1. Overarching Question Who does the thinking? Therefore, who does the learning and growing?

2. Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.

3. A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space 1.3-B

4. 5 “Rules” for Teacher Evaluation 1.Defensible definition of teaching 2.Differentiation of evaluative processes 3.Evidence-driven process 4.Teacher learning integral 5.Transparency

5. Rule # 2 Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk.

6. Differentiated Evaluation Novice/Untenured Very close observation and assessment Experienced/Tenured Presumption of professionalism At-Risk Not punitive Formal and informal observation of teaching is key + teacher interviews + artifacts Structured process 1/3yr. Other years: informals + teacher interviews+ professional goal- setting Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components 2 – 4 formal times per year; multiple informal observations Professional Goal- Setting: Choose from a list of rigorous, approved activities Clear goals, outcomes, evidence and timelines anchor No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve

7. Overarching Question Who does the thinking? Therefore, who does the learning and growing?

8. 5 “Rules” for Teacher Evaluation 1.Defensible definition of teaching 2.Differentiation of evaluative processes 3.Evidence-driven process 4.Teacher learning integral 5.Transparency

9. Rule # 3 Let evidence, not opinion, anchor the process.

10. Evidence or Opinion? 1.The teacher has a warm relationship with the students. 2.The teacher said that the South should have won the Civil War. 3.The table groups were arranged in 2 x 2 pods. 4.The materials and supplies were organized well. 5.Wait time was insufficient for student thinking. 6.The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7.6 students, questioned randomly, did not know the day’s learning goals.

11. Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. 1.5-A

12. Observation-based Assessment: Process and Evidence 1.Pre-Observation: D1, D4Standard Lesson Plan with components of D1 2. Observation: D1, D2, D3Standard Evidence Collection Doc, shared w/teacher 3. Post-Teaching: D1, D2, D3, D4Teacher Self-Assessment: Rubrics and addition/correction of evidence 4. Collaborative Assessment: D1, D2, D3, D4 Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

13. Practice Watch the pre-observation conference Collect evidence on your Lesson Plan form Write evidence only.

14. Daily Lesson Plans 1c: What will students learn? 1e: How will I teach it to them? 1f: How will I measure which students learned it?

15. Observation-based Assessment: Process and Evidence 1.Pre-Observation: D1, D4Standard Lesson Plan with components of D1 2. Observation: D1, D2, D3Standard Evidence Collection Doc, shared w/teacher 3. Post-Teaching: D1, D2, D3, D4Teacher Self-Assessment: Rubrics and addition/correction of evidence 4. Collaborative Assessment: D1, D2, D3, D4 Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

16. 2.2-A Types of Observation Evidence Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken.

17. Collecting Evidence for D2, D3 Watch the lesson Collect evidence of what you see and hear. If you aren’t sure where to write the evidence, just write it. This is practice; relax

18. Points about Evidence All questions are not about 3b Engagement is about the nature of the work and who does it Formative assessments should assess whether EACH student met the objectives.

19. Observation-based Assessment: Process and Evidence 1.Pre-Observation: D1, D4Standard Lesson Plan with components of D1 2. Observation: D1, D2, D3Standard Evidence Collection Doc, shared w/teacher 3. Post-Teaching: D1, D2, D3, D4Teacher Self-Assessment: Rubrics and addition/correction of evidence 4. Collaborative Assessment: D1, D2, D3, D4 Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

20. Mark Components of Agreement Do NOT mark components with which you are not in agreement DO mark the components of agreement

21. Concluding about the Lesson Where did your group mark the lesson at or above proficient? Where did your group mark below proficient?

22. 5 “Rules” for Teacher Evaluation 1.Defensible definition of teaching 2.Differentiation of evaluative processes 3.Evidence-driven process 4.Teacher learning integral 5.Transparency

23. Observation-based Assessment: Process and Evidence 1.Pre-Observation: D1, D4Standard Lesson Plan with components of D1 2. Observation: D1, D2, D3Standard Evidence Collection Doc, shared w/teacher 3. Post-Teaching: D1, D2, D3, D4Teacher Self-Assessment: Rubrics and addition/correction of evidence 4. Collaborative Assessment: D1, D2, D3, D4 Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads

24. Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensus- building activities Evaluators must practice consensus building activities regularly 4/14/2015

25. Compare your evidence. 4/14/2015

26. Assess the Lesson 4/14/2015

27. Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you 4/14/2015