what you would record during the observation.” Explain: Slide 17 helpful to adopt one or two note-taking strategies that “Finally, it’s facilitate quick short-hand. Here is a sample excerpt of observation notes. If we look at the slide, we see that the evaluator has used abbreviations such as: T (teacher), S (student), FFL (focus for learning), LD (lesson delivery), as well as time stamps at the bottom. a few easy to decipher abbreviations, such as for student “Choosing “S” and for teacher, recording key conversations verbatim if possible, or “T” paraphrasing around short quotes that convey the tone and spirit of the interaction are all good note-taking strategies during short observations.” Learning Activity 2: Video Practice Short and Sweet (25 minutes) – Purpose and intended outcomes: Practice gathering evidence during a brief, unannounced observation of a classroom lesson and provide guidance on organizing the evidence afterwards. Facilitation Notes: It is highly recommended that the facilitator do this activity him or herself before presenting it to participants. This will ensure better facilitation and allow the facilitator to give personal and authentic examples that are based on the video. Provide the following background about the video: Slide 18 Explain: going to stop by grade math classroom for a “Now we’re Kelli’s 4th quick 9-minute observation. Kelli is an experienced educator on a Growth goals focus on: Plan. Kelli’s understanding of place value and properties of Improving students’ operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B). the first thing to do prior to an observation is to identify a “Remember, focus. For this observation, going to focus on evidence related to we’re second goal, which is her professional practice goal. Go ahead Kelli’s and turn to Handout 3 in your packet. You can see it includes a 2-page
what you would record during the observation.” Explain: “Finally, it’s helpful to adopt one or two note-taking strategies that facilitate quick short-hand. Here is a sample excerpt of observation notes. If we look at the slide, we see that the evaluator has used abbreviations such as: T (teacher), S (student), FFL (focus for learning), LD (lesson delivery), as well as time stamps at the bottom. “Choosing a few easy to decipher abbreviations, such as “S” for student and “T” for teacher, recording key conversations verbatim if possible, or paraphrasing around short quotes that convey the tone and spirit of the interaction are all good note-taking strategies during short observations.” Slide 17 Learning Activity 2: Video Practice – Short and Sweet (25 minutes) Purpose and intended outcomes: Practice gathering evidence during a brief, unannounced observation of a classroom lesson and provide guidance on organizing the evidence afterwards. Facilitation Notes: It is highly recommended that the facilitator do this activity him or herself before presenting it to participants. This will ensure better facilitation and allow the facilitator to give personal and authentic examples that are based on the video. Provide the following background about the video: Explain: “Now we’re going to stop by Kelli’s 4th grade math classroom for a quick 9-minute observation. Kelli is an experienced educator on a Growth Plan. Kelli’s goals focus on: Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and Using instructional practices that engage all students during independent or small group work time (Indicators II-A and II-B). “Remember, the first thing to do prior to an observation is to identify a focus. For this observation, we’re going to focus on evidence related to Kelli’s second goal, which is her professional practice goal. Go ahead and turn to Handout 3 in your packet. You can see it includes a 2-page Slide 18