedback, start with a probing question that narrows the focus of the teacher to a particular part of the lesson.

28. Core Idea-Probe • Guiding a teacher to remember a specific moment in his or her lesson when the highest-leverage problem occurred is like turning on the lights: the teacher can analyze his or her instruction with new eyes.

29. Probes in Action Julie Jackson and Rachel Kashner • As you are watching the video of this feedback meeting, what do you notice about the ‘Probe’ used by Julie and how effective it was in getting Rachel to the action step?

30. Back to Mr. Moody • You have identified an action step for Mr. Moody….now INDIVIDUALLY take two minutes to convert those action steps into a series of probing questions.

31. Back to Mr. Moody • You have identified an action step for Mr. Moody….now INDIVIDUALLY take a two minutes to convert those action steps into a series of probing questions. • With your partner, select the best probing question between the two of you and put a star next to it.

32. Praise

33. Praise • The most effective praise is directly linked to the teacher’s previous action step: you validate the teacher’s effort at implementing feedback.

34. Let’s took a look at Serena Saviraryan and Eric Damon in a feedback meeting…What do you notice about the praise that Serena gives Eric?

35. Praise-Key Elements • Genuine—heart-felt, authentic • Precise--targets a specific action the teacher took • Reinforce Positive Actions—particularly those that are connected to the teacher’s development goal TIP-*End your praise with a question about the effectiveness of whatever you are praising!

36. Putting it all together

37. Watch video of Ms. Mercedes • As you are watching, take notes with the intention that you are going to conduct a feedback meeting with Ms. Mercedes. • As you are watching the video of Ms. Mercedes, you are going to script (Praise, Probe, and Action Step) your conversation using the ‘Planning Your Feedback’ template. Ms. Mercedes

38. Role Play Protocol-Teams of 2 • Roles-Teacher and Coach • 3 minutes to lead meeting • 1 minutes of feedback to Coach Each person will get an opportunity to play each role!

39. Reflections on Feedback • What were some of the most effective strategies you saw implemented that the whole group could learn from? • How did the process work as a whole? What was awkward or challenging for you?

40. Core Idea The real turnaround challenge will not be teacher resistance, but your own. Lock in your schedule for observation and feedback meetings, and you will make the turnaround a success.

41. Essential Questions • What are the four keys to observation and feedback? • What are the 6 steps to leading an observation feedback meeting? • How does identifying the right action step drive student learning? • How does this process hold teachers accountable for implementing feedback? • How does this process improve upon our current practices of walkthroughs in Colonial?

42. Next Steps-Practice is Critical! • Building Coaches • Talk with your building principals about how you can support and begin employing this approach. • If ok with your principal, work with one teacher as a practice and conduct walkthroughs and feedback meetings over the next month. Or • Conduct 3-5 walkthroughs, script out your meetings as if you would have them, but how you deliver feedback is up to you! • District Coaches • Use this framework to guide your meetings with at least one mentee over the next month. Or • Conduct 3-5 walkthroughs, script out your meetings as if you would have them, but how you deliver feedback is up to you!

43. Materials • Graphic Organizer Packet • Top Ten Areas for Action Steps – handout • Feedback on Feedback-Sheets • Planning Your Feedback Meeting Cheatsheet • Planning Your Feedback Meeting (2 sheets)