TEAM Evaluation Post-Conference Process

Objectives• To identify the characteristics of an

effective post-conference• To identify the protocol for a TEAM post-

conference• To target areas to improve my skills as a

post-conference leader

Agenda• Objective• Elements of an effective post-conference• TEAM protocol for a post-conference• Watch a video of real post-conference• Debrief post-conference• Reflection/personal goal

You just witnessed a post-conference that you deem to be effective. What are the elements of the post-conference that led you to label it

as effective?

Think, Write, Round-Robin

1.Think about the question individually2.Go “round” the table and share your

answer(s) one at a time3.Everyone will write the answers shared by

the people at your table. At the end everyone has the same list of answers.

Characteristics of an Effective Post-Conference

• Majority of talking done by the teacher• Thinking is on teacher• Coach asks questions to guide teacher• Open ended questions that generate

responses• Conversational• Based on teacher’s abilities and capacity

Think, Reflect, Write

Think about the post-conferences that you have led thus far.

What do you think are some of your strengths as a post-conference leader?

What are some areas of leading a post- conference that you would like to strengthen?

EVALUATING focuses on:

• Aligning practices with a set of standards• Rating performance according to rubrics• Judging, encouraging, coaching, and

supporting

We do not learn from our experiences, we learn from

reflecting on our experiences.- Ralph Waldo Emerson

Why Coach?

Existing

StatePost-Conference

Desired

State

• Success/Complication

• Superficial reflection

• Tentative plans

• Clear labels for factors that generated a Success/Complication

• Deep reflection

• Clear plan of action

The Evaluation Cycle

The Observation

The Post-

Conference

The Pre

Conference

Post-Conference Protocol

I. IntroductionII. ReinforcementIII. RefinementIV. Review scores and evidence

Selecting Reinforcements & Refinements

When considering a lesson, which areas of the rubric..

A. Had the lowest/highest score

B. Would have the greatest impact on student achievement

C. Would impact other indicators

D. Would provide the teacher with the most potential for growth

E. Can I clearly label through evidence and examples for improvement

*Don’t choose a refinement that is directly related to the reinforcement

Reinforcement Plan

1. Reinforcement Objective

TALL

Timeline

Action for the teacher to take

Label the indicator from the rubric

Language from a specific descriptor

2. Self-Analysis Question

• Open-ended• Use language from a specific descriptor to

be reinforced• Probe for specificity• Extend thinking• Be a good listener- Take yourself out of

the conversation. Don’t use “I” statements.

3. Evidence• Include judgment free, specific examples of

what the teacher said or did that relates to the reinforcement objective.

• When possible, provide examples of what students said and did.

4. Recommend continued use and elicit feedback

Label the indicator and descriptor teacher should continue to implementPose a question that encourages an explanation of how this reinforcement impacts student learning

Refinement Plan1. Refinement Objective

2. Self-reflection Question

3. Evidence

4. Model/example

5. Guided practice

6. Closure

Model/examples

• Presents several concrete and specific suggestions that the teacher can implement into practice

• Focused on the refinement objective• Enhances student mastery of the learning

objective

* This is a crucial element in this process.

Guided Practice• Discuss how the refinement area can be

included in the observed lesson or in an upcoming lesson

• Listen and provide feedback

Closure• Ask the teacher a question to reflect on

and apply what was discussed.• Question the teacher about the positive

things that are happening in her classroom.

• Provide teacher with scores

Post-Conference Plan• Take 3 or 4 minutes to read the post-conference plan from the

video we’re going to watch.

• After reading the plan, think about how you would complete these three sentence starters:

1. I like…

2. I wonder…

3. My prediction for this post conference is…

Watch Post-Conference

Thinking about the protocol we’ve discussed and the elements of an effective post- conference…

Jot down examples of these elements that are present in the post-conference as you watch it.

Effective Elements

• What are some specific elements of this post-conference that make it effective?

• What examples do you have of those components?

Different Perspectives• Number off at your table• All even numbers will take the point of

view of the teacher and all odds will be the evaluator.

• Think of one word to describe your feelings about the post-conference.

• Share with your table your word and why you chose that word.

SU HU PU

• How did knowing the protocol benefit the post-conference leader?

• How did the leader following the protocol benefit the teacher?

Reflection

Take out your reflection about personal strengths/areas of need.

Based on your new learning from today, make additions or deletions to your reflection?