Michael C. McKenna University of Virginia Sharon Walpole University of Delaware Formative Observation

Formative observations are observations conducted by coaches or other teachers for the purpose of directing instructional improvements. They are in no sense evaluative. They are never used as part of principal evaluations of teachers.

Today’s Goals Revisit the role of observation in the work of a literacy coach Revisit the role of observation in the work of a literacy coach Understand the design of an innovation configuration Understand the design of an innovation configuration Construct a three-level innovation configuration for use in your school Construct a three-level innovation configuration for use in your school

Back in School... Conduct a walk-through using the innovation configuration you’ve made Revise your innovation configuration after its use Prepare a reflection to share at our next meeting.

Two types of observations Walk-through: brief visit to see whether a practice is being implemented or not Walk-through: brief visit to see whether a practice is being implemented or not Full observation: extended visit to understand the full context and quality of the practice across the instructional block Full observation: extended visit to understand the full context and quality of the practice across the instructional block

What role does formative observation play in your school? What problems are you facing?

Formative Observation is an Important Part of Leadership Formative observation is neither an invention nor a requirement of Reading First. It has a longer tradition. Formative observation is neither an invention nor a requirement of Reading First. It has a longer tradition. Literacy coaches as leaders are very similar to department chairs in successful high school improvement efforts. Literacy coaches as leaders are very similar to department chairs in successful high school improvement efforts. Teacher leaders (as opposed to the leadership of the principal) rely on formative observation as an integral part of their strategy for ongoing improvement Teacher leaders (as opposed to the leadership of the principal) rely on formative observation as an integral part of their strategy for ongoing improvement Gabriel, 2005

Observations Create School Culture Frequent observations create a climate of collaborative instruction and combat a climate of isolated professionalism Frequent observations create a climate of collaborative instruction and combat a climate of isolated professionalism One school-wide strategy that you could adopt is the standards-based walkthrough One school-wide strategy that you could adopt is the standards-based walkthrough Teachers work in teams and walk through the whole school during a teacher work day. Teachers work in teams and walk through the whole school during a teacher work day. They look for evidence that the curriculum is being implemented. They look for evidence that the curriculum is being implemented. Roberts & Pruitt, 2003

Setting the Stage If principals describe the role of literacy coach observation early in the school year, teachers will know that these observations are part of the principal’s overall plan for the school. If principals describe the role of literacy coach observation early in the school year, teachers will know that these observations are part of the principal’s overall plan for the school. Literacy coaches can set the stage through individual conferences even before observations start Literacy coaches can set the stage through individual conferences even before observations start Individual student achievement profiles Individual student achievement profiles Specific teaching practices Specific teaching practices Goal setting for teaching and learning Goal setting for teaching and learning Roberts & Pruitt, 2003

LC as Clinical Supervisor Observations of teaching provide data that the LC and teacher can use together to improve instruction Observations of teaching provide data that the LC and teacher can use together to improve instruction Three-part system: a planning conference, an observation, and a feedback conference Three-part system: a planning conference, an observation, and a feedback conference Roberts & Pruitt, 2003

Some GARF Assumptions In our group of schools, there are different climates for observation In our group of schools, there are different climates for observation In our group of LCs, some are much more comfortable observing than others In our group of LCs, some are much more comfortable observing than others In all schools, some teachers are more receptive to observations than others In all schools, some teachers are more receptive to observations than others We assume that all of us could do a more targeted job with observation! We assume that all of us could do a more targeted job with observation!

Observe to learn Observe for yourself, by walking through, so you can have a deeper understanding of teaching and learning in your building In general, what do we do very well? In general, what do we do very well? In general, what are we struggling with? In general, what are we struggling with? How can we build knowledge and practice in this area? How can we build knowledge and practice in this area? Why?

From a design standpoint Literacy coaches are charged with supporting research-based reform efforts; they collect student data to measure the success of their programs It does not make sense to measure program effects without measuring treatment fidelity It does not make sense to measure program effects without measuring treatment fidelity It does not make sense to measure treatment fidelity without observing the treatment It does not make sense to measure treatment fidelity without observing the treatment It does not make sense to document treatment fidelity without trying to improve it It does not make sense to document treatment fidelity without trying to improve it

Before your observation Give teachers a chance to use the instructional practices that you are observing Give teachers a chance to use the instructional practices that you are observing Give teachers a chance to create or edit an observation format Give teachers a chance to create or edit an observation format Give teachers a chance to create an observation timeline Give teachers a chance to create an observation timeline Ask them how much time they need to practice before you come and observe Ask them how much time they need to practice before you come and observe Before

Consider scheduled observations Catching a teacher off-guard is a waste of your observation time Catching a teacher off-guard is a waste of your observation time Consider observing all teachers once in each marking period Consider observing all teachers once in each marking period Walkthroughs will be unscheduled; observations, on the other hand, should catch teachers doing their very best work Walkthroughs will be unscheduled; observations, on the other hand, should catch teachers doing their very best work Before

Establish a climate for observation Be clear that you are a teacher, not a principal Never link observation to evaluation Never link observation to evaluation Never make your observations public Never make your observations public During your pre-observation meeting Review your confidentiality agreement Review your confidentiality agreement Ask the teacher what s/he wants you to see Ask the teacher what s/he wants you to see Tell exactly how the observation will be conducted, reviewing the format Tell exactly how the observation will be conducted, reviewing the format Before

Be focused! Say what you will do and then do what you said you would! Say what you will do and then do what you said you would! Be unobtrusive; don’t disrupt instruction Be unobtrusive; don’t disrupt instruction Take or type notes on your observation form Take or type notes on your observation form Focus your attention on what is happening, not on your recommendations Focus your attention on what is happening, not on your recommendations Think of questions to ask the teacher to help you to understand his or her work better Think of questions to ask the teacher to help you to understand his or her work better During

Analyze the observation Reflect on what you learned about children, about teaching, and about reading from watching Reflect on what you learned about children, about teaching, and about reading from watching Meet with the teacher to confer, letting the teacher take the lead Meet with the teacher to confer, letting the teacher take the lead Make positive comments Make positive comments But they have to be sincere But they have to be sincere Include suggestions, especially if the teacher asks you Include suggestions, especially if the teacher asks you But they have to be specific But they have to be specific Offer to help Offer to help After

Give feedback Make the feedback specific to the target that you set beforehand and specific to the lesson that you observed Make the feedback specific to the target that you set beforehand and specific to the lesson that you observed Be genuine about positive things that you learned by watching Be genuine about positive things that you learned by watching Be specific about something that you’d like the teacher to consider improving, and offer choices about how you can help Be specific about something that you’d like the teacher to consider improving, and offer choices about how you can help After

Coaches’ Corner Has anyone had an especially positive experience using observation to facilitate professional learning? What were the secrets to your success?

Roy, P., & Hord, S. M. (2004). Innovation configurations: Chart a measured course toward change. Journal of Staff Development, 25, Read this article. It introduces the procedure that our architects are using to develop an observation format for us.

Innovation Configuration* Full implementation Partial implementation No Implementation The target practice is described here. A practice in between (or, more likely, several different ones) is described here. A description of a practice inconsistent with the target is described here. *Hall & Hord, 2001

How can any one observation form be used in all of our schools? Aren’t there substantial differences in the choices that districts are making? Definitely! We want you to design your own IC, one that is fit exactly to the characteristics of your instructional program. We’ll start with the same categories.

Let’s Plan... The architects have identified a set of general categories that they would like us to consider. We will give you a planning sheet with their “full implementation” descriptions included. Your job is to fill in a partial implementation and a “no implementation” descriptor.

Back in School... Conduct a walk-through using the innovation configuration you’ve made Revise your innovation configuration after its use Prepare a reflection to share at our next meeting.

References Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for Supervision and Curriculum Development. Hall, G., & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon. Roberts, S. M., & Pruitt, E. Z. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin Press.