1. Can I have your attention please?
Evidence Based Observation
Lead Evaluator Training
Part 1 – Welcome Back!
Welcome back—remind of protocol for getting attention. Locate bathrooms and exits.
Can I have your attention please?

2. Feedback…reoccurring themes
More practice and discussion
Ask participants to bring observation documents they’ve written
Less mixing up districts—let teams work together
After school sessions?

3. Feedback…reoccurring themes
Define “multiple observations”—are these formal, informal goal conferences, etc.?
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

4. “Homeplay”
Continue to practice collecting evidence of “check for understanding”
Bring an observation that you have completed
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?

5. Let’s debrief… How did you do? What were you able to find out?
What did you notice as you were observing instruction?
Talk at tables—find someone from another district to talk to.

6. Today’s Outcomes:
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.

7. Today’s Outcomes:
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.

8. Rewind…
How did we define evidence based observation? (3 things…)

9. What is Evidence Based Observation?
Collection of factual information
Free of bias or opinion
Based on specific criteria
Used to provide feedback for reflection and improvement of teacher practice

10. What does it mean when we say “student engagement”?
Transition—from “Check for Understanding” to “Student Engagement”
Explain that there are several versions of what this means—use rubrics to show evidence this—then provide your definition.
How is it described? How would you evidence this?

11. Rubric Work… 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)

12. What does it mean when we say “student engagement”?
All students are visibly participating in activities/learning that is relevant to the objective.

13. What would “student engagement” look like/sound like?
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 their answers on the index cards.

14. What would “student engagement” look like/sound like?
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.

15. Video –Student Engagement
Watch Kristin DeWit, veteran Whole Brain Teacher, guide her class through a lively algebra lesson.
Outcome: Identify the four types of slopes of lines—negative, positive, no slope, undefined.

16. Collection of Evidence
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.
Outcome: Identify the four types of slopes of lines—negative, positive, no slope, undefined.

17. Collection of Evidence
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.

18. Ready for more practice?

19. Video –Student Engagement
Dennis Taylor—6th grade science—Outcome: Identify what students currently know about plants.

20. Collection of Evidence
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.”

21. Collection of Evidence
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.

22. Next Training Sessions:

23. “Homeplay”
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

24. Thank you!