Conducting a Pre-Observation Conference with a Framework

For many principals, the jury is still out on whether or not the framework approach to teacher evaluation is worth the efforts.  One of the most intimidating factors for some principals are the extended conversations around instruction.

I actually love the framework approach because I used to have to use a standard checklist - a checklist that I was not fond of and that I didn't feel that was very helpful for teachers or myself.  The framework, on the other hand, is very specific, and is helpful.  One, it helps both the teacher and I start off with a common, detailed understanding of what great planning and instruction look like.  Two, it helps both myself and the teacher zero in on practices that can take their work to the next level.  And, three, it helps me as the instructional leader see patterns that need to be addressed by professional development (differentiation rules!)

Accordingly, I wanted to share my "protocol" for conducting pre-observation conferences, which allow me to not only gather information prior to the observation, but to support teachers in their own thinking and lesson preparation.

Teachers lead, I follow.  So, I look at the formal observation as "performance art" - my job is to understand how the teacher has gotten to the current point.  I need to understand the teacher's logic.  Therefore, I usually group questions and let the teacher talk, interjecting only to ask clarifying questions, or, if needed, to point out missing information and/or model suggestions.  Occasionally, when teachers are way off, I go back and review the rubric and school expectations.

The pre-observation conferences usually last between 20-30 minutes - sometimes as long as 45 minutes if the teacher needs additional coaching and support.  This has made the process very manageable, maximizes my time, and allows me to do multiple observations throughout the school year (I can do 5-7 pre-observation conferences in a week; my APs can do a similar amount as well - we complete cycles in two week spans).

The Questions.

1.  Talk to me about the professional development that you have done since your last observation.  What will I see different in your instruction as a result?  How has this impacted your relationships with your colleagues?  How has this impacted student achievement and what is your evidence?

2.  What standard/objective will I be seeing in your classroom?  How did you get here (talk to me about your unit and recent lesson plans)?  Student results/work that you want to share?

3.  How will you and I know that students are successful/that they mastered this objective?  What will their student work look like?

4.  What does the instructional activity look like?  Walk me step by step through what you will be doing and what the students will be doing?  How have your students' impacted your design?

Review the Answers.  I always review my notes with the teacher to make sure that I am accurate in my understanding.  This also gives the teacher a chance to correct any confusion.

1.  So,  X was your best PD.  As a result, I will see you doing A, B, and C.  The students will be doing D, E, and F.  And, you've been able to share with your colleagues by....

2.  On XDay, you will be teaching the students to....because your unit is on .... and you have been doing X, Y, Z.  Your current data/student work shows....

3.  When I come to observe, (describe lesson).

4.  So, by the end of the class period, students will be able to ...... and by the end of the unit, they will be able to ..... And, you will know they are successful because the work has A, B, and C.

I've had pretty good success with this protocol, but I am always looking for ways to improve.  What protocols are you using?