JOHN F. SHEEHAN, PH.D. EVIDENCE-BASED OBSERVATIONS

CONCERNS 2 major concerns Examples from classrooms Uneasiness with the Danielson Framework

ADDRESSING THE CONCERN 2011 Revised Edition Domains, components, elements are identical Goals Increase effectiveness, precision, and usefulness Precise Language Critical Attributes Teacher Examples

EXAMPLES Embedded videos from classrooms, that are examples of framework

OBJECTIVES Describe the 2011 Danielson Framework Apply the Danielson Framework to observations Distinguish between opinions, evidence, and claims Apply the above distinctions within our observations Review goals, establish benchmarks, data collection

OBJECTIVES CONTINUED Review school calendar, and establish important dates (that support the implementation of Race to the Top) for the school year Review key documents for Race to the Top (publishers’ criteria, key deliverables, complexity of text, math priorities…)

2011 DANIELSON FRAMEWORK Read the overview for each Domain and category (1a, 1b, 1c,…) Select one of the categories (1a, 2b, 2c, 3d, 4e, 4f) and read that section of the rubric

DANIELSON IN THE CLASSROOM

OBSERVATION We are going to watch a video of a classroom: imagine you are within the classroom, and are conducting an observation. The teacher in the classroom is a second year teacher. You are asked to engage in your usual observation practice(s).

CLASSROOM OBSERVATION

SHARE OUT WHAT YOU OBSERVED

EVIDENCE V. OPINION Evidence- observable and measurable (Focus on the learning processes within the classroom) Opinions- evaluations Claims: 1.Valid Claims- based on evidence that you observed and documented which is connected to the enhancement of student learning 2.Invalid Claims- evaluations with hidden evidence (internal criteria), or claims linked to evidence, but not linked to student learning 3.Low Effect Claims- do not focus on improvement of learning for students

WHAT TYPES OF OBSERVATIONS DID WE MAKE? For each observation shared, evaluate whether it was evidence or opinion. Place an “E” next to claims that are evidence-based Place an “O” next to claims that are opinion-based

APPLICATION Please select an observation from the previous year, and make two copies of the observation. Read over the evaluation, and determine if your statements are opinions, or evidence, by writing an (o) or (e) at the beginning of the sentence. After this, examine each of the claims you made in the observation, mark each claim at the beginning of the sentence with (v) for valid (v), (inv) for invalid, (le) for low effect.

QUESTIONS Are there any existing patterns that emerge within the observations?

RELIABILITY Provide your observation to another person. As you had done previously, mark this observation with an “E” next to claims that are evidence-based, and “O” next to claims that are opinion-based.

MEET WITH PARTNER AND SHARE: REVIEW THE DOCUMENT Did you agree on your ratings?

INSTRUCTIONAL LEADERSHIP Step 1- Review goals Step 2- Select the top 4 goals Step 3- Share the goals with the group, and their importance

FOUR GOALS: Indicate what data you will use to know when you have been successful. Select benchmark dates

ACTION ONE COMMITMENT ONE To enhance my instructional leadership, I will log the actions I have taken, and the effects on student learning throughout the year. Establish four benchmarks to monitor progress.

KEY DOCUMENTS Review of Key Documents

MAKING TIME

CALENDAR If it is not on calendar, it either did not happen, or it will not happen Key dates, and benchmarks