Preview

Theory into practice

This opening lesson of this session defines the core theoretical frameworks that have guided our work with over 800 evaluators over the past four years. At ReVision Learning, we pride ourselves in having worked hand in hand with evaluators to develop our products and services by tapping into practical research and literature to support that work.

This lesson identifies several core theoretical frameworks that can help reinforce your understanding of how the research and literature can impact your practice as an evaluator. The first three of these have been examined in greater detail in Section 1 of our Evidence-Based Observation Practice workbook. Within the workbook are some guiding questions to support your thinking.

You can purchase the full workbook in both electronic or in hard copy form here.  Separate sections and pages have been provided for you electronically so you can complete each lesson in this session but the full workbook is always available to you in our shop

Warm Up

Reflect on your current observations of educator practice as a leader.

  1. Do you find yourself “inspecting” practice or “observing for learning” when you are completing a classroom observation?
  2. In what ways does your feedback have an impact on the educator being observed?  How can it be improved?

Setting the Context

Read through pagworkbook11es 1-1 through 1-6, answering the questions on page 1-6.

 

 

 

 

 

You may also want to listen in as Patrick Flynn describes how some of these frameworks have directly influenced our work with evaluators and instructional coaches. Click on the screencast below to hear Patrick discuss this important work (13:00 min).

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Guiding Principals and Foundational Research and Literature

Learning Tasks

Go to our Forum and post some of your reflections based on the following questions:

You will also have the opportunity to read responses from others taking the course.

  1.  What adaptive messages and technical information need to be considered to support you as an evaluator in shifting the mindset about teacher evaluation?
  2. What new leadership strategies can you begin to consider that will ensure a stronger relationship with those you are evaluating and/or coaching?

Extensions

  1.  As an extension of your learning, read Feedback on Teacher Performance is Not an Event.  Consider how your supervision and evaluation of educator practice can go beyond being an “event”.
  2. Take time to review the following resources and consider how they can impact your supervision and evaluation practice:

The Power of Feedback (Hattie & Timperly, 2007)

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research 77(1), 81-112. doi:10.3102/003465430298487

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Growth Mindset (Dweck, 2006)

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Teacher Efficacy (Bandura, 1997)

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman

Explore some of this fundamental research by checking out these readings and consider how you can apply them to your work in supporting teachers.  If you do, consider the following forum question and share your insights with others taking the course.

Learning Tasks

Forum Question 2:

What new leadership strategies can you begin to consider that will ensure a stronger relationship with those you are evaluating and/or coaching?

Next Steps

Continue on to Part II of the Providing High Quality Feedback series:  Understanding the ReVision Learning Continuum.