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Effective Classroom Observations

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Pamela Potts presents at the Association of Christian Teachers and Schools (ACTS) Conference on October 24, 2013

Pamela Potts presents at the Association of Christian Teachers and Schools (ACTS) Conference on October 24, 2013

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Effective Classroom Observations Effective Classroom Observations Presentation Transcript

  • i observation tool Effective Classroom Observations Presented by Pamela Potts Director, iCOR Impact Adjunct Instructor, JCCC 913.948.8742 pamela.potts@icorimpact.com www.icorimpact.com Presentation found at: http://www.slideshare.net/pamelaspotts
  • Description ¡  Effective Classroom Observations ¡  Classroom observations can be an effective tool to improve teaching and learning. In this workshop, we will review best practices in classroom observations, a typical observation format, how to collect the data, and using observation data to provide effective feedback. i observation tool
  • i observation tool Quote: “Pay attention to where you are going because without meaning you might get nowhere.” A.A MILNE View slide
  • Ultimate Goal: Increase Student Outcomes ¡  “Students that are engaged learners learn more and they retain what they learn longer.” Carl Riddile, NASSP ¡  “Student engagement happens as a result of a teacher’s careful planning and execution of research-based strategies.” Robert Marzano ¡  “Classroom observations can support systematic improvement in teacher effectiveness.” Research from CASTL/Center for Advanced Study of Teaching and Learning i observation tool View slide
  • Inputs ßàTeacher CompetenciesàOutcomes i observation tool Research from CASTL/Center for Advanced Study of Teaching and Learning
  • Classroom Observations ¡  At the core, classroom observations should be about: ¡  Coaching ¡  Building up professional practice ¡  Supporting better outcomes for students i observation tool
  • Observation System ¡  Examples would be: ¡  Charlotte Danielson ¡  Robert Marzano ¡  Jim Knight ¡  Kim Marshall ¡  Are you currently using a paper and pencil to collect the observation ¡  No matter what system you use, the tool that you use to collect the data should be easy to use and not laborious, or it will be too hard to and too easy to quit i observation tool
  • Best Practices in Classroom Observations
  • Determine your targets ¡  Jim Knight, Instructional Coaching Group calls it the “Big Four” i observation tool
  • Determine your targets ¡  Do you have a system in place that helps you define the goals? ¡  After defining the desired outcome, an observation system can be selected to align with objectives i observation tool
  • Questions ¡  What questions about classrooms do I want answered? ¡  “People are not motivated by other people’s goals” is the basis for involving teachers and administrators in a partnership for identifying areas for improvement through staff feedback, observations and data analysis. Focusing on the humanity of individuals and valuing the professional contributions of all staff is vital to establishing a culture of respect, learning and continuous improvement. Dr. Bret Church, Assistant Superintendent Leavenworth KS i observation tool
  • Question Example i observation tool
  • Question Example i observation tool
  • Question Example i observation tool
  • Question Example i observation tool
  • Observers & Procedures ¡  Are there clear directions for conducting observations and assigning scores? ¡  3 Considerations: ¡  Training protocol to ensure consistency in scoring methodology and general training on how to rate the same classroom ¡  Observation protocol ¡  Length of observation ¡  Specific time of day / time of class period ¡  Whether or not the observations are announced or unannounced ¡  Scoring directions ¡  Rubric for scoring ¡  Are scores based on behavior counts or qualitative judgments? ¡  Important to have consistency across observers i observation tool
  • Observational Data i observation tool ¡  The most appropriate use of observation data is to get a sense of individual or programmatic areas of strength and areas of challenge, to guide individualized professional development or other support, and to check to see if this support is working to move teachers “up” in their ability to provide quality teaching. Research from CASTL/Center for Advanced Study of Teaching and Learning
  • Use Observations in the Context of Relationships ¡  Professional development efforts are most successful when they are embedded in the context of supportive relationships between teachers and those making observations and providing feedback. ¡  Teachers need to know that they are valued collaborative partners, and that their intent concerns and goals are understood, and that consultants/mentors/administrator will meet them where they are and offer a balance of support and challenge going forward to help them make the greatest strides in their practice. i observation tool
  • Reading the Data ¡  How does data / information help you make decisions? ¡  How it is going to influence the professional development decision? ¡  Think how data can help you in opening up topics to discuss with a teacher/teachers ¡  Report examples: i observation tool
  • Professional Development ¡  Primary goal for conducting classroom observations not just the quality of the classroom processes, but also to use that information to help teachers improve their practices (and eventually, student outcomes) ¡  What is in place for professional development i observation tool
  • Demo iCOR ¡  To see how iCOR can fit into your classroom observation system: ¡  Visit icorimpact.com ¡  Attend a webinar ¡  Have a one-on-one demo with your team ¡  Request a 90-day trial Thank you Pamela Potts and the iCOR Impact Team i observation tool