1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?

 Use examples of written observations  Return to video after discussion  Dive into the NYS approved rubrics  Rating ½ staff on old form and rest of staff on the other—How are schools handling this?  We are focusing on one area (Check for Understanding)—do we abandon the others?

 More sharing, more practice!  Longer videos, watch a post conference  How do we get the videos? ◦ New Teacher Center: Experienced Teacher—Module 1 ◦ New Teacher Center: Beginning Teacher—Module 1 ◦ Youtube.com— “Whole Brain” videos

 Identify the presence or absence of “check for understanding” in your present evaluation tool  Practice collecting evidence of “check for understanding”  Check yourself – did your evidence contain bias or opinion?  Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

 How did you do?  What were you able to find out?  What did you notice as you were observing instruction?

 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.

 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…

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

Highlight examples of evidence Underline words that show bias or opinion

 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)  Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

All students are visibly participating in activities/learning that is relevant to the objective.

All students used the response clickers to answer the question the teacher posed, “How many sides does a square have?” The teacher stated to the class, “Using the index cards on your desk, write three pieces of information you must include in your resume.” All of the students wrote on the index cards.

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. The teacher stated, “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. When the teacher said, “Show!” all the students held up their boards for the teacher to see.

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.

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.

What did you collect? Mr. Taylor stated to the class, “When you have a picture of a vegetable in your mind, please stand up.” All students stood up. Mr. Taylor projected photos of vegetables on the screen in the front of the room. Students sat down if the vegetable on the screen matched the vegetable they “had in their head.”

What did you collect? 6 students were still standing after the photos were shown. Mr. Taylor called on the students individually to share the vegetable they “had in their heads.” Mr. Taylor stated, “Can you please write 3 things you know about plants?” All students wrote on the small pieces of paper provided at the start of class.

 Practice collecting evidence of “check for understanding” and “student engagement”  Examine an observation that you have completed, looking for evidence and bias/opinion  Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics