Negative teacher observation comments


  • How to Deal With Negative Teaching Evaluations
  • Lesson observation feedback: How to go from crippling critique to collaborative conversation
  • A bad lesson observation: advice for teachers
  • Teacher Observation Feedback that S.T.I.C.K.S.
  • Dealing with Observation Feedback
  • How to Deal With Negative Teaching Evaluations

    Smooth Transitions Physical Layout When scoring physical layout, important indicators to observe are 1 traffic patterns or lack thereof in the classroom; 2 whether the room has clutter or not; 3 if the teacher can easily get to students as needed; 4 if all students can be seen in all areas of the classroom or if there are areas where students may be hidden from view; and 5 whether materials and supplies are organized, labeled, and easily accessible to students. See rubric below for minimal difference between indicators.

    View Physical Layout Rubric When observing in the classroom, consider how the physical layout and organization of the classroom may be optimized: It is optimal to physically arrange classrooms with minimal barriers and plenty of open clear traffic patterns so that students and teachers can easily move around the classroom without disturbing other students while they are working.

    A good physical layout allows teachers to actively supervise student behavior and academic progress on instructional activities. Classroom materials are labeled, organized, and easily accessible to all students. Classroom Rules When scoring classroom rules, important indicators to observe are 1 the number of rules; 2 if and where the classroom rules are posted; 3 whether the rules are specific, observable, positively stated telling what to do rather than what not to do , and concise; 4 if the students appear to understand the behavioral expectations based on the rules; and 5 whether the teacher consistently enforce the rules.

    For younger children, it is helpful if visuals are displayed alongside rules that demonstrate what the words mean. When observing in the classroom, consider how the classroom rules may be optimized: Effective classroom rules are positively stated, specific, observable, and concise. Students display the expected behavior because the rules have been taught and reviewed as needed. Practicing the rules is helpful, particularly when large numbers of students are not displaying the expected behaviors.

    Teacher gives a lot of behavior-specific praise and positive attention to students for following the rules. Classroom rules are consistently enforced by the teacher. Classroom Routines When scoring classroom routines, important indicators to observe are 1 whether the behavior routines are posted; 2 whether the expectations for the routines are specific, positively stated telling what to do rather than what not to do and observable; 3 whether they are developmentally appropriate i.

    View Classroom Routines Rubric When observing in the classroom, consider how the classroom routines may be optimized: Routines work best when the behavioral expectations for each routine are defined so that they are developmentally appropriate, culturally responsive, positively stated, specific, and observable. Students learn routines when they are explicitly taught and reviewed.

    The teacher provides positive attention to students when they effectively demonstrate the routines using praise or rewards. Having visual prompts of the classroom routines displayed is very useful, keeping each routine to the fewest steps possible.

    View Smooth Transitions Rubric When observing in the classroom, consider how classroom transitions may be optimized: Smooth transitions use efficient routines that quickly get students to the next task, losing little time for instruction. Teacher explicitly teaches students how to transition smoothly and provides practice as needed. Teacher uses effective attention signals which are taught to students to gain their attention before transitions begin.

    Teacher provides precorrections to tell students exactly what to do prior to a transition occurring. Teacher provides behavior-specific praise to students as they transition smoothly to the next task. Motivational interviewing for effective classroom management: The classroom check-up.

    Sprick, R. Funded by the U. Department of Education, Institute of Education Sciences. RA awarded to Principal Investigator Dr.

    Wendy M.

    Lesson observation feedback: How to go from crippling critique to collaborative conversation

    Teacher Observation Feedback that S. Develop a culture of professional growth in school faculty to transform learning experiences. September 30, Alexander - stock. Observing and coaching teachers is a common and useful way to determine these needs and identify possible areas for growth. However, these efforts are not always translated into improved practice, as teachers do not always make suggested changes to their instruction. Why do teachers sometimes fail to enact feedback they have been given?

    There might be many reasons, but instructional leaders have the power to encourage improvement in two important ways: by fostering a culture of professional growth and by providing high quality observation feedback. Foster a Culture of Professional Growth In many schools, teacher evaluation is a high-stakes process in which teachers are observed once a year and rated on their performance, with possible consequences for their job or their salary.

    In other schools, observation and evaluation is an afterthought, with overworked or under-engaged school leaders rarely stepping foot inside classrooms.

    Neither of these cases represents a culture of professional growth. To ensure teachers are improving, leaders must first compel teacher buy-in for the process of improvement. Engaging teachers in meaningful discussions about the nitty gritty details of planning, teaching, and assessing student learning sends the message that the leader cares about what is happening in these areas and models the need to be reflective about pedagogical decision making.

    Leaders can make classroom visits more frequent and lower stakes to diminish teacher anxiety or defensiveness related to the evaluation process. Leaders can also encourage peer observation and collaborative professional development opportunities for teachers to normalize the practice of thinking and talking about ways to improve among the faculty. Veteran teachers should be encouraged to reflect on their strengths and share wisdom with others while also pushing themselves to try innovative approaches and continue to improve.

    Professional growth is more likely to occur in situations where teachers feel supported and able to take risks and positive relationships are a major contributor to those feelings. This year, in particular, the need for professional growth is evident for many teachers who are being forced to pivot from their traditional teaching methods to adapt to the realities of teaching with social distancing and supporting online learners.

    Effective leaders can help teachers see this as an opportunity for growth for everyone and not just a source of stress. Provide High-Quality Observation Feedback Once a positive culture of professional growth has been established, teachers should be amenable to receiving feedback on their teaching.

    Effective leaders can observe their teachers in person in their classrooms or through videos or live streaming into classrooms. Specific: A wealth of research indicates that both praise and constructive feedback should be as specific as possible.

    This does not mean presenting a laundry list of all detailed positive and negative observations, but rather, offering high-quality feedback focused on one or two specific points of emphasis during the observed lesson. Allowing the teachers to contribute to setting the goal of the observation invites more teacher buy-in and again fosters the culture of professional growth, as teachers feel less like they are being evaluated based on external criteria and more like they are getting feedback to help them grow.

    These impressions might be accurate, but they are not always communicated to teachers in a way that fosters growth. Checked for Follow-Up: Instructional leaders need to check back in with teachers on a timely basis to observe improvements and offer additional support. Ideally, the observer and the teacher will agree on a specific time in the near future when the observer can return to see the improvement in action. When this practice is regularly adhered to in schools, teachers know that their leaders will be coming back to check on their progress and feel compelled to enact the identified action steps because they know that is the expectation.

    Kindly Delivered: Most teachers truly want to improve and are grateful for feedback. However, sometimes teachers might feel defensive when their practice is called into question. An instructional leader who can deliver constructive feedback gently, while still commanding high standards and continuous improvement, will find that teachers are more receptive to growth.

    Student-Centered: Feedback is more likely to be translated into improved practice if the teacher can clearly see the ramifications for student learning. Observations can easily over-emphasize teacher actions by using checklists and rubrics solely focused on what the teacher says and does without analysis of student learning.

    Focusing on how students experience observed lessons rather than how the instructional leader views the lesson is important. Instructional improvement is an ongoing process, and changes will not necessarily happen overnight. However, when leaders give feedback according to the S. Monica Kowalski is an assistant professor of the Practice at the University of Notre Dame, where she also serves as the associate director of Program Evaluation and Research for the Institute for Educational Initiatives.

    National Association of Elementary School Principals. Share The Article.

    A bad lesson observation: advice for teachers

    September 30, Alexander - stock. Observing and coaching teachers is a common and useful way to determine these needs and identify possible areas for growth. However, these efforts are not always translated into improved practice, as teachers do not always make suggested changes to their instruction.

    Why do teachers sometimes fail to enact feedback they have been given? There might be many reasons, but instructional leaders have the power to encourage improvement in two important ways: by fostering a culture of professional growth and by providing high quality observation feedback.

    Foster a Culture of Professional Growth In many schools, teacher evaluation is a high-stakes process in which teachers are observed once a year and rated on their performance, with possible consequences for their job or their salary.

    In other schools, observation and evaluation is an afterthought, with overworked or under-engaged school leaders rarely stepping foot inside classrooms. Neither of these cases represents a culture of professional growth. To ensure teachers are improving, leaders must first compel teacher buy-in for the process of improvement.

    Engaging teachers in meaningful discussions about the nitty gritty details of planning, teaching, and assessing student learning sends the message that the leader cares about what is happening in these areas and models the need to be reflective about pedagogical decision making. Leaders can make classroom visits more frequent and lower stakes to diminish teacher anxiety or defensiveness related to the evaluation process. Leaders can also encourage peer observation and collaborative professional development opportunities for teachers to normalize the practice of thinking and talking about ways to improve among the faculty.

    Veteran teachers should be encouraged to reflect on their strengths and share wisdom with others while also pushing themselves to try innovative approaches and continue to improve.

    Professional growth is more likely to occur in situations where teachers feel supported and able to take risks and positive relationships are a major contributor to those feelings. This year, in particular, the need for professional growth is evident for many teachers who are being forced to pivot from their traditional teaching methods to adapt to the realities of teaching with social distancing and supporting online learners.

    Effective leaders can help teachers see this as an opportunity for growth for everyone and not just a source of stress. Provide High-Quality Observation Feedback Once a positive culture of professional growth has been established, teachers should be amenable to receiving feedback on their teaching. Effective leaders can observe their teachers in person in their classrooms or through videos or live streaming into classrooms. Specific: A wealth of research indicates that both praise and constructive feedback should be as specific as possible.

    Teacher gives a lot of behavior-specific praise and positive attention to students for following the rules.

    Teacher Observation Feedback that S.T.I.C.K.S.

    Classroom rules are consistently enforced by the teacher. Classroom Routines When scoring classroom routines, important indicators to observe are 1 whether the behavior routines are posted; 2 whether the expectations for the routines are specific, positively stated telling what to do rather than what not to do and observable; 3 whether they are developmentally appropriate i.

    View Classroom Routines Rubric When observing in the classroom, consider how the classroom routines may be optimized: Routines work best when the behavioral expectations for each routine are defined so that they are developmentally appropriate, culturally responsive, positively stated, specific, and observable.

    Students learn routines when they are explicitly taught and reviewed. The teacher provides positive attention to students when they effectively demonstrate the routines using praise or rewards. Having visual prompts of the classroom routines displayed is very useful, keeping each routine to the fewest steps possible. View Smooth Transitions Rubric When observing in the classroom, consider how classroom transitions may be optimized: Smooth transitions use efficient routines that quickly get students to the next task, losing little time for instruction.

    Teacher explicitly teaches students how to transition smoothly and provides practice as needed. Teacher uses effective attention signals which are taught to students to gain their attention before transitions begin. Teacher provides precorrections to tell students exactly what to do prior to a transition occurring.

    Dealing with Observation Feedback

    Teacher provides behavior-specific praise to students as they transition smoothly to the next task. Motivational interviewing for effective classroom management: The classroom check-up. Sprick, R.


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