1. 1 Evidence Based Observation Lead Evaluator Training Part 1 – Welcome Back! Can I have your attention please?

2.  Use examples of written observations  Return to video after discussion  Dive into the NYS approved rubrics  Rating ½ staff on old form and rest of staff on the other—How are schools handling this?  We are focusing on one area (Check for Understanding)—do we abandon the others?

3.  More sharing, more practice!  How do we get the videos? ◦ New Teacher Center: Experienced Teacher—Module 1 ◦ New Teacher Center: Beginning Teacher—Module 1

4.  Identify the presence or absence of “check for understanding” in your present evaluation tool  Practice collecting evidence of “check for understanding”  Check yourself – did your evidence contain bias or opinion?  Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics

5.  How did you do?  What were you able to find out?  What did you notice as you were observing instruction?

6.  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

7. Rewind…

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

9. Highlight examples of evidence Underline words that show bias or opinion

12.  Evidence is observable (overt)  Evidence is of ALL students  Evidence is congruent to the objective When does checking for understanding occur??

13. The teacher said to all students, “Write down a definition of compromise in your own words and draw a visual that will cue you to what the term means.” All students shared their visuals and definitions with their partners as the teacher walked around the classroom.

15. What did you collect? (Table pairs) The teacher asked, “What do you think her parents’ genotypes looked like? The teacher walked around the classroom as students worked in pairs. The teacher stated, “Try to figure out-based on how your parents look-whether you are heterozygous or homozygous.”

16.  Continue to practice collecting evidence of “check for understanding”  Bring an observation that you have completed  Identify the presence or absence of “check for understanding” in one of the NYSED approved rubrics