Transcript NYSED August 4-5, 2011 Teaching & Learning Solutions

Lead Evaluator of Teachers
Training: Session 4
December 13, 2011
ICSD
facilitated by Dr. Heather Sheridan-Thomas & Cheryl Covell
TST BOCES Network Team
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Workshop Objectives: SESSION 4
Participants will:
• Understand Student Growth Percentiles and Value Added models,
as they relate to the APPR process
• Practice observation skills, focusing on:
• Evidence collection & self-check
• Alignment of evidence with Standards & Domains
• Asking clarifying questions to promote professional reflection &
growth
• Leveling the teacher’s performance based on a rubric
• Share ideas/concerns/questions related to Post-Observation
Conferences.
• If time permits, begin discussion of collecting evidence for Domain
4/Standards 6 & 7
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FFT Rubrics-ASCD
Session 4 AGENDA
• Student Growth Percentile and Value Added (Cheryl Covell)
• Observation Practice
• Scripting, Checking, Categorizing
• Asking Clarifying Questions
• Leveling the Performance Based on a Rubric
• Post-observation Conferences & Sharing Observation WriteUps with Teachers – Sharing of Ideas
• If time permits, begin discussion of collecting evidence for
Domain 4 (Professional Responsibilities)
• Wrap Up & Evaluation
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement
• “Effective” = students must be cognitively engaged
• “Highly Effective” = cognitive engagement PLUS metacognition 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.
• 21st 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
Reviewing the Focus
Components
• Today’s observation will focus on:
• Danielson = 2a, 2b, 3b, 3c
• Take time now to review the section of the
Teachscape rubric related to the component assigned
to your table. Pay particular attention to
the“indicators.”
• Talk with your table mates about what concretely
you will be looking for in relation to the indicators.
Some indicators are very clear; others need a bit of
interpretation. Be prepared to share 2or 3 critical
“look fors” for your assigned component.
Observing Practice
• Observe the video
• Collect evidence, with a focus on:
• Danielson = 2a, 2b, 3b, 3c
• Be prepared to categorize
evidence and develop clarifying
questions.
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FFT Rubrics-ASCD
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
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.) next to each piece of evidence
you have written down.
• Do this on your own.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
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.
Try to frame your questions so that they are nonevaluative.
 Consider the following:
How might the teacher respond to the question?
How will the response assist you in leveling this
teaching performance?
How might the question assist the teacher in reflecting
on this lesson?
Leveling Teacher
Performance
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FFT Rubrics-ASCD
The Evidence Cycle
COLLECT
DATA
(Evidence)
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Interpret:
Clarify
Conclusions
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Leveling Practice
• On your own, assign a level to the teaching performance we
just watched for the following components/elements:
• Danielson = 2a, 2b, 3b, 3c
• Use the “Lesson Observation Leveling” chart provided to write
in your chosen level for each of the components above. Write
at least one piece of evidence for each component/element you
level. Write additional evidence if you have it.
• Share your levels with a partner, providing evidence to support
your level choices.
• As a table, try to reach consensus on the levels.
Evidence of Professional
Responsibilities
• Your table will be assigned a component of Domain
4.
• With your table-mates, brainstorm evidence you
would collect for your assigned component of
Domain 4. Use the provided chart to capture your
thoughts.
• Please hand in one completed chart per table. We
will collate the ideas and share it with all. If we have
time, we will do some oral sharing.
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Evaluation and Closure
• Complete the paper evaluations and leave at
your table. Please evaluate and comment on
your entire experience in LE Training
Sessions 1-4.
• Also write any questions on the evaluation
sheet.
• PowerPoint and Materials will be on NT
website
Thank you for your participation!