Teacher

Observation
Peer Coaching & Danielson Frameworks

Objectives
Understand the observation process
Understand the role of the coach & the coachee in the
observation process
Understand the structure of the Frameworks
Formulate examples of your own performance
indicators

Teaching is perhaps the most complex, most challenging, and most demanding, subtle,
nuanced, and frightening activity that our species has ever invented. - Lee Shulman, The
Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach

Observation Process
Low-Cycle Non-Probationary
Three observations per year by at least two trained observers
At least two different Peer Coaches will conduct the 3 observations
Focused observations: Planning & Preparation, Instruction, and
Professional Responsibilities
High-Cycle Non-Probationary
Two administrator observations
One Learning Team Leader observation
All domains will be assessed
Probationary
Three evaluations per year by an administrator
One observation per year by the Mentor Teacher
All domains will be assessed

Q-Comp Statute Note:

MN requires that the
observation process
include some form of:
a pre-observation
meeting
an observation
a post-observation
meeting
a self-reflection

Roles

Roles
Coachee

Think deeply
Develop goals
Analyze new learnings

Coach

Actively listen
Ask questions
Collect requested data

Self-Directed Learning:
Individuals take initiative and responsibility for learning
Individuals select, manage, and assess their own learning activities
Independence in setting goals and defining what is worthwhile to learn

Low-Cycle Observation Process

Pre-Observation Session (Planning Conversation)
A scheduled 15-30 minute meeting at least 24 hours prior to the scheduled observation
Conversation is focused on the coachees goals & identifying the data he or she would like the
coach to collect
Observation (Data Collection)
A scheduled visit that lasts approximately one class period/lesson
Coach collects the data desired by the coachee
Coach makes a preliminary record of the performance indicators based on the Danielson
Framework
Post-Observation & Self-Reflection (Reflective Conversation)
A scheduled 15-30 minute meeting within at least 24 hours of the observation
Conversation is focused on the coachees interpretation of the data collected & new learnings
Coach shares the performance indicators
Self-Reflection: The coachee completes a self-reflection
Coach submits documentation for coachee signature

Frameworks

PLSAS will continue using the Danielson Frameworks

There are Frameworks for:

Classroom Teachers

Instructional Specialists (TOSA)

Media Specialists

School Counselors & Social Workers

School Nurses

School Psychologists

Therapeutic Specialists (SLP, OT, PT, etc.)

The Frameworks provide a common language and standards for practice

The Frameworks provide structure to reflect upon practices

The Frameworks are a developmental tool

Reading the Frameworks

Component

Elements

Performance Indicator

Descriptive Indicators
Staff will have access to all of the Frameworks as electronic resources in a PD/Q-Comp course in Schoology.

The Domains
Classroom Teachers
Domain 1: Planning & Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Specialists
Domain
Domain
Domain
Domain

1:
2:
3:
4:

Planning & Preparation

The Environment
Delivery of Service
Professional Responsibilities

Domain 1:
Planning & Preparation
Classroom Teachers
Content knowledge
Lesson design
Sequencing
Assessment
Specialists
Content knowledge
Knowledge of resources

Domain 2:
Classroom Environment/Environment
Classroom Teachers
Setting the stage for learning
Classroom culture
Organization of the learning space
Specialists
Creating spaces appropriate for the tasks
Support student needs

Domain 3:
Instruction/Delivery of Service
Classroom Teachers
Implementation of Domain One
Student engagement
Acquisition of learning
Specialists
Implementation of Domain One
Responding to student needs
Following established protocols

Domain 4:
Professional Responsibilities
Classroom Teachers
Responsibilities beyond instruction
Roles outside the classroom
Reflect on practice
Professional development
Specialists
Communicating with other professionals
Reflect on practice
Professional development

Resources
If I want to know more about the Frameworks:

Read the detailed Frameworks online (Schoology)

Check out a copy of Enhancing Professional Practice: A Framework for
Teaching from the Q-Comp Coordinator
Talk to my Coach

If I have a question(s) about the observation process:

Leave it on a notecard today

Set up a meeting with my Coach

If I have a question(s) about the coach/coachee roles:

Leave it on a notecard today

Set up a meeting with my Coach

Closure
The complexity of teaching is well recognized, and this complexity extends over several aspects
of the work. Teaching is physically, emotionally and cognitively demanding and because of this it
is helpful to have a road map through the territory, structured around a shared understanding of
teaching.
Adapted from Enhancing Professional Practice A Framework for Teaching, Charlotte Danielson