Transcript College and Career Readiness Anchor Standards and Literacy

Evidence Based Observation
Lead Evaluator Training
Part 1 – Welcome Back!
June 18, 2012
1







What is evidence based observation?
How do we know we have quality evidence?
What should evidence be free of?
Why do evidence based observation?
What are the attributes of checking for
understanding?
What do we look for if we are looking for
evidence of checking for understanding?
What is checking for understanding?




More breaks
You need to take time to reflect
This is hard.
How do we manage the time?



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
Read the evidence collected at the left. Use
the definition of quality evidence based
observation to “check” each example of
evidence. So:
1. Is there opinion?
2. Could it be more specific?
3. Is it quantified?

Respectfully is an
opinion. Id specific
responses to students –
this will make it specific
and not vague
Your turn…
“difficult to focus” is a
judgement…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 specifc materials
students used
Judgement - disengaged
Smoothly – judgement, 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,judgemental, 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.

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)
All students are visibly participating in
activities/learning that is relevant to
the objective.
OCCASIONAL
TEACHER
DIRECTED
PARTICIPATION
SIMULTANEOUS
ACTIVE
PARTICIPATION
TEACHER
ONLY
OPTIONAL
STUDENT
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.