Important points about this domain:
This encompasses the rubrics all are evaluated with. This is
the part that the whole first year of TAP Cluster meetings is focused on after teams have
been established.
I’m Being Evaluated By…..WHO????
Either display the clipart pictures (Presentations Page) or
give them to teachers in a handout. Showing the pictures will most definitely
get the teachers laughing, but will also bring to light another important
component of the TAP system: they will be evaluated by their peers.
Have the teachers discuss each of the pictures:
• What’s
going on in the pictures and how does it relate to being evaluated by our
peers?
• What
could be a way that we could help this teacher?
• Have
we ever felt like this teacher?
“It’s Not Outpatient Surgery or an Autopsy”
In TAP, a pre-conference is held before an evaluation is
given, the evaluation is scored with evidence scripted from the lesson, and a
post-conference is held to discuss what went well and what could be improved
based on the evidence. This is a vital part of the evaluation process that is
not told to the Career Teachers. When they learn this vital piece of
information, they seem to relax somewhat about the process and are more open to
what the process has to offer in the way of their personal professional growth.
It helps them feel as if they have more of a voice in their evaluation instead
of being under a microscope. The TAP evaluation process is not intended to be an
examination process or an autopsy.
Pre-and Post-Conferences
**YOU MAY WANT TO BREAK THIS INTO 3 CLUSTERS:
PRE-CONFERENCE, LESSON, AND POST-CONFERENCE.
So, why all
this talk about the different things that happen when we are observed? We have
no say in it, so what does it matter? Now it’s time to understand how
a pre-conference and post-conference works. To understand how these steps are so
different yet so important from a “regular” observation, you will need to see
examples of what happens during these conferences.
PRE- AND POST-CONFERENCE FACTS:
PRE- AND POST-CONFERENCE FACTS:
Pre-Conference Example:
Take a look at the
lesson plan. Look at the question(s) jotted by the
Master Teacher. How do you think this will help the Master Teacher understand
what is going on in the lesson? Think about your lesson plans? How is this
similar/different? REMEMBER: There is no “correct” lesson plan format. It’s the
components that are important.
LESSON PLANS ARE
VERY IMPORTANT FOR A PRE-CONFERENCE! The conference can’t happen without the
plan. Discuss why the lesson plan is so important for the evaluator to see and
discuss with the teacher before the lesson.
View the lesson plan(s) submitted by the Master Teacher: Is there a "TAP lesson plan"? NO
View the lesson plan(s) submitted by the Master Teacher: Is there a "TAP lesson plan"? NO
Watch the preconference, lesson, and postconference videos filmed by the Master Teacher and fill out the questions for discussion.
QUESTIONS:
Template for writing a Pre-Conference (for Mentor Teachers)
Subjective Versus Objective:
Before you show the lesson video, it may be beneficial to
discuss the fact that part of the accountability for making sure that observers
are doing their jobs correctly and that the teachers receive credit for
everything performed in the lesson, the lesson is scripted by the observer.
Everything the teachers and students are saying and doing is in the script.
This script is used to score the teacher according to the TAP rubric. It is
considered “evidence” of how the lesson scored. It is also used to complete the
post conference. Every suggestion that the observer gives the teacher being
observed should be followed with evidence from the teacher’s lesson. You have
to make it clear to teachers that the evidence is Objective not Subjective.
This handout made by Doyle & Iland (2004) may help with
this (also found on the Website Links page)
Completing the Objective Versus Objective Activity may help with this if needed.
Show the lesson on Letter Recognition:
What specific items in the lesson did the pre-conference
help you understand further?
How confident do you think the teacher will feel during the
lesson that this Master Teacher understands what she is trying to accomplish?
Do you think this is going to help her anxiety of being evaluated?
Post-Conference Script (for Mentor Teachers):
Coaching Table (based on observations):
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