# data[].attributes.headline
Receiving specific feedback and positive reinforcement from leadership.  

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Receiving specific feedback and positive reinforcement from leadership.  

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Conversations centered around evidence that provided me next steps.

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-experience in the classroom
-discussions with colleagues
-discussions with teachers/reflection
-Positive reinforcement and specific feedback from leadership
-Data based decisions/thread through daily conversations with teachers

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feedback that is specific and providing resources and strategies to help instruction

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feedback that is specific and providing resources and strategies to help instruction

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More focused conversations and data colletion over time

# data[].attributes.subject
More focused conversations and data colletion over time

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Looking at data effectively to move students forward

Providing positive feedback

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Detailed, Specific Feedback.  Collaboration with colleagues

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Detailed, Specific Feedback.  Collaboration with colleagues

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Creating and building on relationships with teachers allowing for constructive feedback and positive growth

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Getting to know the teacher's thought process on the teaching of the lesson thru conferencing

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Getting to know the teacher's thought process on the teaching of the lesson thru conferencing

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Professional development based around identified needs

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We receive written and verbal feedback frequently regarding a variety of initiatives.    I've also participated in executive coaching sessions specifically related to data conferences.

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Creating a climate and culture focused on positive relationships

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Creating a climate and culture focused on positive relationships

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Establishes respect within

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Intentional areas of professional review

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Helping teachers to understand how to use data more effectively for the development of lessons.

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Helping teachers to understand how to use data more effectively for the development of lessons.

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Finding strengths in teaching and provide support for growth professionally

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Giving the teachers the opportunity to give details and specifics and continually communicating about data etc.

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Giving the teachers the opportunity to give details and specifics and continually communicating about data etc.

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Evidence is based off of facts and leaves out opinion which makes this concrete.

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Easy way to have difficult conversations

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Easy way to have difficult conversations

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OTES 1.0 was an easy way to have difficult conversations with Teachers. It gave you the ability to discuss weaknesses using data without making teachers feel like they were being attacked.

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Collecting evidence from a series of observations and walkthroughs.

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Specific targets for one area of refinement and reinforcement based off of evidence.

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Specific targets for one area of refinement and reinforcement based off of evidence.

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using the evidence and rubric to have constructive conversations 

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using the evidence and rubric to have constructive conversations 

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Conversations occurred around data collected over time.  Teachers knew exactly what evidence would be needed by knowing the content of the OTES 1.0 rubric.

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Conversations about data include teaching performance

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Allowed opportunities to listen and understand to guide teachers to own active learning goals.

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Most teachers had never looked at the teaching standards prior to OTES 1.  Now, the language in the rubric and the standards are a nice jumping off point for conversation about teaching.

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Collaborative walkthroughs and in-depth, detailed conversations with colleagues

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Collaborative walkthroughs and in-depth, detailed conversations with colleagues

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It helped to have significant conversations about good practice and instruction

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It helped to have significant conversations about good practice and instruction

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How assessment, progress monitoring drive decisions discussed in pre-conference

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Allowed opportunities to talk about  evidence collected to improve all aspects of lessons

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Very good talking points from the rubric based on data collection

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Very good talking points from the rubric based on data collection

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Aligned to other conversations about data and called for teachers to be more specific about what was important