Instructional Leader Training

Instructional Leader Instructional Leader TrainingTraining

Fall 2010 Fall 2010

Ms. Chris WilsonMs. Chris Wilson334/353-8646

[email protected]

Mrs. Telena MadisonMrs. Telena Madison334/353-5230

[email protected]

Dr. Tony ThackerDr. Tony Thacker334/353-4810

[email protected]

For Information On TheFor Information On TheProfessional Educational Personnel Evaluation Professional Educational Personnel Evaluation

(PEPE) Program(PEPE) Programoror

2009 - 2010 EDUCATEAlabama 2009 - 2010 EDUCATEAlabama Moodle ModulesMoodle Modules

Professional Learning Units (PLUs)Professional Learning Units (PLUs)

ContactContactMr. John BellMr. John Bell334/242-8191334/[email protected]@alsde.edu

Background & RationaleBackground & Rationale ProcessProcess LunchLunch

Implementing EA using the Implementing EA using the Standards & ContinuumStandards & Continuum

DebriefDebrief Questions & AnswersQuestions & Answers

Breaks – Group Consensus !Breaks – Group Consensus !

Provide background and rationale for refining Provide background and rationale for refining EDUCATEAlabama (EA)EDUCATEAlabama (EA)

Offer guidelines for implementing the refined EA Offer guidelines for implementing the refined EA processprocess

Create a common understanding of the structure, Create a common understanding of the structure, content, and intended uses of the:content, and intended uses of the: Alabama Quality Teaching StandardsAlabama Quality Teaching Standards Alabama Continuum for TeacherAlabama Continuum for Teacher

Development Development Respond to Frequently Asked QuestionsRespond to Frequently Asked Questions

Conducted online July 2010Conducted online July 2010

1, 007 Practitioner Responses1, 007 Practitioner Responses

80 + Pages of Comments80 + Pages of Comments

Focus on no more than Focus on no more than

IndicatorsIndicators

-

If the information could be If the information could be automatically importedautomatically imported

that would be GREAT!that would be GREAT!

FORMS

Drop down menus Drop down menus for simple commentsfor simple comments

on the forms would beon the forms would bevery beneficial.very beneficial.

I would like to see the formsI would like to see the formstransfer common data…transfer common data…

indicator information from theindicator information from theobservation form to the CSR…observation form to the CSR…

Contradictory information during

training sessions

Teachers didn’t understand their role…Teachers didn’t understand their role…

Never assume teachers and administrators Never assume teachers and administrators know what they are suppose to be doing…know what they are suppose to be doing…

……SDE should have explained to teachers…SDE should have explained to teachers…

I did not understand it as an administrator…I did not understand it as an administrator…

My teachers My teachers had many questionshad many questions

and I worked and I worked with them with them

to develop a to develop a deeper understandingdeeper understanding

of the Standards of the Standards and how to and how to

self-evaluate.self-evaluate.

……teachers’ self-assessmentteachers’ self-assessment

……best tool for all.best tool for all.

On-line videosOn-line videos for teachers for teachers

to observe to observe lessons lessons

focusing onfocusing on [the standards] [the standards]

would be would be very helpful.very helpful.

Two more Two more

When you are headed down the When you are headed down the runway at 150 miles per hour and runway at 150 miles per hour and

realize you don’t have enough asphalt realize you don’t have enough asphalt for takeoff, it’s a little late to order an for takeoff, it’s a little late to order an

extension of the runway.extension of the runway.

SDECommunication

CriteriaFAQ Document

For those unable to attend an instructional For those unable to attend an instructional leader training or educator orientation, leader training or educator orientation,

trainings will be available online attrainings will be available online athttp://www/alex.state.al.us/leadership http://www/alex.state.al.us/leadership

under the Educator Evaluations tab.under the Educator Evaluations tab.

Superintendents are encouraged to approve Superintendents are encouraged to approve locally developed professional study for PLU locally developed professional study for PLU and/or Continuing Education Unit (CEU) credit.and/or Continuing Education Unit (CEU) credit.

Optional Online Tools for Optional Online Tools for Local Use ACLD Evaluation MatrixACLD Evaluation Matrix Library of:Library of:

Professional study modulesProfessional study modules Instructional videosInstructional videos

Online Library ResourcesOnline Library Resourceshttp://www.alex.state.al.us/leadershiphttp://www.alex.state.al.us/leadership

Modules Standards and Continuum: OverviewStandards and Continuum: Overview

Collaborative ConversationsCollaborative Conversations Organization & Management of the LearningOrganization & Management of the Learning

Environment (Indicators 2.1, 2.3) Environment (Indicators 2.1, 2.3) Student Learning Goals (Indicators 2.4, 2.5)Student Learning Goals (Indicators 2.4, 2.5)

Formative Assessment (Indicator 2.8)Formative Assessment (Indicator 2.8) Feedback from Formative Assessment (Indicator 2.8) Feedback from Formative Assessment (Indicator 2.8) Cultural, Ethnic, and Social Diversity (Indicator 4.1)Cultural, Ethnic, and Social Diversity (Indicator 4.1) Cultural, Ethnic, and Social Diversity (Indicator 4.3)Cultural, Ethnic, and Social Diversity (Indicator 4.3) Investigating the Impact of Instruction (3 Modules)Investigating the Impact of Instruction (3 Modules)

Online Library Resources Online Library Resources continuedcontinuedhttp://www.alex.state.al.us/leadershiphttp://www.alex.state.al.us/leadership

Dialogues - Collaborative ConversationsDialogues - Collaborative Conversations*Four (4) Videos *Four (4) Videos

Snow Rogers Elementary, Jefferson CountySnow Rogers Elementary, Jefferson County Self-Assessment/PLP DevelopmentSelf-Assessment/PLP Development

North Jefferson Middle, Jefferson CountyNorth Jefferson Middle, Jefferson County Post Observation DialoguePost Observation Dialogue

Gardendale High, Jefferson County Gardendale High, Jefferson County Post Observation DialoguePost Observation Dialogue

Chalkville Elementary, Jefferson CountyChalkville Elementary, Jefferson County End of Year Collaborative Dialogue End of Year Collaborative Dialogue

* Permission to use - Granted by Jefferson County Board of * Permission to use - Granted by Jefferson County Board of Education Summer 2010


Instructional Demonstration VideosInstructional Demonstration VideosElementary - Seven (7) VideosElementary - Seven (7) Videos

Fractions (Parts 1,2)Fractions (Parts 1,2) - George Hall Elementary- George Hall Elementary Mobile County Mobile County Ellis Island (Parts 1,2) Ellis Island (Parts 1,2) - George Hall Elementary- George Hall Elementary Mobile County Mobile County Environmental Center Environmental Center - George Hall Elementary- George Hall Elementary Mobile County Mobile CountyDealing with Coins (Parts 1,2)Dealing with Coins (Parts 1,2) - Brighton Middle- Brighton Middle Jefferson County Jefferson County


Instructional Demonstration VideosInstructional Demonstration VideosMiddle-Intermediate-Junior High School - Four (4) VideosMiddle-Intermediate-Junior High School - Four (4) Videos

Middle School ScienceMiddle School Science - Hayden Middle- Hayden Middle Blount County Blount County Junior High School EnglishJunior High School English - Mt. Brook Junior High- Mt. Brook Junior High Mt. Brook City Mt. Brook City 99thth Grade Biology Grade Biology - Mt. Brook Junior High- Mt. Brook Junior High Mt. Brook City Mt. Brook City55thth Grade Science Grade Science - Tarrant Intermediate- Tarrant Intermediate Tarrant City Tarrant City


*Instructional Demonstration Videos*Instructional Demonstration Videos

High School - Five (5) Videos High School - Five (5) Videos

Geometry (Parts 1,2)Geometry (Parts 1,2) - Spain Park High, Hoover Cit- Spain Park High, Hoover City

Treaty of VersaillesTreaty of Versailles - Winterboro High, Talladega - Winterboro High, Talladega CountyCounty

Business Education Business Education - Winterboro High, Talladega - Winterboro High, Talladega CountyCounty

EnglishEnglish - - Tarrant High, Tarrant CityTarrant High, Tarrant City

* All elementary, middle, and high school instructional demonstration videos* All elementary, middle, and high school instructional demonstration videos were developed in cooperation with were developed in cooperation with The Governor’s Commission on QualityThe Governor’s Commission on Quality Teaching Teaching and selected schools and local education agencies. and selected schools and local education agencies.

To Begin Now in 2010 To Begin Now in 2010

Prior to Web-based Process AvailabilityPrior to Web-based Process Availability

Print copy

Carefully consider all 39 indicators

Circle level that best describes current teaching practice

Complete self-assessment, addressing all 39 indicators

Schedule time for dialogue with instructional leader

Based on the educator’s completed self-assessment, the Based on the educator’s completed self-assessment, the dialogue between the instructional leader and educator dialogue between the instructional leader and educator should:should:• Be a meaningful reflective conversationBe a meaningful reflective conversation• Support the educator in setting professional goals and pursuingSupport the educator in setting professional goals and pursuing professional development professional development

Collaboratively select and agree upon 2-5 indicators that Collaboratively select and agree upon 2-5 indicators that will become the focus for this year’s Professional Learning will become the focus for this year’s Professional Learning Plan (PLP) Plan (PLP)

• Establish the 2-5 indicators agreed upon during theEstablish the 2-5 indicators agreed upon during the dialogue as the focus for the PLP dialogue as the focus for the PLP• For each indicator:For each indicator:

•Determine what educator wants/needs to learnDetermine what educator wants/needs to learn• Estimate timeframe for learningEstimate timeframe for learning

•Determine how educator will implement Determine how educator will implement (Identify specific actions/strategies)(Identify specific actions/strategies)

• Estimate timeframe from implementationEstimate timeframe from implementation• Identify other supporting evidence educator maIdentify other supporting evidence educator mayy provideprovide (data, other roles/responsibilities, courses,(data, other roles/responsibilities, courses, achievements, publications, other) achievements, publications, other) • Identify expected outcomes for student achievement Identify expected outcomes for student achievement

• Two un-announced observations will be conductedTwo un-announced observations will be conducted for all educators (novice, non-tenured, for all educators (novice, non-tenured, tenured/veteran) on full evaluation cycle tenured/veteran) on full evaluation cycle

• May be conducted at any time during the school May be conducted at any time during the school year after the PLP has been developed year after the PLP has been developed

• Collaborative conversation and dialogue betweenCollaborative conversation and dialogue between the instructional leader and educator after each the instructional leader and educator after each observation is best practice observation is best practice

UnderDevelopment

Everyone (superintendents, instructional leaders, Everyone (superintendents, instructional leaders, and educators) will login using their assigned and educators) will login using their assigned User NameUser Name and and PasswordPassword..

If the user does not have an account previously If the user does not have an account previously created in the SDE’s Education Directory, he/she created in the SDE’s Education Directory, he/she must create the account by accessing the SDE’s must create the account by accessing the SDE’s Education Directory application. Education Directory application.

D. All educators Add SUMMARY (optional)Add SUMMARY (optional)

CLOSE END-OF-YEAR PLPCLOSE END-OF-YEAR PLP

After the PLP is CLOSED, the following After the PLP is CLOSED, the following becomes an option:becomes an option: Entire evaluation becomes “Read Only” Entire evaluation becomes “Read Only”

Educator Self Assessment and PLP are Educator Self Assessment and PLP are available to available to viewview next year next year

E. Educator Self Assessment and PLP are E. Educator Self Assessment and PLP are available to view next year available to view next year

From the login screen the From the login screen the EDUCATOR may:EDUCATOR may:

View the previous year ‘sView the previous year ‘sEducator Self Assessment or PLPEducator Self Assessment or PLP

Restart the process at Part A Restart the process at Part A

Purposes and UsesPurposes and Uses

Alabama Alabama

Quality Teaching StandardsQuality Teaching Standardsandand

Continuum for Teacher DevelopmentContinuum for Teacher Development

The Common Core The Key to a Standards–Driven Profession

Professional Study

Professional Study

Teacher Assessment

Teacher Mentoring

Teacher Induction

Clinical Experience

Instructional Leader

Mentoring


Assessment


Induction

Alabama

Standards

For

Instructional

Leaders

Alabama

Quality

Teaching

Standards

Teacher Preparation

Leadership Residency


Preparation

Standard 1: Content KnowledgeStandard 1: Content Knowledge

Standard 2: Teaching and Standard 2: Teaching and LearningLearning

Standard 3: LiteracyStandard 3: Literacy

Standard 4: DiversityStandard 4: Diversity

Standard 5: ProfessionalismStandard 5: Professionalism

1)1) DirectionsDirections: As we review the indicators associated with each of : As we review the indicators associated with each of the five Alabama Quality Teaching Standards, reflect on the the five Alabama Quality Teaching Standards, reflect on the extent to which you understand the meaning of each indicator extent to which you understand the meaning of each indicator and how it would look in practice (“the evidence”). Place an “X” and how it would look in practice (“the evidence”). Place an “X” on each continuum between CU and DNU where:on each continuum between CU and DNU where:

2)2) CU = I completely understand this indicator, and I know the type CU = I completely understand this indicator, and I know the type of evidence I would look for to determine my own or a of evidence I would look for to determine my own or a colleague’s level of progression in this area.colleague’s level of progression in this area.

3)3) DNU = I do not understand this indicator, and I am uncertain as DNU = I do not understand this indicator, and I am uncertain as to the type of evidence I would look for to determine my own or to the type of evidence I would look for to determine my own or a colleagues level of progress in this area.a colleagues level of progress in this area.

4)4) This is a self-assessment—for your eyes and use only!This is a self-assessment—for your eyes and use only!

Teachers model and teach effective oral and written

communication, integrating basic reading, math and technology as

appropriate.

Oral and Written Communication 3.1 Demonstrates standard oral and written communications. . . .3.1 Demonstrates standard oral and written communications. . . .3.2 Fosters and responds to effective verbal and nonverbal 3.2 Fosters and responds to effective verbal and nonverbal communications communications

Development of Reading Skills and Accessing K-12Literacy Resources

3.3 Uses age-appropriate instructional strategies to improve 3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy componentslearners’ skills in critical literacy components3.4 Integrates narrative and expository reading strategies 3.4 Integrates narrative and expository reading strategies

across the curriculum across the curriculum

Development of Mathematical Knowledge and Skills across Content Areas

Utilizing Technology

Standard 3: Literacy IndicatorsStandard 3: Literacy Indicators

Oral and Written Communication Development of Reading Skills and Accessing K-12

Literacy ResourcesDevelopment of Mathematical Knowledge and

Skills across Content Areas3.5 Solves mathematical problems across subject areas3.6 Communicates mathematical concepts, processes,

and symbols within the content taught

Utilizing Technology 3.7 Identifies and integrates available emerging technologies into the teaching of all content areas 3.8 Facilitates learners’ individual and collaborative use of technology. . . .

The Continuum adds muscle and fiber to the Standards and indicators—making them concrete, specific, and contextualized to the classroom and school communities.

The Continuum provides levels of development for each indicator associated with each Standard to enable teachers with a tool for reflection, learning, and growth situated in a professional community.

Continuum Continuum describes five levels of developmentlevels of development BeginningBeginning—The educator is:—The educator is:

Internalizing foundational knowledge and skills associated Internalizing foundational knowledge and skills associated with a particular indicator; thenwith a particular indicator; then

Applying these in the classroom setting.Applying these in the classroom setting.

EmergingEmerging—The educator is: —The educator is: Expanding personal repertoire of skills associated with a Expanding personal repertoire of skills associated with a

given indicator ;andgiven indicator ;and Using core skills at a level of automaticity. Using core skills at a level of automaticity.

Applying—Applying—The educator is:The educator is: Accomplished in his/her practice related to a specified Accomplished in his/her practice related to a specified

indicator; and is a indicator; and is a Contributing member of the professional community.Contributing member of the professional community.

Continuum Continuum describes five describes five levels of developmentlevels of development IntegratingIntegrating—The educator :—The educator :

Knows relationship between a given strategy and student Knows relationship between a given strategy and student learning outcomes.learning outcomes. Demonstrates flexibility in selecting and matching Demonstrates flexibility in selecting and matching strategies to different contexts. strategies to different contexts. Assists colleagues in developing their practice in the Assists colleagues in developing their practice in the area stipulated by the indicator.area stipulated by the indicator.

InnovatingInnovating—The educator is:—The educator is: Continually seeking to create more effective approaches.Continually seeking to create more effective approaches. Assumes a real leadership role in developing colleagues’ Assumes a real leadership role in developing colleagues’

practice in indicated areas.practice in indicated areas.

Movement across different levels of Movement across different levels of development occurs as a result of development occurs as a result of

intentional reflection, learning, and intentional reflection, learning, and growth. growth.

The progression is not related to length of The progression is not related to length of service, nor does it occur automatically.service, nor does it occur automatically.

Encourages and informs individual and collegial Encourages and informs individual and collegial reflective practicereflective practice

Serves as focus for:Serves as focus for: Observations by peers and instruction coachesObservations by peers and instruction coaches

Follow-up conversations and formative feedback Follow-up conversations and formative feedback conferences conferences

Facilitates the identification of professional growthFacilitates the identification of professional growth opportunitiesopportunities

EDUCATEAlabamaEDUCATEAlabama uses the uses the

Standards’ indicators Standards’ indicators as the foci foras the foci for

formative formative assessment/evaluation.assessment/evaluation.The StandardsThe Standards

The ContinuumThe Continuum

What is it?What is it?

Why is it important for educator Why is it important for educator development?development?

How does it differ from summative How does it differ from summative assessment/evaluation?assessment/evaluation?

1)1) Skim Standard Two: Teaching and LearningSkim Standard Two: Teaching and Learning Organization and Management of Learning EnvironmentOrganization and Management of Learning Environment Indicators 2.1-2.3Indicators 2.1-2.3 Pages 12-13, Alabama Continuum for Teacher DevelopmentPages 12-13, Alabama Continuum for Teacher Development

2)2) As you view the video, imagine that you are As you view the video, imagine that you are this educator. this educator.

After the video, you will be asked to self-assess your level After the video, you will be asked to self-assess your level of performance based upon this lesson.of performance based upon this lesson.

1)1) Imagining that you are the videotaped educator:Imagining that you are the videotaped educator: Self-assess your level of development, as exhibited by this Self-assess your level of development, as exhibited by this

videotaped lesson, on Indicators 2.1, 2.2, and 2.3. videotaped lesson, on Indicators 2.1, 2.2, and 2.3. Please complete this task individually and silently. Please complete this task individually and silently. As you decide upon a level of development, think about the As you decide upon a level of development, think about the

“evidence” that led you to this assessment.“evidence” that led you to this assessment.

2)2) Given the results of your self-assessment, what Given the results of your self-assessment, what might you do to build upon your strengths and might you do to build upon your strengths and address identified areas for growth?address identified areas for growth?

1)1) First, name a facilitator, recorder, and timekeeper for your First, name a facilitator, recorder, and timekeeper for your group.group.

2)2) Moving through each Indicator 2.1 - 2.3:Moving through each Indicator 2.1 - 2.3: Share where you placed yourself on the Continuum:Share where you placed yourself on the Continuum:

Explain why by providing specific “evidence” (discrete “look-Explain why by providing specific “evidence” (discrete “look-for” behaviors, artifacts, and other).for” behaviors, artifacts, and other).

Discuss similarities and differences in your assessments Discuss similarities and differences in your assessments and rationales. and rationales.

Imagine you are in a team meeting where you are Imagine you are in a team meeting where you are considering what you can do to: considering what you can do to:

Share and build upon identified strengths.Share and build upon identified strengths. Support one another in planning and implementing Support one another in planning and implementing

activities/strategies for learning and growth.activities/strategies for learning and growth.

What insights did you have as you engaged in What insights did you have as you engaged in the last two activities?the last two activities?

What questions do you have?What questions do you have?

What might you do in your leadership role to What might you do in your leadership role to encourage individual and team self-assessment encourage individual and team self-assessment using The Continuum for Teacher Development?using The Continuum for Teacher Development?

1)1) Skim through questions associated with Indicators Skim through questions associated with Indicators 2.4 – 2.7 on page 3 - Guiding Questions and 2.4 – 2.7 on page 3 - Guiding Questions and Evidence matrix.Evidence matrix.

2)2) As you view the video, assume your assigned role As you view the video, assume your assigned role (the videotaped educator OR an observer in this (the videotaped educator OR an observer in this classroom). classroom).

3)3) After the video, take a few minutes to:After the video, take a few minutes to: Decide the level of development for indicators 2.4-2.7.Decide the level of development for indicators 2.4-2.7. Develop an evidence-based rationale for your Develop an evidence-based rationale for your

assessment.assessment.

3)3) Assuming your assigned role (educator or observer) assess Assuming your assigned role (educator or observer) assess the level of development on each of the Indicators 2.4, 2.5, the level of development on each of the Indicators 2.4, 2.5, 2.6, and 2.7. 2.6, and 2.7.

Please complete this task individually and silently. Please complete this task individually and silently. As you decide upon a level of development, think about As you decide upon a level of development, think about

the “evidence” that led you to this assessment.the “evidence” that led you to this assessment.

4)4) Given the results of your assessment, what might you do to Given the results of your assessment, what might you do to build upon strengths and plan for growth in identified areas?build upon strengths and plan for growth in identified areas?

PQP is a tool for the structured conversation PQP is a tool for the structured conversation following the observation.following the observation.

Two essential componentsTwo essential components Inclusion of affirmationsInclusion of affirmations

Provision of non-directive feedback Provision of non-directive feedback through questions, which give educators through questions, which give educators opportunities to reflect on practiceopportunities to reflect on practice

Gloria Neubert, Improving Teaching Through Coaching, PDK Fastback 277. Guiding Questions Document

… most often most often asks the observed educator to asks the observed educator to reflect and identify personal growth objectives.reflect and identify personal growth objectives.

Evaluate performance Evaluate performance and “tell” how to and “tell” how to

improveimprove

Identify what went well in the observed Identify what went well in the observed lesson.lesson.

Remember the focus of the observation and Remember the focus of the observation and relate the positive comments to that focus.relate the positive comments to that focus.

Ask your colleague, “What do you think Ask your colleague, “What do you think went well?”went well?”

Clarifying Questions are used to: Clarifying Questions are used to:

Gather additional informationGather additional information Help understand something you observedHelp understand something you observed Express reservations in a non-directive wayExpress reservations in a non-directive way

Examples:Examples: What were expected outcomes of the What were expected outcomes of the

cooperative group activity?cooperative group activity? How have you helped your students become How have you helped your students become

more active listeners?more active listeners? What might have happened if. . . ?What might have happened if. . . ?

Eliciting QuestionsEliciting Questions Help educator hypothesize or speculate.Help educator hypothesize or speculate. Extend educator thinking.Extend educator thinking.

Examples:Examples: What do you think contributed to ….?What do you think contributed to ….? What assumptions were you making What assumptions were you making

about students’ prior knowledge?about students’ prior knowledge?

Your main job is to LISTEN. Your main job is to LISTEN.

Ask questions that will help the observed Ask questions that will help the observed educator reflect and make decisions that educator reflect and make decisions that

will stretch his/her performance.will stretch his/her performance.

Leading QuestionsLeading Questions Ask, don’t tellAsk, don’t tell Give educator final decision about classroom strategiesGive educator final decision about classroom strategies Encourage reflection on specific methodologyEncourage reflection on specific methodology

Examples:Examples: What if you had provided students with primary source What if you had provided students with primary source

material for this activity? material for this activity? In what ways did this lesson utilize the principles of strategic In what ways did this lesson utilize the principles of strategic

teaching?teaching? What would it take to actively engage the reticent learners?What would it take to actively engage the reticent learners?

1)1) First, jot down a few ideas for each of the three First, jot down a few ideas for each of the three categories, Praise, Question, Polish, on the form categories, Praise, Question, Polish, on the form designed for your assigned role (educator or observer).designed for your assigned role (educator or observer).

2)2) When directed, pair with someone who is assuming a When directed, pair with someone who is assuming a different role so that an “observer” and “educator” are different role so that an “observer” and “educator” are paired together.paired together.

3)3) Using the P-Q-P format, engage in a feedback Using the P-Q-P format, engage in a feedback conference that incorporates formative assessment. conference that incorporates formative assessment.

What insights did you have as you engaged What insights did you have as you engaged in the P-Q-P Conference?in the P-Q-P Conference?

What questions do you have?What questions do you have?

In what ways might you use the P-Q-P as you In what ways might you use the P-Q-P as you seek to advance formative assessment?seek to advance formative assessment?

Juxtapose your feedback conference with the one Juxtapose your feedback conference with the one shown on the video.shown on the video.

How did that conference differ from the one you How did that conference differ from the one you just took part in?just took part in?

What do you think went well?What do you think went well? How did the conference in the video differ from How did the conference in the video differ from

most post observation conferences? most post observation conferences? What could you learn from the video?What could you learn from the video?

1)1) Highly interactive—consider using the Highly interactive—consider using the 20/80 rule20/80 rule

2)2) ““The Sound of Silence” because it involves a The Sound of Silence” because it involves a lot of active listening and thinkinglot of active listening and thinking

3)3) Questions that invite reflectionQuestions that invite reflection

4)4) Feedback that is specific, relevant, and Feedback that is specific, relevant, and grounded in evidencegrounded in evidence

Reveals, Responds, Reveals, Responds, and Advancesand Advances

Elevates and Promotes Elevates and Promotes PracticePractice

Describes, Discusses, Describes, Discusses, and Developsand Develops

Enhances, Enriches, Enhances, Enriches, and Expandsand Expands

Rates, Ranks, and Rates, Ranks, and AssignsAssigns

Evaluates and Evaluates and Pigeonholes PracticePigeonholes Practice

Tallies, Totals, and TellsTallies, Totals, and Tells Complies, Conforms, Complies, Conforms,

and Categorizesand Categorizes

Documents

Instructional Leader Training