Objective is to help teachers identify areas of effectives and create plans to increase effective.
The three step plan:
- Identify how you are effective as a teacher.
- Decide which area of effectivess you want to maximize.
- Create an action that will help you meet that objective.
Characteristics of what we hope it will be:
- on-going/months long
- of a reflective nature
- teacher-use/focused
Characteristics of what we don't want it to be:
- one-shot, high-pressure/anxiety observation
- of an evaluative nature (as oppossed a reflective nature)
- administrators-use/focus
Quarterly overview/"self" category":
- complete survey, meet with head/supervisor, start collecting evidence from evaluators & create portfolio (where evidence will be collected)
- present Three Step Plan to head/supervisor, continue to collect evidence from evaluators
- meet with head/supervisor, continue collecting
- continue collecting evidence, share reflection of Three Step Plan with head/supervisor
Draft of tool for collecting evidence:
Peer: classroom observation, answer 3 teacher-composed questions, have discussion with peer about areas of strength
Student: exit slip (Harvard Review as template), journal entry answering specific questions, conversation during "walk & talk"/lunch
Heads/Supervisors: observation, quarterly meeting, documents (like 23 questions)
Parents: answer teacher-composed questions/start doing, stop doing, keep doing (direct), incidental emails (indirect)
Program Team: observations, email, meetings, documents of observation
We will start our next meeting with developing above draft; prior to next meeting blog the following:
- sample questions for peers (like "How your strength plays out in the classroom?")
- templates for peer observation and student exit slips
- sample student journal questions
In preparation for our next meeting (Tuesday, Aug. 4, noon), I submit the following sample questions for peers:
ReplyDelete1. What was something you observed that seemed to work well?
2. What was something you observed that seemed not to work well?
3. Did I address off-task behavior effectively? Explain.
4. Did you observe any behaviors (or lack of behaviors) that seemed to interfere with the educational effectiveness of the lesson or activity? For example, was the instruction clear? Were students' questions answered satisfactorily? Did I monitor how well students understood the lesson or performed the assigned task and remediate as needed? Did I address any management issues that occurred?
5. Were the objectives of the lesson clear to you? Do you think those objectives were clear to students? Explain.
6. If objectives were clear, to what extent would you say they were fulfilled? Explain.
7. How meaningful or relevant did today's lesson or activity seem considering the subject I teach?
8. What would you say was accomplished in today's class?
9. How engaged and on-task were students? Did they seem interested in the lesson or activity, or did they seem bored and disengaged?
10. How would you describe the mood or tone of the class? Explain.
11. What, if anything, is something you observed, good or bad, that is not represented in the questions I provided that you think is something I would want to know?
As for Templates for Peer Observations, I submit the following:
Questions with space provided for handwritten responses.
***************
I also submit the following sample questions for student exit slips:
1. What was the purpose of today's lesson or activity?
2. To what extent did today's lesson or activity fulfill that purpose?
3. What did you learn or otherwise accomplish in class today?
4. What could I have done to make today's lesson or activity more interesting and engaging for you?
5. What was the best part of today's class?