The document summarizes a presentation given at the 2015 Teacher Leader Summit. It discusses using formative observations to provide teachers feedback to improve their instruction. It outlines the three stages of feedback readiness that teachers may be at - reactive, receptive, or reflective. For each stage, it describes the teacher's mindset and provides examples of effective feedback. The presentation emphasizes giving feedback that promotes critical reflection and focuses on increasing teacher effectiveness to ultimately increase student achievement. It also provides resources for conducting high-quality formative observations.

1. 2015 Teacher Leader Summit
Presented by:
Ajit “AJ” Pethe and Merlyna Valentine

2.  Cell phones
 Hand signal
 Eliminate side conversations
 Participate, don’t dominate
 Turn and talk

3.  Understand the three stages of feedback
readiness
 Awareness of how to conduct frequent,
formative observations and provide
actionable feedback to teachers

4. The most powerful single influence enhancing
achievement is feedback. Does this mean that we need
to give children more and more feedback to raise their
achievement? No! What is needed is quality
feedback and where that feedback has
the greatest effect is when teachers
receive more and better feedback about
their teaching, and then the ripple effect back to the
student is high (Hattie & Timperley, 2007).

5.  I enjoyed my visit to your class. Your students seemed off task during
the lesson. The transitions were chaotic and students seemed
confused about procedures.
 During independent practice, 7 out of 22 students were off task
(heads down, side conversations, drawing). It is important to ensure
students have a clear understanding of the task and expectations
prior to beginning independent work. Be sure you have the attention
of all students when providing directions, have one or two students
repeat your directions, and monitor immediately after the start of
independent practice to ensure all students have begun to work.

6.  Formative observations are used to monitor teaching and learning
in the classroom. They provide ongoing feedback that can be used
by teachers to improve their teaching practices. More specifically,
formative observations:
◦ Help teachers identify their strengths and weaknesses and target areas
for improvement
◦ Help administrators recognize where teachers are struggling and address
these areas in partnership with teachers

7.  When providing teachers feedback on
their instruction, how do you consider
their capacity to receive and
implement the feedback?

8.  All teachers can improve when provided
the right type of feedback based on their
readiness to receive and implement the
feedback!
 Reactive
 Receptive
 Reflective

9.  A reactivereactive teacher…
◦ Hesitant to take ownership for student learning
◦ Resistant to change
◦ Limited knowledge of best practices
◦ Does not always value feedback

10. Reactive
Reactive
Teacher
Teacher

11.  Focused
 Acknowledge what is working
 Identify challenge areas
 Provide specific suggestions for improvement
 Follow up
You utilized appropriate wait time; waiting five seconds after
posing a question to call on a student to answer.
I noticed during collaborative practice, seven students were
engaged in side conversations. Next time, utilize the Kagan
structure Think, Pair, Share to hold all students accountable for
actively participating. I have placed in your teacher mailbox an
article on Think, Pair, Share. Next time I visit your class, I will
be looking to see how this strategy is being implemented.

12.  A receptivereceptive teacher…
◦ Occasionally takes ownership for student learning
◦ Hesitant to change
◦ Awareness of best practices
◦ Does not always implement the feedback

13. Receptive
Receptive
Teacher
Teacher

14.  Focused
 Pose leading questions that promote self-reflection on strengths
and challenges
 Guide them to choose and implement the appropriate best
practice(s)
 Follow up
Your interaction with students as they entered the classroom
helped set a positive tone for the day.
During collaborative practice, what did you notice about the
level of engagement of your students? How could you have
utilized a cooperative learning structure to increase the level of
engagement of your students?

15.  A reflectivereflective teacher…
◦ Takes complete ownership for student learning
◦ Embraces change that positively impacts student learning
◦ Possesses a wealth of knowledge of best practices and
implements effectively
◦ Thinks critically about the provided feedback and strives for
continuous improvement

16. Reflective
Reflective
Teacher
Teacher

17.  Focused
 Pose critical questions that challenge their thinking
 Pose open-ended questions that create dialogue
 Follow up
It appeared you were taking a constructivist’s approach to this lesson in
order to open doors for learning.
You provided correct, specific feedback at the end of the activity but did not
provide specific feedback throughout. Why did you do this? What effect
did this have? What risks are associated with this technique? How can you
manage these risks?

18.  How will you enhance your current feedback
practices based on what you’ve learned about the
3 R’s of Feedback?

19. Common Core Math Lesson 4th/5th Grade (Highlights) – Tim Bedley
https://www.youtube.com/watch?v=EA3YkawKEWc
Common Core Standards
 Math Practice 3 - Construct viable arguments and critique the reasoning of others
 4.NF.C.5 - Number & Operations - Fractions Understand decimal notation for fractions and compare
decimal fractions.
◦ Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this
technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as
30/100, and add 3/10 + 4/100 = 34/100.
 5.NBT.B.5 - Number & Operations in Base Ten Perform operations with multi digit whole numbers and with
decimals to the hundreds.
◦ Fluently multiply multi digit whole numbers using the standard algorithm.
Guiding Questions
 Write several different types of equations for 2.4.
 Draw some different types of pictures to represent 2.4.
 Is 2.4 the same thing as the quotient 2 remainder 4? Why or why not?

20.  As you view the video, record what you see,
especially in the area of assessment.
 F208_Handout_Formative Observation Form.pdf
 Common Core video.mp4

21.  Take a moment to craft your feedback to
this teacher based on your assigned stage
of the teacher’s readiness (3 R’s).
 F208_Handout_3 R's of Feedback Note Taking

22.  Work with your group to discuss appropriate
feedback to this teacher based on your assigned
stage of the teacher’s readiness (3 R’s).

23.  Promote critical reflection on
teaching practices
 Increase teacher effectiveness
 Increase student achievement

24.  Planned
◦ Make conducting formative observations a top
priority
◦ Calendar
◦ Outlook calendar sharing
 Technology
◦ iPAD
◦ Pages App
 Frequent
 Focused
 Provides actionable feedback
 Follow up

26.  Building Teachers’ Capacity for Success – Pete
Hall and Alisa Simeral
 3 R's of Feedback Note Taking Form.pdf
 Formative Observation Form.pdf
 Common Core Math Lesson 4th-5th Grade -
Highlights.doc

27. Thank You for Your Time
apethe@stcharles.k12.la.us
mvalentine@stcharles.k12.la.us