1. November 17, 2011 facilitated by Dr. Heather Sheridan-Thomas & Cheryl Covell TST BOCES Network Team Lead Evaluator of Teachers Training: Session 4 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

2. Workshop Objectives: SESSION 4 Participants will: Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

4. Priorities of the Rubrics Cognitive Engagement “Effective” = students must be cognitively engaged “Highly Effective” = cognitive engagement PLUS meta- cognition and student ownership of their learning Constructivist Learning Effective and Highly Effective = evidence of learning experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge. 21 st Century Skills Effective and Highly Effective = evidence of application of 21st Century college & career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 4

5. Elements With rubrics Framework Vocabulary Standard 1: Planning and Preparation Component 1a. Demonstrating knowledge of content and pedagogy A) Knowledge of content and structure of the discipline B) Knowledge of prerequisite relationships C) Knowledge of content-related pedagogy Standard 1: Planning and Preparation Component 1a. Demonstrating knowledge of content and pedagogy A) Knowledge of content and structure of the discipline B) Knowledge of prerequisite relationships C) Knowledge of content-related pedagogy Domains Components Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

6. Indicators With rubrics NYSUT Rubric Vocabulary Knowledge of Students & Student Learning Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. A) Describes developmental characteristics of students Knowledge of Students & Student Learning Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. A) Describes developmental characteristics of students Standards Summary statements Elements 6 Developed by TLS, Inc. NYSUT Rubrics

7. Observing Practice Observe the video Collect evidence, with a focus on: Danielson = 2b, 2c, 3a, 3b, 3c, 3e NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5 Be prepared to check evidence with a partner, then sort evidence and ask clarifying questions. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

8. Checking Evidence Use the self-check questions to review your evidence collection Have I recorded only facts? Is my evidence relevant to the criteria being examined? Whenever possible, have I quantified words such as few, some, and most? Have I used quotation marks when quoting a teacher or student? Does my selection or documentation of evidence indicate any personal or professional preferences? Have I included any opinion (in the guise of fact)? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

9. Observing Practice: Sorting Evidence Sort your evidence so that it aligns with the appropriate component in the rubric. Using the placemat version of the rubric, write a component (3a, 3d etc.) or Element (3.1, 3.2)next to each piece of evidence you have written down. Do on your own & discuss with a partner. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

10. Observing Practice: Clarifying Questions With a partner, develop clarifying questions you have about the lesson you observed that you would like to have answered before you rate the teacher’s performance. Be sure to review your questions in light of the reminders. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

11. Clarifying Question Reminders  Be sure to frame your questions to ensure that they are designed to promote a climate of professional inquiry  Consider the following: How does the question make you feel? How might the teacher respond to the question? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

12. Leveling Teacher Performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

13. The Evidence Cycle Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD COLLECT DATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions

14. Leveling Practice On your own, assign a level to the teaching performance we just watched for the following components/elements: Danielson = 2b, 2c, 3a, 3b, 3c, 3e NYSUT = 4.1, 4.2, 4.3, 3.1, 3.2, 3.5 Use the rubric provided to circle or shade your chosen levels and write at least one piece of evidence for component/element you leveled. Share your levels with a partner, providing evidence to support your level choices. As a table, reach consensus on levels for the following components/elements: 2b/4.2, 3b/3.2 & 3.5, and 3c

15. Post-Observation Discussion Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD “[The] essential message is not, “You are broken and I am here to fix you.” Rather[the] message is “You are so valuable and worthy, our mission is so vital, and the future lives of our students are so precious, that we have a joint responsibility to one another...” Doug Reeves, from Leading Change in Your Schools

16. When is Feedback Most Effective?  When it…  Helps inform a professional dialogue  Is based on evidence gathered from observations and other data  Prompts self-evaluation  Deepens the teacher’s learning and professional development From: A-Z Coaching. National Union of Teachers

17. Teacher Reflection & Post- Conference Discussions Engage teachers in discussing how their instructional moves/decisions impacted student learning. Engage teachers in reflecting on lesson strengths and what they might change. Use “mediational questions” (see handout) to guide teachers toward reflection. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

18. Teacher Reflection & Post- Conference Discussions Provide possible questions to teachers ahead of time (see handout – Forms D) Possibly suggest a target area for reflection/ discussion based on a particular rubric component/element (by focusing question # 7). Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

19. Possible Format for Brief Directed Feedback  Thank you  3 “keepers” (student focused)  The students ______ because you _______  1 “polisher” (student focused)  It’s important that students __________; in order to do that, try______ c.

20. Providing Feedback: Keepers (3)  What: Student Focused The students ______ because you _______  Why:  3:1 ratio is critical to promoting positive and responsive school culture  Increases the likelihood that teachers will sustain effective practices  Builds rapport  Increases likelihood teacher will hear and respond to “polisher”

21. Providing Feedback: Polisher (1) What: Student Focused  It’s important that students __________; in order to do that, try________ Why:  Limits focus for growth to manageable number of tasks  Provides clear teacher practice to improve instruction  Provides rationale for implementing recommendation  Links rationale to student outcomes (keeps focus on students)

22. Written Feedback to Teacher Rubric with levels highlighted, evidence provided, and section and/or overall comments Full narrative write-up 3 Keepers & 1 Polisher in written format Lesson strengths and challenges T chart Other formats you have used? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

23. Share your thoughts & processes Talk with a partner about your thoughts on the ideas just presented – Collaborative discussions, “Keepers and Polishers” feedback, write-up formats Share with a partner how you currently handle: providing verbatim notes to teachers, verbal feedback, post-observation conferences, written feedback, and observation write-ups.  Finish by talking about what, if anything, you are thinking about changing. I will ask for a few volunteers to share on each topic.

24. Sharing Rubric Expectations with Teachers 1. Consider using the “Wow Factor” activity below, much as we did in Session 1: If you were to observe an excellent teacher, either in the classroom or another professional setting, what might you see or hear that would cause you to think that you were in the presence of an expert? What would make you think, “Wow, this is good! If I had a child this age, this is the class I would want to choose.” Write one idea per sticky note. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

25. Sharing Rubric Expectations with Teachers 2. Consider Activity #1b:  At your table, brainstorm a list of observable behaviors associated with your assigned indicator. Have a recorder jot down the list on chart paper as you work. Ask yourselves: What are the ongoing observable behaviors of a effective teacher for this indicator? What is the teacher doing? What are the students doing?  Be prepared to share your behaviors and rationale with the whole group. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

26. Sharing Rubric Expectations with Teachers Other ideas, from things we have done in these sessions, or activities you have done with your teachers? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

27. Debrief and Closure Got It/Want It/Questions Please remember to complete the workshop evaluation in MyLearningPlan PowerPoint and Materials will be on NT website Thank you for your participation!