NIET Teacher Evaluation Process Day 1 © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission.

NIET Training Handbook and Workbook Lets take 5 minutes individually, and 5 minutes with a partner to get ourselves acquainted with the tools that we will be using for the next 4 days. Lets take 5 minutes individually, and 5 minutes with a partner to get ourselves acquainted with the tools that we will be using for the next 4 days. – NIET Training Workbook – NIET Training Handbook What is the difference between the two? What is the difference between the two? How are they color coded? How are they color coded?

Evaluator Expectations When first introduced to the NIET Evaluation System Rubric, it is not expected that individuals will be able to begin immediately utilizing this multi- dimensional observational tool at a conceptual level of application. When first introduced to the NIET Evaluation System Rubric, it is not expected that individuals will be able to begin immediately utilizing this multi- dimensional observational tool at a conceptual level of application.

In order to utilize this tool effectively, each person has to develop his/her skills in order to frame and reference each indicator with practical application. Understanding and expertise will only be increased through exposure and engagement in simulated or practice episodes. This practice will define the evaluator’s understanding and strengthen his/her skills as an evaluator.

Day 1 Objectives: The participants will: The participants will: – Develop a procedural knowledge and understanding of the Evaluation Rubrics and begin to move to a conceptual understanding. – Understand the importance of collecting evidence to accurately assess classroom instruction.

Research Supporting Instructionally Focused Accountability The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs Odden and Clune States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs Odden and Clune

Where did the NIET rubric come from? Our rubric is based on research and best practices from multiple sources. In addition to the research from Charlotte Danielson and other prominent researchers, NIET reviewed instructional guidelines and standards developed by numerous national and state teacher standards organizations. From this information we developed our comprehensive set of standards for teacher accountability. The work reviewed included guidelines and standards developed by: The Interstate New Teacher Assessment and Support Consortium (INTASC) The Interstate New Teacher Assessment and Support Consortium (INTASC) The National Board for Professional Teacher Standards The National Board for Professional Teacher Standards Massachusetts' Principles for Effective Teaching Massachusetts' Principles for Effective Teaching California's Standards for the Teaching Profession California's Standards for the Teaching Profession Connecticut's Beginning Educator Support Program, and Connecticut's Beginning Educator Support Program, and The New Teacher Center's Developmental Continuum of Teacher Abilities. The New Teacher Center's Developmental Continuum of Teacher Abilities.

Why the NIET rubric? – Additionally, the NIET rubrics and evaluation process have been shown to be correlated to student achievement at a statistically significant level in two separate studies. Note the correlation studies by Schacter & Thum, 2004 and Daley & Kim in 2010. Note the correlation studies by Schacter & Thum, 2004 and Daley & Kim in 2010. In both of these studies, teachers who scored higher on the TAP Teaching Standards tended to have higher student achievement gains. Conversely, teachers who scored lower, tended to have lower student achievement gains. In both of these studies, teachers who scored higher on the TAP Teaching Standards tended to have higher student achievement gains. Conversely, teachers who scored lower, tended to have lower student achievement gains.

Relationship between Teacher Evaluations and Value-Added Score

Impact of an Effective Teacher Teachers’ Skills, Knowledge and Responsibilities Score Teachers’ Value-Added Score 5 4 3 2 1 54321 Schools with high school-wide growth (653 teachers) Schools with medium school-wide growth (695 teachers) Schools with low school-wide growth (428 teachers)

When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? Consensus Elements Elements of an Effective Lesson Placemat Consensus

Consensus Elements When you walk out of a classroom lesson that you deem to be effective, what were the elements that led you to that decision? 2 minutes to write individually 3 minutes to talk and reach consensus 5 minutes to debrief Participant A Participant B Participant D Participant C Placemat Consensus

When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? 2 minutes to write individually Consensus Elements Click to Start Click to Start Click to Start Click to Start Elements of an Effective Lesson Placemat Consensus

Consensus Elements When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? 3 minutes to talk and reach consensus Click to Start Click to Start Click to Start Click to Start Elements of an Effective Lesson Placemat Consensus

5 minutes to debrief Consensus Elements When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision? Click to Start Click to Start Click to Start Click to Start Elements of an Effective Lesson Placemat Consensus

Consensus Elements When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?  Why this question?  Why this process? Elements of an Effective Lesson Placemat Consensus

Effective Elements Summary Defined learning goal that is clearly communicated to students Defined learning goal that is clearly communicated to students Student engagement and interaction Student engagement and interaction Alignment of activities and materials throughout lesson Alignment of activities and materials throughout lesson Student relevancy Student relevancy Numerous checks for mastery Numerous checks for mastery Differentiation Differentiation

NIET Rubric NIET has defined a set of professional indicators, known as the Instructional Rubrics, to measure teaching skills, knowledge, and responsibilities of the teachers in a school.

The Parts of the Rubric The Parts of the Rubric Domains

The Parts of the Rubric The Parts of the Rubric Domains Indicators

The Parts of the Rubric The Parts of the Rubric Domains Indicators Descriptors

The Parts of the Rubric The Parts of the Rubric Domains Indicators Descriptors Performance Levels

NIET Evaluation Rubric Domains Instructional Plans Student Work Assessment Managing Student Behavior Expectations Environment Respectful Culture Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching Standards & Objectives Motivating Students Presenting Instructional Content Lesson Structure & Pacing Activities & Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Planning Instruction Professionalism Environment Review of Previous Learning

Directions: Trainer will model metacognition for Standards & Objectives. Trainer will model metacognition for Standards & Objectives. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner. Rubric Activity Rubric Activity

What is the Process of Modeling Your Thinking (Think-Aloud) I do Think Aloud You do Students Explain Thinking We do Scaffold & Cue

Standards & Objectives  All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective.  State standards are displayed.

Standards & Objectives  All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned  Expectations for student performance are clear.  State standards are displayed.  There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned  Expectations for student performance are clear.  State standards are displayed.  There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear.  State standards are displayed.  There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed.  There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned  Expectations for student performance are clear.  State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned  Expectations for student performance are clear.  State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Rubric Activity Rubric Activity Directions: Trainer will model metacognition for Standards & Objectives. Trainer will model metacognition for Standards & Objectives. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner.

Rubric Activity Rubric Activity Directions: Trainer will model metacognition for Standards & Objectives. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner. Continue highlighting key words from the descriptors under the “At Expectations” column for Lesson Structure and Pacing, Teacher Content Knowledge, Teacher Knowledge of Students, Thinking, and Problem Solving individually. Click to Start Click to Start Click to Start Click to Start Click for an activity for early finishers. Click for an activity for early finishers. Click for an activity for early finishers. Click for an activity for early finishers.

For early finishers… If you finish early, begin making explicit connections between the key words that you have highlighted and actual classroom practices. If you finish early, begin making explicit connections between the key words that you have highlighted and actual classroom practices. What would some of these descriptors and key words look like in a classroom observation? What would some of these descriptors and key words look like in a classroom observation? Write down the applications that you have made for each of the key words that you highlighted and be prepared to share those when the trainer asks for them. Write down the applications that you have made for each of the key words that you highlighted and be prepared to share those when the trainer asks for them.

Instructional Rubric Activity Directions: Trainer will model metacognition for Standards & Objectives. Highlight key words from the descriptors under the “At Expectations” column for Motivating Students, Presenting Instructional Content, Activities and Materials, Questioning, Academic Feedback, and Grouping Students with your shoulder partner. Continue highlighting key words from the descriptors under the “At Expectations” column for Lesson Structure and Pacing, Teacher Content Knowledge, Teacher Knowledge of Students, Thinking, and Problem Solving individually.

Instructional Rubric Activity Poster Directions: Place a blue dot on the indicators that you perceive are presently strengths for the teachers in your building. Place a blue dot on the indicators that you perceive are presently strengths for the teachers in your building. Place a red dot on the indicators that you perceive that your teachers will find most difficult. Place a red dot on the indicators that you perceive that your teachers will find most difficult.

Reflection Questions… How is the rubric interconnected? How is the rubric interconnected? Where do you see overlap? Where do you see overlap?

Pre-conference Pre-conference Review of lesson and/or unit plans as applicable Review of lesson and/or unit plans as applicable Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Pre-conference Pre-conference Prior to the Lesson Being Observed When do you collect evidence? During the Lesson After the Lesson What the teacher says and does What the teacher says and does What the students say and do What the students say and do

Collecting Evidence is Essential Detailed Collection of Evidence: Detailed Collection of Evidence: Unbiased notes of what occurs during a classroom lesson. Capture: Capture: what the teacher says what the teacher says what the teacher does what the teacher does what the students say what the students say what the students do what the students do Copy wording from visuals used during the lesson. Copy wording from visuals used during the lesson. Record time segments of lesson. Record time segments of lesson. The collection of detailed evidence is ESSENTIAL for the evaluation process to be implemented accurately, fairly, and for the intended purpose of the process.

Evidence Collecting Tips 1. Time 2. Abbreviate 3. Verbatim 4. Paraphrase 5. Q & F 6. Upfront Summary 7. Label 8. Lesson Analysis 9. Circulate During the lesson:

Sample Evidence Collection Notes Academic Feedback Motivating Students TimeTime

Sample Evidence Collection Notes StudentsStudents TeacherTeacher Presenting Instructional Content Standards & Objectives

Observing Classroom Instruction We will view a lesson. We will view a lesson. After viewing the lesson, we will categorize evidence and assign scores from the Instructional Rubric. After viewing the lesson, we will categorize evidence and assign scores from the Instructional Rubric. In order to categorize evidence and assign scores, what will you need to do as you watch the lesson? In order to categorize evidence and assign scores, what will you need to do as you watch the lesson? Capture what the teacher and students say and do. Capture what the teacher and students say and do.

Seventh Grade Science Lesson

Evaluation of Classroom Instruction Click to Start Click to Start Click to Start Click to Start Reflect on the lesson you just viewed and the evidence you collected. Reflect on the lesson you just viewed and the evidence you collected. Based on the evidence, do you view this teacher’s instruction as Significantly Above Expectations, At Expectations or Significantly Below Expectations? Based on the evidence, do you view this teacher’s instruction as Significantly Above Expectations, At Expectations or Significantly Below Expectations? Why? Share your response with others at your group. Justify your response with specific evidence from the lesson. Why? Share your response with others at your group. Justify your response with specific evidence from the lesson.

Evaluation of Classroom Instruction Reflect on the lesson you just viewed and the evidence you collected. Reflect on the lesson you just viewed and the evidence you collected. Based on the evidence, do you view this teacher’s instruction as Significantly Above Expectations, At Expectations or Significantly Below Expectations? Based on the evidence, do you view this teacher’s instruction as Significantly Above Expectations, At Expectations or Significantly Below Expectations? Why? Share your response with others at your group. Justify your response with specific evidence from the lesson. Why? Share your response with others at your group. Justify your response with specific evidence from the lesson.

LunchLunch

Procedural Understanding vs. Conceptual Understanding Thorough understanding/ independence Conceptual Knowledge Procedural Knowledge Beginning of understanding

Categorizing Evidence & Assigning Scores (I do) Using the Scoring and Evidence template provided, listen as I model how to categorize evidence from this lesson for: Using the Scoring and Evidence template provided, listen as I model how to categorize evidence from this lesson for: – Standards and Objectives Listen for the following: Listen for the following: – Questions the trainer asks him/herself – Decisions made for how to categorize the evidence – How scores are assigned based on the evidence categorized

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed.

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide

Standards & Objectives Click for Next Slide Click for Next Slide Click for Next Slide Click for Next Slide  All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated. All learning objectives and state content standards are explicitly communicated.  Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Sub-objectives are aligned and logically sequenced to the lesson’s major objective.  Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines.  Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high. Expectations for student performance are clear, demanding, and high.  State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson. State standards are displayed and referenced throughout the lesson.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated. Most learning objectives and state content standards are communicated.  Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective. Sub-objectives are mostly aligned to the lesson’s major objective.  Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned Learning objectives are connected to what students have previously learned  Expectations for student performance are clear. Expectations for student performance are clear. Expectations for student performance are clear.  State standards are displayed. State standards are displayed. State standards are displayed.  There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective. There is evidence that most students demonstrate mastery of the objective.  Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated. Few learning objectives and state content standards are communicated.  Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective. Sub-objectives are inconsistently aligned to he lesson’s major objective.  Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned. Learning objectives are rarely connected to what students have previously learned.  Expectations for student performance are vague. Expectations for student performance are vague. Expectations for student performance are vague.  There is evidence that few students demonstrate mastery of the objective. There is evidence that few students demonstrate mastery of the objective.  State standards are displayed. State standards are displayed. State standards are displayed.

Categorizing Evidence & Assigning Scores (We do) 1.Lesson Structure and Pacing/Presenting Instructional Content 2.Questioning/Grouping 3.Academic Feedback/Lesson Structure and Pacing 4.Grouping/Academic Feedback 5.Presenting Instructional Content/Questioning Using the template provided, we will categorize evidence for:

Group Roles Keeper of the Rubric Keeper of the Rubric Timekeeper Timekeeper Holder of the Handbook Holder of the Handbook Chart Creator Chart Creator

Categorizing Evidence & Assigning Scores (We do) Rubric Activity: 30 Minutes – Reach consensus with the other group who has the same indicator 25 Minutes – Debrief as a group Click to Start Click to Start Click to Start Click to Start

The Environment Rubric The Environment Rubric What does the research say? Briefly examine the Environment Rubric. We will read some of the research and then the trainer will model how to highlight the key words for the Environment.

Research Supporting the Environment Rubric Research Supporting the Environment Rubric Students thrive in environments where they feel safe, nurtured and respected. (Michelle McFarland-McDaniels) We work hard to build a community of thinkers, expressers, listeners, and learners, a community where kids and teachers care and wonder about each other's interests and ideas and take time to talk about them, think about them, and explore them. (Harvey & Goudvis, 2007) The classroom environment is fundamental to success and learning in a classroom. Classroom environment is much more than discipline and rules. (Dennis, 2009)

Categorize and Score Categorize and Score 10 minutes to individually categorize your evidence. 30 minutes to come to consensus on the EVIDENCE with your group, then score. 15 minutes to share out to the whole group.

Directions: Trainer will model metacognition for the Environment. Trainer will model metacognition for the Environment. Highlight key words from the descriptors of the Environment Rubric. Highlight key words from the descriptors of the Environment Rubric. Rubric Activity Rubric Activity

Exit Ticket What are you most comfortable with using this new evaluation instrument What are you least comfortable with using this new evaluation instrument

This concludes Day 1…thanks for your participation!

Welcome to Day 2

Evaluator Expectations When first introduced to the NIET Evaluation System Rubric, it is not expected that individuals will be able to begin immediately utilizing this multi- dimensional observational tool at a conceptual level of application. When first introduced to the NIET Evaluation System Rubric, it is not expected that individuals will be able to begin immediately utilizing this multi- dimensional observational tool at a conceptual level of application.

In order to utilize this tool effectively, each person has to develop his/her skills in order to frame and reference each indicator with practical application. In order to utilize this tool effectively, each person has to develop his/her skills in order to frame and reference each indicator with practical application. Understanding and expertise will only be increased through exposure and engagement in simulated or practice episodes. Understanding and expertise will only be increased through exposure and engagement in simulated or practice episodes. This practice will define the evaluator’s understanding and strengthen his/her skills as evaluators. This practice will define the evaluator’s understanding and strengthen his/her skills as evaluators.

Day 2 Objectives: The participants will: The participants will: – Continue to build a conceptual understanding of the Evaluation Rubrics. – Understand the importance of collecting evidence to accurately assess classroom instruction. – Identify the critical elements of pre- and post- conferences.

Video 2 4 th grade math lesson What is your job as you watch the lesson?

Categorize and Score The groups are as follows: 1.Motivating Students/Lesson Structure and Pacing 2.Presenting Instructional Content/Teacher Content Knowledge 3.Teacher Content Knowledge/TKS 4.Teacher Knowledge of Students/Activities and Materials 5.Activities & Materials/Lesson Structure and Pacing 6.Questioning/Academic Feedback 7.Academic Feedback/Grouping

During the Lesson What the teacher says and does What the teacher says and does What the students say and do What the students say and do Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference What the teacher says and does What the teacher says and does What the students say and do What the students say and do Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference After the Lesson When do you collect evidence? Prior to the Lesson Being Observed Pre-conference Pre-conference Review of lesson and/or unit plans as applicable Review of lesson and/or unit plans as applicable

Discuss at your table what you view as the purpose for a pre- conference. Click to Start Click to Start Click to Start Click to Start Pre-Conferences

Why is it important to have a pre conference? Discuss at your table what you view as the purpose for a pre- conference. Click to Start Click to Start Click to Start Click to Start Pre-Conferences

Why is it important to have a pre- conference What are the benefits to the observer? To the teacher? Discuss at your table what you view as the purpose for a pre- conference. Click to Start Click to Start Click to Start Click to Start Pre-Conferences

Planning for a Pre-Conference Planning for a Pre-Conference Review 5 th grade math lesson plan individually. Use the following guiding questions:  What do you want students to know and be able to do?  What will the teacher and students be doing to show progress toward the objective?  How do you know if they got there? Record at least three questions you have about the lesson that are not answered by the plan. You are not ‘grading’ the plan!

Viewing a Pre-Conference When viewing the pre-conference: What are the questions the conference leader asks? What are the questions the conference leader asks? Compare our questions to the ones asked. Compare our questions to the ones asked.

5 th Grade Math Lesson Pre-Conference

Viewing a Pre-Conference Viewing a Pre-Conference When viewing the pre-conference: What are the questions the conference leader asks? Compare our questions to the ones asked.

Click to Start Click to Start Click to Start Click to Start 10 Minute Break

The Break Has Ended

5 th Grade Math Lesson

Lunch 1 hour

Click to Start Click to Start Click to Start Click to Start James will first categorize and score Standards and ObjectivesJames will first categorize and score Standards and Objectives Count off 1-6 Count off 1-6 Group 1: Motivating/Activities and Materials Group 1: Motivating/Activities and Materials Group 2: Lesson Structure and Pacing/Questioning Group 2: Lesson Structure and Pacing/Questioning Group 3: Teacher Content Knowledge/Teacher Knowledge of Students Group 3: Teacher Content Knowledge/Teacher Knowledge of Students Group 4: Academic Feedback/Lesson Structure Group 4: Academic Feedback/Lesson Structure Group 5: Motivating/Questioning Group 5: Motivating/Questioning Group 6: A&M/ TCK Group 6: A&M/ TCK Categorizing Evidence & Assigning Scores (We do)

Click to Start Click to Start Click to Start Click to Start Group Debrief

The Break Has Ended

Day 3 Objectives: The participants will: The participants will: – Move towards a conceptual knowledge and understanding of the TAP teaching standards, including: Planning Rubric Planning Rubric Environment Rubric Environment Rubric Thinking and Problem Solving Indicators Thinking and Problem Solving Indicators – Plan for and conduct instructional pre- and post- conferences.

Pre-conference Pre-conference Review of lesson and/or unit plans as applicable Review of lesson and/or unit plans as applicable What the teacher says and does What the teacher says and does What the students say and do What the students say and do Pre-conference Pre-conference What the teacher says and does What the teacher says and does What the students say and do What the students say and do During the Lesson When do you collect evidence? Prior to the Lesson Being Observed After the Lesson Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Prior to the Lesson Being Observed

Post-Conference – Round Table As a classroom teacher, what do you want from a post-conference? What don’t you want from a post- conference? As a classroom teacher, what do you want from a post-conference? What don’t you want from a post- conference? - To provide verbal feedback to the observed teacher based on evidence from the lesson - Create an opportunity to coach the teacher in an area of reinforcement (strength) and area of refinement (need)

Four Key Elements of the Instructional Post-Conference 1. Introduction Greeting/Establish Length Greeting/Establish Length Review Conference Process Review Conference Process General Impression Question General Impression Question 2. Reinforcing the Teacher Reinforcement Area (Indicator) Reinforcement Area (Indicator) Self-Analysis Question Self-Analysis Question Evidence Evidence

Four Key Elements of the Instructional Post-Conference 3. Refining the Teacher’s Skill: Refinement Area (Indicator) Refinement Area (Indicator) Self-Analysis Question Self-Analysis Question Evidence Evidence Recommendations Recommendations 4. Review scores and evidence

As we watch the post-conference look for… Reinforcement Area (Indicator) Reinforcement Area (Indicator) Self Analysis Question(s) Self Analysis Question(s) Evidence Evidence Refinement Area (Indicator) Refinement Area (Indicator) Self Analysis Question(s) Self Analysis Question(s) Evidence Evidence Recommendations Recommendations Handbook P. 45 & 46

5 th Grade Math Lesson Post- Conference

What did you observe during the post- conference video? What questions did the conference leaders ask? What questions did the conference leaders ask? How did the questions facilitate teacher reflection? How did the questions facilitate teacher reflection? What was the area of reinforcement? What was the area of reinforcement? What was the area of refinement? What was the area of refinement? What were the recommendations? What were the recommendations?

Exit Ticket Day 1 What is the most valuable aspect of utilizing the NIET rubric for evaluation so far? What is the most valuable aspect of utilizing the NIET rubric for evaluation so far? How do you plan to use this tool with you student teachers? How do you plan to use this tool with you student teachers? Click to Start Click to Start Click to Start Click to Start

Thanks for your participation!

Effective Elements Summary Defined learning goal that is clearly communicated to students Defined learning goal that is clearly communicated to students Student engagement and interaction Student engagement and interaction Alignment of activities and materials throughout lesson Alignment of activities and materials throughout lesson Student relevancy Student relevancy Numerous checks for mastery Numerous checks for mastery Differentiation Differentiation

Research Supporting the Environment Rubric Research Supporting the Environment Rubric Students thrive in environments where they feel safe, nurtured and respected. (Michelle McFarland-McDaniels) We work hard to build a community of thinkers, expressers, listeners, and learners, a community where kids and teachers care and wonder about each other's interests and ideas and take time to talk about them, think about them, and explore them. (Harvey & Goudvis, 2007) The classroom environment is fundamental to success and learning in a classroom. Classroom environment is much more than discipline and rules. (Dennis, 2009)

Directions: Trainer will model metacognition for the Environment and Planning Rubrics Trainer will model metacognition for the Environment and Planning Rubrics Highlight key words from the descriptors with the trainer. Highlight key words from the descriptors with the trainer. Rubric Activity Rubric Activity

Planning Domain With a partner highlight the ‘at expectations’ column under the Planning Domain With a partner highlight the ‘at expectations’ column under the Planning Domain What questions do you have about this Domain? What questions do you have about this Domain?

Environment: Categorizing Evidence & Assigning Scores We will watch a 15 minute clip and practice viewing it through the conceptual lens of the Environment Rubric.

4 th grade English Language Arts Lesson- Environment Rubric

Environment: Categorizing Evidence & Assigning Scores We just watched a 15 minute clip and practiced viewing it through the conceptual lens of the Environment Rubric. Using the template provided, categorize evidence collected and assign scores for the indicator you were assigned. You will have 15 minutes to complete your categorizing and scoring. Evaluation Workbook, page 49 Click to Start Click to Start

Environment: Debrief With a partner: – Share your scores. – Discuss the difference between only using the Environment Rubric, as opposed to using the entire Instructional Rubric.

Reflection We will begin an examination of two indicators on the Instructional Rubric: Thinking & Problem Solving.

Round Robin What do we mean by analytical, practical, creative, and research-based thinking? What do we mean by analytical, practical, creative, and research-based thinking? Describe classroom examples for each type. Describe classroom examples for each type. What do we mean by problem solving? What are the different types of problem solving? What do we mean by problem solving? What are the different types of problem solving? Evaluation Handbook, page 49

Thinking and Problem Solving Thinking and Problem Solving Indicators are closely connected with each other. Thinking and Problem Solving Indicators are closely connected with each other. With a partner, look closely at these two indicators and discuss how you think they are linked. With a partner, look closely at these two indicators and discuss how you think they are linked. Click to Start Click to Start

The Thinking/Problem Solving Link Thinking Problem Solving Process Product

The Thinking/Problem Solving Link Analytical Thinking Identify Relevant/ Irrelevant Information Process Product

The Thinking/Problem Solving Link Analytical Thinking Creative Thinking Generating Ideas Process Product

Are there any other obvious links you and your partner can find? Thinking Problem Solving Click to Start Click to Start

Thinking and Problem Solving What does this new learning mean for your observation of these indicators? What does this new learning mean for your observation of these indicators? What other “A-ha’s!” did we have about these indicators? What other “A-ha’s!” did we have about these indicators?

Blue Dot, Red Dot Activity!!

The Break Has Ended

Now we will transition from the discussion on Thinking & Problem Solving to an emphasis on capturing evidence. Now we will transition from the discussion on Thinking & Problem Solving to an emphasis on capturing evidence. Let’s practice observing a lesson and collecting evidence.

Review of lesson and/or unit plans as applicable Review of lesson and/or unit plans as applicable Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Pre-conference Pre-conference Prior to the Lesson Being Observed When do you collect evidence? During the Lesson After the Lesson What the teacher says and does What the teacher says and does What the students say and do What the students say and do

How Have You Been Collecting Evidence? Share with your tablemates some of the strategies you have been using to collect evidence. Share with your tablemates some of the strategies you have been using to collect evidence. What has worked well for you? What has worked well for you? What did not work as well? What did not work as well? *Participant Workbook, p. 16

Collecting Evidence is Essential Detailed Collection of Evidence: Detailed Collection of Evidence: Unbiased notes of what occurs during a classroom lesson. Unbiased notes of what occurs during a classroom lesson. Capture: Capture: what the teacher says what the teacher says what the teacher does what the teacher does what the students say what the students say what the students do what the students do Copy wording from visuals used during the lesson. Copy wording from visuals used during the lesson. Record time segments of lesson. Record time segments of lesson. The collection of detailed evidence is ESSENTIAL for the evaluation process to be implemented accurately, fairly and for the intended purpose of the process.

Evaluating Classroom Instruction We will view a lesson. We will view a lesson. After viewing the lesson, we will categorize evidence and assign scores for the Instructional Rubric. After viewing the lesson, we will categorize evidence and assign scores for the Instructional Rubric. In order to categorize evidence and assign scores, what will you need to do as you watch the lesson? In order to categorize evidence and assign scores, what will you need to do as you watch the lesson? Capture what the teacher and students say and do. Capture what the teacher and students say and do.

Fourth Grade English/Language Arts Lesson

Evaluation of Classroom Instruction Reflect on the lesson you just viewed and the evidence you collected. Based on the evidence, do you view this teacher’s instruction as above Expectations, At Expectations, or below Expectations? A thumbs up is above Expectations, a thumbs down is below Expectations, and in the middle is At Expectations.

Evidence and Scores Evidence and Scores Remember… In order to accurately score any of the indicators, you need to have sufficient and appropriate evidence scripted and categorized. Evidence is NOT simply restating the rubric. Participant Workbook, p. 54-60

Evidence and Scores Evidence and Scores Which of these is an example of evidence? Which of these is an example of evidence? Activities and Materials: A. “Students used the computer program Kidspiration to develop a Venn Diagram using the two read-alouds as the basis for their comparisons.” OR B. The activities and materials incorporated multimedia and technology.

Categorizing Evidence & Assigning Scores (You do) Using the template provided, categorize evidence collected and assign scores for the first three indicators: Standards and Objectives, Motivating Students, and Presenting Instructional Content. You have 10 minutes to work individually We need to indicate if each indicator is “at expectations, above expectations, or below expectations” Click to Start Click to Start Participant Workbook, p. 54-60

Categorizing Evidence & Assigning Scores (You do) Using the template provided, categorize evidence collected and assign scores for the first three indicators: Standards and Objectives, Motivating Students, and Presenting Instructional Content. You have 10 minutes to work individually and 10 more minutes to share with your table partner and reach consensus. Participant Workbook, p. 54-60

Categorizing Evidence & Assigning Scores (We do) Using the template provided, you will categorize evidence collected and assign scores for the next three indicators: Lesson Structure and Pacing, Activities and Materials, and Questioning. You have 20 minutes to do this with someone that you have not worked with before. (Stand up, Hands up, Pair up) Click to Start Click to Start Participant Workbook, p. 54-60

Categorizing Evidence & Assigning Scores (We do) Using the template provided, you will categorize evidence collected and assign scores for the next three indicators: Lesson Structure and Pacing, Activities and Materials, and Questioning. You have 20 minutes to do this with someone that you have not worked with before. (Stand up, Hands up, Pair up) Participant Workbook, p. 54-60

Categorizing Evidence & Assigning Scores (We do) Using the template provided, you will categorize evidence collected and assign scores for the next four indicators: Academic Feedback, Grouping Students, Teacher Content Knowledge, and Teacher Knowledge of Students. You have 20 minutes to do this with your triad. The structure for this activity is an A, B, C structure. Click to Start Click to Start Participant Workbook, p. 54-60

Categorizing Evidence & Assigning Scores: A, B, C Structure Person A and Person B will talk about the evidence that they have for one indicator. Person A and Person B will talk about the evidence that they have for one indicator. Person C will be the “keeper of the rubric” and “value statement police” Person C will be the “keeper of the rubric” and “value statement police” Each member of the group should have a chance to be person C. Each member of the group should have a chance to be person C. Participant Workbook, p. 54-60

Model for Thinking and Problem Solving Listen as the trainer models how to categorize the Thinking and Problem Solving indicators for the lesson we watched today.

Pre-conference Pre-conference Review of lesson and/or unit plans as applicable Review of lesson and/or unit plans as applicable What the teacher says and does What the teacher says and does What the students say and do What the students say and do Pre-conference Pre-conference What the teacher says and does What the teacher says and does What the students say and do What the students say and do During the Lesson When do you collect evidence? Prior to the Lesson Being Observed After the Lesson Communication between classroom evaluation and post-conference Communication between classroom evaluation and post-conference Post-conference Post-conference Prior to the Lesson Being Observed

Post-Conference – Round Table As a classroom teacher, what do you want from a post-conference? What don’t you want from a post- conference? As a classroom teacher, what do you want from a post-conference? What don’t you want from a post- conference? - To provide verbal feedback to the observed teacher based on evidence from the lesson - Create an opportunity to coach the teacher in an area of reinforcement (strength) and area of refinement (need)

Four Key Elements of the Instructional Post-Conference 1. Introduction / Greeting 2. Reinforcing the Teacher (Relative Lesson Strength) 3. Refining the Teacher (Relative Lesson Weakness) 4. Present Scores According to Rubric Handbook pages 71-72

Think – Pair – Share Why would we start with an area of strength for the lesson? Why would we start with an area of strength for the lesson? What impact will this have on teaching / learning in the building? What impact will this have on teaching / learning in the building?

Four Key Elements of the Instructional Post- Conference 1. Introduction - Greeting/Establish Length Review Conference Process Review Conference Process General Impression Question General Impression Question - “How do you think the lesson went?” 2. Reinforcing the Teacher Identify an area of Reinforcement Identify an area of Reinforcement Ask Self-Analysis Question (Workbook page 61) Ask Self-Analysis Question (Workbook page 61) Provide evidence from notes Provide evidence from notes Handbook pages 71-72

Four Key Elements of the Instructional Post-Conference 3. Refining the Teacher’s Skill: Identify an area of Refinement Identify an area of Refinement Ask Self-Analysis Question (Workbook page 83) Ask Self-Analysis Question (Workbook page 83) Provide evidence from notes Provide evidence from notes Give a recommendation for future practice Give a recommendation for future practice 4. Review scores and evidence 4. Review scores and evidence Handbook pages 71-72

Post-ConferencePost-Conference We are going to watch a few short clips of a post- conference for the 4 th grade ELA lesson that we watched. We are going to watch a few short clips of a post- conference for the 4 th grade ELA lesson that we watched. Use your post-conference forms to collect evidence for the following: Use your post-conference forms to collect evidence for the following: General impression questions General impression questions Reinforcement area and evidence that the conference leader talks about Reinforcement area and evidence that the conference leader talks about Refinement area and evidence that the conference leader talks about Refinement area and evidence that the conference leader talks about Recommendations that the conference leader makes Recommendations that the conference leader makes

General Impression Questions A post-conference typically begins with a general impression question such as: “How do you think the lesson went?” – Why would the post-conference start this way? – How could the answer the teacher gives affect the rest of the post-conference? As we watch the video clip of the General Impression portion of the post-conference, look for the following: - What question does the conference leader ask to begin the reflection on the general impression portion of the conference? - How does the teacher respond to the general impression question?

General Impression Clip

Selecting Areas of Reinforcement and Refinement (I do) Listen as I model how to choose appropriate areas for reinforcement and refinement. Remember: – Choose the areas that will give you the “biggest bang for your buck.” – Do not choose an area of refinement that would overlap your area of reinforcement, or visa-versa. – Choose areas for which you have specific and sufficient evidence. Evaluation Handbook, p. 71

Selecting Areas of Reinforcement and Refinement (You do) Individually : Apply what we have discussed and modeled to choose a Reinforcement and Refinement area for the fourth grade lesson you just watched. Apply what we have discussed and modeled to choose a Reinforcement and Refinement area for the fourth grade lesson you just watched. Write these areas into your Post-Conference Write-up. Write these areas into your Post-Conference Write-up. In Pairs: Share your Reinforcement and Refinement with a partner. Use the guiding questions in your Evaluation Handbook to make sure each area is the most appropriate. Share your Reinforcement and Refinement with a partner. Use the guiding questions in your Evaluation Handbook to make sure each area is the most appropriate. Evaluation Handbook, pages 61 and 62

Reinforcement and Refinement Self-Analysis Questions Experience has shown that the most effective learning occurs when the teacher discovers his reinforcement and refinement areas on his own. Experience has shown that the most effective learning occurs when the teacher discovers his reinforcement and refinement areas on his own. The teacher’s ability to do this depends on asking the right questions. The teacher’s ability to do this depends on asking the right questions. Listen as the trainer models how they would choose the most appropriate questions for the previously chosen reinforcement and refinement areas. Listen as the trainer models how they would choose the most appropriate questions for the previously chosen reinforcement and refinement areas.

Developing Self-Analysis Questions Individually: Develop two self-analysis questions. One should relate to the area of reinforcement, and one should relate to the area of refinement. In Pairs: Share your questions with a partner. Is there a different question you could ask? Embedded Throughout Evaluation Handbook

√ Reinforcement Area √ Self-Analysis Question  Identify Specific Examples √ Reinforcement Area √ Self-Analysis Question  Identify Specific Examples Reinforcing the Teacher’s Skill

Identify Examples Identify specific examples from your evidence notes of the area being reinforced. Examples should contain exact quotes from the lesson or vivid descriptions of actions taken. – Throughout the lesson you asked, “How can this help you in everyday life?” One of the lessons that you organized the lesson around was to apply looking at different perspectives to the daily lives of the students. – You used numerous examples and referenced a previous “heart to heart” discussion. This ensured that students applied the learning to their real lives. Some of the examples given were to look at various perspectives between siblings and themselves, during arguments, when winning and losing at games or competition, and numerous examples that stemmed from the story that the lesson focused on. – You consistently reinforced and rewarded effort through comments such as “Very good,” and “I like that” which you stated throughout the lesson. You asked the whole class to give students a round of applause, clam claps, or fireworks with their hands for sharing with the class on several occasions. You gave praise such as, “I love that word, I love the vocabulary” and “Very good connection, I like that.”

Area of Reinforcement Clip

Reinforcement Area Questions What did you see? Did she follow the process? What questions would you have for the conference leader?

Choose a Reinforcement Area. Choose a Reinforcement Area. Ask a reinforcement self-analysis question. Ask a reinforcement self-analysis question. Identify specific examples from your script to give concrete examples of why you are reinforcing a particular teaching behavior. Identify specific examples from your script to give concrete examples of why you are reinforcing a particular teaching behavior. Finish any part of the Reinforcement Write-Up that you have not completed. Reinforcement Write-Up

Reinforcement Area Why would it be important to have an area of reinforcement? Why would it be important to have an area of reinforcement? The goal of identifying the reinforcement area is to help teachers become consciously aware of what area they are strong in and how to transfer those strengths to other lessons in the future. The goal of identifying the reinforcement area is to help teachers become consciously aware of what area they are strong in and how to transfer those strengths to other lessons in the future.

The Break Has Ended

Refining the Teacher’s Skill Refining the Teacher’s Skill √ Refinement Area √ Self-Analysis Question √ Identify Specific Evidence/Examples  Recommendations Evaluation Handbook, p. 73

Identify Specific Evidence / Examples Identify specific examples from your evidence notes of the area being refined. Examples should contain exact quotes from the lesson or vivid descriptions of actions taken. -You circulated throughout the lesson to check on groups and progress, you asked groups what you did when you modeled and supported their group work by ensuring that they are on track. -You made adjustments when students questioned their roles. -You ensured that groups were on task and following the directions for the activity. You asked questions of students based upon their responses.

Provide a Recommendation Provide specific examples of what to refine with suggestions that are concrete. Also indicate why the example is strong and how it will improve student learning. – As you circulated during the lesson you could have given specific academic feedback to students connected to the objective by rephrasing their correct responses, restating their response or verbally giving them an indication that they were accurate in their understanding. You could have also repeated their response for other students to hear. – While students were working in groups you could have facilitated an activity for students to give each other academic feedback by asking them to read each others’ reflections or their portions of the letters that they had written and writing feedback on a post-it note to one another. You also could have walked around and read the students’ reflections and written a post-it note of feedback for students. – By giving students specific academic feedback related to the objective you will increase their level of understanding and be able to monitor and assess their level of understanding at the same time.

Area of Refinement Clip

Choose a Refinement Area. Ask a refinement self-analysis question. Identify specific examples from your evidence notes to give concrete examples of why you are refining this particular teaching behavior. Provide a recommendation on how the teacher could become more effective. Refinement Write-Up Finish any part of the Refinement Write-Up that you have not completed, or add to your plan.

Sharing Examples Exchange your Post-Conference Write-Up with someone at your table: What specific evidence/examples from the lesson were provided? How did the evidence/examples match the Reinforcement/Refinement areas? Why was the Refinement recommendation appropriate? Evaluation Handbook, p. 75

Day 3 Objectives: The participants will: The participants will: – Move towards a conceptual knowledge and understanding of the TAP teaching standards, including: Planning Rubric Planning Rubric Environment Rubric Environment Rubric Thinking and Problem Solving Indicators Thinking and Problem Solving Indicators – Plan for and conduct instructional pre- and post- conferences.

This concludes Day 3…thanks for your participation!

Welcome to Day 4!

Day 4: Day 4: Complete an entire evaluation process on your own Watch video Watch video Capture evidence Capture evidence – Categorize – Score – Post-Conference Write-Up

Review of previous learning… What is one “A-ha!” that you have from yesterday? Think about it and then share it with your partner for 3 minutes. What questions do you still have about this process? Let’s debrief about the questions that you had as a whole group.

Day 4 Objectives: Day 4 Objectives: The participants will: The participants will: – Begin to develop a conceptual knowledge and understanding of the TAP Teaching Standards. – Plan for and conduct instructional pre- and post-conferences

On Your Own! (You do)

Individually: Individually: 1. Capture Evidence 2. Categorize Evidence (use Instructional Rubric) 3. Score each Indicator 4. Plan for Post-Conference Review your evidence and scores.Review your evidence and scores. Select one area for reinforcement and one area for refinement.Select one area for reinforcement and one area for refinement. Develop a Post-Conference Write-Up for the Reinforcement and Refinement areas.Develop a Post-Conference Write-Up for the Reinforcement and Refinement areas.

Putting It All Together 6 th /7 th Grade Reading Lesson Putting It All Together 6 th /7 th Grade Reading Lesson What is your responsibility as you observe the lesson?

FINAL “You Do” FINAL “You Do” You have until 11am to finish your categorization and scoring for the 6 th /7 th Grade ELA lesson. Once you have finished, please start on writing up your post conference Everyone has until 11:30am to finish their categorization, scoring and Post Conference!!!

A, B, C Groups (We do) A, B, C Groups (We do) The structure for this activity is an A, B, C structure. You will need to get into groups of 3. Person A will present her evidence for the first 3 indicators only (Standards and Objectives, Motivating Students and Presenting Instructional Content). Person B will be the “keeper of the rubric.” Listen to the evidence and indicate if what you hear is aligned to the rubric. Person C will be listening for value statements and will let A and B know if she hears value statements in the discussion. You have 30 minutes to do this with your triad. Click to Start Click to Start Click to Start Click to Start Evaluation Workbook, pages 68-70

A, B, C Groups (We do) The structure for this activity is an A, B, C structure. You will need to get into groups of 3. The structure for this activity is an A, B, C structure. You will need to get into groups of 3. Person A will present her evidence for the first 3 indicators only (Standards and Objectives, Motivating Students and Presenting Instructional Content) Person A will present her evidence for the first 3 indicators only (Standards and Objectives, Motivating Students and Presenting Instructional Content) Person B will be the “keeper of the rubric.” Listen to the evidence and indicate if what you hear is aligned to the rubric. Person B will be the “keeper of the rubric.” Listen to the evidence and indicate if what you hear is aligned to the rubric. Person C will be listening for value statements and will let A and B know if she hears value statements in the discussion. Person C will be listening for value statements and will let A and B know if she hears value statements in the discussion. You have 30 minutes to do this with your triad. You have 30 minutes to do this with your triad. Click to Start Click to Start Click to Start Click to Start Evaluation Workbook, pages 68-70

Categorizing Evidence & Assigning Scores (You do) Categorizing Evidence & Assigning Scores (You do) Using the template provided, you will categorize evidence collected and assign scores for the remaining indicators on the Instructional rubric: You will have 30 minutes to complete your categorizing and scoring. After you finish categorizing and scoring you will compare scores with your table group and come to consensus. Click to Start Click to Start Click to Start Click to Start Evaluation Workbook, pages 68-70

Group Activity Compare scores within your table group. Members should use evidence to justify their scores. As a table group, come to a consensus on scores. We will only debrief the overall average for this lesson.

LunchLunch

Post Conference Write-Up Take 10 minutes to write the reinforcement portion of the post- conference plan. Take 10 minutes to write the reinforcement portion of the post- conference plan. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 10 minutes to write up the refinement portion of the post- conference plan. Take 10 minutes to write up the refinement portion of the post- conference plan. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Click to Start Click to Start Click to Start Click to Start Evaluation Workbook, pages 71-72 Handbook P. 75-76

Post Conference Write-Up Take 10 minutes to write the reinforcement portion of the post- conference plan. Take 10 minutes to write the reinforcement portion of the post- conference plan. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 10 minutes to write up the refinement portion of the post- conference plan. Take 10 minutes to write up the refinement portion of the post- conference plan. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Take 5 minutes to switch papers with a partner and give each other feedback aligned to the post- conference write-up scoring rubric. Click to Start Click to Start Evaluation Workbook, pages 71-72

Partner Activity Partner with a school colleague Provide feedback based on: – – Hints and Questions for Reinforcement/Refinement (Evaluation Handbook) – – The questions asked – – The quality of the evidence

Whole Group Debrief What was difficult about writing up the conference? What went well? What do you anticipate will be your strengths/weaknesses with delivering effective post-conferences?

Putting It All Together View Post-Conference: 6 th /7th Grade Reading Lesson Write the questions the coach asks and compare her post-conference to your own.

ReflectionReflection How did the delivery of the post-conference compare with your delivery? How did the delivery of the post-conference compare with your delivery? How did the Coach use to guide reflection? How did the Coach use questioning to guide reflection?

Training Portal: Evaluation Process

Training Modules

Video Library

Data Collection System

Next Steps Over the next 10 days please take an opportunity to use the Training Portal to view lesson videos and practice capturing evidence and scoring. Over the next 10 days please take an opportunity to use the Training Portal to view lesson videos and practice capturing evidence and scoring. At the end of the 10 days you will have an opportunity to take the Certification test online. At the end of the 10 days you will have an opportunity to take the Certification test online. Evaluation Handbook, pages 5-6

Thanks for your participation!

NIET Teacher Evaluation Process Day 1 © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission.

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NIET Teacher Evaluation Process Day 1 © 2011 National Institute for Excellence in Teaching. All rights reserved. Do not duplicate without permission.

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