1. Sharon Walpole Michael C. McKenna University of Delaware University of Virginia Using Observations to Guide Professional Development

2. Formative observations are observations conducted by coaches or other teachers for the purpose of directing instructional improvements. They are in no sense evaluative. They are never used as part of principal evaluations of teachers.

3. We have been working with Reading First Literacy Coaches whose main responsibility is providing extensive site- based professional development to RF teachers. Formative observations inform their work.

4. Professional Support System Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD. Theory Demonstration Practice Feedback Why? Start Here

5. Boy Scout Motto Be prepared!

6. Boy Scout Motto Cub Scout Motto Be prepared! Be observant!

7. Today’s Goals Review the role of observation in the work of a literacy coach Consider a before-during-after structure for observations Understand the design and use of an innovation configuration

8. Back in School You Might... Create an innovation configuration Conduct a walk-through using the innovation configuration you’ve made Revise your innovation configuration after its use Observe again to hone your skills Consider the implications your observations have for the direction of your PD

9. Two Types of Observations Walk-through: brief visit to see whether a practice is being implemented or not Full observation: extended visit to understand the full context and quality of the practice across the instructional block

10. Time to Talk What role does formative observation play in your school? What problems are you facing? Take Five

11. Formative Observation is an Important Part of Leadership Formative observation is neither an invention nor a requirement of Reading First. It has a much longer tradition. (e.g., Gabriel, 2005)

12. Formative Observation is an Important Part of Leadership Literacy coaches as leaders are very similar to department chairs in successful high school improvement efforts. Teacher leaders (as opposed principals in their leadership role) rely on formative observation as an integral part of their strategy for ongoing improvement. (Gabriel, 2005)

13. Observations Create School Culture Frequent observations create a climate of collaborative instruction and combat a climate of isolated professionalism

14. Observations Create School Culture One school-wide strategy that you could adopt is the standards-based walk-through: –Teachers work in teams and walk through the whole school during a teacher workday. –They look for evidence that the curriculum is being implemented. (e.g., Roberts & Pruitt, 2003)

15. Time to Talk What might struggling teachers in your school learn from a standards- based walk-through? How could you organize and facilitate it? Take Five

16. Setting the Stage If principals describe the goal of literacy coach observations early in the school year, teachers will know that these observations are part of the principal’s overall plan for the school. (e.g., Roberts & Pruitt, 2003)

17. Setting the Stage Literacy coaches can set the stage through individual conferences even before observations start. These conferences might focus on: –Individual student achievement profiles –Specific teaching practices –Goal setting for teaching and learning (e.g., Roberts & Pruitt, 2003)

18. LC as Clinical Supervisor Observations of teaching provide data that the LC and teacher can use together to improve instruction. Three-part system: a planning conference, an observation, and a feedback conference (e.g., Roberts & Pruitt, 2003)

19. Some Assumptions... In a group of schools, there are different climates for observation. In a group of LCs, some are much more comfortable observing than others. In all schools, some teachers are more receptive to observations than others. Most of us could do a more targeted job with observation! How about you?

20. At First, Observe to Learn Observe for yourself, by walking through, so you can have a deeper understanding of teaching and learning in your building In general, what do we do very well? In general, what are we struggling with? How can we build knowledge and practice in this area? Why?

21. I read about a great diet, but it doesn’t work. How do you know?

22. Well, I didn’t lose any weight Were you able to maintain the diet?

23. From a Design Standpoint Literacy coaches are charged with supporting teaching and learning; they collect student data to measure the success of their programs. It does not make sense to measure program effects without measuring treatment fidelity. It does not make sense to measure treatment fidelity without observing the treatment. It does not make sense to document treatment fidelity without trying to improve it.

24. Time to Talk Take the stance of one of your teachers who is uncomfortable being observed. What reasons might he or she give you to explain that resistance? What might be some underlying reasons for this resistance? Take Five

25. You may be able to employ specific strategies to make observations less intimidating to your teachers.

26. Before Your Observation Give teachers a chance to learn about and use the instructional practices that you are observing. Give teachers a chance to create or edit an observation format. Before

27. Before Your Observation Give teachers a chance to create an observation timeline. –Ask them how much time they need to practice before you come and observe. –Consider suggesting that they jot down quick notes about their experience with the new instructional practice. Before

28. Consider Scheduled Observations Catching a teacher off-guard is a waste of your observation time. Consider observing all teachers once in each marking period. Walk-throughs will be unscheduled; formative observations, on the other hand, should catch teachers doing their very best work. Before

29. Establish a Climate for Observation Be clear that you are a peer, not a principal. –Never link observation to evaluation. –Never discuss your observations with others. Before

30. Establish a Climate for Observation Schedule a pre-observation meeting. –Review your confidentiality agreement. –Ask the teacher what s/he wants you to see. –Tell exactly how the observation will be conducted, reviewing the format, and set a specific time or procedure to share feedback. Before

31. Be Focused! Say what you will do and then do what you said you would! Be unobtrusive; don’t disrupt instruction. Take or type notes on your observation form. Focus your attention on what is actually happening, not on your recommendations. Think of questions to ask the teacher to help you understand his or her work better. During

32. Analyze the Observation Reflect on what you learned about children, about teaching, and about reading development from watching. Avoid judgments, even in your thinking. After

33. Be Strategic! Consider ways to engage the teacher to reflect on the lesson Plan to center your discussion on your notes Plan to collaboratively identify areas for improvement, establish informal goals, and determine next steps After – NCRFTA Coaching Guide, Chapter 6

34. Give Feedback Make the feedback specific to the target that you set beforehand and specific to the lesson that you observed Be genuine about positive things that you learned by watching Be specific about something that you’d like the teacher to consider improving After

35. And, most importantly, offer to help! (Your role is to improve instruction, not critique it.)

36. Time to Talk Has anyone had an especially positive experience using observation to facilitate professional learning? What were the secrets to your success? Take Five

37. Innovation Configuration Full Implementation Partial Implementation No Implementation The target practice is described here. A practice in between (or, more likely, several different ones) is described here. A description of a practice inconsistent with the target is described here.

38. Innovation Configuration We view IC as a potential model for clarifying the goals, content, and process of instruction in Reading First and providing some structure to formative observation, but you cannot buy a Reading First IC – you’d have to make one. Making an IC could be a powerful support of your formative observations.

39. Why would I construct such a thing? Wouldn’t it be better for all RF LCs to use a specific observation format, designed by researchers? I don’t think so! If you design your own IC, one that is fit exactly to the characteristics of your instructional program, you will be better able to use what you learn to target PD efforts.

40. Procedure for Making an IC 1.The designer of an innovation describes ideal implementation of various components 2.Those “ideals” are compared with “real” implementation through observation 3.The “reals” are lined up from least like the ideal to most like the ideal 4.Then the IC can be used for observations, and even linked to student achievement!

41. Here are the IC categories we’ve been working on to observe K-3 reading instruction in RF schools.

42. Physical Environment The classroom is neat, clean, and organized so that the teacher can monitor all children and accomplish whole-group and small-group instruction and so that children can get the materials they need for independent practice. Wall space is used to display student work and curriculum-related materials that children need to accomplish tasks.

43. Curriculum Materials There is one core reading program in active use. There is physical evidence of coherence in the text-level and word-level skills and strategies targeted in the classroom environment. Texts and manipulatives for whole-group, small-group, and independent practice are organized and available.

44. Children’s Literature There is a large classroom collection of high-quality children’s literature deliberately organized and in active use that includes narratives, information texts, and multicultural texts.

45. Instructional Schedule There is a posted schedule inside and outside the classroom to define an organized plan for using curriculum materials for whole-group and small- group instruction; teacher and student activities correspond to the schedule.

46. Assessment System There is an efficient system for screening, diagnosing specific instructional needs, and progress monitoring that is visible to the teacher and informs instructional groupings, the content of small-group instruction, and a flexible intervention system. All data are used to make instruction more effective.

47. Whole-Group Instruction Whole-group instruction is used to introduce new concepts and to model strategies. Children have multiple opportunities to participate and respond during instruction.

48. Small-Group Instruction Small-group instruction is used to reinforce, reteach, review, or extend. Each child spends some time in a small group each day; small-group instruction is clearly differentiated. Children have multiple opportunities to participate and respond during instruction.

49. Independent Practice Children work alone, in small groups, or in pairs to practice skills and strategies that have been previously introduced. They read and write during independent practice. They do this with a high level of success because the teacher organizes independent practice so that it is linked to whole-group and small- group instruction.

50. Management The classroom is busy and active, but focused on reading. Classroom talk is positive and academic, including challenging vocabulary. Children know how to interact during whole- class, small-group, and independent work time. Very little time is spent teaching new procedures.

51. Time to Talk To what extent are our IC categories consistent with the goals in your RF school? What would you have to add or delete? Take Five

52. Test Yourself: First Grade, Whole Group Area of InstructionTarget Description Phonemic Awareness Phonics Fluency Vocabulary Comprehension

53. Test Yourself: First Grade, Small Group Area of InstructionTarget Description Phonemic Awareness Phonics Fluency Vocabulary Comprehension

54. Time to Think What could you do to make observations more effective in your school? Take Five

55. Write to Us! mcm7g@virginia.edu swalpole@udel.edu

56. References Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for Supervision and Curriculum Development. Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development. National Center for Reading First Technical Assistance. (2005). Improving instructional effectiveness. In An introductory guide for Reading First coaches (Chapter 6). Washington, DC: USDOE. Roberts, S. M., & Pruitt, E. Z. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin Press. Roy, P., & Hord, S. (2003). Moving NSDC’s staff development standards into practice: Innovation configurations, Volume I. Oxford, OH: NSDC.