1. SAFE-T Evidence

2. Who is becoming your
your new best friend?
Your SAFE-T Guide

3. Quiz-Quiz-Trade Trainer Notes: ACTIVITY: Quiz-Quiz-Trade
Purpose. The purpose of the Quiz-Quiz-Trade activity is to familiarize participants with the Glossary that is found on pages of the SAFE-T Guide. The Glossary provides the operative definitions of important SAFE-T terms.
Materials. For this activity,
you will need the Quiz-Quiz-Trade Cards and
each participant will need his or her copy of the Glossary (pages of the SAFE-T Guide).
Instructions.
Give each participant one Quiz-Quiz-Trade card.
When you say Begin, each participant will find a partner.
Partner A will read the question on his or her card to Partner B. Partner B will use the Glossary to find the answer to the question. As soon as Partner B gives the correct answer to the question, Partner B will read the question on his or her card to Partner A. Partner A will use the Glossary to find the answer. As soon as Partner A gives the correct answer, the partners will trade cards. Each person will then find a new partner and repeat the process.
After the participants have had several opportunities to trade cards, have the participants return to their seats. See which participant(s) made the most trades.
At the close of the activity, remind participants to use the Glossary! As evaluators, they must be familiar with the way in which each term is defined for the purpose of SAFE-T.

4. Important Reminder Take it off the shelf and use it! SAFE-T Guide
Trainer Notes:
Emphasize to the participants that this (SAFE-T NET) training will not cover everything that’s in the Guide. It’s the responsibility of every evaluator to become familiar with the entire contents of the Guide and to use it as a reference tool during each and every evaluation.

5. What is Stage II of SAFE-T?
Stage I: Preparation
Stage II: _____________________
Stage III: Deliberation
Stage IV: Judgments
Collection of Evidence
Trainer Notes:
Ask the participants to respond to the question; then, display the answer.

6. What is meant by evidence?
In the legal world, evidence is represented by the facts of the case.
In the world of teacher evaluation, evidence is represented by descriptions of what is actually written, said, or done.
Trainer Notes:
When discussing the first bullet, remind the participants that SAFE-T parallels the American system of justice.
In teacher evaluation, [evidence = facts = what is written, said, or done]. “Just the facts, ma’am.”

7. In other words,
evidence is factual information that is relatively free from value judgments.
Trainer Notes:
Stress the importance of keeping evidence as objective as possible.

8. In SAFE-T All evidence is contained in the dossier.
All judgments are based on evidence.
All evidence is contained in the dossier.
Trainer Notes:
In other words, all judgments must be based on facts, not opinions. If it isn’t factual, it isn’t evidence!
Let the participants know that you’ll talk more about the dossier at a later time. For now, the participants need to know that if the evidence isn’t in the dossier, it doesn’t count!

9. Important!
The SAFE-T process requires the disengagement of evidence from judgments to the maximum extent possible.

10. So, evidence is the presentation of the facts, and
judgment is the interpretation of the facts.

11. What is the relationship between evidence & judgment?
Evidence is more objective.
Judgment is more subjective.
Trainer Notes: Connect this information to the concepts presented on the previous slide.
Evidence is more objective because it involves the presentation of the facts.
Judgment is more subjective because it involves the interpretation of the facts.

12. In sound, defensible evaluation, judgment
is made by trained professionals, and
is based on factual evidence.
Trainer Notes:
Even though judgment contains a degree of subjectivity, informed judgment clearly separates evaluation from opinion.
Remind participants that this degree of subjectivity is necessary and is characteristic of higher order thinking.
This type of judgment is known as informed judgment.

13. In SAFE-T, types of evidence are collected.
six
In SAFE-T, types of evidence are collected.
Trainer Notes:
When we say that SAFE-T is based on multiple sources of evidence, we are referring to these six types of evidence.

14. Types of Evidence Long-range plan (LRP) with teacher reflections
Unit work sample (UWS) with teacher reflections
Classroom observation records
Trainer Notes:
So, what are these six types of evidence? This slide displays the first three.

15. Types of Evidence Teacher reflections on observed lessons
Professional performance reviews (PPRs)
Professional self-assessment (PSA)
Trainer Notes:
This slide displays the remaining three types of evidence. Remind the participants that they now know the six types of evidence.

16. Classifying the Evidence
Domain
APS(s)
LRP
Planning 1
UWS
Planning
2, 3
Trainer Notes:
Relate each type of evidence to the respective domains and ADEPT Performance Standard.
Ask for participant (choral) responses before displaying each cell of the table. Clarify abbreviations, as needed.
Observations
Instruction &
Environment
4, 5, 6, 7, 8, 9

17. Classifying the Evidence
Domain(s)
APS(s)
Reflections
Instruction &
Environment
4, 5, 6, 7, 8, 9
PPR
Professional
Respons. 10
Trainer Notes:
Ask for participant (choral) responses before displaying each cell of the table. Clarify abbreviations, as needed.
PSA
Professional
Respons. 10

18. Why are teacher reflections included as evidence?
Good teaching is purposeful and intentional.
Sound, defensible teacher evaluation requires evidence not only of what teachers say and do, but the reasoning behind their behavior.
Trainer Notes:
As you present this slide, inform the participants that teacher reflections are included in all four domains.

19. In other words,
reflections allow teachers to explain the WHY behind the WHAT and HOW.
Trainer Notes:
Beginning teaching is based largely on replication.
Expert teaching is based more on cognitive processing skills.

20. What happens to the evidence?
All evidence is placed in a dossier -- an organized collection of data, somewhat like a portfolio.
The dossier is maintained by the team chair.
Trainer Notes:
Refer participants to page 4 of the SAFE-T Guide.
Remind the participants that any evidence that isn’t in the dossier doesn’t count.
The team chair is the keeper of the dossier.

21. What is a template?
A template is a standardized guide for recording evidence.

22. How many templates does SAFE-T contain?
There are ______ templates.
eight
Trainer Notes:
For a list of the templates, refer the participants to the Appendices (A-H) in the Table of Contents of the SAFE-T Guide.

23. SAFE-T Templates
Four of the templates are to be completed by the teacher who is being evaluated. These are referred to as the teacher templates (TT1—TT4).

24. SAFE-T Templates
The remaining four templates are to be completed by the evaluators. These are referred to as the evaluator templates (ET1—ET4).

25. Are districts required to use the SAFE-T templates?
ET3, the SAFE-T Summary, is required.
All other teacher and evaluator templates are optional. Districts have the discretion of substituting their own equivalent forms/ formats.
Either way, all information (including the reflections) must be addressed.
Trainer Notes:
Stress the fact that ET 3, the SAFE-T Summary is required.
Also, emphasized the fact that, if a district elects to use other forms, all information must be equivalent. Don’t overlook required requirements such as the teacher reflections on the LRP, etc. These requirements must still be addressed and included in the dossier, regardless of the form the district uses.

26. What happens to the completed templates?
All of the completed templates are placed in the _________ , which is maintained by the ______ of the evaluation team.
dossier
chair

27. What is TT1?
TT1 is the template that the teacher is to use to provide evidence related to long-range planning.
The five key elements associated with APS 1 form the basis for TT1 and are the criteria by which the long-range plan (LRP) is evaluated.
The teacher also must respond to the reflection questions that accompany each key element.
Trainer Notes:
Refer participants to pages of the SAFE-T Guide.
Again, emphasize the fact that there are five sets of reflection questions (one set for each of the key elements). All reflection questions must be addressed, regardless of which LRP form the district uses.

28. LRP Reflections
The plans are not as important as the planning. Examining planning via teacher reflections allows us to go beneath the surface of the plans.

29. What is a long-range plan?
A long-range plan is a blueprint for teaching an entire course and is similar to a course syllabus.
Trainer Notes:
Refer the participants to page 5 of the SAFE-T Guide.
Explain to participants that a long-range plan is not foreign to educators. All of us are familiar with course syllabi.

30. How many LRPs are required?
For SAFE-T, the teacher is required to develop and submit an LRP for one course (i.e., to complete one TT1) per evaluation period.
A course is defined as a specified subject taught to a specified group (class) of students during a specified time frame (usually a semester or year).
Trainer Notes:
Although the state requires teachers to submit an LRP for only one course for the purposes of SAFE-T, districts may exceed this requirement. In other words, the district may require teachers to develop/submit an LRP for every class they teach.
Question for participants: What is a quick way of finding out the SAFE-T definition of a course? Answer: Look in the Glossary.
Point out that there are three components to the definition of a course: (1) the subject, (2) the group, and (3) the time frame or period.

31. Which course must the teacher select for the LRP (TT1) in SAFE-T?
During the preliminary evaluation period, teachers at the early childhood and elementary (through grade 3) levels must develop an LRP in ELA if the teacher is required to be content-competent in ELA for his or her current teaching assignment.
Trainer Notes:
Ask the participants to explain why they think this requirement was put into place. (Answer: Because of the importance of helping children develop literacy skills.)

32. Which course must the teacher select for the LRP (TT1) in SAFE-T?
In all other cases, the evaluation team is responsible for making this determination.
The evaluation team must select and/or approve the course in writing.
Trainer Notes:
Ask the participants to tell who they think is responsible for ensuring that teacher is notified. (Answer: The team chair.)
The team chair can notify the teacher via . Ask the participants to complete the following sentence: The team chair should place a copy of the notification in the _______________. (dossier)

33. Examining the LRP Trainer Notes: ACTIVITY: Examining the LRP
Purpose. The purpose of this activity is to examine each of the five components of the long-range plan in terms of (1) the related key element, (2) the expectations for what the teacher is to do, and (3) the way in which the component will be analyzed.
Materials.
Each participant will need to have on hand the following sections of his or her SAFE-T Guide:
the key elements for APS 1 (pages 58-59);
Teacher Template 1 (pages 29-32); and
ET3: the SAFE-T Summary (pages 44-45).
Each group will need chart paper and markers.
Instructions.
Divide the participants into five groups.
Assign one of the five LRP key elements (1.A, 1.B, 1.C, 1.D, 1.E) to each group.
Ask each group to complete the following three questions for their assigned key element:
What is the key element all about? (Summarize the assigned key element.)
What is the teacher expected to address in the template? (Summarize the section of TT1 that relates to the assigned key element.)
What are the evaluators looking for? (Summarize the section of ET3 that relates to the assigned key element.)
Allow the groups time to prepare their responses. Display the next slide (#34) as the groups complete their work to remind them of the questions.
Beginning with APS 1.A, have each group report out to the entire class.

34. Examining the LRP
What is the key element all about? (Summarize the key element.)
What is the teacher expected to address in the template? (Summarize the section of TT1 that relates to the key element.)
What are the evaluators looking for? (Summarize the section of ET3 that relates to the key element.)
Trainer Notes:
During the presentation/discussion of APS 1.A, remind the participants that the teachers are no longer expected to present a lengthy “laundry list” of student information. Rather, teachers are expected to address only the student information that they will actually use in planning and implementing instruction. For example, listing the number of boys and girls in the class doesn’t matter if the teacher doesn’t plan to differentiate instruction based on gender. The essence of this key element (1.A) is differentiated instruction.
Point out that the last bullet or bullets of each key element of ET3 require the evaluators to focus on the teacher’s reflections. The quality of the teacher’s reflections is vitally important in terms of decision-making.

35. Is another LRP (TT1) required during the final evaluation period?
If all five APS 1 key elements are met at the end of the preliminary evaluation period, the evaluation team has the option of waiving the LRP (TT1) requirement for the final evaluation period.
Trainer Notes:
Remind the participants that this waiver is optional. Even if the teacher receives a rating of met on all five of the APS 1 key elements during the preliminary evaluation period, the evaluation team can still require the teacher to submit another LRP during the final evaluation period. For example, the evaluation team may require the teacher to submit an LRP for another course during the final evaluation period.

36. Is another LRP (TT1) required during the final evaluation period?
If any of the five APS 1 key elements are not met at the end of the preliminary evaluation period, the teacher must develop and submit another LRP (TT1) in a course that is selected and/or approved by the evaluation team.
Trainer Notes:
Refer the participants to SAFE-T At-a-Glance on page 25 of the SAFE-T Guide. Focus on the two rows at the top of the table that relate to the LRP as well as to the footnote at the bottom of the page.

37. What is TT2?
TT2 is the template that the teacher is to use to provide evidence related to Short-Range Planning (APS 2) and Planning Assessments and Using Data (APS 3).
This evidence is presented in the form of a unit work sample (UWS).
Trainer Notes:
Refer the participants to page 9 of the SAFE-T Guide.

38. What is the purpose of a UWS?
A unit work sample requires the teacher to examine the impact of instruction on student achievement, making adjustments as needed to improve student learning.
Trainer Notes:
The unit work sample is the evidence that is most closely tied to student achievement.
Ask the participants to respond to the following questions:
How does the teacher examine the impact of instruction on student achievement? (Answer: Through valid assessments—APS 3.)
How does the teacher make adjustments to improve student learning? (Answer: By adjusting short-range plans, based on the analysis of the assessment data—APS 2.)

39. In other words,
the criteria for the unit work sample are drawn from the six key elements of APSs 2 and 3.

40. What is a unit?
An instructional unit is a set of integrated lessons designed to accomplish learning objectives related to a curricular theme, a particular area of knowledge, or a general skill or process.
Trainer Notes:
Reminder to the participants: Go to the Glossary to find the definition!
Ask the participants to give examples of units.

41. What is a unit?
Typically, an instructional unit requires two or more weeks to complete. If a particular unit requires less than two weeks to complete, then more than one unit must be selected.
Trainer Notes:
Ask the participants to explain why they think this requirement was put into place. (Hint: As needed, direct the participants to the definition of student achievement in the Glossary. Explain that it’s very difficult, if not impossible, for the teacher to demonstrate that his or her instruction was responsible for promoting a significant, substantive improvement in student learning if the time period is too short.)

42. How is the UWS unit selected?
The teacher is to select the unit(s) for the UWS from the LRP that was submitted for evaluation.
The unit must be completed in its entirety during the evaluation period.
The UWS may not be based on the first unit in the instructional sequence.
Trainer Notes:
With regard to bullet #3, the obvious exception would be for a unit in which the teacher administered a pre-test at the beginning of the instructional sequence in order to measure progress.

43. Examining the UWS Trainer Notes: ACTIVITY: Examining the UWS
Purpose. The purpose of this activity is to examine each of the six components of the unit work sample in terms of (1) the related key element, (2) the expectations for what the teacher is to do, and (3) the way in which the component will be analyzed.
Materials.
Each participant will need to have on hand the following sections of his or her SAFE-T Guide:
the key elements for APSs 2 and 3 (pages 60-63);
Teacher Template 2 (pages 33-35); and
ET3: the SAFE-T Summary (pages 46-47).
Each group will need chart paper and markers.
Instructions.
Divide the participants into six groups.
Assign one of the six LRP key elements (2.A., 2.B, 2.C, 3.A, 3.B, 3.C) to each group.
Ask each group to complete the following three questions for their assigned key element:
What is the key element all about? (Summarize the assigned key element.)
What is the teacher expected to address in the template? (Summarize the section of TT2 that relates to the assigned key element.)
What are the evaluators looking for? (Summarize the section of ET3 that relates to the assigned key element.)
Allow the groups time to prepare their responses. Display the next slide (#44) as the groups complete their work to remind them of the questions.
Have each group report out to the class in the following order: 2.A, 2.B, 3.A, 3.B, 2.C, 3.C.

44. Examining the UWS
What is the key element all about? (Summarize the key element.)
What is the teacher expected to address in the template? (Summarize the section of TT2 that relates to the key element.)
What are the evaluators looking for? (Summarize the section of ET3 that relates to the key element.)
Trainer Notes:
At the end of this activity, discuss why it is essential that the key elements be conceptualized in the following order: 2.A, 2.B, 3.A, 3.B, 2.C, 3.C. (Answer: Because, in practice, the key elements occur in this order.)

45. Is another UWS (TT2) required during the final evaluation period?
If all six key elements of APSs 2 and 3 are met at the end of the preliminary evaluation period, the evaluation team has the option of waiving the UWS (TT2) requirement for the final evaluation period.
Trainer Notes:
Remind the participants that this waiver is optional, even if the teacher receives a rating of met on all six of the key elements for APSs 2 and 3. For example, the evaluation team may require the teacher to submit a UWS for another course during the final evaluation period.

46. Is another UWS (TT2) required during the final evaluation period?
If any of the six key elements of APSs 2 and 3 are not met at the end of the preliminary evaluation period, the teacher must develop and submit another UWS (TT2) during the final evaluation period.
Trainer Notes:
Refer the participants back to SAFE-T At-a-Glance on page 25 of the SAFE-T Guide.

47. What is ET1?
ET1, the Classroom Observation Record, is the template that evaluators use to record evidence relative to APSs 4 – 9.
The structure of ET1 is intended to help evaluators focus their observations on the appropriate key elements and organize their notes and records accordingly.
Trainer Notes:
Introduce this slide by telling the participants that you are now transitioning from templates that the teacher is to complete to a template that the evaluators are to complete.
Point out that the evaluator is completing the ET1 to inform the other evaluator(s) on the team. In other words, the evaluator needs to recreate the lesson for the benefit of the other evaluator(s) who did not actually observe the lesson but who will need to make decisions based on this lesson. The evaluator needs to recreate this lesson via the ET1.
Refer the participants to page 13 of the SAFE-T Guide.

48. When do evaluators complete ET1s?
Evaluators must complete an ET1 following each ____________ classroom observation.
integral
Trainer Notes:
It’s easier to understand and remember the definition of an integral classroom observation if you think of the word integral as meaning “complete” or “whole.”

49. What is an integral classroom observation?
Each integral, or complete, classroom observation
must be unannounced;
must last a complete lesson or a minimum of 45 minutes; and
must yield evidence relative to all key elements of APSs 4-9.
Trainer Notes:
Since the observation must be unannounced, what should the evaluator do if the planned lesson does not yield enough evidence? Answer: The evaluator should make a note to that effect in the dossier, then observe another lesson at a later time.

50. How often are integral observations conducted?
Each evaluation team member who is required to observe the teacher (i.e., a minimum of two evaluators) must conduct at least one integral classroom observation during each evaluation cycle.
Trainer Notes:
What is the minimum number of integral classroom observations that must be made during the year? Answer: Four.
Important note: The integral classroom observations must be conducted during both the preliminary and the final evaluation periods, regardless of the teacher’s performance during the preliminary evaluation period!

51. The ET1 must be all fact, no fiction.
Warning!!!!!
The ET1 must be
all fact,
no fiction.

52. Unlocking the Key Elements
ET1
Trainer Notes: ACTIVITY: Take a Look
Purpose. The purpose of this activity is to acquaint the participants with ET1.
Materials.
Video: 7th Grade Science Lesson (50 minutes)
Each participant will need
a copy of the handout of the sample ET1: Ms. Bearden’s 7th Grade Science lesson on the nervous system, and
a copy of the ET1 Writing Rubric.
Instructions.
Have the participants view all or a portion of the video, depending on the amount of time available in the session.
Review and discuss the sample ET1.
Advance to the next slide, and discuss the ET1 Writing Rubric.

53. Are “walk through” observations permitted?
Yes. However, information obtained during walk-through observations may be used as SAFE-T evidence only for one or more of the following three purposes:
Trainer Notes:
Refer participants to page 14 of the SAFE-T Guide.

54. When are walk-through observations included in SAFE-T?
To determine the need for additional integral classroom observations,
To determine the need for a subsequent LRP and/or UWS; and/or
To follow up on a specific instructional weakness that was identified during a previous integral observation.
Trainer Notes:
Emphasize to participants that, although walk-through observations are typically valid, they are generally not reliable. Numerous walk-through observations must be conducted in order to make them reliable. That is why, in SAFE-T, walk-through observations can be used only for very specific purposes.
Remind participants that walk-through observations are optional. However, in SAFE-T, walk-through observations can be used only for these three specific purposes, if they are used at all.

55. What is TT3?
TT3 is the template that the teacher is to use to reflect on the lesson.
The teacher must submit a TT3 to the team chair within seven calendar days following each integral classroom observation.
Trainer Notes:
Inform the participants that the discussion is now moving from an Evaluator Template (ET) back to a Teacher Template (TT3).
Refer the participants to page 14 of the SAFE-T Guide.

56. The purpose of reflections is to . . .
give the teacher a voice, and
allow the evaluators to gain an understanding of the teacher’s perspective on the lesson.

57. What type of perspective?
Each reflection allows the teacher to comment on the lesson objectives, teaching strategies, content appropriateness, assessment, feedback to students, and implications for subsequent instruction.
Trainer Notes:
Have the participants read over the Reflection (TT3) template (pages of the SAFE-T Guide).
It is critical that evaluators remember that the teacher reflection is one of the six types of evidence in SAFE-T. In other words, it counts!
Question for the participants: By the end of the year, what is the minimum number of reflections (TT3s) that the teacher must have written? (Answer: Four). Discuss why this is true—i.e., Since there must be a minimum of four integral classroom observations during the year, there must be a corresponding number of reflections (one for each integral classroom observation).

58. Are observations (ET1s) and reflections (TT3s) required during the final evaluation period?
YES!

59. What is ET2?
ET2, the Professional Performance Review, is the template that the principal (or designee) is to complete near the end of each evaluation period.
ET2 provides information about the teacher’s perceived performance relative to the first four key elements of APS 10.
Trainer Notes:
Refer participants to page 16 of the SAFE-T Guide.
There may be more than one person tapped to complete an ET2 on the teacher. It is the responsibility of the evaluation team to determine who should complete the ET2. The principal is always asked to complete an ET2, although the principal may recommend a designee.

60. Is another Professional Performance Review (ET2) required during the final evaluation period?
YES!

61. What is TT4?
TT4 is the template that the teacher is to use as a guide to completing a professional self-assessment.
The teacher is to complete and submit TT4 near the end of the preliminary evaluation period in order to provide evidence relative to APS 10.E.
Trainer Notes:
Refer the participants to the Professional Self-Assessment (TT4), page 38 of the SAFE-T Guide.

62. What is TT4?
In the self-reflection, the teacher is asked to focus on his or her professional strengths, professional challenges, impact on students, and plans for professional development

63. What is TT4?
If the teacher is on-target with his or her self-assessment, then TT4 will be useful in guiding the development of the teacher’s Professional Growth and Development Plan.
The Professional Self-Assessment (TT4) is an important determiner of the teacher’s readiness to engage in Goals-Based Evaluation (GBE).

64. Is another TT4 required during the final evaluation period?
If APS 10.E is met at the end of the preliminary evaluation period, the evaluation team has the option of waiving the professional self-assessment (TT4) requirement for the final evaluation period.
Trainer Notes:
In other words, the teacher must be on-target with his or her self-assessment in order for the evaluation team to waive the requirement for a teacher to submit another Professional Self-Assessment (TT4) for the final evaluation period.

65. Is another TT4 required during the final evaluation period?
If APS 10.E is not met at the end of the preliminary evaluation period, the teacher must complete another professional self-assessment (TT4) requirement during the final evaluation period.

66. Examining Professionalism
Describe the key element.
Explain what the administrator or teacher is expected to address.
Explain what the evaluators are looking for.
Trainer Notes: ACTIVITY: Examining Professionalism
Purpose. The purpose of this activity is to examine each of the five key elements of APS 10 in terms of (1) each key element, (2) the expectations for what the administrator or the teacher is to do, and (3) the way in which the data will be analyzed.
Materials.
Each participant will need to have on hand the following sections of his or her SAFE-T Guide:
the key elements for APS 10 (pages 71-72);
Evaluator Template 2 (page 42) and Teacher Template 4 (page 38); and
ET3: the SAFE-T Summary (pages 54-55).
Each group will need chart paper and markers.
Instructions.
Divide the participants into five groups.
Assign one of the five APS 10 key elements to each group.
Ask each group to complete the following three questions for their assigned key element:
What is the key element all about? (Summarize the assigned key element.)
What is the administrator or the teacher expected to address in the template? (Summarize the section of ET2 or TT4 that relates to the assigned key element.)
What are the evaluators looking for? (Summarize the section of ET3 that relates to the assigned key element.)
Allow the groups time to prepare their responses.
Have each group report out to the class.

67. What’s in the dossier? TT1: teacher’s LRP and reflections
At this point, the dossier should contain the following completed documents:
TT1: teacher’s LRP and reflections
TT2: teacher’s UWS and reflections
ET1s: evaluators’ observation records
TT3s: teacher’s reflection on each observed lesson
ET2: professional review completed by the principal/designee
TT4: teacher’s self-assessment
Trainer Notes:
Question for participants: At this point, what is the minimum number of documents (templates) that the dossier must contain? (Answer: Eight)
1 TT1
1 TT2
2 ET1s
2 TT3s
1 ET2
1 TT4

68. What about ET3 and ET4? These templates are not evidence.
ET3, the SAFE-T Summary, is the required template that is used to describe the judgments that are based on the evidence.
ET4, the SAFE-T Log, is the optional template that evaluators can use to plan and document the evaluation process.

69. SAFE-T Questions and Take-Aways
(So far. . . )

70. Homework ET1: Telling the Story
Trainer Notes: Homework: ET1: Telling the Story
Prior to leaving the session, each participant must view a video of a complete lesson. The homework assignment will be to write a complete ET1 based on the lesson.
Instructions for the video.
Divide the participants into two groups.
For the video presentations you will need two DVD players and two monitors (one set for each group of participants). If you have access to only one DVD player/monitor, you will need to stagger the two groups.
Assign each participant a number. The number will allow each participant to remain anonymous, except to the instructor. Therefore, each participant must keep track of his or her number, and the trainer must also keep a record of each participant’s number.
Group 1 will view and script the video of the ELA lesson (approximately 50 minutes), in preparation to write a complete ET1 as homework
Group 2 will view and script the video of the Social Studies lesson (approximately 50 minutes), in preparation to write a complete ET1 as homework.
Homework Instructions. Each participant must write a complete ET1 based on the lesson they observed via the video. In the space next to “Observer,” each participant should write his or her assigned number, not his or her name. Participants must complete this assignment independently; participants are not to collaborate. The homework will be due at the beginning of the next training session.
Collecting the Homework: At the beginning of the next session, collect all homework.
Group the ET1 forms by lesson: (1) ELA and (2) Social Studies.
Assemble the participants into their original groupings:
(1) Distribute an ET1 for ELA to each participant who viewed the Social Studies lesson.
(2) Distribute an ET1 for Social Studies to each participant who viewed the ELA lesson.
Each participant will now complete an ET1 Writing Rubric on the ET1 that he or she just received. The participants will be “naïve readers”—they did not view that lesson, nor do they know the name of the observer (only the observer’s assigned number should appear on the ET1).
Instruct each participant to copy the observer’s number onto the Observer’s line of the ET1 Writing Rubric. Then instruct each participant to place his or her own assigned number onto the Reviewer’s line of the ET1 Writing Rubric.
Allow the participants one hour to complete the ET1 Writing Rubric. At the end of this time, collect all ET1s and all ET1 Writing Rubrics.
Feedback: Return the ET1 and accompanying ET1 Writing Rubric to the original observers. Allow the participants time to process the feedback provided on the ET1 Writing Rubric.
Summative Results: Collect all ET1 forms and ET1 Writing Rubrics!
ET1: Telling the Story