team evaluation post-conference process
DESCRIPTION
TEAM Evaluation Post-Conference Process. Objectives. To identify the characteristics of an effective post-conference To identify the protocol for a TEAM post-conference To target areas to improve my skills as a post-conference leader. Agenda. Objective - PowerPoint PPT PresentationTRANSCRIPT
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TEAM Evaluation Post-Conference Process
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Objectives• To identify the characteristics of an
effective post-conference• To identify the protocol for a TEAM post-
conference• To target areas to improve my skills as a
post-conference leader
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Agenda• Objective• Elements of an effective post-conference• TEAM protocol for a post-conference• Watch a video of real post-conference• Debrief post-conference• Reflection/personal goal
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You just witnessed a post-conference that you deem to be effective. What are the elements of the post-conference that led you to label it as
effective?
Think, Write, Round-Robin
1.Think about the question individually2.Go “round” the table and share your
answer(s) one at a time3.Everyone will write the answers shared by
the people at your table. At the end everyone has the same list of answers.
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Characteristics of an Effective Post-Conference
• Majority of talking done by the teacher• Thinking is on teacher• Coach asks questions to guide teacher• Open ended questions that generate
responses• Conversational• Based on teacher’s abilities and capacity
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Think, Reflect, Write Think about the post-conferences that you have led thus far.
What do you think are some of your strengths as a post-conference leader?
What are some areas of leading a post- conference that you would like to strengthen?
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EVALUATING focuses on:
• Aligning practices with a set of standards• Rating performance according to rubrics• Judging, encouraging, coaching, and
supporting
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We do not learn from our experiences, we learn from
reflecting on our experiences.- Ralph Waldo Emerson
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Why Coach?
Existing
StatePost-Conference
Desired
State
• Success/Complication
• Superficial reflection
• Tentative plans
• Clear labels for factors that generated a Success/Complication
• Deep reflection
• Clear plan of action
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The Evaluation Cycle
The Observation
The Post-
Conference
The Pre
Conference
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Post-Conference Protocol
I. IntroductionII. ReinforcementIII. RefinementIV. Review scores and evidence
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Selecting Reinforcements & Refinements
When considering a lesson, which areas of the rubric..
A. Had the lowest/highest scoreB. Would have the greatest impact on student achievementC. Would impact other indicatorsD. Would provide the teacher with the most potential for growthE. Can I clearly label through evidence and examples for
improvement
*Don’t choose a refinement that is directly related to the reinforcement
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Reinforcement Plan
1. Reinforcement Objective
TALL
Timeline
Action for the teacher to take
Label the indicator from the rubric
Language from a specific descriptor
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2. Self-Analysis Question
• Open-ended• Use language from a specific descriptor to
be reinforced• Probe for specificity• Extend thinking• Be a good listener- Take yourself out of
the conversation. Don’t use “I” statements.
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3. Evidence• Include judgment free, specific examples of
what the teacher said or did that relates to the reinforcement objective.
• When possible, provide examples of what students said and did.
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4. Recommend continued use and elicit feedback
Label the indicator and descriptor teacher should continue to implementPose a question that encourages an explanation of how this reinforcement impacts student learning
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Refinement Plan1. Refinement Objective2. Self-reflection Question3. Evidence4. Model/example5. Guided practice6. Closure
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Model/examples
• Presents several concrete and specific suggestions that the teacher can implement into practice
• Focused on the refinement objective• Enhances student mastery of the learning
objective
* This is a crucial element in this process.
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Guided Practice• Discuss how the refinement area can be
included in the observed lesson or in an upcoming lesson
• Listen and provide feedback
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Closure• Ask the teacher a question to reflect on
and apply what was discussed.• Question the teacher about the positive
things that are happening in her classroom.
• Provide teacher with scores
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Post-Conference Plan• Take 3 or 4 minutes to read the post-conference plan from the video
we’re going to watch.
• After reading the plan, think about how you would complete these three sentence starters:
1. I like…
2. I wonder…
3. My prediction for this post conference is…
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Watch Post-Conference
Thinking about the protocol we’ve discussed and the elements of an effective post- conference…
Jot down examples of these elements that are present in the post-conference as you watch it.
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Effective Elements
• What are some specific elements of this post-conference that make it effective?
• What examples do you have of those components?
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Different Perspectives• Number off at your table• All even numbers will take the point of
view of the teacher and all odds will be the evaluator.
• Think of one word to describe your feelings about the post-conference.
• Share with your table your word and why you chose that word.
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SU HU PU
• How did knowing the protocol benefit the post-conference leader?
• How did the leader following the protocol benefit the teacher?
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Reflection
Take out your reflection about personal strengths/areas of need.
Based on your new learning from today, make additions or deletions to your reflection?