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Nevada Educator Performance Framework Developing Teacher Expertise Teacher Standard 5

Explore the impact of effective feedback in education, based on research by John Hattie, to support teacher development in Standard 5 of the Nevada Educator Performance Framework. Learn strategies for collecting and recording evidence of feedback practices aligned with student-centered goals.

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Nevada Educator Performance Framework Developing Teacher Expertise Teacher Standard 5

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  1. Nevada Educator Performance FrameworkDeveloping Teacher ExpertiseTeacher Standard 5 Focus: All Students 21st Century Ready

  2. Goals – Standard 5

  3. Leading for impactDeveloping teacherExpertise Standard 5

  4. What the Research Says… Formative Assessment and Feedback John Hattie, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward." To that end, he encourages us to "worry more about how students are receiving your feedback . . . than increasing how much you give.” Source: Visible Learning for Teachers: Maximimizing Impact on Learning. Hattie, 2012

  5. Research shows……. • According to the work of Dr. John Hattie, feedback has an effect size of 0.73 with .60 being considered a “large” impact.

  6. Key Ideas in Standard 5 Resources • Theory • Indicators • Description Notes

  7. Discuss what Standard 5 looks like in the classroom. What is the teacher doing/saying? What are students doing/saying? 39

  8. Practice…

  9. Recording Evidence from Observation of Standard 5 • Take notes • What is the task(s)? • What is the teacher doing/saying? • What are the students doing/saying?

  10. Strategies for Collecting Evidence… • Focus on student-centered evidence • Capture evidence of impact of teacher’s behavior on student learning • Record evidence, not judgment • Quotations, observed actions or movements by teacher and students, literal descriptors, etc. – No scoring during observation • Be an efficient note-taker • Capture evidence aligned to the Standards - Establish abbreviations - Think note-taking not scripting

  11. Types of Evidence Direct observation of teacher practice occurs when the evaluator is physically present in the classroom or venue where the teacher is present and teaching. (Mandatory Evidence) Additional Evidence supporting teacher practice that includes but is not limited to lesson plans, student work, teacher notes, and student feedback. (Confirmatory Evidence) 34

  12. Think & Share What specific evidence did you see during the observation? What confirmatory evidence did you collect/review during the observation?

  13. Think & Share What confirmatory evidence could you collect/review during the reflection conversation? How can you expand on this evidence and log in your notes??

  14. COMPARE EVIDENCE YOU COLLECTED TO EVIDENCE IDENTIFIED BY THE EXPERTS LOGGING EVIDENCE For each indicator… write 1– evidence OBSERVATION 1 – evidence CONFIRMATORY

  15. More practice…

  16. Turn and Talk How do I become more effective with Teacher Standard 5? What support do I need? 43

  17. EVERY STUDENT – Life Ready! College and Career Ready! Citizenship Ready!

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