Professional Learning Team Conference June 2014

Each participant will leave the session knowledgeable about inter-rater reliability  What it is  Why it’s important, and  How to use evidence to consistently and accurately rate teachers’ performance

Demonstrate familiarity with district rubric Describe proficient practices based on district rubric descriptors Provide feedback to educators based on evidence collection Calibration of evaluators

PARTICIPANTS WILL: Establish a common vocabulary around inter-rater reliability Be able to explain levels of performance with look-fors Gain a deeper understanding of proficient level of performance aligned to standards

C HINESE P ROVERB: What I hear, I forget  5% retention after 24 hours What I see, I remember  30% retention rate if use of audio-visual and demonstration What I do, I understand  80% retention rate with discussion and practice by engagement

NORMS S S hare experiences to enrich others A A sk questions L L earn by doing S S et aside any preconceived notions about evaluating educators A A pply your own work

Participants will become familiar with look fors of effective practice and be able to use that knowledge to assess performance in three focused areas:  Student Engagement  Questions, Prompts & Discussion  Assessment

NATIONAL FOCUS ON TEACHER EFFECTIVENESS AND EVALUATION EFFECTIVENESS: Teacher effectiveness is the single most important school-related factor affecting student learning. EVALUATION: However, most schools fail to evaluate teachers in a meaningful way, with 94% of teachers receiving the highest ratings. Teacher evaluations in five urban school districts, based on data taken from a report by The New Teacher Project: Teacher evaluations in five urban school districts, based on data taken from a report by The New Teacher Project:

a systemic approach to calibrate observations for consistent and fair professional practice ratings

Learning Experience: At your table define and describe Student Engagement Capture your collective thoughts on chart paper

Educational author and former teacher, Michael Schmoker shares in his book, Results Now,Results Now a study that found of 1,500 classrooms visited, 85 percent of them had engaged less than 50 percent of the students In other words, only 15 percent of the classrooms had more than half of the class at least paying attention to the lesson

You will see students...  Paying attention (alert, tracking with their eyes)  Taking notes (particularly Cornell)  Listening (as opposed to chatting, or sleeping)  Asking questions (content related, or in a game)  Responding to questions (whole group, small group, four corners, Socratic Seminar)  Following requests (participating, Total Physical Reponses (TPR), storytelling, Simon Says)  Reacting (laughing, crying, shouting, etc.)  Reading critically (with pen in hand  Interacting with other students Michael Schmoker

 Activities aligned with the goals of the lesson  Student enthusiasm, interest, thinking, problem-solving…  Learning tasks that require high-level student thinking and are aligned with lesson objectives  Students are highly motivated to work on all tasks and are persistent even when the tasks are challenging  Students actively "working," rather than watching while the teacher "works“  Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student reflection

Engaging Students in Learning, When determining the level of performance for Engaging Students in Learning, consider the quality of activities, assignments, and resources the instructor uses to pull students into the lesson student grouping pacing It is also important to understand how the lesson uses student grouping and pacing when determining the level of performance for this component

Learning Experience: At your table define and describe Assessment Capture your collective thoughts on chart paper

is to support student learning and to communicate that learning to others

In order to support student learning classroom assessment needs to: involve students deeply in the assessment process provide specific, descriptive feedback during the learning, and include evaluative feedback as required to communicate and report progress over time

To ensure success of all: 1) students need to know what they already know 2) know what needs to be learned and 3) know what success looks like Students also need to learn how to guide their own learning through being involved in setting and using criteria, giving themselves feedback for learning (self-assessment), setting goals, collecting evidence and communicating that evidence of learning to others

 The teacher pays close attention to evidence of student understanding  The teacher poses questions specifically created to elicit evidence of student understanding  The teacher circulates to monitor student learning and to offer feedback  Students assesses their own work against established criteria  The teacher adjusts instruction in response to evidence of student understanding (or lack of it)

BREAK

Work with your District partners to identify the elements in your rubric that focus on Student Engagement Question, Prompts & Discussion Assessment

While observing the video, collect evidence that you will later use to rate the teacher’s performance using your district rubric

You will use your district’s rubric to rate the teacher’s performance in the following areas: Student Engagement Question, Prompts & Discussion Assessment

Video Math Lesson: CC Standard 7.G #

In just a moment you will be asked to review the data you’ve collected, cluster and code it for easy interpretation, and rate the teacher’s performance using your district’s rubric

DATA Evidence Interpretation Judgment

With an elbow partner, use the verbatim transcript of the teacher’s observation to identify and organize evidence to accurately and fairly rate the teacher’s performance in the areas of  Student engagement  Questions, Prompts and Discussion  Assessment

 Look at your evidence for each component. Where does the preponderance of evidence align with levels of performance?  Match your data with the rubric performance level description  Assign a performance level

UnsatisfactoryBasicProficientDistinguish

1.Snickers 2.Milky Way 3.Kit Kat 4.Trix

1.Unsatisfactory 2.Basic 3.Proficient 4.Distinguish STUDENT ENGAGEMENT

DISCUSS

1.Unsatisfactory 2.Basic 3.Proficient 4.Distinguish

DISCUSS

1.Unsatisfactory 2.Basic 3.Proficient 4.Distinguish

DISCUSS

 One thing you heard today that you want to remember  Two things you heard that you want to act on before the next PLT Conference John Doe 1234 Paradise Lane Anywhere, OR 97890

Thank you for your active participation and cooperation