SIOP® Observation and Feedback - WikispacesTeacher...j Create a lesson plan for the lesson the teacher will implement for the observation. If pos- If pos- sible, it is recommended

SIOP® Observation and

Feedback

Teacher Preparation Packet

© 2008 Pearson Education, Inc. SIOP® Observation and Feedback • Teacher Preparation Packet

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Copyright © 2008 by Pearson Education, Inc., Glenview, Illinois 60025. All rights reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458.#4283


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Dear Participating Teacher,

Thank you to you and your colleagues for your participation in the SIOP® Observation and Feedback program. We are very excited to work with you to provide lesson-based support as you implement the SIOP Model in your classroom.

In order to assure the successful execution of this program-which includes a lesson observation and follow-up feedback conversation with a SIOP National Faculty member-it is important that you read the information in the Teacher Preparation Packet and that you follow the simple preparation steps that are outlined below.

In this packet, you will find the following:

n SIOP® Observation and Feedback Program Overview (pages 5–7)—outlines the descrip-tion and purpose of the program as well as the simple, but important steps that you and your administrator will take in order to prepare for the lesson observation and the feedback conversation.

n Observation and Feedback Teacher Background Information form (pages 8–11)—asks for general teaching and classroom background information as well as information per-taining to your experience in implementing the SIOP Model in order to help the National Faculty member who observes your lesson gain a better understanding of where you are in your implementation of the Model.

n Frequently Asked Questions by SIOP Teachers (pages 12–13)—contains a list of ques-tions frequently posed by teachers participating in the SIOP Observation and Feedback program as well as responses to the questions.

n SIOP Protocol (pages 14–15)—lists the eight components and thirty features of the SIOP Model.

(Continued on next page)


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Please follow the following steps in preparation for your lesson observation and feedback conver-sation. As soon as possible, please:

j Complete the Observation and Feedback Teacher Background Information form and hand it in to your administrator one week prior to the start date of the program.

j Work with your administrator to schedule the observation of your SIOP lesson, as well as a time for your feedback conversation.

j Create a SIOP lesson plan for your observation lesson. It is recommended that you use one of the four SIOP lesson plan templates sent in the administrator packet (please see your ad-ministrator for a copy of these templates). If your school/district requires you to use a speci-fied lesson plan format, or should you choose to use your own format, be sure to include the following information in your lesson plan:

. the lesson concepts or skill to be taught

. the state/district standards being addressed in the lesson (standards should be written out explicitly)

. content and language objectives

. lesson outline

. the SIOP components that are focused upon in the lesson.

j Hand in the lesson plan to your administrator so a copy is available to the National Faculty to read before the observation.

j Participate in the Lesson Feedback Conversation with the SIOP National Faculty, which includes reflecting upon and sharing how the lesson addressed the specified SIOP compo-nents, listening to observation feedback, and discussing next steps in your implementation of the SIOP Model.

If you have any questions about how to prepare for the lesson observation or feedback conversa-tion that were not answered in the Frequently Asked Questions by SIOP Teachers pages (pages 12–13 of this packet), please see your administrator. If your question is one he or she cannot answer, please have him or her contact the lead SIOP National Faculty member for the program directly.

We look forward to meeting you and working with you and your fellow teachers to deliver further support for your school-wide implementation of the SIOP Model.

Sincerely,SIOP National Faculty


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SIOP® Observation and Feedback Program Overview

PrOGrAm PurPOSE And dESCrIPTIOn

PurposeThe purpose of the SIOP® Observation and Feedback Program is two-fold:

n To improve and support teachers’ implementation of the SIOP Model through individual, lesson-based observation and feedback from a SIOP National Faculty member.

n To meet with school or district administrators to share data gathered from all classrooms about the degree of implementation of up to two specified components, and to suggest next steps for giving further support and training to teachers who are implementing the SIOP Model.

descriptionThe three phases of the Observation and Feedback Program are:

n SIOP Lesson Observation: The National Faculty will use the SIOP Protocol to rate teach-ers’ implementation of specified SIOP components during a lesson, and afterward will ask teachers to reflect upon how they feel their lesson addressed the specified component(s). Teachers will be given feedback on their lesson plan, including the content and language objectives, as well as how the lesson activities helped meet the objectives for the lesson.

n Lesson Feedback Conversation: During this 20–30 minute meeting, teachers will be a) asked to reflect upon and share how their lesson addressed the specified component(s), and b) be given feedback based upon evidence gathered during the observation regarding the degree of implementation of the specified SIOP component(s) in the lesson. Sugges-tions for next steps in teachers’ implementation of the SIOP Model will also be discussed during this conversation.

n national Faculty/Administrator meeting: The National Faculty will meet with school and/or district administrators to share gathered data from all classrooms that were ob-served about the degree of implementation of the specified component(s). Based on this data, they will suggest next steps for giving further support and training to teachers who are implementing the SIOP Model. This may include recommendations for further training on specific components through enrichment offerings, and/or suggestions for continued training and support from within the district.


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PrEPArATIOn STEPS FOr PArTICIPATInG AdmInISTrATOrS And TEAChErS

Administrators j Print, copy, and distribute Observation and Feedback Teacher Preparation Packet mate-

rials to teachers at least two (2) weeks prior to the school visit. The administrator may also wish to email the PDF of the packet to teachers and instruct them to print it out themselves. Before distributing packets to participating teachers, the administrator should be sure to indicate the component(s) they have designated as being the focus of the lesson observa-tions and feedback conversations.

j Schedule times for teachers’ lesson observations and feedback conversations, then com-plete the Observation and Feedback Schedule (including room locations and the SIOP component(s) that will be the focus of the observation) and fax it at least one (1) week prior to the visit by the SIOP National Faculty. The administrator should be sure to schedule the one-hour Observation and Feedback Summary Meeting that he or she will attend along with the SIOP National Faculty.

j Collect lesson plans and Observation and Feedback Teacher Background Information forms from all teachers that will be observed.

j Provide National Faculty with a copy of the teacher lesson plans and teacher background forms (upon the arrival of the National Faculty to the school).

Teachers j Complete the Observation and Feedback Teacher Background Information forms

(pages 8–11 of this packet) and hand them in to the administrator at least one week prior to visit.

j Work with their administrator to schedule their SIOP lesson observation time and feedback conversation time.

j Create a lesson plan for the lesson the teacher will implement for the observation. If pos-sible, it is recommended that teachers use one of the four SIOP lesson plan templates sent in the administrator packet. Lesson plans should identify:

. the lesson concepts or skills to be taught

. the state/district standards being addressed in the lesson (standards should be written out explicitly)

. content and language objectives

. lesson outline

. the SIOP component(s) that are incorporated into the lesson.

j Hand in the lesson plan to the administrator so a copy is available to the National Faculty to review before the observation.

j Participate in the Lesson Feedback Conversation with the SIOP National Faculty, which includes reflecting upon and sharing how their lesson addressed the specified SIOP component(s), listening to observation feedback, and discussing suggested next steps in their implementation of the SIOP Model.


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SChEduLInG GuIdELInES n The administrator should list on the schedule one or two SIOP components that will be the

focus of the observations and feedback conversations.

n Observations should be one class period or at least 40 minutes of a lesson.

n Feedback conversations between each teacher and the SIOP National Faculty member should be at least 20–30 minutes long. Feedback conversations should be scheduled later on in the day or during the next day (rather than right after the observation) to allow both the teacher and SIOP National Faculty member(s) time to reflect upon the lesson.

n Schedule one hour for the Observation and Feedback Summary Meeting for the Adminis-trator and National Faculty member after all observations and feedback conversations have been completed. The administrator may also wish to invite SIOP coaches or other district personnel involved in SIOP professional development to the Summary Meeting.

PrOGrAm OBjECTIvES

Administrator ObjectivesContent:Administrators will be able to:

n Identify teacher strengths and needs related to the implementation of designated SIOP components based upon observation data gathered and shared by the SIOP National Faculty.

Language:Administrators will be able to:

n Discuss orally ideas to address future support and training needs for teachers implement-ing the SIOP Model in their classrooms based upon observation data gathered and shared by the SIOP National Faculty.

Teacher ObjectivesContent Teachers will be able to:

n Assess the implementation of one or two specified components of the SIOP Model in a les-son observed by a SIOP National Faculty member.

n Develop and teach a SIOP lesson that focuses on one or two specified components.

n Identify further support and/or training that they need in order to successfully implement the SIOP Model.

Language Teachers will be able to:

n Write and deliver a SIOP lesson plan that focuses on one or two specified SIOP components.

n Reflect upon and discuss orally with a SIOP National Faculty member the level of imple-mentation of one or two SIOP components in the lesson.


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Observation and Feedback Teacher Background Information

Teacher name______________________________________________ Grade Level_________

School name _______________________________________________

n Please respond to the questions below to give the SIOP National Faculty member help-ful background information about the makeup of your classroom and your experience in implementing the SIOP Model.

n Submit this page and the following three pages (pages 9–11) to your administrator so it can be given to the SIOP National Faculty member who will observe and provide feedback for your lesson.

. How many years have you been teaching this subject or grade level?

. What is the language-level composition of your class (i.e., number of English learn-ers versus mainstream students, language backgrounds of your English learners, and language proficiency levels of your English learners)?

. How long have you been implementing the SIOP Model in your classroom?

. What SIOP training have you received?



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. The lesson observation will focus upon one or two components chosen by your school or district (please see your administrator to determine which component(s) will be focused upon during the observation). What key challenges have you experienced in implementing these components in your classroom?

. For which other SIOP components would you like further support?

. What kind of support and/or training would be most helpful to your implementation of the SIOP Model? Please explain.



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. Describe where you are in your implementation of the one or two components that will be the focus of your observation by completing only the parts of the following chart that relate to those components. Place an X in the column that best indicates where you are in implementing the corresponding feature in your classroom.

1 = I do not fully understand the feature and/or am uncomfortable implementing it.

2 = I have some understanding of this feature and I implement it inconsistently in my classroom.

3 = I understand this feature and I implement it with various degrees of effectiveness in my classroom.

4 = I understand this feature and I implement it with a great deal of effectiveness in my classroom.

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Lesson Preparation

11. Content objectives clearly defi1ned, displayed, and reviewed with students

12. Language objectives clearly defined, displayed, and reviewed with students

13. Content concepts appropriate for age and educational background level of students

14. Supplementary materials used to a high degree, making the lesson clear and meaningful

15. Adaptation of content (e.g., text, assignment) to all levels of student proficiency

16. meaningful activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking

Building Background

17. Concepts explicitly linked to students’ background experiences

18. Links explicitly made between past learning and new concepts

19. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

Comprehensible Input

10. Speech appropriate for students’ proficiency levels (e.g., slower rate, enunciation, and simple sentence structure for beginners)

11. Clear explanation of academic tasks

12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Strategies

13. Ample opportunities provided for students to use learning strategies

14. Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-alouds)

15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analyti-cal, and interpretive questions)



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1 = I do not fully understand the feature and/or am uncomfortable implementing it.

2 = I have some understanding of this feature and I implement it inconsistently in my classroom.

3 = I understand this feature and I implement it with various degrees of effectiveness in my classroom.

4 = I understand this feature and I implement it with a great deal of effectiveness in my classroom.

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Interaction

16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

17. Grouping configurations support language and content objectives of the lesson

18. Sufficient wait time for student responses consistently provided

19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Practice/Application

20. hands-on materials and/or manipulatives provided for students to practice using new con-tent knowledge

21. Activities provided for students to apply content and language knowledge in the classroom

22. Activities integrate all language skills (i.e., reading, writing, listening, and speaking)

Lesson delivery

23. Content objectives clearly supported by lesson delivery

24. Language objectives clearly supported by lesson delivery

25. Students engaged approximately 90% to 100% of the period

26. Pacing of the lesson appropriate to students’ ability levels

review/Assessment

27. Comprehensive review of key vocabulary

28. Comprehensive review of key content concepts

29. Regular feedback provided to students on their output (e.g., language, content, work)

30. Assessment of student comprehension and learning of all lesson objectives (e.g., spot- checking, group response) throughout the lesson


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Frequently Asked Questions by SIOP Teachers

Please read over the following questions that teachers often have about the SIOP® Observation and Feedback Program.

Q. What exactly is the observer looking for?

A. The observer will be rating your lesson using the SIOP Protocol in order to determine the extent to which the features of the agreed-upon component(s) are present in your lesson. The data gathered will be non-evaluative, and the focus will be on the lesson and lesson plan, as opposed to you or your teaching style.

Q. Who will see the SIOP Protocol ratings from my classroom observation and why?

A. A summary of the ratings from all classrooms that were observed and individual classroom rat-ings will be presented to your building administrator, and if applicable, to your building’s SIOP coach. The purpose of sharing the ratings is to identify where your school currently is in its im-plementation of the SIOP Model, which will help inform decisions for next steps in improving implementation. It is important that your individual lesson observation data be shared with your administrator and SIOP coach so they can assist you in your own professional growth.

Q. Should I plan a special lesson for this observation?

A. As with any planned observation, there are certain aspects of the lesson that the observer will be looking for; this does not mean your lesson should be out of the ordinary. While the ob-server will be rating the lesson on the previously agreed upon SIOP components, they will also be watching for other SIOP components present in the lesson. It is recommended that you consult the SIOP rating scale (the SIOP Protocol, which can be found on pages 14–15 of this packet) as a lesson-planning guide when planning your lesson.

Q. Who will be observing my lesson? What are their qualifications?

A. The observations will be conducted by a member of the SIOP National Faculty, a group of ex-pert teachers and trainers who have been trained in and worked for many years with the SIOP Model. The Faculty observers have a deep knowledge of the SIOP Model and understand what high quality SIOP instruction looks like.

Q. Since the observer will only be watching for the components specified by my school or district, should I leave other components out of my lesson?

A. Teachers who are brand new to the SIOP Model may wish to focus only upon those compo-nents specified by their school or district. However, teachers who have been using the SIOP Model for some time should not isolate components. Rather they should plan and deliver the lesson incorporating all eight SIOP components, even though the observation and feedback conference will focus on only one or two components.


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Q. Will I be able to meet or talk to my observer before the lesson?

A. Ideally, your observer will have the opportunity to review your lesson plan ahead of time. The National Faculty member will try to arrive at your classroom a few minutes early to meet you and to ask or answer questions that either of you may have about your lesson plan or the ob-servation itself. However, due to scheduling limitations, it is not possible for observers to have an actual conference with teachers prior to the observation itself.

Q. Other than preparing and presenting a lesson, what are my responsibilities regarding the observation?

A. Though your administrator is in charge of making all scheduling arrangements, it is recom-mended that you provide him or her with times that best fit your school day so as not to interrupt the normal flow of instruction. In addition to confirming the scheduling of both your lesson observation and the follow-up feedback conversation, you will need to give your ad-ministrator your lesson plan and the completed Observation and Feedback Teacher Back-ground Information forms ahead of time so this information may be given to the observer upon arrival at your school. Beyond these important steps, you have no additional responsi-bilities other than preparing for and delivering your lesson and participating in the feedback conversation with your observer.

Q. What happens if I score poorly on the SIOP rating scale?

A. Although the data collected during the observation will be the focus of the feedback con-ference, the rating scale is intended to inform how the lesson integrated the specified SIOP component(s), not your ability as a teacher. This meeting is designed to be collaborative. The observer will share with you both areas of strength and areas of need in the lesson, according to the SIOP ratings, and together you will discuss the ratings and reflect upon how you could have planned and/or delivered your lesson differently to better address the component(s) in question.

Q. Can I use my own lesson plan format or should I use one of the SIOP lesson plan templates provided by my administrator?

A. It is recommended that you use one of the SIOP lesson plan templates. Your administrator has four different templates from which you can choose. If your school or district expects you to use a specified format, it is important that the plan be explicit so it is clear as to where and when SIOP components are implemented in the lesson and that you include all the items indicated on the cover letter to this packet (content and language objectives, lesson concepts, state/district standards being addressed, etc.).

Q. Will I be able to share with the observer any special circumstances regarding the students in my class?

A. Because you will most likely not have the opportunity to discuss the lesson prior to your ob-servation due to scheduling limitations, please include any unique circumstances (classroom management issues, students with special needs, facilities concerns) with the lesson plan you submit or on the Observation and Feedback Teacher Background Information forms included in this packet.


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The Sheltered Instruction Observation Protocol (SlOP®)(Echevarria, Vogt, & Short, 2000; 2004; 2008)

Total Points Possible: 120 (Subtract 4 points for each NA given) Total Points Earned: ___________ Percentage Score: ______________Directions: Check the number that best reflects what you observe in a SIOP® lesson. You may give a score from 0-4 (or NA on selected items). Cite under “Comments” specific examples of the behaviors observed. highly Somewhat not Evident Evident Evident

I. Lesson Preparation 4 3 2 1 0 1. Content objectives clearly defined, displayed, j j j j j

and reviewed with students2. Language objectives clearly defined, displayed, j j j j j

and reviewed with students3. Content concepts appropriate for age and j j j j j

educational background level of students 4. Supplementary materials used to a high degree, j j j j j

making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)

5. Adaptation of content (e.g., text, assignment) j j j j j nA to all levels of student proficiency

6. Meaningful activities that integrate lesson concepts j j j j j (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking

Comments:

2. Building Background 4 3 2 1 0 7. Concepts explicitly linked to students’ j j j j j nA

background experiences 8. Links explicitly made between past learning j j j j j

and new concepts 9. Key vocabulary emphasized (e.g., introduced, j j j j j

written, repeated, and highlighted for students to see)

Comments:

3. Comprehensible Input 4 3 2 1 0 10. Speech appropriate for students’ proficiency j j j j j

levels (e.g., slower rate, enunciation, and simple sentence structure for beginners)

11. Clear explanation of academic tasks j j j j j12. A variety of techniques used to make content j j j j j

concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

Comments:

4. Strategies 4 3 2 1 013. Ample opportunities provided for students to use j j j j j

learning strategies Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, Making Content Comprehensible for English Learners: The SIOP® Model.

Observer(s): ________________ Teacher: ___________________Date: _____________________ School: ___________________Grade: ____________________ Class/Topic: ________________ESL Level: _________________ Lesson: Multi-day Single-day (circle one)


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highly Somewhat not Evident Evident Evident

14. Scaffolding techniques consistently used, assisting j j j j j and supporting student understanding (e.g., think-alouds)

15. A variety of questions or tasks that promote j j j j j higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

Comments:

5. Interaction 4 3 2 1 016. Frequent opportunities for interaction and j j j j j

discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts

17. Grouping configurations support language and j j j j j content objectives of the lesson

18. Sufficient wait time for student responses j j j j j consistently provided

19. Ample opportunities for students to clarify key j j j j j nA concepts in Ll as needed with aide, peer, or L1 text

Comments:

6. Practice/Application 4 3 2 1 020. Hands-on materials and/or manipulatives provided j j j j j nA

for students to practice using new content knowledge21. Activities provided for students to apply content j j j j j nA

and language knowledge in the classroom22. Activities integrate all language skills (i.e., reading, j j j j j

writing, listening, and speaking)Comments:

7. Lesson delivery 4 3 2 1 023. Content objectives clearly supported by lesson j j j j j

delivery24. Language objectives clearly supported by lesson j j j j j

delivery25. Students engaged approximately 90% to 100% j j j j j

of the period26. Pacing of the lesson appropriate to students’ j j j j j

ability levels Comments:

8. review/Assessment 4 3 2 1 027. Comprehensive review of key vocabulary j j j j j28. Comprehensive review of key content concepts j j j j j29. Regular feedback provided to students on their output j j j j j

(e.g., language, content, work)30. Assessment of student comprehension and learning of j j j j j

all lesson objectives (e.g., spot checking, group response) throughout the lesson

Comments: Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, Making Content Comprehensible for English Learners: The SIOP® Model.

SIOP® Observation and Feedback - WikispacesTeacher...j Create a lesson plan for the lesson the teacher will implement for the observation. If pos- If pos- sible, it is recommended

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