Michael C. McKenna University of Virginia Sharon Walpole University of Delaware Formative Observation.

Michael C. McKennaUniversity of Virginia

Sharon WalpoleUniversity of Delaware

Formative Observation

Formative observations are Formative observations are observations conducted by coaches observations conducted by coaches or other teachers for the purpose of or other teachers for the purpose of

directing instructional directing instructional improvements. They are in no improvements. They are in no

sense evaluative. They are sense evaluative. They are never never used as part of principal evaluations used as part of principal evaluations

of teachers. of teachers.

Today’s GoalsToday’s Goals

Revisit the role of observation in the work Revisit the role of observation in the work of a literacy coachof a literacy coach

Understand the design of an innovation Understand the design of an innovation configurationconfiguration

Construct a three-level innovation Construct a three-level innovation configuration for use in your schoolconfiguration for use in your school

Back in School . . .Back in School . . .

Conduct a walk-through using the innovation Conduct a walk-through using the innovation configuration you’ve madeconfiguration you’ve made

Revise your innovation configuration after its Revise your innovation configuration after its useuse

Prepare a reflection to share at our next Prepare a reflection to share at our next meeting. meeting.

Two types of observationsTwo types of observations

Walk-through: brief visit to see whether Walk-through: brief visit to see whether a practice is being implemented or nota practice is being implemented or not

Full observation: extended visit to Full observation: extended visit to understand the full context and quality understand the full context and quality of the practice across the instructional of the practice across the instructional blockblock

What role does formative What role does formative observation play in your observation play in your school?school?

What problems are you What problems are you facing?facing?

Formative Observation is an Formative Observation is an Important Part of LeadershipImportant Part of Leadership

Formative observation is neither an Formative observation is neither an invention nor a requirement of Reading invention nor a requirement of Reading First. It has a longer tradition.First. It has a longer tradition. Literacy coaches as leaders are very similar Literacy coaches as leaders are very similar

to department chairs in successful high school to department chairs in successful high school improvement efforts.improvement efforts.

Teacher leaders (as opposed to the Teacher leaders (as opposed to the leadership of the principal) rely on formative leadership of the principal) rely on formative observation as an integral part of their observation as an integral part of their strategy for ongoing improvementstrategy for ongoing improvement

Gabriel, 2005

Observations Create School Observations Create School CultureCulture

Frequent observations create a climate of Frequent observations create a climate of collaborative instruction and combat a collaborative instruction and combat a climate of isolated professionalismclimate of isolated professionalism

One school-wide strategy that you could One school-wide strategy that you could adopt is the standards-based walkthroughadopt is the standards-based walkthrough Teachers work in teams and walk through the Teachers work in teams and walk through the

whole school during a teacher work day. whole school during a teacher work day. They look for evidence that the curriculum is They look for evidence that the curriculum is

being implemented.being implemented.

Roberts & Pruitt, 2003

Setting the StageSetting the Stage

If principals describe the role of literacy coach If principals describe the role of literacy coach observation early in the school year, teachers observation early in the school year, teachers will know that these observations are part of the will know that these observations are part of the principal’s overall plan for the school.principal’s overall plan for the school.

Literacy coaches can set the stage through Literacy coaches can set the stage through individual conferences even before observations individual conferences even before observations start start Individual student achievement profilesIndividual student achievement profiles Specific teaching practicesSpecific teaching practices Goal setting for teaching and learningGoal setting for teaching and learning

Roberts & Pruitt, 2003

LC as Clinical SupervisorLC as Clinical Supervisor

Observations of teaching provide data that the Observations of teaching provide data that the LC and teacher can use LC and teacher can use together together to improve to improve instructioninstruction

Three-part system: a planning conference, an Three-part system: a planning conference, an observation, and a feedback conferenceobservation, and a feedback conference

Roberts & Pruitt, 2003

Some GARF AssumptionsSome GARF Assumptions In our group of schools, there are different In our group of schools, there are different

climates for observationclimates for observation In our group of LCs, some are much more In our group of LCs, some are much more

comfortable observing than otherscomfortable observing than others In all schools, some teachers are more In all schools, some teachers are more

receptive to observations than othersreceptive to observations than others We assume that all of us could do a more We assume that all of us could do a more

targeted job with observation!targeted job with observation!

Observe to learnObserve to learn

Observe for yourself, by walking through, so you Observe for yourself, by walking through, so you can have a deeper understanding of teaching can have a deeper understanding of teaching and learning in your buildingand learning in your building

In general, what do we do very well?In general, what do we do very well? In general, what are we struggling with?In general, what are we struggling with? How can we build knowledge and practice in this How can we build knowledge and practice in this

area?area?

Why?

From a design standpointFrom a design standpointLiteracy coaches are charged with supporting Literacy coaches are charged with supporting

research-based reform efforts; they collect research-based reform efforts; they collect student data to measure the success of their student data to measure the success of their programsprograms

It does not make sense to measure program effects without It does not make sense to measure program effects without measuring treatment fidelitymeasuring treatment fidelity

It does not make sense to measure treatment fidelity without It does not make sense to measure treatment fidelity without observing the treatment observing the treatment

It does not make sense to document treatment fidelity without It does not make sense to document treatment fidelity without trying to improve ittrying to improve it

Before your observationBefore your observation

Give teachers a chance to use the Give teachers a chance to use the instructional practices that you are instructional practices that you are observingobserving

Give teachers a chance to create or edit Give teachers a chance to create or edit an observation format an observation format

Give teachers a chance to create an Give teachers a chance to create an observation timelineobservation timeline Ask them how much time they need to Ask them how much time they need to

practice before you come and observepractice before you come and observe

Before

Consider scheduled Consider scheduled observationsobservations

Catching a teacher off-guard is a waste of Catching a teacher off-guard is a waste of your observation timeyour observation time

Consider observing all teachers once in Consider observing all teachers once in each marking periodeach marking period

Walkthroughs will be unscheduled; Walkthroughs will be unscheduled; observations, on the other hand, should observations, on the other hand, should catch teachers doing their very best workcatch teachers doing their very best work

Before

Establish a climate for Establish a climate for observationobservation

Be clear that you are a teacher, not a principalBe clear that you are a teacher, not a principal Never link observation to evaluationNever link observation to evaluation Never make your observations publicNever make your observations public

During your pre-observation meetingDuring your pre-observation meeting Review your confidentiality agreementReview your confidentiality agreement Ask the teacher what s/he wants you to seeAsk the teacher what s/he wants you to see Tell exactly how the observation will be Tell exactly how the observation will be

conducted, reviewing the formatconducted, reviewing the format

Before

Be focused!Be focused!

Say what you will do and then do what you said Say what you will do and then do what you said you would!you would!

Be unobtrusive; don’t disrupt instructionBe unobtrusive; don’t disrupt instruction Take or type notes on your observation formTake or type notes on your observation form Focus your attention on what is happening, not Focus your attention on what is happening, not

on your recommendationson your recommendations Think of questions to ask the teacher to help you Think of questions to ask the teacher to help you

to understand his or her work betterto understand his or her work better

During

Analyze the observationAnalyze the observation

Reflect on what you learned about children, Reflect on what you learned about children, about teaching, and about reading from about teaching, and about reading from watchingwatching

Meet with the teacher to confer, letting the Meet with the teacher to confer, letting the teacher take the leadteacher take the lead

Make positive commentsMake positive comments But they have to be sincereBut they have to be sincere

Include suggestions, especially if the teacher Include suggestions, especially if the teacher asks youasks you But they have to be specificBut they have to be specific

Offer to helpOffer to help

After

Give feedbackGive feedback

Make the feedback specific to the target that you set Make the feedback specific to the target that you set beforehand and specific to the lesson that you observedbeforehand and specific to the lesson that you observed

Be genuine about positive things that you learned by Be genuine about positive things that you learned by watchingwatching

Be specific about something that you’d like the teacher Be specific about something that you’d like the teacher to consider improving, and offer choices about how you to consider improving, and offer choices about how you can helpcan help

After

Coaches’ CornerCoaches’ Corner

Has anyone had an especially positive Has anyone had an especially positive experience using observation to facilitate experience using observation to facilitate professional learning? What were the professional learning? What were the secrets to your success?secrets to your success?

Roy, P., & Hord, S. M. (2004). Innovation Roy, P., & Hord, S. M. (2004). Innovation configurations: Chart a measured course configurations: Chart a measured course toward change. toward change. Journal of Staff Journal of Staff Development, 25, Development, 25, 54-58.54-58.

Read this article. It introduces the procedure that our architects are using to develop an observation format for us.

Innovation Configuration*Innovation Configuration*

Full Full implementatioimplementatio

nn

Partial Partial implementationimplementation

No No ImplementatioImplementatio

n n

The target The target practice is practice is described described here.here.

A practice in A practice in between (or, between (or, more likely, more likely, several several different different ones) is ones) is described described here.here.

A description A description of a practice of a practice inconsistent inconsistent with the with the target is target is described described here.here.

*Hall & Hord, 2001

How can any one observation form beused in all of our schools? Aren’t there substantial differences in the choices that districts are making?

Definitely! We want you to design your own IC, one that is fit exactly to the characteristicsof your instructional program. We’ll start with the same categories.

Let’s Plan . . .Let’s Plan . . .

The architects have identified a set of general categories that they would like us to consider. We will give you a planning sheet with their “full implementation” descriptions included. Your job is to fill in a partial implementation and a “no implementation” descriptor.

Back in School . . .Back in School . . .

Conduct a walk-through using the innovation Conduct a walk-through using the innovation configuration you’ve madeconfiguration you’ve made

Revise your innovation configuration after its Revise your innovation configuration after its useuse

Prepare a reflection to share at our next Prepare a reflection to share at our next meeting. meeting.

ReferencesReferences

Gabriel, J. G. (2005). Gabriel, J. G. (2005). How to thrive as a teacher How to thrive as a teacher leader.leader. Alexandria, VA: Association for Alexandria, VA: Association for Supervision and Curriculum Development.Supervision and Curriculum Development.

Hall, G., & Hord, S. (2001). Hall, G., & Hord, S. (2001). Implementing change: Implementing change: Patterns, principles, and potholes.Patterns, principles, and potholes. Boston: Allyn Boston: Allyn and Bacon.and Bacon.

Roberts, S. M., & Pruitt, E. Z. (2003). Roberts, S. M., & Pruitt, E. Z. (2003). Schools as Schools as professional learning communities: Collaborative professional learning communities: Collaborative activities and strategies for professional activities and strategies for professional development. development. Thousand Oaks, CA: Corwin Thousand Oaks, CA: Corwin Press. Press.