Transcript Evidence Based Observation Part 2 3 Hour Group Day 1

Evidence Based Observation
Lead Evaluator Training
Part 2 – Welcome!
1
“There is no power for change
greater than a community
discovering what it cares about.”
Margaret Wheatley
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Explain the difference between current practice and
evidence based observation
Identify and define criteria for two areas 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.
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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
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
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”
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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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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
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.
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.
Teacher said, “Today we are going to learn
about unit price. What is unit price?”
Teacher stated, “Unit price is how much it costs
for each unit.”
“How do you find unit price?” was displayed on the
white board.
The teacher stated to the students, “Make sure your
decimals are in the right place.”
The teacher held up two boxes of cereal—different
size boxes.
The teacher said, “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.
What does it look like and sound like when a
teacher uses effective questioning strategies?
Rubric Language:
Marshall:
Plans all units
embedding big
ideas, essential
questions,
knowledge and
skill goals that
cover all Bloom’s
levels.
2011 Danielson:
Teacher uses open-ended
questions, inviting students to
think and/or have multiple
possible answers.
The teacher makes effective
use of wait time.
The teacher builds on uses
student responses to questions
effectively.
Discussions enable students to
talk to one another, without
ongoing mediation by the
teacher.
The teacher calls on most
students, even those who don’t
initially volunteer.
Many students actively engage
in the discussion.
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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All students
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Invitation 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
Hands up if
you know…
Can anyone tell me?
Popsicle sticks
Susan, what is
the answer to
number 4…
Beam your question to all
students!
High Consensus
Low Consensus
Yes/No - Fact
Why or why not? Defend your position..What if?
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Be ready to explain how you solved the problem…
Write down one way we know Huck wants to belong
to the rest of the “gang”
Be prepared to explain one of the four main causes
of WWI
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Point to the parallelogram on your paper
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How do we solve for x?
After you have “beamed” your question or directive to all, then you
can ask individuals for their responses.
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Length of student responses increases between
300-700 %
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More inferences
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More speculative thinking
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More questions
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Decrease in failure to respond
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Decrease in discipline problems
The teacher asked, “What is dividing? What do
we do when we divide? What does it mean?”
Student responded, “It means to cut a big
whole into smaller pieces—like cutting a pie
into smaller pieces.”
Teacher asked, “What could we divide besides
pies? Student responded, “pizza.”
Teacher asked, “ok—Do we have to divide
fractions? Can we divide something that isn’t
fractions?”
Student stated, “You could divide numbers.”
Teacher said, “ok, I could divide numbers, why
would I want to do that? Whatever for?”
Student said, “Like to…like if you are on a field trip you
could see how many groups you need for one person
to watch over.”
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Practice collecting evidence of “Teaching to
an Outcome” and “Effective Questioning.”
Examine an observation that you have
completed, looking for evidence and
bias/opinion (ongoing)
Identify the presence or absence of
“Teaching to an Outcome” and “Effective
Questioning” in your current observation
tool
On the back of your evaluation:
Write a memo to a colleague in which you
summarize the key points of Effective
Questioning.
Thank You!
See you on 11/29/11 @ BT BOCES
12:00 p.m.-3:00 p.m.
**Bring Technology Please
(if needed)!