Evidence Based Observation

Lead Evaluator Training Part 1 – Welcome Back!

October 24, 2012

1

 How does evidence based observation combat personal bias?

 What are three reasons why we use evidence based observation?

 How does evidence based observation improve teacher practice?

  How many groups of students are included in the “check for understanding” continuum and what are they?

 What are the three attributes of Check for Understanding?

 What makes Check for Understanding observable?

      I’m going to do a better job of quantifying my observations.

It can be difficult to collect - practice, practice, practice!

Need to write facts/clear examples Evidence Based Observation holds administrators accountable to know what teaching and learning truly look & sound like.

The idea that there will be a focus and not a collection of all evidence.

Keep opinions out.

 Identify the presence or absence of “check for understanding” in your present evaluation tool  Practice collecting evidence of “check for understanding” as you watch instruction  Check yourself – did your evidence contain bias or opinion? Did you quantify where you could?

 How did you do?  What were you able to find out?  What did you notice as you were observing instruction?

 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 “student engagement” 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

 1.

2.

3.

Read the evidence collected at the left. Use the definition of quality evidence based observation to “check” each example of evidence. So: Is there opinion?

Could it be more specific? ( Beware summary and paraphrasing) Is it quantified?

Your turn…

Respectfully is an opinion. Id specific responses to students – this will make it specific and not vague

“difficult to focus” is a judgment…name the postings…quantify number of postings to be able to give feedback/answer questions Vague, not quantified number, give specific examples of rules Summary of what is being seen, have quotes from teacher and students and specific materials students used Judgment - disengaged

Smoothly – judgment, use specific teacher and student quotes, quantify time students used to transition from one activity to another More quantified than previous example – specific teacher and student language will strengthen this Time – what is first half of class? Provide exact example of time…

Paraphrase – quote teacher Vague, judgmental, quantify where you can/work to be more specific What were the goals and objectives? Be specific.

It takes a lot of practice! Don’t get discouraged.

 Orange: Danielson (2011 Revised Edition)  Tan: Marshall’s Teacher Evaluation Rubric  Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson)  White: NYSUT’s Teacher Practice Rubric

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

T - “How many sides does a square have?” All students used the response clickers to answer the question. T, “Using the index cards on your desk, write three pieces of information you must include in your resume.” All of the students wrote their answers on the index cards.

Envelopes (with “cut up” sentences enclosed) were placed on the table. All students took an envelope from the table, returned to their desks, and put the cut up sentences in order.

T- “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. T - “Show!” All the students held up their boards for the teacher to see.

Kristin Dewit – Grade 9 Mathematics Objective: Identify the four types of slopes of lines: negative, positive, no slope and undefined

What did you collect? All students mirrored the teacher’s physical actions when she stated, “Mirror me please.” The teacher clapped and said, “Teach.” Students clapped and said, “Ok.” Then, all students faced one another (in pairs) to mirror their partner’s physical actions. The 4 types of slopes of lines were stated by the student labeled “North” in each pairing.

What did you collect? During the “quiz,” the teacher pointed to lines posted on the board in the front of the room. All students faced Ms. Dewit and used hand gestures to represent negative, positive, undefined or no slope.

Grade 8 Social Studies Outcome: Identify factors that led to the Industrial Revolution

What did you collect? Seven students were given envelopes with pen parts inside.

T – “Your job is going to be to construct a pen.” T-“Look around the room for things with interchangeable parts.” T-“What kind of revolution is this?” S1-”A good revolution to a better future.” S2- “Industrial Revolution”

What did you collect?

T-“The person sitting in the 4 position-at every table except for this one where 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.

T- “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens to the seven students in the front of the room. No students responded yes.

On the blank side of your feedback sheet: 1. Write one question that you think everyone should be able to answer about “engaged learners.” 2. Write a personal goal that you have around “engaged learners.”

 Practice collecting evidence of “engaged learners.” while watching 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.