1 Evidence Based Observation Lead Evaluator Training Part 1 June 12, 2012 Welcome BT BOCES, SV, ME, Chenango Forks, Newark Valley, Windsor, Tioga and Vestal

 The 9 Required Components of Lead Evaluators Training

 Identify current practices for defining teacher actions and student actions while observing  Explain the difference between current practice and evidence based observation  Describe requirements for schools to develop inter-rater agreement and inter-rater reliability with a chosen rubric  Identify and define criteria for one area of effective instruction around which evidence collection will be focused  Describe your district’s intent for your participation in this workshop

 Collection of factual information  Free of bias or opinion  Based on specific criteria  Used to provide feedback for reflection and improvement of teacher practice

Allows for consistency Provides “concrete” feedback to the teacher Based on facts—easily supported

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something-- based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something—based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

“Using the blank map on your desk, label the continents” was written on the white board.

There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. It is evident that Ms. Jones loves to teach. She is enthusiastic and warm towards her students.

“Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. It is evident that Ms. Jones loves to teach. She is enthusiastic and warm towards her students.

 Practice collecting evidence using set criteria  Compare and contrast evidence collected during shared observations  Review written observation documents and provide feedback to evaluators (Superintendent or designee)

Question: How do I begin to collect evidence? There is so much to look for! ANSWER: Focus on evidence that makes a difference! Select a category or “criteria” of effective teaching that makes a difference in students’ learning.

What are examples of categories (elements/criteria) that make a difference? What do you value?

Also known as...

When does checking for understanding occur??  Evidence is observable (overt)  Evidence is of ALL students  Evidence is congruent to the objective

 OK?  Any questions?  Using a “check” to be sure the student is paying attention Is a ticket out the door a check for understanding?

NEVER One at a time Several ALL!

 Make every effort to collect just facts  In the “old days” this was known as “scribing”  Splitting the paper in half with a line will let you just take down the facts – you can then label the evidence later  Use T – for Teacher, S for Student

Keely Flogel – Grade 3 Outcome: Identify whether to use past or present tense verbs

What did you collect? (Table pairs) T – “So we’re going to practice when we need to use our answers in the present tense or when we need to use our answers in the past tense.” T – “Now you guys are going to get your own cards. I want you to read the cards and I want you to guess is it the present(pointing to table) or is the past?” (pointing over her shoulder)

 The words: What do we do all the time? -were written on a sentence strip that was placed on the easel.  T – “What is the magic word that tells us if we need to use present tense or past tense?”  S – (Aaron) “all the time”  T – “What do you think?”  S (Erica) “past” “it is past tense”  T – “Is she right?”  Four students snapped their fingers.

 All students were given envelopes with cut up sentence strips in them. All students took out the cut up strips and arranged the words. One sentence was: All the time I brushed my teeth.

 Evidence is observable (overt)  Evidence is of ALL students  Evidence is congruent to the objective

Identify specific Spanish vocabulary words

What did you collect? (Table pairs) T- “I’m going to give you the word in English and you are going to have to write it in Spanish. I’m going to give you a definition and you are going to have to tell what that word is. I’m going to give you a fill in the blank and you are going to have to fill in the blank with the word.” T - “I want you to write it on the white board as you think it is, ok? And that way you know you know the word or not. Does that make sense?”

What did you collect? (Table pairs) T- “Tienes preguntas? Do you have any questions?” T- “Aisle.” Students wrote the word in Spanish on their white boards. As soon as all students wrote an answer, they held up their white board to show the teacher their response. T- “bien” (good) when a student displayed a correct answer.

 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?

 Write down one question everyone in the room should be able to answer about evidence based observation.  Write down one question everyone in the room should be able to answer about checking for understanding.  Q uestions or S uggestions? I appreciate your hard work and feedback.

Same time, same place!