Effective Evaluation Feedback: Getting People to Commit to Changing Practice

Norms  What is it that other people do during a training that makes it very difficult for you to learn?  Put your thoughts on a sticky note…or 2…or 10.  Find someone who shares at least one of the items on your list.

 By the end of this session, participants will:  Gain ideas for getting teachers to commit to changing practice,  Have a structure for evaluation conversations,  Have concrete ideas for dealing with difficult people during the evaluation and coaching processes, and  Begin the process for IRA by analyzing instruction and studying evaluation skills. Purpose and Objectives

 Read “Handout 9—”Making Evaluations Accurate, Fair, Consistent and Helpful” to identify:  Points you agree with,  Points you will need to consider further, and  How the article relates to your current job responsibilities. Research Handout 9

Let’s Begin…

 The “X Factor”  What do you notice about the structure?  What questions do you have?  View a Conversation Video  Look for the structure  What are some of the strategic moves the evaluator is making to get the teacher to reflect on her practice? The Evaluation Conversation

 Impact on learning  “Doable” for that teacher  Sequencing  Ripple Effect  The degree of need for change  Connection to relative strengths Focusing on What Is Important

 Read “Part 1”. Stop at the. What connections are you making?  Read “Part 2”. Stop at the. What are the implications for your behavior?  Read “Part 3”. Stop at the. Given what you know about yourself, which tips will prove most helpful to remember? Read and Discuss Handout 2

Emotional Intelligence (EQ)  Read Handout 3.  What are the implications for your reflective feedback conversations?  Emotional Intelligence is a key component of getting teachers to accurately reflect on their practice and make instructional changes.  How does EQ need to be connected with “Candor”?  Read Handout 3.  What are the implications for your reflective feedback conversations?  Emotional Intelligence is a key component of getting teachers to accurately reflect on their practice and make instructional changes.  How does EQ need to be connected with “Candor”? 9 Handout 3

 What ideas for getting teachers to commit to changing practice are you now considering employing into your practice?  How could the “X Factor” assist you with conversations?  What 2 ideas for dealing with difficult people during the evaluation process do you want to focus on in your upcoming evaluations? Objectives Check

 Read through the “Proficient” column for all indicators in all domains.  Highlight 3 key words or phrases that capture the essence of each indicator.  Compare and contrast your list with a partner. Where are there differences? Why? Where are there similarities? Why? Vertical Read

Horizontal Read In triads:  Read the framework vertically.  What are the general characteristics of each of the performance levels?  Keep a list as a group of the general characteristics.

General Characteristics Unsatisfactory --Wrong information that inhibits the learning. --Focus solely on behavior. --No use of information that students give. --Negativity --Absence of essential information. --No learning --Incorrect learning --Unclear learning --Low/none student engagement --Low/none differentiation --Management --Task/purpose is questionable Basic --Some engagement --Learning expectations are clearer --Low participation --Some student compliance --Consistency of progress is questionable. --Teacher knows what to do, but may not know why or how --Lacks authenticity Accomplished --Consistency --More Teacher Directed --Adjustments --High Quality --Knows how to use effectively --Engagement is purposeful --Students know roles --Structures evident –i.e. pacing --Purposeful/Intentional --Teachers know why, how and when to deploy the teaching behavior to get the desired results. --Majority of Students Participate --Evidence of student learning for almost all Distinguished --Student directed --Full student responsibility --Student to Student --Student ownership --Atypically outstanding --Student ownership for learning (responsibility) --Teacher is a true facilitator --Student to student interaction --Challenging --Inquiry --Students do apply learning beyond the classroom --Relevant to students --Student centered and led based on what the teacher wants learned --Student community of learners Handout 4

Best Practices in Scripting  Time  Abbreviations  Verbatim  Paraphrase  Questions and Feedback  The Line  Questions and Wonderings  Label  Lesson Analysis (next slide)  Circulate Handout 5

Video #1 Observation Process  View Video and Script the Lesson  Categorize Evidence Individually  Todd will model his thinking for each indicator.  Compare your thinking to his.  Be ready to point out where you disagree or where you would strengthen what he says.

Lesson Analysis Process  What is/was the learning target?  How will/did the teacher know the students learned it?  How will/did the students know they learned it?  How will/did the teacher get them there?  How is it related to standards/district curriculum/eligible content?  How will/did learning this benefit the student? Handout 6

Evidence vs. Opinion/Non- Evidence Evidence  Observable and Specific  Not Influenced by Perspective  Objective  Unambiguous  Regularity of Occurrence Opinion/Non-Evidence  Restatement of “Bullets” from rubric  Draws Conclusions  Influenced by Perspective  Subjective  May be Subject to Debate

 Evidence: - facts (Desks were arranged in a circle.) - directly observable (Teacher said/did. Student said/did.) - documents, artifacts  Opinion: - interpretations (Students were interested.) - judgments - conclusions  Complete Handout 4 with a Partner Evidence vs. Opinion/Non- Evidence Handout 7

Collecting Evidence vs. Opinion Evidence for an Indicator Judgment Data (Quantitative) Data Data (Qualitative) Data (Output) ERROR! Data (Input)

Best Practices for Scoring  Between Levels?  Between Scores?  Holistic vs. Individual Score?  Weights?  General Characteristics?  Primary and Secondary Sources?  Match Evidence to Indicator  Eliminate Opinions  Be Aware of Personal Bias  “The Way I Would Do It”  Consistency of Evidence  Impact on Learning Handout 8

Video #2 Observation Process  View Video and Script the Lesson  Categorize Evidence and Score Individually  Compare Evidence and Ratings in Groups 3 or 4  Reach a Consensus Score for Each Indicator

Video #3 Observation Process  View Video and Script the Lesson  Categorize Evidence and Score Individually  Compare Evidence by Rating  Craft “Why it is not a _____?” Arguments by Indicator  Reach Consensus Score

Video #4 Observation Process  View Video and Script the Lesson  Categorize Evidence and Score Individually  Compare Evidence for Each Indicator  Reach Consensus Score

Mini Observations  Plenty of Evidence Can Be Gathered During a Mini Observation.  Let’s watch a couple of clips from lessons.  Identify what you have evidence of and how it aligns to the rubric.  What are the implications for your practice in your building?

Reflection  Which parts of this process do you feel will be challenging for you?  What do you need to do to address those parts?  Which parts of this process will be difficult for teachers?  What might you need to do to address those issues?