1. © TNTP 2013 ACE Observer Training Trombly For observers new to TNTP and the ACE Instructional Framework

2. / 2 Objectives By the end of this session, you will: Accurately match observation evidence to performance areas Practice rating in all ACE Framework performance areas Evaluate your own alignment to the master ratings and flag areas for self- development 1 2 3

3. / 3 Submit Poll Rating For…. Student Engagement Essential Content Academic Ownership Demonstration of Learning

4. / 4 Student Engagement Proficient - 4  Students execute routines and procedures with minimal prompting from the teacher.  There are lots of call and response routines that help students to maintain the procedures when the teacher prompts them and/or when something happens to prompt their response.  Students are actively participating throughout the lesson by raising hands and engaging in the activities.  Teacher has to redirect students at 1-2 instances but is appropriate given the grade level; however, at the beginning of the lesson several students are focused on the camera rather than the lesson for 5-10 seconds and she doesn’t correct them.

5. / 5 Submit Poll Rating For…. Student Engagement Essential Content Academic Ownership Demonstration of Learning

6. / 6 Essential Content Proficient - 4  Measurement falls within the supporting work of Kindergarten math, so this lesson is directly aligned with a CCSS.  The lesson activities are aligned to one another and build student understanding of the objective.  The materials used and questions posed are at the appropriate level of rigor for kindergarten, and the teacher emphasizes using the appropriate mathematical and academic language.

7. / 7 Submit Poll Rating For…. Student Engagement Essential Content Academic Ownership Demonstration of Learning

8. / 8 Academic Ownership Developing - 3  When going through the steps for the first problem, the teacher asks students to identify what the first step was that she shared, then models how to do it.  When measuring different body parts, the teacher asks students to come up with a strategy for how they could measure the student’s hand.  Teacher prompts students to respond to one another – What do you think about that idea? Or, when one student responds, she calls on another student to expand on it.  Teacher has a student come to the front to model how they might solve the problem while everyone observes and then has students support the volunteer student in the process.  Student responds with an incorrect response, and the teacher says, “I disagree” and then asks the rest of the class.  Overall students are owning the thinking and exploration in this lesson, but given the large-group format, not all students are participating consistently or in the same way/with the same level of rigor.

9. / 9 Submit Poll Rating For…. Student Engagement Essential Content Academic Ownership Demonstration of Learning

10. / 10 Demonstration of Learning ME - 2  The teacher uses questioning throughout the lesson and in some cases has students agree/disagree, but there is not necessarily a clear way of determining which students are on track to mastering the lesson content.  There is a low participation ratio in the lesson – much of the work is done by 1-2 students at a time, and while other students are brought into it with questions, it is unclear what percentage of the classroom is actually mastering the content.  Student responses are inconsistent in the first part of the lesson, but given the structure of the lesson, students are being encouraged to come up with their own strategies and responses; there’s not a lot of evidence of what happens once students have been taught the process and get to practice on their own.

11. / 11 Master Ratings Student Engagement Essential Content Academic Ownership Demonstration of Learning 4 4 3 2