Suggestions for Suggestions for Conducting Observations Conducting Observations for Evaluation with the for Evaluation with the PACESPACES

Changing the Assessment Focus from Teaching to Teaching and LearningTADS Focus on Teaching

PACES Focus on Teaching and Learning

What the Teacher Knowsand Does

What Learners Know and Do

Use of Methods Engagement in Learning Tasks

Teacher-Directed Lessons

Learner-Directed DiscussionsTeacher-Controlled

Questions/AnswersLearner-Initiated Questions/Answers

Teacher Helping/Assisting Learners

Learners Helping/Assisting LearnersTeacher Showing/Telling Learners Showing/Telling

Moving Toward

Changing the Assessment Focus from Teaching to Teaching and Learning continued

Teacher Structuring Knowledge/Content

Learners Structuring Knowledge/Content

Teacher Assessing Learning

Learners Participating in Assessing Their Own Learning

Teacher Managing Classroom Routines

Learners Sharing in Managing Classroom Routines

Teacher Planning Lessons

Learner Centered Lessons

Teacher Structuring Activities

Learners Participating in Structuring Activities

Moving Toward

TADS Focus on Teaching

PACES Focus on Teaching and Learning

Observing Teaching and Learning with PACES Domains II through VI

Conducting a PACES Observation for Evaluation

Completing PACES Observation Form for Annual Evaluation

PACES Post Observation Meeting

Conducting a PACES Observation for Evaluation

Observations should meet either minimum time requirement (at least 20 minutes) or last for the full period or lesson.

For classes extending beyond the standard elementary/secondary scheduled class/subject (e.g., 2 hour block schedule, 3 hour auto mechanics, etc.), the administrator must have observed a lesson from the beginning of the class and remain for a minimum of one hour.

Conducting a PACES Observation for Evaluation continuedThe observer should: sit in a location where the teacher and learners can be

seen

develop a style of note taking that is comfortable and represents a balance between observing and recording

periodically scan classroom to determine levels of learners’ engagement in learning (see the PACES Teaching and Learning Professional Growth Manual, Indicator II.C.1)

Conducting a PACES Observation for Evaluation continued

After observing in the classroom, the assessor should find a quiet place for careful reflection on the observation notes and use the notes to fill in observation data from memory to make the information more complete.

Completing a PACES Observation Form for Annual EvaluationWhen making each decision using PACES, the evaluator should follow the structure of the PACES Teaching and Learning Professional Growth Manual moving from the general ideas of a Domain through the more specific ideas of each Teaching and Learning Component to a particular subsumed Indicator.

Completing a PACES Observation Form for Annual

Evaluation continuedEach decision should be made taking the following into account:

the unique context of the observation and the teaching and learning situation

the purpose of the teaching and learning activities observed

a preponderance of selected observation data supporting the decision

the specific language and key words reflected in the indicator in the PACES Teaching and Learning Professional Growth Manual (i.e., none, all, both, and, etc.)

Completing a PACES Observation Form for Annual

Evaluation continuedWhen making a decision about a Component, it is helpful to ask questions that point to specific information from the observation. For example, in addressing Component II.D - Managing Engagement in Learning- the evaluator might first ask:“Was there any off-task behavior?” “What did the teacher (and/or learners) do in response to this behavior?” “Was the off-task behavior attended to efficiently and effectively?”

Completing a PACES Observation Form for Annual

Evaluation continuedIf any uncertainty exists as to how one Component is differentiated from another (e.g., I.B - Teaching Methods and Learning Tasks vs.. IV.B - Teaching Methods and Learning Tasks), the assessor should revisit the language of these indicators, in the PACES Teaching and Learning Professional Growth Manual, before making a final decision.

Completing a PACES Assessment continued

As observation notes are reviewed and Observation Form for Annual Evaluation decisions made, identify particular information that should be given priority in subsequent discussions with the teacher.

PACES Post-Observation Meeting

The purpose of the PACES Post-Observation Meeting is twofold:

The teacher will receive feedback from the school-site administrator about the results of the PACES Observation Form for Annual Evaluation.

The school-site administrator and the teacher will use the results of the total PACES assessment to guide professional growth.

PACES Post-Observation Meeting continued

The following general procedures should be followed in completing the PACES Post-Observation Meeting:

The meeting should be held at a mutually agreeable time and date and in a comfortable and quiet location.

Sufficient time should be allotted to allow for a thorough discussion of the assessment results

The school-site administrator should discuss the results of the PACES Observation Form for Annual Evaluation with the teacher before completing the remainder of the PACES discussions for professional growth.

Suggestions for Suggestions for Conducting Observations Conducting Observations for Evaluation with for Evaluation with PACESPACES

End of Presentatio

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