Transcript OTES Day Two - Northwest Ohio Educational Service Center

Ohio Teacher Evaluation System:
Assessment of Teacher Performance
January xx , 2012
1
Welcome to Day 2 Training!
Ohio Teacher Evaluation System (OTES)
• Settle in
• Read pages 6-16 from your handbook
• We’ll get started shortly!
2
Agenda for Day 2
Review previous learning and set daily objectives
Evidence categorization activity, scripting reminders
4th grade math video
Categorize evidence and assign ratings
Break
Group chart/present and debrief process
Debrief
“Think aloud” refinement (I do); choose and write up
Reinforcement (You do)
LUNCH
3
Agenda for Day 2
Watch 4th Grade ELA Lesson
Categorize and rate 2 areas (I do + You do)
Share out
Break
Discuss Reinforce/Refine, choose with partner
View Refinement, discuss
Debrief
Wrap up and reflections
4
Training Objectives
•
•
•
•
Understand and apply the observation processes (preconference, observation/professional project, postconference) presented from the Teacher Performance OTES
framework component.
Move towards a conceptual understanding of the framework.
Accurately categorize and assign performance levels for
standard areas from the rubric.
Plan, deliver and evaluate a post-observational conference.
5
Reflections
• We will share reflections from Training Day 1.
• You will be asked to do the same thing at the end of the
day today.
• See if your area of comfort changes throughout the day!
6
Scripting Reminder
When capturing evidence, these strategies will help you collect accurate and
defensible notes.
During the lesson:
1.
2.
3.
4.
5.
Time: Capture the length of different segments of the lesson
Abbreviate: When possible abbreviate; after the lesson write out what you
abbreviated
Verbatim: Capture verbatim dialogue when possible
Paraphrase: Use parentheses to indicate paraphrasing
Circulate: Move around the class as needed to hear teacher and students and to
see student work
After the lesson:
6.
7.
8.
9.
Upfront Summary: After you finish, go through the evidence and write a brief
summary of the lesson
Q & F: Shorthand for questions and feedback, go through the evidence and label
Label: Begin categorizing your notes by labeling evidence for the standard area
Lesson Analysis: Identify the lesson’s primary objective
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When do you collect evidence?
Prior to the lesson
being observed
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
During the lesson
What the teacher says and does
What the students say and do
After the lesson
Post-Conference
Communication between
classroom observation and
post-conference
8
View Video
4th Grade Math
40 minutes
As you watch the video, please remember to script in order to effectively
categorize evidence and assign performance levels for Lesson Delivery,
Differentiation, Resources, Classroom Environment, and Assessment of
Student Learning.
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Categorizing Evidence & Assigning
Ratings (I Do)
• Using the Scoring and Evidence template provided, listen
as I model how to categorize evidence from this lesson
for:
– Lesson Delivery
• Listen for the following:
– Questions the trainer asks him/herself
– Decisions made for how to categorize the evidence
– How ratings are assigned based on the evidence
categorized
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10 Minute Break
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Evidence and Rating
(We do)
With a shoulder partner, take 25 minutes to categorize all
relevant evidence and assign performance ratings for
Differentiation, Resources, Classroom Environment, and
Assessment of Student Learning.
Remember the questions that the trainer asked themselves
when they categorized and rated their evidence.
12
Evidence and Rating
(We Do)
As a table, take 15 minutes to reach consensus on the
evidence and performance rating for the area assigned by
the trainer and compile the evidence on chart paper.
At the bottom of your chart paper, reach consensus as a
group and assign a performance rating.
13
Group Presentations
We will share out evidence, then share performance ratings.
Groups will get 3 minutes each to share their evidence/ratings.
Everyone else should be listening for the following:
1. Is all of the evidence objective?
2. Does the evidence match up with the rating given?
3. Is there verbatim dialogue included (what teachers said/students
said?)
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Debrief
What are the major takeaways from the
categorizing/rating process?
15
Choosing an area of Refinement
(I Do) and Reinforcement (You do)
1. What area will have the most impact on this teacher’s
pedagogy?
2. What is the most appropriate type of feedback for this teacher
and his/her current capacity?
3. What has been reinforced/refined before?
4. Do I have ample evidence to support this area?
Reminder: Your reinforcement is JUST a reinforcement. There
should be no qualifying statements such as “it would be better
if” or “to make this even more effective…”
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LUNCH
17
When do you collect evidence?
Prior to the lesson
being observed
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
During the lesson
What the teacher says and does
What the students say and do
After the lesson
Post-Conference
Communication between
classroom observation and
post-conference
18
4th Grade ELA Lesson Plan
Before we watch our third lesson, take a moment to
look over the lesson plan.
Please remember that we are not “grading” the lesson
plan.
Ask yourself:
1.
2.
What evidence do I already have (you still have to make sure it
aligns with what you see in the lesson)? Mark these on the plan
itself.
What questions does this lesson plan leave me with? Think of three
and write them down.
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View Video
4th Grade ELA
46 minutes
As you watch the lesson what do you need to be doing?
Capturing Evidence!
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Lesson Activity
Directions:
Each group will need to categorize and rate 2 areas as
assigned by trainer.
Take 10 minutes to individually compile your evidence.
Take 10 minutes to agree upon evidence & rating with
your group.
Divide into groups of 3 with the following roles:
1. Keeper of the Rubric – ensures the evidence is appropriate for
the specific area/standard
2. Value Statement Police – makes the group aware when
someone uses value statements
3. Chart Creator – will synthesize the evidence and record on the
chart
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Remember—Collecting and Categorizing
Evidence: Language to Avoid
Avoid the use of the following language:
•Value Statements:
• I think…
•I feel…
•She should have…
•She could have…
•When I taught this, I …
The discussion about the lesson should be based on the
evidence and the rubric.
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Lesson Activity
Directions:
•
Groups will share out their categorized evidence, and
then their ratings.
•
While other groups share, please capture their
evidence on your categorization sheet so by the end you
have a whole lesson categorized.
23
10 Minute Break
24
When do you collect evidence?
Prior to the lesson
being observed
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
During the lesson
What the teacher says and does
What the students say and do
After the lesson
Post-Conference
Communication between
classroom observation and
post-conference
25
Four Key Elements of the Instructional
Post-Conference
1. Introduction/Greeting/Establish Length
• Review Conference Process
• General Impression Question
- “How do you think the lesson went?”
2. Reinforcing the Teacher
• Identify an area of Reinforcement (ONLY one area)
• Ask Self-Analysis Question
• Provide evidence from notes
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Four Key Elements of the Instructional
Post-Conference
3. Refining the Teacher’s Skill:
• Identify an area of Refinement (ONLY one area)
• Ask Self-Analysis Question
• Provide evidence from notes
• Give a recommendation for future practice
4. Present evidence and rating connected to the rubric
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Reinforcement and Refinement
(You Do)
Individually:
Choose an area of Reinforcement and Refinement for this teacher.
(5 minutes)
Remember the guiding questions:
1. What area will have the most impact on this teacher?
2. What is the most appropriate type of feedback for this teacher and
his/her current capacity?
3. What has been reinforced/refined before?
4. Do I have ample evidence to reinforce/refine this area?
Be ready to answer all 4 questions with your partner!
(5 minutes)
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Reinforcement and Refinement
With a Partner:
Discuss your areas of Reinforcement and Refinement.
(5 minutes)
1. What area will have the most impact on this teacher?
2. What is the most appropriate type of feedback for this teacher
and his/her current capacity?
3. What has been reinforced/refined before?
4. Do I have ample evidence to reinforce/refine this area?
29
Watch Post-Conference
Refinement
10 min
As you watch the refinement portion of this post-conference,
consider the following questions:
1. What would make this portion more effective?
2. What would you do differently?
3. From your experience, are there elements of this refinement
that are missing?
Please script while you watch and then you will discuss the
above questions with a shoulder partner.
30
Watch Post-Conference
Refinement
10 min
31
Debrief
1. Why was this portion not as effective as it could be?
2. What would you do differently?
3. From your experience, are there elements of this
refinement that are missing?
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Four Key Elements of the Instructional
Post-Conference
1. Introduction/Greeting
2. Reinforcing the Teacher (Relative Lesson Strength)
3. Refining the Teacher (Relative Lesson Weakness)
4. Present Evidence and Rating Connected to the Rubric
33
Training Objectives
•
•
•
•
Understand and apply the observation processes (preconference, observation/professional project, postconference) presented from the Teacher Performance OTES
framework component.
Move from a procedural to conceptual understanding of the
framework.
Accurately categorize and assign performance levels for
Standard Areas from the rubric.
Plan, deliver and evaluate a post-observational conference.
34
Self-Reflection
Please complete the following on a self-reflection
sheet:
– From today’s training, I am most comfortable
with _________.
– From today’s training, I am least comfortable
with _________.
– My one question is ___________.
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Wrap-Up and Questions ?
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THANK YOU!
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