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					 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.