Evidence Based Observation Lead Evaluator Training Part 2 – Day 3 Welcome Back!

Slides:



Advertisements
Similar presentations
Strand C – In Depth. Competencies 8 and 9: The teacher demonstrates a willingness to examine and implement change, as appropriate. The teacher works productively.
Advertisements

1 Evidence Based Observation Lead Evaluator Training Part 1 June 12, 2012 Welcome BT BOCES, SV, ME, Chenango Forks, Newark Valley, Windsor, Tioga and Vestal.
Parent-Teacher Conferences:
Day 2: Learning and Teaching Session 2: Recording Evidence NYSED Principal Evaluation Training Program.
Educator Evaluation System Salem Public Schools. All DESE Evaluation Information and Forms are on the SPS Webpage Forms may be downloaded Hard copies.
Across the Curriculum West Jacksonville Elementary A. Bright and L. Derby.
November 17, 2011 facilitated by Dr. Heather Sheridan-Thomas & Cheryl Covell TST BOCES Network Team Lead Evaluator of Teachers Training: Session 4 Developed.
December 13, 2011 ICSD facilitated by Dr. Heather Sheridan-Thomas & Cheryl Covell TST BOCES Network Team Lead Evaluator of Teachers Training: Session 4.
1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?
September 2013 The Teacher Evaluation and Professional Growth Program Module 2: Student Learning Objectives.
1 Evidence Based Observation Lead Evaluator Training Part 1.
Welcome to Algebra for All Year 2 October 29, 2010.
TCRP TEACHER ADVISORY PANEL MEETING October 2011 Derrick Chau, VP Instruction Diane Fiello, TCRP Coach
Integrating Culture in the Language Classroom Iris Moye and Leslie Opp-Beckman University of Oregon.
Grade 12 Subject Specific Ministry Training Sessions
Creating a Successful Portfolio to Assess Student Learning Deborah A. ThompsonDeborah A. Thompson.
JOHN F. SHEEHAN, PH.D. EVIDENCE-BASED OBSERVATIONS.
Washington State Teacher and Principal Evaluation Project Preparing and Applying Formative Multiple Measures of Performance Conducting High-Quality Self-Assessments.
1 Evidence Based Observation Lead Evaluator Training Part 2 – Welcome!
Looking at Student work to Improve Learning
1 Evidence Based Observation Lead Evaluator Training Part 1.
1 Evidence Based Observation Lead Evaluator Training Part 2 – Welcome Back! Have you signed the roster?
Welcome to... Doing Teacher Evaluation Right: 5 Critical Elements Day 2: Evidence 9/3/2015PBevan, D.ED.
1 Evidence Based Observation Lead Evaluator Training Part 2 – Welcome Back!
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
Measured Progress ©2011 ASDN Webinar Series Spring 2013 Session Four March 27, 2013 New Alaska State Standards for Math: Connecting Content with Classroom.
EngageNY.org Overview of the 3-8 ELA Curriculum Modules Session 1A, November 2013 NTI.
1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?
1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?
Pre-Conference Workshop – June 2007 BUILDING A NATIONAL TEAM: Theatre Education Assessment Models Robert A. Southworth, Jr., Ed.D. TCG Assessment Models.
+ Adapted, with permission: Akay Tuncak, NYC DOE Amy Hoffman, NYC DOE Hal Melnick, Bank Street College Faculty Marvin Cohen, Bank Street College Faculty.
May 19-22,  Become familiar with the Fostering Algebraic Thinking materials.  Examine activities that may be challenging to facilitate. 
Writing Is a Great Tool for Learning!
TEACHER DEVELOPMENT, EVALUATION, AND PEER SUPPORT Overview Session for MPS Staff March 10, 2014.
A Network Approach To Improving Teaching and Learning Center Point High School Instructional Rounds in Education.
WELCOME! 1. PLEASE GET A DOT – AND PLACE IT ON THE KNOWLEDGE OF ELP STANDARDS CONTINUUM 2. HAVE A SEAT AT THE APPROPRIATE TABLE GROUP 1 GROUP 2 3. TURN.
1 Introducing Danielson’s Framework for Teaching NYCDOE | November
August 19, The current situation Fall 2008 – incoming college students needing writing remediation: 36.7% of incoming students in 2 year institutions.
1 Support Provider Workshop # East Bay BTSA Induction Consortium.
A brief introduction to
1 Evidence Based Observation Lead Evaluator Training February 27, 2012 Part 1 – Welcome Back!
Developing Questions That Matter
1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back!
1 Scoring Provincial Large-Scale Assessments María Elena Oliveri, University of British Columbia Britta Gundersen-Bryden, British Columbia Ministry of.
SEPTEMBER 20, 2011 facilitated by Dr. Heather Sheridan-Thomas TST BOCES Network Team Lead Evaluator of Teachers Training: Session 2 Developed by Teaching.
National Board Study Group Meeting Dan Barber 5 th Grade Teacher, Irwin Academic Center
1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back!
1 Evidence Based Observation Lead Evaluator Training Part 1.
What is Pear Deck? What are the benefits of using Pear Deck in the classroom? How is Pear Deck used in each subject area? Discuss a Pear Deck case study.
Innovate. Engage. Empower THE ONECLAY WRITES SCORING EXPERIENCE WELCOME! FIND A SEAT TALK TO OTHERS AT YOUR TABLE AND DISCUSS SUCCESSES SO FAR THIS YEAR.
Enumclaw High School August 30, 31 and September 1, 2011.
13.1 WELCOME TO COMMON CORE HIGH SCHOOL MATHEMATICS LEADERSHIP SCHOOL YEAR SESSION APR 2015 MARGINS: GREAT FOR ERRORS, NOT SO GOOD FOR.
Session 6 Questioning Strategies & Thinking Skills February 17, 2016.
1 Evidence Based Observation Lead Evaluator Training Part 2 – Welcome!
GOING DEEPER INTO STEP 1: UNWRAPPING STANDARDS Welcome!
Learning Management System
Last Updated: 5/12/2016 Texas Teacher Evaluation and Support System (T-TESS) Teacher Overview.
1 Evidence Based Observation Lead Evaluator Training Part 2 – Session 1 November 14 th, 2012 Welcome!
Articulating Your Practice C3 - Session #3
Lead Evaluator Training
Articulating Your Practice C3 - Session #3
Lead Evaluator Training
Lead Evaluator Training
Goals, Sources of Evidence, Rubrics
Lead Evaluator Training
Lead Evaluator Training Part 1
Texas Teacher Evaluation and Support System (T-TESS)
Lead Evaluator Training
Can I have your attention please?
Lead Evaluator Training
Presentation transcript:

Evidence Based Observation Lead Evaluator Training Part 2 – Day 3 Welcome Back!

 When you use specific examples it is helpful.  My bias needs to absolutely NOT hinder my evidence collection—stay the course!  Do you have a lesson write-up that has evidence of: check for understanding, teach to an outcome, and effective questioning?  I understand why evidence is important, but it seems overly cumbersome.

 It is hard to look for everything—how do we do it all?  Please provide examples of scripting notes.  Instead of these videos with 80’s hairstyles, we can role play.  Keep providing practice!

 Practice collecting evidence of “effective questioning.” Describe what has changed for you as an observer as a result of your training.  Examine an observation that you have completed, looking for evidence and bias/opinion. Describe what you notice about the types of evidence you have collected.  Identify the presence or absence of “effective questioning” in your current observation tool. If yes, where is it? If no, could it be included in the current language in another area? What might need to be changed?

 Collect evidence related to “effective questioning” and classify it as:  Check for understanding  Effective questions  Objectives  Classroom management/procedural  Collect and categorize evidence based on four areas of effective instruction  Support your position about a teacher’s level of performance based upon multiple observation documents

Criteria for Effective Questioning  Congruent (relevant) to the learning  Invitation for ALL students 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

Continuum of Questioning High Consensus Yes/No - Fact Low Consensus Closed Open

 What kinds of questions are used for check for understanding?  What kinds of questions are used for effective questions (that lead to the outcome)?  What kinds of questions are used for classroom management/procedural?

“When I heard the city was considering pulling out the sewer line, I thought wouldn’t it be fun to build a model of that and have the kids understand erosion and deposition, but also how it might effect themselves as well as the community.”

What are we going to do today? What’s our goal today? (Effective questions leading to the outcome) Why is this important to our community? Why is it important that we are taking time to study our creek? Why have I asked you to make models of this? And why is it important to point out where the erosion and deposition is occurring? (Effective questions leading to the outcome)

Are you talking to each other? (Management/Procedural) If it were to expand around the corner, what might it effect? What’s around that area? S: Houses Also a what? S: A road S: and domesticated animals (Check for Understanding)

Your Mission:  Collect 4-5 pieces of evidence (for each area) that you will label and to Barb and Pat by February 22 nd.  Label the evidence as “Check for Understanding,” “Student Engagement,” “Teach to an Outcome” and/or “Effective Questioning.”  Keep in mind that “good evidence” is often quotations or numerical facts having to do with the students or the teacher.

 In your notebook, write today’s goal: to calculate the sums of the coins and describe two tips for calculating accurately. (Student Engagement/Teaching to an Outcome)  Turn to your neighbor and answer this question: What are two tips for making sure we are right when we add the value of coins? (Student Engagement/Effective Questioning)  The teacher displayed clusters of coins on the interactive white board. All students wrote the sums of the coins on their individual white boards and showed their work to the teacher when she said, “Show!” (Student Engagement/Checking for Understanding)  Explain to your neighbor what tips you used to make sure your answers were accurate. (Student Engagement/Checking for Understanding)

Moving towards evaluating performance over time… Materials: ◦ 3 sample observation documents for a high school math teacher ◦ NHPS Classroom Practice Rubric

Section 3a: Instructional Practice— Classroom Practice Evidence Areas of Strength Evidence Areas of Development Overall Rating

On Your Own:  Place 3 reports side-by-side in order  Use the NHPS rubric for classroom practice to determine an overall rating for the assigned indicators (C1, C4, C9) At Your Table:  Share your ratings, come up with a consensus on a rating for each assigned indicator  Discuss: ◦ How did your ratings compare? ◦ How far apart were you? ◦ What challenges did you face coming to consensus?

 your 4-5 pieces of evidence for each category (labeled) to and by February 22  Practice collecting evidence using the four areas of instruction we have studied.  Identify the 3-5 key areas that your district will use when conducting classroom observations.

Thank You! Coming Soon: Part 3 Sessions!