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RTTT Teacher Evaluator Training

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1 RTTT Teacher Evaluator Training
Teacher Observations and Student Learning Objectives: An Integrated Approach RTTT Teacher Evaluator Training Day 7 - March 20, 2012 Based on the Training of Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC)

2 9 Required Elements of 30-2.9 for Lead Evaluator Certification:
NYS Teaching Standards and the ISLLC, 2008 Leadership Standards Evidence-based observation techniques Application and use of the student growth and value-added growth model Application and use of State-approved teacher/principal rubrics Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) Application and use of any State-approved locally developed measures of student achievement you intend to use Use of the Statewide Instructional Reporting System The scoring methodology used by the department and/or your district Specific considerations in evaluating teachers and principals of English language learners *** Other: While not listed as a training component, districts will need to ensure inter-rater reliability for both their teacher and principal evaluation systems. Inter rater reliability – mulitple points

3 Instructional Planning-Delivery-Reflection move the cogs in a 100% system
Teacher Evaluation 60% State Test of Student Achievement 20% Locally Developed Measures of Student Achievement/SLOs

4 March Training Objectives
Understand the connections between teacher evaluation and student learning outcomes Advance our common language around teacher evaluation and student learning outcomes Understand expectations for evidence collection and assessment of skills for teacher evaluation Understand how to interpret evidence against criteria to assess teacher practice Gain direct experience with and learning from crafting an SLO Collaborate with colleagues [Required Elements 1, 2, 3, 4, 5, 6, 9, IRR]

5 TLS Evidence Rubric Element 2

6 Evidence is a Factual Reporting of Events Element 2
It includes teacher and student actions and/or behaviors Teacher presented the content from the front of room. It includes statements made and questions posed by the teacher and the students “Bring your white boards, markers and erasers to the carpet and sit on your square.” It includes artifacts prepared by the teacher, students, or others. Task cards, journals, lesson plans, etc.] It includes quantifiable information about time, student participation, resource use, etc. 9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29 It includes an observed aspect of the environment Desks were arranged in groups of four No one evidence collection strategy is bad, unless its the only one you use teacher student teacher Decide where you want to be Scripter or counter or physical space – what teacher says or what students say – look for artifacts Dragnet rule applies – just the facts mame

7 Trends From Previous Evidence Samples
Submitted evidence samples contained: Summary statements “Teacher utilizes instructional approaches to allow students to demonstrate mastery through various modes so that all student could engage in the task based on their prior knowledge and competencies.” Conclusions/judgments “Students on task throughout the lesson.” “Students work appeared productive.” “Students are engaged with teacher first, in the circle, then in small group, then back in circle.” “Students were treated fairly.” A lack student evidence T: Write about the field trip we went on yesterday T: What does every letter have? T: Writing communicates what we want to tell the reader. What was scaffolding What were they doing – reading – writing – turn and talk – try not to use engage but specific examples Engagement is different than time on task – doing the task but does not cause real thinking Time on task and engagement are not synonyms Listen to student talk and note what students are saying and doing

8 Trends in January Evidence Samples
Vague information Close proximity to students during all activities throughout the lesson. Misalignment to the criteria Vague – why did teacher circulate – so what Imprecision – is it the best home for that evidence – make best fit – the most logical – do not do a reach Why aligned to more than one – making some assumptions – or mis aligned Rubric tells us what is important and these are the things I will look for – aligned to a very specific one

9 Evidence Exemplars From the Field
Review the evidence exemplars As you read the evidence consider the following question: Why is it critical that evidence be objective, aligned, and sufficient enough to represent a teacher’s practice? What questions do you have after examining the evidence exemplars? Eval process – we have announced, unannounced and those that you drill down – either success or area of need

10 Evidence Analysis With an elbow partner examine the evidence collection from a sample Identify the reason why the evidence is problematic E.g., “teacher circulates” is vague because it does not provide a context. Is the teacher monitoring student understanding or student behavior? Does the teacher talk with students? If so, what is the conversation? How can an evaluator determine the level of effectiveness of the teacher’s walking among the students? Be prepared to share your work with the larger group Five big problems with evidence Tend to be summaries – teacher scaffolded ?? Conclusions and or judgments Lack of student evidence Vagueness – lack of specificity Mis alignment

11 Rubric Priorities: Part I Element 4
All rubrics have priorities – the foundational concepts upon which the criteria are built Understanding the priorities of the approved rubric to evaluate teacher practice is essential to the observation process. Why is that? Review the Priorities of NYSED Approved Rubrics document What are the priorities of the rubric chosen by your district?

12 Rubric Priorities: Part II Element 4
What are the priorities of the rubrics chosen for this training [NYSUT and ASCD-Danielson 2007]? Review the rubrics you will be using in this training Where do the priorities surface in the rubric? Consider: Organization of the rubric The elements/indicators of the rubric The language in the levels of performance [Ineffective – Highly Effective] Example: ASCD a-Explanation of content: (HE level): Teacher’s explanation of content is imaginative and connects with students’ knowledge and experience. Students contribute to explaining concepts to their peers. The priorities of cognitive engagement and constructivist teaching and learning is evident in that by explaining concepts to their peers, students have to make meaning out of the content through cognitive processes; the explanation may also demonstrate how the student is constructing his/her knowledge of the concept, etc. Be prepared to share your thoughts with the larger group Address Rubric as seen in activity – make sure to have definitions of cognitive engagement and constructivist and 21st century skills Busy is not cognitive engagement are their minds busy – active Learning is done by learner – constructivist – co constructing with others 21st century skills, collaboration, communication, skills to take to college and work place

13 Making Connections In pairs/small groups Examine the NYSUT rubric
Determine the elements [indicators [NYSUT] where evidence of student learning objectives [SLO] would be logically included Provide a rationale for your selections. Examples NYSUT rubric: 2.4: Establishes goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement; Articulates learning objectives/goals with learning standards Rationale: An SLO would target specific goals and expectations, would align to the NY learning standards and/or the Common Core, and would guide the selection of instructional strategies that would allow all students to achieve the target. Be prepared to share your work PE Healthy choices – 3 2 c and d – Grade 2 Reading Comp 2 B – Uses open ended questioning techniques – questions reflect upper level of blooms - Students formulate questions – Dialogue – conversation among peers and teacher – responses demonstrate reasoning and content knowledge

14 Observation Practice: Pre-Observation Elements 1, 2, 4, 6, 9, IRR
Individually Review the lesson plan for Ms. Rios Align the evidence to the appropriate elements/indicators Check your work with a partner who is using the same rubric Did you align your evidence to the same element/indicator? Discuss your rationale for your alignment Be prepared to share some examples of your aligned evidence collection

15 Observation Practice: Classroom Observation Elements 1, 2, 4, 6, 9, IRR
Individually Watch the video of Ms Rios Collect evidence for the observable elements/indicators of your rubric Align your evidence to the appropriate elements/indicators Check your work with a partner who is using the same rubric Did you capture similar evidence? Did you align your evidence to the same elements/indicators? Discuss your rationale for your alignment. Be prepared to share some examples of your aligned evidence collection

16 Observation Practice: Post Observation Elements 1, 2, 4, 6, 9, IRR
Individually Review the teacher’s reflection and post-observation notes from the video clip Align the evidence to the appropriate elements/indicators Check your work with a partner who is using the same rubric Did you align the evidence to the same elements/indicators? Discuss your rational for your alignment Be prepared to share some examples of your aligned evidence collection

17 Observation Practice: Scoring Elements 1, 2, 4, 6, 9, IRR
Individually Score the teacher’s practice at the element/indicator level for NYSUT Standards III and IV Be sure your judgments are based on your aligned evidence Reference the language of the rubric to determine the level of performance Be prepared to share some examples of your aligned evidence collection Where does most evidence lie or where does weighty evidence lie – preponderous 3 or 4 situations where teacher managed behavior without interrupting lesson Or silly one – student thrown – is that the weighty part that cancels out the other evidence Look at NYSUT IV 3 B establishes routines procedures and transitions what is evidence and what does the evidence lead you to score the teachers practice

18 Teri Calabrese Gray gray_teri@cves. org Bonnie Berry berry_bonnie@cves
Teri Calabrese Gray Bonnie Berry Don’t forget to visit

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