Follow-up to Fall Statewide Coaches’ Observation System Training for Veteran Cohort A Coaches Cohort A Fall 2005 Regional Coaches‟ Meeting: Observation Summary: Fall 2005 • One round of Five-Minute Observations of K-3 classroom teachers (+ follow up). • Formal Fidelity Observations (+ follow up). • One round of Five-Minute Observations of certified and classified specialists (+ follow up). Formal Fidelity Observation Parameters Who to Observe: ALL K-3 Classroom Teachers Length of Observation: The ENTIRE reading block Organizing Principles for Observations 1. Observations will have a student focus as determined by grade level data. The observations will begin with all classroom teachers as a hub and then follow students to other groups. Organizing Principles for Observations 2. The entire reading block will be observed. 3. Observations will document reading instruction across multiple programs and/or instructors. Organizing Principles for Observations 4. If teachers are using only parts of a program (as might be the case with program specific templates) coaches will indicate the skipped activities on one line of the program fidelity checklist. Organizing Principles for Observations 5. For items that are embedded in the reading block (a block longer than 90 minutes), such as language arts or writing, coaches will discuss with their regional coordinator how to document such activities. Gathering of Information to Determine Coaching Support Survey of Teacher Needs Summary of Teacher Needs 5 Minute Observations 5 Minute Observation Summary Fidelity Observations Five-Minute Observations Feedback from Coaches Fidelity Observations Fill out ALL parts of a lesson on the Observation Form Rating System Changes: N, P, F and E Merged P/P+ to ONLY be “P” (partial) Added “E” for Enhanced Fidelity Observation: Enhancements Use an “E” when a teacher has made a worthwhile modification or has replaced an activity with one more valuable for their students (describe briefly in the comment box). Use an “E” to rate an activity that the teacher added. This activity would be included at the end of the observation (describe briefly in the comment box). If a teacher modifies the lesson with an activity that isn‟t particularly strong, they would be expected to give that activity a “P” and make a note in the comments that the enhancement didn‟t better the lesson (describe briefly in the comment box). Fidelity Observation: Enhancement Examples “additional, time-efficient practice opportunities” “HM lesson weak in _______, but teacher enhanced by adding _____________” “Lesson included two modeling opportunities... teacher provided this intensive group with additional modeling.” “Teacher added _____________ (e.g., white board work, manipulatives, vocab) to strengthen the lesson.” Previous Concerns with Fidelity Observations evidence of using non-RF-approved programs during the 90-minute block evidence of using programs for which there was no corresponding S-I application completing only the narrative/comments section and not the last two pages providing no comments in the actual observation section giving almost all F‟s for Full completion across teachers without supporting comments Previous Concerns with Fidelity Observations (Cont.) comments throughout fidelity observation, general features, and observation feedback pages are similar across teachers... no indication of individualization Identified Areas for Student Support sometimes indicated how the teacher was supporting the students, rather than how the teacher could improve that support, even though scores on the observation were low Previous Concerns with Fidelity Observations (Cont.) in some schools, teachers received F‟s for full completion based only on finishing the lesson and P‟s were used to note an unfinished lesson vague action plans general features comments don‟t match information on observation page (e.g., complimented a general feature of instruction and then listed it as an area for student support) Narrative/Comments Section: Tips Brief and specific comments Details that shows individualization of feedback Give explanation in comments section for P‟s (what was omitted) and E‟s (what was added and how it enhanced the lesson) General Features Page Tips: Be brief and specific. Use the new five-minute observation draft form for comment ideas. Feature 1. Instructor modeled instructional tasks when appropriate. Examples: “T. followed HM lesson models of activities that were included.” “ T. modeled when prompted by lesson script, but students in low intensive grouped seemed to need more modeling.” “T. modeled all tasks before expecting students to do them.” Non-examples “Good job!” “Jason was off task.” General Features Page Feature 2. Instructor provided explicit instruction. Examples: “T. provided a kid-friendly definition and examples for main idea” Non-examples “You are a wonderful teacher!” “Teacher provided explicit instruction.” General Features Page Feature 3. Instructor engaged students in meaningful interactions with language during lesson. Examples: “T. explained and interacted with words encountered during read aloud. Used demonstrations and related the words to the students.” “T. demonstrated what yodeling was!” “T. used prior knowledge to relate vocabulary words to students‟ lives.” Non-examples “ vocab words” “Students did vocab workbook page.” General Features Page Feature 4. Instructor provided multiple opportunities for students to practice instructional tasks. Examples: “ T. had all students use thumbs-up, thumbs-down for all practice words.” “Use more choral and partner responses so that all students have multiple opportunities.” Non-examples “Yes.” “I liked your bulletin board.” General Features Page Feature 5. Instructor provided corrective feedback after initial student responses. Examples: “T. immediately gave correction and had students repeat during whole group chanting.” “Used DI error correction procedure: „That word is gentle. What word? Let‟s start over.‟” Non-examples “Johnny never got it, did he?” “You tolerate those tough kids.” General Features Page Feature 6. Students were engaged in the lesson during teacher-led instruction. Examples: “Approximately 90% of students were engaged. T. monitored and redirected as needed.” “All small groups were engaged except students at the phonics center.” Non-examples “I liked your behavior chart.” “What‟s wrong with Mary?” General Features Page Feature 7. Students were engaged in the lesson during independent work. Examples: “ During workbook time, approx. 90% of students were engaged in individual work.” “No independent work observed during this time.” “Students at back four desks were consistently off task.” “Students had the skills necessary to be engaged and successful at their independent work.” Non-examples “I didn‟t like that workbook page.” General Features Page Feature 8. Students were successful completing activities at a high criterion level of performance. Examples: “During choral response of CVC words, I heard no incorrect answers.” “Students doing workbook pages were successful on all pages.” “Small group with paraprofessional were responding incorrectly approx. 50% of the time.” Non-examples “No.” “Good job.” General Features Page Feature 9. Instructor encouraged student effort. Examples: “T. used positive comments after each individual response.” “ T said: „Well said,‟ and „Good answer,‟ and „I like that answer‟ to encourage student effort.” Non-examples “You are a great teacher.” “Keep it up.” Observation Feedback Page: The Big Ideas! If pre-conference targeted a specific area for observation, provide feedback here. Comments should be brief and specific. Feedback should be aligned with comments in other parts of fidelity observation. The observation feedback page should provide a verbal snapshot to reinforce critical teacher behaviors/ strategies. The “Identified Areas for Student Support” should be followed by a related “Action Plan”. Observation Feedback Page: Areas Implemented Well Examples: “Transition routines and activities were effective. Students consistently received explicit instruction. T. provided enhanced modeling for this intensive group. Students had multiple opportunities to respond. T. encouraged student efforts.” Non-examples “Great job teaching reading!” “Those kids are really learning!” Observation Feedback Page: Identified Areas for Support Examples: “The low intensive students need more modeling.” “Students need consistent transition routine.” “Students need more opportunities to respond during the lesson.” “Students need more immediate feedback and more effective correction procedures.” Non-examples “You are doing a great job.” “I think you need a bigger bulletin board.” “You have a hard class this year.” Observation Feedback Page: Action Plan Examples: Coach will shadow teach HM lesson with teacher during whole group instruction.” “T. will arrange classroom so that independent station is closer to teacher desk.” “T will work with coach to add more effective correction procedures.” “T. will incorporate Touchphonics into small group phonics instruction during differentiated instruction time.” “T. will work with coach to improve pacing of lessons.” Non-examples “Teacher will continue what she is doing.” “Coach will observe again later.” “ Students will cooperate with teacher.” Activity Ask coaches to review sample fidelity observations and discuss. Each region will have six observation samples to review.