Observation

Directions.pdf

Assignment 2: Observation and Professional Development

NELP 7.3, 7.4 PSEL 3h, 4e, 6c, 6d, 6e, 6g, 6f, 7a, 7f Overarching Question: How does the observation process promote the professional growth of each teacher and support a school culture committed to the achievement of every student? Overview: Candidates will conduct one 30-minute observation of a colleague and provide meaningful feedback. Quality instruction based on student learning, cultural responsiveness, equity, and inclusiveness will provide the priority focus areas for the observation. The observation will be followed by a post-observation conference to discuss the priority areas in-depth and to identify the strengths and weaknesses of the lesson. A professional growth plan will be collaboratively developed during the post- observation discussion. The candidate may use a clinical supervision model of their choice as described in the text or Danielson’s Framework which many school districts currently use. Select or develop an appropriate instrument (e.g.: categorical frequency, performance indicator, detached open-ended narrative, etc.) to collect data that would indicate frequencies, strengths and weaknesses during the observation. A school system observation document or another instrument of choice and development may be used. There are examples of documents that might help support the observation in Glickman, chapter 12. Candidates will submit their data from the observation, the post-observation summary including the questions and answers from the pre- and post-observation conference (if there is a pre-conference), the professional growth plan, and a written reflection of the experience. The reflection will include a description of the colleague's experiences and a summary of what was learned from this experience. See further details for your reflection in #7 below. Candidates will cite current research or literature to support points throughout the written portion of the assignment. The following list will provide step-by-step guidelines for completion of the assignment:

1. Select a colleague with whom you have a mutual level of trust and confidence. If time permits, meet with this teacher in advance of your first observation to seek input on what he/she would like you to focus in addition to the focus areas described in the assignment description.

2. Schedule your observation and post-observation meeting with your colleague. It’s important to get dates on the calendar as soon as possible to avoid a last-minute rush.

3. Determine what data collection tools you will use. You may use your district’s resources or those in Chapter 12 of our text.

4. Complete the observation. Don’t forget the 30-minute minimum.

5. Conduct the first post-observation meeting. Discuss priority areas and share strengths and weaknesses. Plan strategy(s) for addressing areas of weaknesses or those areas where your colleague would like support or to see growth. Include implementation or follow-through plans with your strategy(s). While a follow-up observation is not required for this assignment, discuss potential look-fors if there were to be a follow-up observation.

6. Summarize your post-observation meeting including the professional learning plan. Provide a copy for your colleague.

7. At the end of Module 3, submit in Bb a written summary that includes: 8. Data from the observation (your notes, etc. recorded during the observation

without revision will be fine) 9. The summary of the observation/post-observation conference that was provided to

the teacher. 10. Questions and responses from the conference. 11. Professional growth plan. 12. Reflection of the experience. What did you learn about yourself as a supervisor?

Note your own strengths and weaknesses in this process and set goals to address growth areas. Provide your insights related to our overarching question: How does the observation process promote the professional growth of each teacher and support a school culture committed to the achievement of every student? Be sure to cite current research or literature to support your thinking.

GradingRubric.pdf

EDL 504 Assessment 2: Observation and Professional Development

Standard Level 1

Approaching Standard 0-14 Points

Level 2 Meets Standard

15-17 Points

Level 3 Exceeds Standard

18-20 Points Engage in, as well as engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success. NELP 7.3

The observation summary and professional growth plan show a weak or limited emphasis on quality instruction based on student learning, cultural responsiveness, and equity. Strategies for professional growth based on observed weaknesses or shared priorities are not provided. The summary provides evidence of two or less of the following: 7.3a knowledge of research on teacher professional development. 7.3b knowledge of practices for supporting and developing school staff. 7.3c knowledge of providing professional learning that promotes reflections, cultural

The observation summary and professional growth plan show an emphasis on quality instruction based on student learning, cultural responsiveness, and equity. Strategies for professional growth based on observed weaknesses or shared priorities are identified. The summary provides evidence of at least three of the following: 7.3a knowledge of research on teacher professional development. 7.3b knowledge of practices for supporting and developing school staff. 7.3c knowledge of providing professional learning that promotes reflections, cultural responsiveness, digital

The observation summary and professional growth plan show an emphasis on quality instruction based on student learning, cultural responsiveness, and equity. Strategies for professional growth based on observed weaknesses or shared priorities are identified and show strong understanding of high quality professional development. The summary provides evidence of the candidate’s: 7.3a knowledge of research on teacher professional development. 7.3b knowledge of practices for supporting and developing school staff.

responsiveness, digital literacy, school improvement, and student success. 7.3d ability to evaluate professional staff capacity needs and management practices. 7.3e ability to plan opportunities for professional growth that promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

literacy, school improvement, and student success. 7.3d ability to evaluate professional staff capacity needs and management practices. 7.3e ability to plan opportunities for professional growth that promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

7.3c knowledge of providing professional learning that promotes reflections, cultural responsiveness, digital literacy, school improvement, and student success. 7.3d ability to evaluate professional staff capacity needs and management practices. 7.3e ability to plan opportunities for professional growth that promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success.

Standard Level 1

Approaching Standard Points

Level 2 Meets Standard

Points

Level 3 Exceeds Standard

Points Evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. NELP 7.4

The observation data, summary, and reflection provide a limited description of the observation and related conferences. The reflection somewhat describes the experience and what was learned by both the candidate

The observation data, summary, and reflection provide a description of the observation and related conferences including a reference that links the observed lesson to school improvement initiatives. The

The observation data, summary, and reflection provide a detailed description of the observation and related conferences including a reference that links the observed lesson to school improvement initiatives. The

and the colleague. The overarching question maybe addressed. The submitted work provides evidence of three of less of the following: 7.4a knowledge of research- based strategies for personnel supervision and evaluation. 7.4b knowledge of the importance of, and the ability to access, specific personnel evaluation procedures for a given context. 7.4c knowledge of multiple approaches for providing actionable feedback and support systems for teachers. 7.4d capacity to observe teaching in a variety of classrooms. 7.4e capacity to gather and analyze district policies on instructional expectations. 7.4f capacity to provide teaching staff with actionable

reflection provides a description of the experience and what was learned by both the candidate and the colleague. The overarching question is addressed. The submitted work provides evidence of at least four of the following: 7.4a knowledge of research- based strategies for personnel supervision and evaluation. 7.4b knowledge of the importance of, and the ability to access, specific personnel evaluation procedures for a given context. 7.4c knowledge of multiple approaches for providing actionable feedback and support systems for teachers. 7.4d capacity to observe teaching in a variety of classrooms.

reflection provides a description of the experience and what was learned by both the candidate and the colleague and shows evidence of strong supervisory skills. The overarching question is addressed. The submitted work provides evidence of the candidate’s: 7.4a knowledge of research- based strategies for personnel supervision and evaluation. 7.4b knowledge of the importance of, and the ability to access, specific personnel evaluation procedures for a given context. 7.4c knowledge of multiple approaches for providing actionable feedback and support systems for teachers. 7.4d capacity to observe teaching in a variety of classrooms.

feedback to support improvement.

7.4e capacity to gather and analyze district policies on instructional expectations. 7.4f capacity to provide teaching staff with actionable feedback to support improvement.