1. No category

South Western Victoria Region
Successful
Schools Conference
Peer Observation through
Instructional Rounds
Tammy Heflebower
Thursday 14th May 2015
A message from Hawker Brownlow Professional Learning Solutions
We hope that you have found these forum papers and the accompanying sessions useful. Please be aware that the contents
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Hawker Brownlow Professional Learning Solutions
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Email: info@hbpls.com.au
© 2015 Hawker Brownlow Professional Learning Solutions
Printed in Australia
Code: HA1421
0515
Enhancing Classroom Prac0ces Through Instruc0onal Rounds Dr. Tammy Heflebower Marzano Research Lab Marzano tammy.heflebower@marzanoresearch.com tammy.heflebower@marzanoresearch.com
Follow on Twi:er: @tammymrl tammymrl
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1 3
Marzano Research Laboratory marzanoresearch.com 4
Successful Schools Conference • HA1421 • © 2015 HBPLS
2 Design'Question'8:''What'will'I'do'to'establish'and'maintain'
effective'relationships'with'students?'
36)+Understanding+Students’+Interests+and+Backgrounds+
37)+Using+Behaviors+that+Indicate+Affection+for+Students+
38)+Displaying+Objectivity+and+Control+
+
Design'Question'9:''What'will'I'do'to'communicate'high'
expectations'for'all'students?'
39)+Demonstrating+Value+and+Respect+for+Low+Expectancy+
Students+
40)+Asking+Questions+of+Low+Expectancy+Students+
41)+Probing+Incorrect+Answers+with+Low+Expectancy+
Students+'
Design'Question'4:''What'will'I'do'to'help'students'generate'
and'test'hypotheses'about'new'knowledge?'
21)+Organizing+Students+for+Cognitively+Complex+Tasks+
22)+Engaging+Students+in+Cognitively+Complex+Tasks+
Involving+Hypothesis+Generating+and+Testing+
23)+Providing+Resources+and+Guidance+
'
+
!
Design'Question'7:''What'will'I'do'to'recognize'and'
acknowledge'adherence'and'lack'of'adherence'to'classroom'
rules'and'procedures?'
33)+Demonstrating+“Withitness”+
34)+Applying+Consequences+
35)+Acknowledging+Adherence+to+Rules+and+Procedures+
Design'Question'3:''What'will'I'do'to'help'students'practice'
and'deepen'their'understanding'of'new'knowledge?'
14)+Reviewing+Content+
15)+Organizing+Students+to+Practice+and+Deepen+Knowledge+
16)+Using+Homework+
17)+Examining+Similarities+and+Differences+
18)+Examining+Errors+in+Reasoning+
19)+Practicing+Skills,+Strategies,+and+Processes+
20)+Revising+Knowledge+
Design'Question'6:''What'will'I'do'to'establish'and'maintain'
classroom'rules'and'procedures?'
4) Establishing+Classroom+Routines+
5) Organizing+Physical+Layout+of+the+Classroom+for+Learning+
Design'Question'5:''What'will'I'do'to'engage'students?'
24)+Noticing+and+Reacting+when+Students+are+Not+Engaged+
25)+Using+Academic+Games+
26)+Managing+Response+Rates+
27)+Using+Physical+Movement+
28)+Maintaining+a+Lively+Pace+
29)+Demonstrating+Intensity+and+Enthusiasm++
30)+Using+Friendly+Controversy+
31)+Providing+Opportunities+for+Students+to+Talk+about+
Themselves+
32)+Presenting+Unusual+or+Intriguing+Information+
Lesson%Segments%
Enacted%on%the%Spot%
Design'Question'2:''What'will'I'do'to'help'students'
effectively'interact'with'the'new'knowledge?'
6)+Identifying+Critical+Information+
7)+Organizing+Students+to+Interact+with+New+Knowledge+
8)+Previewing+New+Content+
9)+Chunking+Content+into+“Digestible+Bites”+
10)+Processing+of+New+Information+
11)+Elaborating+on+New+Information+
12)+Recording+and+Representing+Knowledge+
13)+Reflecting+on+Learning+
Lesson%Segments%%
Addressing%Content%
Design'Question'1:''What'will'I'do'to'establish'and'
communicate'learning'goals,'track'student'progress,'and'
celebrate'success?'
1) Providing+Clear+Learning+Goals+and+Scales+to+Measure+
those+Goals+
2) Tracking+Student+Progress+
3) Celebrating+Student+Success+
Lesson%Segments%
Involving%Routine%Events%
“THE%ART%AND%SCIENCE%OF%TEACHING”%
!
!
February!2011!|!Volume!68!|!Number!5!!Teaching,Screenagers!Pages!80682!
,
Making,the,Most,of,Instructional,Rounds,
Robert'J.'Marzano'
!
Instructional!rounds!are!one!of!the!most!valuable!tools!that!a!school!or!district!can!use!to!enhance!teachers'!
pedagogical!skills!and!develop!a!culture!of!collaboration.!The!goal!of!instructional!rounds!isn't!to!provide!feedback!
to!the!teacher!being!observed,!although!this!is!an!option!if!the!observed!teacher!so!desires.!Rather,!the!primary!
purpose!is!for!observing!teachers!to!compare!their!own!instructional!practices!with!those!of!the!teachers!they!
observe.!The!chief!benefit!of!this!approach!resides!in!the!discussion!that!takes!place!among!observing!teachers!at!
the!end!of!the!observation!as!well!as!in!subsequent!self6reflection.!
!
Getting,Started,
Every!teacher!should!participate!in!instructional!rounds!at!least!once!a!semester.!Rounds!should!be!facilitated!by!
a!lead!teacher—!someone!colleagues!respect!as!an!exceptional!teacher!and!recognize!as!a!professional.!
Instructional!coaches!commonly!have!these!characteristics.!Administrators!may!also!lead!rounds,!but!it's!
important!to!clarify!from!the!outset!that!the!purpose!is!not!to!evaluate!the!teachers!being!observed.!
!
The!observed!teachers!typically!have!either!volunteered!or!been!asked!to!be!the!subject!of!rounds.!Ideally,!
selected!teachers!are!drawn!from!the!pool!of!master!teachers!in!a!building!or!district—those!veterans!with!
proven!ability!to!enhance!the!achievement!of!all!students!in!their!classes.!This!noted,!any!teacher!might!offer!his!
or!her!classroom!as!a!venue!for!rounds.!
!
Conducting,Rounds,
Groups!conducting!rounds!are!best!kept!small—from!three!to!five!teachers,!not!counting!the!lead!teacher.!On!the!
scheduled!observation!day,!teachers!being!observed!should!alert!their!students!that!several!teachers!will!visit!
their!classroom.!They!might!explain!that!the!teachers!are!trying!to!learn!from!one!another,!just!as!students!do.!
!
When!the!observing!teachers!arrive,!they!should!knock!at!the!door!and!then!quietly!move!to!the!back!of!the!
classroom,!to!some!spot!that!doesn't!disrupt!the!flow!of!instruction.!There!they!observe!and!take!notes!regarding!
the!teacher's!use!of!specific!instructional!strategies.!On!an!individual!level,!teachers!can!watch!for!strategies!of!
particular!interest!to!them,!such!as!how!the!teacher!uses!questioning!strategies!or!graphic!organizers.!Or!the!
observation!may!have!a!common!focus.!For!example,!for!one!set!of!rounds,!a!school!or!district!might!decide!that!
everyone!will!examine!how!a!teacher!communicates!instructional!objectives!to!students!and!keeps!these!
objectives!in!the!forefront!of!students'!minds!throughout!the!lesson.!
!
With!focus!areas!identified,!observing!teachers!record!what!they!see!during!the!10!to!15!minutes!that!a!round!
typically!lasts.!Observing!teachers!do!not!score!teachers!on!a!rubric.!Rather,!they!take!notes!on!teacher!behaviors!
that!relate!to!the!observation!focus!areas.!At!the!end!of!the!observation,!the!observing!team!exits!the!classroom,!
making!sure!to!thank!the!teacher!and!students.!
!
Debriefing,Rounds,
After!each!instructional!round,!members!of!the!observing!team!convene!to!reflect!on!their!experiences.!They!can!
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5
do!this!in!round6robin!format,!with!each!teacher!commenting!on!what!he!or!she!noted.!!
!
The!leader!starts!by!reminding!everyone!that!the!purpose!of!the!discussion!is!not!to!evaluate!the!observed!
teacher.!Useful!rules,!which!should!be!established!before!the!debriefing,!include!the!following:!
!
1. Observers!should!not!share!what!they!have!observed!in!a!lesson!with!anyone!outside!the!group!of!
observers.!
2. Observers!should!not!share!comments!made!during!the!debriefing!with!people!outside!the!debriefing.!
3. Observers!should!not!offer!suggestions!to!observed!teachers!unless!the!observed!teachers!explicitly!
ask!for!feedback.!
!
As!observing!teachers!take!turns!commenting,!it's!helpful!to!use!a!"pluses"!and!"deltas"!format.!An!observing!
teacher!begins!by!noting!the!positive!things!(pluses)!that!he!or!she!saw!and!then!speculates!as!to!what!produced!
the!positive!outcome.!For!example,!the!observing!teacher!might!postulate!that!the!classroom!appeared!well6
managed!because!the!students!were!aware!of!specific!routines!they!were!to!use,!such!as!raising!their!hands!when!
asking!a!question!and!quietly!transitioning!from!one!activity!to!another.!The!observing!teacher!might!suggest!that!
students!seemed!highly!engaged!because!the!teacher!maintained!a!lively!pace!and!used!quite!a!bit!of!humor.!
!
Next,!the!observer!mentions!some!questions!or!concerns!(deltas)!that!he!or!she!has!about!the!observed!teacher's!
use!of!strategies.!For!example,!he!or!she!may!wonder!why!the!observed!teacher!stayed!in!front!of!the!class!the!
entire!period!instead!of!moving!around!the!classroom.!At!this!point,!other!observing!teachers!might!add!their!
thoughts,!sharing!their!pluses!and!deltas.!For!any!given!observation,!an!observing!teacher!can!opt!not!to!share!his!
or!her!analysis!with!the!group.!
!
What,Teachers,Can,Learn,
Instructional!rounds!end!with!observing!teachers!identifying!instructional!practices!they'll!continue!to!use!
because!they!saw!other!teachers!employing!them!effectively,!practices!they!currently!use!that!they!will!now!
reexamine!in!light!of!what!they!observed,!and!practices!they!don't!currently!use!but!will!try!because!they!saw!
other!teachers!use!them!well.!
!
For!example,!an!observer!teacher!might!offer!the!following!thoughts:!
!
As!a!result!of!what!I!saw!today,!I'm!going!to!continue!calling!on!students!randomly!when!I!ask!questions.!
Other!teachers!seem!to!have!success!with!this!strategy!as!well.!However,!I'm!going!to!reconsider!the!
types!of!questions!I!ask.!I!think!I!focus!too!much!on!recall!questions!and!don't!challenge!students!enough.!
Finally,!I've!got!some!new!ideas!about!routines!I!need!to!implement!with!my!students.!
!
Revitalized!,
I've!found!that!instructional!rounds!stimulate!excitement!and!energy!among!faculty!members!almost!
immediately.!When!teachers!have!an!opportunity!to!observe!and!interact!with!their!colleagues!in!a!nonevaluative!
way!regarding!instruction,!everyone!wins.,
!
!
Robert,J.,Marzano!is!cofounder!and!CEO!of!Marzano!Research!Laboratory!in!Denver,!Colorado.!He!is!the!author!of!The'Art'and'Science'of'Teaching!(ASCD,!2007)!and!
coauthor,!with!Mark!W.!Haystead,!of!Making'Standards'Useful'in'the'Classroom!(ASCD,!2008).!To!contact!Marzano!or!participate!in!a!study!regarding!a!specific!instructional!
strategy,!visit!www.marzanoresearch.com.!
!
Copyright!©!2011!by!ASCD!
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4 Instructional,Rounds:,The,Basics,
,
Description:,,Small%groups%of%teachers%visit%colleagues’%classrooms%to%observe,%reflect%upon%their%own%professional%practice,%
and%briefly%discuss%their%reflections.%
,
Purpose:%%to%learn%from%colleagues,%self<reflect%on%teaching%practices,%and%ultimately,%apply%effective%strategies%%
,
Recommended,Understandings,&,Ground,Rules:,
• Rounds%are%not%for%evaluation;%rounds%are%for%the%collaboration%and%professional%reflection%of%the%observers.%
• Rounds%participants%should%observe,%reflect,%and%consider%teacher%behaviors%with%an%emphasis%on%effectiveness.%
• “Mutual%respect,%sensitivity,%and%kindness%are%always%honored!”%%(Kevin%Feldman)%
• Lesson%observations%and%comments%made%during%the%debriefing%should%not%be%shared%further.%
• Observed%teachers%should%be%thanked%and%acknowledged%for%their%willingness%to%open%their%classrooms%to%others;%
rounds%teams%should%not%offer%suggestions%to%the%observed%teachers%unless%required%by%district%protocol.%
%
Logistics:,
,
Team%Size%
• 3<5%plus%lead%teacher%or%facilitator%
%
Leaders%
• can%be%facilitated%by%any%respected%colleague%
• administrators%can%facilitate%if%rounds%are%not%considered%for%formal%evaluation%(not%recommended)%
• training%recommended%
%
Teachers%
• typically%volunteers%
Observed%
• ideally,%but%not%necessarily,%strongest%teachers%
%
Scheduling%
• use%planning%time,%rotating%subs,%administrators%sub,%etc.%
• team%may%require%5%minutes%prior%to%observation%to%review%purpose,%norms,%forms,%etc.%
• ideally,%debriefing%occurs%immediately%after%an%observation%
%
Observation% • 15<20%minutes%of%observation%in%a%given%classroom%
• team%members%record%notes%of%affirmations,%questions,%and%applications%to%own%professional%practice%
• note%taking%form,%if%used,%emphasizes%district%foci%and/or%use%common%language%of%instruction%(e.g.,%Art$
and$Science$of$Teaching,%reflective%practice,%engagement,%etc.)%
• predetermined%reflective%questions%can%help%keep%focus%
o Affirmations:%%How%did%this%experience%validate%what%I%do?%
o Questions:%%What%questions%did%this%experience%generate%about%what%I’m%doing%in%my%own%
classroom?%
o Application:%%What%is%one%thing%I%might%try%in%my%classroom?%
%
Debriefing%
• 5<10%minutes%for%debriefing%each%observation%immediately%(or%soon%after%a%group%of%observations)%
• team%members%share%affirmations,%questions,%and%applications%
• facilitator%ensures%respectful%dialogue%and%takes%notes%of%affirmations%for%observed%teacher%(if%
requested)%
• pass%option%allowed%
%
Frequency%
• at%least%once%per%semester%
%
Resources%
•
•
•
Becoming$a$Reflective$Teacher%%(Marzano%et.al.,%2012)%%%
“Using%Rounds%to%Enhance%Teacher%Interaction%and%Self<Reflection:%%The%Marzano%Observational%
Protocol”%(Marzano,%updated%Feb%2010,%available%
http://www.marzanoresearch.com/Free_Resources/tools.aspx)%
%
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Facilitation,Guide,
!"#"$%&"'()"*%+,*'
%
Before%Observation%
•  !"#$%&'()!""#$%"&'&"()'*"+,-+.'+/0+"
• distribute%note%taking%form%(per%district%norms)%
123'&2(+"%)2("4"&$5"
• review%purpose,%ground%rules,%protocol%with%team%
%
•  *+,)&'()!""6)2("78+*9$/*"&'&"()'*"+,-+.'+/0+"
%
:+/+.2(+"2;$8("%)2("4<="&$'/:"'/"=>"$%/"
During%Observation%%
032**.$$=5"
• enter%classroom%unobtrusively%
• observe%and%take%reflective%notes%for%10<15%minutes%
•  !--./0%&'()!""6)2(<*"$/+"()'/:"4"=':)("(.>"'/"
=>"032**.$$=5'
• thank%the%teacher;%leave%quietly%
%
%
Debriefing%Session%
• gather%your%group%
• review%ground%rules%(if%necessary)%
• ask%each%team%member%to%share%observations%and%reflections$
• allow%pass%option,%but%encourage%each%member%to%share%
!"#"$%#"&'()*
• record%significant%affirmations%for%the%observed%teacher%(if%
requested)%
!"#$%&'()*(+,$)+-',./01*
• keep%the%conversation%positive%and%focused%on%the%observers %
•  +,-*.,/0#1*2113'()44444445**
• monitor%time%
•  6,/0#1*(,78'()*9%"9444445*
•  :(*,9%1#*;,#<&4444444445*
%
•  =>>-*.,/0#1*&/))1&7()*9%"9*44444445*
%
*
%
2344,./5(+,$)+6.*,$/5(*
%
•  +,-*9%1#1*&11>&*9,*?1*9;,*@1.*'&&/1&*%1#1*44444*"(<*444445*
%
•  A(*9%1*,(1*%"(<-*9%1#1*'&*44444*"(<*,(*9%1*,9%1#*%"(<-*9%1#1*
'&*4444445*
%
• 
B,#*.,/*9%1(-*&1C1#"3*9%1>1&*"#1*1>1#)'()D*444444444444445*
%
%
%
Follow<Up%
• email%significant%affirmations/applications%to%observed%teacher%(if%requested%or%per%district%protocol)%
%
%
%
%
%
%
%
%
%
%
%
%
$
$
$
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REPRODUCIBLE
Teacher Self-Ratings on the Personal Profile
Lesson Segments Involving Routine Events
Design Question: What will I do to establish and communicate learning goals, track student progress, and
celebrate success?
4
Innovating
Element
3
Applying
2
Developing
1
Beginning
0
Not Using
1. What do I typically do to provide
clear learning goals and scales
(rubrics)?
2. What do I typically do to track
student progress?
3. What do I typically do to celebrate
success?
Design Question: What will I do to establish and maintain classroom rules and procedures?
4
Innovating
Element
3
Applying
2
Developing
1
Beginning
0
Not Using
4. What do I typically do to establish
and maintain classroom rules and
procedures?
5. What do I typically do to organize the physical layout of the
classroom?
Lesson Segments Addressing Content
Design Question: What will I do to help students effectively interact with new knowledge?
Element
4
Innovating
3
Applying
2
Developing
1
Beginning
0
Not Using
6. What do I typically do to identify
critical information?
7. What do I typically do to organize
students to interact with new
knowledge?
8. What do I typically do to preview
new content?
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REPRODUCIBLE
Element
4
Innovating
3
Applying
2
Developing
1
Beginning
0
Not Using
9. What do I typically do to chunk
content into digestible bites?
10. What do I typically do to help students process new information?
11. What do I typically do to help students elaborate on new information?
12. What do I typically do to help
students record and represent
knowledge?
13. What do I typically do to help students reflect on their learning?
Design Question: What will I do to help students practice and deepen their understanding of new
knowledge?
Element
4
Innovating
3
Applying
2
Developing
1
Beginning
0
Not Using
14. What do I typically do to review
content?
15. What do I typically do to organize
students to practice and deepen
knowledge?
16. What do I typically do to use
homework?
17. What do I typically do to help
students examine similarities and
differences?
18. What do I typically do to help students examine errors in reasoning?
19. What do I typically do to help
students practice skills, strategies,
and processes?
20. What do I typically do to help students revise knowledge?
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REPRODUCIBLE
Design Question: What will I do to help students generate and test hypotheses about new knowledge?
4
Innovating
Element
3
Applying
2
Developing
1
Beginning
0
Not Using
1
Beginning
0
Not Using
21. What do I typically do to organize
students for cognitively complex
tasks?
22. What do I typically do to engage
students in cognitively complex
tasks involving hypothesis generation and testing?
23. What do I typically do to provide
resources and guidance?
Lesson Segments Enacted on the Spot
Design Question: What will I do to engage students?
Element
4
Innovating
3
Applying
2
Developing
24. What do I typically do to notice
when students are not engaged?
25. What do I typically do to use academic games?
26. What do I typically do to manage
response rates?
27. What do I typically do to use physical movement?
28. What do I typically do to maintain a
lively pace?
29. What do I typically do to demonstrate intensity and enthusiasm?
30. What do I typically do to use
friendly controversy?
31. What do I typically do to provide
opportunities for students to talk
about themselves?
32. What do I typically do to present
unusual or intriguing information?
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REPRODUCIBLE
Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and
procedures?
Element
4
Innovating
3
Applying
2
Developing
1
Beginning
0
Not Using
33. What do I typically do to demonstrate withitness?
34. What do I typically do to apply
consequences for lack of adherence
to rules and procedures?
35. What do I typically do to acknowledge adherence to rules and
procedures?
Design Question: What will I do to establish and maintain effective relationships with students?
Element
4
Innovating
3
Applying
2
Developing
1
Beginning
0
Not Using
1
Beginning
0
Not Using
36. What do I typically do to understand students’ interests and
backgrounds?
37. What do I typically do to use verbal
and nonverbal behaviors that indicate affection for students?
38. What do I typically do to display
objectivity and control?
Design Question: What will I do to communicate high expectations for all students?
Element
4
Innovating
3
Applying
2
Developing
39. What do I typically do to demonstrate value and respect for lowexpectancy students?
40. What do I typically do to ask questions of low-expectancy students?
41. What do I typically do to probe
incorrect answers with lowexpectancy students?
Page 4 of 4
Becoming a Reflective Teacher ª.BS[BOP3FTFBSDI-BCPSBUPSZtNBS[BOPSFTFBSDIDPN
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Observation,Scenario,
!
All#about#Ms.#Lewis:!!
!
Ms.!Lewis!is!in!her!15th!year!of!teaching.!She!began!her!teaching!career!in!a!rural!school!district,!where!
she!taught!for!seven!years.!Her!last!7½!years!of!teaching!have!been!in!Sunnydale!School!District.!She!is!
not!a!traditional!teacher!in!that!her!students!almost!seem!to!run!the!classroom!themselves.!They!are!very!
engaged!in!their!work!and!appear!to!help!one!another.!Ms.!Lewis!has!few!discipline!problems.!
!
Ms.!Lewis!has!the!respect!of!her!peers,!although!most!of!them!don’t!really!understand!how!she!runs!her!
classroom.!They!know!that!she!spends!many!hours!at!school!after!the!required!teacher!dismissal!time,!
and!that!she!also!takes!a!great!deal!of!work!home!with!her.!She!is!often!put!on!school!committees!
because!she!seems!to!be!able!to!get!along!with!most!of!the!teachers!and!is!seen!as!a!leader.!
!
In!multiple!observations!of!Ms.!Lewis’s!classroom,!you!can!tell!that!she!has!a!deep!respect!for!her!
students!and!that!there!is!a!definite!adherence!to!classroom!rules!and!procedures.!!
!
Observation#Notes:!
!
When!I!entered!the!classroom,!I!took!a!seat!in!the!back!of!the!room.!The!students!barely!noticed!my!
entrance,!maintaining!their!engagement!in!the!lesson.!I!noticed!that!the!walls!of!the!classroom!showed!
student!work!as!well!as!evidence!of!student!progress,!with!artifacts!depicting!current!curriculum.!
!
Ms.!Lewis!clearly!had!classroom!rules!and!procedures!in!place.!Students!were!seated!at!their!tables!when!
I!arrived.!At!one!point!during!the!lesson!they!were!asked!to!move!to!their!collaboration!groups.!They!did!
this!quietly,!quickly,!and!efficiently,!with!little!additional!talking.!Once!in!these!groups,!students!followed!
a!routine!procedure!for!working!in!groups!with!only!a!short!reminder!from!Ms.!Lewis!as!to!their!roles!and!
the!task.!She!praised!the!manner!in!which!they!moved!to!their!groups!and!individual!students!who!were!
called!upon!to!repeat!the!task!before!they!began!their!work.!
!
As!the!students!completed!their!task,!they!were!asked!to!use!their!individual!student!notebooks!to!
elaborate!on!information!that!was!new!to!them!and!make!inferences!about!that!information.!As!the!
individual!work!time!began,!I!overheard!one!student!say!to!another,!“I!don’t!get!what!we!are!supposed!to!
write!in!our!notebooks,!do!you?”!When!I!had!an!opportunity!to!talk!to!individual!students,!several!were!
able!to!explain!the!learning!goal!of!their!lesson!and!how!the!activity!related,!but!others!could!not.!
Additionally,!several!students!could!not!articulate!why!they!made!the!inferences!they!did.!In!fact,!when!I!
asked!one!student!to!share!what!he!wrote!in!his!notebook,!he!said,!“You!can!read!it,!but!I!had!no!idea!of!
what!I!was!supposed!to!be!doing.”!
!
Task:!
!
Review!Ms.!Lewis’s!selfQaudit!and!the!information!above.!Discuss!with!your!group!elements!of!celebration!
and!elements!for!consideration!of!improvement!for!the!next!coaching!conversation!you!will!have!with!Ms.!
Lewis!to!help!her!develop!her!plan.
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15 17
Sample'Coaching'Questions'
1. What'were'the'strengths'of'this'lesson?''
2. Would'you'change'anything'about'this'lesson?'
3. What'about'this'lesson'made'it'a'success?'
4. If'you'do'this'lesson'again,'what'will'you'change?'
5. Based'on'this'lesson,'what'are'your'next'instructional'steps?'
6. How'can'I'support'you'as'you'continue'with'planning'for'instruction?'
7. In'your'opinion,'how'did'this'lesson'go?'
8. How'do'you'know'that'your'students'attained'the'lesson'objective?'
9. Where'in'this'lesson'were'your'students'most'engaged?'
10. How'did'your'students'react'to'the'lesson'and'is'it'what'you'expected'from'them?'
11. If'you'could'take'a'part'of'the'lesson'to'do'over'again,'what'would'it'be?'
12. Which'additional'resources'could'you'use'to'enhance'the'lesson?'
13. In'your'opinion,'how'did'the'lesson'go?'
14. How'do'you'know'the'lesson'objectives'were'met?'
15. What'did'you'observe'about'your'students'during'the'lesson?'
16. How'will'you'proceed'following'this'lesson'to'maximize'the'learning'of'all'your'students?'
17. What'modifications'would'you'make'to'improve'this'lesson?'
18. Is'there'anything'specific'about'your'teaching'that'you'want'to'improve?'
19. Did'you'think'all'students'were'engaged'throughout'the'lesson?'What'could'be'done'differently'
to'engage'all'students?'
20. Was'your'assessment'tool'an'adequate'indication'of'student'achievement?'Are'there'changes'
needed?'
21. Do'you'think'that'the'lesson'met'the'learning'goal?'How'do'you'know?'
22. If'you'could'reteach'this'lesson,'what'would'you'change?'
23. What'evidence'do'you'have'to'show'the'students'learned?'
24. How'did'the'students’'performance'meet'your'lesson'expectation(s)?'
25. Which'part'of'the'lesson'do'you'think'was'the'most'effective?'
26. Which'part'of'the'lesson'felt'the'most'challenging?'
27. How'could'(will)'you'build'on'to'this'lesson?'
28. Which'strategy(ies)'that'you'used'worked'well'with'your'students?'
29. Did'you'do'anything'differently'than'you'intentionally'planned?'
Marzano Research Laboratory marzanoresearch.com 18
16 Successful Schools Conference • HA1421 • © 2015 HBPLS
Ineffective)vs.)Effective)Feedback)
Ineffective)Notes)
• Enjoyed(it!(
• The(kids(are(so(lucky(to(have(you.(
• Thanks(for(inviting(me!(
• Keep(up(the(good(work.(
• Nice(dress.(
)
Effective)Notes)
• Name)It:((A(statement(that(identifies(the(teacher(behavior(or(strategy.(
• Describe)It:((A(quote(or(literal(description(of(what(the(teacher(did((documentation).(
• Tell)Why)It’s)Good:((A(statement(of(what(the(teacher’s(behavior(accomplished.(
• Value)Statement:((A(sentence(or(phrase(that(tells(the(reader(what(the(writer(thought(of(the(behavior.(
)
Sample)A)
• Name)It:))Today(we(saw(you(using(partner(responses(and(sentence(stems.(
• Describe)It:))You(said,((“A’s(turn(to(your(partner(and(tell(them(what(you(might(be(reluctant(to(do.((Start(
by(saying(I"might"be"reluctant"to…”(
• Tell)Why)It’s)Good:))By(having(students(tell(the(answer(to(their(partners,(you(were(able(to(engage(more(
students(in(the(lesson.((In(addition,(giving(them(a(sentence(stem(helped(them(interact(with(the(new(
word.(
• Value)Statement:))Great(student(engagement(technique!(
)
)
Sample)B)
• Name)It:))Today(we(noticed(that(you(had(proficiency(scales(posted(in(your(classroom.(
• Describe)It:)(The(scales(clearly(stated(the(knowledge(and(skills(students(had(to(demonstrate(regarding(
their(understanding(of(atmospheric(processes(and(the(water(cycle.(
• Tell)Why)It’s)Good:))By(sharing(these(scales,(your(students(are(aware(of(what(they(have(to(know(and(do(
during(this(unit(of(study.(
• Value)Statement:))Continue(to(do(this!((It(causes(your(students(to(take(ownership(in(their(own(learning.)
(
)
Ideas)for)Value)Statements)
• Continue(to(involve(as(many(students(as(possible(during(reading(time!)
• Keep(it(up;(we’re(sure(to(get(readers!)
• Continue(with(this(strategy,(it(will(lead(to(greater(comprehension(about(the(concept.)
• Continue(to(do(this!((It’s(an(effective(way(to(keep(the(students(involved(in(the(story.)
• Continue(to(stimulate(their(thinking(with(this(effective(strategy!)
• I’m(so(proud(of(you!((Keep(up(the(hard(work!)
• Keep(monitoring(for(success!)
• Keep(modeling!((The(narratives(will(be(great!)
• Keep(it(up!((You’re(off(to(a(great(start!)
• High(expectations(=(high(results!)
• Great(technique!)
• Compliments(to(you!)
• Smart(strategy!)
Adapted'from'Dr.'Ernie'Stachowski,'Administrator'&'Coach'Training,'1998?2003'
April'Kelley,'Reading'&'Writing'Consultant,'ESU'6,'2011'
17 © 2015 HBPLS • HA1421 • Successful Schools Conference
19
Try)it)
)
(
Imagine(that(you(just(finished(observing(a(teacher(that(was(teaching(a(comprehension(strategy(lesson.((
She(was(teaching(the(students(how(to(summarize.((She(used(a(poster(that(contained(a(studentRfriendly(
definition(of(summarizing.((It(said,(“Summarizing(is(using(your(own(words(to(tell(only(the(most(important(ideas.”(((
It(also(contained(4(important(steps(to(summarizing.((She(explained(the(definition(of(summarizing,(had(the(
students(repeat(the(definition(of(summarizing(and(then(explained(the(steps(involved.((She(then(modeled(the(use(
of(the(strategy(with(a(think(aloud(and(the(important(steps.((After(that,(the(students(practiced(summarizing(a(
paragraph(with(her(as(she(was(guiding(them(through(the(process(with(questions.((Last,(she(reviewed(the(
important(steps(in(summarizing(and(gave(the(students(a(paragraph(to(have(them(summarize(on(their(own.(
(
Practice(writing(a(feedback(note(to(this(teacher…(
(
• Name)It:((I(saw…)
)
)
)
•
Describe)It:((You…(
•
Tell)Why)It’s)Good:((By(doing(this…(or(Because(of(this…(
•
Value)Statement:((Keep…(
(
(
(
(
18 20
Adapted'from'Dr.'Ernie'Stachowski,'Administrator'&'Coach'Training,'1998?2003'
April'Kelley,'Reading'&'Writing'Consultant,'ESU'6,'2011'
Successful Schools Conference • HA1421 • © 2015 HBPLS
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Marzano Research Laboratory marzanoresearch.com 22
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Ideas for ImplemenTng DQ 1-­‐9 at Site IDEA DESCRIPTION PRE-­‐REQUISITES Self audit & goal seLng Use the self-­‐audit to create a goal in Domain 1. Use paper or online version. •  Access to self audit •  Growth goal wriTng based upon experience & opinion of exisTng pracTce 1 school goal 2 individual goals School sets 1 common goal with 2 goals allowed for individual applicaTon. •  Self audit •  School consensus process •  Understanding of elements Use lesson template Use lesson template w 9 DQ emphasized. ReflecTon upon student success. •  Lesson template Videotape w/ reflecTon Videotape a lesson (or two) and reflect upon strengths and areas for improvement. •  ReflecTve guide (self audit) •  Growth goal wriTng based upon video Student survey Seek input from students about how a strategy worked. •  Survey design •  Sample surveys on MRL website •  CollaTon and reflecTon •  Growth goal wriTng AcTon research trying new strategy Try the strategy with one group—
not with another. Use pre-­‐post tests and compare results. •  Understanding of acTon research •  Pre/post test •  ReflecTon from AR PLC goal focus Ask PLCs to select a common element goal for Domain 1. •  Use a consensus process for PLC goal(s) Review other teacher videos Obtain and review videos of other teachers (teachertube or teaching channel) and use reflecTve tool. •  Use reflecTve guide or rubric •  Growth goal •  Access to teacher videos •  Observe teachers for the growth goal set InstrucTonal Rounds Set growth goal, observe other teachers in school or district successfully implemenTng goal strategy. For learning only NOT evaluaTon of model teacher. •  Self-­‐audit •  Growth goal •  Plan & conduct observaTon •  ReflecTve conversaTons •  ApplicaTon of learning Marzano Research Laboratory marzanoresearch.com © 2015 HBPLS • HA1421 • Successful Schools Conference
SHARING WITH OTHERS 21 23
Ideas for Monitoring DQ 1-­‐9 at Site IDEA DESCRIPTION Self audit & goal seLng Collect individual goal seLng forms and use as appropriate. 1 school goal 2 individual goals Collect evidence on school common goal and individual goals (walk-­‐
through data, summaries of instrucTonal rounds, etc.). Use lesson template Periodically collect lesson templates w 9 DQ emphasized and corresponding reflecTons about lesson and student progress. Videotape w/ reflecTon Collect videotapes of a lesson (or two) and/or reflecTons from the videos for strengths and areas for improvement. Consider using for MCCSC video library. Student survey Collect and collate student survey results sought about the implementaTon and effecTveness of the strategy(ies) tried. AcTon research trying new strategy Collect and collate acTon research results. Discuss results and consider future acTons. PLC goal focus Collect PLC agendas and minutes detailing conversaTons about the PLC goal focus. Review other teacher videos Collect reflecTve informaTon and goal based upon teacher video reviews. InstrucTonal Rounds Collect instrucTonal rounds observaTon schedules, reflecTve journals, etc.. Teacher and/or student focus groups Cross-­‐secTon of teachers asking implementaTon quesTons. Cross-­‐secTon of students asking what students noTced, liked, would suggest as improvements, etc. Teaching Coaching Colleague Teachers self select mentors to check in with regularly—share summary of self-­‐audit, seek ideas, share learning, etc. SHARING WITH OTHERS Marzano Research Laboratory marzanoresearch.com 24
22 Successful Schools Conference • HA1421 • © 2015 HBPLS
Sample schedule from MCCSC Bloomington, IN Marzano Research Laboratory marzanoresearch.com © 2015 HBPLS • HA1421 • Successful Schools Conference
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Notes
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Notes
© 2015 HBPLS • HA1421 • Successful Schools Conference
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Notes
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