spring 2006edu 680 - yccl1 colleague consultation spring 2006 - yccl

Spring 2006 EDU 680 - YCCL 1

Colleague Consultation

Spring 2006 - YCCL


On Active Listening &Feedback


Feedback

“The process of giving back information for the purpose(s) (of reinforcing or) of bringing about change in the behavior of those receiving the information.”

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION. New York: Teachers College Press p. 46.


Timeliness

A criterion of effective feedback; best shortly before or after scheduled observation.

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION.

New York: Teachers College Press, pp. 47.


Specificity

A criterion of effective feedback; clear, descriptive information regarding observed or desired behaviors (teacher or student) is best.

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION. New York: Teachers College Press p. 47-9.


Credibility

A criterion of effective feedback; the extent to which a teacher “perceive(s) that feedback come from a respected source with legitimate claims to expertise.”

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION. New York: Teachers College Press p. 49.


Intent

A criterion of effective feedback; teachers’ perceptions as to the real purpose for evaluation.

“(T)he more that teachers perceive the feedback as helpful and as an aid to their professional development, the more they are willing to support strong evaluation and to engage in the ... public experimentation and risk taking important to learning new skills” (p. 53).

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION. New York: Teachers College Press, p. 53.


Active listening

An approach to interaction that emphasizes focusing attention in a genuine attempt to understand another’s perspective.– It is not passive hearing.

– Is a practiced skill.


Active listening moves

Monitor nonverbal cuesSend nonverbal cuesStructuring movesProbing movesFeeling checksLinking movesSummaries


The observer’s job is: To separate descriptive comments from

judgments. To collect descriptive information regarding

the focus; (my moves, in this case) To collect other descriptive information that

seems important; (get permission) To form questions that lead to reflective

consideration of lesson.


SkilledService


A quote for consideration:

“...but for a true leader, when his (or her) aims are accomplished and ... purposes fulfilled, the people will

say, ‘We have done this ourselves!’”

--Lao Tzu


Skilled service

A skilled service is giving assistance to another that requires developed proficiency not commonly found in an individual.

If required skills are not present or adequate to the challenge, such service will probably be fruitless.

Adapted from Garman (1982), The Clinical Approach to Supervision. ASCD Yearbook.


On Observation

&Data

Collection


Another quote

You see but you do not observe... It is a capital mistake to theorize before one has data... You know my methods, Watson.

Arthur Conan Doyle. The Memoirs of Sherlock Holmes. The Crooked Man


Robust data

Refers to the strength and quantity of reliable information regarding teachers’ actions and learners’ consequences.


Descriptive documentation & Observation tool

Descriptive documentation is a record that portrays events and observed behaviors as accurately as possible without judging them.

An observation tool is a device used to capture descriptive documentation of teaching practices and/or student behaviors during an observed lesson.


Observation tool (2)

“The instruments both teachers and administrators found most useful were flexible and allowed evaluators to tailor comments to the specifics of a teacher’s classroom. In fact, the evaluation instrument favored in all four districts was a blank page” (p. 53).

McLaughlin, M.W. and Pfeifer, R.S. (1988) TEACHER EVALUATION. New York: Teachers College Press, p. 53.


Characteristics of Observation-based Data

high inference low inference

descriptive quantified

affecting behavior target behavior

limited focus panoramic

salient trivial


Observational Data Tools

1. Interaction analysis

2. Selective verbatim

3. Time scans

4. Seating chart flows

5. Anecdotal records

6. Electronic media

7. Creative Adaptation


Interaction Analysis:

A method of data collection in which interaction categories are used to code data.


Interaction Analysis Example 1Began 10:15 Ended 10:20 Interval 5 seconds

0 1 3 4 4 0 3

1 2 2 4 4 0 2

1 2 3 4 4 0 2

1 4 3 4 0 2 4

1 4 4 1 0 2 4

1 1 4 1 4 4 4

1 2 4 1 4 4 1

1 0 1 2 4 2 1

1 0 1 4 4 3 1

1 3 4 4 4 3 0 70 entrees

Key:0 = Silence1 = Teacher talk2 = Teacher

question3 = Student

response (volunteered)

4 = Student response (called for)


Interaction Analysis Matrix

Precedent 0 1 2 3 4 Totals

0 4 1 1 1 1 81 1 14 3 0 1 192 1 0 3 2 4 103 0 0 2 3 1 64 2 4 1 0 18 25

Totals 8 19 10 6 25 68


Selective verbatim:

A method of data collection in which specific types of verbal exchanges are recorded word-for-word.


Selective Verbatim Example

Focus: Teacher’s Questions1. Who can define “kinesthetic awareness”?

2. Bill?

3. What can you add to that, Sarah?

4. Can you help her, Beth?

5. Who remembers the term we used for that?

6. Why is kinesthetic awareness important?

7. Yes, but how does that relate to tumbling?

8. What else?9. Chris? From Colleague Consultation. (1992) Schoolworks: Cornish, ME 04020


Time scans:

A method of data collection in which observed behaviors are coded by the time in which they occur.


TIME SCAN EXAMPLE WC MW RS RW T W O

10:15

10:18

10:21

10:24

10:27

10:30

Going to

writing center The boy by the book

shelf was drawing.

Key: wc= writing center; mw= math work; rs= reading silently; rw= reading worksheet;

t= talking/ listening to another learner; w= walking around; o= other (off task)


Seating Chart Flows:

A method of data collection in which information is recorded on a seating chart.


Anecdotal records:

A method of data collection in which the observer records specific events in rich detail.


Electronic media:

A method of data collection in which audio and/or visual information is recorded for later viewing.


Creative Adaptation:

A method of data collection which combines other methods or creates new one specifically for the lesson to be observed.


Other valuable data sources

1. Student work.

2. Test results.

3. Learner perceptions.

4. Parent perceptions.

5. Teacher observations

6. Teacher’s journal or portfolio.


Group Activity

Use active listening to ascertain two important goals (related to teaching) for a colleague.

Process observer(s) are to collect data silently addressing moves used by listener.

Ten minutes for listening - Five minutes for discussion in group - Five minutes for large group. Repeat if time permits.


Another quote

Reading maketh a full man; conference a

ready man; and writing an exact man.

Francis Bacon. (1625) Essays: 50. Of Studies.


The Planning

Conference


Planning conference

A meeting focused on the relationships among one’s platform, plans for teaching, established content and performance standards, and intended consequences of a lesson or larger unit of teaching.


Goals for a planning conferenceThe consultant will try to:Understand the place of the lesson in the curriculum.

Understand how lesson goals relate to the teacher’s platform.

Understand the planned sequence of teacher and student action.

Understand how the teacher’s planned actions will lead to student success.

Understand how the teacher sees the planned lesson fitting the needs of different students.

Understand how the teacher will get information for formative and summative evaluation of the lesson.

Help the teacher consider options that may yield more success.


Assessing these goals:

When the consultant leaves a planning conference, both parties should understand:

Time, place, logistics of observation. Goals and planned procedures for lesson. What and how data will be collected. Potential importance of collected data. Importance of lesson.


Overview of a planning conference

1) The teacher's espoused platform is linked to clear purposes and procedures for the planned lesson;

2) The consultant acquires information that allows her/him to put the lesson in context;

3) A focus and means for data collection is identified and justified;

4) The consultant acquires fluency of mission and fluency of procedure;

5) Rehearsal may occur.


Fluency of Mission

… is the consultant’s ability to explain clearly and articulately the goals for the lesson to be observed and their relationship:

to the curriculum and relevant standards; to the teacher’s platform; to preceding and subsequent lessons.

… and, is the teacher’s ability to explain clearly and articulately the purposes for the observation cycle including:

the function and sharing of collected data; the expectations for self-evaluation; the consultant’s functions and goals.


Fluency of Procedure

… is the consultant’s ability to explain clearly and articulately the expected teacher and student actions during the lesson to be observed and their relationship:

to the goals for the lesson and larger unit or course; to the teacher’s platform; to the needs of the students being served.

… and, is the teacher’s ability to explain clearly and articulately the procedures for the observation cycle including:

when how data will be collected and shared; what the consultant plans to do during conferences; how any information will be used as part of formal evaluation.


Data-based evaluation of teaching

The use of descriptive information about teaching practices or student performance in judging the effectiveness of teaching or learning.


Performance indicators

Features of one’s performance that signal (indicate) success (or lack thereof) for a desired standard.

The most specific level of the Maine Learning Results listing exemplar indicators for each of the Content Standards by level (K-2; 3-5; 6-8; 9-12).

NOTE: Success on any single indicator generally does not imply complete success on the standard; nor does lack of success on a single indicator necessarily imply failure on the standard.


Hypothesis of effect

A specific statement of an intended cause-effect relationship (if…then) between teachers’ action and learner consequences.

If I wander around the room during group work, those who need help will ask and I will able to ensure good work from all.

If I pause for at least three seconds after each student’s participation, other students will likely talk, helping establish student-student dialogue.


Rehearsal

… is when, during a planning conference or at other times, a teacher is asked for specifics

about his/her planned actions or words (or those expected from

students).


SO… in the planning conference...Was there: a clear set of goals for the students? … connection between the planned lesson &:

– the teacher’s platform?

– established content standards?

– established performance standards? …focus for data collection? … clear data collection design?

…importance/implications of data? … rehearsal? … clear hypothesis of effect?


Another quote

There is no greater inequality than the equal treatment of unequals.

Mr. Justice Frankfurter in Dennis v. US, 162(1950)


The Reflective

Conference


Two quotes

“To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelligent dealing with further experiences.”

John Dewey. (1938) Experience and Education. P. 7

“Reflection is the beginning of reform.”Mark Twain.


Reflective conference

A meeting focused on the examination of the relationships among one’s documented actions, intended consequences, and actual consequences as documented.


Overview of a reflective conference

1) the teacher's espoused platform is

central; 2) all judgments about teaching quality are

linked to a clear focus on learner outcomes;

3) shared control of the conference is apparent;

4) decisions are preceded by guided reflection;

5) a spirit of experimentation prevails.


Characteristics Of Reflective Conferences

Platform BasedPrimacy Of Learner OutcomesShared ControlGuided ReflectionSpirit Of Experimentation


Guided Reflection

Evaluation of previous or planned events with assistance from a person or a tool that focuses consideration on relevant aspects of the assessment.

In a conference - the consultant raising questions or ideas that foster the teacher’s rigorous analysis and evaluation of a teaching episode or of an educational plan.


Shared control

A feature of face-to-face conferences in which each participant has the responsibility for a different aspect of the conference.

In a reflective conference, the consultant assumes responsibility for the process and flow of the conference while the teacher is responsible for making judgments as to the quality of actual or proposed behavior.


Goldhammer’s principle of fewness

The guideline for supervision that suggests that the number of suggestions or areas for change be deliberately limited.

To focus on too much is to have no focus at all.


Goldhammer’s principle of treatability

The guideline for supervision that those topics addressed be matched to the teacher’s emotional and conceptual readiness.


Reflective Conference Data Based Scenario

•Review FOCUS and its importance

•Identify SALIENT events in data

•Hypothesize cause-effect relationships.

•Discuss VALUE of perceived/predicted effect.

•Examine / evaluate ALTERNATIVES.

•Form new HYPOTHESIS OF EFFECT.


Still Another Quote

If you treat a person as he is,he will stay as he is;

but if you treat him as if he werewhat he ought to be,

he will become what he ought to beand could be.

Johann Wolfgang GoetheCompliments of Sue Parks (UMPI 679, 1999)


Consultant Moves Draws information from

teacher. Asks teacher to

interpret/judge data. Asks teacher to

determine alternative strategies.

Asks teacher to connect student actions to teacher actions.

Asks for reasoning.

Gives information to teacher

Gives teacher interpretation or judgment of data.

Suggests alternative strategies to teacher.

… Suggests relationships

between student actions and teacher actions.

Provides reasoning.


Reflective conference

A meeting focused on the examination of the relationships among one’s documented actions, intended consequences, and actual consequences as documented.


To ponder...

What characteristics of good teaching do you want to model in the conferences

you conduct?


Conference Data(What one might consider when evaluating a conference)

Precise data as to words used:– By consultant– By teacher

Key features of tonal quality or nonverbal cues

Sequence of ideas

Evidence of reflection, receptiveness, engagement?

Specifics of future action and intended benefits


Conference Results

Key teaching moves identified?

Descriptive documentation of key moves?

Effects upon students identified?

Descriptive documentation of student effects?

Hypotheses of effect confirmed or revised?

Clear plans for future actions connected to intended student benefits?

Consultant/teacher relationship becoming collegial?


Levels ofCollegiality


FIVE LEVELS OF COLLEGIALITY

LEVEL 0: THE DISTANT SUPPORTERLEVEL 1: THE ALIENATED CRITICLEVEL 2: THE NEUTRAL OBSERVERLEVEL 3: THE CONNECTED

PARTICIPANTLEVEL 4: THE FULL PARTNER

Adapted from Noreen Garman's "The Clinical Approach to Supervision" in SUPERVISION OF TEACHING, the 1982 Yearbook of ASCD, edited by Thomas J. Sergiovanni..


LEVEL 0: THE DISTANT SUPPORTER

The distant supporter admires teaching from afar. He seldom visits classrooms except

when district or state policy makes it unavoidable. He compliments the quality of "his" faculty and the strengths of individual teachers. He is known to "back" teachers

when parents or learners complain. Rarely, when problems are detected, he tells a teacher

to "get it together."


LEVEL 1: THE ALIENATED CRITIC

Passion for perceived needs of kids supersedes empathy with the classroom teacher. The alienated critic is a harsh

judge of teaching -- even though she may not always communicate her judgments to the offending teacher. Her opinions as to

"good" teaching are well known.


LEVEL 2: THE NEUTRAL OBSERVER

"Just the facts, ma'am. Nothing but the facts." The neutral observer considers teaching in a

dispassionate and often analytic manner. He often tallies behaviors. Judgments are

camouflaged by comparison to some "objective" standard. He may say,

"Research says ... ," a lot.


LEVEL 3: THE CONNECTED PARTICIPANT

This label reflects the ability to "connect" with another educator to explore ideas and feelings

about teaching and learning. Although there are still separate functions between the two people, cooperation and common goals are apparent.

Judgments are exchanged, sometimes in a loud and animated fashion. In spite of disagreements,

mutual respect and thoughtful discussion are evident. The consultant’s role remains clear and

distinct from the teacher’s role.


LEVEL 4: THE FULL PARTNER

The full partner relationship is seldom realized. It is an intense alliance which is based on a mutually perceived sense of "professional intimacy." Roles and distinctions in function disappear as each partner displays a sense of personal and joint responsibility for judgment and action. Each partner can rely on the other for frank and caring feedback.


Closure

Class is ended.Go in Peace.

spring 2006edu 680 - yccl1 colleague consultation spring 2006 - yccl

Documents

teacher evaluation

teachers college press

new york

descriptive information

teachers actions

new skills

strong evaluation

desired behaviors teacher