Manuals

1. Pre-conference with the teacher, and share the toolsheet document that describes
each tool. Discuss the lesson plans and identify what data might be useful to the
teacher. If there is a particular area that the principal is interested in, identify the
tool to be used and the best time to use it.
2. Discuss how the data will be used (feedback to the teacher, for the teacher to use
with a student/parent, or part of the evaluation record, etc).
3. Identify if the observation will be scheduled or drop-in.
4. At the observation, suspend judgment until the data has been gathered. Focus
carefully on the data collection. Add comments/notes during or after the data
gathering. Leave the observation with a positive comment to the teacher as the
opportunity arises.
5. Post-conference and share the data. Ask the following:
A. Does this data match what you expected? Talk about how/how not.
B. Do you think, based on the data, a change is indicated? If yes, what would
you change? How can I support you?
C. When would you like me to return to observe the change and gather
follow-up data (if a change is indicated)?;
OR What data would you like gathered in the next observation (if no
change is indicated)?
Provide a copy of the data and notes from the observation and post conference to
the teacher as soon as possible. Confirm the date/time of the next pre-conference and observation. How to Observe with eCOVE: The Recommended Method

How to Observe with eCOVE: The Seven-Minute Sit-Down

Download How-To document (35kb/PDF)

This is a more valid, data based observation than the "Three-Minute Walk-Through", and takes just a bit more time.

1. Let the teachers know that you�ll be doing quick visit observations. No need to
give a specific time. Let them know that it will be a quick, single focus observation

2. Identify ahead of time the data you�ll be gathering, and why. Best is something
that�s a school-wide goal, or something of interest across multiple classrooms.

3. Identify what you�ll do with the data. Most important is to assure the teacher that
they will get a copy of the report, and that their interpretation of the data is very
important to the process. If you�re building local norms for an item, assure the
teachers that their names will not be revealed.

4. When you drop in to do the observation, gather data using just one tool. Be sure
that the tool is one appropriate for short-term data collection, and realize that the
small window of time will not accurately represent the full period or teacher�s day.

5. Leave a positive note or comment with the teacher when you finish. Email the
data to the teacher as soon as possible with these questions
A. Is this data what you expected? Please explain.
B. Do you think a change is indicated? If so, what should the change
be? How can I support you?
C. Is there any particular area, activity, or individual that you�d like
data gathered on in another observation?
6. If gathering data to establish local norms, observe all teachers involved, and
distribute the full data set (without identifiers) to all teachers, discuss in a staff
meeting, etc. Do NOT single out any individual, good or bad. How to Observe with eCOVE: The Seven-Minute Sit-Down