february 9, 2012 session 1: observing lessons nysed principal evaluation training program
TRANSCRIPT
February 9, 2012
Session 1: Observing Lessons
NYSED Principal Evaluation Training Program
Pacing guide
time activity slide
8.30 Agenda / Aims and Objectives / Aims of sessions 1-6
8:40 Multiple ways of observing lessons 7 -8
8:50 Activity 1: Self- review continuum 9-10
9:00 Lesson Observation and Evaluation 11
9:05 Activity 2: Why shadow Principal lesson observations 12-13
9:20 What is the lesson observation process 14-16
9:28 Teaching and Learning Pact 17
9.30 End 18
February 8, 2012Session 1: Highly Effective Leaders
1. Whole Group Introduction Session 1: Observing Lessons – 8.30 am• Aims of today’s session• Learning and Teaching Break 9.30 am to 9.45 am
2. Breakout session 2: Recording Evidence - 10.00 amLunch – 12.00 pm to 1.00 pm
3. Breakout session 3: Effective feedback 1.00 pmBreak 2.45 pm to 3.00 pm4. Breakout session 4: Dynamic Process – 3.00 pm5. Breakout session 5: Gathering Feedback for Teaching - 4.00 pmReview and reflection 4.45 pm to 5.00 pmClose - 5.00p.m.
Agenda: Day 2
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February 9 , 2012Session 1: Observing Lessons
Session 1:Observing Lessons
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February 9 , 2012Session 1: Observing Lessons
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Aims of The Day
To further enhance your understanding as principal evaluators of what a principal needs to know and do in order to establish and maintain an effective performance management system. Including the importance of:
•preparation
•collecting and recording objective evidence
•providing clear and concise feedback which leads to actionable change
•implementing effective systems to track agreed actionable action
February 9 , 2012Session 1: Observing Lessons
Leader of Learning
Wallace’s work since 2000 suggests this entails five key responsibilities:
1. Shaping a vision of academic success for all students, based on high standards
2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail
3. Cultivating leadership in others, so that teachers and other adults assume their part in realizing the school vision
4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost
5. Managing people, data and processes to foster school improvement
THE SCHOOL PRINCIPAL AS LEADER: GUIDING SCHOOLS TO BETTER TEACHING AND LEARNING - The Wallace Foundation, January 2012.
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Session 1: Observing Lessons
Aims of The Session
To increase participants’ cognition of:
•Different ways to observe lessons
•Common features of effective lesson observation
•Self confidence to observe lessons and provide reflective feedback
•Role of lesson observation in principal evaluation
•Overview of best practice in observing lessons
•Impact of observing lessons on improving teaching and learning
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February 9 , 2012Session 1: Observing Lessons
Multiple Ways of Observing Lessons
There are a number of ways to observe lessons.
These include:
•walkthroughs
•focused observation
•whole lesson observation
•peer observation
•video
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February 9 , 2012Session 1: Observing Lessons
Common features of Effective Lesson Observation
• Preparation by the principal, this may or may not include pre-conferencing with the teacher
• Collecting evidence - the lesson observation, part or whole of lesson
• Post observation feedback, which focuses on actionable change - ideally this should be done face to face
• Summative year evaluation to align evidence against the agreed upon rubric
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February 9 , 2012Session 1: Observing Lessons
Activity 1
• Consider your experience and confidence in observing lessons and providing feedback to principals on their work as instructional leaders
• Now, complete the ‘Continuum for self-review’ chart individually, as a personal self-reflection
• Place crosses to indicate your current position
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February 9 , 2012Session 1: Observing Lessons
Continuum for Self-Review
NO EXPERIENCE EXTENSIVE EXPERIENCE
LOW CONFIDENCE VERY CONFIDENT
Lesson observation:
Using data to inform feedback
Looking at students’ work
Gathering evidence from talking with students
Lesson observation:
Using data to inform feedback
Looking at students’ work
Gathering evidence from talking with students
Complete this individually as a personal self-reflection. Place crosses to indicate your current position. ‘No experience’ may indicate lack of opportunity.
It will be useful to review this at the end of each stage of the training.
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Session 1: Observing Lessons
Lesson Observation and Teacher Effectiveness
The main reasons for principals to observe lessons and provide evidence based feedback are to:
•drive changes in teacher practice
•drive changes in teacher effectiveness
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February 9 , 2012Session 1: Observing Lessons
Activity 2: Why should evaluators shadow the principal observing lessons and giving feedback?
In pairs or threes identify the:
• positives and benefits
• issues and concerns
about evaluators shadowing the principal classroom observations
through the lens of the principal and separately through the lens of the evaluator
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February 9, 2012Session 1: Observing Lessons
In summary
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Principal evaluators shadow principals observing
lessons and providing feedback so that the evaluator can:
obtain objective first hand evidence of the principal’s
ability to lead learning in the school
February 9 , 2012Session 1: Observing Lessons
What is the lesson observation process?
Observing in the context of evaluation includes:
• documenting objective evidence
• matching the recorded evidence against agreed upon criteria
• using the outcomes from the lesson observation notes in a positive way to provide feedback which promotes student learning by driving actionable changes in teacher and principal practices
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February 9, 2012Session 1: Observing Lessons
Improving Teaching and Learning
Recorded observations
informative feedback to teachers
improvement in teaching and learning
HIGH LEVELS OF ACHIEVEMENT FOR ALL STUDENTS
provide the basis for
leading to
leading to
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February 9 , 2012Session 1: Observing Lessons
• Note from the previous slide that our target is high achievement for all students.
• The rate of individual student learning varies over time.
• Imagine a class of students learning long division….
Example: students have 20 questions to complete during the first 30 minutes of the lesson. You observe that: one student only completes five questions and gets two wrong, another completes 12 and gets them all right.
• How can this evidence be used as part of a post observation discussion with the principal about differentiation of learning?
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February 9 , 2012Session 1: Observing Lessons
The Teaching and Learning Pact
To the PACT they bring•Self esteem and motivation•Mutual respect and high expectations•Shared commitment to learning goals•Active participation in the learning and teaching process•Learning from each other •Reflection and performance feedback•Willingness to take risks
The LEARNER brings• their background• their capacity for,
and experience of, learning
• their prior and current knowledge, interests, skills and understanding
• their preferred learning style
• their current profile of intelligence
The TEACHER brings• Knowledge, enthusiasm
and understanding about the matter to be taught
• Understanding of the learning process
• A design of teaching and learning that is fit for purpose
• And emphasis on instruction
• An ability to create a learning environment with appropriate learning conditions
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February 9, 2012Session 1: Observing Lessons
Break15 minutes
Transition to breakout room
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February 9, 2012Session 1: Observing Lessons