1. Anticipatory Set
Did you feel the suggestions and comments provided aligned with your perception of the lesson?
Did you feel the suggestions offered by the observer could be implemented successfully in future lessons?
Did the observer provide timely, accurate and meaningful feedback?
Did you find the feedback provided useful in your development as a teacher?
Prior to the lesson, were expectations made clear to you regarding what makes a lesson effective?
Prior to the lesson, were expectations made clear to you regarding what makes a lesson ineffective?
During the lesson, were you distracted by the presence of the observer?
During the lesson, were students distracted by the presence of the observer?
Did you have an opportunity to discuss the feedback with the administrator after the observation was completed?

2. My perception of the feedback can best be described as
A. “I look forward to being observed”,
B. “I do not feel that the feedback from observation is useful for me”,
C. “I find the written feedback useful”,
D. “I have implemented feedback from the past into my instruction”,
E. “The feedback was unrealistic to replicate”

3. Stir the Room: Label paper 1-10 List 5 must have’s for observations
Add to your list (6-10) by collaborating with others
Share out at your tables

4. Developing Individual Capacity for Improving Schools
From Evaluating to Coaching
Identify-Replicate-Coach
Interpersonal Accountability
Working Smarter not Harder- aligning our practices
Consistency-Collaboration-Communication through norming our practices
Teacher Focus vs. Student focus: Both are credible

5. RCSD Straw Model Strategy Map
Every child is a work of art. Create a masterpiece.
Every student is post-secondary ready
Student Achievement
Increase mastery of curriculum
Close achievement gap
Rochester City School District…
“Has prepared me for college and career”
“Cares about my child’s success and safety”
“Values and supports my contribution to student success”
“Is an asset to the community”
Stakeholders
Students
Parents
Staff
Community
Right School For Every Child
The Rochester Curriculum
Great Teachers and Leaders
Develop and support diverse and highly effective school leaders
Build a learning environment that supports student success
Focus on college and career readiness
Develop and support a diverse set of highly committed and effective teachers
Internal Processes
Create an innovative portfolio of high-quality choices for families
Ensure academic rigor for every student
Create a culture in which we hold ourselves accountable for student success
Support the whole child through a systems approach to school culture and climate
Differentiate student support to meet the needs of every student
Recruit and retain talent
Operational
Excellence
Ensure transparency and equity in resource distribution
Become a Strategy-Focused Organization
Best in class standards of efficiency and customer service
Use data to inform decisions and actions

6. Highly Qualified vs. Highly Effective “An Administrator’s role through the Observation and Evaluation Process”

8. “Win small, win early, win often”
Instructional Leader
Learning Leader

9. Walk-Throughs Purpose and intent Cost-Benefit Analysis
Process that you follow
PD for Administrators
Feedback that you provide
Priority vs. Nuisance
Must be scheduled
What to look for?

10. Walk-Throughs…
VS.

11. What to look for during a Walk-Through?
Student Engagement (five levels):
Authentic Engagement
Ritual Engagement
Passive Compliance
Retreatism
Rebellion
Schlechty, 2002 (Working on the Work)

12. 10 Design Qualities
1 - Product Focus (Tangible product to assess learning)
2 - Clear and Compelling Standards (Curriculum maps, NYS standards, Objectives, Essential Questions, etc.)
3 - Protection from Adverse Consequences for Initial Failures (A Safe Environment to challenge themselves).
4 - Affirmation Of The Significance of the Performance (What students add is significant to the learning of others)
5 - Affiliation (Cooperative work- retention pyramid)
6 - Novelty and Variety (Different ways of doing and displaying what they know)
7 - Choice (Student has some degree of control over what and how they demonstrate understanding)
8 - Authenticity (Real-life connections)
9 - Organization of Knowledge (Differentiation- Interest, Readiness & Learning Profiles)
10 - Content and Substance (Rigor- challenging, meaningful work)

13. APPR Changes APPR to be based on multiple measures of effectiveness.
All factors bearing on teacher or principal performance may be taken into account.
Objective data on “student growth” and other measures of achievement must constitute 40% of composite effectiveness score of teacher or principal.
60% is where the work is….

14. Rating Categories
Four Categories: - Highly Effective - Effective - Developing - Ineffective
Commissioner’s regulations will prescribe the minimum and maximum scoring ranges for each category.
APPRs to result in single composite teacher or principal effectiveness score, which incorporates multiple measures of effectiveness.

15. Areas of focus What is the lesson’s big idea?
Where are they in the curriculum?
What will take place from beginning to end? Can they describe the how and why?
How will you know what your students know (evidence of learning)?
What will have to occur for this lesson to be successful?
What would you like me to focus on in terms of providing feedback?

16. How do we focus the teaching for the students that enter our schools?

17. Design Qualities Samples of a protocol not THE protocol
This is not a mandate
However, you should be able to defend (stakeholders)your TPOV in theory and practice.

18. C.E.I to progress monitor
Claim: Sentence Starters
Evidence: Examples, quotes, textual references that support the claim . . .
Interpretation: An explanation and/or analysis of the evidence . . .

19. Observation Instructional Delivery Student Development
Student Assessment
Charlotte Danielson- Pedagogy
Planning and Preparation
The Classroom Environment
Instruction
Professional Responsibilities

20. Post-Observation Conference
Why do we meet?
Identify
Replicate
Coach
Examine evidence of learning
Provide clear and concise feedback

21. Providing Feedback Writing process (time management)
Claim-Evidence-Interpretation format
Word Choice
Summary/conclusion – Is it clear?
Teacher Improvement Plans
Who is helping you?

22. Feedback – Word Choice Positive Negative Concerns Areas of opportunity
Significant issues
Chaotic learning environment
Requires your immediate attention
Great
Outstanding
Highly effective
Mastery
Authentic

23. Engagement In Practice
Principals who are in the process of norming their practice

24. Video
Using Danielson’s frameworks, if you were observing the following lesson, besides laughing, what specific, timely, accurate and concrete feedback would you provide this teacher?
Seinfeld on SNL

25. Teacher Observation & Evaluation Process
N W C P
Without Struggle,
there can be
no progress.
Teacher Observation & Evaluation Process
Toyia
Showing Our Panther PRIDE While Striving for College Success !!!!
9/21/2018

26. The NWCP Team
New team
Every administrator is responsible for some observations and evaluations
There was a need to ensure consistency on observations and evaluations
Virginia
9/21/2018

27. Team Plan for Observations
Step 1
Identify the need, focus & tools
Identify teachers and schedule team observation time
Step 2
Team debrief
-each member gives feedback specific to focus
-discuss rating
-assess tools & adjust
Step 3
Observation audit
-feedback
-rating
Continue team observations
9/21/2018

28. Step 1 – Team Development
Identify a focus – Professional development
Identify teachers willing to participate
Schedule the best time for the entire team to visit classes
Tools used to record are specific to the focus
9/21/2018

29. Step 2 – The Debriefing Process
Critical that the debriefing session is immediate
Each member shares observations
There is focus on using the rubric
Members share the overall rating and there is a discussion
9/21/2018

30. Step 3 – Observation Audit
A review of the feedback and focus on the observations from a specific period
Members share positive, supporting feedback & suggestions for the future
Identify team consistencies
Identify the next audit focus
9/21/2018

31. Feedback was consistent Evidence of PD focus Rubric attached
Our Team Findings
Feedback was consistent
Evidence of PD focus
Rubric attached
Feedback addressed a range of elements
Feedback was specific
Next audit to review the overall rating
9/21/2018

32. All Three Zones Involved
Schools
School of Edison – Uma Mehta
School Without Walls Foundation – Thomas Pappas
Northeast College Prep – Mary Aronson
Northwest College Prep – Toyia Wilson
Toyia
9/21/2018