Conducting Observations: PSU Supervisor TrainingTeaching Expectations and Providing Positive and Corrective Feedback

Amanda Sanford, PhD.asanford@pdx.edu

Office: (503) 725-4638Mobile: (541) 914-7439

Sheldon Loman, PhDsheldon.loman@pdx.eduOffice: (503) 725-5939

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Conducting Observations: Agenda Review: observation process Self Assessment Using the observation forms across a range of

students’ abilities Practice with videos Training:

Opportunities to respond Correct and incorrect responses

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The goals: Consistent feedback across supervisors and students

Feedback references evidence based practices and coursework

Quantitative and qualitative data on evidence-based practices for each student

Complete three formal observations during the term for each student with this form

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Supervision process: prior to the observation Teacher candidates should:

Schedule the observation for a time when the candidate is teaching (for functional this may also be an assessment activity for the first observation)

Send you the pre-observation form & lesson plan 24 hours in advance electronically

Have the lesson plan and pre-observation form ready for you in the supervision binder

Have the practicum notebook ready for review at the observation

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Observation form

Competencies 15 qualitative items Room for 3 individual targets selected by

teacher candidate or supervisor Quantitative data

Positive to Corrective Opportunities to Respond

Partner Group Individual

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Levels of Observation

Level 1: usually first observation for a new teacher candidate If all Level 1 items are 2-3, then move on to Level 2

items (giving feedback on both Levels 1 & 2) If all Level 2 items are 2-3, then move on to Level 3

items (giving feedback on Levels 1, 2, & 3) The goal is to provide feedback at the teacher

candidates level of learning For student teachers, you may start doing all

three levels at once: 1, 2, & 3

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Supervision process and form

1. Review Practicum Notebook (behavior management plan, data section, pre-observation form, lesson plan with correctly written objectives)

2. Conduct Observation 2-5 minutes qualitative items (competencies) 5 minutes quantitative data (pick level 1 or 2/3) Open observation Last 2-5 minutes qualitative items

3. Debrief with Teacher Candidates Feedback on lesson plan & data Student self evaluation Positive feedback (keepers) Targets for continuing development (polishers) 7

Competencies

1: Not yet in place Does not implement or implements ineffectively

2: Attempts to Implement Attempts implementation or is partially effective

3: Implements Effectively Effectively implements sometimes, but not

consistent 4: Implements Consistently & Effectively

Consistently and effectively implements

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Self Assessment of Teacher Candidate Competencies Rate to what extent you believe you are able to

recognize the following items in your observation of teacher candidates + I feel comfortable evaluating this item +/- I have some idea about what this looks like - I have questions about what this looks like or I

don’t know what this would look like Star the two that you feel the most confident about Circle the two you have the most questions about (We’ll ask you to turn this in to inform later

trainings) 9

Debrief

Partners: Share the two items you starred and the two

items you circled Help one another clarify questions about

circled items Share out:

Whip around- Share one item your partnership felt firm about,

and one item about which you have questions

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Video Practice

Practice Code competencies for Levels 1-3 Write N/A if you didn’t see them Identify 3 “keepers” and 1 “polisher” for the

teacher candidate Small group reading

Teacher Candidate teaching middle school students with behavior needs

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Take a look at your observation form to find this section.

Opportunity to Respond: Mark a tally in this box when the teacher provides a request that requires a student response

OTRs…what you want to see….

Fast paced instruction…high OTRs

Calculating Totals of Columns

Partner: Record in these rows when teacher candidate is making a request of students that are working with another student

Group: Record in these rows when teacher is making a request of 2 or more students

Individual: Record using this row when teacher is making a request of only one student.

Calculating Total OTR of Rows

Page 3 on Observation Form

Total of Partner & Group OTR divided by Total OTR

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Correct: Mark a tally in this box when the student responds correctly (or at the prompt level outlined) to a teacher’s request

Incorrect: Mark a tally in this box if the student did not respond correctly to teacher’s requests

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill.

Teacher Correction: Mark a tally here if a teacher provides feedback on target skill. We expect the teacher to

quickly provide another opportunity for the student to respond to get this request correct (even with more intrusive prompting).

We want student to end teaching session with success and not an error.

Correct responses…what you want to see….

Greater than 80% of OTRs with Correct Responses

Incorrect/Teacher Correctionswhat you want to see….

Every incorrect response with a teacher correction

Calculating Totals of Columns

Page 3 on Observation Form

Percent Correct Responses= Correct over Total OTR

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Your Turn

Observe instruction Middle school reading instruction with an

individual with cognitive disabilities http://louisville.edu/education/srp/abri/primarylevel

/praise/autism_msd R3

Take data: OTRs, Correct, & Incorrect Provide student-focused feedback

1st write it using keeper/polisher feedback Practice delivering feedback with partner

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Providing Feedback

Student Reflection Positive Comments (e.g. 3 Keepers)

The students (desirable student behavior) because you (teacher behavior)

Student focused “Polisher” (3:1 ratio) It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior)

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Your Turn Providing Feedback

With a partner: 1 person shares feedback with the other as if you were the teacher

Thank you 3 Keepers

The students (desirable student behavior) because you (teacher behavior)

1 Polisher It is important that students (desirable student

behavior). In order to do that, you might try (teacher behavior).

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Example: Keepers and Polisher

Keepers/positive The students were successful because you modeled how

to sound out the words before asking them to read them.

The students stayed on task because you gave students frequent positive feedback on their correct academic responding.

All of the students had many opportunities to practice because you used unison oral responding

Polisher/corrective It’s important that every student gets a chance to answer,

and during the fluency building activity, some students did not answer on signal. In order to do that, you might try giving more think time before asking for a response.

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Positive to Corrective Ratio Positive feedback

an item that contains a positive evaluative term like (e.g. good, well done)

Acknowledgement of appropriate SOCIAL behaviors (e.g., I see Jorge is waiting quietly).

Non example – repeating answer with no indication of correctness, verifying academic responses (e.g. “Yes, /a/.”)

Corrective feedback an item that contains a negative or corrective evaluative term or

negative tone (e.g. stop talking) Acknowledgement or correction of inappropriate SOCIAL behaviors,

(e.g. that’s a teacher point for not following directions) Non-example

Repeating the prompt (put your pencils down… put your pencils down) OR corrections of academic responses.

Practice Coding: 33

Page 3 on Observation Form

Ratios from Positive to Corrective Total of Partner & Group OTR divided by

Total OTR Percent Correct Responses= Correct over

Total OTR34

Deepening Prior Knowledge: using observation forms across a range of students’ abilities

In 3 groups: Select the item you think might be most difficult

to know if it was implemented appropriately. (2 minutes)

As a group, create a matrix that helps address one example of successful implementation. (5 minutes)

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Routine1. 2. 3. 4.5.

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Performance Level/AbilityA

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Low Inc Hi IncWhat might this look like? Followed curriculum prompting protocols/instructional plan

The teacher candidate is usingReading Mastery, and is readingfrom the scripted lesson plan, using signaling to elicit unisonoral responses, and using allparts of the lesson materials, which is reflected in lesson plansand lesson materials.

The teacher candidate is using the lesson plan and lesson activities are related to thelesson objectiveand stated on the lesson plan.

The teacher candidate is working from their assessmentplan and using response options(e.g. asking the student to point to a real object to assess vocabularyknowledge) that are described in plan

The teacher candidate is working from their instructional plan and using the prompting protocols (e.g., verbal prompts)described in the plan

Routine1. 2. 3. 4.5.

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Performance Level/AbilityA

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Low Inc Hi IncYour turn: What does “implements consistently & effectively” look like?

Hi Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students withhigh incidence ability at elementary level?

Hi Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students withhigh incidence ability at secondary level?

Low Inc. Secondary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at secondary level?

Low Inc. Elementary: What does the Teacher candidate do to “implement consistently and effectively” for students with low incidence ability at elementary level?