A pre-conference should include the following: an introduction, a discussion based on the review of lesson materials, and a summary of next steps.

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1 NAU Mdel Observatin Prtcl The mdel prtcl was develped with supprt and expertise frm the Natinal Institute fr Excellence in Teaching (NIET) and is based in great part n NIET s extensive experience cnducting evidence-based bservatins and meaningful evaluatin cnversatins that lead t imprved practice. The NAU Observatin Prtcl guides University Supervisr thrugh several steps: 1) Befre the Observatin: Teacher Candidate cmpletes Pre-Cnference frm University Supervisr reviews Teacher Candidate s submissin f the Pre-Cnference frm and cnsiders which respnse wuld be apprpriate: Cnducting a frmal Pre-Cnference (virtually, ver the phne, etc.) Respnding t submitted Pre-Cnference frm with feedback. 2) During the Observatin: University Supervisr will actively cllect evidence (scripting, vide/audi recrding, picture taking, etc.) 3) After the Observatin: Pre Cnference: Teacher Candidate and University Supervisr will immediately debrief the area f reinfrcement, evidence t supprt the reinfrcement, and identify ptential area f refinement. The University Supervisr will prepare fr the virtual pst-cnference by: analyzing the evidence t further develp the area f refinement develping the reinfrcement and refinement bjectives Identifying the practice that will impact the identified area f refinement Cnducting the virtual Pst-cnference A pre-cnference shuld include the fllwing: an intrductin, a discussin based n the review f lessn materials, and a summary f next steps. Pre-cnference Intrductin (2 min) The intrductin helps t set the tne and purpse f the pre-cnference. While it may appear verly frmal it can be valuable in establishing rutines that help t keep the cnversatin fcused and brief. Belw is an example f ne apprach t the intrductin f a pre-cnference: Greeting: Thanks fr taking the time t meet with me. I m really lking frward t cming int yur class n Time: This discussin shuld take us abut 20 minutes Set Purpse: The purpse f ur cnversatin is fr yu t help me t knw what I can expect t see happen during the bservatin and fr yu t knw what things I am specifically lking fr. Discussin f the Lessn (15 min) Fllwing the brief intrductin, the assessr shuld transitin quickly int prbing further n the candidates intentins and plans fr the lessn being bserved. It is mst prductive when the University

2 Supervisr has reviewed the lessn plan prir t this cnversatin and can ask specific, prbing questins abut the lessn. The candidate shuld be ding the majrity f the talking during this prtin f the pre-cnference. The University Supervisr shuld be capturing ntes n the cnversatin. Belw is an example f ne apprach t the discussin abut the lessn: Reference review f materials: I reviewed the materials yu sent me in advance and think I have a clear sense f the lessn but was hping yu culd elabrate n a few pints t be sure I understand yur plan. Ask questins: see pre-cnference preparatin sectin fr examples Pre-cnference Clsure (3 min) University Supervisr shuld leave time at the end f the cnference t summarize any takeaways frm the cnversatin as well as align expectatins fr the upcming bservatin. Belw is an example f ne apprach t pre-cnference clsure: Revisit prir feedback: After ur 1 st bservatin, we agreed that yu wuld wrk t [fill in] s I will be lking fr evidence f that in the upcming bservatin. Summarize takeaways frm the cnversatin: Based n what yu shared with me during ur cnversatin, it sunds like yu are als lking fr feedback n yur transitins s I will be sure t make nte f thse as well. During the Observatin: The primary gal f the University Supervisr during the bservatin is t actively cllect evidence. Active evidence cllectin shuld capture bth teacher and student behavir/actins. Active evidence cllectin des nt include making judgments r inferences during the bservatin; this ccurs after when the assessrs is analyzing and synthesizing the evidence. Evidence shuld reflect exactly what happens in the classrm. Evidence cllected shuld include a balance f bth summary statements as well as direct qutes. There are varius tls assessrs may use t cllect evidence during the lessn. This culd include scripting, videtaping, audi-recrding, r using ther cmmercially available applicatins that aid in bserving specific classrm interactins. Evidence cllected during the bservatin is slely t aid the assessr in identifying trends and selecting illustrative examples f aspects f perfrmance. It is nt designed t be shared directly with the candidate nr is it cllected by ESE. Individual prviders may, hwever, decide t cllect this infrmatin frm assessrs fr training r dcumentatin purpses. After the Observatin: After an bservatin, the University Supervisr will review evidence cllected and begin t analyze it as a measure f candidate perfrmance and then strategically plan fr a pst-cnference in which candidates are prvided with targeted feedback. Ideally, pst-cnferences ccur ne t tw days fllwing the bservatin and last between minutes. Cmplete pst-cnferences shuld nt ccur immediately after the lessn as this des nt allw fr sufficient time fr the assessrs t synthesize evidence and feedback r fr the candidate t adequately reflect.

3 Preparing fr the Pst Cnference: The primary purpse f the pst-cnference is t prvide candidates feedback abut their perfrmance during the bservatin. After categrizing evidence accrding t the indicatrs, University Supervisrs shuld wrk t identify specific areas f strength (reinfrcement) and areas fr imprvement (refinement). Begin by gathering/reviewing evidence, including: Lessn Plan & Pre-Cnference Planning Frm Ntes frm Pre-Cnference Observatin Frm that cntains categrized evidence Candidate Self-Reflectin Frm Identifying Reinfrcement and Refinement Areas: University Supervisrs are asked t identify fr the candidate areas f strength and areas fr imprvement. This des nt preclude the candidate frm self-identifying areas as well. Areas f reinfrcement and refinement shuld be tied directly t Indicatrs. Reinfrcement: The area f reinfrcement shuld identify the candidate s instructinal strength in a way that encurages the cntinuatin f effective practices in the future. The area f reinfrcement shuld be deep rted in student-based evidence that demnstrates successful psitive impact n student learning. Refinement: The area f refinement shuld identify the areas in need f instructinal imprvement. In reflecting n the analysis f the evidence, University Supervisrs shuld select 1 reinfrcement area and 1 refinement area per bservatin. University Supervisrs are encuraged t select the reinfrcement and refinement areas that are mst likely t imprve candidate practice and have a psitive impact n student learning. There are several guiding questins and cnsideratins that can supprt the identificatin f the effective reinfrcement/refinement areas: Which areas n the rubric received the highest ratings (reinfrcements) and the lwest ratings (refinements)? Which f these areas wuld have the greatest impact n student achievement? Which f these areas wuld have the greatest impact n ther areas f the rubric? In which area des the candidate have the mst ptential fr grwth? Make sure that the reinfrcement is nt directly related t the refinement. It is imprtant that candidates see their area f strength as separate frm their area needing imprvement. Chse a refinement area fr which yu have sufficient and specific evidence frm the lessn t supprt why the teacher needs t wrk in this area. Select refinement tpics arund which yu are prepared t prvide specific supprt. There is nthing wrse than telling a teacher they need t alter their practice and then nt being able t prvide specific examples fr hw this can be dne. Understand the teacher s capacity when identifying an area f refinement. In ther wrds, where will yu get the biggest bang fr yur buck? Remember reinfrcements shuld be nly t strengthen the candidate s perfrmance. D nt hedge this part f the pst-cnference with qualifying statements such as it culd have been

4 even better if, r next time yu culd als d Teachers need t hear what they are effective at, and have it be left at that. When develping the pst-cnference plan, cnsider identifying the area f refinement first. This will ensure that the reinfrcement and refinement d nt verlap. Cnducting the Pst Cnference: Ideally, the pst-cnference ccurs ne t tw days after the bservatin and lasts between minutes. While cnducting the pst-cnference face-t-face may be preferable, University Supervisrs may cnsider taking advantage f ther methds f engaging in pre-cnference, such as Skype, Facetime, Ggle Hangut, etc. Pst-cnferences shuld nt ccur immediately after the lessn as this des nt allw fr sufficient time fr the University Supervisrs t synthesize evidence and feedback r fr the candidate t adequately reflect. A pst-cnference shuld include the fllwing: an intrductin, a discussin f reinfrcement/refinement areas, and a summary f next steps. Pst-cnference Intrductin (5 min) The intrductin helps t set the tne and purpse f the pst-cnference. While it may appear verly frmal it can be valuable in establishing rutines that help t keep the cnversatin fcused and brief. Belw is an example f ne apprach t the intrductin f a pst-cnference: Greeting: Thanks fr taking the time t meet with me. I m really lking frward t ur discussin n the lessn I was able t see in actin. Time: This discussin shuld take us abut 30 minutes Set Purpse: The purpse f ur cnversatin is fr us t identify bth strengths and areas f imprvement in yur practice Prbe fr self-reflectin: What are yur thughts abut hw the students respnded t the lessn? OR if the candidate already cmpleted the self-reflectin frm, I saw frm yur reflectin that Discussin f Reinfrcement/Refinement Areas (20 min) The discussin abut strengths and areas fr imprvement shuld begin with utlining the areas f reinfrcement and then transitin t the areas f refinement. The University Supervisr shuld prvide specific examples frm the bservatin as evidence f the area f refinement r reinfrcement. Belw is an example f ne apprach t the discussin: Share areas f Reinfrcement: Prvide evidence frm bservatin: There were several instances thrughut the lessn where yu asked a variety f questins t check fr student understanding. Fr example, after shwing the pictgraph yu State impact n students: In ding s, students were required t justify their thinking and it allwed yu t quickly identify miscnceptins in students understanding. This was evidenced thrugh my scripting f. Prvide recmmended actin: Cntinue t Share areas f Refinement:

5 Ask self-reflectin questin: Ask a specific questin t prmpt the teacher t talk abut what yu want him r her t imprve. Utilize a questin that includes specific language frm the rubric, which can lead the teacher t reflect n the indicatr yu have identified as his/her area f refinement as it relates t the lessn. Example: When develping lessns, hw d yu decide n the pacing f the lessn s sufficient time is allcated fr each segment? Share evidence frm bservatin: Yu mentined earlier that yu wanted students t be able t wrk in grups and then reprt their findings. Hwever, there was nt sufficient time fr this t ccur during the lessn. Accrding t the bservatin lg, the first 6 minutes was spent rganizing materials and transiting students; the next 23 minutes was spent with yu mdeling the bjective at the bard with sme questins and answer time built in. Prvide cncrete suggestins fr hw t imprve: As yu mdeled hw t analyze a pictgraph, students culd have wrked with their grup members t answer yur questins prir t yur prviding the answer, then they culd have reprted t the class their findings. This wuld have still allwed yu t mdel, but wuld have als allwed students t wrk tgether t analyze the pictgraph. Students wh may nt have required this review culd have wrked independently in a grup t analyze their wn pictgraph while the rest f the class participated in yur mdeling. This wuld have als allwed yu t differentiate the pacing f the lessn t prvide fr students wh prgress at different learning rates. This lessn culd als have been segmented int tw different lessns. Prvide recmmended actin: Mving frward Share resurce/supprt: As yu wrk t further refine this skill, I think it might be helpful if yu g and bserve Mrs. Blank in 3 rd grade wh is highly-skilled in this area. I ve already spken with her and she has agreed t an bservatin and debrief next week. Pst-cnference Clsure (5 min) Evaluatrs shuld leave time at the end f the cnference t summarize any takeaways frm the cnversatin. Belw is an example f ne apprach t pst-cnference clsure: Share Pst Observatin Frm: I ve categrized the evidence frm bservatin, and prvided prficiency ratings accrding t hw the evidence frm the lessn cnnected t the rubric. I have als recrded the reinfrcement and refinement areas and actins here. Leave time fr questins: D yu have any ther questins? Cnfirm next steps in prcess: The next frmal bservatin will be.

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