1. Evidence Based Observation Lead Evaluator Training Part 2 – Day 3 Welcome Back!

2.  When you use specific examples it is helpful.  My bias needs to absolutely NOT hinder my evidence collection—stay the course!  Do you have a lesson write-up that has evidence of: check for understanding, teach to an outcome, and effective questioning?  I understand why evidence is important, but it seems overly cumbersome.

3.  It is hard to look for everything—how do we do it all?  Please provide examples of scripting notes.  Instead of these videos with 80’s hairstyles, we can role play.  Keep providing practice!

4.  Practice collecting evidence of “effective questioning.” Describe what has changed for you as an observer as a result of your training.  Examine an observation that you have completed, looking for evidence and bias/opinion. Describe what you notice about the types of evidence you have collected.  Identify the presence or absence of “effective questioning” in your current observation tool. If yes, where is it? If no, could it be included in the current language in another area? What might need to be changed?

5.  Collect evidence related to “effective questioning” and classify it as:  Check for understanding  Effective questions  Objectives  Classroom management/procedural  Collect and categorize evidence based on four areas of effective instruction  Support your position about a teacher’s level of performance based upon multiple observation documents

6. Criteria for Effective Questioning  Congruent (relevant) to the learning  Invitation for ALL students to think  A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

7. Continuum of Questioning High Consensus Yes/No - Fact Low Consensus Closed Open

8.  What kinds of questions are used for check for understanding?  What kinds of questions are used for effective questions (that lead to the outcome)?  What kinds of questions are used for classroom management/procedural?

9. “When I heard the city was considering pulling out the sewer line, I thought wouldn’t it be fun to build a model of that and have the kids understand erosion and deposition, but also how it might effect themselves as well as the community.”

12. What are we going to do today? What’s our goal today? (Effective questions leading to the outcome) Why is this important to our community? Why is it important that we are taking time to study our creek? Why have I asked you to make models of this? And why is it important to point out where the erosion and deposition is occurring? (Effective questions leading to the outcome)

13. Are you talking to each other? (Management/Procedural) If it were to expand around the corner, what might it effect? What’s around that area? S: Houses Also a what? S: A road S: and domesticated animals (Check for Understanding)

14. Your Mission:  Collect 4-5 pieces of evidence (for each area) that you will label and e-mail to Barb and Pat by February 22 nd.  Label the evidence as “Check for Understanding,” “Student Engagement,” “Teach to an Outcome” and/or “Effective Questioning.”  Keep in mind that “good evidence” is often quotations or numerical facts having to do with the students or the teacher.

15.  In your notebook, write today’s goal: to calculate the sums of the coins and describe two tips for calculating accurately. (Student Engagement/Teaching to an Outcome)  Turn to your neighbor and answer this question: What are two tips for making sure we are right when we add the value of coins? (Student Engagement/Effective Questioning)  The teacher displayed clusters of coins on the interactive white board. All students wrote the sums of the coins on their individual white boards and showed their work to the teacher when she said, “Show!” (Student Engagement/Checking for Understanding)  Explain to your neighbor what tips you used to make sure your answers were accurate. (Student Engagement/Checking for Understanding)

17. Moving towards evaluating performance over time… Materials: ◦ 3 sample observation documents for a high school math teacher ◦ NHPS Classroom Practice Rubric

18. Section 3a: Instructional Practice— Classroom Practice Evidence Areas of Strength Evidence Areas of Development Overall Rating

19. On Your Own:  Place 3 reports side-by-side in order  Use the NHPS rubric for classroom practice to determine an overall rating for the assigned indicators (C1, C4, C9) At Your Table:  Share your ratings, come up with a consensus on a rating for each assigned indicator  Discuss: ◦ How did your ratings compare? ◦ How far apart were you? ◦ What challenges did you face coming to consensus?

20.  Email your 4-5 pieces of evidence for each category (labeled) to bphillip@btboces.org and pwalsh2@btboces.org by February 22 nd.bphillip@btboces.org pwalsh2@btboces.org  Practice collecting evidence using the four areas of instruction we have studied.  Identify the 3-5 key areas that your district will use when conducting classroom observations.

21. Thank You! Coming Soon: Part 3 Sessions!