Making a Plan

 Making a Plan

Use the information on this page to help you develop a plan for recording and self-observation. What are you going to be looking for? Where should your camera go?

Information and handouts come from Jim Knight's Focus on Teaching: Using Video for High-Impact Instruction (2014).

 

bullseye.pngWhat is Your Goal for Improvement?

Identify a specific area of your practice that you would like to improve. Use data from past CTESS evaluations, your CTESS Impact Plan, a collaborative IPLC focus, etc. to help you choose this goal.

If you aren't sure what you want (or need!) to improve, consider filming a lesson of yours and use this Download Watch Yourself form

and this Download Watch Your Students form to help you identify gaps that exist between the ideal version of your lesson and the version you see on film.

 

Create a SMART Goal

Goal-setting isn't very useful if you can't measure improvement. Try your best to make sure your goal is "SMART:"

 

Specific, measurable, attainable, relevant, time-based

 

Non-example: Increase student opportunities to respond.

Example: Deliver 13 or more opportunities to respond in a 20-minute observation period.

 

Decide Where to Point the Camera

Where you place the Swivl in your classroom depends a lot on your goal for professional development. Are you watching yourself or your students? Make sure your camera captures the subjects of your observation, and use the additional Swivl markers for your students if the ability to help them will aid your reflection.

 

"Watch yourself" examples:

  • Ratio of positive to corrective feedback
  • Feedback that fosters a growth mindset vs. a fixed mindset
  • Consistency of correction for student behavior
  • Average opportunities to respond (OTR) per minute 
  • Types, kinds, and depth of knowledge (DOK) of questions
  • Instructional vs. non-instructional time
  • Amount of teacher talk vs. student talk

"Watch your students" examples:

  • Number of different responders
  • Number of thoughtful responses
  • Passive vs. active engagement
  • Time on task
  • Number of disruptions

 

Decide How You are going to Measure Your Improvement

Come up with a way you are going to measure whether or not your goal was obtained. This will be in the form of an observation form, checklist, etc. Visit this page for available pre-made forms.

Another option is to work with your evaluating supervisor or Achievement Coach to help you develop your own observation form. You can also access the Teacher CTESS manual here Links to an external site. for a breakdown of IPOP expectations for each observed standard.