Emerging Evidence and Promising Practices for Educator Preparation Programs June 18, 2014 Lenora Boehlert, Manhattanville College

Part Two of the SBL includes two extended performance tasks The first task requires candidates to analyze and evaluate a teacher's video-recorded lesson. Candidates are required to identify evidence from the video relating to each component, determine a level of performance for each rubric component, and identify a teacher strength and area of need, citing observable evidence as support The second task requires candidates to analyze teacher evaluation data, as well as other types of authentic evidence (e.g., teacher observation data, teacher survey data, state assessment results). Candidates are asked to use the information provided to respond to four short assignments involving short- and long-term human capital development, as well as actions to promote the development of specific teachers.

Current administrative practices Changing demands

Create a cadre of administrators ready to embark on the challenges of evidence-based observations Create administrators who work collaboratively with teachers to improve teaching and learning

Increased exposure to observing and analyzing instruction Increased opportunities for discussing findings with colleagues Increased opportunities for reviewing authentic evidence and discussing findings with teachers Increased preparation for implementing effective practices aligned with the new APPR requirements

Assess classes in which students would receive information designed to help them successfully navigate the challenges of observation and evaluation Begin to practice and reinforce the concept of evidence in every component of the program

For the purposes of the discussion, today’s focus will be on the Supervision class

Step I: Our first step reinforces (or sometimes introduces) good instructional practices Instruction in the beginning supervision classes builds a shared definition about what good teaching looks like and how to identify the components of good teaching when observed

Documenting differences Numbers 4-9 Moving from 5-6 or 6-7

Moving from feeling to evidence-based assessment Evidence of evidence: Test scores/formative assessments, student engagement, summative assessments, student work, exit tickets, and other artifacts

Once students have an understanding of instructional practices that contribute to student learning, we: Identify the practices in videotaped lessons Write clear statements (called claims) about teacher practices Document evidence related to the claims Identify the impact on student learning based on the claims and evidence

Charlotte Danielson Identifying evidence on a rubric

Having collegial conversations about evidence- based instruction Using videotaped discussions as grist for inquiry Helping future leaders have conversations with teachers: green, yellow, red

Questions?

Sharing opportunities