Explanation of team visits for all staff

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Explanation of team visits for all staff

  1. 1. The Team (Teachers Encouraging and Motivating) Visit Process<br />
  2. 2. What is the Team Visit?<br />The Team Visit IS:<br />A tool for improving instruction across the district.<br />Utilized by teachers and administrators to provide instructional data to teachers.<br />A snapshot of performance.<br />Intended to be used with frequency.<br />Provided to the observed teacher for his/her use.<br />A “pat on the back” for quality teaching.<br />An opportunity to share ideas and support.<br />
  3. 3. More about the Team Visit<br />The Team Visit IS NOT:<br />An evaluation form.<br />A competition.<br />A complete picture of a teacher’s ability or practice.<br />An opportunity to criticize the work of others.<br />Peer mentoring.<br />A surprise visit from classroom teachers.<br />
  4. 4. Isolation causes burnout.<br />“A successful face-to-face team is more than just collectively intelligent. It makes everyone work harder, think smarter and reach better conclusions than they would have on their own.”- James Surowiecki<br /><ul><li>When we observe the work of others, we refine our own practice.
  5. 5. Clear expectations help create professional learning communities.
  6. 6. When we provide feedback in a clear and objective manner, teachers can improve areas of need and take pride in areas of success.</li></ul>Why go through this?<br />
  7. 7. <ul><li>Administration will cover class periods upon request so teachers may conduct Team Visits.
  8. 8. Administration to conduct Team Visits for teachers.
  9. 9. Sub time to encourage walkthroughs. Whole or ½ day subs will be utilized to cover classes and allow for teachers to visit each other.
  10. 10. “Free” time. While there isn’t much “free time” in a day, teachers are encouraged to fill in visits when possible.</li></ul>NOTE: Teachers must pre-arrange their visits with other teachers; however, admin will conduct unannounced visits. Neither type of visits is evaluatory.<br />Where's the time?<br />
  11. 11. <ul><li>A team of teachers (credited at the end of this presentation) was selected to create the protocol used for the Team Visits and to pilot the protocol in use during the first month of school.
  12. 12. These teachers also selected the name of the process- they chose Team Visit because they wanted to emphasize the positive professional relationships that can build when provided the opportunities to watch and learn from each other.
  13. 13. After piloting the protocol for a month, the team gathered to finalize and revise the protocol prior to distribution.</li></ul>How was this concept developed?<br />
  14. 14. This is the Team Visit Protocol:<br />
  15. 15. <ul><li>The protocol provides many feedback options.
  16. 16. The protocol is NOT intended to be completed in its entirety- it’s more of a menu of options.
  17. 17. The form is based on a combination of research based strategies (mainly the SIOP strategies and Marzano’s work) and the experiences from the pilot group teachers. The areas on the protocol are areas the group agreed upon because the strategies have proven success with Umatilla students.
  18. 18. Summaries and examples of each section are in the following slides.</li></ul>How does the protocol work?<br />
  19. 19. <ul><li>The Student Feedback and Behaviors Area is an area in which to monitor teacher-student interaction and student behaviors.
  20. 20. A “+” indicates a student on task, a “-” indicates a student off task. A “↓” indicates a student who was called on individually by the teacher. A “↑” indicates a student who generated a question regarding the content for the teacher.
  21. 21. A sample of this section follows on the next slide.</li></ul>Student Feedback and Behaviors<br />
  22. 22. Student Feedback and Behaviors<br />The feedback arrows show the classroom teacher who is participating in the content of the classroom. It also allows the teacher to notice which students are not receiving feedback during a lesson and which students may be dominating discussions. <br />Notice here that the times when the on/off task behaviors are recorded are listed at the top of the section. This allows the classroom teacher to review the time log and make note of which activities were occurring when students were on/off task. It also allows the teacher to consider student seating arrangements and monitor behavior. <br />Quick Tip: If the classroom is large, instead of drawing the seating chart and labeling the arrows, just make list of names you hear and mark a tally when each student is called upon. <br />
  23. 23. <ul><li>The Classroom Time Log is an accounting of the time use in the classroom.
  24. 24. Record the time and activities occurring when entering the room and then whenever an activity changes. Finally, record the time when leaving the room.
  25. 25. A sample of this section is on the next slide.</li></ul>Classroom Time Log<br />
  26. 26. Classroom Time Log<br />The time log is one of the easiest areas to record and one of the most valuable for the teacher. Not only does this area show the level of instructional variety in a lesson, but it shows the use of class time. This allows the teacher to decide if and how time use should be adjusted or maintained.<br />
  27. 27. <ul><li>This is Bloom’s Taxonomy. Examples of question types are provided for reference.
  28. 28. A log of the types of questions used in the classroom may be kept with tally marks.
  29. 29. If possible, it’s helpful to list the questions heard so the teacher may “hear” him/herself and the question variety.
  30. 30. An example of this section is on the following slide.</li></ul>Question Types<br />
  31. 31. Question Types<br />A model classroom would have a great variety of question types throughout the lesson; however, it’s hard to provide a great variety when one cannot hear one’s own questions. <br />This log allows the teacher to hear his/her questions and monitor the questioning levels used in the lesson.<br />
  32. 32. <ul><li>These are a combination of SIOP and “Marzano’s Nine.” They are considered “high yield” strategies because they are consistently shown to help students retain information. They were hand picked by our pilot group as effective strategies for Umatilla students as well.
  33. 33. To use this section, the recorder marks the strategies used and may make notes on the strategies. The notes section here may also be used for general notes.
  34. 34. An example of this section is on the following slide.</li></ul>Instructional Strategies<br />
  35. 35. Instructional Strategies<br />Here, the strategies utilized are indicated with an “x” or check mark. The notes areas allows for quick comments on the entire lesson or on a specific strategy.<br />
  36. 36. <ul><li>You’ll see some repetition here because it’s a summary of many of the other areas on the form.
  37. 37. This is a simple check-off list.
  38. 38. It’s recommended to use any of the other areas together (student feedback/behaviors, time log, instructional strategies, question types); however, use this section in isolation or only with the classroom time log to avoid repetition.
  39. 39. An example of this section is on the following slide.</li></ul>Key Data Indicators<br />
  40. 40. Key Data Indicators<br />This section is best thought of as a quick snapshot of the classroom. There are many areas covered here, but they are simple yes/no responses and checkmarks. <br />
  41. 41. <ul><li>First, decide who you’d like to visit and see if you can arrange a time that works for both of you.
  42. 42. Let your Principal know of the time/date you need coverage. Remember, you can request a class period, a ½ day (with someone else to balance the other ½) or a whole day. The District will pay for the sub time for you to conduct your visit(s).
  43. 43. Review the protocol and decide which area(s) you’d like to watch for.
  44. 44. Complete your visit. Remember, we’re asking that visits be a minimum of 15 minutes.
  45. 45. When the visit is complete give BOTH the white and yellow copies of the form to the teacher you watched. IF the teacher wishes for you to keep your notes, he/she will place the yellow copy in your box. </li></ul>Ok, I understand the protocol, how do I complete a Team Visit?<br />
  46. 46. <ul><li>Just keep teaching…this process is designed to provide you data and feedback so don’t “put on a show” just keep going with your original plan.
  47. 47. When you have time, review the form that was left for you. If you’re comfortable, share the yellow copy with the teacher that visited. If an administrator visited you, keep both copies for yourself.
  48. 48. Review the data and feedback from the form. Use this information to polish what you think needs work and to give yourself credit for the wonderful work you’re already doing.
  49. 49. If you have time, visit with the person who came to see you. Share ideas and questions…the collaboration aspect of this is the most powerful- enjoy it!</li></ul>What do I do if someone walks into my room for a Team Visit?<br />
  50. 50. <ul><li>Please feel free to visit with the members of the pilot group or anyone from the administrative team.
  51. 51. Pilot Members: Mary Buckallew, Emily Cotterell, DaniForshee, Corinne Funderburk, Sue Henry, Shelley Hines, Molly Hottman, David Lougee, John Malgesini, Lisa McElroy, Teresa Russell, Kyle Sipe, Sue Smith, Jane Starner, Kelley Swarat, John Thomas, Melanie Varady, Shelley Wilson, Tim Young</li></ul>THANK YOU <br />to the Pilot Team for your work to develop this project!<br />What if I have questions?<br />

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