Trust-Based Observations

Maximizing Teaching and Learning Growth

Inbunden, Engelska, 2020

Av Craig Randall

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The results are in: observations are not improving teaching and learning. Pertinently, the Gates Foundation’s recently completed effort to improve student outcomes through enhancing the teacher evaluation process failed to achieve substantive improvement. The way observations are currently designed serve as an obstacle to teacher risk-taking. Teachers fear negative evaluations when their pedagogy is rated, and they lack faith in being supported by supervisors because a trusting relationship between them and their observer has not been built.Trust-Based Observations: Maximizing Teaching and Learning Growth is a schema changing evaluation model that understands people perform at their best when they feel safe and supported. It begins with twelve, 20 minute observations per week followed by collegial conversations driven by reflective questions, sharing observed teaching strengths, and the building of safe and trusting relationships with teachers. Add the elimination of rating pedagogical skills and replace it with rating mindset, and teachers trust. When teachers fully embrace risk-taking and innovation, it leads to remarkable teaching transformations and improved student learning.

Produktinformation

Utgivningsdatum2020-07-30
Mått159 x 229 x 22 mm
Vikt503 g
FormatInbunden
SpråkEngelska
Antal sidor188
FörlagBloomsbury Publishing Plc
ISBN9781475853551

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Craig Randall’s experience as a school counselor, coach, teacher, and principal, at schools in the US and overseas, set him up perfectly to develop a model of teacher observation focused on building trusting relationships that spark teaching and learning growth. As the founder of Trust Based Enterprises, www.trustbased.com, Craig is driven to guide school leaders to successfully adopt and use Trust-Based Observations, on a path towards leading an unprecedented transformation to the way observations are done.

Table of ContentsAcknowledgmentsIntroductionPart One: Observation Problems and SolutionsChapter 1.So What’s the Problem?What Can Be DoneChapter 2.The Solution: Trust Based ObservationsBuild Safe, Trusting RelationshipsTweak EvaluationAdditional SolutionsPart Two: The TBO System and Making it WorkChapter 3.The System Basics: Continuous, Frequent, Unannounced, and Short ObservationsWhy Unannounced?Why a Continuous Cycle?Why 20 Minutes?Why Observe All Teachers Equally?TroubleshootingChapter 4.Building System Success: Creating Time and Getting OrganizedCreating and Prioritizing TimeOrganization ToolsPart Three: The ObservationChapter 5.Trust Based Observations Form: Origins and DevelopmentChapter 6.Starting an ObservationChapter 7. Evidence of…Early Thoughts to Guide Successful ObservationsEvidence ofLearning Target (LT)Risk Taking/Innovative PracticeTeacher/Student Rapport and RelationshipClassroom and Student Behavior ManagementCooperative LearningWorking Memory: 10-2 Reflection and Processing TimeQuestioning/Higher Order ThinkingFormative Assessment/Knowing What Each Student Has Learned to Guide Next StepsDescriptive Progress FeedbackSpecific DifferentiationLearning Principles UsedStudent Interview: (Is Learning Clear to All?)Teaching IntangiblesScriptingAdditional PedagogyQuestionsSuggestionsChapter 8. QuestionsChapter 9.Web Links: Trust Based Observations as a Resource ToolPart 4: The Reflective ConversationChapter 10.Reflective Conversation System BasicsPrioritize Reflective ConversationsOrganizationRespectThe ConversationChapter 11.Building Trusting RelationshipsVulnerabilityEmpathy and Emotional IntelligenceActions that Build TrustMindsets or Actions that Inhibit TrustChapter 12.Listening and Asking the QuestionsListeningThe QuestionsChapter 13.Sharing Evidence ofTroubleshooting Additional Observer Questions on Sharing EvidenceChapter 14.Offering SuggestionsWhen to Offer SuggestionsPreparationWhat and How Much to SuggestWords Matter: How to Offer SuggestionsExplaining What Continuing Support Looks Like and EntailsTroubleshooting Challenges to Offers of SuggestionsChapter 15.Specials: Course Connections AccountabilityPart Five: The Teacher Evaluation Process and Professional DevelopmentChapter 16.Self-Assessment: Trust Based Observation Form RubricTBO Pedagogy RubricAction Research Big GoalChapter 17.Evaluation in Trust Based ObservationsTBO EvaluationPreparing for the Summative Evaluation MeetingThe MeetingChapter 18.Action Improvement Plans and Difficult ConversationsAction Improvement PlansDifficult ConversationsChapter 19.TBO and Professional DevelopmentQuestion of the Year PDPDC and Action Research Big GoalsMore on PDC’s Further PD Tips, Suggestions, GuidelinesPart Six: Bringing It All TogetherChapter 20.Building TBO SuccessImplementationBlendingChangeSustaining SuccessBibliographyAbout the Author

Classroom observation can lead to telling teachers to do what I did, to advocating different ways of teaching, and to complying with accountability edicts. Trust-Based Observations starts where it matters, establishing trust, building on strengths, focusing on the impact of teachers on the learning lives of students, showing how to have open conversations about learning, and demonstrating collective teacher efficacy in action.