1 Evidence Based Observation Lead Evaluator Training Part 1

 The 9 Required Components of Lead Evaluators Training

 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

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

Allows for consistency Provides “concrete” feedback to the teacher Based on facts—easily supported

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.

“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.

“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.

“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.

“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.

“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.

“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.

“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.

 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)

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?

Also known as...

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

 OK?  Any questions?  Using a “check” to be sure the student is paying attention Is a ticket out the door a check for understanding?

NEVER One at a time Several ALL!

 Make every effort to collect just facts  In the “old days” this was known as “scribing”  Splitting the paper in half with a line will let you just take down the facts – you can then label the evidence later

What did you collect? (Table pairs) The teacher asked, “Is he right?” and “Is she right?” Students snapped when the answer was correct. The teacher asked the 5 students, “What is the magic word that tells us if we use the past or present?” Students were given cut up sentence strips and had to put them into sentences using the correct verb tense—either past or present.

 Evidence is observable (overt)  Evidence is of ALL students  Evidence is congruent to the objective

What did you collect? (Table pairs) Teacher stated, “I’m going to give you the word in English and you are going to have to write it in Spanish. I’m going to give you a definition and you are going to have to tell what that word is. I’m going to give you a fill in the blank and you are going to have to hill in the blank with the word.” “Teacher stated, “I want you to write it on the white board as you think it is, ok? And that way you know you know the word or not. Does that make sense?”

What did you collect? (Table pairs) Teacher stated, “Tienes preguntas? Do you have any questions?” The teacher said “Aisle.” Students wrote the word in Spanish on their white boards. As soon as students wrote an answer, they held up their white board to show the teacher their response. The teacher stated, “bien” (good) when a student displayed a correct answer.

 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

Same time, same place!