welcome to: the past, present and future – observation protocol and improved instruction!!...
TRANSCRIPT
Welcome to:
The Past, Present and Future – Observation Protocol
and Improved Instruction!!
Stanislaus County Math PartnershipDr. Mildred Murray-Ward – Evaluator
Jan Wood-Project Director California Mathematics and Science Partnership (CaMSP)
2012 Spring Learning Network Meeting
Objectives:
• Attendees will explore the development, implementation, and the results revealed by using the Observation Protocol.
• Attendees will share meaningful observations on the Observation Protocol
• Attendees will explore how the observation protocol has supported the change in instruction.
PASTAnd so how did it all begin?
• Created by local grant director & coaches & evaluator
• Based on the work of:– Desimone, 2009– Joyce & Showers, 202– McCourt, 2006– National Council of Teachers of Mathematics, 2000– Walsh & Sattes, 2005– CA Dept of Edu Mathematics Content Standards, 1999
– Staff, coaches experiences as teacher observers & content experts in mathematics
Development Process – Spring 20101. Assumptions - Teacher development is:– Sequential– Observable
2. Brainstorm of characteristics of quality instruction: – 42 characteristics w/ supporting explanations
3. Q-Sort into five categories:– Content Knowledge– Content Organization – Discourse– Multiple Representations– Formative Assessment
Development Process – Spring 20104. Created detailed descriptions of highly skilled and unskilled
teachers in each area
5. Split Discourse into Cognitive Demand & Facilitation
6. Created 4 steps of development for each area
7. Created draft instrument in domain rubric format
8. Field tested w/ local teachers & teacher videos
9. Revised to include observation cover form & comment areas
Final FormatAreas of Focus:– Content Knowledge– Content Organization– Discourse - Cognitive Demand– Discourse – Facilitation– Multiple Representation– Formative Assessment - Checking for Understanding
Scoring Options:4 - Exemplary : Consistently, accurately uses & applies3 - Applying : Often accurately uses & applies2 - Emerging: Occasionally accurately uses & applies1 – Pre-Emerging: Rarely accurately uses & applies
Discovery: What is your AH HA?
• Content Knowledge• Content Organization• Discourse - Cognitive Demand• Discourse – Facilitation• Multiple Representation• Formative Assessment - Checking for Understanding
Strength, Weakness, Revision
What do we do with this information and what do we know
because of the information?
PRESENT
Observation Process
• Teachers observed 3 times/yr, 9 times in grant• Teacher/coach agree on topic & target of
observation & complete cover form• Coach observes: – Notes evidence for 6 areas on form – Scores all six area
• Coach shares results, especially target area, w/ teacher
• Coach sends pdf of forms to evaluator
Observation Protocol Progressive DataAnalysis Process:•Repeated measures on Observations 1-4 by total & grade group
Results:•Six areas shows mean increases in ratings from Observation 1 to 3
•Five areas showed statistically significant drops at Observation 4. Discourse: Facilitation showed a slight increase.
•No area scores declined to base levels at Observation 1. •Multiple Representations & Formative Assessment had no statistically significant decrease, remaining stable.
•No statistically significant differences between grade-levels.
Observation Results: Content Knowledge & Content Organization
Observation Results:Discourse: Cognitive Demand & Facilitation
Observation Results:Multiple Representations & Formative Assessment
And so it goes…
Take a minute to reflect and visualize how this might influence a change in instruction due to the observation protocol usage.
Thought Jot
Share
FUTURE
• Your next step – or what you might share with others…
THOUGHT
• Share with your partner
And our Indispensible Coaches’ thoughts:
• “Although it may look like a mess of marks and notes that is a “snapshot” of a lesson, I can look back to the mess of notes that I wrote in the right had columns and get a detailed vision of all of the intricate pieces of that specific lesson and how successful that lesson was for the teacher and the students. I believe that through the use of the protocol and sharing it with our teachers, we have added so many more ways to plan and deliver a lesson that covers a range of topics.”
“Teachers have begun to look at the protocol before planning to ensure they are meeting the standards. It is exciting when they see their improvement from Year 1 to Year 2. A teacher told me, “I think I’ve begun to memorize that thing!!”
Objectives Met?
• Attendees will understand the development implementation, and the results revealed by using the Observation Protocol
• Attendees will explore and share meaningful observations on the Observation Protocol
• Attendees will understand how the observation protocol has supported the change in instruction
And always remember:
It is not about us – it is about the kids….!!!
Questions if time allows:
Contact Information:Jan WoodStanislaus County Math ProjectCeres Unified School [email protected]
Dr. Millie Murray – WardCalifornia State University – [email protected]