Module Overview This module provides participants the opportunity to examine expectations and promising practices for gathering evidence through observations, with a focus on the use of short, frequent unannounced observations. Participants will practice gathering evidence via observation, aligning it to appropriate Standards and Indicators, and sharing timely, constructive feedback. This module relies on technology – it is important for the facilitator to ensure the technological components are working correctly. See the Equipment and Materials section for more details. Context The Massachusetts Model System for Educator Evaluation is a comprehensive educator evaluation system that is focused on improving student learning by supporting analytical conversations (based on evidence) about teaching and leading. Frequent observation of educator practice is essential to improving that practice, but only feasible if most observations are short, unannounced and followed by brief, focused feedback. Observations of practice are not limited to classroom observations. Observations outside the classroom can include team meetings or school events; interactions and communication with parents; and professional growth activities. Intended Outcomes At the end of this session, participants will be able to: Describe the role of observation as a methodology for gathering evidence of educator performance; Delineate best practices for conducting high-quality short, frequent, unannounced observations; and Utilize evidence collected during sample short observations to provide timely and constructive feedback. Agenda Welcome (5 minutes) Connecting (25 minutes) Connecting Content (5 minutes) Connecting Activity: Expert Voices on Observation (15 minutes) Connecting Wrap-up/Debrief (5 minutes) Learning (1 hour 30 minutes) Learning Content 1 (5 minutes) Learning Activity 1: Approaching Short Frequent Observations (15 minutes)
what you would record during the observation.” Explain: “Finally, it’s helpful to adopt one or two note-taking strategies that facilitate quick short-hand. Here is a sample excerpt of observation notes. If we look at the slide, we see that the evaluator has used abbreviations such as: T (teacher), S (student), FFL (focus for learning), LD (lesson delivery), as well as time stamps at the bottom. “Choosing a few easy to decipher abbreviations, such as “S” for student and “T” for teacher, recording key conversations verbatim if possible, or paraphrasing around short quotes that convey the tone and spirit of the interaction are all good note-taking strategies during short observations.” Slide 17 Learning Activity 2: Video Practice – Short and Sweet (25 minutes) Purpose and intended outcomes: Practice gathering evidence during a brief, unannounced observation of a classroom lesson and provide guidance on organizing the evidence afterwards. Facilitation Notes: It is highly recommended that the facilitator do this activity him or herself before presenting it to participants. This will ensure better facilitation and allow the facilitator to give personal and authentic examples that are based on the video. Provide the following background about the video: Explain: “Now we’re going to stop by Kelli’s 4th grade math classroom for a quick 9-minute observation. Kelli is an experienced educator on a Growth Plan. Kelli’s goals focus on: Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B). “Remember, the first thing to do prior to an observation is to identify a focus. For this observation, we’re going to focus on evidence related to Kelli’s second goal, which is her professional practice goal. Go ahead and turn to Handout 3 in your packet. You can see it includes a 2-page Slide 18