1. Welcome to: The Past, Present and Future – Observation Protocol and Improved Instruction!! Stanislaus County Math Partnership Dr. Mildred Murray-Ward – Evaluator Jan Wood-Project Director California Mathematics and Science Partnership (CaMSP) 2012 Spring Learning Network Meeting

2. Objectives: Attendees will explore the development, implementation, and the results revealed by using the Observation Protocol. Attendees will share meaningful observations on the Observation Protocol Attendees will explore how the observation protocol has supported the change in instruction.

3. PAST And so how did it all begin? Created by local grant director & coaches & evaluator Based on the work of: – Desimone, 2009 – Joyce & Showers, 202 – McCourt, 2006 – National Council of Teachers of Mathematics, 2000 – Walsh & Sattes, 2005 – CA Dept of Edu Mathematics Content Standards, 1999 – Staff, coaches experiences as teacher observers & content experts in mathematics

4. Development Process – Spring 2010 1.Assumptions - Teacher development is: – Sequential – Observable 2.Brainstorm of characteristics of quality instruction: – 42 characteristics w/ supporting explanations 3.Q-Sort into five categories: – Content Knowledge – Content Organization – Discourse – Multiple Representations – Formative Assessment

5. Development Process – Spring 2010 4. Created detailed descriptions of highly skilled and unskilled teachers in each area 5. Split Discourse into Cognitive Demand & Facilitation 6. Created 4 steps of development for each area 7. Created draft instrument in domain rubric format 8. Field tested w/ local teachers & teacher videos 9. Revised to include observation cover form & comment areas

6. Final Format Areas of Focus: – Content Knowledge – Content Organization – Discourse - Cognitive Demand – Discourse – Facilitation – Multiple Representation – Formative Assessment - Checking for Understanding Scoring Options: 4 - Exemplary : Consistently, accurately uses & applies 3 - Applying : Often accurately uses & applies 2 - Emerging: Occasionally accurately uses & applies 1 – Pre-Emerging: Rarely accurately uses & applies

7. Discovery: What is your AH HA? Content Knowledge Content Organization Discourse - Cognitive Demand Discourse – Facilitation Multiple Representation Formative Assessment - Checking for Understanding Strength, Weakness, Revision

8. What do we do with this information and what do we know because of the information? PRESENT

9. Observation Process Teachers observed 3 times/yr, 9 times in grant Teacher/coach agree on topic & target of observation & complete cover form Coach observes: – Notes evidence for 6 areas on form – Scores all six area Coach shares results, especially target area, w/ teacher Coach sends pdf of forms to evaluator

10. Observation Protocol Progressive Data Analysis Process: Repeated measures on Observations 1-4 by total & grade group Results: Six areas shows mean increases in ratings from Observation 1 to 3 Five areas showed statistically significant drops at Observation 4. Discourse: Facilitation showed a slight increase. No area scores declined to base levels at Observation 1. Multiple Representations & Formative Assessment had no statistically significant decrease, remaining stable. No statistically significant differences between grade-levels.

11. Observation Results: Content Knowledge & Content Organization

12. Observation Results: Discourse: Cognitive Demand & Facilitation

13. Observation Results: Multiple Representations & Formative Assessment

14. And so it goes… Take a minute to reflect and visualize how this might influence a change in instruction due to the observation protocol usage. Thought Jot Share

15. FUTURE Your next step – or what you might share with others… THOUGHT Share with your partner

16. And our Indispensible Coaches’ thoughts:

17. “Although it may look like a mess of marks and notes that is a “snapshot” of a lesson, I can look back to the mess of notes that I wrote in the right had columns and get a detailed vision of all of the intricate pieces of that specific lesson and how successful that lesson was for the teacher and the students. I believe that through the use of the protocol and sharing it with our teachers, we have added so many more ways to plan and deliver a lesson that covers a range of topics.”

18. “Teachers have begun to look at the protocol before planning to ensure they are meeting the standards. It is exciting when they see their improvement from Year 1 to Year 2. A teacher told me, “I think I’ve begun to memorize that thing!!”

19. Objectives Met? Attendees will understand the development implementation, and the results revealed by using the Observation Protocol Attendees will explore and share meaningful observations on the Observation Protocol Attendees will understand how the observation protocol has supported the change in instruction

20. And always remember: It is not about us – it is about the kids….!!!

21. Questions if time allows: Contact Information: Jan Wood Stanislaus County Math Project Ceres Unified School District jwood@ceres.k12.ca.us Dr. Millie Murray – Ward California State University – Stanislaus MMurray-Ward@csustan.edu