Tri City United Public Schools August 6, 2013 “Leading for educational excellence and equity. Every day for every one.”

Definition Inter-Rater Reliability (IRR) measures the consistency and integrity of observer ratings when all observers use the same tool. education.state.mn.us 2

Why is IRR important for Teacher Observation? Every teacher in the school understands the process. –It is not a gotcha Observers score everyone using the same standards, rating scale and expectations –It’s fair Ensures transparency, validity, consistency and equity within the observation process education.state.mn.us 3

What is the best way to ensure Inter-Rater Reliability? Provide training with follow-up sessions for all observers that includes training on the rubric and the observation cycle and process. education.state.mn.us 4

Identify the critical features of the teacher observation cycle Conduct pre and post observation conferences that assist teachers to improve their practice Apply techniques to collect and share evidence gathered during teacher observation Identify targets for classroom observations using the district observation rubric Practice scoring by viewing video of actual teaching lessons education.state.mn.us 5

“Observation is a source of data for use in collecting evidence and for use as a focus for professional discussion and reflection on teaching and learning” Danielson, C., & McGreal, T.L., (2000). Teacher Evaluation: To Enhance Professional Practice. VA: Association for Supervision and Curriculum Development education.state.mn.us 6

Write down the qualities that comprise an excellent teacher. –Think about what happens both in front of the classroom and what happens behind the scenes  E.g. – classroom prep., parent communication, lesson planning, etc. education.state.mn.us 7

Live Trained Observer collects evidence (Video) –then scores the evidence –the evidence is then brought to the PLC who also scores the evidence Video score –the team of observers views a recording of a teachers lesson –each team member collects/scores the evidence separately the team of observers agrees to a score education.state.mn.us 8

Teacher Observation Rubric Terms of Reference Exercise from Tri-City Public Schools Rubric For Portfolio Observations education.state.mn.us 9

Changes: New Rubric aligned to state rubric 4 Domains with components clearly identified Comment column has been changed to Evidence Same: Rating Scoring education.state.mn.us 10

Using the “Tri-City United Public Schools Rubric for Portfolio Observations”: Activity: Review the rubric to determine if all unclear words are underlined in your Domain Discuss and define these terms Come to a consensus Consensus means that you will agree to use this definition this year. Report decisions to large group for discussion A document will be created to be used during observations. education.state.mn.us 11

Domain 1 Planning Bi. Proficient: Well-organized activities support the target What does well-organized mean? What does support look like? How many well-organized activities are needed? How do you know what the target is? education.state.mn.us 12

Domain 3 Instruction Bi. Developing: Instructional strategies may engage some, but not all learners. How many strategies? What does engage look like? How often during the lesson does the teacher need to engage some of the students? education.state.mn.us 13

Domain 4 Professionalism Bi. Developing: Participates in professional learning activities; occasionally implements practices from activities. Which professional learning activities? What does participates mean? How often? What does occasionally mean? What does implement mean? How often? Fidelity? education.state.mn.us 14

Activity Domain 1: Planning (A, B, C) High School Domain 2: Environment (A, B) Lonsdale Domain 3: Instruction (A, B, C) Le Center Domain 4: Professionalism (A, B) Montgomery education.state.mn.us 15

Using the “Tri-City United Public Schools Rubric for Portfolio Observations”: Activity: Review the rubric to determine if all unclear words are underlined in your Domain Discuss and define these terms Come to a consensus Consensus means that you will agree to use this definition this year. Report decisions to large group for discussion A document will be created to be used during observations. education.state.mn.us 16

education.state.mn.us 17 Pre-Observation Conference –(Form)

education.state.mn.us 18 Pre-Observation Conference –(Form) Formal Observation –(Coach/Leader Taped) All Portfolio videos must be taped by a trained observer. Coaches who tape or sub during prep will be paid Semesterly. If not your PLC member please complete an evaluation rubric/Sliding Scale form with Evidence (D1-3) to include with the discussion.

education.state.mn.us 19 Pre-Observation Conference –(Form) Formal Observation –(Coach/Leader Taped) Student Work Evaluation –(Tuning Protocol Form)

Pre-Observation Conference –(Form) Formal Observation –(Coach/Leader Taped) Student Work Evaluation –(Tuning Protocol Form) Post-Observation Conference –(in PLC w/ form) education.state.mn.us 20

Review –standards to be covered –lesson plan & preparation –goals and objectives for the lesson –student needs and skill level –prior knowledge and/or lessons (Back) Discuss the assessment(s) Ask: Clarifying question (Student Work Form) education.state.mn.us 21

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PreK-6 and 7-12 Review the Pre-observation Form Using a domain from the Rubric construct 2-3 questions or statements about each of the following: –The Pre-observation Form –The activities of the teacher –The activities of the students education.state.mn.us 23

Activity Examine the observable components of the rubric View the components from the teachers perspective –(What would Proficient look like?) View the components from the students perspective –(What would show teacher proficiency?) Create a list of “look fors” –What evidence should be recorded education.state.mn.us 24

Collecting Evidence Comments on former rubric is now “Evidence” education.state.mn.us 25

Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, student, or others. It is selected using professional judgment by the observer. It is not clouded with personal opinions or biases. education.state.mn.us 26

Report Evidence –Share evidence – state the facts Provide Valuable Feedback- be specific Ask reflective questions Identify refinement (2 nd Portfolio) and reinforcement ! Identify level of performance Use Reflective Conversation Questioning education.state.mn.us 27

Sharing of evidence – state the facts Identifying one refinement and one reinforcement Identify and plan for next actionable steps Identify level of performance education.state.mn.us 28

Listening is an art that, when done well, delivers tremendous benefits. The goal of listening well is to achieve win-win communications. Win-win communications not only fosters understanding, affirmation, validation, and appreciation, but it also creates an atmosphere of trust, honor, and respect. Terry Wildermann education.state.mn.us 29

Follow Group Norms Be physically and mentally present Genuinely want to listen to the information Exercise ACTIVE listening skills Become aware of your personal filters and triggers Listen without formulating a response to the speaker Listen with empathy Create an environment for the listening to occur education.state.mn.us 30

Open Ended Questions Use rubric language Examples How do you feel the lesson went? How do you know the students meet the objective? How do you know that? Tell me about the effectiveness of the instructional strategy used to engage the students in todays lesson. (Domain 3,B) education.state.mn.us 31

Apply the Rubric to a Video TIMMS - Mathematics Lesson Collect Evidence from Lesson Categorize and label the evidence –use the rubric Teams come together, analyze the score care and compare scores. –May need to revisit Terms of Reference. education.state.mn.us 32

Questions? Clarifications Discussions? education.state.mn.us 33