Lead Evaluator Training Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! June 18, 2012 Welcome back—remind of protocol for getting attention. Locate bathrooms and exits.

Questions everyone should be able to answer…. What is evidence based observation? How do we know we have quality evidence? What should evidence be free of? Why do evidence based observation? What are the attributes of checking for understanding? What do we look for if we are looking for evidence of checking for understanding? What is checking for understanding? Ask one to each other….just like at UE

Feedback… and questions More breaks You need to take time to reflect This is hard. How do we manage the time?

“Homeplay” Identify the presence or absence of “check for understanding” in your present evaluation tool Practice collecting evidence of “check for understanding” as you watch instruction Check yourself – did your evidence contain bias or opinion? Did you quantify where you could? How did you do? What did you find out?

Let’s debrief… How did you do? What were you able to find out? What did you notice as you were observing instruction? Talk at tables—find someone from another district to talk to.

Today’s Outcomes: Explain the difference between current practice and evidence based observation Identify and define criteria for one area of effective instruction around which evidence collection will be focused Define the differences between the definitions of “student engagement” in the rubrics approved by SED.

Today’s Outcomes: Explain the impact of confusing and/or ambiguous language on the process of teacher evaluation.   Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators.

Rewind… How did we define evidence based observation? (3 things…)

What is Evidence Based Observation? Collection of factual information Free of bias or opinion Based on specific criteria Used to provide feedback for reflection and improvement of teacher practice

Let’s take a look at some evidence collected at Network Team Training in Albany..…. Read the evidence collected at the left. Use the definition of quality evidence based observation to “check” each example of evidence. So: Is there opinion? Could it be more specific? Is it quantified?

Review of Evidence Your turn… Respectfully is an opinion. Id specific responses to students – this will make it specific and not vague For example: go through the first one: Your turn…

Judgement - disengaged “difficult to focus” is a judgement…name the postings…quantify number of postings to be able to give feedback/answer questions Vague, not quantified number, give specific examples of rules Summary of what is being seen, have quotes from teacher and students and specifc materials students used Judgement - disengaged

Smoothly – judgement, use specific teacher and student quotes, quantify time students used to transition from one activity to another More quantified than previous example – specific teacher and student language will strengthen this Time – what is first half of class? Provide exact example of time…

Paraphrase – quote teacher Vague,judgemental, quantify where you can/work to be more specific What were the goals and objectives? Be specific. It takes a lot of practice! Don’t get discouraged.

What does it mean when we say “engaged learners”?

Rubric Work - Engaged Learners Pink: Danielson’s Framework for Teaching (ASCD) Orange: Danielson (2011 Revised Edition) Tan: Marshall’s Teacher Evaluation Rubric Green: Marzano’s Causal Teacher Evaluation Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson) White: NYSUT’s Teacher Practice Rubric Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates) Can you take out some of these? It would make sense if they have selected a rubric to be looking at that & where it is….

What does it mean when we say “student engagement”? All students are visibly participating in activities/learning that is relevant to the objective.

Continuum of Engagement TEACHER ONLY SIMULTANEOUS ACTIVE PARTICIPATION OPTIONAL STUDENT PARTICIPATION OCCASIONAL TEACHER DIRECTED PARTICIPATION Balance in learning- Striving for Simultaneous active participation- how many students are engaged at once? Think- where are you currently on this continuum? What is one action you will take to move yourself to the right side of the continuum? Think aloud what this could sound like 19

What would “student engagement” look like/sound like? T - “How many sides does a square have?” All students used the response clickers to answer the question. T, “Using the index cards on your desk, write three pieces of information you must include in your resume.” All of the students wrote their answers on the index cards.

What would “student engagement” look like/sound like? Envelopes (with “cut up” sentences enclosed) were placed on the table. All students took an envelope from the table, returned to their desks, and put the cut up sentences in order. T- “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. T - “Show!” All the students held up their boards for the teacher to see.

Video –Student Engagement Watch Kristin DeWit, veteran Whole Brain Teacher, guide her class through a lively algebra lesson. Outcome: Identify the four types of slopes of lines—negative, positive, no slope, undefined. Kristin Dewit – Grade 9 Mathematics Objective: Identify the four types of slopes of lines: negative, positive, no slope and undefined

Collection of Evidence What did you collect? All students mirrored the teacher’s physical actions when she stated, “Mirror me please.” The teacher clapped and said, “Teach.” Students clapped and said, “Ok.” Then, all students faced one another (in pairs) to mirror their partner’s physical actions. The 4 types of slopes of lines were stated by the student labeled “North” in each pairing. Outcome: Identify the four types of slopes of lines—negative, positive, no slope, undefined.

Collection of Evidence What did you collect? During the “quiz,” the teacher pointed to lines posted on the board in the front of the room. All students faced Ms. Dewit and used hand gestures to represent negative, positive, undefined or no slope.

Ready for more practice?

Video 2–Student Engagement Outcome: Identify factors that lead to the Industrial Revolution Grade 8 Social Studies Outcome: Identify factors that led to the Industrial Revolution

Collection of Evidence What did you collect? Seven students were given envelopes with pen parts inside. T – “Your job is going to be to construct a pen.” T-“Look around the room for things with interchangeable parts.” T-“What kind of revolution is this?” S1-”A good revolution to a better future.” S2- “Industrial revolution”

Collection of Evidence What did you collect? T-“The person sitting in the 4 position-at every table except for this one where it is the 3 person-I need you to come to the front and stand in a line.” 7 students came to the front of the room. T- “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens to the seven students in the front of the room. No students responded yes. Outcome: Identify factors that lead to the industrial revolution.

2. Write a personal goal that you have around “engaged learners.” On the blank side of your feedback sheet: 1. Write one question that you think everyone should be able to answer about “engaged learners.” 2. Write a personal goal that you have around “engaged learners.”

“Homeplay” Practice collecting evidence of “engaged learners.” while watching instruction Examine an observation that you have completed, looking for evidence and bias/opinion Identify the presence or absence of “engaged learners” in your current observation tool.

Thank you! Next sessions…. July 16th and July 23rd 8 – 11 am in ISC-A