Observation and Feedback

High Reliability Schools

1999

Observation

Classrooms are busy, complex environmentsThey require quick and accurate decisions given incomplete information...

1. Multidimensionality 2. Simultaneity 3. Immediacy 4. Unpredictable and public classroom

climate 5. History

Why Teachers are Unaware

1. So much is happening so rapidly 2. background experiences lead

teachers to be insensitive to some issues

3. Lack of emphasis on analysis in teacher education programs

4. No feedback mechanisms in place

Examples of Classroom Problems Caused by a Lack of Teacher Awareness

1. Teacher domination 2. Lack of emphasis on meaning 3. Lack of emphasis on motivation 4. Segregation of student seating 5. Reliance on repetitive seatwork

6. Differential teacher-student

interaction 7. Allocation of time 8. Opportunity to learn 9. Lack of variety in

task structures

Observation Systems Observation systems can be both high-

inference and low-inference High-inference requires observers to infer to

make judgments about what they see and hear

Low-inference more precisely defines the behaviors to be observed and the procedures for collecting data, thus reducing the need for observer to make judgments

Observers who make qualitative or quantitative judgments about teaching-learning behaviors run the risk of jeopardizing the validity and reliability of their findings

The more inferences one makes, the greater the chances for inaccuracy and inconsistency

General Principles for Observing Classrooms

1. Focus on student response as well as teacher

2. Avoid disturbing natural class environment

3. Meet with teacher in advance to clarify expectations,

procedures, etc.

Principles of Interpretation 1. Remain nonjudgmental during data

collection 2. Screen background experiences

and particular perspectives about what is “good teaching”

3. Guard against generalizing about behavior

4. Take into account effects on students

Instruments for Observation Teaching Content Variety of Teaching

Methods Seatwork Questioning

Techniques Teacher’s Response Feedback to Correct

Answers

Feedback When Student Fails to Answer Correctly

Positive Expectations General Motivational

Strategies Attributing Success to

Causes Teacher’s Interactions

with Students Time Off Task

Teaching Content for Understanding and Application

Purpose: To assess the degree to which the teacher teaches content not just for memory but for understanding and application

Use: When you have detailed information about the curriculum, instruction, and evaluation enacted during a content unit or strand

Variety of Teaching Methods

Purpose: To see if teacher uses a variety of methods in teaching the curriculum

Use: Whenever the class is involved in curriculum-related activities

Seatwork Purpose: To see if seatwork appears

appropriate to students’ needs and interests

Use: Whenever part or all of the class is doing assigned seatwork

Questioning Techniques

Purpose: To see if teacher is following principles for good questioning practices

Use: When teacher is asking class or group questions

Teacher’s Response to Students’ Questions

Purpose: To see if teacher models commitment to learning and concern for students’ interests

Use: When a student asks the teacher a reasonable question during a discussion or question-answer period

Feedback to Correct Answers Purpose: To see if the teacher is giving

appropriate feedback to students about the adequacy of their responses

Use: In discussion and recitation situations when students are answering questions

Feedback When Student Fails to Answer Correctly

Purpose: To see if teacher is giving appropriate feedback to students about the adequacy of their responses

Use: In discussion and recitation situations when students are answering questions

Communicating Positive Expectations

Purpose: To document the frequency and nature of the teacher’s communication of positive expectations for the class as a whole

Use: At any time

General Motivational Strategies

Purpose: To assess the degree to which the teacher’s general approach to instruction supports students’ self-confidence and motivation to learn

Use: When the teacher has been observed frequently enough so that reliable information is available

Attributing Success to Causes

Purpose: To see whether the teacher’s statements support student confidence and motivation to learn

Use: Whenever teacher makes comments to explain a student’s success

Teacher’s Interactions with Students

Purpose: To collect information on the teacher’s interactions patterns by recording on a seating chart each time the teacher speaks to an individual student

Use: When teacher is interacting with the whole class

Time Off Task

Purpose: To record a sample of all students’ attending behavior or non-productive use of time during the scheduled period

Use: Any time

WALKER SCHOOL

OBSERVATION FOR TEACHER DEVELOPMENT

HIGH RELIABILITY SCHOOLS

Observation

Why observe What to observe Benefits of observation Feedback Observation Process (Clinical

Observation)

VARIETY OF TEACHING METHODS

start time A B elapsed time 9:00 2 1 4:00 9:04 1 1 8:00 9:12 6 11 5:00 9:17 2 5 2:00 9:19

Feedback

Theory

Theory gives an overview or perspective to the learner

Theory creates awareness, but gives limited basis for application

Modeling or demonstration

Modeling involves enactment of a teaching skill either through live demonstration, or through television, film, or other media

Level of impact: modeling appears to have a considerable effect on awareness and some effect on knowledge. Demonstration also increases the mastery of theory

Practice under simulated conditions Practice involves trying out a new skill or

strategy; simulated conditions are achieved by practicing either with peers or with small groups of children under circumstances which do not require management of an entire class

Level of impact: when awareness and knowledge have been achieved, practice is a very efficient way of acquiring skills and strategies

Structured feedback Structured feedback involves learning a system

for observing teaching behavior and providing an opportunity to reflect on those observations

Level of impact: taken alone, feedback can result in considerable awareness of one’s teaching behavior and knowledge about alternatives; it has reasonable power for acquisition of skills and their transfer to the classroom situation

Coaching for application If constant feedback is provided with classroom

practice, a good many, but not all, will transfer their skills into the teaching situation

For many others, however, direct coaching on how to apply the new skills and models appears to be necessary

Coaching involves helping teachers analyze the content to be taught and the approach to be taken, and making very specific plans to help the student adapt to the new teaching approach

The most effective training activities will be those that combine theory, modeling, practice, feedback, and coaching for application

CLINICAL OBSERVATION MODEL

PRE-OBSERVATION CONFERENCE

Discuss the goals and objectives of the lesson in student terms (context too)

Ask teacher to discuss what he/she would like to be observed

Ask the teacher to describe what they would like to learn about their class

Permit the teacher to change the lesson based on our discussion

Describe the entire process from pre-observation through post observation conference

Establish time for observation and post-observation

OBSERVATION

Arrive before class begins

Locate yourself outside of the students’ view but so you can see faces

Collect data not impressions

Write log notes on significant events

Don’t give opinions about the class at the end of the observation

Post-Observation Analysis

Summarize Data Examine notes on the log Refer to teacher requests Determine essential positive and limiting

elements of the class Write out suggestions for improvement

of the class

Post-Observation Conference

Ask the teacher if this class was average or if there were any special qualities to the class

Ask the teacher what were the high points of the lesson

Ask if they would change any thing

Post-Observation Conference Present data to them and ask for their analysis Add to the data analysis or offer a different

interpretation Ask if they would change anything and what

might they do differently Make suggestions or offer resources Establish follow-up meeting or observation if

appropriate

HIGH RELIABILITY SCHOOLS

The culture of most school faculties has been highly individualistic, with nearly all interaction over day-to-day operations

Without collective action, schools have difficulty addressing problems that cannot be solved by individual action

Various models for team teaching have included forms of a collegial, inquiry-oriented notion.

Coaching

The extensive use of study teams and councils to facilitate learning is recommended

Each teacher and administrator has membership in a team whose members support one another in study

Each person can have membership in a coaching team of two or three

Each team is linked to one or two others, forming a study group of no more than six members

The principal and the leaders of the study group in a school form the staff development/school improvement council of that school

A representative from each school within a district cluster serves on the District Cluster Network Committee, which coordinates staff development efforts between schools and the district and works directly with the director of staff development

The coaching teams and study groups are the building blocks of the system

Team members support one another as they study academic content and teaching skills and strategies

Transfer...

Transfer refers to the effect of learning one kind of material or skill, or the ability to learn something new

Teaching, by its nature, requires continuous adaptation; it demands new learning in order to solve the problems of each moment and situation

Horizontal transfer refers to the conditions in which a skill can be shifted directly from the training situation in order to solve problems

Vertical transfer refers to conditions in which the new skill cannot be used to solve problems unless it is adapted to fit the conditions of the workplace

Setting up arrangements for the trainees to develop a self-help community to provide coaching is regarded as essential if transfer is to be achieved

Ideally, “coaching teams” are developed during training

Coaching involves three major functions: 1- provision of companionship 2- analysis of application 3- adaptation to the students

Provision of Companionship

The first function of coaching is to provide interchange with another adult human being over a difficult process

The coaching relationship results in the possibility of mutual reflection, the checking of perceptions, the sharing of frustrations and successes, and the informal thinking through of mutual problems

The companionship not only makes the training process technically easier, it enhances the quality of the experience

It is a lot more pleasurable to share a new thing than to do it in isolation

Analysis of Application

Among the most important things one learns during the transfer period are when to use a new model appropriately and what will be achieved by doing so

During training, the coaching teams need to spend a considerable amount of time examining curriculum materials and plans and practicing the application of the model they will be using later

Adaptation to the Students

Successful teaching requires successful student response

One of the major functions of the coach is to help “players” to “read” the responses of the students to that the right decisions are made about what skill training is needed and how to adapt the model

Successful use of a new method requires practice

One of the principle jobs of the coaching team is to help members feel good about themselves during the early trials

Beginning of the Year Checklists

Room Preparation Classroom Procedures Accountability Procedures Preparation for the Beginning of School

Subject Content Knowledge

knowledge about major concepts of the curriculum content being taught (e.g., math, history, English, art)

Action-System Knowledge

knowledge about major theoretical frameworks and concepts for motivating and managing students, communicating expectations, presenting content clearly, and responding to individual differences

Four Theoretical Frameworks for Analyzing Teaching Motivation- that which prompts, induces,

or moves students toward action; the process of initiating, sustaining, and directing activity

Management- rules, procedures, and techniques used to establish and maintain an orderly learning environment

Expectations- inferences teachers make about the future behavior or academic achievement of their students

Instruction- strategies used to present information, conduct recitation or discussion, and involve students in activities or assignments

Two Approaches for Observing Teaching

Qualitative

broad focus detailed descriptions of events analysis emphasized how events

unfolded and how they were experienced by participants

interviews with teachers and students to get their interpretations of behaviors

QAIT: Quality, Appropriateness, Incentive, and Time

Purpose: To oberve quality and instruction, appropriate level of instruction, incentive, and allocation of time

Use: When attempting to relate alterable elements of school and classroom organization to effects on student achievement

Praise and Criticism

Purpose: To observe motivational attempts of the teacher while introducing activities; and to look at whole class and individual praises and criticisms

Use: When observation of more than one variable is desired