1. Observer, Guide, and Evaluator: Roles of the Administrator in Building a Competent Teaching Faculty John L. Tenny, Ph.D. John@eCOVE.net

2. Dreamer, Designer, Developer! Dr. John Tenny 25+ years in education 25+ years in education Director of Graduate School of Education Director of Graduate School of Education Taught elementary, middle, high school Taught elementary, middle, high school Converted Retirement Converted Retirement

3. Today Building a Competent Faculty: Building a Competent Faculty: The Three Hats The Evaluator Hat The Evaluator Hat The Instructional Leader Hat The Instructional Leader Hat The Professional Development Guide Hat The Professional Development Guide Hat Data Based Observation Model Data Based Observation Model Benefits To.... Benefits To.... How To Make It Happen How To Make It Happen And more…. And more….

4. The Evaluator Hat The purpose of evaluation The purpose of evaluation The effects of evaluation The effects of evaluation Common practice Common practice Timing of evaluation decisions Timing of evaluation decisions Data-based decisions are better Data-based decisions are better

5. The Instructional Leader Hat Broad view of learning Broad view of learning Setting the instructional goals Setting the instructional goals Collaborative design Collaborative design Managing the support structure Managing the support structure

6. The Professional Development Guide Hat Pushing is ineffective Pushing is ineffective Self-directed professional growth Self-directed professional growth Reflection is the primary skill Reflection is the primary skill Data is the basis for reflection Data is the basis for reflection

7. Data Based Observation Model Pre-conference to identify data to be collected Pre-conference to identify data to be collected Observation purpose is collaboratively designed Observation purpose is collaboratively designed Judgment suspended until data has been collected Judgment suspended until data has been collected Focused observation to collect data and record context information Focused observation to collect data and record context information Post conference to share data, build reflection, identify next data to be collected Post conference to share data, build reflection, identify next data to be collected Repeat the process. Repeat the process.

8. Pre-conference “What are your plans for the lesson?” “What are your plans for the lesson?” “What are you interested in knowing about your classroom?” “What are you interested in knowing about your classroom?” “When should we meet to look at the data?” “When should we meet to look at the data?”

9. The Observation Suspend judgment Suspend judgment Gather data Gather data Record context Record context

10. The Post Conference “Does the data reflect what you thought was happening?” “Does the data reflect what you thought was happening?” “Do you think a change is indicated?” “Do you think a change is indicated?” If yes,”What will you change and how can I support you?” If yes,”What will you change and how can I support you?” “When would you like data to see if the change worked?” “When would you like data to see if the change worked?”

11. Benefits To Observee Provides basis for effective decision making Provides basis for effective decision making Builds self-reflection skills Builds self-reflection skills Provides evidence of progress Provides evidence of progress Increased objectivity in interactions with others Increased objectivity in interactions with others Increased confidence and intrinsic motivation Increased confidence and intrinsic motivation

12. Benefits to Observer Shifts dynamic between observer and observee Shifts dynamic between observer and observee Supportive collaborator role Supportive collaborator role Objective decision making Objective decision making Data versus impression Data versus impression Improves communication Improves communication “The data…” versus “I think…” “The data…” versus “I think…” Facilitator of effective, long lasting change Facilitator of effective, long lasting change Intrinsic versus extrinsic Intrinsic versus extrinsic

13. eCOVE: What is it? C ollaborate O bserve O bserve V alue V alue E mpower E mpower

14. Timers and Counters 23 Times and Counters 23 Times and Counters Data Report and Comments Report Data Report and Comments Report Windows & Macintosh Laptop Windows & Macintosh Laptop Palm & PocketPC PDA Palm & PocketPC PDA Let’s take a look…. Let’s take a look….

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17. Web Cast Training & Presentations Overview sessions --- free Overview sessions --- free Prefer a group of 2 to 30 Prefer a group of 2 to 30 Minimal equipment needed Minimal equipment needed Call to arrange a session Call to arrange a session Training sessions --- Training sessions --- $250 per hour per site $250 per hour per site 1 to 30 sites 1 to 30 sites How to operate eCOVE How to operate eCOVE How to create tools How to create tools How to use with teachers, parents, and students How to use with teachers, parents, and students Whatever your needs or interests Whatever your needs or interests

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20. eCOVE Classroom Observation Toolkit www.ecove.net