Class Sessions

Session 1

Date: March 30, 2017

In-class Activities and Assignments:

• Core messages and course outcomes
• Literal notetaking
• CSI: written feedback strategy - CSI Criteria for Success
• Conceptual Framework for Differentiated Teacher Support: Instructive, Collaborative, Facilitative (ICF)
• “Seven Keys to Effective Feedback” - Wiggins, G. (September 2012). “Seven Keys to Effective Feedback.” Educational Leadership. Volume 70, Number 1. (Binder, Day 1, Supplemental Section)
• Introduction to bias
• Review of ICF (Instructive-Collaborative-Facilitative)
• Post-observation conversation preview
• Backward planning to the formative deadline
• Google folder with resources

Homework due on 5/11/17:

• Observe a teacher and write literal notes and two CSIs. Bring a hard copy of your literal notes and CSIs to share with classmates. Submit an electronic copy on Google Classroom.
• Implicit Association Test: take two tests - “Race IAT,” plus one you choose
• Readings:
  • Bambrick-Santoyo, P. (October 2013). “Stone Soup: The Teacher Leader’s Contribution.” Educational Leadership, ASCD.
  • Grashow, Alexander, Heifetz, Ronald, and Linsky, Marty. “Chapter 2: The Theory Behind the Practice.” The Practice of Adaptive Leadership: Tools and Tactics for Changing your Organization and the World. Harvard Business Press, Boston, MA, 2009.

Session 2

Date: May 11, 2017

Activities and Assignments:

• Literal notetaking review
  • Sample Observation Notes
  • During the class (p. 2 - 3)
  • Persevere and Return Literal Notes Example
• Literal notetaking practice
• CSI practice
• Language of coaching-based supervision
• Additional sources of data
• Block Party Protocol
• Adaptive vs. technical challenges - Heifetz
• Carol Dweck Ted Talk: The power of believing that you can improve
• Selective scripting
• Watch a video to practice selective scripting and CSIs
• Bias - personal preferences activity
• Post-Observation Conversation Role Play
• Managing the work take 1 - systems, calendars, etc.

In-class Assessment:

• Literal notetaking #1 - you will write notes on a video in class to submit for feedback. Literal notes sheet
• 2 CSIs written on a video watched in class

Homework due on 6/1/17:

• Observe a teacher and write literal notes and two CSIs. Bring a hard copy of your literal notes and CSIs to share with classmates. Submit an electronic copy on Google Classroom.

Readings:

• Bambrick-Santoyo, P. (2012). Leverage Leadership: A Practical Guide to Building Exceptional Schools. (Binder, Day 5, Supplemental Section) Chapter 2.
• Danielson, Charlotte (November 2012). "Observing Classroom Practice." Educational Leadership (Binder, Day 5, Supplemental Section).
• Marshall, K. (2013). Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap. (Binder, Day 5, Supplemental Section)
• The Principal as Leader of Challenging Conversations, Chapter Seven: “How do you respond to challenging conversations?” (Binder, Day 4, Supplemental Section)
• Keen, Sam. (1999). Chapter 10: “The Sonoma Trapeze Troupe.” Learning to Fly.

Session 3

Date: June 1, 2017

Activities:

• Save the Last Word for Me Protocol
• What are models for teachers providing support to one another through observing and giving feedback
  • NPR Story: "Stretching one great teacher across many classrooms"

http://www.npr.org/blogs/ed/2015/03/27/395113707/stretching-one-great-teacher-across-many-classrooms

• Peer Assistance and Review: PAR: http://www.gse.harvard.edu/~ngt/par/resources/users_guide_to_par.pdf
• Teachers mentoring other teachers

http://www.ncsall.net/fileadmin/resources/teach/mentor_b.pdf

• Communicating concerns directly
• Conversational/conflict style inventory
• Non-classroom observations
• Giving feedback to other staff (not classroom teachers)
• Managing the work take 2 - systems, calendars, etc.
• Strategies for reducing bias
• Additional observation tools
• Chalk talk reflection about the following questions: What are important observation and feedback skills and tools? What are some important qualities and characteristics of helpful conversations with a teacher about her/his practice? What are the keys to providing high-quality written feedback? How can evaluators accurately and fairly assess teacher performance? What data sources are important to use when assessing a teacher’s performance? What are your big takeaways or learnings from our course?
• Reflection on readings - Text Rendering Protocol on trapeze article
• Why should people take this course? Writing exercise
• Course evaluation

In-class Assessment:

• CSI Written Feedback (watch a video and write 2 CSIs) - CSI Criteria for Success
• Literal notetaking assessment #2
• Literal notetaking quiz (evidence vs. opinion)