1. Step 2 – Establishing Goals (cont’d)
Once the Teacher has completed the form, a meeting takes place.
Teacher & observer come to agreement about how the observation will take place
Observer listens to teacher’s goals for the session and what is to be observed
Welcome
Don’t forget to introduce myself!

2. Peer Observer Training Agenda
Introductions
Roles and Responsibilities
Background and purpose of Peer Observer process
Outline of process
Small group practice and video exercises
Q and A/best practices with returning Peer Observers
Next steps
Hand out Peer Observer Guidelines

3. Background & Purpose
Peer Observation Guidelines created by District Administration and Seattle AFT to
Develop mutual understanding of the observation process
Guide conversations between the Teacher and Observer
Practice observation and open discussion of teaching and learning between colleagues
Provide opportunity for both Teacher and Observer to learn from the experience
Protect privacy of information between Teacher and Observer – this is a confidential observation
Create an observation system with no administrative evaluation
What have you heard about the PO process?
What are the benefits?
Who benefits?
White board: T-chart, Observer and teacher
Hand out Peer Observer Guidelines

4. Roles and Duties - Teacher
Retains initiative of entire process
Determines class, date, time
Determines topics for observation
Determines what will be most helpful for her/him
Retains privilege for any disclosure
PASS OUT PACKET.
Go over this information and the next slide

5. Roles and Duties - Observer
Fully communicates specifics of the observation to be made
Reflectively listens to the topics and concerns brought up by the Teacher
Assures Teacher that all observations are confidential
Relies on observable data to make objective (not subjective) feedback
Have them read through Roles and Responsibilities, page 1 Middle
Ask what questions they have

6. Brief outline of process
Step 1: Initiation. Observer and Teacher exchange information
Step 2: Establishing Goals. Teacher identifies goals for observation, and the Observer and Teacher discuss them
Step 3: The Observation. The main event
Step 4: Discussion of the Observation. Dialogue about what happened during the observation
Step 5: Submit Documentation. Paperwork submitted
Provide overview of process only – the details will be explained in the following slides. Make sure everyone has handouts and walk them through the handouts.

7. Step 1 – Initiation
Deans are supportive of the process, but do not assign observations
Observer reaches out to colleagues
Peer Observer Leads can help with the matchmaking efforts
Observer gives a copy of Peer Observation Program Guidelines packet to the teacher
Establish a spirit of confidentiality and trust - this is important! This is not an administrative evaluation, it’s a learning experience.
REFERENCE PAGE 1 BOTTOM
The faculty are encouraged to see this as a supportive relationship of building communication and collaboration
Focus is on delivery not content
we need to be very clear that it is confidential;
a voluntary process not at all related to administrative evaluation.

8. Step 2a – Establishing Goals
Teacher completes Step 2 form (page 2). This document communicates to the Observer:
Goals of the class as a whole
Learning objectives for the session you will observe
Teaching strategies for the learning objectives
What the Teacher wants to have observed
REFERENCE PAGE 2
The teacher decides what the goals and purpose of the observation will be.
What does the teacher want to work on?
What would be most meaningful for them?
WALK THROUGH the form on page 2 with them.

9. Step 2b – Establishing Goals
Once the Teacher has completed the form, a meeting takes place:
Teacher and Observer come to agreement about how the observation will take place
Observer listens to Teacher’s goals for the session and what is to be observed
Goal: Engage in dialogue!
Collaboration!
What should the Observer “look for”?
This should be clear to both parties.
Notes: Comfort level. As we will see, Observer retains No Notes! Turn over to teacher!
Both should sign the form and keep copies.

10. Step 3 – The Observation
Observer attends the teacher’s class and observes based on the goals that the Teacher has set forth
Observer does their best to notice what the Teacher has asked them to notice and to make detailed notes on what they observe
REFERENCE PAGE 3 TOP
Observation worksheet (page 3) provides examples and suggestions
Teacher & observer are not limited to them.

11. What is observable?
Physical Reality – objective report of what actually happens – a description
Socially constructed meaning – can be developed by consensus between Teacher and Observer in final meeting
Personal reality – try to avoid subjective opinion and interpretation but instead stick to observing what the Teacher has asked you to observe
Go over this slide, then pass out “Keys to Objective Observations” and talk through that page a bit
Ask their ideas

12. Activity: Objective and Subjective
Small groups – Practice scenarios
Small groups – Video exercise
Pass out Activity: Recognizing Subjective Language.
Small groups 3 people. Give them 10 minutes. HAVE THEM REMAIN IN THESE GROUPS FOR DURATION. Experienced peer observers will join them later.
Go around room, pick a different group to answer each question. 10 minutes
VIDEO EXERCISE:
Introduce video: BTSA Induction, an acronym for "Beginning Teacher Support and Assessment" Induction, is a state-funded program co-sponsored by the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC).  The program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Multiple Subjects, Single Subject, and Education Specialist credentials. BTSA Induction programs are locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and aligned to the California Standards for the Teaching Profession. 
Show video 10 mins, then spend 5 mins in small groups discussing per instructions on handout.

13. Step 4 – Discussion of the Observation
Observer shares notes
Teacher is invited to reflect on what the observations mean
Observer and Teacher discuss the observation
Conversation is confidential between Observer & teacher
Observer hands all notes to teacher
Only the Teacher may communicate contents of the observation to others
REFERENCE PAGE 3 BOTTOM
The power resides with the teacher,
the observer should not fall back into the “teacher” role.
Discuss what the teacher might find meaningful.
Focus is on pedagogy
Focus is on observed physical reality
Focus is objective, not subjective
***NOTE*** ((NEXT SLIDE)) bottom of page 3 if Teacher WANTS subjective, must specifically ask for it.

14. A note on the Dialogue . . .
Should the Teacher specifically solicit critique or want the Observer to provide details of areas for improvement (from his/her subjective perspective) and/or advice and suggestion, the Teacher may request this type of discussion and the Observer may choose to comply; however, unless the Teacher asks for this line of discussion, the feedback shall remain objective and focused on observation only.
***NOTE*** bottom of page 3 if Teacher WANTS subjective, must specifically ask for it.

15. Step 5: Submit Documentation
Do your observations
Peer Observer submits signed Verification of Peer Observation after each observation.
Form is located on last page of Peer Observation Program Guidelines packet.
All notes are given to the teacher!
Keep copies
Form goes to UA for stipend

16. 2nd Half of Session – Welcome Experienced Observers
Introductions
Small group dialogue:
What has worked well for you?
What challenges have you experienced?
Other things to consider?
Introduce them
Have them divide up into their small groups
Small groups 20 mins
Large groups 10 mins

17. What are Peer Observer Leads?
They are your resource for questions & concerns, they:
Field questions from Observers & deans
Help match Observers with teachers
Work with Unit Administrators (U/A’s) to recruit Peer Observers for the following year
Work with U/A’s to ensure stipends are paid
Make sure participants understand the role of the Lead PO on their campus.
INVITE p/o leads to come forward and chat about this a bit

18. Who Are Your POL’s for 2016-17? North: Betty Williams
Phone:
South: Analea Brauburger
Phone:
Central: Jaime Cardenas, Jr.
Phone:
You can also contact Bob Scribner (district faculty coordinator if you have questions).
These are the leads for their specific campuses.

19. Next Step
You will receive a certificate of completion for attending this session today.
Give a copy of the certificate to your unit administrator to initiate your stipend for today’s session.
*** LAST CALL TO SIGN IN ON THE ATTENDANCE SHEET!! ***