Appendix D: Observation Series
PROTOCOL FOR THE PRE-OBSERVATION CONFERENCE
It is at the teacher’s discretion to complete this form and submit it in the CPS online performance evaluation tool prior to the
pre-observation conference. However, the teacher must be prepared to discuss these questions at the conference.
Name of Teacher:
Grade Level/Subject(s):
Name of Observer:
Date of Pre-Observation Conference:
Instructional Outcomes (1c):
Room Number:
The following questions should be used to guide discussion during the pre-observation conference. Responses to the
questions below will help the observer understand your classroom in addition to providing evidence that will be used to
determine component ratings for Domain 1. Use the component(s) listed for each question to align your responses to the
CPS Framework for Teaching.
NOTE: Consider bringing a sample lesson, in addition to your unit plan, to the pre-observation conference.
1.
Which content standards will you address in the unit you’re teaching? In other words, what will students know and be able to do by the end of the unit? (1a, 1b, 1c) NOTE: Uploading a unit plan to the CPS online performance evaluation
tool may be used to provide evidence for this question.
2.
In what ways will you incorporate other disciplines into the unit (if at all)? How will disciplinary literacy skills be
addressed, if appropriate? (1a, 1b, 1c)
3.
Describe how you planned instruction to address the content standards. How did you design the unit to engage the
students in learning the standards? (1d, 1a)
4.
Briefly describe the varied learning needs of students in this class, including those with disabilities and English Language
Learners, and how you plan and prepare to meet their needs. How did you plan instruction so it will address the
learning needs of all students in the class? Provide two specific examples of what specific students with disabilities or
English Language Learners will do and how they will do it. (1b, 1d, 1c)
5.
How will you assess whether students have learned the content standards addressed in this unit of instruction? (1e)
6.
Choose a particular lesson from within the unit. What objectives will be addressed in the lesson? How do these
objectives align with the outcomes of the unit as a whole? How will all students be engaged in the learning, including
students with disabilities and English Language Learners? How will you assess whether or not students met the
objectives for the lesson? (1a, 1b, 1c, 1d, 1e)
7.
Is there any additional information you would like to provide that will help the observer understand your classroom or
instruction? Is there anything else you would like to discuss before the observation?
During the classroom observation, the observer will gather evidence for all components in domains 2 and 3. However, there might be specific components
where additional feedback is requested (e.g. components related to your professional learning goals). Which specific components within Domains 2 and 3
would you like the observer to pay special attention to during the observation?
Component
Focus:
Domain 2: The Classroom Environment
Component: _______________________
Domain 3: Instruction
Component: _______________________
Office name/footer [12pt Calibri white]
CPS Framework for Teaching | Companion Guide
Page 129
Appendix D: Observation Series
PROTOCOL FOR THE POST-OBSERVATION CONFERENCE
The teacher is required to complete this form and submit it in the CPS online performance evaluation tool prior to the postobservation conference. Refer to the CPS Framework for Teaching to prepare for the post-observation conference.
Name of Teacher:
Room Number:
Grade Level/Subject(s):
Name of Observer:
Date of Post-Observation Conference:
Date of Classroom Observation:
Class Period/ Time:
The following questions should be used to guide discussion during the post-observation conference. Responses to the questions below
should be used to help the observer understand what occurred during the classroom observation. The evidence discussed will be used to
further inform component ratings for Domains 2 and 3 and component 4a. Use the component(s) listed for each question to align your
responses to the CPS Framework for Teaching.
NOTE: Consider bringing student work samples to the post-observation conference if this is helpful in reflecting on the lesson.
1.
In general, what was successful about the lesson? (4a)
2.
Did students engage in the lesson? Did they learn what you intended for them to learn? How do you know? (4a, 3b, 3c,
3d)
3.
For students who struggled with the content, what will you do next to ensure they grasp the concepts? How will you
adjust the remainder of the unit, if at all? (4a, 3b, 3d, 3e)
4.
Comment on your classroom environment (e.g. interactions, culture, procedures, and student conduct). To what
extent did these aspects of the environment contribute to student learning? (4a, 2a, 2b, 2c, 2d)
5.
Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and
resources). To what extent were they effective? (4a, 3a, 3b, 3c, 3d, 3e)
6.
Did you depart from your original plan? If so, how, and why? (3e)
7.
If you had a chance to teach this lesson again to the same group of students, what would you do differently, from
planning through execution? (4a)
8.
What components would you like to continue to work on? What professional development opportunities do you think
would be most helpful? (4d)
Component(s)
Professional Learning Focus:
9.
Is there anything else you would like to discuss? Are there any additional supports from our school community that
would help you do your job more effectively?
Page 130
Chicago Public Schools
FORMAL OBSERVATION PROCESS OVERVIEW
LESSON PLAN AND PRE-OBSERVATION CONFERENCE
•
•
Activity
Purpose
Teacher Role
Prepares lesson
plan
Acts as primary
presenter
•
•
Observer Role
Listens
Collects
evidence
Estimated Time
20-30 minutes in conference
The teacher will share with the observer his or her planning for an upcoming lesson through an
elaborated lesson plan and pre-observation conference so that the observer may gather evidence
related to Domain 1.
Prior to the conference
1) Teacher prepares presentation and submits a lesson plan for observer. Through the lesson
plan and/or pre-conference conversation the teacher should address the questions and
evidence below.
Activity
Overview
At the conference
2) Observer hosts the conference.
3) Teacher presents and shares information with observer who collects evidence.
After the conference
4) Observer and teacher individually review evidence and make preliminary ratings for
Domain 1.
Standards assessed
1.1 Establish standards-based
learning objectives for
instructional plans
1.2 Organize instructional
plans to promote
standards-based,
cognitively engaging
learning for students
1.3 Use student data to guide
planning
1.4 Use knowledge of subject
matter content/skills and
learning processes to plan
for student learning
1.5 Design assessments to
ensure student mastery
Questions to address and evidence to gather
•
How did you establish the learning objective(s) for your lesson?
•
What instructional strategies will be employed throughout the lesson?
o
How do these strategies allow for a gradual release of
responsibility? (i.e. I do, we do, you do)
o
How do these strategies promote high levels of cognition?
o
How are your strategies differentiated for various student levels?
•
How is this lesson being driven by student data? (may ask follow-up questions
to have teacher explain how the lesson is differentiated for subgroups or
individual students)
•
How are you activating prior/pre-requisite knowledge in this lesson?
•
How have you planned to address common content misconceptions?
•
How will you know (throughout the lesson) whether students have attained or
are on the track towards attaining the learning objective?
CLASSROOM OBSERVATION
Teacher Role
• Teaches lesson
• Collects student
work
Activity
Purpose
Activity
Overview
•
•
Observer Role
Observes
Collects evidence
Estimated Time
30-45 minutes
The observer will view a teacher’s lesson to understand how the teacher creates and maintains the
classroom environment and delivers instruction. The observer will note both student and teacher
experiences related to Domains 2 and 3.
1) Teacher teaches students.
2) Observer collects evidence by observing teacher and students and may speak with
students to gather additional evidence.
3) Teacher collects student work samples for analysis.
4) Teacher and observer individually review evidence and make preliminary ratings for
Domains 2 and 3.
Standards assessed
Indicator evidence to gather
Domain 2: Classroom Learning Environment
2.1 Create a classroom/community culture of learning
A) Value of effort and challenge
2.2 Manage student behavior through clear expectations
and a balance of positive reinforcement, feedback,
and redirection
A) Behavioral expectations
2.3 Establish a culture of respect and rapport which
supports students’ emotional safety
A) Interactions between teacher and students
2.4 Use smooth and efficient transitions, routines, and
procedures to maintain instructional momentum
B) Response to behavior
B) Student interactions with each other
A) Routines, procedures, and transitions
Domain 3: Instruction
A) Communication of the learning objectives of the lesson
3.1 Communicate learning objectives to students
B) Connections to prior and future learning experiences
C) Criteria for success
3.2 Facilitates instructional cycle
A) Executes lesson cycle
B) Cognitive level of student learning experiences
A) Questioning
3.3 Implementation of instructional strategies
B) Academic discourse
C) Group structures
D) Resources and instructional materials
3.4 During lesson, teacher makes effective instructional
decisions based on formative assessments
A) Checking for students’ understanding and adjusting
instruction
B) Feedback to students
C) Self-Monitoring
REFLECTION AND POST-OBSERVATION CONFERENCE
Teacher Role
• Presents student
work and reflection
Activity
Purpose
•
•
•
Observer Role
Listens
Collects evidence
Presents
Estimated Time
45-60 minutes in
conference
The teacher will share with the observer his or her assessment of student work and reflection on
the success of the lesson to develop additional evidence for Domain 4. The teacher and observer
will discuss a few pre-selected indicators that they rated differently. The teacher and observer
will begin to develop the teacher’s professional learning plan based on the observation evidence
and ratings.
1) Teacher submits student work and reflection prior to conference.
Activity
Overview
2) Observer reviews student work and reflection, collecting evidence in Domain 4;
makes preliminary ratings.
3) Observer and teacher individually compare ratings for all Domains prior to
meeting and prioritize several indicators to discuss if they notice discrepancies
between their ratings. Observer and teacher finalize all ratings.
4) Teacher and observer discuss next steps for the teacher’s professional growth.
Standards assessed
Questions to address and evidence to gather
•
How do student work samples demonstrate that students have or have
not achieved the learning objective(s)? How would you change your
lesson plan in the future to ensure that more students achieve the
objective?
•
How will you use this student data to inform your future lessons/other
plans?
•
What are the two greatest insights you’ve gained from this experience?
•
Explain how you will translate these insights into future practice goals.
•
What supports will you need to guide you in reaching these goals?
A. Accuracy
4.1 Engage in
critical reflection,
constantly revising
practice to increase
effectiveness
B. Use in future
planning
C. Acceptance
of feedback
INSTRUCTIONAL LEADER – PRINCIPAL CHECK-IN AGENDA
KEY TOPICS
Observation Tracker
o Present the observation
notes, actionable feedback
and evidence of proficiency
o Revisit the goals and
determine if they have been
met or require revisions.
Create new goals if the
current goals have been
met.
NOTES
ACTION STEPS & TIMELINE
Concerns/Critical feedback (plan/role
play critical feedback to teachers)
Create Block Plan
Lesson Plan Review
Joint Observation/Walk-Through
Review (if applicable)
Video Review
! Planning & Feedback Meeting
! Data Conferences
! Video-Observation
PD Check-in (if applicable)
o Upcoming PD Session
Notes
o Video Review
o PD Feedback
Implementation
School Culture
Stretch Assignments (if applicable)
o What has been completed
o What needs to be done
o Next steps with timeline
Quick Hits
1
SIX STEPS FOR EFFECTIVE FEEDBACK:
Leading Post-Observation Face-to-Face Meetings
Leader Should Bring:
• Laptop with Observation Tracker
• One-Pager: Six Steps for Effective Feedback
• Pre-planned script for the meeting (questions, obs evidence, etc)
1
Praise
2
Probe
3
ID Problem
& Action
Step
4
Practice
5
Plan Ahead
6
Set
Timeline
for
Follow-up
Teacher Should Bring:
• Laptop & school calendar
• Curriculum/unit plan, lesson plans,
class materials, data/student work
Praise—Narrative the positive:
What to say:
We set a goal last week of ______ and I noticed this week how [you met the goal] by
[state concrete positive actions teacher took.].
What made you successful? How did it feel?
Probe—Start with a targeted question:
What to say:
What is the purpose of _______ [certain area of instruction]?
What was your objective/goal for ________ [the activity, the lesson]?
Progress to Concrete Action Step—Add scaffolding as needed:
What to say:
Level 1 (Teacher-driven)—Teacher self-identifies the problem:
Yes. What, then, would be the best action step to address that problem?
Level 2 (More support)—Ask scaffolded questions:
How did your lesson try to meet this goal/objective?
Level 3 (More leader guidance)—Present classroom data:
Do you remember what happened in class when ___? [Teacher then IDs what
happened] What did that do to the class/learning?
Level 4—(Leader-driven; only when other levels fail) State the problem directly:
[State what you observed and what action step will be needed to solve the problem.]
Practice—Role play/simulate how they could have improved current lesson:
What to say:
Let’s try that. [Immediately jump into role play.]
Let’s re-play your lesson and try to apply this.
I’m your student. I say/do ____. How do you respond?
[Level 4: Model for the teacher, and then have them practice it.]
Plan Ahead—Design/revise upcoming lesson plans to implement this action:
What to Say:
Where would be a good place to implement this in your upcoming lessons?
[Teacher works by self or follow these next steps]:
Let’s write out the steps into your [lesson plan, worksheet/activity, signage, etc.]
Set Timeline for Follow-up:
What to Say:
When would be best to observe your implementation of this?
Levels 3-4: I’ll come in tomorrow and look for this technique.
What to Do—Set Timeline for:
• Completed Materials: when teacher will complete revised lesson plan/materials.
• Leader Observation: when you’ll observe the teacher
• (When valuable) Teacher Observes Master Teacher: when they’ll observe
master teacher implementing the action step
• (When valuable) Video: when you’ll tape teacher or master teacher to debrief in
upcoming meeting
Pre-Observation Conference Guide
(Optional for the principal / evaluator to use in conducting
the pre-observation conference)
Teachers w ill prepare answ ers to the num bered questions prior to the conference.
The questions in bullets are guiding questions for you to facilitate the conversation
and not required to be answ ered in w riting by the teacher. Teachers m ay review this
guide for preparation.
Learning Goals and Objectives
1. What is/are your lesson objective(s)? (Components 1A, 1C)
Why did you choose these goal(s) and objective(s)?
Where are you in relation to presenting this initial content and mastery?
How do you plan to communicate the learning objective to the students?
How are you segmenting the learning?
How much time are you spending on these goal(s) and objective(s)?
2. How is/are the lesson objective(s) aligned with state curriculum standards? (1A, 1C)
3. What data did you use to design this lesson? How did the data influence the planning of this
lesson? (1B, 1C, 1F)
What kind of background knowledge do the students need to have for this lesson?
What sources of student data did you use to determine student performance levels?
How do you become familiar with students’ background knowledge, skill levels, experiences,
and cultural resources?
Why are these concepts and habits appropriate to the students’ learning needs?
What difficulties or misunderstandings might students have? How have you planned for
those?
What are some of the ways that you will make the learning relevant to students?
Assessment
4. How will you know if your lesson objective(s) was/were achieved? (1F)
How do you plan to provide feedback to the students?
How will the students be assessed by both the teacher and by the students themselves?
How will accomplishment be recognized?
Where have you built in time for student reflection and self-assessment in your lesson?
What are some of the questions you plan to ask students during the lesson?
How do you expect students to respond to questions—whole class? Individual?
How do you ensure that you call on all students?
Are there opportunities in the lesson for students to generate questions that would
encourage them to think?
Instructional Strategies and Activities
5. What teaching strategies will you use to teach this lesson? What resources will be utilized?
(1A, 1D)
How will you model or explain clear expectations for the students’ learning?
How will each activity promote rigorous thinking?
How will students be grouped for learning? How is the grouping related to the intended
concepts and habits?
How will differentiated assistance be provided to individual students, struggling students as
well as those needing an extra challenge?
How will you know when to move from one activity to the next?
Are there parts of the lesson where you have planned to invoke curiosity, exploration, and
discovery?
Are you using visual aides to help enhance student understanding?
Choose one activity and talk about the way you plan on presenting this to your students.
Why did you choose these strategies and resources? (1A, 1B, 1D)
What theories of teaching and learning support this lesson design?
Connecting Learning
6. What is the academic relationship between this lesson with past or future lessons (Why this
lesson? Why now?) (1A, 1E)
How are you planning to connect what the students will learn to what they have previously
learned?
How will you determine the students’ retention and ongoing application of learning from this
lesson?
Other
7. Please explain any special situations or circumstances of which the observer might need to be
aware.
8. The observer will provide feedback on this lesson. Are there specific areas you would like the
observer to look for/focus on?
Pre-Observation Conference
Questions
(To be completed by teacher prior to pre-observation
conference)
Teacher
name:
School name:
School code:
Date:
Observer
Name:
Please provide brief answ ers (bullet points or narrative) to each question.
Learning Goals and Objectives
1. What is/are your lesson objective(s)?
(Components 1A, 1C)
2. How is/are the lesson objective(s) aligned with state curriculum standards?
(Components 1A, 1C)
3. What information/data did you use to design this lesson? How did the information/data
influence the planning of this lesson? (Components 1B, 1C, 1F)
Assessment
4. How will you know if your lesson objective(s) was/were achieved?
(Component 1F)
Instructional Strategies and Activities
5. What teaching strategies will you use to teach this lesson? What resources will be utilized?
(Components 1A, 1D)
6. Why did you choose these strategies and resources?
(Components 1A, 1B, 1D)
Connecting Learning
7. What is the academic relationship between this lesson with past or future lessons (Why this
lesson? Why now?) (Components 1A, 1E)
Other
8. Please explain any special situations or circumstances of which the observer might need to be
aware. (If you are not responding to this optional question, type “N/A” below)
9. The observer will provide feedback on this lesson. Are there specific areas you would like the
observer to look for/focus on? (If you are not responding to this optional question, type “N/A”
below)
Post-Observation Conference Tool
(Optional – May be used to reflect on the lesson prior to the post
observation conference )
Teacher name:
School name:
Grade:
Observation Date:
Subject area
Observed:
Lesson topic:
Please provide brief answ ers (bullet points or narrative) to each question.
1. Do you feel you successfully achieved the lesson objective(s)? Why/why not? What data
support your answer to the previous question?
2. What do you feel worked well and what would you refine if you were to teach this lesson
again to the same class?
3. Based on student learning of your objectives, what are your next steps?
4. As you reflect over this observation cycle, what ideas or insights are you discovering about
your teaching? (Think specifically about your Professional Development Plan.)
Conference Discussion Guide
(Optional for the principal / evaluator to use in conducting the
post-observation conference)
Post-observation conference steps
Introduction and Greeting
Set the tone.
Establish the length of the conference.
Review the summary conference process.
Discussion: Guiding questions
Do you feel you successfully achieved the lesson objective(s)? Why/why not?
What data support your answer to the previous question?
What do you feel worked well and what would you refine if you were to teach this lesson
again to the same class?
Based on student learning of your objectives, what are your next steps?
As you reflect over this observation cycle, what ideas or insights are you discovering
about your teaching?
Strengths
Share strengths of the lesson and provide examples.
Prompt the teacher to talk about one strength you want to reinforce. Elicit feedback to
explain why the skill is critical to student learning.
Areas for Focus
Share three areas for focus and provide examples from the observation.
1.
2.
3.
Recommend actions to improve practice (e.g. training courses, peer observation, lesson
modeling).
Closing
Discuss next steps including professional development
Optional Pre-Observation Form - Teacher
Note: This form may be used in conjunction with a pre-conference, but can also be exchanged without
a pre-conference prior to the observation.
SCHOOL:
OBSERVER:
TEACHER:
GRADE/SUBJECT:
DATE AND PERIOD OF SCHEDULED OBSERVATION:
_______
Dear Teacher,
In preparation for your formal observation, please answer the questions below and attach any
requested material.
1) What learning objectives or standards will you target during this class?
2) How will you know if students are mastering/have mastered the objective?
3) Is there anything you would like me to know about this class in particular?
4) Are there any skills or new practices you have been working on that I should look for?
Please attach the following items for review prior to your scheduled observation:
If you have received this document from any source other than the RISE website, it may have been altered
from its original version. For the official, and most up-to-date version, please visit www.riseindiana.org
Optional Post-Observation Form - Evaluators
Instructions: The primary post-observation document should simply be a copy of the observation
notes taken in the classroom. This form is designed to summarize and supplement the notes.
SCHOOL:
TEACHER:
DATE OF OBSERVATION: ______
OBSERVER:
GRADE/SUBJECT:
START TIME: ___
END TIME: ______
Domain 2: Areas of Strength Observed in the Classroom (identify specific competencies):
Domain 2: Areas for Improvement Observed in the Classroom (identify specific competencies):
Domain 1: Analysis of information (including strengths and weaknesses) in Planning:
Domain 3: Analysis of information (including strengths and weaknesses) in Leadership:
Action Steps for Teacher Areas of Improvement:
This section should be written by the teacher and evaluator during the post conference.
If you have received this document from any source other than the RISE website, it may have been altered
from its original version. For the official, and most up-to-date version, please visit www.riseindiana.org
Optional Post-Observation Form – Teacher
SCHOOL:
TEACHER:
DATE OF OBSERVATION: ______
OBSERVER:
GRADE/SUBJECT:
START TIME: ___
END TIME: ______
Dear Teacher,
In preparation for our post-conference, please complete this questionnaire and bring it with you when
we meet. Your honesty is appreciated and will help us to have a productive conversation about your
performance and areas for improvement.
1) How do you think the lesson went? What went well and what didn’t go so well?
2) Did you accomplish all that you wanted to in terms of students mastering the objectives of the
lesson? If not, why do you think it did not go as planned?
3) If you were to teach this lesson again, what would you do differently?
4) Did the results of this lesson influence or change your planning for future lessons?
If you have received this document from any source other than the RISE website, it may have been altered
from its original version. For the official, and most up-to-date version, please visit www.riseindiana.org
OBSERVING*COURAGEOUS*CONVERSATION*
*
*
1"="UNSATISFACTORY"(Fails"to…)"
Score*
"
"
*
*
2"="BASIC"(Sometimes…)"
Source: Fierce
Conversations
By Susan Scott
*
3"="ADVANCED"(Always…)
Points*to*observe"
60CSECOND*OPENING*STATEMENT*
• Name"the"issue."
• Select"a"specific"example"that"illustrates"the"behavior"or"situation"you"want"to"change."
• Describe"your"emotions"about"this"issue.""
• Clarify"what"is"at"stake."
• "Identify"your"contribution"to"this"problem."
• Indicate"your"wish"to"resolve"the"issue."
• Invite"the"individual"to"respond."
REDIRECTING*
• Ask"meditational"questions.""
""""""(What"would"happen"if...,"What’s"another"way"you"might...)"
• Restate"brokenTrecord"messages"about"values,"mission,"vision."
""""""(We"promise"our"students"college"readiness.)"
• Make"a"firm"statement"to"move"the"conversation"forward."
"""""(We"are"no"longer"going"to"talk"about"why"some"of"your"""""""""""""""
"""""""students"cannot"learn.)"
CLOSING"
• End"the"conversation"with"clear"expectations"about"future"behavior."
• Provide"clear"next"steps"(when"appropriate)"for"the"teacher."
ADHERENCE*TO*NORMS*
1. Be"explicit"about"your"values."
- Make"what"you"stand"for"clear."
- Link"the"expected"behavior"to"the"mission"of"the"schools"and"the"values"implicit"within"the"mission."
2. No"“pillow”"talk."
- A"careful"conversation"is"a"failed"conversation."
3. Really"ask"and"really"listen."
- Ask"clarifying"questions"to"clearly"understand"the"other"person’s"point"of"view."
4. Let"silence"do"the"heavy"lifting."
- The"more"emotionally"loaded"the"subject,"the"more"silence"is"required."
Notes:*Strengths*&*
Weaknesses"
*
""
""
"
"
"
"