Transcript College and Career Readiness Anchor Standards and Literacy

Evidence Based Observation
Lead Evaluator Training
Part 2 – Session 1
August 24th, 2012
Welcome Back!
1
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Practice collecting evidence of “engaged
learners.” (if you were still observing
instruction)
Examine an observation that you have
completed, looking for evidence and
bias/opinion.
Identify the presence or absence of “engaged
learners” in your current observation tool.
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3.
What would be evidence of “engaged
learning?”
What are the attributes of engaged
learning?
How many students should be engaged?
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I want to incorporate what I have learned about
engagement into my observations.
Encourage teachers to refocus on engaging all
learners.
Conduct walkthroughs looking for engaged
students.
Help teachers design lessons to maximize
student engagement.
Be more consistent with the identification of
engaged learning.
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Explain the difference between current practice
and evidence based observation
Identify and define criteria for effective instruction
around which evidence collection will be focused
Describe strategies that a district could employ to
increase the quality of evaluations and the
agreement of evaluators.
OCCASIONAL
TEACHER
DIRECTED
PARTICIPATION
SIMULTANEOUS
ACTIVE
PARTICIPATION
TEACHER
ONLY
OPTIONAL
STUDENT
PARTICIPATION
4th grade Science Lesson
Students will be able to:
 identify the components of a series circuit
connection
compare the components of a series circuit with the
components of a circuit connection
Evidence Collected:
T “Last week, can you tell me what you were
building?” “What did we build with a bulb? What did
we call it when we had some components?”
S “a circuit.”
T “What were the components in a circuit that you
built?” “Eric?”
Evidence Collected:
T “What do you think these poles represent?”
Ss “North and South”.
T “Here’s the challenge for today, can you get two bulbs to light
at the same time?”
All students took out a graphic organizer.
Students were seated in quads. The “getters” collected
materials for each group.
All students were building circuits to test their predictions.
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What does your piece of a particular rubric
say about “teaching to an outcome?”
Be ready to share.
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Pink: Danielson’s Framework for Teaching (ASCD)
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Orange: Danielson (2011 Revised Edition)
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Tan: Marshall’s Teacher Evaluation Rubric
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Green: Marzano’s Causal Teacher Evaluation
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Blue: NYSTCE Framework for the Observation of Effective
Teaching (Pearson)
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White: NYSUT’s Teacher Practice Rubric
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Purple: Thoughtful Classroom Teacher Effectiveness (Silver
Strong & Associates)
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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
Time is used efficiently to get to the
learning objective
What?
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Objectives state what students are expected to
learn in that lesson.
Objectives begin with VERBS that identify the
level of thinking required in the lesson.
Why?
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Instructional objectives narrow what students
focus on in the lesson and help the teacher
keep activities, questions and responses to
student’s aligned.
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Identify and explain the function of each of the
organelles in an animal cell.
Use order of operations to solve these two problems.
Describe strategies that a district could employ to
increase the quality of evaluations and the agreement
of evaluators
Outcomes:
Students will be able to:
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Calculate unit price by dividing the price of the product
by the number of units
Compare unit prices to determine the “best deal”
Explain the mathematical thinking behind what makes
it the “best deal”
“What is the unit price?” was posted on the
interactive white board.
T “Today we are going to learn
about unit price. What is unit price?”
T“Unit price is how much it costs
for each unit.”
“How do you find unit price?” was displayed on the
white board.
T “Make sure your decimals are in the right place.”
The teacher held up two boxes of cereal—different
size boxes.
T “You aren’t looking for the better deal, you are
looking for the better price.”
One student worked on the white board solving
420 divided by 5.
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Quotations from the teacher
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Examples/models
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Descriptions of activities in which the
students are engaged
Student quotes
SWBAT identify how a writer narrows their focus while writing
Defend WHY you called this evidence of TTO:
T “Today I want to talk to you about what writers do to narrow their
focus.”
T used a visual of a pizza/pizza slices to illustrate “narrowing the
focus”.
T “Did I stick to my focus? Is it about my grandmother’s swing and
being on that swing—that special time with her?”
T “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.”
Ss buddy shared.
What did you collect?
Defend WHY you called this evidence of TTO:
The teacher stated to the class, “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.
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Examine an observation that you have completed,
looking for evidence and bias/opinion
Identify the presence or absence of “teaching to an
outcome” in your current observation tool
Thank You!
See you August 29th
*Submitting Evidence*
Feel free to bring computers/electronics
Evidence Based Observation
Lead Evaluator Training
August 29th, 2012
Part 2 – Welcome Back!
1.
2.
3.
Practice collecting evidence of “teaching to an
outcome”. Describe what has changed for you as
an observer as a result of this workshop.
Examine an observation that you have completed,
looking for evidence and bias/opinion. Describe
what you notice about the types of evidence you
are collecting.
Identify the presence or absence of “teaching to
an outcome” in your current observation tool
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Make the learning objective clear to the
students.
Base the lesson on what it is you want the
kids to learn, not do.
Focus on the “bulls eye”/keep focused on the
target.
All instruction is focused on the objective of
the lesson.
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Practice observing specifically to see if the
teacher sets a clear outcome and focuses on
it throughout the lesson.
Collect evidence to discuss “teach to an
outcome” with the teacher. (Did the activities
directly relate to the “target”?)
Help teachers recognize/classify if the
objective/lesson activities are congruent.
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Identify the key attributes of “effective
questioning”
Collect evidence of “effective questioning”
 Describe multiple ways for collecting evidence of “effective
questioning
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Classify evidence of “questions” as
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Check for understanding
Effective questions
Objectives
Classroom management/procedural
What does it look like and sound like
when a teacher uses effective
questioning strategies?
Rubric Language (“Proficient”):
NYSUT:
Most of teacher’s
questions are open
in nature and engage
students in deeper
thinking and further
discussion.
Teacher responds to
students’
questions/comments.
Responses
challenge student
thinking.
2011 Danielson:
While the teacher may use some
low-level questions, he/she poses
questions to promote student
thinking and understanding.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond, and stepping
aside when appropriate.
Teacher successfully engages most
students in the discussion,
employing a range of strategies to
ensure that most students are
heard.
Critical Attributes:
•Open ended questions
• Effective use of wait time
Marzano:
Teacher engages
student with explicit
decision making,
problem solving,
experimental inquiry or
investigation task that
requires them to
generate and test
hypotheses.
Teacher uses wait time.
Criteria for Effective Questioning
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Congruent (relevant) to the learning
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Invitation for ALL students to think
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A range of questions are used to extend thinking
from a base of knowledge to higher order thinking
that is more critical and creative
High Consensus
Low Consensus
Yes/No - Fact
Closed
Open
Lesson Goal:
“Have them (the students) have a conceptual
idea about division of fractions.”
-Bonnie Bushaw
“How can I get 1/3 of a muffin? Oh-I saw someone draw a
picture. That’ll work. Take a minute to do what you need
to do to figure this out.”
“Ok. Who can tell me how many muffins with a third
muffin serving? What do we have for a 1/3 muffin
serving?”
S “72”
T “Can you prove it?”
S “Yes because if you get 1/3 of a muffin, that’s 3 out of
one muffin. 24 X 3 is 72.”
T “Figure out my 24 muffins and divide them into ¼
muffin servings.”
S “You just add 24 to 72 and get 96.”
T “She added 24 to 72, the last answer, is that ok?”
 What kinds of questions are used for check for
understanding?
 What kinds of questions are used for effective
questions (that lead to the outcome)?
 What kinds of questions are used for classroom
management/procedural?
“When I heard the city was considering pulling out the
sewer line, I thought wouldn’t it be fun to build a model
of that and have the kids understand erosion and
deposition, but also how it might affect themselves as
well as the community.”
What are we going to do today? What’s our goal today?
(Effective questions leading to the outcome)
Why is this important to our community? Why is it important
that we are taking time to study our creek? Why have I asked
you to make models of this? And why is it important to point
out where the erosion and deposition is occurring?
(Effective questions leading to the outcome)
Are you talking to each other?
(Management/Procedural)
If it were to expand around the corner, what might it effect?
What’s around that area?
S: Houses
Also a what?
S: A road
S: and domesticated animals
(Check for Understanding)
Your Mission:
 Collect 4-5 pieces of evidence FOR EACH
EFFECTIVE TEACHING CATEGORY.
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You will be labeling the evidence as “Check for
Understanding,” “Student Engagement,” “Teach to
an Outcome” and/or “Effective Questioning.”
Keep in mind that “good evidence” is often
quotations or numerical facts having to do with
the students or the teacher.
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Evidence is observable (overt)
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Evidence is of ALL students
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Evidence is congruent to the objective
All students are visibly participating in
activities/learning that is relevant to the
objective.
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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

Congruent (relevant) to the learning
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Invitation for ALL students to think
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A range of questions are used to extend
thinking from a base of knowledge to
higher order thinking that is more critical
and creative
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T “During today’s lesson, you will identify coins and
their values. You will practice calculating the sums of
the coins.”(Teaching to an outcome)
T “When would you need to add coins?” (Effective
Questioning)
T displayed clusters of coins on the interactive white
board. All students wrote the sums of the coins on
their individual white boards and showed their work to
the teacher when she said, “Show!” (Student
Engagement/Checking for Understanding)
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Email your 4-5 pieces of evidence (labeled) for
each area of effective teaching we have
focused on to [email protected] and
[email protected] by September 10th.
Thank You!