Welcome to #MEMSPAchat
Let's talk classroom observations and walkthroughs!
Take a moment to introduce yourself to the rest of us.
I am excited to guide our discussion this evening! Feel free to hit me up on Twitter anytime to discuss this topic and more! @mrandrewlindsay
Hello my friends! I hope you all had a wonderful holiday season. I missed you! Allyson Apsey, elem principal in Zeeland, MI and author of two @dbc_inchttps://t.co/RJFmDZe8N5#MEMSPAchat
Good evening everyone! I am Andy from Van Buren Public Schools! I'm super excited to be guest moderating tonight's #MEMSPAchat. Question #1 is coming up in just a few minutes!
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
A1) If calling them by name, connecting eye to eye, etc. doesn't work...I tell them to look in their pocket, that a smile might be hiding there...usually works. :) #memspachat
Congratulations on the job! I'm reading Dare to Lead by @BreneBrown and one of the quotes I took from the book with my SI team is "I'm a traveler, not a mapmaker. I am going down this path same as and with you." #memspachat
A1: @debbiemcfalone gives great advice..."Put it on the calendar"!! We get done what we schedule...I try to block some time each day to get into rooms. #MEMSPAchat
A1: When teaching the Leverage Leadership course, I try to support people with a calendar where they prioritize 75 minutes a day, either to observe in 15 minute segments or be in feedback conversations with Ts. #MEMSPAchat
A1: School size is certainly a consideration, and quantity shouldn’t be prioritized over quality. That said, principals should strive to be in classrooms as much as possible. #MEMSPAchat
A1: Can’t put a number on it, but in the hallways and classroom as much as possible. With so many, it probably seems like I don’t get in as much as I should to T’s #Goal#MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
A1: It depends on what you are looking for. However much time you spend in there, the time providing feedback and having a conversation should be just as equal. Black out times within the day to do so. Make it a part of the routine. #MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
Kathleen Quain, just home from the hospital, with our newest addition, Nathan! Going to try my best to join on my favorite chat and adjust to being a boy Mom of 3! #MEMSPAchat
All depends. Sometimes it is a true "walk through" just to get the vibe of a classroom. Sometimes it's to see the cool things happening with instruction. #MEMSPAchat
A1: Honestly something I need to do more because when I do walk in a room for 5 to 10 minutes I have so much fun. You should be in a classroom everyday but I am failing in that area. #MEMSPAchat
The marvelous @debbiemcfalone helped me prioritize and leverage observations and feedback to be of value to Ts. Two observations and one feedback meeting today! About 60-75 minutes a day is average for me. #MEMSPAchat
A1: When teaching the Leverage Leadership course, I try to support people with a calendar where they prioritize 75 minutes a day, either to observe in 15 minute segments or be in feedback conversations with Ts. #MEMSPAchat
A1: I build time in my schedule. I found this is the most consistent way to be in rooms. I need to be in them more. I am in the hallways and lunchroom but I need prioritized time in the classroom. #MEMSPAchat
A1: A majority of the time I would say, often not easy though. Each morning I walk the halls and stop by each class, along with keeping a scheduled time each day to be in classrooms. If it’s on my calendar, it’ll get done! #MEMSPAchat
A1: I shoot for about 90 minutes a day in classrooms to watch instruction and be present. I also "check email" in classrooms with my portable desk allowing me to be in classrooms close to 2.5 hours daily. I chart who gets specific feedback so I can give equal time to staff
I have 20 gen ed rooms and several specials and RCR rooms. I try to at least "pop in" each room daily and visit others a little longer. How can we support if we don't know what's happening in the rooms? #MEMSPAchat
A1: Hard to give a % as it varies on the day & why I visit (short, long, formal, informal, etc.). Sometimes it's not in the physical classroom.
Put it in my calendar & be intentional to pause in classroom or space when Ts are doing something unique/different.
#MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
A1: More time Principals can spend in classrooms = more understanding for what students and teachers need. Put it on the calendar and make it non-negotiable and unmovable! #MEMSPAchat
Brand new principal so trying a little of everything. I schedule time on my calendar. I try to walk through classrooms each day so it’s not a big thing that I’m there stopping by & trying to steal moments through the week to see great things. #MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
A1: I'm hoping tonight to get more ideas on how to get into classrooms more. I've started actually scheduling it in my calendar... which as helped! But I'm looking for more informal ways to interact with Staff and Ss in classrooms #MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
Hard to put a number on it, Andy. Observations can vary in both duration and in process (i.e. formal vs. informal). But the key is to set a goal that’s reasonable, and have your team understand and support you in making this time sacred. #MEMSPAchat
I'm with you on using the mornings. I just find it is so important, especially with the newest teachers, to get in later in the afternoon too! #MEMSPAchat
Agreed...never in classrooms enough. Try to walk through every classroom every day in addition to observations, feedback, arrival, dismissal, lunch, being present in hallways, etc. Some days I feel like I kick butt and others kick my butt. Never stop trying though. #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
A1: I'm hoping tonight to get more ideas on how to get into classrooms more. I've started actually scheduling it in my calendar... which as helped! But I'm looking for more informal ways to interact with Staff and Ss in classrooms #MEMSPAchat
Q1: Given all of the responsibilities of a school principal, what is a realistic percentage of time that an instructional leader should spend in classroom observations? What do you do to get into classrooms more? #MEMSPAchat
A2: I do differentiate depending on the need. However I will get to all teachers formally several times annually. Great teachers need love and support too! #MEMSPAchat
A1: I learned at #memspa18 that the first 7 seconds of your interactions sets the tone for your relationship the rest of the day - I make the beginning of the day a BIG priority. Plus, I get to be a part of a lot of reading/morning meeting time that way #MEMSPAchat
A2: My awesome AP @bradrobb and I divide them up and schedule them accordingly. We collaborate on who we are seeing, and when, on a shared google sheet! #MEMSPAchat
A2: I use the poker chip method. I have a poker chip with all the staff's pictures on them. Once I visit the teacher, it goes in the "done" jar. Once everyone is in the done jar, that becomes the "Need to visit" jar. Always random and I get to see everyone. #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
A2: I try to schedule walk through Ss to get to new teachers more often, I often end up in classes who have high need students more, at times I hear/see something interesting and jump into the room quick to catch it #MEMSPAchat
Q2: I have a true schedule for my "formal" observations. I prefer the casual walk through visits to visit my teachers & students and just see engagement and hear students tell me what they are learning or creating. #MEMSPAchat
A2: I use the poker chip method. I have a poker chip with all the staff's pictures on them. Once I visit the teacher, it goes in the "done" jar. Once everyone is in the done jar, that becomes the "Need to visit" jar. Always random and I get to see everyone. #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
#MEMSPAchat
A2: I meet and greet students in the morning. Get a "temperature" of the building. I will head (and send others) to classrooms of students who needed extra attention.
A2: 1) Depends on what might be going on. 2) When my schedule allows, planning hours are. 3) Who I need to visit.
Young teachers more informal chats and Learning Walks.
#MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
A2: We have at least 2 documented learning walks and 2 formal observations for every teacher. I schedule them to be in at different times throughout the day each time. #MEMSPAchat
I learned from @PrincipalAbel25 about the importance of hitting every hall in the morning to get the temp of the building and being visible for students and staff! #MEMSPAchat
#MEMSPAchat
A2: I meet and greet students in the morning. Get a "temperature" of the building. I will head (and send others) to classrooms of students who needed extra attention.
A2: Haven't thought about differentiation in this way. We all need pick me ups - so I'll do a lot of "fly bys" where it just takes a smile and a thumbs up :) I tell our Ts, observations are just about connection, learning and feedback #MEMSPAchat
A2: All teachers deserve or need feedback. I think if you have a struggling teacher and or a new teacher that needs some additional support you develop and lean on a strong mentor program #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
A2: I have a list with everyone's name on it... simple "checks" when I'm done... I use that as a guide.
We are also implementing new curriculum 4/5, so I've tried to see as much of that as possible to learn the program and support when I can. #MEMSPAchat
Q2: How do you determine which classes you observe on any given day? Do you differentiate among new teachers, veteran teachers, struggling teachers, and master teachers? #MEMSPAchat
A2: They were often an outgrowth of ongoing conversations w/ my team. It could be based on something he/she wanted a second set of eyes on. Or my “spidey sense” would tingle in seeing a student in the AM, & I'd make a note to increase my visibility in his/her class. #MEMSPAchat
A2: Every classroom needs a check-in. It's so important to let Ss and Ts know you're there for them. Scheduling Observations and keeping track in a spreadsheet helps me ensure "even coverage" for observations. #MEMSPAchat
Q2: I prioritize my new teachers and check in to see strategies in action (SIP) and my ”veteran teachers” will share gootimes to pop in. A schedule shared by @AllysonApsey has REALLY helped me organize my observations! #MEMSPAchat
A2: I try so hard to keep my schedule loose enough that I can be present and available to work side-by-side with Ts, so I try to only schedule 2 observations and 2 feedback meetings per day. #memspachat
A3: We eliminate bias by conducting unannounced, frequent observations...you are guaranteed to see an authentic picture of what everyday life is like in classrooms. #MEMSPAchat
A3: Comparing one teacher to another. We need to treat them like our students. Each one is different and each one has their own individual talents and needs. It is how we support them with their weaknesses and strengthen their strengths. Getting to know your team #MEMSPAchat
A2: In my current building I'm able to at least stop by each classroom each day. I choose my walkthroughs based on student needs. This may be data based academic needs or behavioral ones. The more I'm in these rooms the better I'm able to coach my teachers up! #MEMSPAchat
A3: One thing that I try to catch myself from doing is spending more time in classrooms that are like they way I taught. We gravitate to our comfort level...I try to push myself to be open to different styles of teaching. #MEMSPAchat
A3: We eliminate bias by conducting unannounced, frequent observations...you are guaranteed to see an authentic picture of what everyday life is like in classrooms. #MEMSPAchat
I ended up with all but one teacher in a grade level content area and being aware of the pacing, the content, and the lessons has been valuable in providing feedback! #MEMSPAchat
A3: I write down just the facts. I try not to infer what is happening in the room. I think at times we can give false feedback when we add too much emotion or many assumptions. #MEMSPAchat
A3: this is tough because most bias is hidden. I try to balance quantitative with qualitative; how many students on task, quotes from student dialogue. When it’s a teaching strategy I wouldn’t do I try to pause and think about if it gets students to the end goal #MEMSPAchat
A3: Comparing teachers to other teachers is my biggest hurdle. I try to overcome it by being in rooms as often as possible so I'm not "tainted" by only a couple "formal" observations. #MEMSPAchat
A3: Definitley after to watch out for comparing T’s to one another. Everyone is their own person with their own techniques. They need to be evaluated so. #MEMSPAchat
A3: Sometimes when classes aren’t completely quiet, organized chaos doesn’t always mean learning isn’t happening! This is where the pre and post conversations play such a major part. #MEMSPAchat
Authentic settings.
Authentic feedback.
We need to be sure we are looking at ALL spaces - IEP, parent meetings, management, communication, intentional planning, building/distinct contributions, etc.
#MEMSPAchat
A3: Using the dialogue meeting to narrow in on their focus areas. That makes each observation cycle unique to that particular staff member bc we are focused on their individual focus areas. #MEMSPAchat
A3: We eliminate bias by conducting unannounced, frequent observations...you are guaranteed to see an authentic picture of what everyday life is like in classrooms. #MEMSPAchat
A3: career stage and personality inventory biases are so critical to park at the door so that the feedback stays authentic and everyone gets the support they deserve. #memspachat
I really love @robertjmarzano iObservation because it focuses our observation on what Ss are doing and on evidence of Ss learning. It has shifted our conversations. #MEMSPAchat
I find that our Ts are SO BUSY during the day, especially during common planning time/after school meetings - how do you find the time that works for Ts for meaningful, uninterrupted feedback? #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
YAAASSS! Sometimes they forget why they are a rockstar and need reminders...and when Ts feel strong and positive, they are willing to step out of their comfort zone and try new things. All Ts need our feedback! #MEMSPAchat
I find that our Ts are SO BUSY during the day, especially during common planning time/after school meetings - how do you find the time that works for Ts for meaningful, uninterrupted feedback? #MEMSPAchat
A4: It depends on the type of observation. For formal observations or walkthroughs I will script and type as fast as I can to capture everything. If it's a walkthrough I'll find something a grow and a glow as it relates to relationships and our instructional focus #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: walk-throughs can be about 10-15 minutes. If you can identify the learning target, student engagement, and checking for understanding, I count it! #MEMSPAchat
A4: a. OneNote b. Depends on what you are looking for and how much learning is taking place. C. I always try to end with interviewing a couple of the students. What did you learn? Why did you learn it? What do you do if you don't understand it? #MEMSPAchat
A4: It depends on the type of observation. For formal observations or walkthroughs I will script and type as fast as I can to capture everything. If it's a walkthrough I'll find something a grow and a glow as it relates to relationships and our instructional focus #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: walk-throughs can be about 10-15 minutes. If you can identify the learning target, student engagement, and checking for understanding, I count it! #MEMSPAchat
A4: I was pretty old school: a simple T-chart with “observed action” (teacher or student) in the left column and “notes/feedback” in the right column. #MEMSPAchat
A4: Focus area, type of feedback, & time. We're required to do 6-9 mini observations w/ feedback. Prob. Ts also have 2 formal(1hr) observations. @msms_sailors we also do 3-4 learning walks (2-3 min) throughout the year where each admin is in every room w/in a month.
#MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: for a full formal observation I say minimum of 30 minutes but I usually stay for 45, for walk through anywhere from 5-20 minutes. I try to get written feedback to staff with in a day or two if at all possible #MEMSPAchat
A4: Walkthroughs 10-15; formal observations 30-50. I prefered to take notes and then go back to the office to transcribe into the platform we were using. I liked the pause and reflection in the process. #MEMSPAchat
A4: I block time in my calendar to visit classrooms. Minimum 30 minutes. When I am there, I participate in the lesson, I ask questions, and I take pictures and videos. Usually, pictures & vids end up on our Facebook page with a description of what Ss are learning. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: Our district uses Stages. I have learned to navigate it fairly well. All my documentation goes there. I stick to 12-15 minutes for a walkthrough and at least 45 for a formal observation. I think the length of time depends on the T and what is happening. #MEMSPAchat
A4: I take a photo scan of my notes with my phone and leave the hard copy with the teacher as I leave. When we conference, I have the digital version. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: Those of you who know me are going to be shocked by this, but I have a video that explains our observation and feedback process. Here it is... (3min)
https://t.co/r2PrHWc6cX#memspachat#Path2Serendipity
A4: Formal observations and learning walks are documented in our evaluation program. Informals are not documented, just a conversation or email follow up. Learning walks about 20 minutes, observations are 60 is the time I try for. #MEMSPAchat
A4: Our district uses Stages. I have learned to navigate it fairly well. All my documentation goes there. I stick to 12-15 minutes for a walkthrough and at least 45 for a formal observation. I think the length of time depends on the T and what is happening. #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A4: I block time in my calendar to visit classrooms. Minimum 30 minutes. When I am there, I participate in the lesson, I ask questions, and I take pictures and videos. Usually, pictures & vids end up on our Facebook page with a description of what Ss are learning. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: Each teacher has a preferred way to receive feedback. Example: Some need face to face some can do email. Tone and mood on both sides can impact feedback- like with kids. Must have that relationship! #MEMSPAchat
A4: We're on the iObservation platform with Marzano and I love that it highlights each teacher's growth goals when I open it up. Feedback is best when it's relevant! #MEMSPAchat
A4: I block time in my calendar to visit classrooms. Minimum 30 minutes. When I am there, I participate in the lesson, I ask questions, and I take pictures and videos. Usually, pictures & vids end up on our Facebook page with a description of what Ss are learning. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A4: we use Pivot. Formal have been 10-30 minutes depending on the lesson. Plus after I script I stay in the room to code and noticing/wondering. Informal have been 10-15 minutes. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A5: I never want to embarrass a teacher in front of the students and take away the teacher's credibility. But, there will be a conversation afterwards. When I see this happening, I start to record the lesson and use the video as a "coaching" moment. #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: Great question...I have but I think it depends on the teacher and the moment. If you do that to the wrong teacher the damage could be greater than the teachable moment. #MEMSPAchat
A4: Using the evaluation platform required by the district is important. I am currently trying to connect high quality subject specific walkthroughs with teacher eval documents and relevant platforms. #MEMSPAchat
A5: Loaded question, love it. Some of the answer depends on the culture of the bld. and relationship with the teacher.
For me...participate sometimes...intervene if it is in support of the teacher teaching and students learning.
#MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: I have intervened when a student has done something to a peer and knows that I saw them do this. If the teacher did not see I feel I have to say something so they know I am not accepting their behavior. #MEMSPAchat
Agreed!! I love to snap pictures during my walk through visits and post on social media. I want to share out the great things happening in our classrooms with our school hashtag! #BuchananBears#MEMSPAchat
A4: I block time in my calendar to visit classrooms. Minimum 30 minutes. When I am there, I participate in the lesson, I ask questions, and I take pictures and videos. Usually, pictures & vids end up on our Facebook page with a description of what Ss are learning. #MEMSPAchat
Q4: How do you document your classroom observations? How much time should a classroom observation take? Is there a minimum amount of time that a principal should spend in a classroom to make an observation a reliably valid observation? #MEMSPAchat
A5: I think this depends on the situation. I don't want to take away the credibility of the teacher, but if it is going to negatively impact students I may step in. Either way, a convo will follow. #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A3: To eliminate bias, I actually participate in the planning of initiatives (enquiry project for example), and actually get in the classrooms with teachers and students to be an active part of it. Best learning ever, and what an impression it leaves with Ts & Ss! #MEMSPAchat
A5: definitely depends on building culture and relationships. But, always a good idea to ask questions of students, "what are you learning?" I think getting involved helps you to experience the lesson as a S might. #MEMSPAchat
A5: If it is a big concern, then of course intervene! Hopefully you’ve been in the classroom enough times to get a true sense of the class to know if it is a fluke or a constant. It can be documented and another observation should be scheduled if necessary. #MEMSPAchat
A5: In a formal observation I try to only intervene if there is a safety issue or the teacher is presenting information that will cause a serious misconception, I want to be respectful of the teacher and can dialogue questions or concerns in private #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: I intervened when it’s a safety concern bc one of my students was struggling. Otherwise I try to ask probing questions following the lesson if there is something that didn’t make sense. I have jumped in on lessons to help but when the T has asked me something #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
I do this pretty regularly. My eyes are on the students and if I see them do something to harm another student I absolutely jump in and correct #MEMSPAchat
A5: I have intervened when a student has done something to a peer and knows that I saw them do this. If the teacher did not see I feel I have to say something so they know I am not accepting their behavior. #MEMSPAchat
A5 Anxious to heat thoughts on this one! I reserve interruptions for only extreme circumstances like struggling novice staff or a clear misunderstanding of content with students. #memspachat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: I think it depends on the culture of the building and level of trust between the two parties. Also, sometimes the magic is in the mess, so I would never want to rob a teacher of the "mess"...
Unless student safety was a concern, then I'd jump in asap! #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: I intervened when it’s a safety concern bc one of my students was struggling. Otherwise I try to ask probing questions following the lesson if there is something that didn’t make sense. I have jumped in on lessons to help but when the T has asked me something #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: Adding a teachable moment during an informal is fine and can help build a relationship with the class an teacher. I wouldn't join a lesson during a formal #MEMSPAchat
A5: I would not usually intervene. Would have a conversation afterwards. I have been in teachers rooms were during student time we will throw ideas around together for a teachable moment. This depends on the teacher. #MEMSPAchat
A5: If the culture of trust and teamwork is present - then yes as it should be natural to do so. If the relationship is not present, discussion privately is best. #MEMSPAchat
A5: Luckily have never had to join in on a lesson. We’ve got some great teachers. Only would if it was “out of control” or a safety issue. Love our staff! #MEMSPAchat#SCMSrocks
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A2: To be honest, I just make sure to go into every singe classroom (with intention of course). Having it marked in my calendar helps to make sure I keep a good balance within each classroom. Depending on the needs, I might go into some more often. #MEMSPAchat
A2: I created an observation schedule/checklist to keep on track. I try to be intentional with lessons to see. I always go in when they need help or invite me in. Mostly trying to focus on literacy lessons right now since it’s a target area & newer staff #MEMSPAchat
A5: If we intervene, we'll never know how the issue would have been handled. (exceptions: safety or serious content errors.) Reflection and feedback are powerful tools. #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A5: I’m an educator by heart. It’s not uncommon for me to get up and move around the room during a walkthrough. I raise my hands with the kids and actively participate. I can’t help it, but my kids and teachers are cool with it #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
I suggested it to one of my teachers and they were very apprehensive. I think it’s important and I know as a student teacher it was eye opening #MEMSPAchat
A6: Debbie McFalone and Derek Wheaton! They have provided a platform and structure to make it work for me! Reading all of your comments is also making me realize I need to step up my game! #MEMSPAchat
A6: Leverage Leadership, Dare to Lead, and Mindset are ones that come to mind. Dozens of others that have had a positive impact on leadership and the coaching conversations that follow.
#MEMSPAchat
A6: The HS principal, superintendent and I did an observation together in a class at the same time and had converstion about it afterward. Great way to compare notes and get an understanding of our new evaluation tool. #MEMSPAchat@MrOConnor99
A6: Currently in #stoprightnow39 by @casas_jimmy & @zouanddog1 and it's a game changer. As a T I did SO many of the things we need to STOP! Not out of a desire to be a poor T, but out of ignorance & lack of knowledge. Now I know better, I must promote BETTER! #MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
A6: We have regular district PD where we come together as an Admin team and watch teachers teaching and have a conversation and talk about scoring. Great way to continue learning. #MEMSPAchat
A5: Now that depends on the relationship. If trust and confidence are there, then it might be appropriate. Principals MUST get to know each one of their teachers to be able to react in such a way that everyone wins. #MEMSPAchat
Q5: When is it appropriate for a principal to intervene if a concerning issue is noticed in a lesson while observing a classroom? Is it appropriate for a principal to join in the lesson if she feels that she sees a “teachable moment?” #MEMSPAchat
A6: Marzano has great resources to support evaluation. I also find power in collaborating with other administrators having a network to turn to fir support and questions is essential #MEMSPAchat
Attending Cognitive Coaching besides 5D training, instructional rounds, and my previous principals. Several of them were great at noticing the little things which helped me grow as an educator #MEMSPAchat
A7: I start by presuming positive intentions. Questioning around the topic to reveal thought processes. More often than not, they will realize the issue and then we talk about how to grow from there. Last question is always how can I help you get there #MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
This lady I know, @debbiemcfalone, has had a few helpful tips along the way. I enjoy listening to my admin partners past and present. I find being on the lookout for articles and strategies where I know Ts have interest helps build relationship. #MEMSPAchat
A7: Specific praise and probing question have been key in my practice. However, having visions of high quality instruction help to keep conversation focused. #MEMSPAchat
A:6 Rick DuFour (paraphrasing) “The principal is coming today. Class participation is very important. When I ask a question, everyone raise your hands. Raise your right hand if you know it, raise your left hand if you don’t know it.” Results matter most... #MEMSPAchat
A7: Assume the positive and that things are coming from a good place. Seek clarity and understanding if need be. Often, I will use "I wonder" statements to challenge thinking and process/decisions. If it is something bigger, F2F and ask a lot of questions.
#MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
A7: Situation - Behavior - Impact Straight out of Leadership Matters. I also make sure my Ts know I am there to support them when our conversation is over. #MEMSPAchat
Q7 face to face first and using the SBI method. Balance of directive language and coaching techniques. Sometimes third point perspective conversations. Depends on the relationship with and experience level of T as well as context of the concern. #memspachat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
A7: Praise, Probe, Action Plan. Praise and Action Plan using SBI feedback model. It’s all about improving practice in order to improve educational experience. #MEMSPAchat
First, your district has to develop at share their vision of high quality instruction (for all subject areas). Then you can observe and provide feedback around. #MEMSPAchat
A7: Ask them questions where they are reflecting on their lesson. Sometimes, when you point out something, they may not have been aware and are already processing how they are going to fix it. Teachers do not want to be mediocre. Be supportive in the process #MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
These questions were not designed to solicit responses... I need the help too! They are questions I ask myself all the time! I appreciate the wealth of ideas being presented tonight! #MEMSPAchat
A6: Books: The Coaching Habit, Leadership Step by Step, The Better Leaders Better Schools Roadmap, Setting The Standard For Project Based Learning. #MEMSPAchat
A7: I’ll put constructive feedback in PIVOT and circle back to talk to them face to face. Or I will email them and ask to see them at a time that works for them. Either way, improving teaching and instruction is part of the job & must be done #MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
It is all about the relationship that is already in place...having modeled trust vulnerability and honesty will create an environment where “difficult” conversations are just conversations. #MEMSPAchat
A7: I try to act more like an investigator rather than a judge.
"I wonder if..."
"Have you considered..."
"I noticed that..."
"Tell me more about..."
#MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
A7: Assume the positive and that things are coming from a good place. Seek clarity and understanding if need be. Often, I will use "I wonder" statements to challenge thinking and process/decisions. If it is something bigger, F2F and ask a lot of questions.
#MEMSPAchat
Q7: How do you present constructive feedback to teachers when you make observations that are concerning to you? What conversation techniques do you use to change practice without discouraging your teachers? #MEMSPAchat
A7: I made it a point that my teachers understood the spirit in which I provided feedback (i.e. as a gift). I employed metaphors such as “sanding around the edges” or “squeezing more juice out of the lemon” to convey the purity of my intentions. #MEMSPAchat
A7: I find that asking the right questions often leads the conversation to the T recognizing the issue and then a coaching conversation helps to create a plan *then I put the follow up observation in my calendar #MEMSPAchat
A7: it all starts with a relationship and established trust with that teacher. Then I’m honest and direct I don’t sugar coat growth areas but I also don’t down play the good #MEMSPAchat
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
Late to the game, but these #MEMSPAchat Qs & As are great. Observations and coaching = an area I want to make big strides. Glad to add some new ppl/ideas to my PLN. TY
A7: You hope when you ask them they realize it as well so it is just a conversation where you are working with the T to improve that area. If they don't be honest and also give them a positive about the lesson. We can always improve and get better. #MEMSPAchat
A7: I use more questions and get their perspective on what was happening. Based on the response, I share my views and what I saw. Difficult conversations, but necessary! #MEMSPAchat
I try avoid creating a pattern of “I wonder”, “tell me more about”, etc.
May come across condescending. Just make it an authentic conversation. #MEMSPAchat
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
LOVE these questions/commitments Andy! Thank you for leading tonight's #memspachat#fantasticjob
Have a Great WEEKEND everyone!
Here's to a FABULOUS 2019!!!
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
At the beginning of the year I wrote thank you for inviting me in and shared the great things s I saw. I need to do that again. We also have our staff shouts out and it would be a great spot to highlight something from the lessons I’m seeing. #MEMSPAchat
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
A8: capturing photos and artifacts to include in our staff blog, sharing stories in leadership meetings and in face to face conversations with the teacher. #MEMSPAchat
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
Have to drop out a little early tonight (dad duty). Thank you @mrandrewlindsay for leading an AWESOME #MEMSPAchat to bring in the new year! Thanks for the ideas and collaboration everyone!
Thanks for joining us this week!
Continue the conversation all week using the hashtag #MEMSPAchat!
Feel free to hit me up on Twitter to share your success stories!
Thank you @Syndee_Sue
& @MrDomagalski for the opportunity to lead this week's chat!
@mrandrewlindsay
A8: Sharing the great things through our social media platforms so our community knows how amazing our school is!! Thank you notes and written recognition as well, I need to do this more often. #MEMSPAchat
Q8: In what ways can you go out this week to celebrate the amazing & powerful instructional practices you observe with your staff? How do you affirm the great things you see? Who will be your accountability partner to make sure you complete this week's challenge? #MEMSPAchat
Great topic and lots of ideas tonight. Just what we need to recommit to the power of feedback in our practice! Thank you @mrandrewlindsay for hosting! #MEMSPAchat
A8: Personal notes and thank you cards, tweeting the amazing photos and videos, @sisdadams As she is good at keeping me accountable with my diet too;) #MEMSPAchat
