Blog Post #1
In Chapter 3: Rapport, on page 32 of the book, the authors tell a story about a checklist. What do you think was on the checklist? If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
In Chapter 3, I imagine the checklist was about compliance or surface-level tasks, not about noticing people. It likely included things like prime time one (how do you open the class and is there an objective) and prime time two (how you wrap up a lesson). It probably included whether or not the objective was displayed on the board and maybe how much the teacher moved around the classroom. How many times certain “buzz words” were said and etc…
ReplyDeleteA useful checklist to spark meaningful conversations about teaching and learning should focus on relationships. This could include things like asking teachers what is working and what is not, looking for student engagement, providing specific and positive feedback, useful critiques, and listening more than talking. It should also include checking in on teacher well-being, and following up on previous conversations. A checklist like that would help shift conversations from judgment to support and make teachers feel more appreciated and comfortable bringing concerns to administrators.
The items on the list probably dealt with itemized lists of what a teacher had included in their lesson planning, assessments, methods used in the classroom. Maybe a check list of strategies like collaboration, inquiry based instruction, student centered, or whatever new practice is out there would be included. It would probably be more of what the teacher did not accomplish in the lessons.
ReplyDeleteWhat items should be included: I think more of a checklist focused on support, reflection, and conversation with the teacher. What are some ways that teacher could change or improve their lessons? What did that teacher like or dislike about their lesson? What was a strength of the lessons? How did they feel the students respond to the lesson? What did you try that was out of the box or different for you? What did you do that was most comfortable? It should include more of a collaborative approach, a back and forth discussion finding both strengths and areas that it could be improved.
I could see the checklist containing the subject area/skills to be taught. Were the students on task or how many times did the teacher had to redirect someone. Did the teacher cover the topic and standards.
ReplyDeleteIf they wanted an authentic check list to have a conversation with teachers it should have the great things they saw during the lesson, questions they might still have or things they noticed, and overall just talking points you can discuss back and forth as educators.
I think the items on the checklist were things such as: Are objectives written on the board? Are teachers using APL strategies during instruction? Are students actively engaged? Are the district and state standards being covered? Is the teacher only using the curriculum adopted by the district? What type of assessment is the teacher using during the lesson to prove students learned the content?
ReplyDeleteI think an authentic checklist would focus on conversation with the teacher. What were your goals for the students? Did you alter your goals while teaching? If so, how did you adjust your teaching along the way to make sure your goals were being met? Do you think the lesson went well? What would you do different if you were to teach this same lesson again? What supports do you need from me as your administrator? I think this is the time to also include positives the admin saw and some constructive criticism.
I imagine that the checklist had the items of: are the student learning objectives
ReplyDeleteand/or content standards displayed for students to see, what pedagogical practices
were being used, was the teacher engaged with students, what pre and post
assessments (if any) were used, and/or what classroom management strategies
were used to keep students on task.
I personally think that there cannot be a checklist to use for teachers. Not every
teacher is the same and each teacher has their own strengths and weaknesses. I
believe that in order to create an “authentic checklist”
, it needs to be more of
observational notes of the lesson, teacher strengths, and weaknesses and not just a
list of boxes to be checked off if they did or did not do something. It needs to lead
to more conversation about what is being noticed in a classroom and not just going
over boxes of items that were covered and missed. The “checklist” should
highlight the strengths that the teacher demonstrates in their teaching and the
strengths of their students' engagement and suggestions for growth and
improvement. It should focus on classroom morale and engagement, what kind of
relationship the teacher has with students, and any suggestions that could be given
to get better engagement suggestions to use a teacher's strengths to create a more
successful learning environment.
Outside of student teaching, I haven't actually been in a formal classroom setting - so I'm not familiar with typical teacher evaluations. But, I'm assuming the checklist entailed standards based outcomes, student engagement, assessments, parts of a lesson, etc.
ReplyDeleteI work for a non-profit, and we utilize weekly scorecards to track progress. The scorecard "numbers" don't actually tell the full story. Being able to hear the anecdotal elements that surround the numbers paint a clearer picture. Similarly, I think the checklist should include more relational items that focus on areas of success and areas of improvement - communication, why parts of the lesson were differentiated, student engagement, etc. Being able to have a follow up conversation as to why the teacher made certain choices, etc. could be very telling to the full picture.
I think some of the things on the checklist would include if standards were posted, read aloud, pre-and post assessments, engaged students, students doing the learning, etc. The checklist might be great over the course of a week or unit but most times, teachers cannot include everything into one lesson. It gets to be too much in a 40 minute class period. I think these things can be on the checklist but leaders should not expect for teachers to get them all marked off in one class period. Also, other things the leaders should look for are if students are engaged most of the time, organization of the lesson, teacher interaction with students, what the teacher does well and what they could work on. So, I guess not a checklist but seeing the teacher as a teacher and not a robot.
ReplyDeleteI believe every administrator has a different checklist. I also think checklist should vary from age of students, what kind of class is being observed, what time of day and many other nuances. I am a SPED teacher so my observations and lesson plans look very different from those of my general education peers. All lessons should show engaged students and teachers, and you should be able to show or tell what skill or content standard is being taught. I have students that need to stand, have fidgets, and learn different from the typical student. this does not mean they are not engaged and learning, but that my look to some people that my students are not paying attention or following the rules. Defiantly on the list should be some sort of assessment to see if students understand the skill being taught.
ReplyDeleteIn Chapter 3: Rapport, on page 32 of the book, the authors tell a story about a checklist. What do you think was on the checklist? If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
ReplyDeleteOn the checklist, I think that student engagement, standards posted or explicitly said during the lesson, how students interacted with the lesson, and strategies to engage students during learning. Each grade and teacher is different and we all have different students and needs. I believe that not every checklist is going to work for the same teacher or grade level. I believe that these things should be on the checklist: content standards - are they posted around the room or being said to students during the lesson? Student engagement - are students participating and engaged during learning time? How is the teacher responding to student interruptions or behaviors? What strategies is the teacher using to help support students if they are struggling with the content of the lesson? Is the teacher using engagement strategies to get the students involved and take charge of their learning?
In Chapter 3: Rapport, on page 32 of the book, the authors tell a story about a checklist. What do you think was on the checklist? If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
ReplyDeleteOn the checklist, my guess is that there were check boxes for the following:
Standards posted
Student engagement (how many on-task/how many off task)
Teacher engagement
Pre and post assessments
Checking for understanding
Teaching with fidelity
I really don't believe in checklists, we used to have this early on in my career. TLC members would come in with their clipboards and observe each classroom for about 5-7 minutes making checkmarks. It was horrible and nerve-racking. If there needed to be a checklist system in place, I think student engagement should be the main focus, and honestly probably the only thing on the list. From there, teachers and administrators can have a conversation about how to increase student engagement (if needed). Teachers would then be give instructional tools that may be beneficial to implement into their classrooms. In addition, maybe teachers could be offered to observe other teachers.
Corinna Thompson
ReplyDeleteOn the checklist would be:
1.) The standard being taught is posted on the board.
2.) Did the teacher state the standard being taught in student friendly language.
3.) Were all materials available for students, including manipulatives that aide in the lesson.
4.) Clear instruction, again in student friendly language.
5.) Did the teacher check for understanding, large group, or individual students.
6.) Time for students to work on lesson.
7.) Assessment of lesson.
8.) Assist in learning/reteach concepts misunderstood.
9.) Discussion of concepts for student learning.
10.) Was the lesson taught with fidelity?
I remember as a "new" teacher, our evaluations had checklists. I don't believe checklists should be used as an evaluation but instead look at how the teacher relates to the students and the understanding of the concept taught. So, you forgot to post the standard, does that standard on the board ensure student learning? No. I don't think it matters how long you've been teaching, every teacher does their best to ensure all students are receiving the instruction needed to be successful.
I also felt "Pressure" to make sure the lesson was exactly as it was designed, especially when the evaluator/principal was watching. Teachers are just like kids; they want to do well.
I've also been in the school improvement module where someone comes into the classroom to help with teaching (reading or math). Again, the person hired to help gives you the best plan they have to help with the situation, but it is sometimes hard to teach it the way they present it, as some students just aren't at that point in their understanding, and it compounds to more pressure.
I appreciated when a fellow teacher came into my classroom, then gave me suggestions on how to make the lesson more effective. Or to heard from someone you trusted you were doing a good job. If I had a wish, it would be for more collaboration with other teachers, designing a better lessons.
On the checklist would be:
ReplyDelete1.) The standard being taught is posted on the board.
2.) Did the teacher state the standard being taught in student friendly language.
3.) Were all materials available for students, including manipulatives that aide in the lesson.
4.) Clear instruction, again in student friendly language.
5.) Did the teacher check for understanding, large group, or individual students.
6.) Time for students to work on lesson.
7.) Assessment of lesson.
8.) Assist in learning/reteach concepts misunderstood.
9.) Discussion of concepts for student learning.
10.) Was the lesson taught with fidelity?
I remember as a "new" teacher, our evaluations had checklists. I don't believe checklists should be used as an evaluation but instead look at how the teacher relates to the students and the understanding of the concept taught. So, you forgot to post the standard, does that standard on the board ensure student learning? No. I don't think it matters how long you've been teaching, every teacher does their best to ensure all students are receiving the instruction needed to be successful.
I also felt "Pressure" to make sure the lesson was exactly as it was designed, especially when the evaluator/principal was watching. Teachers are just like kids; they want to do well.
I've also been in the school improvement module where someone comes into the classroom to help with teaching (reading or math). Again, the person hired to help gives you the best plan they have to help with the situation, but it is sometimes hard to teach it the way they present it, as some students just aren't at that point in their understanding, and it compounds to more pressure.
I appreciated when a fellow teacher came into my classroom, then gave me suggestions on how to make the lesson more effective. Or to heard from someone you trusted you were doing a good job. If I had a wish, it would be for more collaboration with other teachers, designing a better lessons.
Reply
In Chapter 3: Rapport, on page 32 of the book, the authors tell a story about a checklist. What do you think was on the checklist?
ReplyDeleteThe checklist could have contained a variety of things. As I am a first grade teacher, I would assume that it covered some of these areas:
1) Were the lesson objectives posted/stated by the teacher?
2) Was direct instruction used to explicitly teach the new skill?
3) Did the teacher model the skill and allow the students opportunities to model as well?
4) Was there collaboration time for the students? Example: Think-Pair-Share
5) Was differentiation used to meet the diverse learning needs of the students?
6) What assessments were used to check for student learning?
If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
Checklists are intimidating and cause stress. I honestly do not think they are necessary. A lot can be learned through observation alone. I think I would rather my principal stop in my classroom at any random time and just observe. Is learning taking place? Are the students engaged? Is it a safe environment for all learners? Afterwards, we could have a conversation about the observation and answer any comments/questions they may have.
I believe that the checklist would have included items such as:
ReplyDelete1. lesson standard(s) being posted and stated
2. smooth transitions
3. teacher interaction with students
4. modeled instruction
5. student engagement
6. teacher gauging student understanding
7. clear instruction and expectations
8. allowance of questions
9. non-worksheet involvement
10. time for students to work
I personally think that checklists in a situation like this, can and should be done away with (or at least not present during the evaluation). They add unneeded stress to the teachers, and a feeling of performing for the administrator. Observation with a follow up conversation is more ideal in my opinion. The most important things to watch for would include:
1. are the students learning?
2. is there engagement?
3. do students feel safe and encouraged?
ReplyDeleteIf I had to guess what was on the checklist, I would assume it would look something like this:
1) Lesson standards/objectives posted, visible and referenced.
2) How many opportunities did the students have to respond?
3)Was the lesson taught the way it was intended/was the skill taught understood.
4) Was the lesson designed for all learners in mind?
5) Was the teacher prepared with the correct materials, etc.
If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
I honestly do not even think a checklist is needed, if administration was to drop into my classroom at any point I would continue to teach like I always do and would welcome feedback and conversation about the lesson, my class, engagement, etc. Observation with a follow up in person conversation is so much more meaningful and impactful.
Based on three decades of admin observations and "drop ins" (what other profession has to wonder and worry about someone dropping in to observe and judge them in the moment.....) I would say: Learning objectve or goals, Content Standards, Benchmarks, Differientiating learning, student engagement, class starters and enders, and the content of the lesson. I recall back 15 years ago the latest education trend was 21st century skills and I got "dinged" on not using technology. I teach art. Kids have enought screens and keys in other courses and art SHOULD be hands on. Art is problem solving, a great 21st century need and skill. I think the check list should be first created under the consideration of the class make-up which can greatly vary. If my students are not understanding or engaged, what did I need to know about them first ( levels of understanding, ELL, Tier 1, previous experiences). Not all classes are equal and administration should include this on any check list and they should differentiate their assessment of the teacher/lesson in this lens. Also, student and teacher rapport is important but does not always show up on a check list.
ReplyDeleteIn Chapter 3: Rapport, on page 32 of the book, the authors tell a story about a checklist. What do you think was on the checklist? If school leaders were to make a useful checklist with the intent of creating authentic, meaningful conversations about teaching and learning, what should be on such a checklist?
ReplyDelete1. Do the students know what they are learning today? (posted or clearly stated, and reinforced by content of the lesson.)
2 Does the teacher know their students, (are they connecting, relating to their students) have to attention of the students?
3. Is there engagement in the student's learning? Are students allowed time to voice their ideas and invest in their learning.
4. Pick out (at least 2 things the teacher is doing well) and one that the teacher could use a suggestion???
Principals building rapport with teachers. Teacher's building a rapport with students. Principals, Teachers and Students invested in building a better community.
Items on the checklist might include a clear lesson objective posted on the board, differentiated instruction, student engagement, checks for understanding, collaboration opportunities, formative assessments, and an exit ticket.
ReplyDeleteA useful leadership checklist should function less as an evaluation tool and more like questions to use as a guide for conversations. I think it is important to begin by highlighting strengths they observed and then ask reflective questions that encourage dialogue about teaching practices and student learning.