Making the Most of Peer
Observation
Stacy Noah, Effectiveness Coach
Jennifer Carroll, PGES Consultant and
Strategy Lead
Getting to know each other…
Introduce yourself..
1. Name
2. School/District
3. “The best part of PGES
has been….”
Group Norms
• Will take breaks, but use rule of 2 feet if you need
a break
• Feel free to step out and take a call
• Be punctual
• Participate (“Whoever does the work does the
learning!”)
Learning Targets
I can. . . .
• Define and explain the purpose and process of Peer
Observation
• Identify and utilize best practice steps for conducting
Peer Observations
• Identify strategies for scripting and evidence gathering
to provide formative feedback
• Discuss different models of Peer Observation
• Develop a plan to share peer observation information
and strategies within school and district
Snapshot
What is peer observation?
What is the purpose of peer observation?
What are your responsibilities as a peer observer?
What are your professional learning needs?
What strategies/resources can you share in your school
and district?
Snapshot
1.
2.
3.
4.
5.
Note taking tool….
PEER OBSERVATION
QUESTIONS
NOTES
SUMMARY:
__________________________________________________________________________________________
________________ __________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What does an effective peer
observation system look like?
• Concept Mastery Routine?
“EVERYONE NEEDS A COACH…”
-Bill and Melinda Gates Foundation
Everyone Needs a Coach Video
How is peer observation
related to coaching?
• How do you currently
receive meaningful
feedback regarding
your teaching
practice?
• How does this
feedback impact your
professional practice?
Student growth?
CERTIFIED
EVALUATION
PLAN
(CEP)
Certified
Evaluation
Plan
A Peer Observer will observe, collect, share evidence, and
provide feedback for formative purposes only. Peer Observers
will NOT score a teacher’s practice, nor will peer observation
data be shared with anyone other than the observee unless
permission is granted. A peer observer is trained certified school
personnel
Required
•All teachers will receive a peer observation in their summative
year.
•All Peer Observers participating during the summative year
observations will complete the state developed training once
every three years.
•All required peer observations must be documented in CIITS
(time, date, evidence).
•All peer observations documentation will be accessed only by
the evaluatee.
A Peer Observer will observe, collect, share evidence, and provide
feedback for formative purposes only. Peer Observers will NOT
score a teacher’s practice, nor will peer observation data be
shared with anyone other than the observee unless permission is
granted. A peer observer is trained certified school personnel
Required
•All teachers will receive a peer observation in their summative
year.
•All Peer Observers participating during the summative year
observations will complete the state developed training once every
three years.
•All required peer observations must be documented in CIITS (time,
date, evidence).
•All peer observations documentation will be accessed only by the
evaluatee.
Peer Observation Checklists
• Read both samples of Peer Observation
Checklists
• Discuss at your table:
– What are the “steps” of the peer observation?
– Which checklist best helps you understand the
process?
• What is new learning
The
Purpose
for you
from
this clip?of Peer Observations
• What reinforces what
you already know
about peer
observation in TPGES?
How is Peer Observation Different?
Peer Observation
• “give and take”;
sharing/reciprocal
• Non threatening
• Forward looking,
improvement oriented
• Targets specific area/focus
• Data/evidence shared and
discussed with teacher
• Teacher being observed
draws conclusions/self
assesses
• FORMATIVE
Traditional Evaluation
• One sided learning
• Sometimes threatening
• Looking backward at what
has happened
• Overall review
• Conclusions/ratings shared
with teacher
• Administrator evaluates
• SUMMATIVE
PEER OBSERVATION
QUESTIONS
NOTES
SUMMARY:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Administrator’s Role
Role
Arrange pre-observation
conference
Peer Observer’s
Arrange observation time with
peer being observed
Hold pre-observation conference
Hold pre-observation conference
Conduct observation
Conduct observation
Complete observation form and
send copy to teacher with postconference date/time
Complete observation form and
send copy to teacher with postconference date/time
Hold post-observation conference
and complete appropriate forms
Meet with teacher to provide
formative feedback
Seven Partnership Principles
Directions
Everyone –
Read the 7 Partnership Principles.
Think about:
What does this mean for peer observers?
Stop at The Actions of Good Coaches.
Seven Partnership Principles
Directions
1. Divide the 7 principles among your table
team. Reread to prepare to share.
2. Each person share out:
-Review what the principle is
-What it means for peer observers
The Actions of Good Coaches
Directions
1. Everyone - Read the rest of the article.
2. Highlight what stands out to you.
3. Each person share out:
Something you think is critical for
peer observers to know.
Everyone shares. No repeats.
PGES Peer Observation=Powerful
What conditions existed to support the
process?
The Role of the Peer Observer
•
•
•
•
•
•
Observe in context of Framework for Teaching
Focus on an area the teacher has self-identified
Collect & share evidence
Ask questions to guide teacher reflection
Provide feedback
Facilitate the learning process
All for FORMATIVE purposes only
Some responsibilities of a peer observer are:
• Have a deep understanding of the characteristics
outlined in the Kentucky Framework for Teaching
• Know what research says about effective teaching and
learning
• Know the Characteristics of Highly Effective Teaching and
Learning (CHETL)
• Establish rapport
• Develop trust
• Maintain confidentiality related to the observations
• Extend feedback conversations to support
implementation of next steps
• Engage in their own professional learning with other peer
observers
“Help Wanted!”
With your table, draft a “Help Wanted” ad for a
peer observer. What are the job
responsibilities? What are the skills the peer
observer must have? What are other qualities
the peer observer must possess?
Put your Help Wanted ad on chart paper.
Gallery walk
Use dots to identify your favorite parts of the
posted Help Wanted ads!
Summarizing Steps of a Peer
Observation
1. Pre-observation conference (face to face or
electronic)-identify “look-fors”
2. Observation-EVIDENCE
3. Observer enters/aligns evidence to KyFfT and
shares evidence with peer, clarifies
4. Post observation conference (within 5 days)
ALL Observations in TPGES are
EVIDENCE based
Scripting Evidence
According to Danielson (2008), good observers
note:
• What the teacher says and does
• Questions, statements, and actions by students
• Nonverbal and verbal communication
• Student interactions
• Appearance of the classroom
• The manner in which the teacher has modified
physical environment to support the lesson
The Framework for Teaching
Domain 2: The Classroom Environment
• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space
Domain 3: Instruction
• Communicating With Students
• Using Questioning and Discussion
• Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness
Evidence is factual and objective:
• Facts will be expressed as direct quotes and actions.
• Artifacts are “products” created and/or displayed by
the teacher for use during instruction or by students to
demonstrate their learning.
• Evidence is observable.
• Evidence is not influenced by observer’s perspective.
• Evidence is free of evaluative words.
• Evidence does not draw conclusions
• Evidence is what is “seen, heard, or read”
Whenever possible, record direct quotes from
the teacher and students
Bias and Personal Preference
• Would have…
• Could have…
• Should have…
• BIAS: a strong opinion or feeling
toward a group or behavior
• PERSONAL PREFERENCE:
strong leanings toward some
behavior or thing that suits or
“works for” the individual
observer
Your opinion of a person with a certain
accent may vary based on your previous
experience. If you have previously only
encountered a few smart people with this
accent, you may assume when meeting
someone new with that same accent that
this person is also likely to be smart.
PERSONAL PREFERENCE Example
Your preference for classroom structure is one
of quiet students working independently. You
believe that this format avoids the opportunity
for some students to "coast" on the efforts of
others, and it also prevents any special needs of
students from being masked by the work of
others in a group setting. You believe your
preferred classroom structure also serves to
keep student conversations on-task.
Considering Bias & Personal
Preference
Appearance
Quiet Classroom
Effort/Work Ethic
Hygiene
Gender
Age
Personality
Classroom Appearance
Organization of
Instruction
Race/Ethnicity
Types of Observation Evidence
FACTS:
Statements by Teacher or Students -
“Could one person from each table collect materials?”
Actions by Teacher or Students -
The teacher stood by the door, greeting students as
they entered.
Three of the eighteen students offered nearly all of the
comments during discussion.
ARTIFACTS:
Resources
Primary documents used by students during the lesson
Features of the Classroom
Student work is posted in the room or hallways
Evidence or Opinion?
Using the handout titled “Evidence or
Opinion”, complete the following steps. Try
to complete the task independently, but feel
free to consult with an elbow partner if
needed.
1.Read each statement and circle whether you believe it to
be an example of Evidence or Opinion.
2.Reference Domains 2 and 3 of the Framework for
Teaching and determine with which domain and component
each statement best fits.
3.For statements that you believe to be opinions, rewrite
each one so that it would be an example of actual evidence.
4.Be prepared to share with the large group.
1. The students in Mr. T’s biology
class don’t seem to like him.
Opinion
2A – Creating an Environment of Respect
and Rapport
Rewrite: ____________________________
2. Mr. J said, “Boys shouldn’t take
family and consumer science.”
Evidence
2B – Establishing a Culture for Learning
3. The teacher took too long to take
attendance.
Opinion
2C – Managing Classroom Procedures
Rewrite: _____________________________
4. The teacher asked five yes/no
questions in rapid succession.
Opinion (with some factual information)
3B – Using Questioning and Discussion
Techniques
Rewrite: _____________________________
5. The last activity, discussion of the
key scene, was rushed.
Opinion
3C – Engaging Students in Learning
(Structure and Pacing)
Rewrite: _____________________________
Evidence is factual and objective:
• Facts will be expressed as direct
quotes and actions.
• Artifacts are “products” created
and/or displayed by the teacher
for use during instruction or by
students to demonstrate their
learning.
• Evidence is observable.
• Evidence is not influenced by
observer’s perspective.
• Evidence is free of evaluative
words.
• Evidence does not draw
conclusions
The Framework for Teaching
Domain 2: The Classroom Environment
• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space
Domain 3: Instruction
• Communicating With Students
• Using Questioning and Discussion
• Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness
Linking Evidence to the KyFfT
• Using your assigned
Domain/Component,
work with your table
partners to identify
possible evidence that
would be linked to that
Domain/Component
• Be ready to share
Component
2A - Creating an Environment of Respect
and Rapport
2B - Establishing a Culture for Learning
2C - Managing Classroom Procedures
2D - Managing Student Behavior
2E - Organizing Physical Space
3A - Communicating with students
3B - Questioning and Discussion
Techniques
3C - Engaging Students in Learning
3D - Using Assessment in Instruction
3E - Demonstrating Flexibility and
Responsiveness
Possible Observables
Scripting
•
•
•
•
•
•
Paper/pencil or digital (Excel)
Use your own kind of shorthand
T=teacher, S=Student
Time stamp
Quotes
Diagrams
Observe and Record
Notes from the observation
Time
8:05
Actions & Statements/questions by Teacher & Students
T greets SS at the door
T “Brandon, how did you do on your driver’s test?”
Ss not sure what to do when materials handed out
Ss asks “What are we supposed to be doing?” T ignores question
T refers to students by name
T “Have any of you ever worked in a pen factory?” … “Do any of you feel
you have some kind of expertise that exceeds regular 9th grade expertise on
pens?” “No, so you’re qualified to do this?” No smile.
Component
Observe and Record
Notes from the observation
Time
8:05
Actions & Statements/questions by Teacher & Students
Component
T greets SS at the door
2a
T makes SS feel like she cares about them personally
T “Brandon, how did you do on your driver’s test?”
2a
Ss not sure what to do when materials handed out
Ss ask people around them “What are we doing? What is this for?”
2c
Ss asks “What are we supposed to be doing?” T ignores question
T refers to students by name
3a
T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some
kind of expertise that exceeds regular 9th grade expertise on pens?” “No, so you’re
qualified to do this?” No smile.
2a
Remain, Reflect, Record
• Observer should stay in seat for 5
minutes following the lesson
• Reflect on the lesson
• Record any evidence you didn’t have
time to capture
• Record any questions you have
Record & Interpret
Teaching is a performance.
Performances are measured using rubrics.
Domain 2: The Classroom Environment
2a: Creating an environment of respect and rapport
Element
•
•
Teacher
interactions
with students
Student
interactions
with other
students
Ineffective
• Patterns of classroom
interactions, both between the
teacher and students and
among students, are mostly
negative, inappropriate, or
insensitive to students' ages,
cultural backgrounds, and
developmental levels.
Interactions are characterized
by sarcasm, put-downs, or
conflict.
• Teacher does not deal with
disrespectful behavior.
Developing
Accomplished
Distinguished
• Patterns of classroom interactions,
both between the teacher and
students and among students, are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, and disregard for
students' ages, cultures, and
developmental levels.
• Students rarely demonstrate
disrespect for one another.
• Teacher attempts to respond to
disrespectful behavior, with uneven
results. The net result of the
interactions is neutral, conveying
neither warmth nor conflict.
• Teacher-student interactions are
friendly and demonstrate general
caring and respect. Such
interactions are appropriate to the
ages of the students.
• Students exhibit respect for the
teacher. Interactions among
students are generally polite and
respectful.
• Teacher responds successfully to
disrespectful behavior among
students. The net result of the
interactions is polite and respectful,
but impersonal.
• Classroom interactions among the
teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students as individuals.
• Students exhibit respect for the
teacher and contribute to high
levels of civil interaction between all
members of the class. The net
result of interactions is that of
connections with students as
individuals.
Evidence:
T greets Ss at door . “Brandon, how did you do on your driver’s test?”
T “Have any of you ever worked in a pen factory?” … “Do any of you feel you have some kind of expertise that exceeds regular 9th grade expertise
on pens?” “No, so you’re qualified to do this?” No smile.
T “Thank you, group, you may have a seat.”
T “So…there’s this guy, Eli Whitney…”
S answers questions from T incorrectly. Another S gives correct answer. S who answered incorrectly and other students exchange smiles.
T gives directions, “obviously include the word” and T rolls eyes.
T says “When I was in the 7th grade, I broke 4 pairs of glasses.”
T gives directions, “When you get to the stop sign, predict. What are you going to do?” “STOP,” T rolls eyes
Ss do not talk or make facial expressions when other ss are speaking.
T “Very nice, thank you.”
T “Nice job. I think you are starting to get it.”
T stands outside of classroom collecting exit card. “Thank you, you guys are great…have a good day.“ Comments rattled off quickly with no
expression.
Take a look….
• Looking at a Peer
Observer's Experience
• How does Melissa
document evidence?
• What “best practices”
do you observe Melissa
employing?
“Of all the approaches available to
educators to promote teacher learning,
the most powerful is that of
professional conversation.”
Talk About Teaching!
Charlotte Danielson
2009, Corwin Press
Effective Feedback in Peer
Observations
• Grounded in EVIDENCE
• Aligned with components within the Kentucky
Framework for Teaching
• Provided to the teacher in a timely manner.
• Teachers reflect on the evidence provided to
prepare for the post-observation conference.
• Provides both teachers an opportunity to
learn together as they engage in evidencedbased conversation.
Sample Reflective Questions
• Why did you make that instructional
decision?
• How do you know the students are learning?
• How did your last formative assessment
measure affect this lesson?
• What was the single most important concept
and skill you wanted every single student to
know at the end of the lesson? How successful
were you?
Feedback
• Read “Seven Keys to
Effective Feedback” by
Grant Wiggins
• Identify the
characteristics of
effective feedback.
• Record in your notes
• What is effective
feedback NOT?
• Record in your notes
Trying it out…
• Watch video, scripting evidence
on your Observation form
7th Grade Science
• Mr. Mattingly’s “look for” area
for your peer observation is
Student Engagement
• Share your evidence with
partner
• Align your evidence to the KyFfT
• What evidence would you share
with Mr. Mattingly?
• What questions might you ask
Mr. Mattingly in your debrief?
• Does your feedback meet the
criteria of Effective feedback?
• Teachers will evaluate other
teachers
• Every teacher is required by
state regulation to be a peer
observer
• Every teacher will be
observed by a peer at least
three times per year
Different Models of Peer Observation
Rethinking Classroom Observation
Skim article….
Pay special attention to the
Teacher-Driven Observation
Protocol section.
Discuss:
How does the structured
protocol benefit the peer
observation process?
New Vision for Professional Learning
• Stephanie Hirsch , Learning Forward
– “The new vision involves teacher teams that
meet daily to study standards, plan joint
lessons, examine student work and solve
common problems. Team members then
apply that learning in the classroom, watching
each other teach and providing regular
feedback.”
– “The most positive benefit of teacher-toteacher observation is that it makes teaching a
public rather than a private act.”
Models of Peer Observation
• Teacher Driven Observations
– Observed teacher identifies area of focus
– Invites other teacher(s) into classroom to observe
and collect evidence
– Evidence is jointly analyzed by observer and
observed teacher
– Pre and post conferencing drives the observation
process
– Focused on the evidence/data
Models of Peer Observation
• Teacher Rounds
– Similar to Teacher Driven Observation
– Reflective, Inquiring and Collaborative learning
process
– Framed by the Round Teacher (the teacher who
prepares and hosts the round in his or her classroom)
– Involves a minimum of three and up to seven teachers
including the Round Teacher
– Pre Round discussion, Round Observation, and PostRound discussion guided by some protocol for
conversation
Teaching Squares
– Consists of four teachers from same or different
disciplines
– Observe each other either reciprocally or in
rotation
– Participants in the square learn from each other to
improve their own teaching
– Each participant observes each partner
– Square partners reflect on their observation
experiences and share those reflections with each
other
Instructional Talk Throughs (ITT)
– Model in Alberta, Canada
– Six different schools participant in ongoing
classroom embedded PD
– Each school hosts teacher teams from other
schools
– Teacher teams visit a selected number of
classrooms for 15-20 min each
– Observed teachers share the instructional plan in
advance and request feedback from the visiting
teacher on specific elements of the lesson
– Teachers are trained to facilitate the ITT process
and conversation protocol.
Peer Groups
– Based on Shanghai model
– Teachers work in vertical or horizontal teams
– Work together to plan lessons aligned to Common
Core
– Video the lesson as it is taught
– Meet in Peer Groups to review the lesson (using a
rubric)-pausing video for discussion along the way
– After feedback the lesson is revised
– Lessons are “stored” and shared
Non-Negotiables of Peer Group
• The practice of teaching is made public by
peer observations, lesson planning and
feedback;
• The products of collective work on
improving classroom teaching are
accessible and sharable with other
teachers;
• There is a mechanism for validation of
improvement
Outcomes of Peer Observation Groups
• Become an integral part of lesson planning and
critiquing procedures
• Has steered staff in direction of reflective teaching
• Assured each student is receiving a guaranteed and
viable curriculum
• Brought team closer together allowing for
collaboration in an open and nonthreatening
environment
• Allowed for greater exchange of ideas, strategies and
materials
• Allowed pedagogy to be refined effectively (one at a
time)
Building Capacity
• Plan for sustained effort
– Sustained over time
– Participants can see impact and value
Building Capacity
• Allow sufficient time in the school day
– Set aside time for pre conferencing,
observation and post conferencing
– Capitalize on relationships and time
configurations that exist (PLCs) by making
the work of existing groups of teachers and
administrators more explicit, focused and
intentional.
Strategies some schools have found effective:
The principal designs a lesson that he/she can use in several classes. The principal
teaches the class, freeing the teacher to work with another teacher.
A roving substitute is hired to move from class to class, releasing teachers to work
together.
Teachers form triads. One teacher takes another’s class, releasing that teacher to
work with the third member of the triad.
Counselors, resource teachers, librarians, nurses, or other specialists take classes to
release teachers to coach.
Team teaching is organized so teachers can observe and meet on a regular basis.
Teachers use prep periods to observe one another. Conferencing is conducted
before or after school.
Student teachers and/or volunteer aides take over classes to release teachers for
coaching activities
Building Capacity
• Take time to develop a focus
– The peer observation should be focused on a
specific element, perhaps the area of the
Professional Growth Goal or a school wide focus
area
– Perhaps write the focus in the form of an Essential
Question, but should be one that they need help
finding an answer to, not just confirmation.
Reflection
Article:
Peer to Peer Observation:
Five Questions for Making
it Work
How can you use the five
questions to increase the
success of Peer
Observations in your
school?
What does an effective peer
observation system look like?
• Concept Mastery Routine?
Peer Observations must be entered
into CIITS
• Peer Observation
Webcast
• QRC
EDS/CIITS
Peer Observer-Scripting Notebook
EDS/CIITS
EDS/CIITS
Observed Teacher
EDIVATION
Peer Observation Group
Benefits of Peer Observation
Develop reflective practice
Share best teaching practices
Gain new ideas and fresh perspectives
about teaching
Enhance skills
Improve the quality of the learning
experiences made available to
students
Snapshot
What is peer observation?
What is the purpose of peer observation?
What are your responsibilities as a peer observer?
What are your professional learning needs?
What strategies/resources can you share in your school
and district?
Snapshot
1.
2.
3.
4.
5.
Stacy Noah
Stacy.noah@education.ky.gov
Jennifer Carroll
Jennifer.carroll@education.ky.gov