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Ohio Teacher Evaluation System: Assessment of Teacher Performance

Ohio Teacher Evaluation System: Assessment of Teacher Performance . Reflections. We will share reflections from Training Day 2. You will be asked to do the same thing at the end of the day today. See if your area of comfort changes throughout the day!. Agenda for Day 3.

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Ohio Teacher Evaluation System: Assessment of Teacher Performance

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  1. Ohio Teacher Evaluation System: Assessment of Teacher Performance

  2. Reflections • We will share reflections from Training Day 2. • You will be asked to do the same thing at the end of the day today. • See if your area of comfort changes throughout the day!

  3. Agenda for Day 3 Review previous learning and set daily objectives SKYPE with ODE Fit today’s lesson into the improvement/growth plans Pre-conference review (also skills of conference leader) Watch pre-conference Scripting hints review Watch PE Lesson Break Final “You Do”; categorize and rate on your own. Lunch Final “You Do”; post-conference write-up BREAK Watch PE post-conference Credentialing Final debrief

  4. Training Objectives • Understand and apply the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component. • Move from a procedural to conceptual understanding of the framework. • Place the formal observation process within a Professional Growth Plan • Accurately categorize and assign performance levels for each area from the rubric. • Plan, deliver and evaluate a post-observational conference.

  5. When do you collect evidence? • Pre-Conference • Review of lesson • Generate questions from lesson plan Prior to the lesson being observed During the lesson What the teacher says and does What the students say and do Post-Conference Communication between classroom observation and post-conference After the lesson

  6. OTES Framework—Professional Growth Plan

  7. Pre-Conference Observation Activity • YOU DO • Review the Physical Education lesson plan (page 126 in Workbook). • Generate five questions that you would ask of this teacher in a pre-conference regarding the lesson plan. • What evidence do you already have for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, Knowledge of Students?

  8. A Strong Conference (Pre or Post) has: • Key Questions • Active Listening • Paraphrasing • Summarizing

  9. Asking Key Questions • By asking the right questions, you can • build stronger relationships, • support people more effectively. and • lead others to become more self-reflective. • Questions should be probing and clarifying. • Questions should be open-ended • Sometimes responses frame next questions

  10. Active Listening Allows the coach to: • Scaffold questions • Provide feedback • Paraphrase the coachee’s responses • Summarize the discussion • Read body language

  11. Paraphrasing • Paraphrasing is restating what the other person said in an objective manner. • It provides the coach time to process the teacher's response and develop the next question. • Sample phrases that can be used in the paraphrasing process: • “In other words…” • “If I understand what you are saying…” • “Recapping…” • “So…it’s important to….”

  12. Summarizing • Summarizing information ensures that both participants in the conference are clear about what has been discussed and any decisions that have been made. • Like paraphrasing, it also provides opportunities for the coach to provide academic feedback to the coachee. • Examples of starter phrases that lead to a summarizing statement: • “Some key ideas we have discussed are…” • “In talking about this area, we have come up with three main ideas…”

  13. Non-verbal Communication Nonverbal communication includes facial expressions, such as, smiles, gestures, eye contact, and even one’s posture. • When used in a positive manner it shows the person with whom you are talking that you are indeed actively listening. It can make the teacher comfortable and confident that their opinion is valued. • When used in a judgmental manner, it can make a teacher feel uncomfortable and unwilling to share their opinions and thoughts.

  14. Components of Non-verbal Communication • Eye contact – Look directly at the individual and maintain eye contact • Body posture – Maintain body posture that signifies openness to others’ ideas • Physical distance – Position yourself next to the teacher as opposed to across a table. This leaves you open to a conversation as opposed to a more formal situation.

  15. Pre-Conference Observation Activity • View pre-conference video • Please list the questions asked by the conference leader. • What skills does the conference leader exhibit? • Remember that strong pre conferences include: Key Questions, Active Listening, Paraphrasing, Summarizing

  16. Watch Pre Conference

  17. Pre-Conference Observation Activity • Compare the questions this pre-conference leader asked with your own questions. • Remember that strong pre-conferences include: Key Questions, Active Listening, Paraphrasing, Summarizing • With a shoulder partner, share what parts of this pre-conference were effective AND how it could be MORE effective.

  18. When do you collect evidence? • Pre-Conference • Review of lesson • Generate questions from lesson plan Prior to the lesson being observed During the lesson What the teacher says and does What the students say and do Post-Conference Communication between classroom observation and post-conference After the lesson

  19. Collecting/Capturing Evidence • Capture: • What the teacher says • What the teacher does • What the students say • What the students do • Copy wording from visuals used during the lesson • Record time segments of lesson

  20. Sample Evidence Collection Notes Time

  21. Evidence Collection Reminders • When capturing evidence, these strategies will help you collect accurate and defensible notes. • During the lesson: (scientist – collecting evidence) • Time: Capture the length of different segments of the lesson • Abbreviate: When possible abbreviate; after the lesson write out what you abbreviated • Verbatim: Capture verbatim dialogue when possible • Paraphrase: Use parentheses to indicate paraphrasing • Circulate: Move around the class as needed to hear teacher and students and to see student work • After the lesson: (lawyer – analyzing the evidence) • Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson • Q & F: Shorthand for questions and feedback, go through the evidence and label • Label: Begin categorizing your notes by labeling evidence for standard area • Lesson Analysis: Identify the lesson’s primary objective

  22. Sample Evidence Collection Notes Teacher Students

  23. Hints for Capturing Evidence When capturing evidence, these strategies will help you collect accurate and defensible notes. Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson Label: Begin categorizing your notes by labeling evidence for rubric indicators Lesson Analysis: Identify the lesson’s primary objective Circulate: Move around the class as needed to hear teacher and students and to see student work

  24. Watch PE Lesson50 minutes

  25. 10 Minute Break

  26. Categorize and Rate! • As a final “YOU DO” you will categorize and rate this teacher on all Standard Areas: Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, Knowledge of Students, Lesson Delivery, Differentiation, Resources, Classroom Environment, and Assessment of Student Learning • Make sure you consider all of your evidence: Growth Plan, Lesson Plan, Pre Conference and Lesson!

  27. Share with Partner, Agree on Ratings • Share your ratings with a shoulder partner. • Certain partners will be asked to share with the whole group.

  28. LUNCH

  29. Final “You Do”: Post Conference Write-Up • Look at your categorized evidence and ratings • What area of the rubric could this teacher be reinforced with? What area refined? • Remember your Post Conference hints!

  30. 10 Minute Break

  31. View Post Conference • Capture the elements of this post conference so that you can compare it to your own post conference • Complete the post conference template on pg. 160-161 of your Workbook

  32. P.E. Post Conference • Compare your post conference with the captured post conference

  33. Reflect on the Post Conference Reinforcement Area 1. What was the teacher’s reinforcement area? • What questions guided him to talk about that area? • What specific evidence was cited? Refinement Area 1. What was the teacher’s refinement area? • What questions guided him to talk about that area? • What specific evidence was cited? • What recommendations / suggestions were made? • Will the recommendations have an impact on learning? The Conference Leader • What skills did the conference leader exhibit? • What might be an area of refinement for the conference leader? • What suggestions / recommendations would you make?

  34. Bringing it all Together • How was this evaluation tied to Goal 2 of the Professional Growth Plan? • Why is it important to tie some evaluative conferences directly to the Growth Plan?

  35. Wrap-Up and Questions ?

  36. THANK YOU!

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