August 28, 2015 Long Island Independent and Peer Evaluation: Making the Work Matter

Today’s Plan Making the Work Matter The NYS Teaching and Leadership Standards Inter-rater Reliability Evidenced based observations Application and use of rubrics

A Look to the Future

Surprised meConcerned me Implications for what we do What needs to be a amplified to your staff? 2028

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Bolman and Deal’s Four Frames

StructuralHuman Resource Political Symbolic The Changes

9 APPR Growth Scores Common Core Budget Opt Out Cuomo SLO’s

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CULTURECULTURE

15 What can you do to quiet the noise? What can you do to keep the focus on student learning? How will you change what you say and do? How will you change your culture?

It’s all about attitude…

Peer and Outside Evaluator

Welcome to APPR! Which blob best represents you?

New York State Teaching Standards and Leadership Standards Evidence-based observation Application and use of Student Growth Percentile and VA Growth Model data Application and use of the State-approved teacher or principal rubrics Application and use of any assessment tools used to evaluate teachers and principals Application and use of State-approved locally selected measures of student achievement Use of the Statewide Instructional Reporting System Scoring methodology used to evaluate teachers and principals Specific considerations in evaluating teachers and principals of ELLs and students with disabilities Lead Evaluator Training

The observer is NOT the evaluator. The RUBRIC is the evaluator. The observer COLLECTS EVIDENCE. Evidence Based Observation

Specific Objective Data, Data, Data Evidence Based Observation

Description with Judgment “The teacher read from the book, The Giver, which was not at the appropriate level for the class.” “There was too much time on discussion, not enough time on individual work.” “The students conducted a sophisticated lab experiment.”

Specificity of Evidence “Students followed directions in the text to make circuit boards.” What data might make this more specific?

Objectivity/Specificity Matrix Specific and JudgmentalGeneral and Judgmental Specific and DescriptiveGeneral and Descriptive Judgmental Objectivity Descriptive Specific Specificity General Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.

Objectivity/Specificity Matrix Specific and Judgmental “The teacher read from the book, The Giver, which was not at the appropriate level for the class.” General and Judgmental “There was too much time on discussion, not enough time on individual work.” Specific and Descriptive “Student 1 asked student 2: ‘What are we supposed to write down?’ Student 2 said, ‘I don’t know.’” General and Descriptive “Students followed directions in the text to make circuit boards.” Judgmental Objectivity Descriptive Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education. Specific Specificity General

Opportunity for Practice # EVIDENCE ERROR AMENDED EX: Teacher circulates Not specific Teacher moved to the back of the room and spoke to four students. 1. Teacher responded to off-task behavior respectfully

Mini-Observation

Your Job Write specific and descriptive notes about what you see in the following classroom video, particularly things that align with Standards III, IV, and V.1 OR Domains 2 and 3.

Observation Classroom 1: Classroom 2: DVD

Tuning our Observations Reread your notes from this first classroom observation. Choose three pieces of data and write a correlating evidence statement for each one on three separate sticky notes. Share with a neighbor. Help each other tune the data as necessary.

StandardEvidence Statement III.1 III.2 Evidence Statements

Cognitive Engagement Constructivism 21st Century Skills Rubric Tenets

Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Meet the 21 st Century Skills

Information Literacy Media Literacy ICT (Information, Communications, and Technology) Literacy Meet the 21 st Century Skills

Flexibility and Adaptability Initiative and Self Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Meet the 21 st Century Skills

I doModeling Direct Instruction We doGuided practice You do together Collaboration You doIndependent Practice Gradual Release of Responsibility and the Rubrics

The Gradual Release of Responsibility: 1.I DO 2.WE DO 3.YOU DO TOGETHER 4.YOU DO Measuring Student Autonomy

Who bares the cognitive burden? The Rubrics Ask:

Use your pen or highlighter to mark words or concepts that delineate between the performance levels. Rubric Analysis

Using your evidence statements and notes, apply the rubric to your observation evidence. Rate the videos

Where does the learning experience fall on the rubric? Evaluate the Learning

Specific and Objective Student Centered Autonomy Opportunity for Practice of 21 st Century Skills Last Thoughts

New York State Standards Jigsaw Activity Groups of 4 #1 Read Knowledge of Content and Instructional Planning #2 Read Instructional Practice and Learning Environment #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth #4 Read Standards for Building and District Leaders

Surprised mePleased me Concerned me Needs to be amplified NYS Standards

Inter-rater Reliability

Perspective Matters

Inter-rater Reliability Requires: ▫ Consistent definition of good teaching ▫ A shared understanding of the definition ▫ Skilled evaluators (Danielson)

Inter-rater Reliability Discuss and reach consensus: ▫ What constitutes great student engagement? ▫ What does quality assessment look like in a lesson? ▫ What makes for strong questioning and discussion prompts?

Inter-rater Reliability Process: ▫ Work on the consistent definition as a school/district, using the rubric ▫ Observe and rate classroom videos together ▫ Use “instructional rounds”, identifying two or three areas only ▫ Conduct joint observations and compare findings

Wrapping it up Need to rememberMust share with others Want to learn more What else? Our Two Days