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Using classroom observation

data to inform instruction


Robert S. Jackson, Ed.S., Principal
Irmo Middle School, Columbia, South Carolina
Learning Target
I can explore and understand all the
features associated with the new
classroom mosaic app and the website
(version 2.0).
Guiding and Probing Questions?
EQ 1:What type of observation system is currently
in place to drive teaching and learning?
EQ 2: What system do you currently have in place
for collecting and analyzing classroom observation
data
EQ 3: How are you currently using classroom
observation data to guide PD/continuous
improvement in your schools?

Things Change Over Time!
Learning Target
I (with my learning trio/group) can match the pedagogical practice or
instructional philosophy with its change over time :
align with your thinking trio/group
match all statements in your envelope
first trio/group to finish will get a gift
Guiding Questions
What was a good practice? What has best practice now?
How did we teach then? How should we teach now?
How was it defined by Blooms? DOK says it must be...
Emphasis is on the teacher as presenter of information and
knowledge
Emphasis is on the learner as the doer and primary meaning
maker
Instruction is focused on isolated skills driven by content
indicators
Instruction is interrelated to themes, global readiness
indicators, job skills, and content strands across the
curriculum
Instruction is the same for all students
Instruction is differentiated based on the needs of the
learners.
Assessments are designed to nd out what students dont
know.
Assessments are designed to nd out what students know
and are able to do
Learners acquire knew knowledge through elongated direct
instruction
Learners acquire new information by applying the skills
taught in real world unpredictable situations to solve
complex problems
Textbook coverage directs the syllabus/curriculum for a
course
Backward design focusing on the end directs the syllabus/
curriculum for a course
Recall a fact Recall a fact, information or procedure
Use learned information in new and concrete situations
Engages mental processes beyond habitual response using
information or conceptual knowledge. This requires two or
more steps
Break down material into component parts so that its
organizational structure may be understood
Requires reasoning, developing a plan or a sequence of
steps, some complexity, more than one possible answer,
higher level of thinking than previous two levels.
Put parts together to form a new whole. Make judgments
based on criteria and standards
Requires investigation, complex reasoning, planning,
developing, and thinking-probably over an extended period
of time.
Part One
Foundation
SI MPLE. EFFI CI ENT. POWERFUL. CUSTOMI ZABLE.
Revolutionizing teacher observations // cl assr oommosai c. com
Which would you prefer?
A BENTY PRODUCT
Sunday, June 16, 13
The Role of the Leader!
Few t hi ngs have changed wi t h
standards-based accountability more
than the role of a principal. To effectively
manage a school simply isnt enough.
Principals must lead instruction rst!

Richard DuFour
Im a Realist
Principals would love to spend 80% of their time on
instruction but:
Kids fight
Teachers complain
Parents think we are school
and the ve Bs
Why focus on instruction?
An effective instructional leader should
spend over 80% of their time working
on teaching and learning.


ReasonIt is what we can control
Creating a Growth Culture
To be effective, not only must the
principal (and his/her team) become
permanent fixtures in the classroom,
they must also create a culture that
promotes an intense focus on teaching
and learning
We must ask ourselves, what
strategies or processes, if implemented
consistently, will make the strongest
impact on teaching and learning.
2012
216
217
218
219
220
0 1,750 3,500 5,250 7,000
MAP READING
225
Total Observations vs. MAP Reading Performance
2012
224
225
226
227
228
0 1,750 3,500 5,250 7,000
MAP MATH
225
Total Observations vs. MAP Math Performance
The Idea!
How it got started.
Questions arose out of a continuous ineffective practice
How can we revise our observation practices to make
them dynamic and not static?
What type of data collection tool can we create that will
store and depict what classroom instruction actually looks
like?
How can we better provide reective feedback to our
teachers that will allow them to improve their professional
practices?
The Tools Began to Change
Then the answer came
Create an app for the booming
smartphone and tablet platforms
Mosaics Design

Simplistic and easy to use

Fully customizable to your needs/specifications

Completely transparent with system accountability

Real time email feedback

Only notes what you observed

Does the hard work for you when analyzing and


reporting data
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Mosaics Core Elements
Mosaic Objectives
To learn more about teaching and learning,
Focus teachers and the principal on student work and
the learning process,
Validate effective teaching practices and ensure
continued use,
Create a community of learners for adults and children,
Improve decision making about instruction and learning,
Design more useful professional growth opportunities
Part Two
the app
Part Three
the website
Features

Observation viewing on the


app

Push notications (feedback


conversation thread)

Rened data analysis in the


app (teacher/department/
school/district)

Randomizer (selecting
teachers to observe)
Where do you go from here?
What are three things
you have learned?
Identify two things you
are considering.
Share one thing you
will definitely try as a result
of our time together today.
Robert S. Jackson, Ed.S.
Principal
Irmo Middle School
6051 Wescott Road. Irmo, SC 29063
803.476.3600
rsjackso@lexrich5.org
on Twitter: @IMS_Principal
Scenarios
Scenario
Suggestions
When you want the teacher to reect
Provide a reective prompt {student-oriented, specic focus, open- ended,
(no right answer), no answer required with support offered.
When you want to make a suggestion
Offer an afrmation, a rationale for the suggestion, context and situation for
the suggestion, teach the concept or skill, invite feedback
When you need to be more directive
Be more direct but do so in a constructive manner which preserves the
trust relationship
When you have an idea to try
Reect on the idea with the teacher or to ask him/her to try it out and give
you some feedback
When there is nothing you can think of to
comment on
Ask the teacher to reect on his/her own practice; ways in which they want
to grow, a question related to learning and teaching
The class is in transition
Notice the structure and length of the transition, look closely on the teacher
management of the transition
That class hasnt started, is over when you enter,
or taking an assessment
Notice the structure of the setting; how the time is being used? Examine
closely the teacher management of student behavior
The class isnt doing what you thought they
would be doing
Ask the teacher about it afterwards to assure instructional time is being
used as expected
When you encounter teacher resistance
Depersonalize the feedback with the data, appeal to core values of the
school, appeal to how the teacher wants others to think of him/her, check
your style, is it constructive and empowering or critical and evaluative
When you have a serious concern about what
you have seen
This situation is outside the instructional walk-through process Involve your
principal/supervisor and intervene as soon as possible to address the
concern
Feedback
How do you provide feedback to
teachers? What does it typically look
like?
Turn and talk to your neighbor and
share one + and -.

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