Google Apps and Teacher Observations: Using Google Apps to Raise the Bar on Teacher Evaluations

Let me begin by saying that what I am about to write is nothing earth-shattering. I also want to acknowledge that many people are likely doing something very similar, perhaps even more efficiently, then what I've been working with and honestly, I'd love to hear from as many people as possible in order to tweak, iterate and come up with the most effective way possible to harness the power of Google Apps throughout the teacher evaluation process. (This idea was first suggested to me by my former Department Chair at Leyden High School, Chuck Skrabacz and furthered in my discussions with Dr. Hank Thiele, Asst. Super. for Teaching and Learning at Maine Township High School District 207)

We are in our first year of using TalentEd, an online software that streamlines the entire evaluation process for both teachers and evaluators. Schools have a lot of opportunities to customize this program to fit their evaluation model and because we, like many, are using a Danielson model, we have tailored TalentEd to correspond with the domains and our evaluation needs. However, the best thing about Google Apps is that they can be used in a variety of ways, so know that these are simple suggestions that can be tailored.

As I gear up for teacher observations, here are the basic steps followed using Google Apps:

Step 1: Pre-conference
Prior to the pre-observation conference, teachers are asked to complete a Pre-Observation Form, which mirrors Domain I and discusses planning and preparation. Looking for a way to organize my notes during this conference, I came up with a Pre-Conference Meeting Form via Google Docs that follows the flow of Domain I. This is what I use to take notes during the pre-meeting.

Step 2: Lesson Observation
During the actual observation, I have found that scripting is an effective and powerful strategy leading to honest and thoughtful follow up discussions. However, scripting long hand, even with a computer, proved to be tedious. Additionally, trying to record timing, transitions, quotes and observations often led to missed notes. After playing around for a bit, I came up with this simple form:

Sample lesson scripting tool via Google Forms

For each observation, I simply copy the form, rename it and am ready to go. My first entry is always "Lesson begins" and I hit enter, which records the start time and then I am off. Throughout the lesson, I am scripting quotes, observations, evidence and discussion points, quickly hitting enter to submit, then a quick tab, enter and I am back to the scripting form to continue working. In no time, you have an extensive, time stamped spreadsheet that is a play by play of the lesson. Here's what it looks like:

Sample lesson script via Google Forms

Step 3: Coding the Lesson
Once the lesson is complete and I am ready to begin the post-evaluation write-up, I start with the observation script spreadsheet. One by one, I go through each entry and code it with a primary, and often times a secondary, Domain. Here's an example:

Sample lesson script via Google Forms with Domain coding

Step 4: Filtering

Typically, I go back and forth between Step 3 and Step 4, since I like the idea of using the time stamp to discuss timing and transitions. Once you filter for the Domains, you lose the chronological order but gain an incredibly organized spreadsheet that can be used to complete Post Observation forms that line up with Domains II & III. After coding the spreadsheet, as the example above shows, the last step is to filter the evidence. By simply clicking on the arrow at the top of column C, you can select "Sort A-Z" and just like that, you have a time-stamped, domain coded, organized form of evidence from your observation that can be used to effectively complete post-observation documents and for incredibly rich conversations. 

Sample lesson script via Google Forms, filtered by Domain

As I mentioned, I know this is nothing earth-shattering however I have found it to be a great way to organize evaluations and ultimately, lead to what the true goal of teacher evaluations should be: deep and reflective conversations about teaching and learning. The depth of discussion that this technique affords, particularly with a time-stamped, chronological record of the lesson that can be organized in countless ways, is irreplaceable and I would challenge anyone who evaluates to give this a chance. Try it once. It might not be for you. For me, though, I will continue to tweak this method to provide the best feedback I can.