Two
insights have emerged from my experiences:
#1 Many
principals have had few opportunities to conduct shared analysis of
teaching/learning with colleagues as part of their own professional
development. (Many find it difficult to disconnect from evaluation training
focused on “what the teacher did” to analyzing how the student
behaviors/actions are impacting learning outcomes.)
#2 The
payoff from short conversations with teachers following short observations can
be tremendous. I have experienced 15 minute observations followed by 15 minute
conversations producing immediate experimentation by the teacher in a new
strategy (5 minutes later at the start of his next class) and extended critical
thinking and experimentation around teaching decisions. (Just received the
third follow up email from a teacher regarding changes she is implementing.)
Excerpt:
Wow—so I had a lot to think about yesterday.
I loved our conversation and it really pushed me to think about why I
was really having my students write about those words… Today I moved forward. I actually gave my student highlighters and
story problems and we talked about “close reading” which is something I focus
on during my reading/writing block but have not thought about it during
math… I can’t thank you enough for
giving me direction to push myself into thinking about this little idea that
can really add to their ability to be independent thinkers and problem solvers. (Note her action ideas came after the
coaching conversation.)
In the
Winter 2013 edition of Learningforward’s The
Learning Principal*, Valerie von Frank shares observation strategies
that lead to teacher growth. She summarizes suggestions from Jon Saphier,
founder of Research for Better Teaching and Kim Marshall from New Leaders.
While the article considers principals’ roles as evaluators, suggestions
connect to the growth oriented coaching role of principals and coaches as well.
“Both Saphier and Marshall recommend
visits of at least 10 to 15 minutes rather than shorter walk-throughs in order
to get impressions of individual teachers. Shorter visits can be useful to get
a cross-section of information about instruction to use to develop whole-
faculty professional learning.”
I’ve been
suggesting that as observers enter the room, they identify the tasks students
are engaged with, then identify the student behaviors within the tasks (overall
and individually), lastly the teacher behaviors and how they affect the student
behaviors. This seems to provide observational information and observer
thinking that promotes the follow up analysis and conversation.
Take Literal Notes:
Avoid opinions or generalizations. Notes should describe actual words that were
spoken or a picture of a problem a child had on her paper.
Avoid the Ipad and
other technology: Technology can distract from one’s
ability to observe what’s happening in the classroom and diminish the time
available to interact with students, when appropriate.
My personal
finding (and it may be connected to my learning style) is that the use of forms
and checklists interferes with my observation. The more I am looking at my
recording tool the more I miss seeing and hearing. I may also be focused away
from an important observation. The teaching and learning process is very active
and complex. There is so much to see. Consistently, when observing with two or
three other observers we find during the debrief that there were things one
person saw that the others didn’t.
I am amazed
at the amount of learning for teachers, coaches, principals and myself that
emerges from these sessions. This PD opportunity should be happening more often
for all of us
*The Power of Observation: 5 ways to
ensure teacher evaluations lead to teacher growth. The Learning principal,
Learningforwrad. Valerie von Frank, Winter 2013 (Vol.8 no.2)
2 comments:
I have found adapting the lesson study model to improve the observation skills of principals is a powerful strategy. Several principals observe a teacher who volunteers to participate. After the observation, the group observes the conversation that I have with the teacher- a conversation centered on asking questions, which is usually collaborative or self-initiated by the teacher. The teacher and I debrief the experience and then open the discussion to the principals who observed with me. Eventually, each of the principals initiates the conversation and so it progresses until each of the participants has had an opportunity to lead the post conversation process. Principals find it challenging to look at this phase of the observation process as a conversation more than a conference that is predominately focused on asking questions about student behaviors during the observation time.
Steve,
Reading this post reminds me how much we need to "coach" not only teachers but also administrators. After reading current educational research and literature that suggests just what you have mentioned in your blog, it may seem easier than people will ever realize. Even watching you in person as you debrief and have a conversation with a teacher leads one to believe that this could be easy. However, as one who has tried to follow your lead, THIS will take practice AND an open-minded, collaborative relationship between the administrator and the teacher. Kudos for putting the idea out there again as we all reach for closing the relationship gap between "administrator" and "teacher". After all, we're all in this together to make learning the most important goal for our students. Thanks for your devotion in providing yet another forum for educators to grow. - Linda D.
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