Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back!

1. Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?

2. Feedback… • Continued practice and feedback on our work • Better quality videos • Longer share times with groups • The time went by fast and it was interesting! • More examples of examples and non-examples • Follow-up workshops

3. “Homeplay” • Identify the presence or absence of “check for understanding” in your present evaluation tool • Practice collecting evidence of “check for understanding” • Check yourself – did your evidence contain bias or opinion? • Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

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

5. 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.

6. 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.

7. Rewind…

8. 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

9. Let’s take a look at some written observation documents….. Highlight examples of evidence Underline words that show bias or opinion

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

11. 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)

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

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

16. What would “student engagement” look like/sound like? All students used the response clickers to answer the question the teacher posed, “How many sides does a square have?” The teacher stated to the class, “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.

17. 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. The teacher stated, “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. When the teacher said, “Show!” all the students held up their boards for the teacher to see.

18. Video –Student Engagement

19. 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.

20. 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.

21. Ready for more practice?

22. Video 2–Student Engagement

23. Collection of Evidence 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” What did you collect?

24. Collection of Evidence 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?

25. 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.”

26. “Homeplay” • Practice collecting evidence of “engaged learners.” • 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.

27. Thank you!Next sessions….