Faculty Meeting
Peer Visitation Debriefing Conversation
Agenda
1. Peer Visitation Overview and WIIFU
2. Role-Playing Video Clip 1 (Using Collaborative Language)
3. Role-Playing Video Clip 2 (What Not to Do During Conversations)
4. Role-Playing Video Clip 3 (Role-Play of a Collaborative Conversation)
5. Post-Visitation Debriefing Protocol and Conversation Support
6. PEERS Goals
7. Survey
2. Role-Playing Video Clip 1 (Using Collaborative Language)
3. Role-Playing Video Clip 2 (What Not to Do During Conversations)
4. Role-Playing Video Clip 3 (Role-Play of a Collaborative Conversation)
5. Post-Visitation Debriefing Protocol and Conversation Support
6. PEERS Goals
7. Survey
Peer Visitation Post-Observation
"WIIFU"--"What's in it for US?"
"WIIFU"--"What's in it for US?"
Research findings are clear that school-based, peer visitation plays a valuable role in improving student achievement. This research wouldn't surprise many teachers. They often look first to colleagues when they look for assistance with instruction and student learning. A critical piece of the peer visitation process is the post-visitation debriefing conversation which provides time for data sharing and reflection.
Peer Visitation provides job-embedded, timely, personalized professional learning by:
Peer Visitation provides job-embedded, timely, personalized professional learning by:
- focusing on the needs of the individual teacher informed by their students' needs
- providing opportunities to discuss challenges and successes with a trusted colleague
- supporting the sharing of ideas and expertise between teachers about the impact of impact of his / her own teaching in order to affect positive change
- rethinking the ways we do things as teachers to adapt to the changing times, students, and circumstances with practical solutions to immediately use in our classrooms
- encouraging openness and sharing of practice with a focus on improving impact of learning
- fostering collaboration between teachers throughout the building
- building a community of trust through our opening classroom practice to a wider audience
- providing opportunities for professional growth both for yourself and your colleagues
Role-Playing Video Clips
Credit: The Center for Research on Education, Diversity & Excellence (CREDE) has worked with the National Education Association to develop a series of videos supporting professional learning. This section contains several segments from those videos describing effective strategies that can be used during peer visitation sessions.
Video Clip 1: Using Collaborative Language [02:10]
This video segment describes language techniques that open conversations during peer visitation relationships.
Video Clip 2: What Not to Do During Conversations [01:49]
This video clip role plays a non-example of communication and collaboration for peer visitation.
Video Clip 3: Role-Play of a Collaborative Conversation [02:34]
This video segment demonstrates a collaborative conversation between peers.
Post-Visitation Debriefing Conversation Protocol
Credit: Protocol steps adapted from the National School Reform Faculty protocols.
The purpose of a reflective conversation after the data collection is to make the visitation useful to the observed teacher and for the teacher to consider how to put the data results into practice. Both teachers engage in a collaborative conversation grounded in teaching practice and student learning.
1. The teachers sit with the data between them.
2. One teacher takes the role of the "observed teacher" and the other teacher(s) take(s) the role of the "observer. " [10 minutes]
3. The observed teacher restates the focus question(s) he/she asked the observer to note during the classroom visitation.
4. The observer shares the things he / she saw, heard, and tracked with the date tool rather than what he/ she thought about them. (If the observer evaluates or judges the observed teacher, it will poison the process quickly.)
[10 minutes]
6. Each teacher takes turns talking about "what is next" and "why" for them based on the reflective conversation and set a PEERS Goal for himself/herself. [10 minutes--@5 minutes per person]
2. One teacher takes the role of the "observed teacher" and the other teacher(s) take(s) the role of the "observer. " [10 minutes]
3. The observed teacher restates the focus question(s) he/she asked the observer to note during the classroom visitation.
4. The observer shares the things he / she saw, heard, and tracked with the date tool rather than what he/ she thought about them. (If the observer evaluates or judges the observed teacher, it will poison the process quickly.)
- During the debriefing process, there is talk of what did and didn't happen, and how the observed teacher could make it happen next time.
- The observer uses collaborative language: paraphrasing statements, perception checking, clarifying questions, and/or relevant questions.
- The observer encourages the observed teacher to reflect on the relevance of the collected data to the focus question(s) posed by the observed teacher before the classroom visitation.
- Both teachers watch carefully that the conversation remain collaborative and does not venture into any defend/attack dialogue. If the conversation moves in the direction where either teacher feels a need to defend himself / herself, the teacher halts the conversation and talks about why he/she feels this way and what it will take to reduce that feeling.
[10 minutes]
6. Each teacher takes turns talking about "what is next" and "why" for them based on the reflective conversation and set a PEERS Goal for himself/herself. [10 minutes--@5 minutes per person]
Peer Visitation Cycle
Conversation Support
Sample Paraphrasing Stems:
- So what I think I am hearing is...
- Let me know if this sounds right...
- Let me make sure I understand you...
Perception Checking:
- How frustrating...
- How upsetting...
- You really care about this student...
- His ____ is frustrating to you because...
Sample Clarifying Stems:
- Do you mean...
- How does ____ look in your classroom?
- Would you say more about that?
- Can you tell me more about what he does know?
- Tell me more about...
- Could you give me an example of...?
- Let's talk about what happens when...
- Could you explain to me what you mean by...?
Sample Relevant Questions to Ask During the Post-Observation Conversation:
- To what extent did you and your students meet your instructional goals? What evidence helps you to know?
- What are the similarities and differences between what you planned and what actually happened?
- What do you see in the collected data?
- What changes would you make if you were to teach this lesson again to the same group of students?
- Were there students for whom the work was too difficult or too easy? What evidence helps you to know?
- How did you design the lesson in a way that helped yield the results you got?
- Was there something you felt went especially well?
- Was there something that surprised you?
- What worked or didn’t work: what made you think so, and why do you think that happened?
- What was the most useful part of this experience for you?
- What specific things got reinforced as effective during this process?
- What specific changes do you envision as a result of this feedback?
- Did you learn anything new about your students or how they learn?
- Is there anything you would like to ask me about the collected data?
*Be careful not to ask questions of the observed teacher that are thinly veiled criticisms. Any questions should be genuine in that they are asking for information that will help the observer better understand what was observed.
Survey
Please click on the link below and complete the survey to assist the HMS Professional Learning Committee (Lisa Butler, Renée Owens, Rich Miller, Dale Mackley, Donna Spangler, and Erick Valentin) in reviewing the peer visitation process and planning future professional learning.
[You will need to be signed into DTSD Google Docs/Drive to access the survey.]
https://goo.gl/MXYb1M
Thank you!
[You will need to be signed into DTSD Google Docs/Drive to access the survey.]
https://goo.gl/MXYb1M
Thank you!