Evidence Based Observation

Lead Evaluator Training Part 2 – Welcome!

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“There is no power for change greater than a community discovering what it cares about.”

Margaret Wheatley

 Explain the difference between current practice and evidence based observation  Identify and define criteria for one area of effective instruction around which evidence collection will be focused  Define the differences between the definitions of “Teaching to an Outcome” in the rubrics approved by SED.

 Explain the impact of confusing and/or ambiguous language on the process of teacher evaluation.

 Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators.

Rewind…

Collection of factual information Free of bias or opinion Based on specific criteria Used to provide feedback for reflection and improvement of teacher practice

Defend or refute the following statement: “Paraphrasing” what happened in the classroom is an effective way of providing “evidence” for the teacher.

All students are visibly participating in activities/learning that is relevant to the objective.

TEACHER ONLY OPTIONAL STUDENT PARTICIPATION OCCASIONAL TEACHER DIRECTED PARTICIPATION SIMULTANEOUS ACTIVE PARTICIPATION

What did you collect? Teacher stated, “The person sitting in the 4 position-at every table except for this one when it is the 3 person-I need you to come to the front and stand in a line.” 7 students came to the front of the room.

Teacher stated to the seven students, “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens. No students responded yes.

What did you collect? The 7 students were told, “Your job is going to be to construct a pen.” The students were given envelopes with pen parts inside and were timed while they put the pens together.

Teacher stated to the class, “Look around the room for things with interchangeable parts.” Teacher asked, “What kind of revolution is this?” One student replied, “A good revolution to a better future.” Another student replied, “Industrial revolution”

 Pink: Danielson’s Framework for Teaching (ASCD)  Orange: Danielson (2011 Revised Edition)  Tan: Marshall’s Teacher Evaluation Rubric  Green: Marzano’s Causal Teacher Evaluation  Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson)  White: NYSUT’s Teacher Practice Rubric  Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

 The objective of the lesson is clear to the students (Shift from “What do I want them to do today?” to “What do I want them to learn today?”)  All classroom activities are aligned with the objective

What did you collect? Teacher stated, “Today I want to talk to you about what writers do to narrow their focus.” After reading her story, the teacher asked, “Did I stick to my focus? Is it about my grandmother’s swing and being on that swing—that special time with her?” Teacher stated, “In a few minutes I’m going to ask you to talk to each other and decide if your story is narrowed or if you need to do some more narrowing.”

What did you collect? Students “buddy shared.” The teacher stated, “Narrowing the focus helps us as writers.” She added “narrowing the focus” to the “How Writers Revise” chart posted in the front of the room.

On the blank side of your feedback sheet: 1. Write one question that you think everyone should be able to answer about “Teach to an Outcome.” 2. Write a personal goal that you have around “Active Engagement” and/or “Teach to an Outcome.”

 Practice collecting evidence of “Teaching to an Outcome”  Examine an observation that you have completed, looking for evidence and bias/opinion  Identify the presence or absence of “check for understanding” in your current observation tool