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					Suggestions for Conducting
Observations for Evaluation
with the PACES
Changing the Assessment Focus from
Teaching to Teaching and Learning
TADS Focus on                        PACES Focus on Teaching
Teaching                             and Learning

What the Teacher Knows               What Learners Know and Do
and Does
                                     Engagement in Learning
Use of Methods
                                     Tasks
Teacher-Directed Lessons    Moving   Learner-Directed Discussions
                            Toward
Teacher-Controlled                   Learner-Initiated
Questions/Answers                    Questions/Answers

Teacher Helping/Assisting            Learners Helping/Assisting
Learners                             Learners
Teacher Showing/Telling              Learners Showing/Telling
Changing the Assessment Focus from
Teaching to Teaching and Learning continued
TADS Focus on                       PACES Focus on Teaching
Teaching                            and Learning
                                     Learners Participating in
Teacher Structuring                  Structuring Activities
Activities
                                     Learners Structuring
Teacher Structuring                  Knowledge/Content
Knowledge/Content
                           Moving    Learners Participating in
                           Toward    Assessing Their Own
Teacher Assessing
Learning                             Learning
                                     Learners Sharing in
Teacher Managing
                                     Managing Classroom
Classroom Routines
                                     Routines
Teacher Planning Lessons             Learner Centered Lessons
Observing Teaching and Learning with
PACES Domains II through VI

 Conducting a PACES Observation for
   Evaluation

 Completing PACES Observation
   Form for Annual Evaluation

 PACES Post Observation Meeting
Conducting a PACES
Observation for Evaluation

 Observations should meet either
 minimum time requirement (at
 least 20 minutes) or last for the full
 period or lesson.
 For classes extending beyond the standard elementary/secondary
 scheduled class/subject (e.g., 2 hour block schedule, 3 hour auto
 mechanics, etc.), the administrator must have observed a lesson from
 the beginning of the class and remain for a minimum of one hour.
Conducting a PACES
Observation for Evaluation                            continued

The observer should:
 sit in a location where the teacher and learners can be seen


 develop a style of note taking that is comfortable and
   represents a balance between observing and recording


 periodically scan classroom to determine levels of learners’
   engagement in learning (see the PACES Teaching and
   Learning Professional Growth Manual, Indicator II.C.1)
Conducting a PACES
Observation for Evaluation     continued

 After observing in the classroom, the
 assessor should find a quiet place for
 careful reflection on the observation
 notes and use the notes to fill in
 observation data from memory to
 make the information more complete.
Completing a PACES Observation
Form for Annual Evaluation
When     making each decision using
PACES, the evaluator should follow the
structure of the PACES Teaching and
Learning   Professional    Growth
Manual moving from the general ideas
of a Domain through the more specific
ideas of each Teaching and Learning
Component to a particular subsumed
Indicator.
  Completing a PACES Observation
        Form for Annual Evaluation                        continued

   Each decision should be made taking the following into account:


 the unique context of the observation and the teaching and
   learning situation

 the purpose of the teaching and learning activities observed

 a preponderance of selected observation data supporting the
   decision

 the specific language and key words reflected in the indicator in
   the PACES Teaching and Learning Professional Growth
   Manual (i.e., none, all, both, and, etc.)
 Completing a PACES Observation
     Form for Annual Evaluation                 continued

When making a decision about a Component, it is
helpful to ask questions that point to specific
information from the observation. For example, in
addressing Component II.D - Managing Engagement in
Learning- the evaluator might first ask:
“Was there any off-task behavior?”
“What did the teacher (and/or learners) do in response
to this behavior?”
“Was the off-task behavior attended to efficiently and
effectively?”
 Completing a PACES Observation
    Form for Annual Evaluation          continued

If any uncertainty exists as to how one
Component is differentiated from another (e.g.,
I.B - Teaching Methods and Learning Tasks vs..
IV.B - Teaching Methods and Learning Tasks),
the assessor should revisit the language of
these indicators, in the PACES Teaching and
Learning Professional Growth Manual,
before making a final decision.
Completing a PACES Assessment
                               continued


As observation notes are reviewed
and Observation Form for Annual
Evaluation decisions made, identify
particular information that should be
given     priority   in   subsequent
discussions with the teacher.
PACES Post-Observation Meeting
  The purpose of the PACES Post-Observation Meeting
  is twofold:

 The teacher will receive feedback from the school-
  site administrator about the results of the PACES
  Observation Form for Annual Evaluation.

 The school-site administrator and the teacher will use
  the results of the total PACES assessment to guide
  professional growth.
PACES Post-Observation Meeting
                                              continued


  The following general procedures should be followed
  in completing the PACES Post-Observation Meeting:
 The meeting should be held at a mutually agreeable
  time and date and in a comfortable and quiet
  location.
 Sufficient time should be allotted to allow for a
  thorough discussion of the assessment results
 The school-site administrator should discuss the
  results of the PACES Observation Form for Annual
  Evaluation with the teacher before completing the
  remainder of the PACES discussions for professional
  growth.
Suggestions for Conducting
Observations for Evaluation
with PACES

          End of
       Presentation

				
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