Mini Observation (SOTEL) Explanation
Definition, rationale, and point of mini-observations:
●A supervisor visits for 10ish minutes of classroom, meeting, or activity observation. The supervisor uses neutral, objective evidence to complete a SOTEL form in TeachBoost; supervisor uses evidence to shape meaningful feedback; teacher reads evidence and feedback; reflects; supervisor and teacher exchange evidence, feedback, and reflection that informs professional growth. This reflection and exchange can happen in person, via email, and/or via TeachBoost.
●Definition of SOTEL (mini observation evidence) categories are listed below. Notice SOTEL can be flexible to apply to contexts outside of the classroom such as meetings.
oSafety: a climate that is conducive to intellectual risk-taking (supportive physical, social, emotional, and psychological environment for all students and adults).
▪Key Question: Can these students focus on learning?
▪“Effective” looks like: Students and/or adults feel physically, socially, emotionally, and psychologically safe to work collaboratively and to take intellectual risks.
oObjectives: goal of learning or meeting is shared, visible, embedded, and aligned with bigger picture (if lesson: aligned to curriculum; if meeting, aligned to group, building, or district goals).
▪Key Question: Where is the lesson or work heading?
▪“Effective” looks like: The lesson or work is aligned with standards or goals, and its purpose is clear.
oTeaching: learning or work is carefully orchestrated.
▪Key Question: Is the learning or work being skillfully orchestrated?
▪“Effective” looks like: The teacher is using a repertoire of well-chosen instructional strategies to teach the materials. If a meeting context, the teacher is using a repertoire of participation and/or team work strategies to engage in the work.
oEngagement: students and/or adults are involved; minds are on.
▪Key Question: Who is doing the work here?
▪“Effective” looks like: Students or adults are attentive and involved in the lesson or work.
oLearning: there are frequent checks for understanding; information from checks are utilized to inform teaching or facilitation.
▪Key Question: Are all the students or adults getting it?
▪“Effective” looks like: The teacher regularly uses formative assessments to check for understanding and follows up when learning or facilitation problems appear.
●According to Kim Marshall, “Short, unannounced classroom visits are the best way for principals to see representative slices of teaching, give credible feedback to teachers, and be players in improving teaching and learning.”
●While many mini-observations are unannounced visits, it’s okay for certified to request a supervisor visitation and observation.