Peer observationOnline Lync session Nov. 23,

2015

Targets

Understand how peer observation in PGES is used to strengthen practice and increase student performance.

Understand how to provide meaningful feedback through peer observation.

Obtain information to advocate for a meaningful peer observation process.

3

If peer observation was working phenomenally well in your school, what would that look like?

You set the stage.

You set the stage: How do I move my school beyond compliance to a meaningful peer

observation process?

• All teachers will receive at least one peer observation during their summative year.

• At a minimum, peer observers must complete the state approved training once every three years.

• Only the teacher has access to the feedback.

Regulatory requirement.

Peer observation vs. traditional evaluation

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

Peer observation vs. traditional evaluationTraditional evaluation

One sided learningSometimes threateningLooking backward at what

has happenedOverall review

Conclusions/ rating shared with teacher

Administrator evaluates

SUMMATIVE

Making peer observation effective.

Welcome our panel of teacher leaders.Lauren Hill – Facilitator

Angela Gunter – English teacher & hybrid teacher

Jenny Ray- Profession Learning for Effective Educating (PLEE) coach coordinator

Becky Nelson – Librarian, Hearn Elem.

Panel discussion

What are the benefits of peer observation for the peer and the observer?

What criteria should we consider when matching peer with observer, to maximize the benefits?

How do I go beyond compliance to create effective, authentic peer observation practices?

When engaging in a post observation conference, what should the peer and observer keep in mind?

Consider:Reflecting on the panel discussion.Reviewing the following slides with

district and school PLC groups.Refine peer observation practices

within your school.

Benefits of peer observation to observer and observee.

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

The role of the peer observer

Observe in context of Framework for Teaching - know the Framework for Teaching

Establish rapport and trust Maintain confidentiality Focus on an area the educator has self-

identifiedCollect & share evidence

The role of the peer observer

Ask questions to guide teacher reflectionProvide feedbackInform practiceFacilitate the learning process on behalf of a

teacherEngage in professional learning with other

peer observers

FORMATIVE purposes only to help improve practice.

Script what you see and hear: What the educator does and says.What students/teachers/ others do and say.

Script evidence:

Avoid interpretation – You’re not making judgments. Eliminate statements like, “students seem happy or excited about the lesson.”

Beware of bias – You’re not assessing. Eliminate statements like, “I saw a problem,” “That was great!” and “You’re a great teacher.”

Effective feedback

Focus based on educator’s choosingSpecific Evidence basedActionable and unbiased Aligned with the appropriate

framework

Possible post-observation questions

1.What do you feel was the strength of this activity?

2.What would you change about the activity in the future?

3.Can you recall what was happening that made you feel this way?

4.What stands out when you reflect on the strategies you used?

Possible post-observation questions

5. How does this compare with what you expected would happen?

6. Would you like me to share what I observed?

7. Here are the questions I have for you.

Purpose of peer observations

What is the purpose of a peer observation in a professional community of practice?

Questions to guide the conversation

Questions:

Contact:

Amy jacobs

KDE education consultant

Amy.jacobs@education.ky.gov

502-564-1479 ext. 4518

[11/23/2015 3:41 PM] Gunter, Angela - DCHS: Lots of collaboration! People welcoming other into their spaces[11/23/2015 3:41 PM] Kelly Krusich: motivation and encouragement to become a more effective counselor[11/23/2015 3:42 PM] Harris, Joseph P - Office of Next Generation Learners: A lot of open classroom doors for allowing teachers to observe what works[11/23/2015 3:42 PM] Gunter, Angela - DCHS: A sincere interest in learning more about each others' jobs[11/23/2015 3:42 PM] Kelly Krusich: less burnout[11/23/2015 3:43 PM] Jenny: T's would be open to continuing peer ins conversations in plc's[11/23/2015 3:50 PM] Jennings, Sara - Office of Next Generation Learners: I can't see the presentation.  It's been loading for a long time.[11/23/2015 3:51 PM] Jacobs, Amy -  Division of Next Generation Professionals: Hi Sara, sorry for the difficulty.[11/23/2015 3:51 PM] Jacobs, Amy -  Division of Next Generation Professionals: sometimes logging off then back on fixes the issue.The action couldn’t be completed. Please try again later.[11/23/2015 3:51 PM] Jennings, Sara - Office of Next Generation Learners: Ok  I'll try that[11/23/2015 4:06 PM] Jacobs, Amy -  Division of Next Generation Professionals: great tool to remember, as Angie said she was nervous to have observation with those outside he field. You are not 'scoring' or evaluating the other person, purely giving feedback and helping in the reflection process.[11/23/2015 4:06 PM] Harris, Joseph P - Office of Next Generation Learners: Yes, that's important to remember. 

[11/23/2015 4:07 PM] Jacobs, Amy -  Division of Next Generation Professionals: Great thought Joe - good teaching is good teaching no matter what content.[11/23/2015 4:07 PM] Gunter, Angela - DCHS: I never would have volunteered to do so, but I'm incredibly glad I did get out of my content and grade level![11/23/2015 4:07 PM] Harris, Joseph P - Office of Next Generation Learners: Thank you. I can't remember who said that in my district, but I totally stole it haha[11/23/2015 4:07 PM] Kellie Thompson: The observer usually learns as much or more than the observee.[11/23/2015 4:08 PM] Gunter, Angela - DCHS: Right, Kellie![11/23/2015 4:10 PM] Hill, Lauren - Office of Next Generation Learners: Does anyone else have suggestions or experiences in building an authentic system for peer observation?[11/23/2015 4:18 PM] Jacobs, Amy -  Division of Next Generation Professionals: post observation questions help both individuals reflect on what took place and to discuss how to move professional growth forward. reflective questioning is essential.[11/23/2015 4:19 PM] Harris, Joseph P - Office of Next Generation Learners: Yes!That's really what the whole system is about anyway- reflection and growth. [11/23/2015 4:19 PM] Hill, Lauren - Office of Next Generation Learners: Crafting questions ahead of time is also a collaborative task a PLC could do[11/23/2015 4:19 PM] Jacobs, Amy -  Division of Next Generation Professionals: yes.[11/23/2015 4:20 PM] Hill, Lauren - Office of Next Generation Learners: Then the questions would be general rather than based on the observation - less threatening.[11/23/2015 4:20 PM] Gunter, Angela - DCHS: True! And teachers love to talk about why they do what they do!helps open a genuine dialgue[11/23/2015 4:20 PM] Harris, Joseph P - Office of Next Generation Learners: Lauren, that's a great idea.  

[11/23/2015 4:26 PM] Hill, Lauren - Office of Next Generation Learners: Jenny Ray, Angela Gunter, and Joseph Harris.[11/23/2015 4:28 PM] Gunter, Angela - DCHS: I'll share my experiences with everyone who'll listen!It has been a wonderful experience!