Since its inception, ReVISION Learning has worked with over 52 CT districts, The State Departments of Education in CT & NY, and school districts and communities in NJ & LA. Through our work with over 800 evaluators and through completion of over 7,500 classroom observations, we have developed a key set of guiding principles that support the necessary shift from a system of evaluation based on inspection and assessment to one of continuous cycles of improvement through self-reflection, quality reviews of practice, and aligned professional learning. ReVISION Learning has developed multiple web-based tools to support scalable, ongoing professional learning of supervisors. The ReFLECT system and ReVIEW Talent Feedback Systems, LLC offer supervisors evidence collection tools and interactive support for the development of observation and feedback skills. This year, Patrick and Amy have begun ReVISION Online Learning, designing and offering online modules for teachers and instructional leaders for asynchronous online, facilitated and/or blending training around effective instruction.

Patrick Flynn

Has been a teacher, teacher leader, curriculum director and executive program director in K-12 settings in over ten different states.

Specializes in systems planning, developing coherent implementation models to ensure continuous cycles of improvement for districts and schools.

Has developed multiple professional learning designs to support administrators and teachers in districts across the United States including the highly successful Peer Validation model implemented in New Haven Public Schools in New Haven, CT and with Newark Public Schools in Newark, NJ.

Has consulted on school improvement initiatives internationally in the United Arab Emirates with the Abu Dhabi Education Council.

Currently: Developing learning systems with state departments of education, partners, and delivering professional learning in 6 districts

Amy Tepper

Has a unique career pathway. Previous positions and opportunities have left Amy with a varied and broad combination of instructional skills and understandings about how students and adults learn: former blended, online and traditional classroom teacher, administrator, school developer and director, online learning provider and developer, statewide high school redesign implementer and coach, and K-12 literacy expert

For over four years, has solely focused on 1:1 administrator coaching, group calibrations for observation and feedback practices, instructional strategies, evaluation validation, and classroom observations which has broadened her skill set and understanding tenfold.

Currently: Coaching in 10 districts, CAS Leadership Principal Series

Preface
Acknowledgments
About the Authors
Chapter 1: What does it mean to lead learning?
Finding Time to Lead Learning
Rethinking Evaluation
Leading Change Through Educator Evaluation
Core Assumptions About Current Practice
Feedback as the Common Thread
A Shift From Summary to Analysis
Core Skills for Observation and Feedback
What's Ahead?
Chapter 2: How can you use an instructional framework to improve observation and feedback practices?
Skill Set for Building Understanding of a Framework
Deconstructing Your Framework
Unpacking Expectations
Using a Feedback Frame
Final Thoughts
Chapter 3: How can you collect evidence in the classroom to improve feedback?
Skill Set for Collecting Evidence
Bias in Observation
Identifying Types of Data
Evidence Collection: The Basics
Evidence Collection: Student Engagement and Learning
Using a Balance of Evidence to Feed Forward
Final Thoughts
Chapter 4: How can you determine effectiveness of instruction and a teacher's impact on learners?
Skill Set for Determining Effectiveness
Using Your Evidence to Analyze Effectiveness
Understanding What We Are Analyzing
Analyzing Engagement
Influences on Engagement and Learning
Final Thoughts
Chapter 5: How can you determine a teacher's areas of instructional strength and growth?
Skill Set for Determining Areas of Strength and Growth
What Teachers Need to Know
Using Analysis
Determining Areas of Strength and Growth
Citing Areas of Strength and Growth
Understanding Research-Based Strategies
Using Research-Based Strategies in Feedback
Pulling It All Together
Final Thoughts
Chapter 6: How can your feedback feed forward?
Skill Set for Developing Objective Feedback
Bias in Feedback
Increasing Objectivity
Feedback to Feed Forward
Skill Set for Developing Feedback as a Learning Tool
Defining "Actionable" Next Steps
Developing Action Steps
Prioritizing Next Steps
Developing Reflective Practices
Pulling It All Together
Final Thoughts
Chapter 7: What professional learning builds your capacity to lead learning?
What's Next?
The Current Approach
Essentials of Effective Professional Learning Design
Building a New Approach
Professional Learning Designs in Action
Final Thoughts and Beyond
Strategies List
Tables and Figures List
References
Index