Online Lync session Nov. 23, 2015 Peer observation Online Lync session Nov. 23, 2015

Targets Understand how peer observation in PGES is used to strengthen practice and increase student performance. Understand how to provide meaningful feedback through peer observation. Obtain information to advocate for a meaningful peer observation process. Todays session will allow participants to hear from educators and their experience with peer observation during the past 2 years. They will share and reflect on how they have used the peer experience to improve their practice.

If peer observation was working phenomenally well in your school, what would that look like? We want to start with a moment of reflection. Reflect for a moment and dream big. How would it look if peer observation really worked well in your school? After a moment to reflect individually, share. You set the stage.

You set the stage: How do I move my school beyond compliance to a meaningful peer observation process? Peer observation is more than just a compliance issue to check off the list. When used with fidelity and continuous reflection it can move the professional practice to new levels.

Regulatory requirement. All teachers will receive at least one peer observation during their summative year. At a minimum, peer observers must complete the state approved training once every three years. Only the teacher has access to the feedback. Your district may have other expectations in the CEP. As we continue to share this morning, think about: Do we need to move beyond the minimum to reach your vision?

Peer observation vs. traditional evaluation “give and take”; sharing/reciprocal Non threatening Forward looking, improvement oriented Targets specific area/focus Data/evidence shared and discussed with teacher Teacher being observed draws conclusions/self assesses FORMATIVE Review the variations between traditional evaluation and peer observation.

Peer observation vs. traditional evaluation One sided learning Conclusions/ rating shared with teacher Sometimes threatening Administrator evaluates Looking backward at what has happened SUMMATIVE Overall review Review the variations between traditional evaluation and peer observation.

Making peer observation effective. Welcome our panel of teacher leaders. Lauren Hill – Facilitator Angela Gunter – English teacher & hybrid teacher Jenny Ray- Profession Learning for Effective Educating (PLEE) coach coordinator Becky Nelson – Librarian, Hearn Elem. Welcome or panel of field educators who have reflected and shared what they have and are learning in the peer observation process when completed with fidelity. We will discuss questions such as: What are the benefits for the peer and the observer? Why do we complete Peer observation? When matching peer with observer, what criteria should we consider to maximize pairing. How do I go beyond compliance to effective peer observation practices? How do I give feedback to someone outside of my content field?

Panel discussion What are the benefits of peer observation for the peer and the observer? What criteria should we consider when matching peer with observer, to maximize the benefits? How do I go beyond compliance to create effective, authentic peer observation practices? When engaging in a post observation conference, what should the peer and observer keep in mind? (effective feedback)

Consider: Reflecting on the panel discussion. Reviewing the following slides with district and school PLC groups. Refine peer observation practices within your school. Within in district and school level training, use the panel discussion and following slides to guide discussion on implementing effective peer observation.

Benefits of peer observation to observer and observee. Develop reflective practice Share best teaching practices Gain new ideas and fresh perspectives about teaching Enhance skills Improve the quality of the learning experiences made available to students Both the Peer Observing and the teacher being observed benefit from the Peer observation experience. Working together everyone can improve student success. The MET study is research that examined the use of peer input in the process of improving educator effectiveness. The MET study provides many resources and evidence of effective use of the peer observation process. The power of peer observation comes when teachers observing other teachers becomes just what we do – as an on-going practice.

The role of the peer observer Observe in context of Framework for Teaching - know the Framework for Teaching Establish rapport and trust Maintain confidentiality Focus on an area the educator has self-identified Collect & share evidence Districts will determine the protocol for conferring, including pre-observation and post-observation protocols.

The role of the peer observer Ask questions to guide teacher reflection Provide feedback Inform practice Facilitate the learning process on behalf of a teacher Engage in professional learning with other peer observers FORMATIVE purposes only to help improve practice. Districts will determine the protocol for conferring, including pre-observation and post-observation protocols.

Script what you see and hear: What the educator does and says Script what you see and hear: What the educator does and says. What students/teachers/ others do and say. Script evidence: Avoid interpretation – You’re not making judgments. Eliminate statements like, “students seem happy or excited about the lesson.” Beware of bias – You’re not assessing. Eliminate statements like, “I saw a problem,” “That was great!” and “You’re a great teacher.” Technical steps for conducting peer observation

Focus based on educator’s choosing Specific Evidence based Effective feedback Focus based on educator’s choosing Specific Evidence based Actionable and unbiased Aligned with the appropriate framework Effective feedback should be: Specific – educator identifies an area of need or focus. What evidence or resources can the peer provide or help the observee find to address area of need? Evidence based – peer sites specific evidences seen and discussed. Bias and opinion are left out. Actionable and unbiased – how can the educator realistically carry out steps towards improvement? What is the action plan? Aligned with the appropriate framework – how does the evidence align to the framework domains specific to the educators role?

Possible post-observation questions What do you feel was the strength of this activity? What would you change about the activity in the future? Can you recall what was happening that made you feel this way? What stands out when you reflect on the strategies you used? Review these sample questions. Do these questions facilitate learning on behalf of the observee?

Possible post-observation questions 5. How does this compare with what you expected would happen? 6. Would you like me to share what I observed? 7. Here are the questions I have for you. . Do these questions facilitate learning on behalf of the observee?

Purpose of peer observations Let’s take a moment and look at the purpose of peer observation. What is the purpose of a peer observation in a professional community of practice?

Questions to guide the conversation Video from the KET peer observation module, Module 3, Providing Feedback: Specific

KDE education consultant Questions: Contact: Amy jacobs KDE education consultant Amy.jacobs@education.ky.gov 502-564-1479 ext. 4518

[‎11/‎23/‎2015 3:41 PM] Gunter, Angela - DCHS: Lots of collaboration!  People welcoming other into their spaces [‎11/‎23/‎2015 3:41 PM] Kelly Krusich: motivation and encouragement to become a more effective counselor [‎11/‎23/‎2015 3:42 PM] Harris, Joseph P - Office of Next Generation Learners: A lot of open classroom doors for allowing teachers to observe what works [‎11/‎23/‎2015 3:42 PM] Gunter, Angela - DCHS: A sincere interest in learning more about each others' jobs [‎11/‎23/‎2015 3:42 PM] Kelly Krusich: less burnout [‎11/‎23/‎2015 3:43 PM] Jenny: T's would be open to continuing peer ins conversations in plc's [‎11/‎23/‎2015 3:50 PM] Jennings, Sara - Office of Next Generation Learners: I can't see the presentation.  It's been loading for a long time. [‎11/‎23/‎2015 3:51 PM] Jacobs, Amy -  Division of Next Generation Professionals: Hi Sara, sorry for the difficulty. sometimes logging off then back on fixes the issue. The action couldn’t be completed. Please try again later.[‎11/‎23/‎2015 3:51 PM] Jennings, Sara - Office of Next Generation Learners: Ok  I'll try that [‎11/‎23/‎2015 4:06 PM] Jacobs, Amy -  Division of Next Generation Professionals: great tool to remember, as Angie said she was nervous to have observation with those outside he field. You are not 'scoring' or evaluating the other person, purely giving feedback and helping in the reflection process. [‎11/‎23/‎2015 4:06 PM] Harris, Joseph P - Office of Next Generation Learners: Yes, that's important to remember. 

[‎11/‎23/‎2015 4:07 PM] Gunter, Angela - DCHS: [‎11/‎23/‎2015 4:07 PM] Jacobs, Amy -  Division of Next Generation Professionals: Great thought Joe - good teaching is good teaching no matter what content. [‎11/‎23/‎2015 4:07 PM] Gunter, Angela - DCHS: I never would have volunteered to do so, but I'm incredibly glad I did get out of my content and grade level! [‎11/‎23/‎2015 4:07 PM] Harris, Joseph P - Office of Next Generation Learners: Thank you. I can't remember who said that in my district, but I totally stole it haha [‎11/‎23/‎2015 4:07 PM] Kellie Thompson: The observer usually learns as much or more than the observee. [‎11/‎23/‎2015 4:08 PM] Gunter, Angela - DCHS: Right, Kellie! [‎11/‎23/‎2015 4:10 PM] Hill, Lauren - Office of Next Generation Learners: Does anyone else have suggestions or experiences in building an authentic system for peer observation? [‎11/‎23/‎2015 4:18 PM] Jacobs, Amy -  Division of Next Generation Professionals: post observation questions help both individuals reflect on what took place and to discuss how to move professional growth forward. reflective questioning is essential. [‎11/‎23/‎2015 4:19 PM] Harris, Joseph P - Office of Next Generation Learners: Yes! That's really what the whole system is about anyway- reflection and growth.  [‎11/‎23/‎2015 4:19 PM] Hill, Lauren - Office of Next Generation Learners: Crafting questions ahead of time is also a collaborative task a PLC could do [‎11/‎23/‎2015 4:19 PM] Jacobs, Amy -  Division of Next Generation Professionals: yes. [‎11/‎23/‎2015 4:20 PM] Hill, Lauren - Office of Next Generation Learners: Then the questions would be general rather than based on the observation - less threatening. [‎11/‎23/‎2015 4:20 PM] Gunter, Angela - DCHS: True! And teachers love to talk about why they do what they do! helps open a genuine dialgue [‎11/‎23/‎2015 4:20 PM] Harris, Joseph P - Office of Next Generation Learners: Lauren, that's a great idea.   

[‎11/‎23/‎2015 4:28 PM] Gunter, Angela - DCHS: [‎11/‎23/‎2015 4:26 PM] Hill, Lauren - Office of Next Generation Learners: Jenny Ray, Angela Gunter, and Joseph Harris. [‎11/‎23/‎2015 4:28 PM] Gunter, Angela - DCHS: I'll share my experiences with everyone who'll listen! It has been a wonderful experience!