RTTT Teacher Evaluator Training Day 8 Based on the Training of

1. RTTTTeacher Evaluator Training Day 8 Based on the Training of Teaching Learning Solutions (TLS) and Community Training and Assistance Center (CTAC)

2. 9 Required Elements of 30-2.9 for Lead Evaluator Certification: • NYS Teaching Standards and the ISLLC, 2008 Leadership Standards • Evidence-based observation techniques • Application and use of the student growth and value-added growth model • Application and use of State-approved teacher/principal rubrics • Application and use of any assessment tools you intend to use (e.g., portfolios, surveys, goals) • Application and use of any State-approved locally developed measures of student achievement you intend to use • Use of the Statewide Instructional Reporting System • The scoring methodology used by the department and/or your district • Specific considerations in evaluating teachers and principals of English language learners • *** Other: While not listed as a training component, districts will need to ensure inter-rater reliability for both their teacher and principal evaluation systems. 2

3. Observation or Structured Review ProcessElement 5 • Every NY Teaching STANDARD must be assessed at least once a year • NOT every Element must be assessed • NOT every Indicator must be assessed • Most NY Teaching Standards and many elements and indicators can be assessed during a classroom observation • Other NY Teaching Standards, elements, and indicators can be assessed through a structured review process 3

4. The Observation Process: Pre-Observation Conference / Lesson Planthe following are assessed: • Review the “Stage 1- Lesson Plan and Pre-Observation Conference” guide • Note the elements/indicators that are assessed during this stage of the observation process [real time] • Note the elements/indicators that are assessed during video observations • Note the potential questions that might be asked to generate additional evidence 4

5. The Observation Process: Classroom Observationthe following are assessed: • Review the “Stage 2- Classroom Observation” guide • Note the elements/indicators that are assessed during this stage of the observation process [real time] • Note the elements/indicators that are assessed during video observations • Note the types of evidence you would look for during an observation 5

6. The Observation Process: Post-Observation Conference / Reflection the following are assessed: • Review the “Stage 3 – Reflection and Post-Observation” guide • Note the elements/indicators that are assessed during this stage of the observation process [real time] • Note the elements/indicators that are assessed during video observations • Note the potential questions that might be asked to generate additional evidence 6

7. Structured Review Process the following are assessed: • Review the “Stage 4 – Assessing Standards through a Structured Review” guide • Note the elements/indicators that are assessed during this stage of the evaluation process • Note the potential evidence that might be collected to demonstrate effective practice in the non-observed areas of the rubric 7

8. Observation or Structured Review ProcessElement 5 Together, the observation and the structured review provide a comprehensive assessment of teacher practice The guides help to “chunk” the many elements/indicators into reasonable sections for teachers as well as for observers 8

9. Meeting the Needs of ALL Learners Element 9 • Report on “Teacher Evaluation in Effective Schools and Classrooms for ALL Learners” written by a committee convened by AFT • Committee of experts outlined 4 conditions necessary for all students, including students with disabilities and ELLs, to be successful • All Learners and Equal Access • Individual Strengths and Challenges and Supporting Diversity • Reflective, Responsive, and Differentiated Teaching Strategies • Culture, Community, and Collaboration (Ell Experts: Diane August, Ph.D., Delia Pompa, Diane Staehr Fenner, Ph.D., Giselle Lundy-Ponce; Students with disabilities experts: Peter Kozik and Spencer Salend) • NYSUT rubrics and modified ASCD rubrics were analyzed for alignment to the 4 conditions – strong alignment was determined • Document is being written that will detail the four conditions and include recommendations for teacher evaluation systems 9

10. Meeting the Needs of ALL Learners Element 9 Part I: • Text-based discussion • Read the text selections • Highlight areas of interest as you read • Discuss the following questions as a small group 1) How does the text address the role of allstudents in teaching and learning? 2) What are the implications for how teachers plan and deliver instruction? 3) What are the implications for teacher observation? 4) How does the text support the priorities of the NYSUT and ASCD rubrics? 5) Other points of interest? 10

11. Meeting the Needs of ALL Learners Element 9 Part II • In your text groups, review one standard in the NYSUT Rubric or Element in the Pearson Rubric • Which particular indicators [NYSUT] or elements [Pearson] are critical for an observer to focus on in order to assess the teacher’s skill at meeting the needs of all learners • English Language Learners • Students with Disabilities • Students who perform significantly below grade level 11

12. Meeting the Needs of ALL Learners Elements 4, 9 Part III • In your text group, choose an element/indicator [NYSUT or Pearson] from your rubric • On chart paper, cite samples of potential evidence of teaching practice that supports the needs of ALL learners [what might you see or hear in a classroom that would be valid evidence?] • Element in the Pearson Rubric • Indicator in the element [NYSUT] – III.4.A. Differentiates instruction • EXAMPLE: Teacher lists 3 sentence frames on the board, one which is targeted for beginning English learners (I like _____), one which is for intermediate English learners (I like ___ and ____ because _____), and one for other students (Although I like ___, I like ____ better because ____). She asks individuals to read the 3 sentence frames, and encourages students to use one of the three during their Turn & Talk. Two beginning English learners and two intermediate English learners use Sentence Frame 2. • Include a rationale explaining why the evidence is appropriate for ELLs, students with disabilities, and/or students who perform below grade level • Be prepared to share your work with the larger group 12

13. EXAMPLE 13

14. Evidence is a Factual Reporting of EventsElement 2 • It includes teacher and student actions and/or behaviors • Teacher presented the content from the front of room. • It includes statements made and questions posed by the teacher and the students • “Bring your white boards, markers and erasers to the carpet and sit on your square.” • It includes artifacts prepared by the teacher, students, or others. • Task cards, journals, lesson plans, etc. • It includes quantifiable 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 • It includes an observed aspect of the environment • Desks were arranged in groups of four 14

15. TLS Evidence RubricElement 2 15

16. Example: Objectivity T-What do estimates help you do? S -It helps me how to measure. T -I like what she said S - Guessing about how many. T - To get an actual measurement what do I do? S -I measured with a ruler S -8 inches  T -Do you agree or disagree? The teacher did not allow for enough wait time, she answered the questions for them and dominated the discussion at the beginning of the lesson (less than two minutes of student responses and conversation). 16

17. Example: Alignment • Evidence statement: • String suggestion: Teacher at table with students measuring string. Teacher said I was just working with two students. The string is tricky. It is longer than the ruler. • T looked at students, “can you explain?” • Student explained how he put string on table, measured, then pulled ruler to next section. • Teacher modeled his suggestion for whole group. • Aligned to: • Responds to students • Provides opportunity for collaboration • Provides feedback during and after instruction 17

18. Example: Representativeness • Provides directions and procedures • T. We're going to get a sheet like we did yesterday. We're going to use the sheet to record estimates and measurement. 18

19. Observation Practice: Pre-ObservationElements 1, 2, 4, 6, 9, IRR Individually • Review the lesson plan for Ms. Galligos • Align the evidence to the appropriate elements/indicators • Check your work with a partner who is using the same rubric • Did you align your evidence to the same element/indicator? • Discuss your rationale for your alignment • Be prepared to share some examples of your aligned evidence collection 19

20. Observation Practice: Classroom ObservationElements 1, 2, 4, 6, 9, IRR Individually • Watch the video of Ms. Galligos • Collect evidence for the observable elements/indicators of your rubric • Align your evidence to the appropriate elements/indicators • Check your work with a partner who is using the same rubric • Did you capture similar evidence? • Did you align your evidence to the same elements/indicators? • Discuss your rationale for your alignment. • Be prepared to share some examples of your aligned evidence collection 20

21. Observation Practice: Post ObservationElements 1, 2, 4, 6, 9, IRR Individually • Review the teacher’s reflection and post-observation notes from the video clip • Align the evidence to the appropriate elements/indicators • Check your work with a partner who is using the same rubric • Did you align the evidence to the same elements/indicators? • Discuss your rational for your alignment • Be prepared to share some examples of your aligned evidence collection 21

22. Teri Calabrese Gray gray_teri@cves.orgBonnie Berry berry_bonnie@cves.orgLeslie LaRose llarose@mail.feh.orgDon’t forget to visit cves.org/rttt QUESTIONS