Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! June 18, 2012

1. Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! June 18, 2012

2. Questions everyone should be able to answer…. • 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?

3. Feedback… and questions • More breaks • You need to take time to reflect • This is hard. • How do we manage the time?

4. “Homeplay” • 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?

5. Let’s debrief… • How did you do? • What were you able to find out? • What did you notice as you were observing instruction?

6. Today’s Outcomes: • 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.

7. Today’s Outcomes: • 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.

8. Rewind…

9. What is Evidence Based Observation? • Collection of factual information • Free of bias or opinion • Based on specific criteria • Used to provide feedback for reflection and improvement of teacher practice

10. Let’s take a look at some evidence collected at Network Team Training in Albany..…. • Read the evidence collected at the left. Use the definition of quality evidence based observation to “check” each example of evidence. So: • Is there opinion? • Could it be more specific? • Is it quantified?

11. Review of Evidence Respectfully is an opinion.Id specific responses to students – this will make it specific and not vague Your turn…

12. “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

13. 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…

14. 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.

15. What does it mean when we say “engaged learners”?

16. Rubric Work - Engaged Learners • 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)

17. What does it mean when we say “student engagement”? • All students are visibly participating in activities/learning that is relevant to the objective.

19. Continuum of Engagement OCCASIONAL TEACHER DIRECTED PARTICIPATION TEACHER ONLY SIMULTANEOUS ACTIVE PARTICIPATION OPTIONAL STUDENT PARTICIPATION

20. What would “student engagement” look like/sound like? 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.

21. What would “student engagement” look like/sound like? 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.

22. Video –Student Engagement Kristin Dewit – Grade 9 Mathematics Objective: Identify the four types of slopes of lines: negative, positive, no slope and undefined

23. Collection of Evidence 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.

24. Collection of Evidence 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.

25. Ready for more practice?

26. Video 2–Student Engagement Grade 8 Social Studies Outcome: Identify factors that led to the Industrial Revolution

27. Collection of Evidence 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?

28. Collection of Evidence 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. What did you collect?

29. 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.”

30. “Homeplay” • 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.

31. Thank you!Next sessions….July 16th and July 23rd8 – 11 am in ISC-A