Ohio Teacher Evaluation System: Assessment of Teacher Performance

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Welcome to Day 1 Training!

Ohio Teacher Evaluation System (OTES) Settle in Read pages 1-5 from your handbook We’ll get started at 9:00 am 2

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Training Purposes/Objectives

Understand and be able to apply the OTES Framework.

Begin to use and apply the observation processes (pre conference, observation, post-conference) presented from the Teacher Performance OTES framework component. Understand and apply necessary tools from the OTES model and/or align locally developed evaluation tools with the OTES model.

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Once Upon MacDonald’s Farm Story

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Today’s Agenda

Introduction and Objectives Text Rendering Debrief Student Growth Measures (SGM)

Consensus Map Activity

Break Connecting to the OTES Rubric (I do/We do/You do) The Pre Conference Watch Pre-Conference/ Debrief Post Conference Lunch 5

Today’s Agenda

Collecting of Evidence: Scripting Techniques

for Evaluators

Watch Video #1 Break Group categorizing evidence using the OTES Rubric Individual categorizing evidence using OTES Post-Conference Overview (want / don’t want) Watch Post -Conference + Debrief Conclusion: Wrap-up and Next Steps 6

Text Rendering

• Each person will be assigned a document that they need to render – Professional Growth/Improvement Plan (p. 63-64) – Implementing the OTES Process (p.65-66) – Using the Evidence to Inform Holistic Performance Ratings (p. 67-69) • Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is 7

Text Rendering

Set Up:

1.Take 3-5 minutes to read the document your group has been assigned. 2. After you are done reading, place a star next to the paragraph that you believe is most important. 3. Once you have placed your star, underline the sentence within the paragraph that you think is most important. 4. Finally, highlight the word that best captures the main point of the paragraph.

Steps:

Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group 8

Present Your Text Rendering Findings

5. Each group will share the words that they found particularly important and any other clarifying details.

6. Debrief as group 9

Ohio Teacher Evaluation System (OTES) 10

Student Growth Measures (SGM)

A: Teacher-level Value-Added data available Teacher Value-Added 10-50% LEA Measures 0-40% = Student Growth (50%) B: Approved Vendor Assessment data available Vendor Assessment 10-50% LEA Measures 0-40% C: No Teacher-level Value-Added or Approved Vendor Assessment data available = Student Growth (50%) LEA Measures 50% = Student Growth (50%)

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Placemat Consensus 2 minutes to write individually

Participant A Participant D

3 minutes to talk and reach consensus Consensus Elements

Participant B Participant C

5 minutes to debrief

When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

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Elements of an Effective Lesson Placemat Consensus Consensus Elements When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

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OTES Rubric Structure

FOCUS FOR LEARNING (Standard 4: Instruction)

Sources of Evidence:

Pre-Conference

Ineffective

The teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students.

Developing Proficient Accomplished

The teacher states a focus for student learning that is appropriate for students. The teacher develops a measurable objective for student learning that aligns with the Ohio standards.

The teacher can explain the importance of the objective and its appropriateness for students. The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards. Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills. 14

Break 10 minutes

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Process of Modeling Your Thinking (Think-Aloud) I do

Think Aloud

We do

Scaffold & Cue

You do

Students Explain Thinking 16

Rubric Activity

Directions:

Trainer will model metacognition for highlighting key words from Knowledge of Students.

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Assessment of Teacher Performance: OTES Rubric Proficient

The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences.

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Rubric Activity

Directions:

• As a table, discuss and highlight key words from the “Proficient” column for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections and Lesson Delivery • For groups who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 19

Directions:

Rubric Activity

• Individually, highlight key words from the “Proficient” column for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning.

• For those who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished. 20

When do you collect evidence?

Prior to the lesson being observed During the lesson After the lesson Pre-Conference

• Review of lesson • Generate questions from lesson plan

What the teacher says and does What the students say and do Post-Conference

Communication between classroom observation and post-conference 21

Pre-Conference Observation Activity

• Review the 5 th grade mathematics lesson plan.

• Generate five questions that you would ask of this teacher in a pre-conference regarding the lesson plan.

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Pre-Conference Observation Activity

• View pre-conference video (teacher talks about the lesson).

• Please list the questions asked by the conference leader.

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Pre-Conference Observation Activity

• Compare the questions this pre-conference leader asked with your own questions.

• With a shoulder partner, share what parts of this pre conference were effective AND how it could be MORE effective.

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LUNCH (30 minutes)

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When do you collect evidence?

Prior to the lesson being observed During the lesson After the lesson Pre-Conference

• Review of lesson • Generate questions from lesson plan

What the students What the teacher says and does say and do Post-Conference

Communication between classroom observation and post-conference 27

Collecting/Capturing Evidence

Capture:

• What the teacher says • What the teacher does • What the students say • What the students do • Copy wording from visuals used during the lesson • Record time segments of lesson 28

Evidence Collecting Tips

During the lesson:

1. Time 2.

Abbreviate 3.

Verbatim 4.

5.

Paraphrase Circulate

After the lesson

1. Upfront Summary 2. Label 3. Lesson Analysis 4. Q & F 29

Hints for Capturing Evidence

When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes.

1. Time: Capture the length of different segments of the lesson 2. Abbreviate: When possible abbreviate; after the lesson write out what you abbreviated 3. Verbatim: Capture verbatim dialogue when possible 4. Paraphrase: Use parentheses to indicate paraphrasing 5. Circulate: Circulate as necessary to collect evidence from teacher, students and student work 30

Hints for Capturing Evidence

When capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively.

6. Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators 7. Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment indicators) 8. Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson 9. Lesson Analysis: Identify the lesson’s primary objective and sub-objectives (Focus for Learning) 31

Sample Evidence Collection Notes

Sample Evidence Collection Notes

Observing Classroom Instruction

• We will view a 5 th grade mathematics lesson connected to the lesson plan and pre-conference • During the lesson, practice scripting/capturing evidence.

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Break 10 minutes

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Lesson Activity

Directions:

Trainer will model metacognition for categorizing evidence for the Lesson Delivery area.

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Collecting and Categorizing Evidence: Language to Avoid

Avoid the use of the following language: • Value Statements: •

I think…

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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:

Divide into groups of three 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 39

Lesson Activity

Directions:

• As a group, categorize the appropriate evidence within the rows for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning • Focus first on the “Proficient” level and then move back and forth across the rubric as needed to find a connection

To Complete Activity

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Lesson Activity

Directions:

• Individually, categorize evidence for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections • Focus first on the “Proficient” level and then move back and forth across the rubric as needed to find a connection

To Complete Activity

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When do you collect evidence?

Prior to the lesson being observed During the lesson After the lesson Pre-Conference

• Review of lesson • Generate questions from lesson plan

What the teacher says and does What the students say and do Post-Conference

Communication between classroom observation and post-conference 42

What do you want / not want in a post conference?

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Post-Observation Conference

Purpose:

To provide an opportunity for reflection on the areas of reinforcement and refinement from a lesson to inform and improve future practice. The post-observation conference should focus on two areas from the rubric (one for reinforcement and one for refinement).

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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 45

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 46

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 47

Post-Observation Activity

• From the evidence collection notes and categorizing activity, what area from the rubric would you reinforce? What area would you refine?

• The goal for the conference leader is to cognitively coach the teacher through the use of reflective questions.

• Record 3 reflective questions you would ask the teacher aligned to the area of reinforcement and 3 for the area of refinement.

• Share those with your shoulder partner.

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Post-Observation Conference

• Watch the post-conference of the lesson we watched earlier.

• Concentrate on filling in the self-analysis questions you hear from the evaluator, and any evidence provided for the reinforcement and refinement areas.

• Note the different sections of the Post Observation Conference 49

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Post-Observation Conference

With a shoulder partner, what self analysis questions did you hear? What evidence was provided?

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Self-Reflection/Parking Lot

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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