Evaluation of Instruction

Flip Chart
Evaluation
of
Instruction
EDL 278
Cassie Smith
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peerrst 3G Debriefing Model
Guide: the ‘what’; invitation to the conversation
Gauge: the ’what about the what’; emotional
Grow: the ‘now what’; identify ’next steps’

SKILL / WILL
• Walkthroughs: Every Classroom, Every Week
• Reflective Questions: Facilitate instructional
conversations
• Expectations: Clear & Concise
• Data: Specific documentation to support improvement
• Timelines: Know them, Follow them
• Feedback: Honest, Growth minded, support teachers &
students
• Documentation: Careful & Thorough; No Bias
• Learning vs Teaching

Feedback:
Without feedback, we can’t improve Fair
o Even the best teachers what
Accurate
constructive, meaningful
feedback (tie to ICDP) Specific
o Standard 8: Start informal and Timely
back up with policy

TIPS
Objective Questions What? (They are easy to answer. They
get the facts and information. Their purpose is to relieve stress and
invite active participation.)
What do you remember most vividly about…?
What were the key points you noted about…?
What did the . . . actually do during . . . ?
What did you/they accomplish?
What did you observe during the . . . ?
Which individuals actively participated in the lesson?
What were the student behaviors you observed?
Where does this action/activity fit in the Iowa Teaching
Standards? Or Iowa Core?
Which actions or activities were addressed?
What body language did you notice in the participants?
How many different resources did you use in… ?
What are some innovation/trends that you noted?
Are there artifacts that I should examine?
What facts do we know about this situation?
What was the target of the lesson?
What was the expectation for students?
Where does this lesson fit into the curriculum?
How does this fit into your ICDP?
Interpretive Questions So What? (They invite sharing, and
they build consciousness. They generate options and possibilities.
Brainstorming and identification of possible solutions is the norm.)
What did you learn about yourself through this
experience?
What things could you have done/could you do to
increase (student engagement)…?
What things could you have done/could you do to
extinguish the undesirable (student behavior)…?
What are some examples of techniques or strategies that
worked/could work for you in this…?
What are things that you might have done/ could do in
the beginning (or middle, or end) of this . . . that would
have enhanced/could enhance the outcome?
What do these results mean to you in terms of future
planning?
What other ways could you assess (student learning)…?
What insights have you gained about how your teaching
affects your student’s behavior and/or achievement?
What other strategies could you use to: practice, assess,
ensure mastery, increase learning, etc?
ORID FRAMEWORK
Reflective Questions What about “The What”? (They
elicit emotional response and personal reactions. They invite a
deepened level of participation: think, feel, believe, gauge.)
How do you feel “it” went?
What was the most/least successful thing you noted?
What seemed to really work (or not work)?
What concerns you? Confuses you? Annoys you?
As you look at the artifacts, what concerns/pleases you?
As you reflect on the evidence on standards and criteria,
what pleases/concerns you?
What’s one thing that you did made you feel most
effective?
What was exciting, surprising, or frustrating about . . . ?
What part of the . . . was/will be hardest/easiest?
How did you feel as you were . . . ?
Where or when do you feel . . . had difficulty/will be
difficult?
Which activities/actions do you think fostered high
involvement / student engagement?
What are you doing in this lesson that will affect student
learning?
Decisional Questions Now What? (They develop
opinions/options/solutions that lead to future actions. They clarify
expectations for improvement or change.)
What things will you do differently?
What things will you do the same in future…?
Which of your skills will you further develop?
And what will you do to develop them?
What things will you do to increase (student
engagement)…?
What things will you do to ensure future success and/or
prevent future failure?
What things will you do during future lessons to sustain
or extinguish student behavior?
What are your next steps?
What actions/ideas has this triggered for you?
What goals have you set for yourself that are related to
our conversation?
Why are you choosing to do…?
What skills will you be developing?
What supports will you need to continue to work on
those areas of concern to you? (TLC, book, observe)
*Schedule something
**Follow up!
PRE-Conference:
1. Articulate process to staff
2. Go over lesson plan / activities (1-3 days prior)
3. Clarify time and location
4. Talk about option of recording lesson
If issue arises and evaluator can’t be there when planned
5. Identify areas teacher wants feedback on
6. Clarify information needed to know:
Where to sit? Student groups? Demographics? Prior
lessons? Scope/sequence in unit? Align to PD?

Value the Process AND the Person

POST-Conference:
1. Consider going to the teacher’s room or
common space
2. Stick to data / evidence
3. Ask clarifying questions
4. Narrow focus for improvement / growth
1. Focus on student achievement
5. Use ORID questions to guide your
conversation (80/20)
6. Make a plan to follow up with the teacher

PRE-POST CONF.
PURPOSE:
• Lead to individual, instructional conversations
• Lead to continuous improvement in instruction
• Observe students and build relationships
• Observe effectiveness of staff development
• Keep perspective about your work
• Share working strategies with other staff members
• Look for celebrations!

REMEMBER:
• Set clear intentions with staff
• Be intentional in ’look-fors’
• Intention is to help teachers improve
• Provide honest feedback
• Keep them short (5-8 minutes)
• Don’t appear evaluative – nothing in hands!!

COMMON CHARACTERISTICS:
• Visible objectives
• Student engagement
• Talk to students
• Teacher and student actions
• Evidence of student learning
• Assessments (formative & summative)
• Only 1-2 reflective questions (open ended)

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WALK THROUGHS
Best Practices:
▸Productive Pre-Conference
▸Provide lesson plan with objective
▸Confirm date, time, and location of observation
▸ Ask teacher for areas of feedback – tie to ICDP
▸ Clarify expectations and process of observation

Write up:
▸ Accurate notes / evidence align
▸ Cite comments from teachers / students
▸ Use 3rd person in sentences
• No: I like, good, nice,
▸ Tie to lesson plans, walk throughs, ICDP, building/district
goals
▸ Clear evidence of + / - (specific)
▸ Have 3 areas to improve (even if proficient)
▸ Allow teachers to clarify evidence in post-conference
▸ Use: teacher profile, lesson plans, file information, walk-
through data
▸Officially complete after it is signed

Strengths:
▸ Use standard/benchmark with evidence
▸ Write enough detail to get job promotion
Growth:
▸ Use standard/benchmark with evidence
▸ Is the lesson effective or not?
▸ ▸Phrases:
The expectation is…
The evidence suggests…
I need to see…
To meet the standard, you must…
Recommendations:
▸ Align to Growth
▸ Supports available: TLC coach, book, 1-1, mentor
Summary:
▸Describe what areas are distinguished & proficient
▸Align to ICDP, Building/District Goals

FORMAL EVAL
Best Practice:
• 1st & 2nd year teachers do NOT have Due Process
• Plan must be reviewed at 90 days
• Plan can last up to a full year; Notice sent by April 30
• Teacher does not have to complete
improvement plan to be terminated
• Teacher can suspend ICDP to focus on
improvement plan
• Identify specific concerns tied to unmet standards
• Provide evidence from walk-throughs, formal
evaluations, conference, co-teaching, etc.
• Focus on GROWTH!
• Legally, plan needs to be followed as written
• Set expectations
• Communicate with teacher, superintendent, union rep

If I don’t help this teacher improve,

who will?

Guidelines:
• Specific Concerns related to the Iowa Teaching Standards
• Plan (Methods/Strategies)
• Proposed Timeline
• Indicators of Progress
• Resources / Support Needed
• Make sure all parties (evaluator) can live up to
the plan
• Follow up Meeting date
• Teacher AND Admin agree / sign

Assume: Teachers are doing the best they

know how; if you want them to do better, you
have to be willing to:
>>Teach – Train - Support<<

Would I want my child in that classroom?

IMPROVEMENT
 WALK THROUGHS:
• How does this lesson connect to our power standards, the missions,
vision and goals of our school building / district? If not, why?
• How will you know/how will the students know when the goal of the
lesson is met?
• Are your objectives posted where students can see them?
• How do you arrange the physical space to support student learning
and/or collaboration?
• How do you choose groupings?
• What are your classroom management procedures and how do you
share those with students? How long do you take to establish the
routines? How often do you review routines?
• How do you differentiate throughout the activity to meet the needs
of all learners? Especially those with sensory or physical needs?
• How do you allow students voice and choice in the differentiation of
your assignments?
• What do you do to assess individual students? How do you help
those who are ‘not getting it’ or advance those who ‘are getting it’?
• Are there opportunities for formative assessments? What are some
of the strategies you use?
• How do you tell the difference between compliance and
engagement throughout your lesson?
• If you use exit tickets, how do you address questions/concerns
about the current lesson in future lessons?
• How do you ensure all students are actively engaged in a lesson?
How do you know?
• How are you incorporating academic vocabulary into your lessons?
• What phrases can you use that would provide a ‘Growth Mindset’ in
student learning?
• How could you guide/scaffold students to answer their own
questions?
• What activities can you incorporate that would allow authentic
learning and/or an authentic audience?
• How will you assess student learning from today’s lesson? How will
you move forward in instruction based on student learning?
• How are you utilizing the paraprofessional in your room? Is there a
more effective way they can be utilized?
• What higher order thinking strategies have you tried?
• What strategies do you have in place for transitions? RR? Drink?
Between activities?
• How do you determine the pace of the lesson? How do you know if
it is too fast or too slow?
• How do you know student’s background knowledge on a given
topic? What do you do with that information?
• What are the next steps for students after this lesson?
• Where does this lesson fit into the scope and sequence of your unit?
• How are you using technology /media to benefit / enhance student
learning?
• What are student’s strengths and needs based on data and student
work? What are your plans moving forward based on this info?

REFELCTIVE QUESTIONS
 PRE CONFERENCE:
• What will the students be doing during the lesson?
• What is the main focus / target of the lesson?
• Are there prerequisite knowledge and skills that students must have
attained before they can be successful in this unit or lesson? If so, what are
they?
• What will your students be able to do as a result of this lesson?
• How do you monitor and adjust the level of rigor in your lessons?
• How does this lesson reflect your understanding of the structure of the
discipline you are teaching? For example, if this lesson or unit represents
one or more strands in the subject, what are the others? Or does it address
more than one strand? (1A)
• Given that many techniques are possible, why have you chosen the
pedagogical approach that you have?
• What are some typical student misconceptions (if any) about the content
you are teaching? How will you address those?
• What are the typical developmental characteristics (primarily cognitive, but
also social and emotional) of students of the age you teach? (1B)
• Describe how students most effectively learn the content you are teaching?
• Describe the knowledge and skills of the students for whom you are
planning this unit or lesson. Has this required that you differentiate within
the plan?
• What do you know of the interests and cultural backgrounds of the students
you teach? How do you use this information in your planning of this lesson
or unit?
• How have you accommodated (if it is necessary) students with special
needs?
• What materials or resources will you use to teach this unit or lesson? Are
these provided by your school or district? (1D)
• Are you aware of any additional resources, either beyond your school or in
the community, that could enrich your teaching of this content?
• What resources are you aware of that can help you extend your own
knowledge of either this content, or in how you teach it?
• How will student discussion (substantive conv.) be built into the lesson?
• How will feedback be provided to students?
• How will technology be used during the lesson?

POST CONFERENCE:
• If you were the instructional coach observing this classroom, what 2-3
strengths in this lesson would you identify?
• What evidence of critical thinking and problem solving did the students
demonstrate?
• What constructive feedback could you give this teacher?
• I noticed that you … could you talk to me about how that fits with this
lesson/unit?
• Here’s what I saw students … what were thinking was happening at that
time?
• At one point in the lesson, it seemed like… what was your take?
• Tell me about when you…what was your perspective?
• I noticed the students… how did that compare with what you had expected
to happen when you planned the lesson?
• I noticed that…could you tell me what led up to that, perhaps in an earlier
lesson?
• I saw that…what did you think of that, and what do you plan to do
tomorrow?
• I noticed that…how did you feel about how that went?
• I noticed that…what links do you see to our instructional frame work (PD)?
• What effect did you think it had when you…?
• What worked? What can be tweaked? Where do we go from here?
• What did you notice about student learning? Instructional practices?
• How does this inform our next steps? Follow up?

REFELCTIVE QUESTIONS