Transcript Evidence Based Observation Part 2 3 Hour Group Day 2

Evidence Based Observation
Lead Evaluator Training
Part 2 – Day 2
Welcome Back!
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Continue to do the group work
Keep showing videos and time to discuss
with district colleagues
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More practice/more videos
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Less videos or shorter ones
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Would love to see observation tools folks
are using that facilitate this type of
observation
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Practice collecting evidence of “teaching to
an outcome”
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
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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
Describe strategies that a district could employ to
increase the quality of evaluations and the
agreement of evaluators
Collect and categorize evidence based on four
areas of effective instruction
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
High Consensus
Low Consensus
Yes/No - Fact
Why or why not? Defend your position..What if?
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!
Effects:
 Length of student responses increases between 300700 %
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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.”
The teacher asked, “Why did slavery happen?”
One student stated, “I’m going to add on
white people needed slaves so that they could
get fast and easy money.”
Another student stated, “I think slavery
happened because the plantation owners were
lazy.”
Moving towards evaluating
performance over time…
Materials:
◦ 3 sample observation documents
for a high school math teacher
◦ NHPS Classroom Practice Rubric
On Your Own:
 Place 3 reports side-by-side in order
 Use the NHPS rubric for classroom practice to
determine an overall rating for the assigned
indicators (C1, C4, C9)
At Your Table:
 Share your ratings, come up with a consensus
on a rating for each assigned indicator
 Discuss:
◦ How did your ratings compare?
◦ How far apart were you?
◦ What challenges did you face coming to consensus?
Your Mission:
 Collect 4-5 pieces of evidence FOR EACH
EFFECTIVE TEACHING CATEGORY that you will
label and e-mail to Barb and Pat by December 8th.
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Label 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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The teacher stated, “During today’s lesson, you will
identify coins and their values. You will practice
calculating the sums of the coins.”(Teaching to an
outcome)
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The teacher asked, “When would you need to add
coins?” (Effective Questioning)
The teacher 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) to
[email protected] and
[email protected] by December 8, 2011.
Practice collecting evidence using the four
areas of instruction we have studied
Identify the 3-5 key areas that your district
will use when conducting classroom
observations
Thank You!
Coming Soon: Part 3 Sessions!