Equity
Phase 3 

"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  

Beginning/ Developing

• Teacher groups students based on behavior.
• Teacher does not structure academic interactions between students.
• Students self-select partners or small group members most of the time.
• Higher-achieving students are supported only with independent work.

Practicing/ Achieving​

• Teacher considers the unique interests, talents, and academic needs of each student when grouping.
• Student grouping is frequently changed using academic and nonacademic data.
• Opportunities for collaboration are intentionally structured to incorporate different perspectives. ​

Questions to Guide Observation 

• How often do you work in groups in this class?
  
• How often do groups change in this class?
  
• How are groups selected in this class?
  
• How do you use goal setting to determine where and with who you work?

Resources

• In Pursuit of Equality: A Framework for Equity Strategies in Competency-Based Education

Collaborative Grouping, Coaching Tool
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Collaborative Grouping, Coaching Tool
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