Week+5+-+Promotes+constructive+dialogue

Discuss below:


 * ways the instrument promotes constructive dialogue with teachers

CIndy: //**Adrienne-** Yes, it is important to inform the teachers of the tool and the expectations that will be observed with it.//
 * 1) Training on the tool (it's components, terms, etc) should happen before teachers are observed with the tool
 * 2) Administrators could show video scenarios (teachers outside of district) and have teachers discuss what they saw and complete the instrucment and also indicate - "I need to find out more about"
 * 3) an area that the teacher had focused on & obserer wasn't sure what it was about OR
 * 4) observer didn't have the background knowledge to understand the lesson

Allyson: I like the Cindy's idea of training teachers on the tool. I also think that one needs several tools depending on what needs to be observed. Some of our newer teachers could use seeing where they move around the classrooms and so a tool that tracked their motions would be most useful. Another idea would be for all teachers to use the tool while observing another teacher as a way to learn the tool, it's strengths and weaknesses .( I like that idea Allyson-Adrienne)

At my school we do alot of peer coaching. Many times the discussion comes from a teacher sharing their experiences or from a webcast or video. Oftentimes the discussion from the video gears towards criticism of the supernaturalistic of the teacher viewed, but it offers constructive dialogue amongmy colleagues.
 * Adrienne:**

I believe the tool has to be more than a simple checkbox of performance. Tools like that tend to lead to a monologue rather than a dialogue during post conferences. As I stated in the previous page, I believe if the entire tool and observation is based in student learning, dynamic discussion will result as teachers, administrators, and even students can get involved in the discussion. I think while the evaluation can be a tool to help teachers become more effective, I don't believe the tool needs to be a dipstick of performance based on a single snapshot of a teacher's school year. Make the tool authentic and span some time, and focus it on how students are learning, and I believe the dialogue will be born of the tool. -Ben