A chat that offers middle school teachers a chance to have a collaborative discussion about a different topic each week. Our topics change from week to week, ranging from Common Core State Standards to Character Education. During the chat, participants exchanges ideas and resources. The chat group ranges in size each week from 10 to 50+ participants. Discussion can be general talking about instructional style or process to specific. Recently members of the chat group help each other create lessons.
A1) Our system for eval's has a rubric, the admin are required to script the class, and tag where we fall on the rubric... How do I LIKE receiving feedback? A small note left on my desk after an admin has stopped in. Compliments, Suggestions, simple! #mschat
A1: In our district, we focus heavily on feedback. Observation is about professional growth most of the time. Immediate, timely feedback is key to meaningful observations. #mschat
A1: There a lots of great tools for informal observations. Our district uses the ELEOT tool from @AdvancEDorg
It focuses on students and the learning environment. #mschat
A1) Our system for eval's has a rubric, the admin are required to script the class, and tag where we fall on the rubric... How do I LIKE receiving feedback? A small note left on my desk after an admin has stopped in. Compliments, Suggestions, simple! #mschat
A1: There a lots of great tools for informal observations. Our district uses the ELEOT tool from @AdvancEDorg
It focuses on students and the learning environment. #mschat
A1 (part 2) I also liked in our old system how we could specify what we would like the admin to look for, it was great if you were trying something new, or working on something specific. I feel like there isn't "time" for that now that they have to script. #mschat
Brandon checking in from Alabama.
A1: I am using Kim Marshall’s model. Frequent mini-observations w/ follow-up conversation within 24 hours and summary emailed after convo.
#mschat
Great reflection. I wonder if the point of scripting (offering unbiased reflection of practice) is being overrun by the mechanisms of the event itself. #mschat
A1 (part 2) I also liked in our old system how we could specify what we would like the admin to look for, it was great if you were trying something new, or working on something specific. I feel like there isn't "time" for that now that they have to script. #mschat
I definitely made it more meaningful and reflective for the teacher. Sometimes I would even ask the admin to focus on the language I used, the way I gave feedback, etc, #mschat
A2: Um, clear AND simple? We use the RISE 2.0 rubric. It’s clear in some categories, but simple? No, not really. Very interested in what others are doing! #mschat
A2: Every system I have been a part of had room for improvement #mschat Time table is to long and to scripted ... the value is on the conversation about practice
An obvious follow-up question for me is why it can't be/isn't clear and simple. Because teaching is complicated or because we value control in our profession? #mschat
A2: Um, clear AND simple? We use the RISE 2.0 rubric. It’s clear in some categories, but simple? No, not really. Very interested in what others are doing! #mschat
This is a big part of the story of public education. We require ourselves to spend loads of time doing things that are based in a great idea but end up hurting our practice overall #mschat
A1 (part 3) The newest evolution, since it is taking so much time. Is a 3 year rotation of "formal scripted" observations, with two years of "pop-in" observations, shorter, with a simple written feedback. (I am liking these so far). #mschat
I think it’s the standardization of the process. If we had time/resources to do more informal observations instead of just the required professional evaluation observations, we could loosen up the approach & make it more beneficial. #mschat
Q3: Reflect on a time you have experienced observations as a gotcha or surprise. What small change could have made that experience more healthy for your professional growth? #mschat
Right. We allow the theory of best practice to keep us from even good practice. Not by our individual choices but by collective decision-making about how things should be. I just think we can be better - find powerful practice in spite of all the challeges and constrains #mschat
I think it’s the standardization of the process. If we had time/resources to do more informal observations instead of just the required professional evaluation observations, we could loosen up the approach & make it more beneficial. #mschat
A2: The eval. system has a defined rubric that has vague descriptions that are often hard to determine where we fall. The feedback is mostly just a descriptions of what was done in class. #mschat
A3: I don’t know that it’s ever felt like a gotcha. An admin is welcome in my room any time, even on my worst day. I mean, I’m impacting 56 kids every day, and that matters, so if I’m less “on” just because I didn’t think I was being watched, that’s a problem. #mschat
A3: when conversation is I saw x versus I wonder why you did X #mschat Conversation needs to be centered around Why decisions in instruction were made not criticism for what was done
A3: I was not supposed to be evaluated one year but in February the principal was told by the district (he said) that he DID have to conduct a full evaluation. The next week he gave me three fake observation records to sign. Stellar evaluation; terrible lesson #mschat
A3) This isn't super popular where I work, but the few times it has happened, I felt like I had to talk with the admin and explain why we are doing x, y or z. #mschat
A3 (part 2) Now that I am more confident in my teaching, if an admin stops in, I just keep the flow, and usually throw them into the lesson! Everyone is always welcome in my room, but know you are going to become involved!! #mschat
A3: when conversation is I saw x versus I wonder why you did X #mschat Conversation needs to be centered around Why decisions in instruction were made not criticism for what was done
Q3: When I was a principal, I popped in a class where a great teacher was clearly having a bad day. Instead of observing, I sent her on break, and I had a great time teaching! We were both happy! When a pop-in becomes a stressor and takes away from learning, rethink it. #mschat
A3: When I was a principal, I popped in a class where a great teacher was clearly having a bad day. Instead of observing, I sent her on break, and I had a great time teaching! We were both happy! When a pop-in becomes a stressor and takes away from learning, rethink it. #mschat
a3: When Teaching out in Cali, an admin came in with a checklist, looked around the room, left. later talked about how I was on lesson 42-b instead of 42c. wasn't useful... #mschat
A3: I think relationships or lack thereof would play a big part in this. I’m a believer in unannounced visits, but always find something positive regardless of a teacher having an off day. #mschat
I have an admin who thinks very similar to me... my favorite is always when he is writing... "have you thought about trying..." and then I literally am doing what ever it is he is writing in that moment! #mschat
A4 Observations must be seen as an opportunity to grow and not something to be feared of. Let Teachers schedule some of their own evaluations and have them come up with areas they want you to provide feedback on specifically. #MSchat
A4 I actually like being observed. I feel like I work my butt of planning and preparing and when someone comes into watch and even copies 1 thing for their classroom or mentions they liked what they saw, it makes me feel proud! #mschat
A4: I think the more comfortable we get with having Ts and As observe us, the better we can make the feedback for improvement. If this is what we want for our Ss, why not for our Ts? #mschat
A3: I have worked in schools where people pop in and out to observe what is going on in my classroom all of the time. I've never felt like an admin was coming in to make it a "gotcha" moment. #mschat
A4b Observations need to be woven into a Ts professional learning plan and their goals, They just become a part of your culture through a growth mindset. #MSchat
A3 open door policy for me. He last 4 years we have done “learning walks” and these days it seems the norm to have people in observing. Sometimes I have been surprised when people not from my bldg pop in. Sometimes I don’t know if they are watching me or the students. #mschat
A4: Observations with feedback and discussions (much like when teachers provide and discuss descriptive feedback with students and not just mark answers right or wrong) lead to mutual respect, trust, and growth. #mschat
no fault anywhere, everyone is so busy all the time, so adding this piece and making it part of the culture. the snowball hasn't started rolling yet... #mschat
A4: As in any profession, professionals crave feedback and appreciate it. It's nitpicking and criticism that are tiresome. So let's make observations about feedback, not inspections! #mschat
Totally agree, but I’ve also worked in schools when an Admin showed up, the kids were scared and T’s jumpy. It’s all about trust and a relationship. #MSchat
A4 My best evals have been by admin who are in and out of my room so much it's not a big deal for official observation. Coincidence? I think not! #mschat
A4 My best evals have been by admin who are in and out of my room so much it's not a big deal for official observation. Coincidence? I think not! #mschat
Right? It would be like me assessing the performance of a kid I see 3x per year vs a kid I see every day. Familiarity with what’s the “norm” for us instructionally and professionally matters. #mschat
A5: Formal...not very often. A few times a year maybe? Informal, targeted feedback, far more often! At least a couple times per marking period. #mschat
A5) Not just about frequency, but the way we like to be observed. 1 - if it is the lengthy process, quick stop ins, once per month would be cool! #mschat
Let's stop this talk of "the real world" in our classrooms. Our classrooms ARE the real world. We're teaching real people in a real environment. If that isn't real, then I don't know what is. #realworld#edubabble#classroomsaretherealworld
A5: I think lots of informal observations are best. The observer should be there enough to catch the norms and flavors of a classroom, not just a "snapshot" then feedback itself can evolve and be nuanced. 2 45 minute observations can't do that. 50 <5min observations could #mschat
A5: Great question. I think it depends on if new strategies are being involved, and Ts are looking for feedback and an extra set of eyes to determine how effective the new strategies are. #mschat
fantastic question: could be tied to the Ts experience? less experienced Ts probably need more check ins and more feedback. Don't forget about us vets though :) #mschat
If it’s all about T’s building relationships with S’s, then Admin need to be constantly moving through the school to witness, if it’s about mechanics of a lesson, the minimum the district advises. Twice a year? #mschat
A5: I think lots of informal observations are best. The observer should be there enough to catch the norms and flavors of a classroom, not just a "snapshot" then feedback itself can evolve and be nuanced. 2 45 minute observations can't do that. 50 <5min observations could #mschat
A5: I honestly feel that informal, formative observations should happen 2 times a month. Give 10 minutes to pop in, and leave a sticky note with some feedback on the desk. That would promote a great culture of growth and learning. #mschat
I like that. But the chart is just for you to keep your head on straight, not for any kind of check-box type thing right? Personal accountability for you, not "see, now I know" for teachers? #mschat
A5 I think a lot of it depends on your process and structure. I like to do six a year but our system calls for us to only be in the classroom for 10-15 minutes. I think if you are doing a lot of informal visits and have a n open relationship with your staff it works. #MSchat
Nothing in a formal observation should be a surprise, because informal obs should have covered these issues. If it turns into a “you gotcha” moment, the reflection is more on the boss than the employee. #mschat
That is one thing I wished we were more comfortable with at my school, opening our doors to each other to observe. No evaluation, simply learning from each other! #mschat
That is a great strategy. Seeing how a teacher is functioning with different groups at different times during the day is an excellent way to get the full scope of what that teacher is capable of. #mschat
In both directions. How can an observer possibly think they have done more than glance at the thing through a straw in a 10 minute observation. Drive-by observations can't possibly do that they are made to do! #mschat
Q6: We believe that observations are appropriate as a PART of supervision and promoting professional growth. How can administrators use observations while recognizing that they only reveal a tiny sliver of a teacher’s practice? #mschat
This is also a good argument for a rotating schedule. Sometimes I feel bad for my end of the day kids, I get tired and so do they! We have a pretty good agreement about calling each other on it, and not taking out the frustrations of the day on each other. #mschat
A6: Observation notes should guide the conversation and evaluation should be done together using feedback from both the teacher and the observations. As long as the conversation is honest & not accusatory, then the feedback should help the teacher grow in their practice. #mschat
I strongly advocated for that at a previous school and actually got it enacted. Ts had more issues than Ss with the schedule - was so good for Ss! #mschat
A6 In MA, we have 4 standards on T eval rubric. 2 go beyond what you might see in obs: prof practice & reflection, prof resp, family & community engagement, etc #mschat
#mschat Sorry to miss a great conversation! I had a college class to teach, but I just scrolled by and love it. The best observation is when the admin has a relationship with me and wants to help, not just check boxes.
We have a flexible schedule that allows us to manipulate our core classes as we see fit (block or full schedule). Many learning community teams will rotate their morning and afternoon classes. I would love for ours to do that. #mschat
A6: This one is for fellow administrators - no matter what we tell you to do, remember that you are using a polaroid shot to make a judgement about a feature length 3D film. You might be exactly right but you could be totally wrong. Make it a conversation about growth #mschat
A6: Talking with teachers and students, visiting classrooms, hanging out in the lunchroom, looking at student work, reviewing student outcomes, learning together, growing together . . . there's so much more than just observing a small sliver of practice. #mschat
A6: I really can’t think of anything more accurate and powerful than just being present in my class often enough to see what it’s really like. What’s our climate like, do I build good relationships, respond to data, meet students’ needs, etc. #mschat
a7: Our Admin is in the process of revamping the observation process and included Ts in the discussion. really powerful when you're represented and at the table! #mschat
A7: I’d find a way to let us see each other teach more frequently and even co-teach parts of lessons so we feel more like a team, trust each other, and authentically learn together. #mschat
A6: I really can’t think of anything more accurate and powerful than just being present in my class often enough to see what it’s really like. What’s our climate like, do I build good relationships, respond to data, meet students’ needs, etc. #mschat
A7) I would like to see the "what would you like me to look for" So the teacher has a choice/say. Maybe even set as a goal at the beginning of the year, and the admin looks for it throughout the year using informal observations. #mschat
A7: We are writing evaluation instruments that are customized for different positions - and the folks doing the work are helping design them. For example, #TCSLearns librarians are drafting the librarian evaluation instrument. Accountability with relevance. #mschat
A7: Designated float time for Ts who would like to complete peer observations. I like to beg, borrow, and steal from other teachers' toolboxes and if I cannot see the practice first hand, I don't fully understand it. #mschat
Thank you for participating in #mschat tonight and for sharing your ideas for the Dos and Don’ts of Teacher Observations and Evaluations. Keep the conversation going and remember: BE the change.
Sadly our admin don't have the time, Might be in my room weekly to pull out students but usually only 2 formal observations and maybe a couple walk troughs a year #mschat no time for much more
