Effective Evaluation Feedback: Getting People to Commit to Changing Practice

1. Effective Evaluation Feedback: Getting People to Commit to Changing Practice

2. Norms • What is it that other people do during a training that makes it very difficult for you to learn? • Put your thoughts on a sticky note…or 2…or 10. • Find someone who shares at least one of the items on your list.

3. Purpose and Objectives • By the end of this session, participants will: • Gain ideas for getting teachers to commit to changing practice, • Have a structure for evaluation conversations, • Have concrete ideas for dealing with difficult people during the evaluation and coaching processes,and • Begin the process for IRA by analyzing instruction and studying evaluation skills.

4. Handout 9 Research • Read “Handout 9—”Making Evaluations Accurate, Fair, Consistent and Helpful” to identify: • Points you agree with, • Points you will need to consider further, and • How the article relates to your current job responsibilities.

5. Let’s Begin…

6. The Evaluation Conversation • The “X Factor” • What do you notice about the structure? • What questions do you have? • View a Conversation Video • Look for the structure • What are some of the strategic moves the evaluator is making to get the teacher to reflect on her practice?

7. Focusing on What Is Important • Impact on learning • “Doable” for that teacher • Sequencing • Ripple Effect • The degree of need for change • Connection to relative strengths

8. Handout 2 Read and Discuss • Read “Part 1”. Stop at the . What connections are you making? • Read “Part 2”. Stop at the . What are the implications for your behavior? • Read “Part 3”. Stop at the . Given what you know about yourself, which tips will prove most helpful to remember?

9. Emotional Intelligence (EQ) Handout 3 • Read Handout 3. • What are the implications for your reflective feedback conversations? • Emotional Intelligence is a key component of getting teachers to accurately reflect on their practice and make instructional changes. • How does EQ need to be connected with “Candor”?

10. Objectives Check • What ideas for getting teachers to commit to changing practice are you now considering employing into your practice? • How could the “X Factor” assist you with conversations? • What 2 ideas for dealing with difficult people during the evaluation process do you want to focus on in your upcoming evaluations?

11. Vertical Read • Read through the “Proficient” column for all indicators in all domains. • Highlight 3 key words or phrases that capture the essence of each indicator. • Compare and contrast your list with a partner. Where are there differences? Why? Where are there similarities? Why?

12. Horizontal Read In triads: • Read the framework vertically. • What are the general characteristics of each of the performance levels? • Keep a list as a group of the general characteristics.

13. Handout 4 General Characteristics • Distinguished • --Student directed • --Full student responsibility • --Student to Student • --Student ownership • --Atypically outstanding • --Student ownership for learning (responsibility) • --Teacher is a true facilitator • --Student to student interaction • --Challenging • --Inquiry • --Students do apply learning beyond the classroom • --Relevant to students • --Student centered and led based on what the teacher wants learned • --Student community of learners • Accomplished • --Consistency • --More Teacher Directed • --Adjustments • --High Quality • --Knows how to use effectively • --Engagement is purposeful • --Students know roles • --Structures evident –i.e. pacing • --Purposeful/Intentional • --Teachers know why, how and when to deploy the teaching behavior to get the desired results. • --Majority of Students Participate • --Evidence of student learning for almost all Basic --Some engagement --Learning expectations are clearer --Low participation --Some student compliance --Consistency of progress is questionable. --Teacher knows what to do, but may not know why or how --Lacks authenticity Unsatisfactory --Wrong information that inhibits the learning. --Focus solely on behavior. --No use of information that students give. --Negativity --Absence of essential information. --No learning --Incorrect learning --Unclear learning --Low/none student engagement --Low/none differentiation --Management --Task/purpose is questionable

14. Handout 5 Best Practices in Scripting Time Abbreviations Verbatim Paraphrase Questions and Feedback The Line Questions and Wonderings Label Lesson Analysis (next slide) Circulate

15. Video #1 Observation Process • View Video and Script the Lesson • Categorize Evidence Individually • Todd will model his thinking for each indicator. • Compare your thinking to his. • Be ready to point out where you disagree or where you would strengthen what he says.

16. Handout 6 Lesson Analysis Process • What is/was the learning target? • How will/did the teacher know the students learned it? • How will/did the students know they learned it? • How will/did the teacher get them there? • How is it related to standards/district curriculum/eligible content? • How will/did learning this benefit the student?

17. Evidence vs. Opinion/Non-Evidence Evidence Observable and Specific Not Influenced by Perspective Objective Unambiguous Regularity of Occurrence Opinion/Non-Evidence Restatement of “Bullets” from rubric Draws Conclusions Influenced by Perspective Subjective May be Subject to Debate

18. Evidence vs. Opinion/Non-Evidence Handout 7 • Evidence: - facts (Desks were arranged in a circle.) - directly observable (Teacher said/did. Student said/did.) - documents, artifacts • Opinion: - interpretations (Students were interested.) - judgments - conclusions • Complete Handout 4 with a Partner

19. Collecting Evidence vs. Opinion Data (Input) Evidence for an Indicator Data (Quantitative) Data Data (Qualitative) ERROR! Judgment Data (Output)

20. Handout 8 Best Practices for Scoring • Between Levels? • Between Scores? • Holistic vs. Individual Score? • Weights? • General Characteristics? • Primary and Secondary Sources? • Match Evidence to Indicator • Eliminate Opinions • Be Aware of Personal Bias • “The Way I Would Do It” • Consistency of Evidence • Impact on Learning

21. Video #2 Observation Process • View Video and Script the Lesson • Categorize Evidence and Score Individually • Compare Evidence and Ratings in Groups 3 or 4 • Reach a Consensus Score for Each Indicator

22. Video #3 Observation Process • View Video and Script the Lesson • Categorize Evidence and Score Individually • Compare Evidence by Rating • Craft “Why it is not a _____?” Arguments by Indicator • Reach Consensus Score

23. Video #4 Observation Process • View Video and Script the Lesson • Categorize Evidence and Score Individually • Compare Evidence for Each Indicator • Reach Consensus Score

24. Mini Observations • Plenty of Evidence Can Be Gathered During a Mini Observation. • Let’s watch a couple of clips from lessons. • Identify what you have evidence of and how it aligns to the rubric. • What are the implications for your practice in your building?

25. Reflection • Which parts of this process do you feel will be challenging for you? • What do you need to do to address those parts? • Which parts of this process will be difficult for teachers? • What might you need to do to address those issues?