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Lead Evaluator Training

Lead Evaluator Training. 2013-2014 Day 5. Agenda. What have you been up to? Sharing what we’ve done related to this work in the last month. A little more on the Six shifts in ELA/Literacy Technical v. Personal Observation > Evidence Collection > Label > Sort > Rubric

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Lead Evaluator Training

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  1. Lead Evaluator Training 2013-2014 Day 5

  2. Agenda • What have you been up to? Sharing what we’ve done related to this work in the last month. • A little more on the Six shifts in ELA/Literacy • Technical v. Personal • Observation > Evidence Collection > Label >Sort > Rubric • Another mini-observation and follow-up conversation

  3. Constructivism Warming up: • Organize the blue cards. Bias 21st Century Skills Evidence Collection Cognitiveengagement Fairness Rubric HEDI APPR Observation Reliability MiniObservation Supervision Evaluation Validity

  4. Warming up: • Now integrate the yellow cards into your scheme. ContinuousImprovement Feedback ProfessionalDevelopment Risk-taking Change Growth Support Evaluation Reflection

  5. The essential message is not “you are broken and I’m here to fix you” but instead “you are so valuable and worthy, our mission so vital, the future lives of our students so precious, that we have a joint responsibility to each other.” -Doug Reeves

  6. ELA/Literacy and theCommon Core

  7. Six Shifts: ELA/Literacy

  8. Interquartile Ranges Shown (25% - 75%) 1600 Staircase of Complexity 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

  9. Shift 1: Balancing Informational and Literary Text

  10. Shift 1: Balancing Informational and Literary Text To what extent are you seeing this in your school? In all classes, or just ELA?

  11. Shift 2: Knowledge in the Disciplines

  12. Shift 2: Knowledge in the Disciplines To what extent are you seeing this in your school? In all classes, or just ELA?

  13. Shift 3: Staircase of Complexity

  14. Shift 3: Staircase of Complexity To what extent are you seeing this in your school? In all classes, or just ELA?

  15. Shift 4: Text Based Answers

  16. Shift 4: Text Based Answers To what extent are you seeing this in your school? In all classes, or just ELA?

  17. Shift 5: Writing from Sources

  18. Shift 5: Writing from Sources To what extent are you seeing this in your school? In all classes, or just ELA?

  19. Shift 6: Academic Vocabulary

  20. Shift 6: Academic Vocabulary To what extent are you seeing this in your school? In all classes, or just ELA?

  21. Divide 100% of your staff between: What is your next step(s)?

  22. Growth-Producing Feedback

  23. The Year at a Glance Beginning of the Year End of the Year Ongoing • Beginning of the year meeting • Standards I and II • SLO and local (LAT) target setting • Evidence from the year collected • Compare collected evidence to the rubric • Summative score determination and communication • Evidence Submission by Teacher • Evidence Collection • Sharing the evidence • Feedback Conversations

  24. Checking in with Kim • Read what Kim has to say about feedback to teachers • Discuss as a table group: how does his advice compare toyour walkthrough/mini experiences? Page 80

  25. Conversations (example) • Form a triad • Each person gets a different colored half-sheet • Prepare your opening line (<30 seconds) • First triad member says opening line to the two others • Two others give first person feedback • Repeat the process until everyone in the group has gone

  26. Conversations • Go back to the mini-observation • Review the Evidence • Prepare your thoughts for your follow-up conversation with the teacher. Make sure you have your opening line ready! • Role-play the conversation. • Repeat.

  27. Conversation,Questions &Discussion COLLECTDATA (Evidence) Respect &Rapport Conclusions Impact on learning… Support needed…

  28. Evidence CollectionandGrowth-Producing Feedback

  29. Rubric as Road Maps • Identify your destination • Identify your current location • Design the best route to your destination and move forward • NOT as inspection tools

  30. Evidence and a Rubric • Individually, review the evidence and the slice of the rubric. • What would be your opening line with the teacher? • How might the teacher reply? • Now, score the rubric (together). • Plan the opening line and anticipate the teacher’s response. • Any difference?

  31. Time Out for a read! • Read the blog post: Don’t Go There [Yet] • What are some reasons why someone would argue for scoring the rubric every time? • What would you say to the teacher who says I want to know my score! Or, I want to know how many points I have so far! • What is the instructional analogue to this situation?

  32. COLLECTDATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions NO! Impact on learning… Support needed…

  33. ELA Classroom • Observe what the teacher and the students are doing in this lesson (excerpt) • Collect evidence electronically • Label it by NYS Teaching Standard or Domain • Sort it • Compare with your neighbor/table

  34. Growth-Producing Feedback • With your neighbor, plan your conversation with the teacher

  35. Resources

  36. Next Session • November 4th in Syracuse • Mid-year electronic feedback • Agenda will include • Evidence Collection • Ongoing Growth-Producing Feedback • Special Consideration for SWD classrooms

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