Making meaningful classroom observations
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Teachers directly observing other teachers' classrooms can be a meaningful form of professional development when done collaboratively. The observation process should involve an orientation, the observation itself, a debriefing between the teachers, action planning, and follow up. This allows for personalization of learning through discussion of the authentic classroom context and helps teachers meet multiple learning goals. Resources are provided to support schools in implementing effective classroom observation programs that build mentoring relationships among teachers.
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This document outlines strategies for effective professional conversations and protocols to improve teaching and learning. It discusses how protocols can provide structure for collaborative analysis and planning to develop understanding of different perspectives. Specific protocols described include microlab, consultancy, and instructional rounds, which involves teachers visiting classrooms to investigate teaching practices and identify impacts on student learning. The document emphasizes that protocols must be chosen carefully and with a specific purpose in mind, and that it takes practice to use them effectively.
Chris-Farrell-Plenary-Slides-2018 -2019.ppt
This document discusses teacher development and the "right things" to focus on. It examines workshops, action research groups, professional development groups, and mentoring. Workshops are criticized for being too top-down and not allowing for implementation and evaluation. Action research is praised for being reflective, practical, and collaborative. Professional development groups are intended to better inform training through discussion. Mentoring is discussed in terms of support for teachers' development and roles. The document advocates for teacher development that is impactful, needs-based, sustained, peer-collaborative, in-practice, and reflective.
Original contribution week 4 presentation
This presentation outlines collaborative leadership frameworks to improve learning programs for students. It discusses three frameworks: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on learning for all, teamwork, and results. CoPs involve mutual engagement, joint enterprises, and shared repertoires. CFGs provide small, supportive groups for teachers to focus on teaching, get feedback, and improve student achievement through an improvement cycle. The presentation aims to help educators foster skills and strategies to be effective collaborative leaders in a learning community.
OJR Focused Study Visit
This document outlines the schedule and goals for a focused study visit at French Creek Host School on April 13, 2011. The visit aims to make teacher practices visible and transferable through collaborative inquiry. Participants will observe classrooms and gather evidence of key practices, while respecting the reflective and non-judgmental nature of the process. Data collection methods are discussed, and the visit will conclude with participants reflecting on lessons learned and next steps for applying insights to improve instructional leadership.
Principal HT November 17
Here are the key messages I captured from our meeting:
- Core instruction involves identifying essential learning outcomes, units of instruction, aligned assessments, research-based strategies, and interventions/enrichments.
- District will provide curriculum development and PD on essential learning outcomes but sites need strategies for collaborative team meetings focused on PLC questions.
- New MCA III test will be online, allow for growth model with up to 3 administrations, and provide immediate scores to inform instruction.
- Focus on research-based strategies and PL for improving reading and math achievement of identified student groups.
- Continue implementing district initiatives like PBIS, Responsive Classroom, AVID, equity audits while also focusing PLCs on
TLI 2014 Participant Orientation
The Teacher Leadership Initiative is a pilot project for teacher leaders. Three partner organizations administer this exciting work: National Education Association, Center for Teaching Quality, and the National Board for Professional Teaching Standards.
Domain 2
This module discusses the genesis of professional learning communities and shared vision and values. It covers 3 phases of development: genesis where the principal builds faculty leadership; process where leadership responsibilities are shared; and implementation where collaborative practices are institutionalized. The principal models aligning school actions with a shared vision developed through stakeholder dialogue. Teachers actively participate in these discussions and learn to use data to make instructional decisions aligned with the vision.
httpwww.sedl.orginsightsAdvancing Research, Improving Ed.docx
http://www.sedl.org/insightsAdvancing Research, Improving Education Copyright © 2014 by SEDL
insightsSEDL
Sylvia Segura Pirtle, PhD, and Ed Tobia, EdD
Vol. 2, No. 3, Winter 2014
D istrict and school leaders seeking to improve student gains are often inundated with well-intentioned programs and supports
that promise to produce rapid results.1 Determining
the best structures, supports, and approaches to
advance student learning outcomes while fostering
an improved school culture and developing
teachers’ instructional expertise can be a substantial
undertaking.2 Various researchers have noted that
the use of professional learning communities offers
an effective, learning-focused process that can foster
improvement in teaching and learning.3
At SEDL, we believe that the use of professional
learning communities in schools offers a powerful
infrastructure where teachers can engage in
constructive dialogue, reflect on and improve
instruction, and learn how to become more effective in
the classroom to improve student learning. In addition,
SEDL Insights on implementing
effective professional learning
communities in districts and schools.
1. Provide a clear structure and purpose for
PLC meetings
2. Address the most pressing instructional
challenges
3. Provide support from all levels of the school
system.
4. Foster an atmosphere of trust.
5. Monitor the work of PLCs and provide con-
structive feedback.
6. Support teachers’ sense of efficacy and level
of professionalism.
Implementing Effective Professional Learning
Communities
“Professional learning communities,” the name given to teachers’ collaborative professional
learning—or PLCs, as they are often called—has become so overused that the term’s meaning is
often lost. Only when teachers reflect on their instructional practice, consider the effect instruction
has on students, and implement insights gained from a meeting to improve their teaching
performance, can this process be called a professional learning community. This issue of SEDL Insights
explores ways that education leaders can guide their staff in the implementation of effective PLCs.
1 Pirtle, 2012.
2 Pirtle, 2012.
3 Cowan, Joyner, & Beckwith, 2012; Harris & Jones, 2010; Hord
& Tobia, 2012; Resnick, 2010; The Wallace Foundation, 2012.
http://www.sedl.org/insights
Implementing Effective Professional Learning Communities SEDL Insights / Vol. 2, No. 3, Winter 20142
research indicates there is a strong correlation
between the use of effective PLCs in schools and
improved teacher learning and instruction and
student learning.4 Through SEDL’s Center for High-
Performing Schools, a program that partners with
schools and districts to improve teaching and
learning through professional development and
technical assistance, we have helped education
leaders in South Carolina, Louisiana, and Texas
implement PLCs. We have drawn on this experience
and recent research on sc ...
Planningforsuccess workshop
The document discusses instructional coaching in Pennsylvania. It describes how instructional coaches work with teachers and school leaders to improve student learning and engagement. It outlines the four core elements of instructional coaching: coaches work one-on-one with teachers, collect and analyze student data, advocate for evidence-based literacy strategies, and support reflective practices. Coaches receive mentoring from intermediate units and can participate in professional development opportunities. The document emphasizes building instructional focus on engagement, meaning, language, structure, and evidence to improve classroom practices.
Seminar proceedings on multi mode approaches in teaching learning in higher e...
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This document summarizes a workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. The workshop covered topics such as performing curricular reviews, using student-centered and multi-mode teaching approaches, developing communication, leadership, and analytical skills in students, and facilitating case studies, teamwork, and effective presentations. The goal was to discuss ways to improve graduates' skills and make the classroom more engaging through participatory learning.Principals' Workshop 1
The document outlines the agenda and goals for a principals' workshop focusing on action research, cluster roles, and professional development. Key points include:
- Discussing feedback from previous milestones and setting goals for the upcoming year with a focus on action research and teacher inquiry.
- Defining the roles of principals, lead teachers, and teachers within the cluster and how to best utilize the facilitator's time across schools.
- Exploring how action research can be incorporated into performance management and teacher appraisal.
- The agenda covers examining cluster goals, curriculum initiatives, management meetings, and keeping connected through online tools and collaboration.
The essential-guide-to-professional-learning---collaboration-2
This document discusses the importance of collaborative professional learning among teachers. It defines collaboration as joint planning, decision making, and problem solving with common goals and high levels of trust. The benefits of collaboration include improved teacher learning and whole-school improvement. Effective collaboration is data-driven, focused on improving teaching practice and student outcomes. The school leader plays a key role in developing a collaborative culture through building trust, supporting collaboration time, and distributed leadership. Common collaborative approaches used in schools include peer observation, instructional coaching, professional learning communities, and learning walks. A case study example demonstrates how a collaborative inquiry approach improved student spelling at one school.
Orientations
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
school forms covepages Deped - green.pptx
This document outlines the principles of effective teaching presented in a training for educators. It covers understanding different learning styles, creating an inclusive classroom environment, utilizing active learning techniques, implementing effective assessment strategies, fostering collaboration, adapting teaching methods for diverse students, promoting critical thinking and problem-solving skills. The goal is to provide educators with strategies to engage students and create a positive learning environment that promotes success.
Planning Learning Spaces in practice overview
The document outlines an approach to designing education spaces that focuses on understanding pedagogy and involving stakeholders early. It advocates for a structured framework that engages staff in reflecting on current practices and envisioning future needs to inform design. The goal is to ensure new spaces effectively support a school's vision and transition through systemic change. Key aspects of the approach include gathering context and data, analyzing the school's vision and practices, identifying areas to enhance, and testing designs against intended uses.
OE-GLOBAL_2019_Karunanayaka_Naidu
The document describes a study that aimed to support practitioners in developing competencies for adopting open educational resources (OER) and open educational practices (OEP) through massive open online courses (MOOCs). The MOOCs used a scenario-based learning approach and design-based research methodology. Analysis of participant artifacts, discussions, and reflections found the authentic learning scenarios, creation of artifacts, discussions, and self-reflections effectively supported the development of skills in OER adoption and OEP. The learning experience design was found to significantly impact participants' thinking and professional practices related to OER and OEP.
Crash course for designing projects
This document outlines Dr. Mark Hines' crash course on designing meaningful projects using deeper learning practices. It defines deeper learning as practices like inquiry-based learning, problem-based learning, and community-based learning that develop skills like critical thinking, collaboration, and self-directed learning. The document then discusses strategies for helping teachers design better projects, including identifying big ideas and essential questions, mapping milestones and resources, and providing public audiences. Resources on deeper learning practices are provided, along with a reminder that an evaluation of the crash course is available in the conference app.
Elements invest
The document discusses transforming pedagogy and space through investigating and implementing leading educational approaches. It encourages schools to identify strengths and weaknesses, explore best practices, and provide training and professional development for staff. Staff then trial various methodologies, like collaborative teaching and inquiry-based learning, through action research projects to build teaching capacity and support transformed learning.
Similar to Making meaningful classroom observations (20)
httpwww.sedl.orginsightsAdvancing Research, Improving Ed.docx
httpwww.sedl.orginsightsAdvancing Research, Improving Ed.docx
Seminar proceedings on multi mode approaches in teaching learning in higher e...
Seminar proceedings on multi mode approaches in teaching learning in higher e...
The essential-guide-to-professional-learning---collaboration-2
The essential-guide-to-professional-learning---collaboration-2
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1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
2) To improve the program, the authors propose refocusing it to develop mentors as collaborators who co-inquire into teaching and reflect deeply on their own assumptions and practices.
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1) The document discusses a mentoring program for experienced teachers to help support beginning teachers. It found that while the program helped mentors provide emotional support, it did not promote deep reflection on teaching practices.
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Making meaningful classroom observations
- 1. Mentoring Moments: Making Classroom Observation Meaningful Teaching Policy and Standards Branch Issue 3 / December 2011
- 2. 2 Learning From and With Each Other Direct observation of the professional practices of teachers by teachers must become the new foundation of professional development. (Douglas Reeves, 2008)
- 3. 3 Core Elements Elements of Meaningful Classroom Observation Experiences Orientation Observation Debriefing Action Planning Follow Up
- 4. 4 Personalization of Learning Importance of Collaborative Debriefing and Action Planning Authentic Context for meeting multiple Learning Goals
- 5. 5 Ideas and Resources to Support Implementation Dec 8 – Making Classroom Observation Meaningful https://www.surveymonkey.com/s/NTIPClassroomObservation Jan 18 – Building Effective Mentoring Relationships https://www.surveymonkey.com/s/NTIPMentoringRelationships Join our NTIP e-Community and collaborate with your colleagues from across Ontario https://community.elearningontario.ca