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Trust-Based Observations teaches observers to build trusting relationships with teachers as they engage in frequent observations and reflective conversations with them. Using the manageable observation form and data driven goal setting, the result is teachers embrace risk-taking and take growth steps necessary for significant teaching improvement.
Sommario
Table of Contents
Acknowledgments
Introduction
Part One: Observation Problems and Solutions
Chapter 1. So What's the Problem?
What Can Be Done
Chapter 2. The Solution: Trust Based Observations
Build Safe, Trusting Relationships
Tweak Evaluation
Additional Solutions
Part Two: The TBO System and Making it Work
Chapter 3. The System Basics: Continuous, Frequent, Unannounced, and Short Observations
Why Unannounced?
Why a Continuous Cycle?
Why 20 Minutes?
Why Observe All Teachers Equally?
Troubleshooting
Chapter 4. Building System Success: Creating Time and Getting Organized
Creating and Prioritizing Time
Organization Tools
Part Three: The Observation
Chapter 5. Trust Based Observations Form: Origins and Development
Chapter 6. Starting an Observation
Chapter 7. Evidence of...
Early Thoughts to Guide Successful Observations
Evidence of
Learning Target (LT)
Risk Taking/Innovative Practice
Teacher/Student Rapport and Relationship
Classroom and Student Behavior Management
Cooperative Learning
Working Memory: 10-2 Reflection and Processing Time
Questioning/Higher Order Thinking
Formative Assessment/Knowing What Each Student Has Learned to Guide Next Steps
Descriptive Progress Feedback
Specific Differentiation
Learning Principles Used
Student Interview: (Is Learning Clear to All?)
Teaching Intangibles
Scripting
Additional Pedagogy
Questions
Suggestions
Chapter 8. Questions
Chapter 9. Web Links: Trust Based Observations as a Resource Tool
Part 4: The Reflective Conversation
Chapter 10. Reflective Conversation System Basics
Prioritize Reflective Conversations
Organization
Respect
The Conversation
Chapter 11. Building Trusting Relationships
Vulnerability
Empathy and Emotional Intelligence
Actions that Build Trust
Mindsets or Actions that Inhibit Trust
Chapter 12. Listening and Asking the Questions
Listening
The Questions
Chapter 13. Sharing Evidence of
Troubleshooting Additional Observer Questions on Sharing Evidence
Chapter 14. Offering Suggestions
When to Offer Suggestions
Preparation
What and How Much to Suggest
Words Matter: How to Offer Suggestions
Explaining What Continuing Support Looks Like and Entails
Troubleshooting Challenges to Offers of Suggestions
Chapter 15. Specials: Course Connections Accountability
Part Five: The Teacher Evaluation Process and Professional Development
Chapter 16. Self-Assessment: Trust Based Observation Form Rubric
TBO Pedagogy Rubric
Action Research Big Goal
Chapter 17. Evaluation in Trust Based Observations
TBO Evaluation
Preparing for the Summative Evaluation Meeting
The Meeting
Chapter 18. Action Improvement Plans and Difficult Conversations
Action Improvement Plans
Difficult Conversations
Chapter 19. TBO and Professional Development
Question of the Year PD
PDC and Action Research Big Goals
More on PDC's
Further PD Tips, Suggestions, Guidelines
Part Six: Bringing It All Together
Chapter 20. Building TBO Success
Implementation
Blending
Change
Sustaining Success
Bibliography
About the Author
Info autore
By Craig Randall
Riassunto
Trust Based Observations teaches observers to build trusting relationships with teachers as they engage in frequent observations and reflective conversations with them. Using the manageable observation form and data driven goal setting, the result is teachers embrace risk-taking and take growth steps necessary for significant teaching improvement.
Testo aggiuntivo
Craig’s much needed book is a must read for every school leader involved directly or indirectly in performing teacher observations. Trust Based Observations succeeds because it stresses heart before head. It shows that by putting relationships and people first, trust is built. With trust present, observations are now used to bring out the best in teachers because they feel safe to take risks and know they will be supported as they strive to improve.
