1. Suggestions for Conducting Observations for Evaluation with the PACES

2. Changing the Assessment Focus from Teaching to Teaching and Learning TADS Focus on Teaching PACES Focus on Teaching and Learning What the Teacher Knows and Does What Learners Know and Do Use of Methods Engagement in Learning Tasks Teacher-Directed Lessons Learner-Directed Discussions Teacher-Controlled Questions/Answers Learner-Initiated Questions/Answers Teacher Helping/Assisting Learners Learners Helping/Assisting Learners Teacher Showing/Telling Learners Showing/Telling Moving Toward

3. Changing the Assessment Focus from Teaching to Teaching and Learning continued Teacher Structuring Knowledge/Content Learners Structuring Knowledge/Content Teacher Assessing Learning Learners Participating in Assessing Their Own Learning Teacher Managing Classroom Routines Learners Sharing in Managing Classroom Routines Teacher Planning LessonsLearner Centered Lessons Teacher Structuring Activities Learners Participating in Structuring Activities Moving Toward TADS Focus on Teaching PACES Focus on Teaching and Learning

4. Observing Teaching and Learning with PACES Domains II through VI 4 Conducting a PACES Observation for Evaluation 4 Completing PACES Observation Form for Annual Evaluation 4 PACES Post Observation Meeting

5. Conducting a PACES Observation for Evaluation Observations should meet either minimum time requirement (at least 20 minutes) or last for the full period or lesson. F or classes extending beyond the standard elementary/secondary scheduled class/subject (e.g., 2 hour block schedule, 3 hour auto mechanics, etc.), the administrator must have observed a lesson from the beginning of the class and remain for a minimum of one hour.

6. Conducting a PACES Observation for Evaluation continued The observer should: 4 sit in a location where the teacher and learners can be seen 4 develop a style of note taking that is comfortable and represents a balance between observing and recording 4 periodically scan classroom to determine levels of learners’ engagement in learning (see the PACES Teaching and Learning Professional Growth Manual, Indicator II.C.1)

7. Conducting a PACES Observation for Evaluation continued After observing in the classroom, the assessor should find a quiet place for careful reflection on the observation notes and use the notes to fill in observation data from memory to make the information more complete.

8. Completing a PACES Observation Form for Annual Evaluation When making each decision using PACES, the evaluator should follow the structure of the PACES Teaching and Learning Professional Growth Manual moving from the general ideas of a Domain through the more specific ideas of each Teaching and Learning Component to a particular subsumed Indicator.

9. Completing a PACES Observation Form for Annual Evaluation continued Each decision should be made taking the following into account: 4 the unique context of the observation and the teaching and learning situation 4 the purpose of the teaching and learning activities observed 4 a preponderance of selected observation data supporting the decision 4 the specific language and key words reflected in the indicator in the PACES Teaching and Learning Professional Growth Manual (i.e., none, all, both, and, etc.)

10. Completing a PACES Observation Form for Annual Evaluation continued When making a decision about a Component, it is helpful to ask questions that point to specific information from the observation. For example, in addressing Component II.D - Managing Engagement in Learning- the evaluator might first ask: “Was there any off-task behavior?” “What did the teacher (and/or learners) do in response to this behavior?” “Was the off-task behavior attended to efficiently and effectively?”

11. Completing a PACES Observation Form for Annual Evaluation continued If any uncertainty exists as to how one Component is differentiated from another (e.g., I.B - Teaching Methods and Learning Tasks vs.. IV.B - Teaching Methods and Learning Tasks), the assessor should revisit the language of these indicators, in the PACES Teaching and Learning Professional Growth Manual, before making a final decision.

12. Completing a PACES Assessment continued As observation notes are reviewed and Observation Form for Annual Evaluation decisions made, identify particular information that should be given priority in subsequent discussions with the teacher.

13. PACES Post-Observation Meeting The purpose of the PACES Post-Observation Meeting is twofold: 4 The teacher will receive feedback from the school- site administrator about the results of the PACES Observation Form for Annual Evaluation. 4 The school-site administrator and the teacher will use the results of the total PACES assessment to guide professional growth.

14. PACES Post-Observation Meeting continued The following general procedures should be followed in completing the PACES Post-Observation Meeting: 4 The meeting should be held at a mutually agreeable time and date and in a comfortable and quiet location. 4 Sufficient time should be allotted to allow for a thorough discussion of the assessment results 4 The school-site administrator should discuss the results of the PACES Observation Form for Annual Evaluation with the teacher before completing the remainder of the PACES discussions for professional growth.

15. Suggestions for Conducting Observations for Evaluation with PACES End of Presentation