day 2: learning and teaching session 4: dynamic process nysed principal evaluation training program
TRANSCRIPT
Day 2: Learning and Teaching
Session 4: Dynamic Process
NYSED Principal Evaluation Training Program
Day 2 Session 4: Dynamic Process Pacing Guide
Time Activity slides
3.00 Aims and Dynamic Process 2 -4
3.02 Talking to / with Students 5
Activity 1 Talking to students ( pairs) 6
3.07 Activity 2 What am I asking students ( groups 3-5)Summary of core questions
78
3. 15 Other sources of evidence 9 -10
3. 20 Multiple Observations and Observation Tracker 11 -12
3.25 Activity 3: Case StudyIndividualDebrief in small groups
13
4.10 Short Plenary
4.15 END ( Immediate transition to Session 5)
February 9 , 2012Session 4: Dynamic Process
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Aims of The Session
To increase participant's cognition of:
• Talking with students
• Other sources of evidence available during lesson observation
• The principal’s role in establishing effective systems
February 9 , 2012Session 4: Dynamic Process
Dynamic Classroom Observations
• We have observed pre-recorded lessons today, which makes those observations static
• In actual practice observations are more dynamic
• What are the main elements which make it more dynamic, to which the the principal observer might refer?
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February 9 , 2012Session 4: Dynamic Process
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Activity 1: Talking with Students
With a partner discuss:
i. Why should the principal ‘talk with students’ and what protocols should be followed?
ii. What should the principal do with the information?
iii. How will the principal encourage students to feel secure so that they can answer honestly?
iv. What are the sensitivities, if any, of which the principal should be mindful when talking with students?
February 9 , 2012Session 4: Dynamic Process
Activity 2: What am I asking students?
• In your groups, draw up a list of core questions that a principal might ask/not ask students when observing a lesson.
• Please chart these and display your chart on the wall when finished.
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February 9 , 2012Session 4: Dynamic Process
A summary of core questions to ask students
• What are you expected to learn and therefore understand by the end of the lesson?
What have you been asked to do?
Why are you learning this?
Please explain what you are learning.
• What have you learned before that helps you with your learning now?
Have you learned anything like this before?
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February 9 , 2012Session 4: Dynamic Process
Other sources of evidence during lesson observations - looking at students’ work
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February 9 , 2012Session 4: Dynamic Process
Other sources of evidence - look at:
Students’ work:• journals• workbooks• writing samples, labs etc.• teachers’ written comments
and assess: • teachers’ knowledge• content and accuracy• comprehension• appropriateness - e.g. match of work to students’ abilities • rigor, the variety of tasks• presentation
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February 9 , 2012Session 4: Dynamic Process
Multiple Observations
All teachers need to be observed on multiple occasions throughout the year, by multiple observers, including principals.
A key role of the principal is to ensure effective implementation and accountability. The principal evaluator’s role is to find and record evidence on how well the principal does this.
As Paul Bambrick-Santoyo points out, one of the biggest challenges as a principal is to keep track of the different plans and recommendations that each teacher is trying to implement.
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February 9 , 2012Session 4: Dynamic Process
Observation Tracker: Global Summary PageDriven By Data Paul Bambrick-Santoyo
Teacher Name
Observations Yearly Improvement Goal Latest Core Changes ( form DDI Analysis Meeting, Lesson plan Review or Observation)
Smith 7 Teach to the objective Close the loop on all student misunderstandings. Do not settle for “Do you agree?”Push further by asking “Why?”
Doe 9 Make sure 100% of students are on task.Final check of understanding ( Check back with all students who struggle)
Use “Agree” and “Disagree” questions to poll for understanding, rather than re-explain.
Johnson 10 Think ratio. [ Make sure that students do the heavy lifting]Integrate NJASK skills and algebra skills effectively.Final check for understanding with struggling students [n opt out]
Review Positive Framing to change tone in class.
Call on every student at least twice in the class. Use combination of cold-call and hands to do this.
Brown 7 Stretch it. Students need to be asked to consider each others’ thoughts in the course of each class.Questioning techniques – avoid asking questions that imply that the answer is wrong.Expand key concepts section on the lesson plan.
Put directions for all group activities on a worksheet or on the overhead.Determine what structure for activities is best- partnered, individual or group?Script questions in lesson plans in hierarchy. Too much scaffolding lowers cognitive demand. Probe by asking students to explain why after their big assertions
Total Observations
33
Average perteacher
8.25
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February 9 , 2012Session 4: Dynamic Process
Activity 3: Lesson Observation Case Study
IndividuallyKnowing what you do about effective performance management systems, review the Lesson Observation Case Study and identify the evidence which you could use to evaluate how well the principal is implementing an effective teacher evaluation process in the school.
Small groups Discuss common key similarities and any differences.
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February 9 , 2012Session 4: Dynamic Process
Summary of Session 4
• The importance of looking at additional sources of evidence during a lesson observation
• The importance of the principal establishing robust systems for tracking actionable changes and developing a growth plan for teachers
• The importance of building principals’ capacity to observe lessons and provide effective feedback that is supported by evidence and leads to increased teacher effectiveness
• The importance of the district establishing robust systems for tracking actionable changes and developing a growth plan for principals
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