August 30, 2011 facilitated by Dr. Ellen O’Donnell, Cheryl Covell , and Dr. Heather Sheridan-Thomas TST BOCES Network

1. August 30, 2011 facilitated by Dr. Ellen O’Donnell, Cheryl Covell, and Dr. Heather Sheridan-ThomasTST BOCES Network Team Teacher Observation Training Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

2. DAY 1 AGENDA • Introductions • Overview, Objectives, and Context • Highly Effective Teaching • Priorities of the Frameworks • Teacher Evaluation • Observation Skills – Evidence vs. Inference/Opinion • Observation Practice • Asking Clarifying Questions • Wrap Up & Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

3. Workshop ObjectivesDay 1 • Understand how teacher performance evaluation fits into the big picture of Race to the Top initiatives to enhance learning for all students • Develop an awareness of how a common understanding of highly effective teaching is required to drive a rubric-based teacher evaluation system • Understand how a common language can create and support professionalism and a culture for learning • Understand the relationship between the NYSED Teaching Standards and the NYSUT and Framework for Teaching rubrics by which the teaching standards are assessed • Develop a beginning awareness of the shifts in teacher performance delineated by rubric levels • Understand the common priorities underlying the rubrics • Review the elements and qualities of an effective teacher evaluation system • Begin to hone observation skills to focus on • Evidence Collection • Alignment of evidence with Standards & Domains • Asking clarifying questions to promote professional reflection & growth Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

4. RTTT – Improving Instruction for All Students • Standards and Assessments • Common Core Learning Standards • Revised assessments in 2012-2013 • Data Systems • NYS Data Portal Development • Data-driven Instruction/ Inquiry Teams • Great Teachers and Leaders • Teacher Performance Evaluation • Principal Performance Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

5. NYS Teacher Evaluation Road Map Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

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10. How will Teachers and Principals be evaluated?

11. Other 60 points? The regulations require that at least 40 out of the 60 points is to be based on multiple classroom observations—meaning 2 or more—by a principal or other trained administrator. Classroom observations may be performed in person or by video. In addition, teachers may be observed by trained independent evaluators or in-school peers.

12. Other 60 points? The remaining points of the 60 points can be based on a combination of any of the following criteria: • structured review of student work; • teacher artifacts using portfolio or evidence binder processes; • feedback from students, parents, and/or other teachers using structured survey tools; • teacher self-reflection and progress on professional growth goals (maximum of 5 points).

13. Focus on Shared Understandings of the Rubrics and Sharpening Evaluation Skills • Today’s focus is on understanding the common underpinnings of two rubrics that will be used regionally, and their connection to the NYS Teaching Standards, as well as unpacking the rubric criteria and beginning to practice the collection of observational evidence related to those criteria. • We will maintain a “Parking Lot” for questions related to APPR regulations. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

14. Highly Effective Instruction • Imagine you are in the classroom of a highly effective teacher: • What would you see? • What would you hear? • What would the students be doing or saying? • Individually, write one idea per post-it note. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

15. Highly Effective Instruction • At your table, group your sticky notes into bigger categories that define high quality teaching and learning. • Go with your table group to one of the Teaching Standards charts on the wall. Group your sticky notes by Standard. Talk about the degree to which this did or did not require re-grouping. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

16. Teaching Standards: NYSUT Rubric • Standard 1: Knowledge of Students & Student Learning • Standard 2: Knowledge of Content and Instructional Planning • Standard 3: Instructional Practice • Standard 4: The Learning Environment • Standard 5: Assessment for Student Learning • Standard 6: Professional Responsibilities • Standard 7: Professional Growth Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

17. NYSUT Rubric Vocabulary Knowledge of Students & Student Learning Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. A) Describes developmental characteristics of students Standards Summary statements Elements Indicators With rubrics Developed by TLS, Inc. NYSUT Rubrics

18. Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Teaching Framework • Domain 4: Professional Responsibilities Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

19. Framework Vocabulary Standard 1: Planning and Preparation Component 1a. Demonstrating knowledge of content and pedagogy A) Knowledge of content and structure of the discipline B) Knowledge of prerequisite relationships C) Knowledge of content-related pedagogy Domains Components Elements With rubrics Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

20. Crosswalk between the NYSED Teaching Standards and the ASCD Framework for Teaching Rubrics Developed by Teaching Learning Solutions, Inc. FFT Rubrics - ASCD

21. Common Themes of Both Rubrics • Equity • Cultural competence • High expectations • Developmental appropriateness • A focus on individuals, including those with special needs • Appropriate use of technology • Student assumption of responsibility Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

22. Exploring the Priorities of the RubricsObserving with a Focus on the Priorities Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 22

23. Priorities of the Rubrics • Cognitive Engagement • Constructivist Learning • 21st Century Skills The LEARNING is done by the LEARNER! Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

24. Priorities of the Rubrics • Cognitive Engagement • “Effective” = students must be cognitivelyengaged • “Highly Effective” = cognition, meta-cognition, and student ownership of their learning • Constructivist Learning • Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge. • 21st Century Skills • Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 24

25. Building Understanding of the Priorities – Text jigsaw • At your table, each person should choose one of the 4 articles, being sure that all 4 are covered. 1. Conley, D. (2011). “Building on the Common Core.” Educational Leadership. Alexandria, VA: ASCD. (pages 16-20) 2. An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder, CO: Westview Press (Pages 30-31) 2.“TST BOCES 21st Century Learning Focus Areas (Draft)” (2011). TST BOCES 21st Century Learning Task Force ( Task Force of the IPC) 3. Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection.” Phi Delta Kappan: 697-702, May ; and “Constructivist Processes and Education” From William F. Brewer, on-line at Education Encyclopedia, Learning Theory: Constructivist Approaches. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

26. Building Understanding of the Priorities – Text jigsaw • After everyone has read their article, discuss how these articles enhance your understandings of cognitive engagement, constructivist learning, and 21st century skills, as well as the connections to current initiatives. • Be prepared to share ONE idea per table about how your understanding of one of the priorities was enhanced. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

27. Instruction- Activity • Read the Rubric Component that has been assigned to your group. • As a group, discuss the following, taking notes on the provided chart paper: • Summarize the concepts within your rubric and how it supports cognitive engagement and constructivist learning. • List in two columns what students would be doing that demonstrates evidence of cognitive engagement and constructivist learning and how teachers would be supporting them. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 27

28. Instruction- Gallery Walk • Walk around and look at your colleagues’ charts of each instructional component. • During your walk, add sticky note comments to at least TWO of the charts. You might comment on: • the kinds of activities students are engaged in – how prevalent are they? Do they seem like they would prepare students to be “college & career ready”? • the type of activities teachers are engaged in – how often do you observe these activities? • Any other thoughts you have. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

29. Engagement in Action Video observation: • Observe what students are doing that shows evidence of cognitive engagement, constructing meaning, and/or engaging in 21st century skills. • Collect evidence from the video; be prepared to share your evidence. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 29

30. Video Debrief &Reflection • Share with a partner: • What evidence did you see in the video of cognitive engagement, constructivist learning, or 21st century skills? • Write for about 5 minutes on the following topic: In what ways are the priorities we discussed this morning a “shift”? Do what degree will they be a shift for the teachers in your building? What are your beginning thoughts on how to share information about these shifts with teachers? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

31. Unsatisfactory / Ineffective – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic / Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance Levels of Performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

32. Proficient / Effective- Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Distinguished / Highly Effective– Classroom functions as a community of learners with student assumption of responsibility for learning. Levels of Performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

33. Levels of Performance and Student Achievement – Research Research Findings from Cincinnati (National Bureau of Economic Research, 2010) • Teachers have substantial effect on student achievement • Correlation between FFT based evaluation and student achievement • Evaluation using the FFT found: • Unsatisfactory and Basic: students had lower gains than expected • Proficient: students made expected gains • Distinguished: students made positive, and greater than expected gains http://papers.ssrn.com/sol3/papers.cfm?abstract_ id= 1565963 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

34. Reviewing the Levels of Performance • Read the descriptors for Component 3c or Standard 3e of your chosen rubric • Highlight the verbs / phrases that distinguish the differences among the levels of performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

35. Observing and Evaluating Practice 35 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

36. Teacher Evaluation - Purposes • Why do we evaluate teachers? Brainstorm briefly at your table. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

37. Teacher Evaluation - Purposes • Quality Assurance • Professional Learning – Improving teacher quality Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

38. Teacher Evaluation • Discuss at your table and be prepared to share one idea per table: • Why hasn’t teacher evaluation traditionally resulted in professional growth? • What conditions support professional growth and how can teacher evaluation be accomplished in a way to meet those conditions? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

39. Three “Gates” for Effective Teacher Evaluation • Fairness • Reliability • Validity Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

40. Best Practices in Evaluation Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

41. Best Practices in Observing Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

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43. Evidence or Inference/Opinion Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

44. Evidence • Evidence is a factual reporting of events. • It may include teacher and student actions and/or behaviors. • It may also include artifacts prepared by the teacher, students, or others. • It is not clouded with personal opinion or biases. • It is selected using professional judgment by the observer and / or the teacher. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

45. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” • Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. • Numeric information about time, student participation, resource use, etc.: [9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29 • An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

46. Evidence vs. Inference/Opinion… • Read evidence statement you wrote as you watched the earlier video. Decide – is it evidence or inference/opinion? • Discuss your answer with your elbow partner. • If you agree that the statement is an inference or opinion, reword the statement so that it is an evidence statement. • Be prepared to discuss statements about which you have questions. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

47. What is Evidence? - Review • Actions, by teacher or students • Statements or questions, by teacher or students • Observable features of the classroom • Review the evidence collected previously – is it evidence? Or opinion? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

48. Bias Definition: Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking. A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness. • Example: “Mrs. T does so much for the school, she is an excellent teacher. “ • The actual classroom evidence may not support the rating of the teacher as “excellent.” Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

49. Individual Professional Bias Reflection: • Make your own personal list of biases to be aware of when you assess teaching performance. • Determine if the bias leads you to assign a higher or lower rating when evaluating teacher performance, and write a + or – next to each statement. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

50. The Evidence Cycle COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions NO! Impact on learning… Support needed… Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD