CHAPTER 2 - PROTOCOL 3

Observation to Calibration

TIME60-90 minutes

OWNERPrincipal or instructional lead

ARTIFACTCalibrated evidence notes + interpretation rules

SUCCESS CRITERIA

Observers collect evidence using shared low-inference language.
The team compares interpretations without forcing artificial agreement.
Disagreement results in a clearer evidence definition or decision rule.
The team protects teacher trust and communicates the learning purpose.

IMPLEMENTATION STEPS

Prepare the observation

Select the Look For, review its evidence definition, and establish the purpose and boundaries.

Collect low-inference evidence

Record what teachers and students say, do, or produce without ratings or conclusions.

Compare and calibrate

Study where observers selected different evidence or reached different interpretations.

Refine the shared rule

Revise descriptors, examples, or observer guidance and identify the next calibration opportunity.

WORKING ORGANIZER

Run the protocol.

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01Prepare the observationSelect the Look For, review its evidence definition, and establish the purpose and boundaries.What exactly are we collecting, and how will this evidence be used?02Collect low-inference evidenceRecord what teachers and students say, do, or produce without ratings or conclusions.What did you directly see or hear?03Compare and calibrateStudy where observers selected different evidence or reached different interpretations.Where did our interpretations diverge, and why?04Refine the shared ruleRevise descriptors, examples, or observer guidance and identify the next calibration opportunity.What clarity must we carry into the next observation cycle?

Evidence to bring backReturn date

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REFLECTION PROMPTS

Which words in the Look For invite subjective judgment?
What evidence did some observers notice and others miss?
How will we communicate what we learned to staff?

EQUITY GUARDRAILS

Calibration should improve observer reliability, not rank classrooms.
Avoid deficit language tied to student identity, language, or behavior style.
Be explicit when evidence is developmental rather than evaluative.