Diagnostic Classroom Observation

Nicole Saginor is a former superintendent in Vermont, leading a school district through the School Improvement Grant process as directed by NCLB. She is the principal developer of the Vermont Classroom Observation Tool (VCOT), which was used by Mathematica Policy Research, Inc. in two national studies funded by the US Department of Education to measure teacher performance. In her book, Diagnostic Classroom Observation, she develops the VCOT further and gives vivid images of how good teaching actually looks in real classroom settings. With examples of how to create valid assessments, recognize equity in the classroom, and speak to teachers in a post-conference, she assists school leaders in getting real results from their supervisory practice. Her work has attracted both national and international attention. She currently consults and is currently working with the Ministry of Education in Kosovo to develop their new teacher performance assessment system.?? Saginor has spent her 42-year career in education as a teacher, curriculum coordinator, principal, superintendent author and researcher. She was the associate executive director at Vermont Institutes, a nonprofit professional development organization where, for eight years, she directed a number of statewide initiatives to strengthen leadership in the state, providing training and professional development to school leaders, along with opportunities for networking and support. She brought national leaders such as Rick Dufour, Willard Daggett, Jonathan Kozol, Andy Hargreaves, Charlotte Danielson, and Meg Wheatley to interactive leadership forums in Vermont to create a culture of collaborative leadership. ??She has trained researchers for several national research studies in classroom observation for the collection of data on professional practice and the impact of specific programs of teacher preparation, induction, and pedagogical practices. She received her doctorate in educational leadership and policy studies at the University of Vermont and holds a master's degree in French literature from Boston University. She offers One-day speaking engagements, two to five day workshops and onsite coaching for administrators and teachers. www.nicolesaginor.com * Speaking Topics: * Implementing the Common Core through supervision and evaluation of instruction * Leading School Improvement * Evaluating Instruction in Literacy * Evaluating Instruction in Math and Science?Evaluating Instruction in Technology * Formative Assessment * New Practices to Enhance Teacher Evaluation * Equity and Classroom Culture

Preface The Structure of the Observation Tool Acknowledgments About the Author 1. Defining the "Technology of Good Instruction" Assumptions Underlying DCO Intended Uses Final Thoughts Before Proceeding 2. Ending the "Process Versus Content" Argument The Math/Science Version of Diagnostic Classroom Observation The Implementation Criteria The Content Criteria The Classroom Culture Criteria: Using the Math/Science Version Discussion Questions Concluding Thoughts 3. Learning to Read and Reading to Learn Section 1: Learning to Read Section 2: Reading to Learn Reading and Writing in the Content Areas Section 3: Using the Literacy and Composite Versions Discussion Questions Concluding Thoughts 4. Classroom Culture: Treating Everyone as You Would Be Treated The Classroom Culture Criteria Applying the Classroom Culture Criteria Concluding Thoughts on Equity of Access 5. Assessing Assessment The Bullets: Characteristics of Good Assessment Choosing the Right Assessment for What You Want to Know Creating Valid Constructed Response Items Learning to Assess Assessment Concluding Thoughts 6. Putting It All Together Examples: Why "Pretty Good" Is Not Good Enough Putting It Together for Yourselves Discussion Questions Concluding Thoughts 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School Section 1: Learning to Use DCO Section 2: Adding DCO to Your Supervisory Practice Tools for the Principal Introducing DCO to Your Teachers Concluding Thoughts Appendix A. Questions for the Preconference: Math/Science Version Appendix B. Questions for the Preconference: Literacy Version Appendix C. The Math/Science Version Appendix D. The Literacy Version Appendix E. The "Cross-Walks" Appendix F. The Score Sheets Appendix G. The "Cheat Sheets" Reference Index

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice." -- Raymond J. McNulty, Senior Vice President "Will help supervisors to understand the 'why' of classroom observation, emphasizing how observation should enable us to maximize teacher strengths and ameliorate weaknesses. Provides a needed link between classroom observation and professional development, especially in the establishment and maintenance of professional learning communities." -- John C. Hughes, Principal "A powerful and needed book. This material is cutting edge stuff for principals who don't know how to work with teachers to improve their teaching." -- Kermit Buckner, Professor "Excellent, well sourced, and on target to identify quality instruction. A good field book for any administrator." -- Robert Brower, Superintendent "An excellent reference tool for any school that wants teachers to become critical observers of their own classrooms." -- Nicolette Dennis, Principal "Educates administrators about how to become instructional leaders outside the classroom and not just cheerleaders for educators. The content is relevant and pertinent in today's educational climate and something all principals should consider." -- R. Jon Frey, Director of Speech and Debate Activities "At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning." -- Page Keeley, Senior Program Director