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DS                                       Having focused conversations with teachers at BOY meetings, as a way to support their goal selection for the year, will help with reflection for both the teacher and administrator. Building partnerships with your team of teachers by listening to their concerns and their celebrations all year is key.

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DS                                       Having focused conversations with teachers at BOY meetings, as a way to support their goal selection for the year, will help with reflection for both the teacher and administrator. Building partnerships with your team of teachers by listening to their concerns and their celebrations all year is key.

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It has to start with a trusting relationship were both assume that the goal is to provide the best instruction for our students. Asking questions rather than making statements sets the stage for reflection rather than evaluation.

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It is important to build a relationship and trust with the teacher before you do their observation. If you just go in and observe and that's it, it is impossible for the teacher not to feel that they conversation is just about the lesson.
You can have good growth conversations if you share your own experiences and then it feels more like a colleague to colleague conversation.

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Use the evidence as a third party in the conversation and ask teachers to reflect on and consider their level of satisfaction with the lesson. Focus on the fact that it is a growth conversation...set the environment as one that is safe to talk out loud and share fears/concerns in a trust-based way--no eval! Must have the trust...must be in rapport to start or teacher may only hear your words...

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Assume a positive intention and a desire to do the best for kids. Listen and problem solve with teachers, and if necessary, hold up a mirror to allow the teacher to see their actions in a different way

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I think this can start during the pre-observation conference. Set the stage with teachers on what the goals are for the lesson and agree on the success criteria. Then, collect evidence and use the 3 step process to celebrate and ask questions about the goal.

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Build trust.  Acknowledge the strengths and the risk taking that has taken place (Fundations 3, Investigations 3, ReadyGEN) Be genuine.

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Share examples/stories of how someone (perhaps myself) learned from an experience, made a change in practice, and showed growth.

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GD
I have found the 3 Step process for giving feedback very useful in helping teachers focus more on reflection than evaluation.

Also, trust is a key factor in staff perceiving the observation process as growth producing

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Build a trusting enviroment and talk about the positives first, then lead them to the improvement areas.

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Use protocol or 3 step conversation strategy to focus on specific change in practice.   To focus on growth - How might this look.... What resources or support do you need....have you considered...

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Use protocol or 3 step conversation strategy to focus on specific change in practice.   To focus on growth - How might this look.... What resources or support do you need....have you considered...

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We want teachers  to take risks and try new things in the classroom.  If we believe that this will make them more effective teachers they need to do feel safe and supported to do this work.  We must develop relationships with them just like we ask them to do so with their students.  Whether a student or teacher neither will be willing to take risk if they fear any type of repercussion or embarrassment.

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LF: Initially, the trust/relationship factor has to be there, the teacher needs to feel safe enough to be able to candidly take risks and discuss openly their own strengths/weaknesses. Beginning with strengths of the teacher and moving collaboratively into alternative ways to get at the lessons learning target/objective 

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LF: Initially, the trust/relationship factor has to be there, the teacher needs to feel safe enough to be able to candidly take risks and discuss openly their own strengths/weaknesses. Beginning with strengths of the teacher and moving collaboratively into alternative ways to get at the lessons learning target/objective 

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Share own classroom experiences.

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Our profession has changed so much in the past 5 years and so too have our instructional practices. The observation process is an opportunity for professional discourse on how we grow and learn as educators. We are always changing what we do - it is the nature of our work. Let's agree to do this work together for the betterment of our students.

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It's about relationships- trust. The beginning of the year goal setting conference is key to setting the tone for the rest of the year.

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It's about relationships- trust. The beginning of the year goal setting conference is key to setting the tone for the rest of the year.

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Teacher reflecting continujally on the students with the greatest needs to see how they are progressing. 

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Teacher reflecting continujally on the students with the greatest needs to see how they are progressing. 

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Include past conversations and lessons...where we started.

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Include past conversations and lessons...where we started.

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Focus on student growth, strengths and weaknesses of the lesson, and possible adjustments. If possible, set a goal based on reflections and follow up with teacher in a few weeks.

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Know and use the student achievement data in the conversation

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Know and use the student achievement data in the conversation

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Present the evidence, and ask the teacher to brainstorm different ways they might have approached the activity if they taught the lesson again - focus on their overall learning target, and the best way to get there.

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Are assessments linked to content goals and how are they used to build on students' understandings and competencies to improve individual skills

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Focused post obs based on the evidence that was collected...connected to District, building, department goals

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Focused post obs based on the evidence that was collected...connected to District, building, department goals

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Utilize the specific needs of students from IEP's in planning to best engage students

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Focusing on the growth piece and shared goals. Clear expectations are crucial.

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Focusing on the growth piece and shared goals. Clear expectations are crucial.

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Utilize individual student data to shape part of the discussion.  Keep connected to the teachers in the building and keep a pulse on feedback teachers have used to change their practice.

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Having shared goals to focus on, knowing what the expectations are and what success looks like and will  focus the feedback -  with all involved, look at individual student achievement - how is the strategy working to support our students - use student work as evidence

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Focus the conversation on individual students (ie. do you think Johnny was engaged? How do you know?)

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Focus the conversation on individual students (ie. do you think Johnny was engaged? How do you know?)

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Connected, purposeful goals - bldg, dept, individual - all wheels moving in the same direction and feedback that s ynthesizes info from all 3