1. Teacher Observation Training
August 30, facilitated by Dr. Ellen O’Donnell, Cheryl Covell, and Dr. Heather Sheridan-Thomas TST BOCES Network Team
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

2. DAY 1 AGENDA Introductions Overview, Objectives, and Context
Highly Effective Teaching
Priorities of the Frameworks
Teacher Evaluation
Observation Skills – Evidence vs. Inference/Opinion
Observation Practice
Asking Clarifying Questions
Wrap Up & Evaluation
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

3. Workshop Objectives Day 1
Understand how teacher performance evaluation fits into the big picture of Race to the Top initiatives to enhance learning for all students
Develop an awareness of how a common understanding of highly effective teaching is required to drive a rubric- based teacher evaluation system
Understand how a common language can create and support professionalism and a culture for learning
Understand the relationship between the NYSED Teaching Standards and the NYSUT and Framework for Teaching rubrics by which the teaching standards are assessed
Develop a beginning awareness of the shifts in teacher performance delineated by rubric levels
Understand the common priorities underlying the rubrics
Review the elements and qualities of an effective teacher evaluation system
Begin to hone observation skills to focus on
Evidence Collection
Alignment of evidence with Standards & Domains
Asking clarifying questions to promote professional reflection & growth
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

4. RTTT – Improving Instruction for All Students
Standards and Assessments
Common Core Learning Standards
Revised assessments in
Data Systems
NYS Data Portal Development
Data-driven Instruction/ Inquiry Teams
Great Teachers and Leaders
Teacher Performance Evaluation
Principal Performance Evaluation
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5. NYS Teacher Evaluation Road Map
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6. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
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7. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
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8. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
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9. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD
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10. How will Teachers and Principals be evaluated?
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11. Other 60 points?
The regulations require that at least 40 out of the 60 points is to be based on multiple classroom observations—meaning 2 or more—by a principal or other trained administrator. Classroom observations may be performed in person or by video. In addition, teachers may be observed by trained independent evaluators or in-school peers.
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12. Other 60 points?
The remaining points of the 60 points can be based on a combination of any of the following criteria:
structured review of student work;
teacher artifacts using portfolio or evidence binder processes;
feedback from students, parents, and/or other teachers using structured survey tools;
teacher self-reflection and progress on professional growth goals (maximum of 5 points).
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13. Focus on Shared Understandings of the Rubrics and Sharpening Evaluation Skills
Today’s focus is on understanding the common underpinnings of two rubrics that will be used regionally, and their connection to the NYS Teaching Standards, as well as unpacking the rubric criteria and beginning to practice the collection of observational evidence related to those criteria.
We will maintain a “Parking Lot” for questions related to APPR regulations.
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Developed by TLS, Inc. FFT Rubrics ASCD

14. Highly Effective Instruction
Imagine you are in the classroom of a highly effective teacher:
What would you see?
What would you hear?
What would the students be doing or saying?
Individually, write one idea per post-it note.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

15. Highly Effective Instruction
At your table, group your sticky notes into bigger categories that define high quality teaching and learning.
Go with your table group to one of the Teaching Standards charts on the wall. Group your sticky notes by Standard. Talk about the degree to which this did or did not require re-grouping.
Developed by Teaching Learning Solutions, Inc FFT Rubrics-ASCD
Developed by TLS, Inc. FFT Rubrics ASCD

16. Teaching Standards: NYSUT Rubric
Standard 1: Knowledge of Students & Student Learning
Standard 2: Knowledge of Content and Instructional Planning
Standard 3: Instructional Practice
Standard 4: The Learning Environment
Standard 5: Assessment for Student Learning
Standard 6: Professional Responsibilities
Standard 7: Professional Growth
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Developed by TLS, Inc. FFT Rubrics ASCD

17. NYSUT Rubric Vocabulary
Knowledge of Students & Student Learning
Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels.
A) Describes developmental characteristics of students
Standards
Summary statements
Elements
Indicators
With rubrics
NOTES
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18. Teaching Framework Domain 3: Instruction
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 4: Professional Responsibilities
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19. Framework Vocabulary Domains Components Elements
Standard 1: Planning and Preparation
Component 1a. Demonstrating knowledge of content and pedagogy
A) Knowledge of content and structure of the discipline
B) Knowledge of prerequisite relationships
C) Knowledge of content-related pedagogy
Domains
Components
Elements
With rubrics
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20. NYSED Teaching Standards
Crosswalk between the NYSED Teaching Standards and the ASCD Framework for Teaching Rubrics
NYSED Teaching Standards
FFT Rubrics
Standard 1:Knowledge of Students and Student Learning
Elements
Domain I: Planning and Preparation
Component 1B: Knowledge of Students
Standard 2: Knowledge of Content and Instructional Planning
Elements
Domain 1: Planning and Preparation
Components: 1A, 1C – 1F
Standard 3: Instructional Practice
Elements
Domain 3: Instruction
Components: 3A-3E
Standard 4: Learning Environment
Elements
Domain 2: Classroom Environment
Components 2A-2E
Standard 5: Assessment for Student Learning
Elements
Domains 1, 3, 4,
Components 1F, 3D
Standard 6: Professional Responsibilities and Collaboration
Elements
Domain 4: Professional Responsibilities
Components 4B, 4C, 4F
Standard 7: Professional Growth
Elements
Domain 4: Professional Growth
Components 4A, 4D, 4E
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21. Common Themes of Both Rubrics
Equity
Cultural competence
High expectations
Developmental appropriateness
A focus on individuals, including those with special needs
Appropriate use of technology
Student assumption of responsibility
NOTES
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22. Exploring the Priorities of the Rubrics Observing with a Focus on the Priorities
NOTES
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23. Priorities of the Rubrics
Cognitive Engagement
Constructivist Learning
21st Century Skills
The LEARNING is done by the LEARNER!
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

24. Priorities of the Rubrics
Cognitive Engagement
“Effective” = students must be cognitively engaged
“Highly Effective” = cognition, meta-cognition, and student ownership of their learning
Constructivist Learning
Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.
21st Century Skills
Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

25. Building Understanding of the Priorities – Text jigsaw
At your table, each person should choose one of the 4 articles, being sure that all 4 are covered.
1. Conley, D. (2011). “Building on the Common Core.” Educational Leadership. Alexandria, VA: ASCD. (pages 16-20)
2. An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder, CO: Westview Press (Pages 30-31)
2.“TST BOCES 21st Century Learning Focus Areas (Draft)” (2011). TST BOCES 21st Century Learning Task Force ( Task Force of the IPC)
3. Excerpts from: Donald G. Hackmann “Constructivism and Block Scheduling. Making the Connection.” Phi Delta Kappan: , May ; and “Constructivist Processes and Education” From William F. Brewer, on-line at Education Encyclopedia, Learning Theory: Constructivist Approaches.
NOTES
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26. Building Understanding of the Priorities – Text jigsaw
After everyone has read their article, discuss how these articles enhance your understandings of cognitive engagement, constructivist learning, and 21st century skills, as well as the connections to current initiatives.
Be prepared to share ONE idea per table about how your understanding of one of the priorities was enhanced.
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27. Instruction- Activity
Read the Rubric Component that has been assigned to your group.
As a group, discuss the following, taking notes on the provided chart paper:
Summarize the concepts within your rubric and how it supports cognitive engagement and constructivist learning.
List in two columns what students would be doing that demonstrates evidence of cognitive engagement and constructivist learning and how teachers would be supporting them.
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28. Instruction- Gallery Walk
Walk around and look at your colleagues’ charts of each instructional component.
During your walk, add sticky note comments to at least TWO of the charts. You might comment on:
the kinds of activities students are engaged in – how prevalent are they? Do they seem like they would prepare students to be “college & career ready”?
the type of activities teachers are engaged in – how often do you observe these activities?
Any other thoughts you have.
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Developed by TLS, Inc. FFT Rubrics ASCD

29. Engagement in Action Video observation:
Observe what students are doing that shows evidence of cognitive engagement, constructing meaning, and/or engaging in 21st century skills.
Collect evidence from the video; be prepared to share your evidence.
NOTES
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30. Video Debrief & Reflection
Share with a partner:
What evidence did you see in the video of cognitive engagement, constructivist learning, or 21st century skills?
Write for about 5 minutes on the following topic: In what ways are the priorities we discussed this morning a “shift”? Do what degree will they be a shift for the teachers in your building? What are your beginning thoughts on how to share information about these shifts with teachers?
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31. Levels of Performance
Unsatisfactory / Ineffective – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention
Basic / Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance
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32. Levels of Performance
Proficient / Effective- Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.
Distinguished / Highly Effective– Classroom functions as a community of learners with student assumption of responsibility for learning.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

33. Levels of Performance and Student Achievement – Research
Research Findings from Cincinnati
(National Bureau of Economic Research, 2010)
Teachers have substantial effect on student achievement
Correlation between FFT based evaluation and student achievement
Evaluation using the FFT found:
Unsatisfactory and Basic: students had lower gains than expected
Proficient: students made expected gains
Distinguished: students made positive, and greater than expected gains
id=
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

34. Reviewing the Levels of Performance
Read the descriptors for Component 3c or Standard 3e of your chosen rubric
Highlight the verbs / phrases that distinguish the differences among the levels of performance
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35. Observing and Evaluating Practice
NOTES 35
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36. Teacher Evaluation - Purposes
Why do we evaluate teachers? Brainstorm briefly at your table.
NOTES
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37. Teacher Evaluation - Purposes
Quality Assurance
Professional Learning – Improving teacher quality
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

38. Teacher Evaluation
Discuss at your table and be prepared to share one idea per table:
Why hasn’t teacher evaluation traditionally resulted in professional growth?
What conditions support professional growth and how can teacher evaluation be accomplished in a way to meet those conditions?
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

39. Three “Gates” for Effective Teacher Evaluation
Fairness
Reliability
Validity
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

40. Best Practices in Evaluation
Basis for evaluation
Quality of work – rubric criteria
Student progress
State Assessment
Benchmark assessments
Common assessments
Teacher-made assessments
Plan for gathering data
Processes and procedures for gathering information about quality of work
Procedures for gathering information about student progress
End result
Student learning
Teacher rating
Direction for professional growth
Determination of employment
Compensation
Career ladder
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Developed by TLS, Inc. FFT Rubrics ASCD

41. Best Practices in Observing
Basis for observation– Knowledge of the criteria
Observers must understand the Criteria
Observers must have a focus on constructing meaning through cognitive engagement
Observers must be able to identify appropriate data (evidence) to paint an accurate picture of educators’ work
Plan for gathering data – Fidelity to process and procedures
Observer must understand the process including it’s intent or purpose.
Observer must follow process with fidelity, engaging the educator in discussion along the way
Observer must maintain consistency and fairness from educator to educator
End result –
Quality of the product
Observer must align evidence to appropriate component
Observer must level evidence accurately
Observer must have sufficient evidence to support rating
Observer must have skill in engaging educator in conversation around level and direction for future
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

42. EVIDENCE VS. OPINION
Directions: Read each statement. Decide – is it evidence or opinion? Discuss your answer with an elbow partner. If you agree that the statement is an opinion, reword the statement so that it is an evidence statement. Be prepared to discuss some of the statements, or statements about which you have questions.
The teacher says today’s activities are an extension of the math unit.
The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior.
The new table arrangement encourages concentration and controlled interaction with neighbor.
“I assure you that today’s lesson will be quite interesting.”
The teacher clearly has planned and organized for maximum effect.
The last activity, discussion of the key scene, was rushed.
The teacher said that the Civil war was a tragedy for U.S. civilization.
As the activity progressed, students started calling out, “What should we do next?”
Some students have difficulty paying attention.
10. Students worked with a classmate in choosing key scenes and discussing the reasons for their choice.
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43. Evidence or Inference/Opinion
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44. Evidence Evidence is a factual reporting of events.
It may include teacher and student actions and/or 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.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

45. Types of Observation Evidence
Verbatim scripting of teacher or student comments:
“Bring your white boards, markers and erasers to the carpet and sit on your
square.”
Non-evaluative statements of observed teacher or student behavior:
Teacher presented the content from the front of room.
Numeric 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
An observed aspect of the environment:
Desks were arranged in groups of four with room to walk between each group.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

46. Evidence vs. Inference/Opinion…
Read evidence statement you wrote as you watched the earlier video. Decide – is it evidence or inference/opinion?
Discuss your answer with your elbow partner.
If you agree that the statement is an inference or opinion, reword the statement so that it is an evidence statement.
Be prepared to discuss statements about which you have questions.
NOTES
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47. What is Evidence? - Review
Actions, by teacher or students
Statements or questions, by teacher or students
Observable features of the classroom
Review the evidence collected previously – is it evidence? Or opinion?
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

48. Bias
Definition:
Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking.
A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness.
Example: “Mrs. T does so much for the school, she is an excellent teacher. “
The actual classroom evidence may not support the rating of the teacher as “excellent.”
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

49. Individual Professional Bias
Reflection:
Make your own personal list of biases to be aware of when you assess teaching performance.
Determine if the bias leads you to assign a higher or lower rating when evaluating teacher performance, and write a + or – next to each statement.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

50. The Evidence Cycle COLLECT DATA (Evidence) Interpret: Clarify
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Interpret:
Clarify
Conclusions
NO!
NOTES
Impact on learning…
Support needed…
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Developed by TLS, Inc. FFT Rubrics ASCD

51. 1st Observation Practice INSTRUCTION
Priorities of the rubrics
Cognitive Engagement
Constructivist Learning
21st Century Skills
Review:
What type of evidence must you collect to assess the priorities of the rubrics?
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

52. Observing Practice Observe the video
Collect evidence of Domain 3: Instruction/ Standard 3: Instructional Practice
Be prepared to share your evidence
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53. Checking Evidence
Use the self-check questions to review your evidence collection
Have I recorded only facts?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I quantified words such as few, some, and most?
Have I used quotation marks when quoting a teacher or student?
Does my selection or documentation of evidence indicate any personal or professional preferences? 
Have I included any opinion (in the guise of fact)?
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

54. Observing Practice: Sorting Evidence
With a partner, sort your evidence so that it aligns with the appropriate criteria in your rubric for instruction
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Developed by TLS, Inc. FFT Rubrics ASCD

55. Observing Practice: Clarifying Questions
With your partner, develop questions you have about the lesson you observed that must be answered before you rate the teacher’s performance?
We will come back to your questions after the next segment of Table Talk. Be prepared to share one or two of your questions at that time.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

56. The Complexity of Teaching
“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
Lee Shulman, The Wisdom of Practice
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

57. A Culture of Professional Inquiry
Professional learning never ends.
It is every teacher’s responsibility to engage in professional development.
Teaching is so complex that it is never done perfectly.
Every educator can always become more skilled. Making a commitment to do so is part of the essential work of teaching.
Charlotte Danielson
The Handbook for Enhancing Professional Practice
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

58. A Culture of Professional Inquiry Should:
Infuse a school’s practices related to professional development;
Be reflected in the school’s practices surrounding mentoring and teacher evaluation; and
Regard mentoring and evaluation as ongoing learning.
Charlotte Danielson
The Handbook for Enhancing Professional Practice
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

59. Teacher Evaluation…
“Teacher evaluation can be an opportunity for genuine professional learning. When organized around clearly established and accepted standards of practice, teacher evaluation offers an opportunity for educators to reflect seriously on their practice, and promote learning.”
Charlotte Danielson
The Handbook for Enhancing Professional Practice
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

60. Table Talk
Discuss the content of the previous 4 slides with your colleagues.
What cultural and structural conditions must be in place to create and sustain a climate of professional inquiry?
In what ways does the type of questions observers ask of teachers promote – or inhibit – such a climate?
Be prepared to share your discussion.
NOTES
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Developed by TLS, Inc. FFT Rubrics ASCD

61. Question Review
Return to the questions you and your partner created after observing the lesson
Reframe your questions to ensure that they are designed to promote a climate of professional inquiry
Consider the following:
How does the question make you feel?
How might the teacher respond to the question?
Revise your questions as necessary.
NOTES
Developed by Teaching Learning Solutions, Inc FFT Rubrics-ASCD
Developed by TLS, Inc. FFT Rubrics ASCD

62. Workshop Objectives Day 1
Understand how teacher performance evaluation fits into the big picture of Race to the Top initiatives to enhance learning for all students
Develop an awareness of how a common understanding of highly effective teaching is required to drive a rubric- based teacher evaluation system
Understand how a common language can create and support professionalism and a culture for learning
Understand the relationship between the NYSED Teaching Standards and the NYSUT and Framework for Teaching rubrics by which the teaching standards are assessed
Develop a beginning awareness of the shifts in teacher performance delineated by rubric levels
Understand the common priorities underlying the rubrics
Review the elements and qualities of an effective teacher evaluation system
Begin to hone observation skills to focus on
Evidence Collection
Alignment of evidence with Standards & Domains
Asking clarifying questions to promote professional reflection & growth
NOTES
Developed by Teaching Learning Solutions, Inc FFT Rubrics-ASCD
Developed by TLS, Inc. FFT Rubrics ASCD

63. Thank you for your participation!
Debrief and Closure
Next steps –
Future sessions at BOCES
In your districts?
Got It/Want It/Questions
Please remember to complete the workshop evaluation
Thank you for your participation!
NOTES
Developed by Teaching Learning Solutions, Inc FFT Rubrics-ASCD
Developed by TLS, Inc. FFT Rubrics ASCD