follow-up to fall statewide coaches’ observation system training for veteran cohort a coaches...

Follow-up to Fall Statewide Coaches’ Follow-up to Fall Statewide Coaches’

Observation SystemObservation System Training for Veteran Cohort A CoachesTraining for Veteran Cohort A Coaches

Cohort A Fall 2005 Regional Cohort A Fall 2005 Regional Coaches’ Meeting: Coaches’ Meeting:

© 2005 by the Oregon Reading First Center © 2005 by the Oregon Reading First Center Center on Teaching and LearningCenter on Teaching and Learning

Observation Summary: Fall 2005Observation Summary: Fall 2005

• One round of Five-Minute Observations of K-3 classroom One round of Five-Minute Observations of K-3 classroom teachers (+ follow up).teachers (+ follow up).

• Formal Fidelity Observations (+ follow up).Formal Fidelity Observations (+ follow up).

• One round of Five-Minute Observations of certified and One round of Five-Minute Observations of certified and classified specialists (+ follow up).classified specialists (+ follow up).

Formal Fidelity Observation ParametersFormal Fidelity Observation Parameters

Who to Observe: ALL K-3 Who to Observe: ALL K-3 Classroom TeachersClassroom Teachers

Length of Observation: The Length of Observation: The ENTIRE reading blockENTIRE reading block

Organizing Principles for ObservationsOrganizing Principles for Observations

1.1. Observations will have a Observations will have a student focusstudent focus as as determined by grade level data. The observations determined by grade level data. The observations will begin with all classroom teachers as a hub will begin with all classroom teachers as a hub and then follow students to other groups.and then follow students to other groups.


2.2. The entire reading block will be observed.The entire reading block will be observed.

3.3. Observations will document reading Observations will document reading instruction across multiple programs and/or instruction across multiple programs and/or instructors.instructors.


4.4. If teachers are using only parts of a program If teachers are using only parts of a program (as might be the case with program specific (as might be the case with program specific templates) coaches will indicate the skipped templates) coaches will indicate the skipped activities on one line of the program fidelity activities on one line of the program fidelity checklist.checklist.


5.5. For items that are embedded in the reading For items that are embedded in the reading block (a block longer than 90 minutes), such block (a block longer than 90 minutes), such as language arts or writing, coaches will as language arts or writing, coaches will discuss with their regional coordinator how discuss with their regional coordinator how to document such activities.to document such activities.

Gathering of Information to Determine Gathering of Information to Determine Coaching SupportCoaching Support

Survey of Teacher NeedsSurvey of Teacher Needs Summary of Teacher NeedsSummary of Teacher Needs 5 Minute Observations5 Minute Observations 5 Minute Observation Summary5 Minute Observation Summary Fidelity ObservationsFidelity Observations

Five-Minute ObservationsFive-Minute ObservationsFeedback from CoachesFeedback from Coaches

Fidelity ObservationsFidelity Observations

Fill out ALL parts of a lesson on the Fill out ALL parts of a lesson on the Observation FormObservation Form

Rating System Changes:Rating System Changes: N, P, F and EN, P, F and E Merged P/P+ to ONLY be “P” (partial)Merged P/P+ to ONLY be “P” (partial) Added “E” for EnhancedAdded “E” for Enhanced

Fidelity Observation: Fidelity Observation: EnhancementsEnhancements

Use an “E” when a teacher has made a worthwhile Use an “E” when a teacher has made a worthwhile modification or has replaced an activity with one more modification or has replaced an activity with one more valuable for their students (describe briefly in the comment valuable for their students (describe briefly in the comment box).box).

Use an “E” to rate an activity that the teacher added. This Use an “E” to rate an activity that the teacher added. This activity would be included at the end of the observation activity would be included at the end of the observation (describe briefly in the comment box).(describe briefly in the comment box).

If a teacher modifies the lesson with an activity that isn’t If a teacher modifies the lesson with an activity that isn’t particularly strong, they would be expected to give that particularly strong, they would be expected to give that activity a “P” and make a note in the comments that the activity a “P” and make a note in the comments that the enhancement didn’t better the lesson (describe briefly in enhancement didn’t better the lesson (describe briefly in the comment box).the comment box).

Fidelity Observation: Fidelity Observation: Enhancement ExamplesEnhancement Examples

““additional, time-efficient practice opportunities”additional, time-efficient practice opportunities” ““HM lesson weak in _______, but teacher enhanced by HM lesson weak in _______, but teacher enhanced by

adding _____________”adding _____________” ““Lesson included two modeling opportunities... teacher Lesson included two modeling opportunities... teacher

provided this intensive group with additional modeling.”provided this intensive group with additional modeling.” ““Teacher added _____________ (e.g., white board work, Teacher added _____________ (e.g., white board work,

manipulatives, vocab) to strengthen the lesson.”manipulatives, vocab) to strengthen the lesson.”

evidence of using non-RF-approved programs during evidence of using non-RF-approved programs during the 90-minute blockthe 90-minute block

evidence of using programs for which there was no evidence of using programs for which there was no corresponding S-I applicationcorresponding S-I application

completing only the narrative/comments section and completing only the narrative/comments section and not the last two pagesnot the last two pages

providing no comments in the actual observation providing no comments in the actual observation sectionsection

giving almost all F’s for Full completion across giving almost all F’s for Full completion across teachers without supporting commentsteachers without supporting comments

Previous Concerns with Previous Concerns with Fidelity ObservationsFidelity Observations

comments throughout fidelity observation, general comments throughout fidelity observation, general features, and observation feedback pages are similar features, and observation feedback pages are similar across teachers... no indication of individualizationacross teachers... no indication of individualization

Identified Areas for Student Support sometimes Identified Areas for Student Support sometimes indicated how the teacher was supporting the students, indicated how the teacher was supporting the students, rather than how the teacher could improve that rather than how the teacher could improve that support, even though scores on the observation were support, even though scores on the observation were lowlow

Previous Concerns with Previous Concerns with Fidelity Observations (Cont.)Fidelity Observations (Cont.)

in some schools, teachers received F’s for full in some schools, teachers received F’s for full completion based only on finishing the lesson and P’s completion based only on finishing the lesson and P’s were used to note an unfinished lessonwere used to note an unfinished lesson

vague action plansvague action plans general features comments don’t match information general features comments don’t match information

on observation page (e.g., complimented a general on observation page (e.g., complimented a general feature of instruction and then listed it as an area for feature of instruction and then listed it as an area for student support) student support)

Previous Concerns with Previous Concerns with Fidelity Observations (Cont.)Fidelity Observations (Cont.)

Narrative/Comments Section:Narrative/Comments Section:TipsTips

Brief and specific commentsBrief and specific comments Details that shows individualization of feedbackDetails that shows individualization of feedback Give explanation in comments section for P’s (what Give explanation in comments section for P’s (what

was omitted) and E’s (what was added and how it was omitted) and E’s (what was added and how it enhanced the lesson)enhanced the lesson)

Tips: Be brief and specific. Use the new five-minute Tips: Be brief and specific. Use the new five-minute observation draft form for comment ideas.observation draft form for comment ideas.

Feature 1. Instructor modeled instructional tasks when Feature 1. Instructor modeled instructional tasks when appropriate. appropriate.

Examples:Examples: “T. followed HM lesson models of activities that were included.” “ T. modeled when prompted by lesson script, but students in low

intensive grouped seemed to need more modeling.” “T. modeled all tasks before expecting students to do them.”

Non-examplesNon-examples “Good job!” “Jason was off task.”

General Features PageGeneral Features Page

Feature 2. Instructor provided explicit instruction. Feature 2. Instructor provided explicit instruction.

Examples:Examples: “T. provided a kid-friendly definition and examples for

main idea”

Non-examplesNon-examples “You are a wonderful teacher!” “Teacher provided explicit instruction.”


Feature 3. Instructor engaged students in meaningful Feature 3. Instructor engaged students in meaningful interactions with language during lesson. interactions with language during lesson.

Examples:Examples: “T. explained and interacted with words encountered during read

aloud. Used demonstrations and related the words to the students.”

“T. demonstrated what yodeling was!” “T. used prior knowledge to relate vocabulary words to students’

lives.”

Non-examplesNon-examples “ vocab words” “Students did vocab workbook page.”


Feature 4. Instructor provided multiple opportunities for Feature 4. Instructor provided multiple opportunities for students to practice instructional tasks. students to practice instructional tasks.

Examples:Examples: “ T. had all students use thumbs-up, thumbs-down for all

practice words.” “Use more choral and partner responses so that all students

have multiple opportunities.”

Non-examplesNon-examples “Yes.” “I liked your bulletin board.”


Feature 5. Instructor provided corrective feedback after Feature 5. Instructor provided corrective feedback after initial student responses. initial student responses.

Examples:Examples: “T. immediately gave correction and had students repeat

during whole group chanting.” “Used DI error correction procedure: ‘That word is gentle.

What word? Let’s start over.’”

Non-examplesNon-examples “Johnny never got it, did he?” “You tolerate those tough kids.”


Feature 6. Students were engaged in the lesson during Feature 6. Students were engaged in the lesson during teacher-led instruction. teacher-led instruction.

Examples:Examples: “Approximately 90% of students were engaged. T.

monitored and redirected as needed.” “All small groups were engaged except students at the

phonics center.”

Non-examplesNon-examples “I liked your behavior chart.” “What’s wrong with Mary?”


Feature 7. Students were engaged in the lesson during Feature 7. Students were engaged in the lesson during independent work. independent work.

Examples:Examples: “ During workbook time, approx. 90% of students were

engaged in individual work.” “No independent work observed during this time.” “Students at back four desks were consistently off task.” “Students had the skills necessary to be engaged and

successful at their independent work.”

Non-examplesNon-examples “I didn’t like that workbook page.”


Feature 8. Students were successful completing activities Feature 8. Students were successful completing activities at a high criterion level of performance. at a high criterion level of performance.

Examples:Examples: “During choral response of CVC words, I heard no

incorrect answers.” “Students doing workbook pages were successful on all

pages.” “Small group with paraprofessional were responding

incorrectly approx. 50% of the time.”

Non-examplesNon-examples “No.” “Good job.”


Feature 9. Instructor encouraged student effort. Feature 9. Instructor encouraged student effort. Examples:Examples:

“T. used positive comments after each individual response.” “ T said: ‘Well said,’ and ‘Good answer,’ and ‘I like that

answer’ to encourage student effort.”

Non-examplesNon-examples “You are a great teacher.” “Keep it up.”


If pre-conference targeted a specific area for If pre-conference targeted a specific area for observation, provide feedback here.observation, provide feedback here.

Comments should be brief and specific.Comments should be brief and specific. Feedback should be aligned with comments in other Feedback should be aligned with comments in other

parts of fidelity observation.parts of fidelity observation. The observation feedback page should provide a verbal The observation feedback page should provide a verbal

snapshot to reinforce critical teacher behaviors/ snapshot to reinforce critical teacher behaviors/ strategies.strategies.

The “Identified Areas for Student Support” should be The “Identified Areas for Student Support” should be followed by a related “Action Plan”.followed by a related “Action Plan”.

Observation Feedback Page: Observation Feedback Page: The Big Ideas!The Big Ideas!

Examples:Examples: “Transition routines and activities were effective. Students

consistently received explicit instruction. T. provided enhanced modeling for this intensive group. Students had multiple opportunities to respond. T. encouraged student efforts.”

Non-examplesNon-examples “Great job teaching reading!” “Those kids are really learning!”

Observation Feedback Page: Observation Feedback Page: Areas Implemented WellAreas Implemented Well

Examples:Examples: “The low intensive students need more modeling.” “Students need consistent transition routine.” “Students need more opportunities to respond during the

lesson.” “Students need more immediate feedback and more

effective correction procedures.”

Non-examplesNon-examples “You are doing a great job.” “I think you need a bigger bulletin board.” “You have a hard class this year.”

Observation Feedback Page: Observation Feedback Page: Identified Areas for SupportIdentified Areas for Support

Examples:Examples: Coach will shadow teach HM lesson with teacher during whole

group instruction.” “T. will arrange classroom so that independent station is closer to

teacher desk.” “T will work with coach to add more effective correction

procedures.” “T. will incorporate Touchphonics into small group phonics

instruction during differentiated instruction time.” “T. will work with coach to improve pacing of lessons.”

Non-examplesNon-examples “Teacher will continue what she is doing.” “Coach will observe again later.” “ Students will cooperate with teacher.”

Observation Feedback Page: Observation Feedback Page: Action PlanAction Plan

Ask coaches to review sample fidelity Ask coaches to review sample fidelity

observations and discuss. observations and discuss.

Each region will have six observation Each region will have six observation

samples to review.samples to review.

ActivityActivity

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