For this assignment I used a 20 minute teaching video from a third grade literacy class and took shorthand notes as I watched.
Domain 1: Planning & Preparation
The teacher appears to be proficient under component 1a: Demonstrating Knowledge of Content and Pedagogy. She clearly stated her teaching point (making inferences) and asked students to think then turn and talk about what it means to make inferences. She then showed the class a prepared anchor chart with the teaching point and a definition and examples. She continued to reference this anchor chart throughout the lesson. The lesson involved a read aloud of Let the Children March, which was an engaging, grade appropriate book that connected to learning that was already taking place int he classroom during their social studies time. Students were able to activate prior knowledge and learn across content areas.
Domain 2: The Classroom Environment
The teacher is proficient in both component 2c: Managing Classroom Procedures and 2d: Managing Student Behavior. I observed her using predictable management tools such as hand gestures and a chime to get student attention. The teacher effectively used turn and talk to allow students opportunities for practicing making inferences and sharing their thoughts. When the class was slow transitioning back from turn and talk she said "I'll wait until everyone is ready to hear the next step" before moving on, ensuring that she had regained attention. She used discrete, nonverbal redirection cues to students who needed support maintaining attention. When one student put his head down on his desk, she simple tapped softly on his desk as she passed and he sat up.
Domain 3: Instruction
The teacher is proficient in domain 3d: Using Assessment in Instruction. She ended this lesson with an informal assessment on student understanding of making inferences by having them each write an inference from an independent reading book. The teacher handed out exit slips for students to share their inference on. These slips would help the teacher to see how well the students are able to make inference and what support they may still need. The lesson concluded by transitioning into independent reading time as the teacher said "today and everyday, readers make inferences as they read", which was a helpful way to reinforce the teaching point while clearly guiding the students toward their next task.
I found my shorthand notes to be a quick tool for observing and relied on abbreviations (T&T for turn and talk, T for teacher, SS for students, NV for nonvebal, redir for redirection, etc.) to help me keep up with the pace of the video and catch as much as possible, but might be difficult to decode if I was processing and reflecting on the lesson days later.
I think the environment component of the Danielson rubric is the most important. Quality planning and excellent instruction can be lost if student behaviors aren't managed and the environment doesn't allow for learning. This is the domain that is most essential to focus on at the beginning of the school year and again as necessary to ensure that the environment and all of its community members are contributing in a way that is productive and respectful.
Your procedure for taking notes while you watch a short teaching segment is the same one I use. These observations will be easier when your mentee identifies what parts of the lesson are to be observed. I also process and reflect on my observations within a day or so because you are correct, waiting and trying to decode days later is a challenge. I appreciate how you laid out your observations. I also gather quotes from teachers and students alike as a part of my observations. Noticing the subtle gestures, or in this case soft top on a desk, is a critical tool and making good observations. It seems like you have the hang of providing a substantive observation!
ReplyDeleteYou are not alone and thinking that the environment component opponent of the Danielson rubric is most important. Thanks for sharing!
I totally agree with Nancy. You really have ben able to make many connections between effective teaching strategies and the Danielson domains. With your note taking shortcuts, you will be able to share your observations with your mentee. Ideally this is a good way to practice with your mentee before an actual evaluation by an administrator. What has your experience been with evaluations? Does your school district use the Danielson Framework? Have you been able to highlight the adaptations for school librarian within that framework? I remember that evaluations of experienced teachers were done in a 2 year cycle when I was in the district, a formative year and then a summative year. I found those opportunities to have very constructive discussions about goals for myself as well as goals for the school library with my administrator. I have always been shocked by the number of school librarians who say that they have not been evaluated for years, seen as a blessing or a curse!
ReplyDelete