1. SEPTEMBER 20, 2011 facilitated by Dr. Heather Sheridan-Thomas TST BOCES Network Team Lead Evaluator of Teachers Training: Session 2 Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

3. Workshop Objectives: SESSION 2 Participants will: Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

4. Priorities of the Rubrics Cognitive Engagement Constructivist Learning 21 st Century Skills The LEARNING is done by the LEARNER ! Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

5. Priorities of the Rubrics TASK: For your assigned priority, work with your partner/group to come up with: A brief definition A few “look-fors” for observing this priority in the classroom ( you can pick a grade &/or subject) If possible, an example you have observed in a classroom  PRIORITIES = Cognitive Engagement, Constructivist Learning, 21 st Century Skills Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

6. Priorities of the Rubrics Cognitive Engagement “Effective” = students must be cognitively engaged “Highly Effective” = cognitive engagement PLUS meta- cognition and student ownership of their learning Constructivist Learning Effective and Highly Effective = evidence of learning experiences designed to facilitate students’ construction of knowledge & connections to prior knowledge. 21 st Century Skills Effective and Highly Effective = evidence of application of 21st Century college & career-readiness skills and dispositions Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD 6

7. Observing Practice Observe the video Collect evidence, especially evidence of Domain 3: Instruction// Standard 3: Instructional Practice Be prepared to share your evidence Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

8. Checking Evidence Use the self-check questions to review your evidence collection Have I recorded only facts? Is my evidence relevant to the criteria being examined? Whenever possible, have I quantified words such as few, some, and most? Have I used quotation marks when quoting a teacher or student? Does my selection or documentation of evidence indicate any personal or professional preferences? Have I included any opinion (in the guise of fact)? Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

9. Observing Practice: Sorting Evidence With a partner, sort your evidence so that it aligns with the appropriate criteria in your rubric for instruction Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

10. Observing Practice: Clarifying Questions With your partner, develop questions you have about the lesson you observed that must be answered before you rate the teacher’s performance. Be prepared to share one or two of your questions. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

11. Question Review Review the questions you and your partner created Be sure to frame your questions to ensure that they are designed to promote a climate of professional inquiry Consider the following: How does the question make you feel? How might the teacher respond to the question? Revise your questions as necessary. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

12. Leveling Teacher Performance Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD

13. The Evidence Cycle Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD COLLECT DATA (Evidence) SORT TO ALIGN WITH YOUR FRAMEWORK Interpret: Clarify Conclusions NO!

14. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD Unsatisfactory / Ineffective – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic / Developing – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance Levels of Performance

15. Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD Proficient / Effective - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Distinguished / Highly Effective – Classroom functions as a community of learners with student assumption of responsibility for learning. Levels of Performance

16. Debrief and Closure Next steps – Future sessions at BOCES How are you sharing this information with teachers? Got It/Want It/Questions Please remember to complete the workshop evaluation Thank you for your participation! Developed by Teaching Learning Solutions, Inc. FFT Rubrics-ASCD