1 Evidence Based Observation Lead Evaluator Training February 27, 2012 Part 1 – Welcome Back!

 “I want to be sure I collect relevant evidence. By relevant, I mean what makes good teaching and learning.”  “To remain unbiased when taking detailed notes.”  “To keep my bias in check and focus on specific criteria.”  “I want to practice with other administrators and compare notes.”

1. How do you ensure all students have an opportunity to demonstrate their understanding during a lesson? 2. What were the students and the teacher doing that gives the observer evidence that the students understood the objective of the lesson? 3. What criteria do you look for in your classrooms to know that checking for understanding is happening?

 We really all need to work on being consistent.  The practice with videos is helpful. (you want more!)  That being “unbiased” is harder than you thought…  You appreciate the opportunities for interaction and conversation.

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

“There is no power for change greater than a community discovering what it cares about.” Margaret Wheatley

 Continue to practice collecting evidence of “check for understanding.”  Bring an observation that you have completed.  Identify the presence of “check for understanding” in your current observation tools.

 Explain the difference between current practice and evidence based observation  Identify and define criteria for one area of effective instruction around which evidence collection will be focused  Define the differences between the definitions of “Engaged Learners” in the rubrics approved by SED.

 Explain the impact of confusing and/or ambiguous language on the process of teacher evaluation.  Describe strategies that a district could employ to increase the quality of evaluations and the agreement of evaluators.

 Pink: Danielson’s Framework for Teaching (ASCD)  Orange: Danielson (2011 Revised Edition)  Tan: Marshall’s Teacher Evaluation Rubric  Green: Marzano’s Causal Teacher Evaluation  Blue: NYSTCE Framework for the Observation of Effective Teaching (Pearson)  White: NYSUT’s Teacher Practice Rubric  Purple: Thoughtful Classroom Teacher Effectiveness (Silver Strong & Associates)

All students are visibly participating in activities/learning that is relevant to the objective.

Continuum of Engagement TEACHER ONLY SIMULTANEOUS ACTIVE PARTICIPATION OPTIONAL STUDENT PARTICIPATION OCCASIONAL TEACHER DIRECTED PARTICIPATION

All students used the response clickers to answer the question the teacher posed, “How many sides does a square have?” The teacher stated to the class, “Using the index cards on your desk, write three pieces of information you must include in your resume.” All of the students wrote their answers on the index cards.

Envelopes (with “cut up” sentences enclosed) were placed on the table. All students took an envelope from the table, returned to their desks, and put the cut up sentences in order. The teacher stated, “Write 6X4= on your white board and then solve.” All students wrote the equation on their boards and solved. When the teacher said, “Show!” all the students held up their boards for the teacher to see.

What did you collect? All students mirrored the teacher’s physical actions when she stated, “Mirror me please.” The teacher clapped and said, “Teach.” Students clapped and said, “Ok.” Then, all students faced one another (in pairs) to mirror their partner’s physical actions. The 4 types of slopes of lines were stated by the student labeled “North” in each pairing.

What did you collect? During the “quiz,” the teacher pointed to lines posted on the board in the front of the room. All students faced Ms. Dewit and used hand gestures to represent negative, positive, undefined or no slope.

What did you collect? The 7 students were told, “Your job is going to be to construct a pen.” The students were given envelopes with pen parts inside and were timed while they put the pens together. Teacher stated to the class, “Look around the room for things with interchangeable parts.” Teacher asked, “What kind of revolution is this?” One student replied, “A good revolution to a better future.” Another student replied, “Industrial revolution”

What did you collect? Teacher stated, “The person sitting in the 4 position-at every table except for this one when it is the 3 person-I need you to come to the front and stand in a line.” 7 students came to the front of the room. Teacher stated to the seven students, “Raise your hands if you can answer yes to the following questions.” 3 questions were posed about having expertise with pens. No students responded yes.

On your feedback sheet: 1. Write one question that you think everyone should be able to answer about “engaged learners.” 2.Write a personal goal that you have around “engaged learners.”

 Practice collecting evidence of “engaged learners.”  Examine an observation that you have completed, looking for evidence and bias/opinion  Identify the presence or absence of “engaged learners” in your current observation tool.