Peer Feedback Protocols 02M896

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1 Peer Feedback Protocols 02M896 This pair of protocols was developed to guide teachers through the process of sharing their lesson plans and teaching videos with colleagues. The protocols include step-by-step guides for preparing, presenting, and giving feedback, for both Presenting and Supporting Teachers. The document was created by the staff of Lower Manhattan Community Middle School, and shared during Showcase visits, as well as the Showcase Schools End of Year Share Fair.

2 LMC Trio Protocol Purpose: The LMC Trio Protocol was developed as a way to guide teachers through the process of sharing their lessons plans and teaching videos with their colleagues. This protocol provides expectations of the presenting and supporting teachers as well as timeframes and clear step-by-step procedures for discussing lessons and viewing the teaching videos. Background Information: Prior to the first trio meeting, each teacher formulates professional goals with the administration. The presenting teacher then shares his or her professional goal with the team as well as any problem of practice (POP) that relates to the professional goal. The trio group then uses the professional goal and/or POP as a lens through which they examine the lesson plans and video. Trio Norms Expectations for all Trio Members: Be on time Be present Be open Be willing to learn from each other in whichever role you are in Be willing to change Expectations for Presenting Teachers: Prepare your lessons and materials - share them one day in advance Review and evaluate your video before presenting it; in advance, select the clip that best represents your POP and professional goal(s) Keep track of time during each stage of the protocol Expectations for Supporting Teachers: Actively listen Constructively challenge Share your own experience and strategies 1

3 Prior to Day 1 Trio Preparation Presenting Teacher - 1. Lesson plans: share lesson plans with supporting teachers one day prior to Day Student work: gather student work examples supporting/related to professional goal or POP. Ex: MOSLs, exit slips Supporting Teachers - 1. Read through the lesson plan, jotting down any thoughts/questions. DAY 1 Lesson Plan Feedback Meeting Time Step Notes 5-7 min 1. Presenter reviews professional goal. Presenter provides lesson context and class background information. Presenter shares problem of practice (POP) as it relates to lesson min 2. Presenter shares a few student work samples that support their POP. Supporting teachers may ask clarifying questions about student work 5-7 min 3. All trio members read through the lesson plan and materials silently and complete the 1e/1f checklist. 1-2 min 4. Supporting teachers ask clarifying questions about the lesson. 5 min 5. Supporting teachers silently take time to identify one glow and one grow for the presenter s lesson. -Class/needs/concerns - Situate lesson in larger unit - How might the POP play out in the lesson as it is now? Presenter responds to the following questions: - What is the expectation, or model, for what you want the students to achieve? - What does this student work demonstrate? How does it demonstrate the POP? Supporting teachers check off indicators that are present in the lesson. 1e/1f component indicators are from the Danielson Rubric. Limit questions to the POP. Supporting teachers use unchecked indicators in 1e/1f to provide grows and checked indicators to provide glows. Try to connect your glows and grows to the POP. 2 min 6. Each supporting teacher shares one glow and one grow from the checklist with the presenting teacher. Use checklist of critical attributes related to 1e and 1f. 2 min 7. Presenter responds and chooses one grow to strategize around with trio partners min 8. All trio members brainstorm strategies for improving on the chosen grow. 3 min 9. Presenter summarizes specific next steps to modify lesson before it is filmed and identifies what student work will be brought to share on Day Two*. Student work for Day Two should address the POP. *If time allows, go back to step 7 and repeat with other grows. 2

4 DAY 1 Checklist Use the following checklist to assist in providing feedback on the presenter s lesson: Danielson Framework Domain 1: Planning and Preparation Component 1e: Designing Coherent Instruction Learning activities matched to instructional outcomes. Activities provide opportunity for higher-level thinking. The teacher provides a variety of appropriately challenging materials and resources. The instructional student groups organized to maximize learning and build on students strengths. The lesson is well structured, with reasonable time allocations. Activities permit student choice. Learning experiences connect to other disciplines. The lesson plan differentiates for individual student needs. Component 1f: Designing Student Assessments Learning outcomes assessed. Instruction aligned to assessment. Assessments modified for student need. Assessment criteria are clearly written. Plans include formative assessments. Lesson plans indicate possible adjustments based on formative assessment data. Assessments provide opportunities for student choice. Students participate in designing assessments for their own work. Teacher-designed assessments are authentic, with real-world application as appropriate. Students develop rubrics according to teacher-specified learning objectives. Students are actively involved in collecting information from formative assessments and provide input. 3

5 DAY 1 Glows and Grows Worksheet Use the following sheet to track the glows and grows (both presenting and supporting teachers) Glows Grows 4

6 Prior to Day 2 Filming Lesson and Watching Video Presenting Teacher - 1. Film your lesson (you can an administrator to arrange this, or do it yourself). 2. Watch and analyze the entire video prior to Day 2. Choose a clip that is really meaningful for analysis by trio members. 3. Gather relevant student work from the lesson. DAY 2 Viewing Video and Providing Feedback Time Step Notes 5 min 1. Presenting teacher reviews POP, initial student work, and professional goal. Presenting teacher then reviews chosen strategies and how they were implemented. 2-3 min 2. Presenting teacher "sets up" video clip: Reviews objective and expected student outcome (e.g. blank handout, exit ticket) Answers clarifying questions from supporting teachers 25 min 3. Watch video (~15 min) while recording low inference observations using organizer; review student work samples. 10 min 4. Supporting teachers go through checklist items and label the corresponding low inference data as evidence (3b, 3c, 3d, 2a, 2d). Supporting teachers then share their observations with the presenting teacher. Brief explanation - class, content, where in the lesson does this video clip pick up, and why was it chosen. Student work samples: If you have clarifying questions about follow up work samples, feel free to ask the presenting teacher. Check off items for evidence that is seen during the video. Unchecked items do not necessarily indicate that the specific item wasn t in the lesson - it just wasn t seen in that part of the video. E.g. I checked 2a because I heard a student ask an evaluative question of another student. Presenting teacher does not respond at this point. 5 min 5. Each supporting teacher provides one glow and one grow from the checklist. Choose grows and glows from the 3b, 3c, 3d, 2a, 2d checklist. Checked items are possible glows, and unchecked items are possible grows. Focus your glows and grows around the POP. 15 min 6. Presenting teacher chooses 1-2 checklist items that they would like to work on. Supporting teachers make suggestions addressing these checklist items and all trio members discuss possible next steps. Based on the feedback you have given me, I am noticing XYZ (an absence of, a need for more, etc.), and I think I should focus on the following checklist items... Presenting teacher takes notes in Presenting Teacher Reflection to capture the thinking of the group. 5 min 7. Co-write a shout out to send to principal for newsletter. It can be about anything trio-related. This is a reflection for the team to complete. 5

7 DAY 2 Checklist Use the following checklist to assist in taking low inference notes and in providing feedback on the presenter s lesson: Danielson Rubric Component Checklist Low Inference Notes for Video and Student Work Component 3b: Using Questioning and Discussion Techniques Questions of high cognitive challenge, formulated by both students and teacher Questions with multiple correct answers or multiple approaches, even when there is a single correct response Effective use of student responses and ideas Discussion, with the teacher stepping out of the central, mediating role Focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates High levels of student participation in discussion Component 3c: Engaging Students in Learning Student enthusiasm, interest, thinking, problem solving, etc. Learning tasks that require high-level student thinking and invite students to explain their thinking Students highly motivated to work on all tasks and persistent even when the tasks are challenging Students actively working, rather than watching while their teacher works Suitable pacing of the lesson: neither dragged out nor rushed, with time for closure and student reflection Component 3d: Using Assessment in Instruction The teacher posing specifically created questions to elicit evidence of student understanding The teacher circulating to monitor student learning and to offer feedback Students assessing work against established criteria Student work shows evidence of growth Component 2a: Creating an Environment of Respect and Rapport Respectful talk, active listening, and turn-taking Acknowledgment of students backgrounds and lives outside the classroom Body language indicative of warmth and caring shown by teacher and students Physical proximity Politeness and encouragement Fairness Component 2d: Managing Student Behavior Clear standards of conduct, possibly posted, and possibly referred to during a lesson Absence of acrimony between teacher and students concerning behavior Teacher awareness of student conduct Preventive action when needed by the teacher Absence of misbehavior Reinforcement of positive behavior 6

8 DAY 2 Glows and Grows Worksheet Use the following sheet to track the glows and grows (both presenting and supporting teachers) Glows Grows Presenting Teacher Reflection 7

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