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