Model Conversation Pre-Observation Conference Standard One

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					Model Conversation Pre-Observation Conference: Standard One

   to understand the importance of a pre-conference in gathering information for the
     evaluation and to gain clarity about a teachers thoughts on their own practice
   to identify key language stems that can support the pre-conference conversation
   to have a comprehensive understanding of Standard 1 and the descriptions that
      make up each level on the rubric

Rationale: This activity will help the participants understand the importance of a Pre-
Conference in collecting data that will give insight into the teacher’s level of
development on the evaluation rubric. This role play will capture a portion of a Pre-
Conference conversation focusing on Standard 1. During the role play the participants
will participate in identifying language stems used by the evaluator that help guide the
conversation. They will also use the information gathered from the conversation to
choose the developmental level of the teacher based on the descriptions from the rubric.

    1. Go over the rational with the participants.
Invite the participants to popcorn ideas for why a pre-conference is important. (Reasons
for pre-conference to share if needed:
Sets tone for the evaluation instrument as a growth model, gives the teacher a chance to
share information about their practice that may not be evident in a classroom
observation, may give a teachable moment, helps to clarify some of the teachers thinking
about their practice)
 Introduce the activity as one that models a portion of a Pre-Conference, focusing on
Standard 1.
2. Briefly introduce the stems that can be used to support the conversation and give the
participants a few minutes to look through the list in their packet.
3. Go over the directions for the activity to collect the stems and notes from the teachers
responses. The will use the note taking guide in their packets.
4. Two trainers will complete the role play.
5. Give the participants 12 to 15 min to discuss the stems they observed and the notes
they took during the model conversation. They should decide where they would place the
teacher on the rubric using the information they gathered during the conversation. Ask
the participant to respond to this question: What might you need to look for during the
classroom observation that may help to support or clarify your decision?
6. Select people from 5 table groups (representing each of the elements a-e) to share their
group’s thinking about the placement on the rubric and their answer to the question.

Segue: In the next activity we will use some classroom scenarios to decide where to place
a teacher on the rubric using Standard 2.

Model Conversation: A presentation for the participants
When the two trainers present the model conversation it is
important to make it seem as natural as possible. It is a
good idea to have the content of the material clear in your
mind so that it is possible to adlib as necessary to make the
conversation smooth. It is important for the evaluator to use
some of the stems, and for the teacher to convey the same
ideas in responding to the evaluator even though the exact
wording may be changed. Have fun!

Evaluator: Hello Ms. or Mr. _____ I am glad we have some
time to talk about your work and I am looking forward to
visiting your classroom at the end of the week.

Teacher: Yes, I am looking forward to your visit too. I have
been looking over the new standards. I used the pre-
conference guide you gave us in order to be ready for our
conversation today.

Evaluator: Great. I am interested to hear about your
thoughts about the new standards.

Teacher: When I first looked at the standards I felt a bit
overwhelmed, especially standard one. I hope that I have
done enough to at least be accomplished on the rubric.

Evaluator: It sounds like you are a little apprehensive. That’s
pretty normal when a change is taking place. I do want you
to know that this new evaluation will be used as a tool to set
new professional goals. So, we can work together to get you
where you want to be based on the rubric descriptions.

Teacher: So it’s ok if I am not at accomplished right now?
Evaluator: That’s right, this new evaluation instrument
should help you to identify your strengths and areas for
growth and then set goals for continuing to grow

Let’s start by talking a little about how your work with the
students supports the end goal of their graduating from high

Teacher: Well, I have read the Standard Course of Study for
my grade, and I know that I need to make sure all of the
students learn the content in those goals.

Evaluator: How do you know when the students are learning
the content that you have taught?

Teacher: I give tests each week.

Evaluator: Would you tell me a little more about your test
and how you use the results?

Teacher: Well, I usually give a 20 problem test in math. If
the kids don’t pass I give them a chance to retake the test
during lunch. Then I use the grades for the report card.

Evaluator: I will be stopping in to observe a math lesson at
the end of the week. Would you tell me a little bit about
your lesson?

Teacher: I am going to start out by having the students
work 3 warm up problems on the board. Then I will solve
each one on the overhead. After that, I will introduce the
new content by modeling some problems on the overhead.
Then I will circulate through the students as they solve 5
problems on their own. I will be able to give support to the
students who are struggling. Then I give 15 homework

Evaluator: There are a number of approaches for warm up
activities. Have you considered having the students
participate in a Think-Pair-Share activity? In this way you
begin to turn over some control to the students and develop
a culture of collaborating.
Teacher: That sounds like an interesting idea. I just hope
the students don’t get out of control.

Evaluator: Tell me a little about your work with your grade
level planning team.

Teacher: We meet once a week. We talk about the content
we will cover and some ideas for test questions. Sometimes
we talk about how we taught a concept, but we all kind of
do our own thing.

Evaluator: It sounds like you don’t find the meetings to be
as supportive as they could be. Have you tried any strategies
to make the meetings more productive?

Teacher: No, we usually don’t have a lot of time to go into

Evaluator: I have plans to support all the teams with some
new strategies for Professional Learning Communities that
may help all of us to develop in this standard.
Teacher: That is a relief. I was a little concerned about how
to achieve accomplished or distinguished on some of these

Evaluator: What professional growth opportunities have you
selected this year and how did they impact what you have
done in the classroom and the school?

Teacher: I went to the math workshops that the district
gave. I was the only one from my grade level, so I brought
back copies of the activities and shared them with the other

Evaluator: Sharing instructional strategies with colleagues is
one way to support our school. Have you had any
opportunities to participate in any decision making processes
that have impacted the school?

Teacher: Well, I put in my vote for the new math textbook
adoption. I also participated in the district wide committee
that set the calendar for next year.

Evaluator: Working with the district calendar project is a
great way to start making decisions that impact our school.
Would you be interested in participating with a school group
that sets the budget next year?

Teacher: Sure, I can see the need for teachers to have an
input in that decision.

Evaluator: It’s true the teacher as a leader is becoming more
important to the success of a school. It is especially
important for teachers to advocate for practices and policies
that can improve student learning. Can you share your
thoughts about this topic and any work you have done in
this area?

Teacher: This is a challenging idea for me. I am not really
used to being asked to change policy. In a small way I guess
staying after school to tutor those who need homework help
is one way that I set a practice that supports student
learning. I don’t really know how to become more involved
in changing policy and practice.

Evaluator: I agree that your practice of tutoring after school
is an important way to impact student learning. I think this
element of standard one is very challenging, but as a school
we can begin share our ideas and thoughts on setting
policies that support our students. Again I stress that this
evaluation process will enhance the professional growth for
all of us.

Teacher: I am happy to know you will support the teachers
in working on this one.

Evaluator: Thank you for sharing your time today. I look
forward to visiting your classroom later in the week. After
the observation we will have time to talk again and think
about setting some goals.

Teacher: Thank you Mr. or Ms. ____, I’ll see you later this
Standard 2 -- Activity Guide—

   to obtain an understanding of what diverse learners are in today’s
   to read classroom scenarios and have an understanding of how the teacher
     behaviors can be rated on a rubric

Rationale: This activity will give the participants a foundation of what diverse
learners are in the 21st Century Classroom. The participants will also be given an
opportunity to look at classroom scenarios that deal with diverse learners. They will
be given the opportunity to rate the teachers in the scenario based on the teacher
behaviors (evidence in the scenarios)

   1. Briefly say that standard 2 focuses on teachers establishing a respectful
       environment for a diverse population of students
   2. Have participants in table groups come up with a working definition of what
       a diverse learner is in the 21st century classroom.
   3. Give the directions from the power point. Remind them to think about all of
       the different types of diverse learners that could be housed in a classroom.
            At your tables have discussion based on defining what a diverse
               learner is. (Focus on the 21st Century)
            Write your definition on chart paper and pass it to your partner table
            They are to write their definition on the chart paper
            After the 2 definitions are on the chart paper, someone place the
               paper on the wall
            After everyone finishes, definitions are shared aloud by one person at
               each table
   4. Segue into the next activity: In our next activity I want to give you an
       opportunity to centers around scenarios that focus on diverse learners in the
   5. Direct them to page___ in the packet. And to look at the 4 scenarios
   6. With a table partner (elbow partner) Select two scenarios
   7. Read together or silently
   8. According to the rubric record evidence of the teacher on each elements of
       the rubric on the Rating/Evidence Recording Sheet. Then rate the teacher
       Developing, Proficient, Accomplished, Distinguished according to your
   9. Ask for volunteers for each scenario to share out

   Segue: As you delve more into the rubric, you are seeing how the teacher
   behaviors become evidence for the observer. Kristin in the next segment is going
   to give you practice with a different kind of evidence.
                 Evaluating Artifacts/ Behaviors
                  Based on standard 3 rubric

   To fully understand Standard 3 and all of its performance
   To be able to correlate a behavior/artifact with a rating on
    the scale
   To obtain clear ways that administration can support a
    teacher’s development in the area of standard 3.

      As participants are correlating the artifacts/ behaviors to the
performance elements under standard 3, they will work in table
groups and have an opportunity to refer to the rubric and discuss
their choices which will help them to gain a deeper understanding
of the components of this standard. They will also have an
opportunity to brainstorm ways that they can support growth in this

1. Share what we will be doing to gain an understanding of
standard 3.
2. Review what standard 3 entails with them in general and give
them a minute or so to review it for themselves.
3. Go over directions in packet and make note that they are also on
the Power Point.
4. Ask participants to get in groups four. Try to get with groups
that do not have the same role. Groups should be a mix of central
office, principals, and teachers.
5. Pass out baggies to each group.
6. Tell participants that they will have about 10 minutes to put
each of the 17 artifacts/behaviors under a performance element
with their groups. If more time is needed, I will assess that and
give additional time.
7. Ask groups to share out what they had under A, B, etc.

Hopefully this gave you a chance to look closer at the performance
elements for standard 3 and some of the artifacts/ behaviors you
might see in classrooms that would demonstrate standard 3. Now
we are going to look closer at the artifacts/ behaviors themselves to
determine the rating on the performance rating scale that they are

Activity 2
   1. Explain to participants that now they will have about 10 or 15
      more minutes to look at each of these artifacts with the
      performance rating scale in mind. Looking at each one,
      determine the level on the rating scale that it represents
      (Developing, proficient, accomplished, or distinguished).
   2. Ask groups to share out what artifacts/ behaviors they have
      under developing, etc.

   Ask each person to brainstorm ways in their current roles that
  they might support growth in this area.

  Chart these ideas and encourage participants to record them in
  their packets.
Looking for Evidence to Determine a Teachers Level on the Rubric

   to understand connections that can be made between observable behaviors in the
     classroom and descriptions on the rubric
   to have a comprehensive understanding of Standard 4 and the descriptions that
     make up each level on the rubric

Rationale: This activity will guide the participants to identify observable teacher and
student behaviors and artifacts that may be used as evidence for the evaluation. The
participants will have to be mindful of the rubric as they brainstorm the behaviors that
will be evidence for each level on the rubric. Even though this activity is centered on
Standard 4, the process will still be relevant to the other standards.

   1. Briefly share the rational for the activity. 2 min
   2. Have participants spend just a few minutes looking over the rubric for standard 4,
       and then let them know the worksheet they will use in this activity use the level
       descriptions from this portion of the rubric.
   3. Give directions for the activity from the overhead or power point. Model some
       examples of specific behaviors that could be used as evidence:

              the teacher provided multiple levels of reading material
               the students used think pair share before answering questions
              the teacher asked the following questions during instruction
              the students assisted the teacher in designing questions for the review
              the teacher used the latest benchmark results to group the students for
               review activities
              students selected resources from a collection at the back of the classroom

   4. The room needs to be divided into groups with 4 people in each. Each of these
      groups will be given one set of 4 recording sheets, one for each level of the rubric.
      Each group will work on only one of the elements from standard 4. Be sure to
      group the worksheets by lettered elements and give each group a different set. In
      the case of large groups, it will be necessary to have duplicates of some of the
      elements. It will also be ok to have duplicates of some of the worksheets in a
      group for groups larger than 4.

   5. Recap directions briefly and go over the format for the worksheets:

          Standard in first box
          Level of development from rubric in bold letters
          Descriptions for this , taken from the rubric, in the second box
          Recording boxes for Teacher Behavior, Student Behavior and Artifacts
   6.  Start the first round of recording. Make the pass signal after 2 min. Pass for three
      more rounds.
   7. Each small group discusses the behaviors and artifacts they recorded and make
      connections to their portion of the rubric. Each group will choose two or three
      examples to record on chart paper and share with the whole group.
   8. One person from each group posts their chart and shares the examples with the
      whole group.

Now that we have had a chance to think about behaviors and artifacts that can be used as
evidence of the teacher’s level of practice, let’s think about how to engage a teacher in a
dialogue following the data collection. This may give more insight into the teachers
thinking and help to further clarify their level of development on the rubric.
Standard Five Script

      To develop skills in and an awareness of the need to help principals and
        teachers move towards an evidence-based dialogue during the self-assessment
        part of the post-observation conference.
      To understand how to change unclear phrases into more specific statements
        and questions that allow the teacher to more clearly express their work in a
        standard that is unobservable in the classroom environment.
      To gain an understanding of the use of question stems in helping to draw
        meaningful dialogue between principal and teacher

Rationale: Because of the focus this standard has on the reflective practice of the
teacher, it is imperative that the principal be given a chance to approach the post-
observation conference with confidence and skill in being able to help teachers express
themselves as clearly and with as much evidence as possible in order to demonstrate
proficiency in the standards and its elements.

1. Share the transition between the model of observing the classroom to discussing the
teacher’s practice and the focus of the questioning stems learned throughout the day
being brought into discussion here. 2 minutes
2. Move to looking back over the rubric and discussing the types of evidence present for
the elements and the descriptors. Include discussion and examples of language and
phrases that start as opinion-based and that can be changed into evidence-based from a
teacher perspective. 5 minutes
3. Have quick share out of a phrase or statement that they might use or have used as an
administrator that could be seen as opinion-based rather than evidence-based, despite
what they meant to convey. 2-3 minutes
4. Use their responses to transition into the activity with the principal-teacher dialogue.
Give directions for the activity from the power point. Go over steps to complete the
activity. At their tables, each person reads the dialogue to themselves silently. Then,
table groups select excerpts of the dialogue that they feel could be strengthened into more
evidence-based statements from either the teacher or the principal. They should also look
for places where the question stems could be applied to help facilitate the dialogue
further. They should rewrite the excerpts using the chart provided. 10-20 minutes
5. As groups finish, have them share out examples of dialogue they decided to change
and how they changed it. Chart some of their responses on chart paper. 5-7 minutes.
6. Use their discussion and examples to transition into how they can communicate to
their teachers an expectation of preparedness and readiness for the conference. Also,
discuss ways that principals can help promote and grow the reflective environment of
their schools. 2-3 minutes

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