Transcript Day 8

RTTT
Teacher Evaluator Training
Day 8
Based on the Training of
Teaching Learning Solutions (TLS) and
Community Training and Assistance Center (CTAC)
9 Required Elements of 30-2.9 for
Lead Evaluator Certification:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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NYS Teaching Standards and the ISLLC, 2008 Leadership Standards
Evidence-based observation techniques
Application and use of the student growth and value-added growth model
Application and use of State-approved teacher/principal rubrics
Application and use of any assessment tools you intend to use (e.g.,
portfolios, surveys, goals)
Application and use of any State-approved locally developed measures of
student achievement you intend to use
Use of the Statewide Instructional Reporting System
The scoring methodology used by the department and/or your district
Specific considerations in evaluating teachers and principals of English
language learners
*** Other: While not listed as a training component, districts will need to
ensure inter-rater reliability for both their teacher and principal evaluation
systems.
2
Observation or Structured Review Process
Element 5
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Every NY Teaching STANDARD must be assessed at least once a year
•
NOT every Element must be assessed
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NOT every Indicator must be assessed
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Most NY Teaching Standards and many elements and indicators can be assessed
during a classroom observation
•
Other NY Teaching Standards, elements, and indicators can be assessed through a
structured review process
3
The Observation Process: Pre-Observation
Conference / Lesson Plan the following are assessed:
• Review the “Stage 1- Lesson Plan and Pre-Observation
Conference” guide
– Note the elements/indicators that are assessed during this
stage of the observation process [real time]
– Note the elements/indicators that are assessed during video
observations
– Note the potential questions that might be asked to generate
additional evidence
4
The Observation Process: Classroom Observation
the following are assessed:
•
Review the “Stage 2- Classroom Observation” guide
– Note the elements/indicators that are assessed during this stage of the
observation process [real time]
– Note the elements/indicators that are assessed during video observations
– Note the types of evidence you would look for during an observation
5
The Observation Process: Post-Observation
Conference / Reflection the following are
assessed:
•
Review the “Stage 3 – Reflection and Post-Observation” guide
– Note the elements/indicators that are assessed during this stage of the
observation process [real time]
– Note the elements/indicators that are assessed during video observations
– Note the potential questions that might be asked to generate additional
evidence
6
Structured Review Process the following are
assessed:
•
Review the “Stage 4 – Assessing Standards through a Structured
Review” guide
– Note the elements/indicators that are assessed during this stage of
the evaluation process
– Note the potential evidence that might be collected to demonstrate
effective practice in the non-observed areas of the rubric
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Observation or Structured Review Process
Element 5
•
Together, the observation and the structured review provide a
comprehensive assessment of teacher practice
•
The guides help to “chunk” the many elements/indicators into
reasonable sections for teachers as well as for observers
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Meeting the Needs of ALL Learners Element 9
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Report on “Teacher Evaluation in Effective Schools and Classrooms for
ALL Learners” written by a committee convened by AFT
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Committee of experts outlined 4 conditions necessary for all students, including
students with disabilities and ELLs, to be successful
1. All Learners and Equal Access
2. Individual Strengths and Challenges and Supporting Diversity
3. Reflective, Responsive, and Differentiated Teaching Strategies
4. Culture, Community, and Collaboration
(Ell Experts: Diane August, Ph.D., Delia Pompa, Diane Staehr Fenner, Ph.D.,
Giselle Lundy-Ponce; Students with disabilities experts: Peter Kozik and
Spencer Salend)
•
NYSUT rubrics and modified ASCD rubrics were analyzed for alignment to the 4
conditions – strong alignment was determined
•
Document is being written that will detail the four conditions and include
recommendations for teacher evaluation systems
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Meeting the Needs of ALL Learners Element 9
Part I:
• Text-based discussion
• Read the text selections
– Highlight areas of interest as you read
– Discuss the following questions as a small group
1) How does the text address the role of all students in teaching and learning?
2) What are the implications for how teachers plan and deliver instruction?
3) What are the implications for teacher observation?
4) How does the text support the priorities of the NYSUT and ASCD rubrics?
5) Other points of interest?
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Meeting the Needs of ALL Learners Element 9
Part II
• In your text groups, review one standard in the NYSUT Rubric or Element in
the Pearson Rubric
– Which particular indicators [NYSUT] or elements [Pearson] are critical for an
observer to focus on in order to assess the teacher’s skill at meeting the
needs of all learners
• English Language Learners
• Students with Disabilities
• Students who perform significantly below grade level
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Meeting the Needs of ALL Learners Elements 4, 9
Part III
• In your text group, choose an element/indicator [NYSUT or Pearson] from your rubric
•
On chart paper, cite samples of potential evidence of teaching practice that supports the
needs of ALL learners [what might you see or hear in a classroom that would be valid
evidence?]
• Element in the Pearson Rubric
• Indicator in the element [NYSUT] – III.4.A. Differentiates instruction
• EXAMPLE: Teacher lists 3 sentence frames on the board, one which is targeted for beginning
English learners (I like _____), one which is for intermediate English learners (I like ___ and
____ because _____), and one for other students (Although I like ___, I like ____ better
because ____). She asks individuals to read the 3 sentence frames, and encourages students
to use one of the three during their Turn & Talk. Two beginning English learners and two
intermediate English learners use Sentence Frame 2.
•
Include a rationale explaining why the evidence is appropriate for ELLs, students with
disabilities, and/or students who perform below grade level
•
Be prepared to share your work with the larger group
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NYSUT: III.4: Uses a variety of instructional approaches to meet diverse
learning needs…
Differentiates Instruction
Evidence:
Teacher lists 3 sentence frames on the board, one which is targeted for beginning English
learners (I like _____), one which is for intermediate English learners (I like ___ and ____
because _____), and one for other students (Although I like ___, I like ____ better because
____). She asks individuals to read the 3 sentence frames, and encourages students to use
one of the three during their Turn & Talk. Two beginning English learners and two
intermediate English learners use Sentence Frame 2.
Rationale:
English learners are at different levels of language production, and need to build their oral
English skills by moving through carefully sequenced simple to complex syntactical
structures. Giving students correct models that are differentiated in difficulty allows all
students to be successful in oral language production. It also enables students to hear
more complex structures than they are ready to produce themselves.
Implements strategies for mastery of learning outcomes
Evidence:
Rationale:
Notes/Comments
EXAMPLE
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Evidence is a Factual Reporting of Events
Element 2
• It includes teacher and student actions and/or behaviors
– Teacher presented the content from the front of room.
• It includes statements made and questions posed by the teacher
and the students
– “Bring your white boards, markers and erasers to the carpet and sit
on your square.”
• It includes artifacts prepared by the teacher, students, or others.
– Task cards, journals, lesson plans, etc.
• It includes quantifiable information about time, student participation,
resource use, etc.
– 9:14 – 9:29- Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29
• It includes an observed aspect of the environment
– Desks were arranged in groups of four
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TLS Evidence Rubric
Element 2
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Example: Objectivity
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T-What do estimates help you do?
S -It helps me how to measure.
T -I like what she said
S - Guessing about how many.
T - To get an actual measurement what do I do?
S -I measured with a ruler
S -8 inches
T -Do you agree or disagree?
• The teacher did not allow for enough wait time, she answered the
questions for them and dominated the discussion at the beginning of
the lesson (less than two minutes of student responses and
conversation).
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Example: Alignment
• Evidence statement:
– String suggestion: Teacher at table with students measuring string.
Teacher said I was just working with two students. The string is tricky. It
is longer than the ruler.
– T looked at students, “can you explain?”
– Student explained how he put string on table, measured, then pulled
ruler to next section.
– Teacher modeled his suggestion for whole group.
• Aligned to:
– Responds to students
– Provides opportunity for collaboration
– Provides feedback during and after instruction
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Example: Representativeness
• Provides directions and procedures
– T. We're going to get a sheet like we did yesterday.
We're going to use the sheet to record estimates and
measurement.
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Observation Practice: Pre-Observation
Elements 1, 2, 4, 6, 9, IRR
Individually
• Review the lesson plan for Ms. Galligos
• Align the evidence to the appropriate elements/indicators
• Check your work with a partner who is using the same
rubric
–Did you align your evidence to the same
element/indicator?
–Discuss your rationale for your alignment
• Be prepared to share some examples of your aligned
evidence collection
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Observation Practice: Classroom Observation
Elements 1, 2, 4, 6, 9, IRR
Individually
• Watch the video of Ms. Galligos
• Collect evidence for the observable elements/indicators of your
rubric
• Align your evidence to the appropriate elements/indicators
• Check your work with a partner who is using the same rubric
– Did you capture similar evidence?
– Did you align your evidence to the same elements/indicators?
– Discuss your rationale for your alignment.
• Be prepared to share some examples of your aligned evidence
collection
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Observation Practice: Post Observation
Elements 1, 2, 4, 6, 9, IRR
Individually
• Review the teacher’s reflection and post-observation
notes from the video clip
• Align the evidence to the appropriate elements/indicators
• Check your work with a partner who is using the same
rubric
–Did you align the evidence to the same
elements/indicators?
–Discuss your rational for your alignment
• Be prepared to share some examples of your aligned
evidence collection
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QUESTIONS
Teri Calabrese Gray [email protected]
Bonnie Berry [email protected]
Leslie LaRose [email protected]
Don’t forget to visit cves.org/rttt