Using Classroom Observation Data to Inform Instruction

2.0

Tuesday, October 22, 13

Tuesday, October 22, 13

Guiding and Probing Questions?

EQ 1:What type of observation system is currently in place to drive teaching and learning? EQ 2: What system do you currently have in place for collecting and analyzing classroom observation data? EQ 2: How are you currently using classroom observation data to guide PD/continuous improvement in your schools/district?
Tuesday, October 22, 13

Things Change Over Time!

Tuesday, October 22, 13

Tuesday, October 22, 13

Learning Target
I (with my learning partner) can match the pedagogical practice or instructional philosophy with its change over time : Guiding Questions What was a good practice? What has best practice now? How did we teach then? How should we teach now? How was it defined by Blooms? DOK says it must be...

align with your thinking partner match all statements in your envelope first pair to finish will win a prize
Tuesday, October 22, 13

Tuesday, October 22, 13

Emphasis is on the teacher as presenter of information and knowledge Instruction is focused on isolated skills driven by content indicators

Emphasis is on the learner as the doer and primary meaning maker Instruction is interrelated to themes, global readiness indicators, job skills, and content strands across the curriculum

Instruction is the same for all students

Instruction is differentiated based on the needs of the learners.

Assessments are designed to find out what students dont know. Learners acquire knew knowledge through elongated direct instruction

Assessments are designed to find out what students know and are able to do Learners acquire new information by applying the skills taught in real world unpredictable situations to solve complex problems Backward design focusing on the end directs the syllabus/ curriculum for a course

Textbook coverage directs the syllabus/curriculum for a course

Recall a fact

Recall a fact, information or procedure Engages mental processes beyond habitual response using information or conceptual knowledge. This requires two or more steps Requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer, higher level of thinking than previous two levels. Requires investigation, complex reasoning, planning, developing, and thinking-probably over an extended period of time.

Use learned information in new and concrete situations

Break down material into component parts so that its organizational structure may be understood Put parts together to form a new whole. Make judgments based on criteria and standards
Tuesday, October 22, 13

Tuesday, October 22, 13

Part One
Foundation
Tuesday, October 22, 13

Which would you prefer?

S I M P L E . E F F I C I E N T. P O W E R F U L . C U S T O M I Z A B L E .

Revolutionizing teacher observations // c l a s s r o o m m o s a i c . c o m

A BENTY PRODUCT

Tuesday, October 22, 13

The Role of the Leader...

Few things have changed with standards-based accountability more than the role of a principal. To effectively manage a school simply isnt enough. Principals must lead instruction first! Richard DuFour

Tuesday, October 22, 13

Im a Realist
Principals would love to spend 80% of their time on instruction but: Kids fight Teachers complain Parents think we are McSchool And the 5 Bs

Tuesday, October 22, 13

Why Focus on Instruction?

An effective instructional leader should spend over 80% of their time working on instruction!
It is what we can control
Tuesday, October 22, 13

Creating a New Culture

To be effective, not only must the principal and his/her team become permanent fixtures in classrooms, they must also create a culture that promotes an intense focus on teaching and learning. We must ask ourselves, what strategies or processes, if implemented consistently, will make the strongest impact on student learning and achievement?
Tuesday, October 22, 13

Tuesday, October 22, 13

Tuesday, October 22, 13

Tuesday, October 22, 13

The Idea How did it get started?

Questions arose out of a continuous ineffective practice... How can we revise our observation process to make it more efficient? Static vs Dynamic What type of data collection & analysis can we conduct that will allow us to solve our school/district problems instead of jumping on the latest great thing? How can we better provide reflective feedback to our teachers that will allow them to improve their instructional practices?
Tuesday, October 22, 13

The Tools Began to Change!

Tuesday, October 22, 13

Then the answer came...

Create an app for the booming smartphone and tablet computer platforms
Tuesday, October 22, 13

Mosaic Objectives
To learn more about instruction and learning; Focus teachers and the principal on student work and the learning process; Validate effective teaching practices and ensure continued use; Create a community of learners for adults and children; Improve decision-making about instruction and learning; Design more useful personalize professional growth opportunities for leaders & teachers.

Tuesday, October 22, 13

Mosaics Design
Simplistic and easy to use Fully customizable Transparent with system accountability Real-time feedback for teachers Only notes what you observed Data collection and analysis
Tuesday, October 22, 13

Mosaics Core Elements

Tablet App (ipad, iPhone, iPod Touch) for Mobility Intuitive Web-Based Application with a Role-Based Login

Fully Customizable, Paperless (Digital) Infastructure

Powerful Secure Data Warehouse with integrated reporting features

Tuesday, October 22, 13

The App
Tuesday, October 22, 13

Log-in
Download the app from itunes Enter scasa13 as the username Use scasa13 as the password Select DemoHS (school) and Testing Teacher Select the default template Select start and begin your observation
Tuesday, October 22, 13

The Website
Tuesday, October 22, 13

Students on Task
2011
All Most Some All

2012
Most Some

2% 19%

16%

2%

79%

82%

Tuesday, October 22, 13

Entry Time
2011
Beginning Middle End Beginning

2012
Middle End

14% 33%

20% 30%

53%

50%

Tuesday, October 22, 13

Learning Intentions
Clear
100

Not Clear

98
75 50 25 0

99

2 2011

1 2012

Tuesday, October 22, 13

Lesson Closure
2011
Not Observed Evident
11% 12% 13%

2012
Approaching
17%

70% 77%

Not Observed Evident

Tuesday, October 22, 13

Approaching

Instructional Strategies...
Direct Experimental Numeracy 80 76 Interactive Scaffolded Indirect Literacy 73 58 45

60

40

20 20 0 9 17

22 16

23 7

24

27 14

Numeracy Literacy Scaffolded Experimental Indirect Interactive Direct Numeracy Literacy Scaffolded Experimental Indirect Interactive Direct 12-13 11-12

2011

2012

Tuesday, October 22, 13

Direct Instruction...
76

76

75

74

73
2011 2012

73

72

Tuesday, October 22, 13

involves strategies such as...structured overviews, lectures (mini & mastery), drill & practice, demonstrations, listening, viewing, etc...

Interactive Instruction...
58 45

60

45

30

15

2011

2012

involves strategies such as...debates, role playing, brain storming, cooperative learning, problem solving, jigsaws, KWL charts, panels, etc...
Tuesday, October 22, 13

Indirect Instruction...
23
23 22

21

20

20

Tuesday, October 22, 13

2011 2012 involves strategies such as...case studies, inquiry, concept mapping, activating prior knowledge, paideia/socratic seminars, etc...

19

Experimental Instruction...
9

6.75

4.5

2.25

2011 2012 involves strategies such as...field studies, lab observations, action research, simulations, expeditions, model building, conducting surveys, etc...
Tuesday, October 22, 13

Scaffolded Instruction...
24 17
12 18

24

2011

2012

involves strategies such as...I Do, You Do, We Do, mixed groupings, activating prior knowledge, scaffolds, etc...
Tuesday, October 22, 13

Literacy Instruction...
27 22

27

20.25

13.5

6.75

2011

2012

involves strategies such as...read alouds, literature circles, KWL charts, vocabulary instruction, writing across the curriculum, etc...
Tuesday, October 22, 13

Numeracy Instruction...
16

16

15.25

14.5

14
2011 2012

13.75

13

involves strategies such as...using data across the curriculum, interpreting graphs, solving open ended problems with data, etc...
Tuesday, October 22, 13

Mobile Device Usage

39%

61%

Mobile Devices

Other

Tuesday, October 22, 13

involves...collaboration & peer reviews (google docs), text messaging (socrative), camera utilization (scavenger hunts), flipped classrooms, using devices as clickers, etc...

Tuesday, October 22, 13

Completely revamped website Data is rened and more interactive Easier to build customized templates Rened role assignments Ability to set and track observation goals Activity tracker with added notications Fluid interaction between observer and teacher through comment eld.

Tuesday, October 22, 13

Tuesday, October 22, 13

Where do you go from here?

1.What are three things you have learned? 2.Identify two things you are considering? 3.Share one thing you will definitely try as a result of our time together? 4.Visit www.classroommosaic.com to begin your journey.

Tuesday, October 22, 13

Tuesday, October 22, 13

Robert S. Jackson, Ed.S. Principal Irmo Middle School 6051 Wescott Road. Irmo, SC 29063 803.476.3600 rsjackso@lexrich5.org on Twitter: @IMS_Principal

Tuesday, October 22, 13