SOUTHEASTISLANDSCHOOLDISTRICT

Observation Narrative Summary

Teacher: J School: Supervisor: Deidre Jenson (Peer coach) Date: 03/07/2013 School Year: 2012-2013 Grade(s) or Subject(s) Taught: K-12 all subjects Math was the observed subject during this observation. Tenured Non-Tenured 1st Evaluation 2nd Evaluation

Domain 1 - Planning and Preparation Indicators: It is apparent the J takes time to plan what each student needs to accomplish in the allotted time. He writes the assignment for each grade on the board with specificity to the number of questions they need to complete and which questions he wants them to complete. In post observation discussion, he commented on how he writes more questions on the board then he actually anticipates that they will complete, in the event that a student may find any particular lesson very easy. In regards to paraprofessionals, J verbally describes to the aides what he would like for them to accomplish. He has spent time previously with them discussing expectations, and makes the expectations fairly routine, as to limit the variation in directions thus, increasing the efficiency of class time. J has taken considerable amount of time working with the students on classroom routines, reading instructions and lessons independently in order to prepare them for independent learning. Suggestions include: Writing out instructions and routines for paraprofessionals in the form of checklists, guidelines, lesson plans. Host a discussion with paraprofessionals to see what would be the most useful/helpful for them. Domain 2 - Classroom Environment Indicators: J organizes his classroom seating in a manner that he is accessible to all students and in a manner that peer learning can be used regularly without distraction. Student desks are grouped in pods of 3 or 4, facing each other and each pod is spread positioned in the four corners of the instructional area. J positions himself in the middle of those four pods in a chair with wheels and moves from pod to pod as questions arise. His classroom expectations are clear and he has spend considerable amount of time at the beginning of the school year to ensure that the students can follow those procedures. Those procedures are made with the goal of independent learning being the focus: 1. Read the WHOLE lesson first. 2. If you dont understand, ask a peer for help. 3. If you still dont understand, ask the teacher. J uses negotiation as a motivator to improve students time on task. Throughout the class, J takes into account the difficulty of the assignment, the amount of difficulty the

student is having with the assignment and the level of engagement of the student. He changes the amount of work needed to be completed based on these things and the student is a part of that discussion. This provides the students with a feeling of respect and ownership of their own learning and participation. J also created independence in students by asking students the question, Is that an answer or a question? when they would be fishing for confirmation of the correct answer. He wanted to build their confidence and know the correct answer not just hope they got it right. J identified working with paraprofessionals as a needed area of improvement. He would like help on improving the efficiency of the staff as well as improving the quality of their work. Suggestions to consider: There may be students that may have difficult with the amount of discussion that takes place in this structure if they have difficulties with attending and focus. The amount of difficulty that students have with this, may vary. J may want to consider if one or two of his students need assistance with this using earplugs or head phones, which may improve the amount of work they complete. Domain 3 Instruction Indicators: As stated earlier, J teaches his students procedures and how to learn independently, which is evident in what the students are able to do on their own. This increases their learning time, as they dont need to wait for the teacher to be available in order to learn. This is very necessary skill for students to learn in a multi-grade classroom and he has done well with this. J does an excellent job of redirecting students when they ask for help, in demonstrating that they can do it on their own, by using questioning. When students ask for help, J will frequently, have the student work through the problem aloud and finally completing the task without any instruction from the teacher. He follows it up commending the students on how they figured it out on their own and really didnt need his help. Suggestion to consider: To improve students time on task and engagement, is taking a section of the period to do real life math problems that the students can solve together as a group. The students are ahead in math and some students may have difficulty attending to independent work for that length of time. These activities could be fun activities at the end of class that can get kids up and moving around yet engaged in problem solving or direct instruction given by the teacher. This will also improve students listening skills, which is important to prepare them for VTC classes that they will experience in the future. For those that dont get the allotted assignment completed they can continue working independently. Another suggestion could include the use of manipulatives for one student struggling with math fractions. As J indicated, he is trying to move students into higher level, abstract thinking. Where this is commendable, it is good to remember that there may be times that a concept may need to be taught using manipulative in order to make the move into the abstract possible. The student experiencing difficulties was not yet at her frustration level, but a short lesson with those manipulatives may change her future view of working

with fractions. Domain 4 Professional Responsibilities Indicators: J demonstrates professionalism throughout the day and after school. He is consistent with record keeping and uses data to direct instruction. Communication with families is fostered in the school building, as demonstrated by parents coming in throughout the day and after school hours to work with kids. J demonstrates a desire to grow professionally as he engages in professional development. He interacts with other teachers and provides them with helpful suggestions as well. After the observation, J and I had a discussion regarding a math fact program recommended by the special education teacher. J felt it would take too much of his time out of math instruction to implement. J is very knowledgeable in math instruction and well seasoned and felt very confident in this decision and has very valid points. Suggestion: If he knows that this would not work in his classroom, he could consider discussing with the special ed teacher how this could be modified to fit into his classroom so that the goals of the special ed teacher and his goals could mutually be met.

Guidelines for Paraprofessionals: (This does not include all expectations

outlined in job description.) 1. Follow daily routine consistently and timely. 2. Encourage independent learning by giving guidance or clues to help the student find the answer. Examples are as follows, but not limited to: a. Showing the student a section to look in. b. Direct the student to read the headings or look for bold words. c. Ask guiding questions to encourage deeper thinking. See handout from http://www.fromgoodtooutstanding.com/2012/05/ofsted2012-questioning-to-promote-learning. *In terms of questioning think; Pose, Pause, Pounce,

Bounce rather than Initiate, Response, Evaluate. (Analogy to Basketball vs. Tennis.) d. Direct the student to read the directions aloud if they dont understand what the question is asking them, or what the directions are telling them to do. e. Have them underline or circle the verbs or direction words in a question or directions. f. Provide sufficient wait time for the student to think about the answer, before giving assistance. Think; One, two, three, four, got to wait a little more. g. Remember the questions that the teacher asks are for the students, not you. 3. Redirect students if they are off task, using positive statements, such as .please, focus on your work. Or Lets return to the task at hand. 4. If you are unsure of your directions, ask. This models good work habits for the students. 5. If you finish one task or your student is not there that day, find the teacher and ask them what you should do. 6. Remember that your goal is to assist the student reach their goals, therefore remember to keep open communication between the classroom teacher. 7. Provide the teacher feedback regarding the success of the lesson or difficulties the student is having with mastering the concepts. 8. Review the students IEP goals frequently. Assisting the student achieve this is your number 1 priority, unless you are not considered a special ed aid. If you do not have these goals, ask the classroom teacher or special ed teacher.

Good Question?

From: http://www.fromgoodtooutstanding.com/2012/05/ofsted-2012questioning-to-promote-learning

How do questions promote learning?

Good questions stimulate thinking, and often generate more questions to clarify understanding. Good questions generate informative responses often revealing not only misconceptions and misunderstanding, but understanding and experience beyond that expected. Good questions encourage learners to make links. Good questions push learners to the limit of their understanding. Good questions from pupils push teachers to the limits of their understanding too, and challenge them to find better ways of explaining. Good questions offer opportunities for learners to hear others answers to questions, it helps them to reflect on their own understanding.

Questioning can fail because: questioning techniques are inappropriate for the material. there may be an unconscious gender bias. there may be an unconscious bias towards most able or more demanding students. levels of questions might be targeted to different abilities inappropriately. students dont have enough thinking time. learners dont have any idea as to whether they are the only ones to get it wrong/right. learners fear being seen by their peers to be wrong. questions are too difficult. questions are too easy.

Questioning succeeds when: all learners get a chance to answer. learners can see how others are thinking. teachers gain information about thinking and learning. learners have time to consider their answers. learners have time to discuss and follow up on their answers. the answers are not always clear-cut. learners feel safe to answer. questions stimulate more questions. questions stimulate thinking.

Lower order questions

Remembering What did we say a noun was? Whats the symbol for sodium?

Understanding What happened to the salt when we added it to the water? Why does the water level go down faster on a hot day?

Higher order questions (These are the kind that will promote learning!)
Applying

Given what you have just learned, how could you devise a better way of doing this experiment? How might you use this technique to solve this (another) problem? Analyzing Why is this business website more successful than this one? What features of the writing work to increase the tension in this chapter?

Evaluating How well does this piece of music create the sense of anger? Which material is better for this purpose and why?

Creating Design a pocket guide to fair testing. Create a one minute video/audio to explain why we have night and day.

How is your questioning?

Do you ever consciously audit your questions? How good are the key questions you plan for each lesson? How well do the questions you ask relate to the learning objectives? Do the questions you ask challenge thinking? How often do you ask further questions that really probe understanding? How many questions do you ask to which you dont

know the answer? How often do the learners ask the questions? How often do you ask the learners to generate probing questions? How do the questions you ask promote learning?

From: http://www.pgcps.pg.k12.md.us/%7Eelc/isquestiontopromote.html

There are numerous strategies that teachers can use to make their classrooms less imperative and more interrogative, including:
Use the think-pair-share strategy to allow students to respond to questions cooperatively. Avoid predictable question patterns by calling on students randomly and allowing for student calling. Ask students to unpack their thinking by describing how they arrived at an answer. Promote active listening by asking for summaries of individual and class responses to key questions. Ask students why they hold a particular position or point of view on a subject. Survey the class (e.g., How many of you agree?Thumbs up, thumbs down...) Encourage student-constructed questions. Emphasize why? and how? questions. Use hypothetical thinking: What would happen if...? What if this had happened? Employ reversals: What happens if we reverse the steps? Apply different symbol systems: How can we present these ideas in graphic form? Use analogies: How is this like _____ ? Analyze points of view: What else might account for this? How would Hamlet view these events? Employ completion activities: Before we read the conclusion, what ending would you

recommend?

Sample Questions (Socratic Questioning):

(Adapted from Teaching Thinking - Philosophical Enquiry in the classroom by Robert Fisher (1998) Brunel University) 1: Questions that seek clarification: Can you explain that? What do you mean by? Can you give me an example of? How does that help? Does anyone have a question? 2: Questions that probe reasons and evidence. Why do you think that? How do we know that? What are your reasons? Do you have evidence? Can you give me an example/counter-example? 3. Questions that explore alternative views. Can you put it another way? Is there another point of view? What if someone were to suggest that? Re-stating a view Speculation Alternative views Forming argument Assumptions Reason Evidence Counter example Explaining Defining Giving examples Supporting Enquiring

What would someone who disagreed with you say? What id the difference between those views/ideas?

Counter argument Distinctions

4. Questions that test implications and consequences. What follows from what you say? Does that fit with what we said earlier? What would be the consequences of that? Is there a general rule for that? How could you test to see if it were true? 5. Questions about the question/discussion. Do you have a question about that? What kind of question is it? How does what was said help us? Where have we got to? Who can summarize so far? Are we any closer to answering the question? Questioning Analyzing Connecting Summarizing Summarizing Coming to conclusions Implications Consistency Consequences Generalizing rules Testing the truth

Professional Development Plan Form

Date of collaborative conference to identify and discuss the target for continuous improvement: I. List area for professional growth.
Manages classroom procedures, including instructional groups, transitions, materials & supplies, volunteers & paraprofessionals as well as non-instructional duties. (SS6)

II. Specific objectives aligned with the desired growth.

Specifically James would like help in improving the efficiency of his aides, as well as the quality of their work.

III. Plan for self-improvement (activities and timeline). 1. List duties responsibility, daily routine, and possible suggestions for activities to complete if they are done with a task by 3/22/2013. 2. Develop lesson procedures and goals that can be used for many different lessons by 3/22/2013. 3. Establish a rubric for aide expectations and outcomes by 3/28/2013. 4. In service with aides demonstrating procedures, expectations and guidelines by 4/9/2013. *Remember to provide time for them to ask questions. 5. Meet with paraprofessionals for review of how the procedures are working approximately one week of implementation (by 4/16/2013). 6. Meet again with paraprofessionals for review of how the procedures are working approximately after two week of implementation (by 4/26/2013). Go over completed rubric with paraprofessionals. IV. Coachs plan to assist educator in support of mutually defined professional growth (activities and timeline). Coachs plan is to meet with teacher before each above listed activity. V. Criteria for measurement of progress. Established rubric that was made by coach and teacher. VI. Date outcome of plan is to be evaluated. 4/26/2013 Educators Signature: ______________________________________ Date: __________

Coachs Signature: ____________________________ Date: __________ School: _______________________________________________

OB NAR

Professional Development Plan Chart

Objectives for Selfdesired Improvement growth Plan
Specifically James would like help in improving the efficiency of his aides, as well as the quality of their work. List duties responsibility, daily routine, and possible suggestions for activities to complete if they are done with a task

Professional growth area

Manages classroom procedures, including instructional groups, transitions, materials & supplies, volunteers & paraprofessionals as well as non-instructional duties. (SS6)

Coachs Plan to Assist Educator

Meet with teacher and assist him with making a checklist listing responsibilities and expectations, as well as general lesson plan procedures. Construct the rubric for the teacher, meet with him, get feedback and make adjustments to rubric. Conduct the inservice with the teacher present and providing input as he sees fit.

Plan Measurement Evaluation Criteria Timeline

Completed or not. by 3/22/2013

Establish a rubric for aide expectations and outcomes.

Completed or not.

by 3/28/2013

In service with aides demonstrating procedures, expectations, guidelines, and rubric.*Remember to provide time for them to ask questions Meet with paraprofessionals for review of how the procedures are working approximately one week of implementation. Meet with paraprofessionals for review of how the procedures are working approximately one week of implementation.

Completed or not.

by 4/9/2013.

Meet with paraprofessionals and teacher. Construct a list questions for teacher and paraprofessionals. Meet with paraprofessionals and teacher. Construct a list questions for teacher and paraprofessionals.

Evaluate their work according to the established rubric.

by 4/16/2013

Evaluate their work according to the established rubric.

by 4/26/2013

Educator's Signature: _______________________________________ School: _____________________________________________

Date: ___________

Coach's Signature: ___________________________________________ Date: ____________

OB NAR

Lesson Framework
Desired Goal or Product Outcome:

Introduction or Hook: Question that may pique their interest, relate to their prior interests, or a story related to lesson.

For you to complete while the students discuss: What do they already KNOW about the topic?

What do they WANT to learn about the topic?

What did they LEARN?

What did they have DIFFICULTY with?

What follow up is needed from the teacher?

OB NAR

Notes from second observation. ED 639/691 Peer Coaching Project Deidre Jenson This would not be the format I would normally use for a formal evaluation, however, I have seen this format for informal evaluations, which is what I chose to do for the second portion of this peer coaching project. For formal evaluations, I would include more of a rubric format as well as a narrative, similar to the first observation I completed. I wonder if you are attempting to complete document a plan of improvement if something like this could work, summarizing with a final formal evaluation. Observation Date: 4/22/2013 Purpose: The purpose of this observation was to provide feedback on school-wide organization, climate and efficiency. Environments observed: Recess Reading/Math Lunch Science/Social Studies People Observed: James Hughes, Teacher Chrissy Hulst, Paraprofessional Judy Adamson, Paraprofessional Areas of Concern: Daily Schedule being followed: Concern was voiced regarding recess/lunch/break time extending too long. Keeping students engaged in learning: Concern was voiced regarding students not directed and on task while learning new subject matter. Creating independence in students: Concern was voiced regarding paraprofessionals giving too much information while helping the students or even giving them the answer. Daily Schedule: Recess and lunch time was observed to extend past the desired time. Previously, a suggestion was made to write out the daily schedules, however the aides have not been given this. When asked they said they know the daily schedule and communication is good between the teacher and the aides when changes are made. It is observed that the aides may be unaware that their expectation is to say when recess and lunchtime ends. As soon, as the teacher calls the students in, they all come, including the aides, without hesitations. Simple clarification with the aides that the teacher would like the aides to enforce the end time of recess and lunch and not wait for the teacher to be ready and call it, may solve this problem. Students Engaged in Learning: The following suggestions have been made to keep all students engaged in learning while paraprofessional is giving instruction and observations on those are as follows: Give students the questions to answer while they are taking turns reading a section in textbook. This suggestion has been tried and it

OB NAR

worked well for some students that struggled before, but not the ones that found the assignment easy the first time. It might be worthwhile to try it consistently for a week, because students generally dont like change. Have students make up questions for each other, while they take turns reading. This suggestions was tried, but students complained about it too hard. Suggestion includes continuing with this activity, as the stronger students might need the challenge and the other students might need the structure to aide in listening. Too often we give up on ideas before they have been given a reliable try. Have students complete venn diagrams while they are reading. This suggestion has not been tried yet. Use the generic lesson to assist the aides with lesson procedures, specifically a hook to generate interest in the kids, but also to help the aide keep the focus on the main purpose of the lesson. One aide is really using this a lot and liking it. She is asking questions constantly regarding this and the structure seems to improve the focus of the aide and thus the student as well. Further suggestions include: giving the students a task after they are completed the work; there seems to be a lot of unstructured activity after the student are finished, distracting other students.

Creating independence in students: Previous discussion included information regarding questioning students that require only one response answer. This suggestion has been tried, but needs to become habit. A further suggestion could be creating a challenge with the students that if they catch the teacher asking that type of question there is a consequence for the teacher and if the student answers a question with a simple response there is a consequence for the student. Make this a game and have the students assist in coming up with the consequences. Another suggestion was given in regarding assisting students in finding answers without giving too much information with prompts. This is working for some students, but again there are other students that are possibly needed a more extrinsic reward for even attempting the work.