Supporting Teacher Learning through Self and Peer Observation E. Caroline Wylie, ETS NCSA, Philadelphia, 2016 6/20/2016
Overview • Purpose and outline of the online training modules • A process for collaborative inquiry and learning • Research on formative feedback in an observation setting
Purpose of the Modules The FARROP training modules: • Assume that participants have some background knowledge about formative assessment practices • Introduce the Formative Assessment Rubrics, Reflection and Observation Protocols (FARROP); • Provide opportunities for teachers to identify and manage personal and professional biases that could affect observations of other teachers; • Provide video exemplars of practice for each dimension and at varying levels of the rubric; • Provide practice for giving feedback to a peer and guidance for requesting and receiving feedback from a peer. But: • They do not provide extensive training in how to implement formative assessment in the classroom • They are not intended to calibrate individual observers to a level of reliability needed for high-stakes evaluation systems 3
Sequence of Learning There is a series of seven modules for the basic training. 1. Introduction and Understanding Bias 2. Learning About the Dimensions: Learning Goals and Criteria for Success 3. Learning About the Dimensions: Tasks/Activities, and Questioning Strategies 4. Learning About the Dimensions: Self-Assessment, Peer Feedback, and Collaboration 5. Learning About the Dimensions: Feedback Loops, Descriptive Feedback, & Use of Evidence 6. Giving and Receiving Feedback 7. Putting It All Together: Reflecting on Two Lessons Across All Ten Dimensions 4
Common Module Structures Scaffolded learning opportunities: - Begin with teacher’s own experiences - Read rubrics and consider Connections Indicator distinctions among levels for each indicator - Multiple choice questions that focus on information provided in observation notes Content - Presentation of benchmark Indicator videos with context information, opportunity for the teacher to write up evidence followed by presentation of Presentation notes from master coding Indicator - Matching evidence statements to rubric levels - Concluding practice Reference Indicator 5
The Process of Getting Feedback Collect Information Process Information Take Action • Select specific • Review your • Record any new observer’s and your dimensions for insights about the focused practice. perspectives on the dimensions, the lesson. rubrics, and your • Select a specific formative • Conference with the lesson. assessment practice • Complete a self- observer (if desired). in your journal. • Set the feedback assessment of the • Review your lesson against aside for a day if you previous action plan. specific dimensions. feel that you strongly • Based on the disagree with it. Come back with feedback you fresh eyes the next received, update day. your current action • Review rubrics for plan or start a new one. selected dimensions. • Compare/contrast two perspectives with respect to the rubrics. • Identify strengths and weaknesses. 6
The Process of Observing a Peer Collect Take action Process information information • Review lesson • For each dimension • Record any insights episodes prior to to be scored: about the rubrics, observation. • identify the most the dimensions, and your formative relevant evidence, • Review rubrics for assessment practice • review each level in your journal, selected dimensions of the rubric and based on the prior to observation. identify the rubric observation. that best matches • Conduct classroom across all • Review the previous observation indicators, and action plan. focusing note-taking on the selected • write a summary dimensions. • Update your current statement. action plan or start a new one to reflect any insights. 7
Roles in the Observation Process Action Who is responsible for each action? Person Being Observer No One Observed Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan 8
Roles in the Observation Process Action Who is responsible for each action? Person Being Observer No One Observed Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan 9
Roles in the Observation Process Action Who is responsible for each action? Person Being Observer No One Observed Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan 10
Roles in the Observation Process Action Who is responsible for each action? Person Being Observer No One Observed Selects the dimensions for the observation Identifies teaching episodes Provides feedback Tells a neighbor what was observed in a classroom today Shares feedback with the school-based learning community Shares observation notes and scores with the principal Develops an action plan 11
Learning From and Applying the Research on Feedback The research on feedback identifies three important considerations for providing effective feedback: 1. The source of the feedback 2. The content of the feedback 3. Attitudes toward feedback Understanding the research and how it plays out in the FARROP observation process is important for supporting changes to practice. 12
Considering the source of feedback What We Know from Research on How We Applied the Research to the FARROP Feedback Feedback is more effective when For FARROP, that translates to encouraging teachers to information is gathered from oneself reflect on the observed lesson before getting feedback as well as from others. from the peer. • Feedback is more effective when It is important to rely on the rubrics and benchmark the source of the information is examples so that the feedback is as accurate as perceived as credible, possible. • knowledgeable, and well It is also important to remember that everyone is intentioned. learning together. Assume that the feedback is well intentioned even if you don’t agree with all of it, or if you have to step away from the feedback after you first read it. Feedback from a peer is more For FARROP, we are focusing on peer-to-peer effective than feedback from observations and not on feedback from a principal or someone of higher status. teacher leader, since the latter provides less opportunity for reciprocal learning. 13
Considering the content of feedback What We Know from Research on How We Applied the Research to the FARROP Feedback Feedback is more effective when it The observed teacher is in control and gets to identify is focused. the specific areas on which she or he wishes to focus. • Feedback is more effective when it Even when you have asked for feedback in a specific creates cognitive dissonance. area for improvement, being given feedback that says Positive feedback causes less that the evidence was best characterized as dissonance and reflection, and Developing practice can be disconcerting. • therefore less growth. Getting feedback that indicates the need for growth in an area you thought was strong can be challenging, and you may need a little time to process it. It’s OK to ignore feedback for a day before coming back to it. Feedback is more effective when it In addition to reviewing the evidence and the summary creates models for appropriate statements from the observer, refer back again to benchmarks and rubrics — especially the next level above behavior. your current level — to help you develop your action plan for moving forward. 14
Considering Attitudes towards feedback What We Know from How We Applied the Research to the FARROP Research on Feedback Feedback is more effective There should be multiple cycles of observation, feedback, when it is considered as a reflection, and action planning. process, As noted earlier, it is critical to protect each other’s privacy Feedback is more effective when the information from the and to not talk about what you observed outside of the provider of feedback is judged classroom. to be confidential. 15
Conclusion and Next Steps • Training modules will be used this summer along with revised rubrics. • Opportunity to collect feedback on time required to complete the modules, on teachers’ level of confidence in the process of peer observation, and on reactions to the collaborative inquiry process. • Future research can examine the accuracy in teacher judgments, whether/how they change over time, whether/how accuracy impacts teachers’ ability to use the information to spur reflection on and improvements to practice, how practice changes over time, and the impact of feedback from school-based peers versus virtual peers. 16
For more information: Caroline Wylie ecwylie@ets.org
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