Refresh on iObservation & the Feedback Cycle Leaders of Learning - Feedback Cycle with Domain 1 EQ: How do I complete a full feedback cycle within Domain 1 to positively impact curriculum, instruction, and assessment in my classroom?

What is iObservation and Why? LSI What is iObservation and Why? iObservation is an interactive web-based learning system that allows administrators and teachers to store evidence showing that teachers are using and improving in the use of strategies/elements/look-fors that increase student achievement. Why? Because practicing with iObservation will help you become more familiar with the observation process, construct feedback that is more authentic and relevant to teachers, and can be translated electronically to a scale score. iObservation is not software that has to be installed or downloaded onto computers – it is web-hosted Professional growth platform; allows for collaboration with administrators and peers Track progress Explain what the role of iObservation is…goal is to operationalize knowledge gained during Domain 1 training sessions in an electronic platform for efficiency. Using authentic classroom videos and scenarios, we will practice using the iObservation features to observe, construct feedback, and score teachers. Copyright 2011 Learning Sciences International

RHS iObservation Login Data Last Login Dates: -20 staff members: 2012 Last Login -44 staff members: 2013 Last Login -11 staff members: Never Logged in This past fall, 19 teachers acknowledged their summative evaluations through iObservation.

The Marzano Framework organizes 9 design questions into three lesson segments: Lesson Segment Involving Routine Events Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Design Question 6: What will I do to establish or maintain classroom rules and procedures? Lesson Segment Addressing Content Design Question 2: What will I do to help students effectively interact with the new knowledge? Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Design Question 4: What will I do to help students generate and test hypotheses about new knowledge? Lesson Segment Enacted on the Spot Design Question 5: What will I do to engage students? Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? Design Question 8: What will I do to establish and maintain effective relationships with students? Design Question 9: What will I do to communicate high expectations for all students? Anticipated Questions: Where is Design Question 10? There are 10 design questions in A&S but only 9 are observable. Design Question 10 - What will I do to develop effective lessons organized into a cohesive unit? – is not observable. DQ10 is found in Domain 2 which will come at a later date. Facilitation Notes: At this point the audience should be quite familiar with this graphic. This is the Marzano Art and Science of Teaching Framework. The language contained in the feedback forms is the basis for the common language of instruction that drives use of this framework for observation and feedback. Design Questions 1-9 make up Domain 1. Design Question 10 is addressed in Domain 2, which will come at a later date.

Implementation Types of Observations LSI Implementation Types of Observations Announced Timeline Formal Class Period Pre-Conference Post-Conference Results used for annual evaluation Written feedback provided to the teacher Currently in Use Informal At least 10 minutes long Teacher is informed of the observation The results used for the annual evaluation May include written feedback Not currently in use Walkthroughs Usually 3-10 minutes Teacher is informed Results usually are not included for evaluation but may be included depending on procedures Share the types of observations and the timelines for use for Pasco County. Formal usually are announced with planning (pre) and reflection (post) conference. Pros: – Planning conference collects evidence for Domain 2 -- Reflection conference collects evidence for Domain 3 -- provides structure for dialog around instruction -- Announced allows to focus on specific DQs that you know will be addressed due to the planning conference Cons: Time consuming but can be more efficient when done virtually within iObservation with electronic conferences which provides the benefits of evidence collection and dialog without the burden of scheduling time Informal Given the choice, of one formal announced (full class period) or 3 10 min informals, most evaluation experts would rather see 3 informals. Why? Because three smaller observations will be more representative of the teaching. Walkthroughs Very important for monitoring and identifying trends and patterns. Sometimes called focused visits or mini observations. In Marzano’s model you would identify what is being taught (lesson type/segment) and then focus on an element and stay long enough at least to get good evidence of implementation for that focus element. Depending on district procedures, can be used for final evaluation but will only collect evidences on one or possibly a few elements at a time. Now bring the discussion on how a mix of these may be used for effective supervision of instruction in addition to purely for evaluation purposes. How would each type support growth, development and feedback for teachers? Why is monitoring of instruction important in supervision even if the classroom visit does not count toward the final evaluation? Copyright 2011 Learning Sciences International

Overview of iObservation My Profile Password Notification Settings Themes Home Observations Preview Forms Conduct – Self, Peer and Standard Observations Saved Drafts View Completed Collaborate Conferences Discussions Resource Library Quick Start Guides Give participants an overview/tour through iObservation. As you do the overview of features, click on the main tabs to show the landing pages of each tab only. Briefly describe each sub navigation item listed on the slide. Remind participants that they will use Pre-Conference Form A.

What do we mean by forms? Forms: In iObservation, forms are used to articulate the framework. They are electronic data collection tools that contain strategies/elements/look-fors and evidence of best practices. Self-observation: iObservation allows learners to self-assess progress. Peer-observation: iObservation allows fellow teachers to observe each other. Guide them through the form/41 elements format. Explain that we will have plenty of time for you to explore the form after a brief introduction to the format. Ask them…Does this format of the Domain 1 elements look familiar? Answer (hopefully…): Learning Map from last 3 days Describe the format of the form top to bottom: Clock – pause or reset timer Learner Name/Location Results count towards evaluation Cancel/Save and Close/Save Draft/Finish buttons – brief description of functionality Form Title—Domain 1: Classroom Strategies and Behaviors Brief form description Lesson Segments/Elements listed – walk into the classroom and ask yourself, ‘what am I looking at right now?’; locate the DQ, then the element, click on the hyperlinks to start. Previewing New Content – each element/strategy is what we call a lookfor, because that is what you are looking for in the classroom Remind participants that we will not use Peer Observations at this time.

What do we mean by look-fors? Look-fors: In iObservation, each strategy/element is known as a look-for This is where we begin the tour. Participants will watch as you take them through the system. Each element/look for has the same format: Description Teacher and Student Evidence – check is observed Scale Resources: Scale, Reflection Questions, Exemplary Video Comments field Attachment option ‘Add a Look-for’ and ‘Table of Contents’ buttons -- To add another lookfor from the same DQ, click ‘Add a Look-for’; To add an element/look-for from a different DQ or Lesson Segment, click ‘Table of Contents’ Note: I would suggest using the Table of Contents, especially since this content may be new to the audience. This view gives them the whole picture. Overall Comments and Notifications Also, at this time bring their attention to the fact that there are multiple ways to choose elements/look-fors while observing. You can use the ‘Map Form Open/Close’ tab or the breadcrumbs. Whatever fits your personal style.

What do we mean by scales? Scales: In iObservation, scales can be used to measure professional growth in using teaching strategies/elements/look-fors. Generic scale descriptions: Beginning – using the strategy with errors Developing – using the strategy, but needs practice Applying – using the strategy without errors and seeing student evidence of the strategy being implemented.  *this is where you begin to see student growth. Innovating – using the strategy so fluidly the teacher can apply their own creativity and extend on the element, meeting individual student needs Observers and teachers have access to this resource. Tip: Scale language can be copied and pasted into the Comment field to help construct feedback

Sign on to the System www.EffectiveEducators.com Open your internet browser: Mozilla Firefox, Internet Explorer, Safari, Google Chrome, etc. Type this url into your internet browser: www.EffectiveEducators.com Sign in using the directions provided. Pass out the login information.

Completing an Observation Cycle Administrator will initiate the Pre-Conference with the Teacher. Teacher will complete the Pre-Conference (Collaborate >Pre/Post Conference) and upload the lesson plan. Administrator and teacher will meet for the Pre-Conference. Administrator will complete observation by scripting on the tool.

Completing an Observation Cycle Teacher will initiate the Post-Conference with the Administrator (Collaborate >Pre/Post Conference). Teacher will be notified by email to log in to iObservation to view the completed tool. Administrator and teacher will meet for the Post-Conference.

Non-Classroom Professionals YOU WILL NOT USE iOBSERVATION. All documents located on the Human Resources website. Pre-conference > Observation > Post-conference Pre-observation: Pre-observation Form/Conference, Review the 9 Design Questions, Potential Artifacts, Schedule Observation Artifact Meeting: provide artifacts from throughout the year that supports areas on the rubric Observation (working with stakeholders) Post-observation form, discuss evidence, Strengths-Areas of Improvement – Next Steps, Signature

Deliberate Practice Before your formal observation, you may have the administrator provide feedback on your area of deliberate practice through an informal observation (optional). Within your formal observation, the area of deliberate practice will be scored. This will be your summative score on your deliberate practice plan. Please make sure that you reflect three times on your progress toward deliberate practice (Step 5). Deliberate Practice will be signed off at your post-conference meeting.

School-wide Areas of Focus LSI School-wide Areas of Focus FOCUS ON CURRICULUM: EQ posted; use of standards-based learning goals & scales (DQ 1) FOCUS ON INSTRUCTION: Gradual Release of Responsibility Model (DQ 2, 3, 4) Focus lesson (modeling), Collaborative learning, Guided Instruction, Independent Tasks Cognitive Complexity of Questioning/Assignments (High/Moderate) (DQ 9) Use of Formative Assessments & Checks for Understanding to Inform Instruction (DQ 1, DQ 2, 3, 4) FOCUS ON LEARNER: High/Moderate Cognitive Complexity of questions/responses (DQ 9), reflection on their own learning (DQ 1, 2), High levels of student engagement (DQ 5) FOCUS ON LEARNING ENVIRONMENT: Collaborative Structures (DQ 6), Board Configuration models gradual release (DQ 6), students interact with classroom environment (DQ 6), teacher proactively communicates with students to produce positive outcomes (DQ 8) Admin. Staff will be completing non-evaluative walkthroughs starting in April to establish a snapshot of where we are as a school with our focus areas. We will focus PD based on our determined areas of need. The leadership team and other interested faculty members can assist with learning rounds in April/May. Copyright 2011 Learning Sciences International

Exit Slip EQ: How do I complete a full feedback cycle within Domain 1 to positively impact curriculum, instruction, and assessment in my classroom? .