Transcript EBO Part 2 Day 3

Evidence Based Observation
Lead Evaluator Training
Part 2 – Day 3
Welcome Back!
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When you use specific examples it is helpful.
My bias needs to absolutely NOT hinder my
evidence collection—stay the course!
Do you have a lesson write-up that has
evidence of: check for understanding, teach to
an outcome, and effective questioning?
I understand why evidence is important, but it
seems overly cumbersome.
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It is hard to look for everything—how do we
do it all?
Please provide examples of scripting notes.
Instead of these videos with 80’s hairstyles,
we can role play.
Keep providing practice!
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Practice collecting evidence of “effective
questioning.”
Describe what has changed for you as an observer
as a result of your training.
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Examine an observation that you have completed,
looking for evidence and bias/opinion.
Describe what you notice about the types of
evidence you have collected.
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Identify the presence or absence of “effective
questioning” in your current observation tool.
If yes, where is it? If no, could it be included in the
current language in another area? What might
need to be changed?
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Collect evidence related to “effective
questioning” and classify it as:
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Check for understanding
Effective questions
Objectives
Classroom management/procedural
Collect and categorize evidence based on
four areas of effective instruction
Support your position about a teacher’s
level of performance based upon multiple
observation documents
Criteria for Effective Questioning
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Congruent (relevant) to the learning
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Invitation for ALL students to think
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A range of questions are used to extend
thinking from a base of knowledge to
higher order thinking that is more critical
and creative
High Consensus
Low Consensus
Yes/No - Fact
Closed
Open
 What kinds of questions are used for check for
understanding?
 What kinds of questions are used for effective
questions (that lead to the outcome)?
 What kinds of questions are used for classroom
management/procedural?
“When I heard the city was considering pulling out the
sewer line, I thought wouldn’t it be fun to build a model
of that and have the kids understand erosion and
deposition, but also how it might effect themselves as
well as the community.”
What are we going to do today? What’s our goal today?
(Effective questions leading to the outcome)
Why is this important to our community? Why is it important
that we are taking time to study our creek? Why have I asked
you to make models of this? And why is it important to point
out where the erosion and deposition is occurring?
(Effective questions leading to the outcome)
Are you talking to each other?
(Management/Procedural)
If it were to expand around the corner, what might it effect?
What’s around that area?
S: Houses
Also a what?
S: A road
S: and domesticated animals
(Check for Understanding)
Your Mission:
 Collect 4-5 pieces of evidence (for each area)
that you will label and e-mail to Barb and Pat by
February 22nd.
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Label the evidence as “Check for
Understanding,” “Student Engagement,” “Teach
to an Outcome” and/or “Effective Questioning.”
Keep in mind that “good evidence” is often
quotations or numerical facts having to do with
the students or the teacher.
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In your notebook, write today’s goal: to calculate the sums of the
coins and describe two tips for calculating accurately. (Student
Engagement/Teaching to an Outcome)
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Turn to your neighbor and answer this question: What are two tips
for making sure we are right when we add the value of coins?
(Student Engagement/Effective Questioning)
The teacher displayed clusters of coins on the interactive white
board. All students wrote the sums of the coins on their individual
white boards and showed their work to the teacher when she said,
“Show!” (Student Engagement/Checking for Understanding)
Explain to your neighbor what tips you used to make sure your
answers were accurate. (Student Engagement/Checking for
Understanding)
Moving towards evaluating
performance over time…
Materials:
◦ 3 sample observation documents
for a high school math teacher
◦ NHPS Classroom Practice Rubric
Section 3a:
Instructional
Practice—
Classroom
Practice
Evidence
Areas of Strength
Evidence
Areas of
Development
Overall Rating
On Your Own:
 Place 3 reports side-by-side in order
 Use the NHPS rubric for classroom practice to
determine an overall rating for the assigned
indicators (C1, C4, C9)
At Your Table:
 Share your ratings, come up with a consensus
on a rating for each assigned indicator
 Discuss:
◦ How did your ratings compare?
◦ How far apart were you?
◦ What challenges did you face coming to consensus?
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Email your 4-5 pieces of evidence for each
category (labeled) to [email protected] and
[email protected] by February 22nd.
Practice collecting evidence using the four
areas of instruction we have studied.
Identify the 3-5 key areas that your district
will use when conducting classroom
observations.
Thank You!
Coming Soon: Part 3 Sessions!