LEGENDS – Administrator Observation – Professional Conversation

Administrator Observation – Professional Conversation

Staff Member Observed:
Observation Completed By:
Date of Observation:
Indicator / Unsatisfactory / Basic / Proficient / Distinguished
1.UsesRelevant Data / Does not use observational data or other data when providing feedback. / Uses data that is not aligned to the evidence or lacks direct relevance to the feedback. / Uses data that is aligned with evidence and drives decisions made about the teacher/leader’s performance. / Uses multiple sources that are integrated effectively during feedback; it is evident that the teacher/leader is empowered to determine priorities for future practice.

Comments:

Indicator / Unsatisfactory / Basic / Proficient / Distinguished
2.Facilitates Critical Thinking by the Teacher/Leader / Does not promote critical thinking; the conversation is either a monologue or entirely inconsequential with little or no use of inquiry. / Infrequently promotes critical thinking; some questioning limits dialogue; resulting in narrow dialogue that is primarily recall. / Prompts the teacher’s/leader’s critical thinking with inquiry questions; the teacher/leader is prompted to reflect, analyze and draw conclusions. / Facilitates a highly effective dialogue that results in new insights and teacher/leader-constructed analysis and conclusions.

Comments:

Indicator / Unsatisfactory / Basic / Proficient / Distinguished
3.Uses the Continuum of Professional Conversations to Promote Growth / Does not use differentiated strategies, such as calibrating, consulting, collaborating and coaching; does not use conversational and feedback tools like paraphrasing, pausing, inquiry and evidence. / Attempts to use differentiated strategies. The use of conversation tools such as paraphrasing, pausing, inquiry and third point is limited or ineffective. / Utilizes differentiated strategies; the third point is utilized, and conversation tools are used throughout the professional conversation. / Fluently and flexibly utilizes differentiated strategies; including a full repertoire of conversational tools and strategies to promote improved practice.

Comments:

Indicator / Unsatisfactory / Basic / Proficient / Distinguished
4.Communicates Openly and Actively Listens to Reach a Shared Understanding / Uses verbal and nonverbal tools that block listening; may provide inaccurate feedback or advice without input from the teacher. / Communicates and appears to listen to the teacher/leader, but relies solely on his/her interpretation rather than seeking shared understanding. / Communicates effectively and seeks a shared understanding; invites the teacher/leader to provide insight and input. Facilitates a clear closure to the conversation and summarizes next steps for the teacher/leader. / Facilitates an open dialogue that results in teacher reflection, insight, and shared understanding. Teacher/leader summarizes big ideas with next steps.

Comments:

Indicator / Unsatisfactory / Basic / Proficient / Distinguished
5.Models Respect and Professionalism / Does not create conditions for respect; may avoid important performance feedback; may interrupt the teacher/leader or refuse to engage in productive conversation. / Ineffectively attempts to create conditions of respect; may not fully address performance feedback; struggles to build a partnership during the conversation. / Creates conditions for respect by attending fully and inviting thinking; it is evident that the teacher/leader contributes ideas in the conversation; performance is addressed respectfully, and different perspectives are validated. / Creates conditions for respect by attending fully and inviting thinking; this results in a genuine dialogue in which the teacher/leader not only participates in discussion of performance, but also initiates suggestions for future practice and asks questions to deepen understanding.

Comments:

Indicator / Unsatisfactory / Basic / Proficient / Distinguished
6.Provides Specific, Actionable Feedback to Promote Growth and Set Goals / Gives feedback that is inaccurate, confusing or biased; no plan for future practice is discussed. / Identifies some general instructional strategies and suggestions, but does not personalize the feedback, nor provide specific actionable steps or resources to support implementation. / Identifies specific and personalized instructional strategies that are congruent with teacher/leader and school goals; provides modeling or examples of strategies, including resources for implementation; actionable steps are articulated for future practice. / Facilitates a reflective process that results in the teacher/leader generating targets for future practice, identifying resources; examples of techniques and strategies are shared in a collaborative, personalized process.

Comments:

Successes, Opportunities, and Next Steps:

Rev 06/03/14 / Salem-Keizer Public Schools / Page 1 of 4