Instruction during an Observation--preview

From talking with other teachers in different schools, there is a vast difference in the amount of "intensity" for the TKES/TAPS process--for the evaluator and the teacher; this is true of any teacher evaluation system--past, present, and future.  If your schools has promoted a "be calm" atmosphere, that is fantastic; mine has not.  I know of one teacher where the school has put him/her on very close scrutiny and another school where a teacher passed all 10 TAPS Standards with a Level III and did not have to provide any additional documentation.  If you have been observed, or the climate in your school is of particular interest to others, please let me know (e-mail), and I will share your experience anonymously.

Up to now, I had been concentrating on each element in the standards to ensure the Evaluator would observe and document that I had completed the particular performance standard.  While I do not think that is a bad approach, it may not be all inclusive and there may be an easier and better way.  Instead of focusing on the details, it may be more beneficial to focus on the big picture.

The rubric for Performance Standard 3: Instructional Strategies, Level IV indicates that

In addition to meeting the requirements for Level III; The teacher continually facilitates students' engagement of metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.  (Teachers rated as Level IV continually seek ways to serve as role models or teacher leaders.)

 and the rubric for Level III indicates

The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students' acquisition of key skills.

Now, this is my 22nd year teaching.  I had in my teaching area the elements of Standards 3 & 7 typed up so that I could address each one (as seen in post dated September 9); that was stressing me out.  I think I found a better way.

Ignore the elements.  Teach.  Check for student learning.  Specifically:

• promote student learning by using research-based instructional strategies (I do that)
• engage students in active learning (I do that)
• facilitate the students' acquisition of key skills (I do that)
• students' engagement of metacognitive learning (I found a great way to do that this year)
• higher-order thinking skills (I use my DOK questions for that)
• application of learning (I do that)

I think that this approach will keep me focused on the main thing, student learning, and less on trying to pass off the checklist of elements--hoping the students learn while I perform my teaching.  Now, if they will just stop by and observe me!

TKES/TAPS Teacher information for evaluation

I decided that I would have copies of the TAPS (Teacher Assessment on Performance Standards) information at my area in preparation for the first observation.  I copied the standards and each element for Standard 3 & 7 and then underlined the parts I wanted to ensure I mentioned during the observation.  While I would normally say or have the students demonstrate 90% of this anyway, I want to hit 100%.

To that end, I had a copy of the Depth of Knowledge section from my lesson plans with questions for levels 1, 2, 3, & 4 highlighted (so that I could see the easily), then overlaid a copy of Standards 3 & 7 with the specific elements underlined.  It looks like this:

This is the lesson plan format I created last year to prepare for TKES.  Each line/element is a drop down field where I can create a TKES/TAPS complete and compatible lesson plan for a class in <1 minute.  You can see it here, but you can also see it at my online portfolio (here) or in my Keys to Successful Teacher Assessment (here),

Pre-Evaluation...lunch

Today at lunch, my Evaluator stopped by and gave a colleague and me ideas as to the TAPS areas he would be observing sometime next week for his first observation.  He mentioned that he would be looking for certain elements for instructional strategies and positive learning environments (Standard 3 and 7).  My colleague quickly asked if each of the elements of each standard had to be observed for us to pass.  He calmly, and confidently, reiterated that the elements were not a checklist.  He added two points that calm my nerves somewhat:
1) he was quite familiar with the rubric, what to look for, and how everything worked because he had used the full blown TKES evaluation system last year, and a trial run the year before, and
2) he said that if you're a good teacher, instructional strategies and classroom environment should be a given; if not, you're probably not a very good teacher.  Internally, I agreed.

The point: I have a bit more confidence in the process and that my Evaluator is indeed not looking for a "gotcha."  However, I'll be more sure when it is actually over....

In any case, I still am adding to my TKES/TAPS notebook (pictured in an earlier post, and suggestions on how to implement on on a separate page [Handbook for Successful TKES Evaluation]).  Near the Evaluator/observation area, I have a 2-inch notebook with my lesson plans, 2, 4-inch notebooks with my evidence cataloged by section and identified by individual table of contents, and a 2-inch binder with my detailed lesson plans as they relate to each and every section of material in my textbook and national standards; all integrated and cross referenced.  The Evaluator indicated that we would need to show him where our lesson plans were; I put a sign by his observation area.

At one time, I was planning on replacing documents in my notebook with newer versions, but after reading more of the TAPS rubric, I decided that would be a bad idea.  The reason?  The wording for Level IV begins with, "The teacher continually demonstrates...," "The teacher continually seeks and uses....," "The teacher continually facilitates....," etc.  To me that means not only on a daily/weekly basis, but also on a yearly basis.  I decided not to replace evidence in my notebook, but rather add to so that I could demonstrate "continually."