Lead Evaluator Training Evidence Based Observation Lead Evaluator Training Part 2 – Welcome! Welcome back—remind of protocol for getting attention. Locate bathrooms and exits.

“There is no power for change greater than a community discovering what it cares about.” Margaret Wheatley The key to driving effectiveness in teacher practice is to about culture – make teacher evaluation about growth and targeted professional development – The Revision team is actually in districts

Today’s Outcomes: Explain the difference between current practice and evidence based observation Identify and define criteria for two areas of effective instruction around which evidence collection will be focused Define the differences between the definitions of “Teaching to an Outcome” in the rubrics approved by SED.

Today’s Outcomes: Explain the impact of confusing and/or ambiguous language on the process of teacher evaluation.   Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators.

Rewind… How did we define evidence based observation? (3 things…)

What is Evidence Based Observation? Collection of factual information Free of bias or opinion Based on specific criteria Used to provide feedback for reflection and improvement of teacher practice

What does it mean when we say “student engagement”? All students are visibly participating in activities/learning that is relevant to the objective.

Continuum of Engagement TEACHER ONLY SIMULTANEOUS ACTIVE PARTICIPATION OPTIONAL STUDENT PARTICIPATION OCCASIONAL TEACHER DIRECTED PARTICIPATION Balance in learning- Striving for Simultaneous active participation- how many students are engaged at once? Think- where are you currently on this continuum? What is one action you will take to move yourself to the right side of the continuum? Think aloud what this could sound like 12

Video –Student Engagement Outcome: Identify factors that lead to the Industrial Revolution

Collection of Evidence What did you collect? Teacher stated, “The person sitting in the 4 position-at every table except for this one when it is the 3 person-I need you to come to the front and stand in a line.” 7 students came to the front of the room. Teacher stated to the seven students, “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens. No students responded yes. Outcome: Identify factors that lead to the industrial revolution.

Collection of Evidence What did you collect? The 7 students were told, “Your job is going to be to construct a pen.” The students were given envelopes with pen parts inside and were timed while they put the pens together. Teacher stated to the class, “Look around the room for things with interchangeable parts.” Teacher asked, “What kind of revolution is this?” One student replied, “A good revolution to a better future.” Another student replied, “Industrial revolution”

What does it mean when we say “Teach to an Outcome”?

What does it mean when we say “Teach to an Outcome”? The objective of the lesson is clear to the students (Shift from “What do I want them to do today?” to “What do I want them to learn today?”) All classroom activities are aligned with the objective Provide an example of a clear outcome that displays a level of thinking

Time is used efficiently to get to the learning objective

Learning Objectives What? Objectives state what students are expected to learn in that lesson. Objectives begin with VERBS that identify the level of thinking required in the lesson. Provide an example of a clear outcome that displays a level of thinking

Learning Objectives Why? Instructional objectives narrow what students focus on in the lesson and help the teacher keep activities, questions and responses to student’s aligned. We are going to come back to questioning – as an area of effective teaching we collect evidence on….

Rubric Work…Teach to an Outcome Pink: Danielson’s Framework for Teaching (ASCD) Orange: Danielson (2011 Revised Edition) Tan: Marshall’s Teacher Evaluation Rubric Green: Marzano’s Causal Teacher Evaluation Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson) White: NYSUT’s Teacher Practice Rubric Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

What does it mean when we say “Teach to an Outcome”? The objective of the lesson is clear to the students (Shift from “What do I want them to do today?” to “What do I want them to learn today?”) All classroom activities are aligned with the objective Provide an example of a clear outcome that displays a level of thinking

Let’s Practice Collecting Evidence: Minilesson—Identify how writers revise (a series of ideas)—one way provided Melissa—3rd grade ESL teacher

Collection of Evidence What did you collect? Teacher stated, “Today I want to talk to you about what writers do to narrow their focus.” After reading her story, the teacher asked, “Did I stick to my focus? Is it about my grandmother’s swing and being on that swing—that special time with her?” Teacher stated, “In a few minutes I’m going to ask you to talk to each other and decide if your story is narrowed or if you need to do some more narrowing.”

Collection of Evidence What did you collect? Students “buddy shared.” The teacher stated, “Narrowing the focus helps us as writers.” She added “narrowing the focus” to the “How Writers Revise” chart posted in the front of the room.

Ready for more practice?

Video: 6th Grade Math Outcomes: Students will be able to: Calculate unit price by dividing the price of the product by the number of units Compare unit prices to determine the “best deal” Explain the mathematical thinking behind what makes it the “best deal” Topic: Determining unit price by dividing decimals

Video

Evidence Collected: “What is the unit price?” was posted on the interactive white board. Teacher said, “Today we are going to learn about unit price. What is unit price?” Teacher stated, “Unit price is how much it costs for each unit.” “How do you find unit price?” was displayed on the white board.

Evidence Collected: The teacher stated to the students, “Make sure your decimals are in the right place.” The teacher held up two boxes of cereal—different size boxes. The teacher said, “You aren’t looking for the better deal, you are looking for the better price.” One student worked on the white board solving 420 divided by 5.

What does it look like and sound like when a teacher uses effective questioning strategies? Everybody think – tell the person next to you….Jon Saphier and Spencer Kaagan – 60% of instructional time is spent asking questions

Rubric Language: Marshall: Plans all units embedding big ideas, essential questions, knowledge and skill goals that cover all Bloom’s levels. 2011 Danielson: Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. The teacher makes effective use of wait time. The teacher builds on uses student responses to questions effectively. Discussions enable students to talk to one another, without ongoing mediation by the teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion. Marzano: Teacher engages student with explicit decision making, problem solving, experimental inquiry or investigation task that requires them to generate and test hypotheses. Teacher uses wait time.

Criteria for Effective Questioning Congruent (relevant) to the learning All students Invitation to think A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

Beam your question to all students! Questioning… Hands up if you know… Can anyone tell me? Susan, what is the answer to number 4… Popsicle sticks notice…all phrasing has been in the form of directives throughout this piece Beam your question to all students!

Continuum of Questioning High Consensus Low Consensus Yes/No - Fact A flexible questioning.Teachers need to plan and use a range of questions along a continuum from high consensus to ones that are answerable in different ways Why or why not? Defend your position..What if? 36

Set the expectation that all students will participate! Be ready to explain how you solved the problem… Write down one way we know Huck wants to belong to the rest of the “gang” Be prepared to explain one of the four main causes of WWI Point to the parallelogram on your paper How do we solve for x? After you have “beamed” your question or directive to all, then you can ask individuals for their responses.

WAIT TIME

Wait Time Effects Length of student responses increases between 300-700 % More inferences More speculative thinking More questions Decrease in failure to respond Decrease in discipline problems

Video: Middle School Math Bonnie Bushaw

Evidence Collected: The teacher asked, “What is dividing? What do we do when we divide? What does it mean?” Student responded, “It means to cut a big whole into smaller pieces—like cutting a pie into smaller pieces.” Teacher asked, “What could we divide besides pies? Student responded, “pizza.” White board partner activity—find a pair with a similar piece of evidence.

Evidence Collected: Teacher asked, “ok—Do we have to divide fractions? Can we divide something that isn’t fractions?” Student stated, “You could divide numbers.” Teacher said, “ok, I could divide numbers, why would I want to do that? Whatever for?” Student said, “Like to…like if you are on a field trip you could see how many groups you need for one person to watch over.”

“Homeplay”: Practice collecting evidence of “Teaching to an Outcome” and “Effective Questioning.” Examine an observation that you have completed, looking for evidence and bias/opinion (ongoing) Identify the presence or absence of “Teaching to an Outcome” and “Effective Questioning” in your current observation tool

Memo to a Colleague Check for Understanding On the back of your evaluation: Write a memo to a colleague in which you summarize the key points of Effective Questioning.

**Bring Technology Please Thank You! See you on 11/29/11 @ BT BOCES 12:00 p.m.-3:00 p.m. **Bring Technology Please (if needed)!