LEARNING CENTERED
CONFERENCING USING
THE CEL FRAMEWORK
NICK HEDMAN AND PATTY HOWARD
LEARNING TARGET AND SUCCESS
CRITERIA
LT - Identify the steps in a learning centered
pre-inquiry and post-inquiry conference.
SC – I can tell a partner how to structure a
conversation for growth with a teacher.
AWSP CRITERIA 5
Improving Instruction: Monitoring, assisting and
evaluating effective instruction and assessment
practices.
Level 3: Proficient: Develops and uses observable
systems and routines for monitoring instruction and
assessment; uses data consistently to provide staff
meaningful, personal feedback that is effective for
improving instruction and assessment practice
ASSUMPTIONS
1. Teachers’ practice improves with on-going feedback
2. Feedback is best delivered in bite-size bits
3. Opportunities to practice and apply skill are critical to
changing practice
4. Immediate application and follow-up is essential
5. Self-Assessment is at the heart of learning process
6. “Learning is done by the learner.”
PRE-INQUIRY/OBSERVATION
CONFERENCE
● Purpose is to elevate the quality of the lesson(s) on a
teacher’s area of focus
● One-on-one coaching session
● Teach transferable skills that can be generalized across
multiple lessons
● Focuses on a lever (short-term feedback) in the area of
focus
WHAT MAKES A GOOD LEVER?
● Teacher possesses the…
❖ skill
❖ resources
❖ knowledge
…. to implement the strategy tomorrow.
● Addresses an area of the teacher’s and/or building’s focus
● Connected to a sub-dimension and indicator
● Can be generalized across multiple lessons and content areas
BEFORE PRE-INQUIRY/OBSERVATION
CONFERENCE
●
●
●
Prior to the pre-observation conference the
evaluator reviews the teacher’s area of
focus and possible lesson plan
Determines lever
Plans clarifying and probing questions to ask
teacher using Pre-Inquiry Conference
architecture as a guide
YOUR TURN
● Review case study/lesson plan
● Identify potential levers/short-term
feedback
● Which ONE would you select? What is your
rationale?
● What questions would you prepare?
PATTY’S PRE-CONFERENCE LEVER:
Identify and communicate success
criteria tied to the learning target at
different levels. Success criteria clearly
tells students what they should be able
to do as a result of this lesson.
VIDEO
Watch Mock Pre-Conference:
• Write down the key questions or
comments that Nick (principal)
makes while talking with Patty
(teacher).
DEBRIEF
• Review your notes
• In your own words, name all of
the steps he takes.
BETWEEN THE FINAL OBSERVATION
AND POST-INQUIRY CONFERENCE
●
Evaluator codes the scripted lesson to CEL indicators
●
Evaluator prepares noticings and wonderings to share with teacher.
●
●
●
Evaluator identifies lever (short term feedback) to discuss at postinquiry conference
Evaluator prepares to reference the rubric and indicator
performance level in order articulate the lever (process for this
depends on teacher)
Evaluator may use the Post-Inquiry Conference Architecture to guide
the conference (see handout)
PATTY’S POST-INQUIRY
CONFERENCE LEVER:
• Student use of assessment data
related to the success criteria. Agency
and goal setting with students
• This will be the focus of the next
inquiry cycle
POST-CONFERENCE VIDEO
Watch Mock Post-Conference:
• Write down the key questions or
comments that Nick (principal)
makes while talking with Patty
(teacher).
DEBRIEF
1. Review your notes
2. In your own words, name all of the
steps in the post-observation/inquiry
cycle process.
REFERENCES
Leverage Leadership: A Practical Guide to
Building Exceptional Schools by Paul
Bambrick-Santoyo
CEL tools:
Pre-Inquiry Conference architecture
Post-Inquiry Conference architecture
TPEP Website:
tpep-wa.org