LESSON 6:  CLASSROOM OBSERVATIONS and POST-OBSERVATION CONFERENCE

As previously stated, during each full evaluation year, every teacher will be observed at least twice.  Both observations will be unannounced; i.e., unscheduled, and there will be no pre-observation conferences.  Each observation will be a minimum of 30 minutes in length (primary, elementary) or a full class period (middle school, secondary) – the exception being high school block scheduled classes where the first 20 and last 20 minutes of the class should be observed.  One of the two observations should be conducted in the Fall (October-mid December) and the second in the Spring (late January-March).

Whereas, the former PEPE evaluation process required the evaluator to script what was seen and heard in the classroom; i.e., to record everything that might pertain to performance in the indicators and standards to be scored, EDUCATEAlabama focuses on the use of anecdotal notes.  Anecdotal notes are less extensive than script, but they still paint a comprehensive picture of what takes place in the classroom.  There are several ways to construct anecdotal notes; here are a few examples:

10:30 – 10:35
        -called class to order
        -Ted/Isaiah talking, teacher spoke to them
        -Introduced class – drew a circle – cut into 6 slices
        -Discussed percentages
        -Spoke to Ted/Isaiah again.  They quieted.

10:35 – 10:45
        -T gave info on percentages
        -T showed pie chart from USA Today with percentages – explained
        -No disruptions
 

Evaluators have been trained in the development of anecdotal notes.

Access now the “Teacher Observation Record” by clicking on the following link: Teacher Observation Record.  Notice on the first page of the Observation Record that there are places for the evaluator to record or check important demographic data and places to check off and comment on special conditions of which he/she is aware or which you (the teacher) bring to his/her attention during the post-observation conference.  Also, on this first page are directions to the evaluator for recording and using observation data.

The second page of the record is simply a blank page for the evaluator’s use in recording anecdotal notes.  To the left is a column where he/she can reference the indicators and standards to which notes to the right are applicable when reviewing the notes after completing the observation.  The evaluator may need to use more than one of these blank pages during an observation.

In the EDUCATEAlabama evaluation system, there is no form for synthesizing anecdotal notes into ratings of any kind.  Rather, notes from the two observations will be summarized on the Collaborative Summary Report and used with other available data to determine level of practice in each indicator. (See Lesson 8.)

You may have noticed in the directions to evaluators on page 1 of the observation record, a reference in direction 4 to “a reference list of pertinent standards and indicators”.  This list is a compilation of observable definition items, indicators, and standards which is available for your use as well as evaluators.  In order to see what behaviors and practices your observer will be looking for, access that list (AQTS:  Observation) now by clicking on the following link:  AQTS ObservationReference List.

As you study this chart, be aware that some of the indicators and definition items will require data/information in addition to that gained through classroom observation.  For example, certain behaviors and practices pertaining to the indicators defining Standard 1 (Content Knowledge) are observable.  Others are not.  Therefore, either principal first-hand knowledge or a dialogue session will be needed to augment the data/information collected through classroom observation.  Further, you have found in your study of the chart that not all Indicators are listed.  For example, Indicator 2b.1 does not “show up” in the list, and nothing in Standard 5 (Professionalism) is listed.  That is because practices in these various indicators are not observable in the classroom.  Dialogues or first-hand principal data will be needed to appropriately identify levels of practice.

The Post-Observation Conference

There will be a post-observation conference after each formal classroom observation.  Access now the “Teacher Post-observation Conference Record by clicking on the following link:  Post-observation Record.

As you review the contents of this Record you will notice that the first seven items/questions focus on information pertinent to the lesson and class observed.  If a pre-observation conference had been held, most of these questions would have been asked and answered at that time.  Questions 8 and 9 are addressed to the evaluator, focusing on what he/she saw in the classroom and its consistency with what had been planned.  Obviously, the evaluator can not answer these questions prior to the post-observation conference when he/she hears the teacher’s responses to the previous questions.

Items 10 and 11 are feedback to the teacher regarding the evaluator’s perceptions of strengths and areas where improvement can be made.  The feedback given here will not be in the form of perceived levels of practice, but in terms of standards, indicators, definition items which appear to fit into these two categories.  Perceived levels of practice cannot be identified at this time because a) the conference and record focus on a single observation, and b) classroom observations have to be supplemented by additional data/information for a number of indicators and most standards.  Levels of practice cannot be identified until data/information are compiled across data sources in the Collaborative Summary Report.

If at all possible, the post-observation summary conference should be held within a few days after the observation.  Once in a while, if several days are needed, the timeline may need to be extended.  If so, this should be by agreement of the evaluator and teacher.