1. Cedart School Administrators of Iowa August 7, 2014
Peer Review
Cedart
School Administrators of Iowa
August 7, 2014

2. Evaluation Intent Collaborative process to support professional growth
Conversations and reflection focus on Continuous Improvement
Summative Assessment based on the formal and other informal observations, quick visits and walkthroughs, as well as supporting documents or artifacts
All teachers will be part of a Peer Review Team when developing their IPDP.

3. Research Based
If practitioners collaborate in a constructive and meaningful way by:
Focusing on improving teaching and student learning;
Meeting regularly with thoughtfully planned agendas, minutes, and concise follow-up actions;
Planning lessons, practicing lessons, debriefing lessons; organizing, analyzing, and summarizing data to plan instruction; solving problems related to student learning, reading, reflecting, and sharing articles that support learning goals;
And
School leaders monitor, support, and participate in the collaborative process to ensure that efforts are focused on student learning and on district and building goals;
Then teaching and student learning will improve.
Source: Iowa Department of Education
Need to add research

4. Research Based
Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York, NY: Teachers College Press. Harvard Graduate School of Education (n.d). A User’s Guide to Peer Assistance and Review. Cambridge, MA: Author. Goldstein, J. (2004). Making Sense of Distributed Leadership: The Case of Peer Assistance and Review. Educational Evaluation and Policy Analysis, 26(2), (ERIC Journal Number EJ737147)
Need to add research

5. Peer Review (attaching Meaning)
Collaborative process to support professional growth
Part of Education Reform Legislation Iowa Code 284.6(8) and 284.8(1)
Already doing with Individual Professional Development Plan (IPDP) – now a structured action plan and time to collaborate
Extension of PLC work with intent being conversations and reflection focused on continuous improvement
Non evaluative annual review of every teacher, every year, conducted by other teachers.
Not tied to summative evaluation.

6. PEER REVIEW TEAM All certified teachers 2-6 professional colleagues
Common grade level, content or certification
Administrator helps identify team if needed
Goals
Teachers choose their own area of growth aligned with SIP and IA Teaching Standards
Collaborate
Multiple authentic sources of data such as classroom visits, videotaped lessons, review of course materials and reflective conversations

7. Explain changes in IPDP form

8. Addition of Peer Review Team Members

9. More structured action plan – can all be done electronically, no official signature required

10. Characteristics of Effective Instruction
Student Centered Classrooms
Teaching For Understanding
Assessment For Learning
Rigorous and Relevant Curriculum
Teaching for Learner Differences
Give them the handout of CEI from Iowa Core

11. Linking the Peer Review process to the school improvement plan

12. Linking the Peer Review process to the school improvement plan
Teaching for Learner Differences

13. Linking the Peer Review process to the school improvement plan

14. Linking the Peer Review process to the school improvement plan

15. Characteristics of Effective Instruction
Student Centered Classrooms
Teaching For Understanding
Assessment For Learning
Rigorous and Relevant Curriculum
Teaching for Learner Differences
Give them the handout of CEI from Iowa Core

16. Peer Review Feedback Survey of All Teaching Staff – May, 2014
Monitor implementation
Providing information about the process - communication
Selecting the team
How did team set goals
Were the goals/action steps revised?
What action steps…. Peer review
Gather feedback on the benefits and challenges

21. Reflective conversations
PLC Discussion topics
Peer Observations

22. Survey – Open Ended Responses
Celebrations:
Gaining new perspectives and practices by collaborating with colleagues. It’s like our PLC.
Working toward a common goal has been wonderful. It gave us a clear focus.
It has been helpful to watch other teachers teach the same content as me in a different format. It changed how I teach.
Reflective discussion with peers about our teaching, data analysis
Meeting with job-alikes from other buildings.

23. Survey – open ended responses
Challenges:
We turned it in and it has never been discussed in our building since.
I don’t feel that the peer review process was implemented
Didn’t feel that it was valuable because it wasn’t used as it could have been.
We were unable to accomplish this.

24. The intent of Peer Review is not to add one more thing but to embed professional development into what we are already doing. Working in PLC’s we will continue to refine and reflect in a more formal manner with supports in place. As a district, Cedar Rapids continually strives to be leaders in doing what we know is best practice and keeping the focus on impacting student learning.
How to end it?
*What structures have you used in
your district/school to facilitate the
Peer Review Process?

25. Using Collaborative Language
Celebrate
Stretch
Validate

26. Instructive Collaborative Facilitative
Differentiated Coaching/Mentoring Framework
(Based on: A Conceptual Framework for Differentiated Coaching from the New Teacher Center)
Instructive
Collaborative
Facilitative
General Flow
C  T
C   T
C  T
Coaching Stance
Directs, provides information, and suggestions based on needs and data, connects to rationale
Coach influences rather than dominates, coach and teacher work together to analyze data and plan solutions
Coach facilitates process or discussion framework through questioning, teacher does most of the talking and self-reflection
Coach Question or Discussion Example
How will you use ____ strategy with our struggling learners?
Let’s brainstorm some ______ strategies that will meet the learning need of our struggling learners.
What does the data show as learning needs of our struggling learners? What are the instructional implications?
Coach Action Example
Provide student work exemplars, specific strategies, or policies
Co-analyze student work & data, co-develop lesson plans, co-observe and provide feedback
Use processes and purposeful questioning to facilitate, listen to teacher response

27. Collaborative Language
What would it look like if…
I’ve noticed when you… the students…
How do you think the lesson went and why?
How did you decide…
What did you do to make the lesson so successful?
I’m curious to know more about…
Give them a handout of coaching stems

28. General Conversation and Questioning Stems: A Few Favorites
(New Teacher Center)
Paraphrase
What I hear you saying is…
As I listen to you, I’m hearing…
I’m hearing many things including…
Clarify
Would you tell me more about…?
It would help me understand if I had an example of…
Tell me what you mean when you…
Mediational Questions
What’s another way we might…?
What would it look like if we…?
What sort of an impact might there be if…?
What might you see happening in your classroom if…?
Non-Judgmental Responses
What did you do in the planning and teaching to see so many students improve their learning data?
How did it work when you tried…?
It sounds like you have a number of ideas to try. It will be exciting see what works best for you and the students. ₪

29. Video What coaching language was used?
How did it enhance the conversation?
What are we already doing to support peer review and collaborative conversations?
How could we build on the use of collaborative language in our peer review process?
NextSteps…

30. What evidence do we have of the learning?
Cassandra Erkens, 2008
Anam Cara Consulting, Inc
What evidence do we have of the learning?
How do we respond if they don’t learn?
Have already learned?
HOW do we know if they have learned it?
What do we want all Students
To learn, know and be able to do?

32. Assessments Cycle (C. Erkens) Conversation and Questioning Stems
Process for Common
Assessments Cycle (C. Erkens)
Conversation and Questioning Stems
(New Teacher Center & Building Teachers’ Capacity for Success)
Identify the learning target
What do you want your students to know or be able to do?
What does data show as a needed learning target for us to focus?
What will it look like or sound like if a student is proficient with this learning target?
Let’s consider creating a rubric to clarify proficiency for this learning target.
What are the scaffold skills students need leading to and following the learning target?
Design formative and summative assessments
How will we assess what students are learning?
What’s another way students can demonstrate what they know, understand, or are able to do?
How will we use the information from this assessment?
Instruction and ongoing assessment
Do we foresee any possible learning barriers that we need to proactively plan for?
How will we plan for students at various readiness levels?
What questions will we ask students throughout the lesson? How will we plan for deep level thinking questions?
Let’s think about what descriptive feedback may feed students forward in their learning… ₪

33. Monitor for learning and collective results
What will it look like and sound like if students are successful throughout this lesson?
How will assessment procedures, directions, and preparations be the same or different between classrooms/students?
Tally and review common assessment results
What patterns can we identify in the student mistakes and what do they tell us?
What key qualities are present?
Which students are in the “more than one year below standard” or exceeding standard” category?
What learning needs are present? What experiences do the students need to further learning?
Revise curriculum, instruction, and assessments
What instructional strategies were the most effective with the students and need to be repeated?
In what ways did the instruction succeed or need changes to meet students’ needs?
What crucial knowledge, skill or content gaps we need to address? ₪

34. “Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any one of them can achieve alone.”
Carroll – “The Next Generation of
Learning Teams” - Phi Delta Kappan (2009). P. 13
Looking for a good quote to put here??

35. Next Steps District Video to review Evaluation Process
Focused on peer review
Shared during pre-service
Support with collaborative language handout
Keys to Observation and Feedback
Scheduled observations.
Identify the areas for observation (based on goal and action step/s)
Effective and timely reflection meeting focused on useful feedback and implementation in classroom instruction (through peer review process and model teachers)

36. Next Steps
Support for Collaborative Conversations provided by principals and instructional design strategists
Use of Steps to Effective Feedback: Leading Post-Observation Face-to-Face Meetings: (p )
Praise
Probe
Identify problem and action step
Practice
Plan ahead
Set timeline for follow up

37. “The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good works of others but from sharing what we know with others… By reflecting on what we know with others…By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft knowledge, we make meaning, we learn.” – Roland Barth