Lead Evaluator of Teachers Training: Session 4 December 8, 2011 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 Discuss ways of sharing the “priorities of the rubrics” with teachers. If time permits, begin discussion of collecting evidence for Domain 4/Standards 6 & 7 Developed by Teaching Learning Solutions, Inc. 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 Write-Ups with Teachers Sharing Shifts in Instructional Expectations of the Rubrics with Teachers 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 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

Observing Practice

•

Observe the video

•

Collect evidence, with a focus on:

• Danielson = 2a, 2b, 3b, 3c, 3e • NYSUT = 4.1, 4.2, 3.1, 3.2,3.4, 3.5

•

Be prepared to categorize evidence and develop clarifying questions.

Developed by Teaching Learning Solutions, Inc. 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.) or Element (3.1, 3.2)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.

 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

Leveling Teacher Performance

Developed by Teaching Learning Solutions, Inc. 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, 3e NYSUT = 4.1, 4.2, 3.1, 3.2,3.4, 3.5

• Use the rubric provided to circle or shade your chosen levels. Write at least one piece of evidence for each component/element you level. • 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

Sharing the “priorities of the rubrics” with teachers

• Has anyone engaged in this discussion with teachers? If so, how and with what response?

• Workshops in winter/spring will turn-key Learner Centered Initiative training that used the rubric priorities as a starting point for CCLS lesson development.

• I have been researching articles to use with teachers. If you are willing to provide feedback, I would appreciate it. Take an article (or two) and a “Ticket In” feedback sheet. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

Evidence of Professional Responsibilities

• Review Domain 4 or Standard 5 & 6. • With a partner, brainstorm evidence you would collect for the components of this Domain. Use the provided chart to capture your thoughts. • Please hand in one completed chart per pair. We will collate the ideas and share it with all. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

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!