Department of Educational Administration College of Education The University of Texas at Austin EDA: 381: Systems for Observation and Analyzing Instruction Martha N. Ovando Spring, 2004 Introduction Student academic success is the single most important concern in today's schools. As a result, school professionals, including principals and teachers, have engaged in innovative endeavors to assure quality teacher performance and successful student learning. While Anderson and Synider (1993) remind us that teachers' instructional performance in the classroom is a powerful predictor of student learning, research suggests that teaching and learning can be enhanced through collaborative inquiry which focuses on classroom instruction events and other learning experiences afforded to students (Bullerman, Borg, & Peterson, 1993, Ovando, 1994). Central to such inquiry is a research based system that may guide school leaders and teachers in their efforts to identify, define, exemplify and document effective classroom instruction. A system that is reliable and valid must focus on classroom instruction for the purpose of providing feedback to teachers and students in order to enhance teaching and learning. Further, schools need a framework for teacher performance appraisal that leads to teachers’ professional development, accountability, and ultimately to enhanced student success. Essential to the successful implementation of a system, designed to enhance teaching and learning, is the role of the administrator as an instructional leader. Therefore, school leaders need to develop a framework and the conceptual, technical and interaction competencies necessary to design, introduce, carry out, and evaluate a sound system for observing and analyzing instruction that has potential to achieve educational excellence for all students. Class Overview This class will attempt to enhance students understanding of the critical function of classroom observation, analysis and assessment for the purpose of enhancing teaching and learning. It will provide students with opportunities to analyze and contrast systems of teacher assessment that have potential to improve classroom instruction. Additionally, a portion of this class will focus on the Texas Professional Development and Appraisal System (PDAS). Student Outcomes The emphasis of this class is on the development and application of teacher assessment and classroom observation competencies. Students will have opportunities to share ideas and problems of specific interest. Team conversations and discussions should enhance students collaborative skills, capitalizing on students diversity of professional experience. It is expected that class members will : 1. Develop an understanding of the personnel and organizational issues affecting teacher performance evaluation.Systems for Observation M. N. Ovando 2 2. Enhance their knowledge base, competencies (conceptual, technical and interactive) and leadership dispositions associated with teacher performance assessment and assistance. 3. Develop a solid foundation to effectively introduce, implement, and evaluate a system for classroom instruction observation, assessment and improvement. 4. Engage in a collaborative review of specific teacher evaluation topics. 5. Analyze different perspectives and sources of data related to evaluating teaching effectiveness. 6. Develop the PDAS proficiencies required for certification as Teacher Appraisers. Tentative Schedule Dates Session Topic/Assignment 1/20 1 General introduction to the class. Overview of the performance evaluation function in Educational Administration and analysis of early evaluation formats. 1/27 2 Improving schools through teacher evaluation and Legal considerations in designing teacher evaluation systems (Stronge: Ch. 1 & 3) 2/3 3 Applying the personnel evaluation standards to teacher evaluation and Client survey in teacher evaluation (Stronge: Ch. 4 & 6) 2/10 4 Indicators of student learning in teacher evaluation and Teacher self-evaluation (Stronge: Ch. 7 & 9) 2/17 5 Conducting a successful evaluation conference and Dealing positively with the nonproductive teacher (Stronge: Ch. 10 & 11) 2/24 6 Linking teacher evaluation and professional development (Stronge: Ch. 12) Mid Term Review 3/2 7 The Texas Professional Development and Appraisal System (PDAS): Introduction, Understanding the Goal of PDAS, Commissioner’s Rules, and Understanding DPAS: The Appraisal Process/Concepts 3/9 8 Professional Development and Appraisal System: Continue withSystems for Observation M. N. Ovando 3 Understanding PDAS: The Appraisal Concepts and the Appraisal Process: Steps with Supporting Rules 3/16 Spring Break 3/30 9 Professional Development and Appraisal System: Continue with Understanding PDAS: The Appraisal Concepts and the Appraisal Process: Steps with Supporting Rules, Criteria for Effective Documentation, Introduction Video – Domains V-VIII, and Appraisal Process – Domain V & VI 4/6 10 Professional Development and Appraisal System: Continue with Appraisal Process – Domains VII, VIII and VIII/Criteria 10, Completing the Appraisal Period, and Case Study # 1 4/13 12 Professional Development and Appraisal System: Continue with Case Studies # 2 and #3 4/20 13 Professional Development and Appraisal System: Enrichment Case Study – High School Biology Written Feedback to teachers based on walkthrough observations completed and delivered to teachers 4/27 14 Professional Development and Appraisal System: Enrichment Case Study – Middle School Social Studies, Video: Closure, and Question and Answers 5/4 15 Teacher Orientation The need for Constructive feedback: Lessons learned 5/11 16 Closing Session Participants' Responsibility and Evaluation Criteria Students must attend all sessions and be prepared to engage in class discussions of the main topics. They should also be prepared to summarize main topics, raise questions, and add relevant information based on selected scholarly sources. Student performance will be measured as follows: Responsibility
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