Teacher Observation Project

Selected tips for:

Presenting Useful Feedback

1. Give the floor to the instructor right from the beginning. Use such comments as: • “Tell me how you felt about the lesson.” Teacher the Observation by Debby Cargill project • “Tell me some of the things you felt good about and that you did well.” • “What were you observing during your lesson?” Beginning the conference this way Before joining the adult education field, prospective teachers have had widely diverse professional related to learners’ goals, covers the scope of skills and knowledge required for program and learnbuilds rapport, confidence, and trust and experiences. Some have taught in the ers, based on real-life problems, -creates an atmosphere in which recom k-12 grades; others have taught in and appropriately sequenced for mendations can be addressed later in the higher education settings. Some have learners conference. been trainers in the private sector or in • Instructional materials to include 2. Listen to the instructor’s re- governmental organizations. Some authentic items related to learnsponses to the questions above. This have never taught anywhere. So how do ers’ goals and life tasks is not the time to worry about what you they get the training they need to teach Other categories include Instrucwill say once he/she is finished speaking. adults effectively? Having a checklist of tion (learning experiences, assessment, Instead, remain carefully focused on the indicators of good teaching would be a and transfer of learning) and Manageinstructor’s comments, as they may indi- good start. ment (systems and resources, engaged cate a different perspective than you had In October 2002, a group of expe- learners, and the adult learning envioriginally considered. rienced adult educators, recruited by ronment). 5. Focus on behavior rather than the Virginia Adult Learning Resource The indicators provide a framethe person, on helping rather than Center, met in Richmond to create work that enables teachers to develop hurting, and on behavior that the just such a list. The list, called The expertise. Reflection by the teacher instructor can do something about. Indicators of Good Teaching, is one on the observer’s feedback completes Address growth and improvement in the component of the Teacher Observa- the process of providing assistance to most non-threatening manner possible by tion Project, a process and a set of tools a teacher who seeks to improve his or asking additional open-ended questions: for professional development. The her practice. The observation process • “Was there anything that happened observation process was designed to developed through the project begins during the observation that you help observers better understand the with establishing positive rapport bewished had gone better…that you teachers’ classroom practices and to give tween the observer and the teacher. would like to have done differently?” the teachers the objective feedback they During the observation, the observer • “Can you tell me about...” need to examine and improve particular takes notes that are used when provid• “Did you realize that...” aspects of their practices. ing feedback to the teacher. Follow-up • Example: “Tell me about the inci- The Indicators of Good Teaching guidance and support is provided. dent when Jana and Denise were is a categorized list of observable be- In the spring of 2003, three pilot yelling at each other during the haviors that provides a framework for observers – Christy Hicks, Eloise Rogdiscussion.” objectively analyzing the notes taken ers, and I – were trained in and piloted 8. Conclude with the positive. It during the observation. For instance, the process. We provided feedback to is still the responsibility of the observer the curriculum category includes: the project advisory group, which then to steer the conversation back toward • Purposes and objectives derived revised the tools and training. the positive by restating the instructor’s from a curriculum framework, Janet Frye, Regional Specialist strengths and expressing appreciation for clearly articulated by the instruc- for Northern Shenandoah Valley, has their contributions, and when appropri- tor and understood by learners, conducted 14 observations in a variety ate, their commitment to adults and the specific and relevant to learners’ of class settings from GED to ABE to program. Ultimately, the observation needs ESOL classes. Frye states, “The best process is an opportunity to learn, both • Instructional content relevant to part of the observation procedure is that for the instructor and the observer! .: learners’ needs/interests, directly it gives specific feedback to a teacher