1. Do Now: Mix it up! Sit next to new colleagues today. Exchange ideas with new thought partners. AND: Please boot up computer (or take out paper & pen).

2. SCHOOL INSTRUCTIONAL LEADERSHIP T-330 February 24, 2016 Class 17: Using Supervision and Evaluation for Instructional Improvement

3. Learning Targets I can use data about instruction and student learning in coaching meetings to help teachers improve their instruction.

4. Plus/Delta PLUS Role plays All role play the same role Talking in small groups about role plays DELTA People checking email on computer. Hard to focus on conversation. More small group discussion with role plays Whole group discussion after role plays More context for role plays How do you coach when you don’t know the content area? How do you choose/prioritize what to focus on in observations & feedback?

5. Agenda Theory of action: How does your supervision lead to improved teaching and learning? Apply to a classroom example Post-observation Pre-observation Preview next week Plus/Delta

6. Bottom Line: STUDENT LEARNING School culture: Student learning is the measure of our effectiveness. Supervision: Build habit of looking to student work to assess teaching Collect evidence of student learning Share evidence directly Frame feedback around impact on student learning Replace “I like when you…” with connection to student learning Why is being direct about student learning sometimes hard?

7. Ladder of Inference

8. Explicit Direction Constructivist Approach Learning-centeredTeaching-centered You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently.

9. Explicit Direction Constructivist Approach Learning-centeredTeaching-centered You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently.

10. Explicit Direction Constructivist Approach Learning-centeredTeaching-centered You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently. You spent 6 minutes giving directions. … (etc.) Did you notice that? How did you make sense of that? How can you ensure students know what to do before they work independently?

11. Explicit Direction Constructivist Approach Learning-centeredTeaching-centered You spent 6 minutes giving directions. After you told them to start, You spent the next 10 minutes circulating to answer questions. About 3/4 th of the students didn’t complete the assignment. You need to check for understanding before students do work independently. I counted 8 kids who were talking to each other when you were giving the directions. After you told them to start, 12 kids either raised their hand for help or waited for you to come over before they started. About 3/4 th of the students didn’t complete the assignment. Kids need to know what to do so they can work independently. You spent 6 minutes giving directions. … (etc.) Did you notice that? How did you make sense of that? How can you ensure students know what to do before they work independently? I counted 8 kids who were talking to each other … (etc.) Did you notice that? How did you make sense of that? How can you ensure students know what to do before they work independently?

12. Lingering Questions How do you choose what to focus on in observations & feedback? Teacher’s goal, team’s goal, school’s goal What is the task? Evidence of student learning? (for all students) What if you don’t know the content? “What do you want students to know and be able to do by end of lesson?” (alignment with standards?) “What evidence do you have of this?” (for all students)

13. Revisit your theory of action What does a school leader do to ensure feedback leads to improved student learning? Which sources of data might you add or or use more frequently in your supervision practice? Why? (Figure 4A.2, pp. 34-35 in SL3.) Other insights from the readings? How will you know if your theory is working?

14. Prepare for observation & feedback How do you choose what to focus on in observations & feedback? Teacher’s goal, team’s goal, school’s goal What is the task? Evidence of student learning? (for all students)

15. Video link http://www.timssvideo.com/58 http://plp.eleducation.org/teacher-centered-coaching https://www.youtube.com/watch?v=QxLFTvodBBI

16. What data might you share with the teacher?

17. Role Play Groups of 3  Designate timekeeper Role play Each round: Person role-playing the principal tells what s/he wants feedback on 5-6 min role play between teacher and principal Debrief: each person shares feedback (5-6 min total) What was effective? (What will help the teacher improve?) USE DATA What questions did the conference raise for you? How could it be even more effective? Next round (rotate to new person as principal) If time, reflect on insights/questions about feedback

18. RETURN: 7:30pm Chris, Mary, Matt 214 Sam, Ryon, Jim 402 Jen, Jeanie, Katie 214 Marques, Karla, Aleesha 4 th CS Rachel B, Rachel A, Mike R 709 Maria, Alley, Michael C 710 Rachel H, Andrew S, Maritza 513 Justin R, Madeline, Michael S 615 Lorena, Thaddeus, Brandon 5 th CS Justin M, Liz, George 7 th CS Kristie, Tremain, Nick 203

19. Pre-observation feedback What do you want students to know and be able to do by end of lesson? How will you know if you are successful? How does this match the learning [and teaching] standards? …and many other prompts from SL3…

20. Preview next class ALERT: Next week: bring video of you and teacher at post- observations conference Send us questions you have about PAL 3 Readings: SL2 and SL3 – dismissing a teacher Fiarman Book Talk: 6-8pm March 29 th in GCC, snacks! Who will host rounds visits in May? feedback and $500 for school

21. Exit Ticket An important insight you have about supervision A question you have about supervision

22. PlusDelta

23. SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback.

24. Supervision strategies: specific equity issues Do assume positive intentions; don’t presume high expectations Evidence of student learning = most important measure Focus student(s) “My kids can’t do this” = “I don’t know how to teach this” Be a “warm demander”; develop warm demanders Do I really believe this teacher can learn? Does s/he really believe all children can learn? Be aware of issues with authority “We’re loving our students to mediocrity.”

25. Dismissal Review Positive intentions high expectations. Use student learning data Warm demander mindset No surprises School context of adult learning Document concerns, communication, support Dismissal Confidential Prepare for response (teacher and colleagues) Encourage resignation

26. School leader’s role in instructional coaching IF I deliberately cultivate habits of thinking: regularly use a set of questions such as “What was your learning objective? How do you know whether students met it? What will you do with students who didn’t meet it?” consistently ask teachers to analyze student work & I conduct observations frequently Once/month for most Once/week for new and struggling & I help a teacher identify areas for growth and ways to measure it, Regularly check in on this growth Record growth &… THEN teachers will independently and in an ongoing way use habits of reflection to: Analyze student work to assess the effectiveness of a lesson, Anticipate the need to check for understanding in each lesson, etc. & teachers will see that with effort, their practice improves, they’ll develop a growth mindset &…

27. Observing and Analyzing the Task What will students know & be able to do as a result of this lesson? What is the actual work that students are being asked to do? What is the actual product of the task? What is the distribution of performance among students in the class on the task?  What are the implications for what and how you observe?

28. Role of data? How do you build trust? When do you tell? When do you ask? How do you coach when you don’t know the content area? How do you choose what to focus on in observations & feedback? Explicit Direction Constructivist Approach Learning-centeredTeaching-centered

29. You need to check for understanding before students do work independently. Kids need to know what to do so they can work independently. How do you check for understanding before students work independently? How do you ensure students know what to do so they can work independently? Explicit Direction Constructivist Approach Learning-centered Teaching-centered

30. Small groups + facilitators http://www.aschool.us/random/random-pair.php Alley Brandon Nick Thaddeus Andy G Rachel H Madeline Tremain George Justin R Aleesha Chris Rachel B Michael C Katie Liz Karla Justin M Mike R Maria Andrew S Alex Matt Maritza Sam Rachel A Jeanie Jim Kristie Lorena Jen Michael S Marques Ryon Mary

31. Most important features of feedback: trust & student learning Build trust Be transparent & consistent about process Show respect Be a warm demander – insist on high expectations, provide support Get feedback about your feedback AND act on it No surprises