A Training Prepared by the Evidence What is it? How do I use it? How can it help me? A Training Prepared by the PERA Workgroup Fall 2013

PERA Training – What is Evidence? The purpose of this training is to hold an interactive session that allows for discussion. Both the Framework for Teaching (Danielson’s continuum) and the concept of evidence are integrated so deeply in each other that it is difficult to determine which should come first (sort of like the “chicken or the egg” argument). This training focusing on the concept of evidence is meant to foster discussion, so we look forward to your participation through questions or discussion points. 7/17/2013 2

From the ITED Document: Chapter 2A, Appendix 5 Evidence refers to data, information, artifacts and performances that educators and evaluators review in order to accurately assess or determine educator effectiveness. The evidence should be judged against specific teaching criteria or teaching standards, elements and performance indicators. It should be objective and based on what evaluators see, hear and read while observing an educator’s practice or while engaging in conversations with the educator. The first sentence is the most important one here—these are things which are considered fact based evidence and members should be able to quickly identify which items or ideas are objective and which are subjective. Ten students were doing a word search is factual. Some students were doodling on paper instead of paying attention is subjective. 7/17/2013 3

A Clear Definition of Practice The Framework for Teaching guides collection of evidence of practice… that is grounded in actual events, in actions or statements, in artifacts, or in decisions a teacher makes. that serve as a basis of decision-making What FFT (Framework for Teaching) is and is NOT 7/17/2013 4

Non-classroom Practice Evidence of Teaching How to Gather Evidence Classroom Practice Non-classroom Practice Direct Observation: Observation of teaching, with a planning conference and a reflection conference Observation of practice-for example, a presentation to a child study team or leading a meeting with colleagues Examine Artifacts: Analysis of activities and assignments for their cognitive challenge Analysis of student work Planning documents-for example, a unit plan Examples of components of Domain 4-for example, Communicating with Families Ways that peers, coaches/mentors/ and evaluators can collect evidence around teaching framework 7/17/2013 Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school.

Types of Observation Evidence Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Purpose: To explore ways to gather information 7/17/2013 6

Types of Observation Evidence Non-evaluative statements of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. 7/17/2013 7

Types of Observation Evidence 3. Numeric information about time, student participation, resource use, etc.: Three of the 18 students offer nearly all of the comments during discussion. 7/17/2013 8

Types of Observation Evidence An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. 7/17/2013 9

Teachscape Evaluator Training provides An introduction to biases and personal preferences Opportunities to identify biases Strategies to help put aside biases and personal preference. The next four slides refer to the state mandated training for all evaluators of certified staff. The training is titled teach scape. These slides are provided to indicate how the concept of evidence addressed in the administrator training sequence. 7/17/2013

Teachscape Evidence - “Observer records an event with no interpretation.” Ex.- The teacher greets students as they enter the classroom. Opinion – “Observer interprets an event based on own beliefs about good teaching.” Ex.- The reading assignment is too difficult for the students. 7/17/2013

Teachscape Bias Training Examine the difference between evidence and bias Learn about triggers for underlying bias Uncover your underlying triggers Create a personal trigger list 7/17/2013

Teachscape Quote “It is important that you record as evidence only what you see, hear, or read – not your interpretation of what you see or your opinion about it.” 7/17/2013

The Framework for Teaching - presentation Evidence vs. Opinion EVIDENCE OPINION observable draws conclusions objective subjective free of value judgment may include value judgment not subject to debate (unambiguous) makes inferences P. 4 have them complete this in teams of 2 -3 and come up with statements that are opinion not factual evidence and vice-versa. 7/17/2013

Evidence or Opinion Activity Imagine you are reading comments from an evaluator’s observation or summative rating report. Working with a partner examine the statement. Is the comment an example of an evidence statement or an opinion statement. Write E or O after the comment. See worksheet titled Evidence or Opinion Activity 7/17/2013 15

The Framework for Teaching - presentation Evidence or Opinion? ____Students were paying attention during the lesson. ____Raul states “Can you help me. I’m confused.” ____Your kids are making steady progress . ____Lesson plan states “review quadrilateral equations.” ____The students came into the class. 6 students were talking in the back of the room while you were introducing the lesson. ____Your classroom management techniques were evident. ____English Language Learners were neglected during the lesson. ____Seven of eight students in the group completed the assignment. ____This common core standard was on the board: Explain how an author develops the point of view of the narrator or speaker in a text. ____Teacher helps students to connect learning to their life experiences and cultural understanding. ____Teacher states “Could the equation we used to solve the hydraulics problem apply to this question?” ____Special Needs student chose a leveled reading book from the basket you gave him. ____There are positive interactions between students. ____Students were working in a group. One person from each group reported out to the entire class. ____The lesson has no relationship to the district’s stated curriculum. ____Teacher visited each group four three times during a ten-minute period. ____ The teacher told the students to put their hands down and pulled sticks out of a jar to call on kids. ____The lesson challenges students to think critically. ____Students cite an average of about six internet sources in their papers. ____ The students do not listen to your instructions. As participants are working on this, please remind them that they are thinking about whether or not they are reading these statements in a written report. They are not trying to decide whether or not the statements that are written are true, but whether or not they represent evidence or opinion statements. 7/17/2013

The Framework for Teaching - presentation Check Your Answers O Students were engaged during the lesson. E Raul states “Can you help me. I’m confused.” O Your kids are making steady progress . E Your lesson plan states “review quadrilateral equations.” E The students came into the class. 6 students were talking in the back of the room while you were introducing the lesson. O Your classroom management techniques were evident. O English Language Learners were neglected during the lesson. E Seven of eight students in the group completed the assignment. E This common core standard was on the board: Explain how an author develops the point of view of the narrator or speaker in a text. O Teacher helps students to connect learning to their life experiences and cultural understanding. E Teacher states “Could the equation we used to solve the hydraulics problem apply to this question?” E Special Needs student chose a leveled reading book from the basket you gave him. O There are positive interactions between students. E Students were working in a group. One person from each group reported out to the entire class. O The lesson has no relationship to the district’s stated curriculum. E Teacher visited each group four three times during a ten-minute period. E The teacher told the students to put their hands down and pulled sticks out of a jar to call on kids. O The lesson challenges students to think critically. E Students cite an average of about six internet sources in their papers. O The students do not listen to your instructions As you review the answers, engage in discussions about why any one statement is evidence or opinion. For example, the statement the students were engaged during the lesson is opinion because it is a judgment. The judgment may be correct but we do not have the evidence that led the evaluator to make that judgment. If they said, in the classroom of 28 students, 3 students had their books opened to the correct page, 14 students were reading magazines, 5 students were talking to each other and 6 students were sleeping – that is evidence that leads to the judgment that students were not engaged. 7/17/2013

From the Legal Department: 7/17/2013

Evidence can take a variety of forms, but the important take-away is that it should be a reliable way to measure/demonstrate whatever it is that is trying to be shown.  Different types of evidence show different things (real/tangible stuff like lesson plans, representative stuff like a log of calls made to parents, etc.) and there is a sliding scale of reliability. 7/17/2013 19

In the law, there are rules that have to be met to ensure fairness of the stuff, or evidence.  There are several bargaining implications here including the rules for evidence in evaluation—what do you think is a reliable measure, how much, etc. Discussion might be held here to determine the value of contract language around evidence—it might lock an administrator into something, but it might lock our members in as well. Both points have to be considered. 7/17/2013 20

The stuff that is “in evidence” is all that can be considered in a teacher practice evaluation.  The administrator has to present the evidence to the teacher and the teacher has to present to the administrator. In other words, the district and teacher can’t go back after a certain point and add stuff in if they didn’t try to do that before. 7/17/2013 21

For evaluation purposes, we want to try to stick to personal knowledge comments as much as possible.  What did they see, hear or witness themselves—not what did someone else tell them. (While opinions can be given as evidence in legal proceeding, there are special rules associated with doing so and we want to stay away from those in teacher practice evaluations.)   7/17/2013 22

Evidence also can be categorized as either direct or circumstantial in nature.  Circumstantial evidence requires an inference to be drawn from it for the evidence to be relevant.  Thus, circumstantial evidence is used indirectly through inferences.  For example, an Administrator who states “I saw the teacher yell at the student and heard her threaten to slap the student,” provides direct evidence. The statement that “the teacher said something and then the student started crying which means she must have threatened the student”, is circumstantial.  The teacher speaking and the student crying both require inference to prove the material fact, that the teacher said something which threatened the student. You might have people work on coming up with scenarios in which the evidence is subject or objective. People can also work on how such language might be referenced in a contract—again not tying the hands of the Association while trying to make the district accountable for its own evaluation processes. 7/17/2013 23

Evidence of Non-Observable Standards/Components The Illinois Professional Teaching Standards and the Danielson Framework for Teaching all include items that are not usually observed when teaching a lesson. The next activity focuses on finding examples of evidence that demonstrates teachers’ good work in these areas. 7/17/2013 24

Identifying Evidence Activity Please read the handout describing the non-observable Illinois Professional Teaching Standards or the Danielson Framework (Domains 1 and 4). Working together think of what artifacts demonstrate a teachers work in these areas. Record these ideas on chart paper. Remember to identify some artifacts that can be used as evidence for more than one standard or component. . Decide whether or not to do this activity based on the Danielson Framework or the Illinois Professional Teaching Standards adopted by the state. Distribute sheet titled Danielson Framework placemat or Illinois Professional Teaching Standards that may not be observed during an observation. Ask the participants to write on chart paper the name of the standard or component they are working on and record all ideas on that paper. Examples: Teaching Diverse Students goes on the chart paper. Examples of Evidence: lesson plans, notes to parents. Content Area and Pedagogy (on chart) Examples of Evidence: lesson plans, unit plans etc. Have participants share their ideas with entire group or post charts on wall and have participants do a gallery walk to get ideas from other groups. 7/17/2013 25

The Framework for Teaching - presentation Evidence vs. Opinion EVIDENCE OPINION observable draws conclusions objective subjective free of value judgment may include value judgment not subject to debate (unambiguous) makes inferences Just a reminder as they work on the activity—you might leave this up on the screen while they do the activity. 7/17/2013