1. Using Student Assessment Data in Your Teacher Observation and Feedback Process Renee Ringold & Eileen Weber Minnesota Assessment Conference August 5, 2015

2. Purpose/Vision…  The observation and feedback cycles are designed to impact student learning via accelerating a teacher’s growth by… 1. Helping a teacher analyze a particular lesson 2. Help a teacher become a reflective practitioner by modeling reflective questions

3. What types of student assessment data are currently available in your district? 1) Access the internet 2) (insert today’s meet info) 3) Type in a nickname for yourself 4) Enter your answer to the above question

5. 5 Observation and Feedback Cycle Post- Observation Conference Observation Pre- Observation Conference

6. 6 Purpose of the Pre-Observation Conference Post- Observation Conference Observation Pre- Observation Conference Discuss the upcoming lesson and make it the best possible instruction those students can receive.

7. 7 Purpose of the Observation Post- Observation Conference Observation Pre- Observation Conference Gather evidence regarding current instructional practices in order to improve teaching.

8. 8 Purpose of the Post-Observation Conference Post- Observation Conference Observation Pre- Observation Conference To help the teacher reflect on the lesson, recognize areas for professional growth, and identify specific actions to take.

9. Teacher Practice Rubric … individually identify the elements that address student data … with a partner or two compare & discuss your thoughts

10. Conferencing Questions Related to Student Assessment Data

11. Domain 1, Indicator A, Element iv – Uses student data to inform planning  The learning targets and lesson design have been informed by an analysis of classroom, grade, and individual student data/work.

12. Sample Questions  What assessment data did you consider when planning this lesson?  How did that data impact your instructional plans?  What other type of data may you want to collect on students before you begin this lesson?

13. Domain 1, Indicator C, Element i – Plans formative and summative assessments  Planning indicates the use of formative and/or summative assessment strategies appropriate to the lesson’s learning targets and activities.  Formative assessments are designed to help the teacher make immediate instructional adjustments.  Plans indicate opportunities for student self- assessment and student involvement in the development of assessment criteria.

14. Sample Questions  What may be some formative and/or summative assessments you can utilize with this lesson to monitor students’ learning?  What evidence could be used to demonstrate student mastery of the lesson’s target?  Based on the results of those assessments, how may you adjust your instructional plan?

15. Domain 1, Indicator C, Element ii – Plans for differentiation  Planning of differentiation is based on student data and/or otherwise documented student needs and takes into consideration the learning experiences, content, assessments or product.

16. Sample Questions  What student assessment data might indicate that differentiated instruction may be appropriate for this lesson?  Does data indicate that certain groups of students are less ready for this lesson?  Based on that data, what may be some ways you could differentiate the lesson?

17. Review and Practice  Review the sample questions on the last few slides, as well as those on the handout.  With a partner, practice asking a few questions which you think you could integrate into your coaching conversations with teachers.

18. Domain 3, Indicator B, Element ii – Uses questioning and discussion techniques  Teacher poses a range of cognitively challenging questions, based on current and desired level of understanding.  Teacher facilitated discussions elicit evidence of cognitive engagement.  Teacher addresses student mistakes and misconceptions  Teacher holds all students accountable to answer questions.  Teacher fosters discussions that engage students in initiating, participating and leading academic discourse.

19. Sample Questions  What do the students’ responses tell you about student understanding?  What steps could you take to increase student learning?

20. Domain 3, Indicator C, Element i – Uses formative assessments to inform instruction  Teacher uses formative assessment practices to monitor and adjust instruction.

21. Sample Questions  What may be some formative assessment techniques that could be utilized during this lesson?  What are some possible ways you could alter instruction based on the results of that formative assessment?  After reviewing the data, what insights do you have?

22. Domain 3, Indicator C, Element iii – Promotes student self-assessment  Teachers provide students frequent opportunities to assess and monitor the quality of their own work against established expectations for student learning and established assessment criteria.

23. Sample Questions  During this lesson, what may be some ways students could self-assess their work?  What level of understanding did the students’ self-assessments indicate?  What may have been key factors which led to students’ gains/lack of gains?

24. Domain 4, Indicator B, Element ii – Collaborates with colleagues regarding student learning  Teacher collaborates with colleagues to analyze student data, set focused goals, design common assessments and analyze student work.  Collaboration results in increased student learning and instructional effectiveness.

25. Sample Questions  What are some ways you are collaborating or could collaborate with colleagues to analyze student assessment results?  What may be some steps you and your colleagues could take to …

26. Review and Practice #2  Review the sample questions on the last few slides, as well as those on the handout.  With a partner, practice asking a few questions which you think you could integrate into your coaching conversations with teachers.

27. “I’ll pause for a moment so you can let this information sink in.” Turn to a partner and discuss one of the following… a) new learning for you today b) something that you want to bring back to your district c) training that may be needed in your district d) other thoughts this session has brought to your mind

28. “Analyzing data not only helps inform decisions and challenge assumptions, but also helps teachers view their instructional and collaborative practices with a new perspective.” Feldman & Tung 2001

29. Eileen Weber Teaching and Learning Coordinator Lakes Country Service Cooperative 218-737-6547 eweber@lcsc.org Renee Ringold School Improvement Specialist, School Support Division MN Department of Education 651-582-8363 renee.ringold@state.mn.us Contact Information