Follow-up to Fall Statewide Coaches’
Observation System
Training for Veteran Cohort A Coaches
Cohort A Fall 2005 Regional
Coaches’ Meeting:
© 2005 by the Oregon Reading First Center
Center on Teaching and Learning
Observation Summary: Fall 2005
•
One round of Five-Minute Observations of K-3 classroom
teachers (+ follow up).
•
Formal Fidelity Observations (+ follow up).
•
One round of Five-Minute Observations of certified and
classified specialists (+ follow up).
Formal Fidelity Observation Parameters

Who to Observe: ALL K-3
Classroom Teachers

Length of Observation: The
ENTIRE reading block
Organizing Principles for Observations
1.
Observations will have a student focus as
determined by grade level data. The observations
will begin with all classroom teachers as a hub
and then follow students to other groups.
Organizing Principles for Observations
2.
The entire reading block will be observed.
3.
Observations will document reading
instruction across multiple programs and/or
instructors.
Organizing Principles for Observations
4.
If teachers are using only parts of a program
(as might be the case with program specific
templates) coaches will indicate the skipped
activities on one line of the program fidelity
checklist.
Organizing Principles for Observations
5.
For items that are embedded in the reading
block (a block longer than 90 minutes), such
as language arts or writing, coaches will
discuss with their regional coordinator how
to document such activities.
Gathering of Information to Determine
Coaching Support
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Survey of Teacher Needs
Summary of Teacher Needs
5 Minute Observations
5 Minute Observation Summary
Fidelity Observations
Five-Minute Observations
Feedback from Coaches
Fidelity Observations


Fill out ALL parts of a lesson on the
Observation Form
Rating System Changes:
 N, P, F and E
 Merged P/P+ to ONLY be “P” (partial)
 Added “E” for Enhanced
Fidelity Observation:
Enhancements



Use an “E” when a teacher has made a worthwhile
modification or has replaced an activity with one more
valuable for their students (describe briefly in the comment
box).
Use an “E” to rate an activity that the teacher added. This
activity would be included at the end of the observation
(describe briefly in the comment box).
If a teacher modifies the lesson with an activity that isn’t
particularly strong, they would be expected to give that
activity a “P” and make a note in the comments that the
enhancement didn’t better the lesson (describe briefly in the
comment box).
Fidelity Observation:
Enhancement Examples

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“additional, time-efficient practice opportunities”
“HM lesson weak in _______, but teacher enhanced by
adding _____________”
“Lesson included two modeling opportunities... teacher
provided this intensive group with additional modeling.”
“Teacher added _____________ (e.g., white board work,
manipulatives, vocab) to strengthen the lesson.”
Previous Concerns with
Fidelity Observations
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evidence of using non-RF-approved programs during
the 90-minute block
evidence of using programs for which there was no
corresponding S-I application
completing only the narrative/comments section and
not the last two pages
providing no comments in the actual observation
section
giving almost all F’s for Full completion across
teachers without supporting comments
Previous Concerns with
Fidelity Observations (Cont.)


comments throughout fidelity observation, general
features, and observation feedback pages are similar
across teachers... no indication of individualization
Identified Areas for Student Support sometimes
indicated how the teacher was supporting the students,
rather than how the teacher could improve that
support, even though scores on the observation were
low
Previous Concerns with
Fidelity Observations (Cont.)


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in some schools, teachers received F’s for full
completion based only on finishing the lesson and P’s
were used to note an unfinished lesson
vague action plans
general features comments don’t match information
on observation page (e.g., complimented a general
feature of instruction and then listed it as an area for
student support)
Narrative/Comments Section:
Tips

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Brief and specific comments
Details that shows individualization of feedback
Give explanation in comments section for P’s (what
was omitted) and E’s (what was added and how it
enhanced the lesson)
General Features Page
Tips: Be brief and specific. Use the new five-minute
observation draft form for comment ideas.
Feature 1. Instructor modeled instructional tasks when
appropriate.
 Examples:
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“T. followed HM lesson models of activities that were included.”
“ T. modeled when prompted by lesson script, but students in low
intensive grouped seemed to need more modeling.”
“T. modeled all tasks before expecting students to do them.”
Non-examples

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“Good job!”
“Jason was off task.”
General Features Page
Feature 2. Instructor provided explicit instruction.
 Examples:

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“T. provided a kid-friendly definition and examples for
main idea”
Non-examples

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“You are a wonderful teacher!”
“Teacher provided explicit instruction.”
General Features Page
Feature 3. Instructor engaged students in meaningful
interactions with language during lesson.
 Examples:
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“T. explained and interacted with words encountered during read
aloud. Used demonstrations and related the words to the
students.”
“T. demonstrated what yodeling was!”
“T. used prior knowledge to relate vocabulary words to students’
lives.”
Non-examples
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“ vocab words”
“Students did vocab workbook page.”
General Features Page
Feature 4. Instructor provided multiple opportunities for
students to practice instructional tasks.
 Examples:
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“ T. had all students use thumbs-up, thumbs-down for all
practice words.”
“Use more choral and partner responses so that all students
have multiple opportunities.”
Non-examples
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“Yes.”
“I liked your bulletin board.”
General Features Page
Feature 5. Instructor provided corrective feedback after
initial student responses.
 Examples:
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“T. immediately gave correction and had students repeat
during whole group chanting.”
“Used DI error correction procedure: ‘That word is gentle.
What word? Let’s start over.’”
Non-examples
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“Johnny never got it, did he?”
“You tolerate those tough kids.”
General Features Page
Feature 6. Students were engaged in the lesson during
teacher-led instruction.
 Examples:
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“Approximately 90% of students were engaged. T.
monitored and redirected as needed.”
“All small groups were engaged except students at the
phonics center.”
Non-examples
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“I liked your behavior chart.”
“What’s wrong with Mary?”
General Features Page
Feature 7. Students were engaged in the lesson during
independent work.
 Examples:

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“ During workbook time, approx. 90% of students were
engaged in individual work.”
“No independent work observed during this time.”
“Students at back four desks were consistently off task.”
“Students had the skills necessary to be engaged and
successful at their independent work.”
Non-examples

“I didn’t like that workbook page.”
General Features Page
Feature 8. Students were successful completing activities
at a high criterion level of performance.
 Examples:
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“During choral response of CVC words, I heard no
incorrect answers.”
“Students doing workbook pages were successful on all
pages.”
“Small group with paraprofessional were responding
incorrectly approx. 50% of the time.”
Non-examples

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“No.”
“Good job.”
General Features Page
Feature 9. Instructor encouraged student effort.
 Examples:
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“T. used positive comments after each individual response.”
“ T said: ‘Well said,’ and ‘Good answer,’ and ‘I like that
answer’ to encourage student effort.”
Non-examples
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“You are a great teacher.”
“Keep it up.”
Observation Feedback Page:
The Big Ideas!
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If pre-conference targeted a specific area for
observation, provide feedback here.
Comments should be brief and specific.
Feedback should be aligned with comments in other
parts of fidelity observation.
The observation feedback page should provide a verbal
snapshot to reinforce critical teacher behaviors/
strategies.
The “Identified Areas for Student Support” should be
followed by a related “Action Plan”.
Observation Feedback Page:
Areas Implemented Well

Examples:
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“Transition routines and activities were effective. Students
consistently received explicit instruction. T. provided enhanced
modeling for this intensive group. Students had multiple
opportunities to respond. T. encouraged student efforts.”
Non-examples
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“Great job teaching reading!”
“Those kids are really learning!”
Observation Feedback Page:
Identified Areas for Support

Examples:
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“The low intensive students need more modeling.”
“Students need consistent transition routine.”
“Students need more opportunities to respond during the
lesson.”
“Students need more immediate feedback and more
effective correction procedures.”
Non-examples
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“You are doing a great job.”
“I think you need a bigger bulletin board.”
“You have a hard class this year.”
Observation Feedback Page:
Action Plan

Examples:
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Coach will shadow teach HM lesson with teacher during whole
group instruction.”
“T. will arrange classroom so that independent station is closer to
teacher desk.”
“T will work with coach to add more effective correction
procedures.”
“T. will incorporate Touchphonics into small group phonics
instruction during differentiated instruction time.”
“T. will work with coach to improve pacing of lessons.”
Non-examples
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“Teacher will continue what she is doing.”
“Coach will observe again later.”
“ Students will cooperate with teacher.”
Activity
Ask coaches to review sample fidelity
observations and discuss.
Each region will have six observation
samples to review.
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