Lead Evaluator Training Evidence Based Observation Lead Evaluator Training Part 1 Welcome!

Why are you here? The 9 Required Components of Lead Evaluators Training

Tell the story…inconsistency Why did it happen? No set common criteria to be looking for… Not a new conversation…one we have been talking about for years Today…we begin taking steps to change the face of observation…

Today’s Outcomes: Identify current practices for defining teacher actions and student actions while observing Explain the difference between current practice and evidence based observation Describe requirements for schools to develop inter-rater agreement and inter-rater reliability with a chosen rubric Identify and define criteria for one area of effective instruction around which evidence collection will be focused Describe your district’s intent for your participation in this workshop

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

Why do Evidence Based Observation? Allows for consistency Provides “concrete” feedback to the teacher Based on facts—easily supported

Does evidence REALLY improve instruction?

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

How does bias influence collection of evidence?

Free of Bias and Opinion? Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. It is evident that Ms. Jones loves to teach. She is enthusiastic and warm towards her students. Go through the examples and label them as evidence or non-evidence

Free of Bias and Opinion? “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks. It is evident that Ms. Jones loves to teach. She is enthusiastic and warm towards her students. Go through the examples and label them as evidence or non-evidence

How do we make consistency happen in our school? Practice collecting evidence using set criteria Compare and contrast evidence collected during shared observations Review written observation documents and provide feedback to evaluators (Superintendent or designee) Discuss inter-rater agreement and inter-rater reliability If time, allow groups to discuss how this could look in their school systems.

Creating a focus. . . What do I look for? Question: How do I begin to collect evidence? There is so much to look for! ANSWER: Focus on evidence that makes a difference! Select a category or “criteria” of effective teaching that makes a difference in students’ learning.

What are examples of categories (elements/criteria) that make a difference? What do you value?

Today’s focus: Checking for Understanding Also known as. . .

What IS checking for understanding? Evidence is observable (overt) Evidence is of ALL students Evidence is congruent to the objective When does checking for understanding occur??

Examples of what is NOT checking for understanding. . . OK? Any questions? Using a “check” to be sure the student is paying attention Is a ticket out the door a check for understanding?

When you collect evidence, what do you do? What is good evidence? What is weak evidence?

When collecting evidence… Make every effort to collect just facts Some of you may know this as “scribing” Some find it helpful to split the paper in half, on one side are the facts and the other side is left blank so that you can later go back and label

Let’s Practice Collecting Evidence! Video 1 Third Grade ELL classroom of Keely Floegal Her outcome for her students: identify whether to use past or present tense Everyone collect your evidence and be ready to check in with another person at your table Tables will produce a bulleted list of their best evidence Set up video—3rd grade ELD class--provide handout—watch Show sample of what could’ve been collected after they watch—have them discuss at their tables what they collected. Was it all “evidence”?

Video 1

Let’s debrief….. What was easy about this? What was hard? How is this different from what usually happens?

Put your heads together… “check in” with a partner to review the pieces of evidence you collected As a table, create a bulleted list of 5-6 pieces of evidence on the chart paper Post your list

Let’s Practice Collecting Evidence! The teacher said, “Always—is that a present tense magic word or a past tense magic word?” The teacher asked, “Is he right?” Four students snapped to indicate that the student was correct. The teacher asked, “What is the magic word that tells us if we need to answer in the present tense or the past tense?” Set up video—3rd grade ELD class--provide handout—watch Show sample of what could’ve been collected after they watch—have them discuss at their tables what they collected. Was it all “evidence”?

Let’s Practice Collecting Evidence! Students were each given an envelope with a sentence written on it. The teacher directed the students to highlight the “magic words” to indicate past or present tense. Each envelope contained a “cut up” sentence. The students were directed to put the words in order to create a sentence—using the correct “magic word.” Set up video—3rd grade ELD class--provide handout—watch Show sample of what could’ve been collected after they watch—have them discuss at their tables what they collected. Was it all “evidence”?

“Homeplay” Define what your district expects you to do with what you have learned today Identify the presence or absence of “check for understanding” in your present evaluation tool Practice collecting evidence of “check for understanding” Check yourself – did your evidence contain bias or opinion? Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics Pulling evidence from multiple sources doing the same as the previous slide

Thank you! See you February 16 Same time, JCLC