1. 1 Evidence Based Observation Lead Evaluator Training Part 1

3.  Identify current practices for defining teacher actions and student actions while observing  Explain the difference between current practice and evidence based observation  Describe requirements for schools to develop inter- rater agreement and inter-rater reliability with a chosen rubric  Identify and define criteria for one area of effective instruction around which evidence collection will be focused

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

5. Allows for consistency Provides “concrete” feedback to the teacher Based on facts—easily supported

6. Free of Bias or Opinion: Free of prejudice or judgment in favor of or against someone or something--usually not based on fact Example: The students were seated in rows in the classroom. Non-Example: The teacher discourages collaboration in her classroom by arranging the students in rows.

7. Example: The teacher stated to the students, “Turn and face your partner. Share two facts you read in the article.” Non-Example: I love the way you had the students work with a partner to share facts from the article.

8. Ms. Smith discourages interactions between students by arranging the classroom desks in rows. “Using the blank map on your desk, label the continents” was written on the white board. There was no confusion in the classroom because Mr. Smith’s directions were presented clearly. Insufficient wait time was provided to the students. 9 out of 10 students in the class created a t-chart in their notebooks.

9.  Practice collecting evidence using set criteria  Compare and contrast evidence collected during shared observations  Review written observation documents and provide feedback to evaluators (Superintendent or designee)

10. Question: How do I begin to collect evidence? There is so much to look for! ANSWER:

11. What are examples of categories (elements/criteria) that makes a difference? Let’s check.... Are these in the rubrics?

12. Also known as...

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

14.  OK?  Any questions?  Using a “check” to be sure the student is paying attention Is a ticket out the door a check for understanding?

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

17. Thank you! See you October 18—Same time ME Board Room!