* The focus of the workshop and its relevance to the science teacher education: Classroom observations are a major factor for three groups – teacher preparation programs, schools and yearly teacher evaluations, and for researchers who are collecting data and documenting impact of professional development, or of curriculum implementation. The focus of this workshop will be more so on teacher preparation, but easily applies to the other two groups as well. Interviews with Principals, teachers, methods instructors, and clinical experience supervisors indicate that the predominate mode of observation and feedback tends to be qualitative in nature, with some, but much less, quantitative data utilized for assessment and feedback purposes. While there are many quantitative factors affecting teaching quality that could be included in classroom observations and feedback, current methods of observation usually preclude those factors, or they are reduced to qualitative impressions. In this workshop, we will demonstrate and teach participants how to use a web-based classroom observation app that will allow the user: 1. to collect both qualitative and quantitative information, data, and observations, 2. to do so in a manner in which a team of 2-4 can provide observations, feedback, suggestions for improvement, and complete embedded assessment documents that can be viewed by all team members, 3. to collect an immense amount of data, that when analyzed by the web-based app, provides information about length of various segments of the lesson, number and types of questions asked by the teacher, patterns of teacher-students interactions, student engagement specific to individual students, student misbehaviors specific to individual students, wait-time in general and wait-time specific to question types, and much more, and 4. How to facilitate a team-observation approach that involves the student-teacher, the cooperating teacher, the university supervisor, and a potential fourth partner. This app and process allows for in-class observations as well as observations via video.
Who in ASTE would be most interested: Methods instructors who want to link how the methods course is affecting implementation in clinical settings, university supervisors who complete clinical observations and provide feedback, and researchers who are completing classroom observations for analysis of the impact of professional development or curriculum implementation.
Expertise and experience of the workshop presenters per topic area: Dr. Craig Berg has 30 years of directing a teacher preparation program, teaching science methods and supervising clinical experiences. He has researched and developed methods of using technology to improve data collection and analysis of classroom observations. Dr. Ray Scolavino has a similar background with 20 years of experience. Dr. Scott Ashmann has a similar background with approximately 25 years of experience. All three have worked on improving data collection, analysis and feedback for classroom observations of clinical experiences for the past five years and are eager to help others utilize the technology.
Learning Objectives of the Workshop: 1. Reaffirm the goals of clinical experience observations in the context of teacher preparation using active discussion and interaction. 2. Identify weaknesses of current methods of clinical observations as identified by participants. 3. Demonstrate using video examples and real-time data collection, the rich data collected, followed by the extensive analysis possible that serves as the foundation for feedback when using the web-based app. 4. Initiate the training sequence of use of the web-based app and examine completed observations to show how lesson flow, teacher-student interactions, student engagement, wait-time specific to question-types, and misbehaviors/teacher intervention, plus qualitative commentary can provide a rich and robust amount of feedback to the teacher. 5. Provide participants with access to the app so they can continue to refine their skills and test it out after completing the workshop, and provide continued support to the participants post-conference.
How are we available and how do we provide support post-workshop? See above.